Technology in Elementary Grades

1. D. SLIDE ROCKET
• This is a web-based program that will allow you to create
presentations for your language classes. This software is
very similar to other presentation software like
PowerPoint and Prezi.

2. E. PREZI
• Just like PowerPoint Presentations, there are several pieces of
research that claim that Prezi is commonly used for presentation in
academic instructions.
• Houska (2013) stated that Prezi is taking hold in some disciplines
and circles. Instructors, professional speakers and students
continue to post presentations created though Prezi online for
public perusal.
• Yusny and Kumita (2016) concludes that teaching grammar utilizing
Prezi presentation helps students improve their grammar mastery.
Additionally, it also shows that the students have positive
responses toward utilizing Prezi presentation in grammar lessons.

3. 5. WORK SHEETS AND FORMS
• A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software
like Microsoft Word, a teacher can also develop electronic forms.
a. Google Forms e. Quick TapSurvey
b. Monkey Survey Form. f . Type Form
C. Paper Forms. g. Cognito Form
d. Survey Planet. h. Ninja Forms

4. 6. NEWSLETTERS
• A newsletter is a very useful material in language
teaching and learning. Preparing a newsletter will
develop and build the vocabulary and writing skills
of students through drafting, revising, editing, and
publishing.

5. THE FOLLOWING SKILLS CAN ALSO BE DEVELOPED:
Receptiveness understanding to language, reading, listening and
Writing, spelling, grammar, drafting, revising and editing
Imagination, confidence in using oral language and creative skills
• Use of dictionaries and thesauruses to extend and develop.
Vocabulary and spelling

6. THE FOLLOWING ARE ALSO IMPORTANT FACTORS TO CONSIDER
WHEN PREPARING A NEWSLETTER (EXPLORER, N.D.):
Accuracy: Ensure the facts are right (including how to spell names). Always use
the five Ws and H (Who, What, When, Where, Why, How?).
Audience: Who will read the paper? Is your story of interest to them?
Research: Always check facts that you have collected use reference materials if
needed.
Images: Don’t leave the images to the last minute – always think how the image
can grab the reader’s attention- that can be used with the article.
• Writing: What is the WOW factor of the story? Start with a good lead.
Remember that you want to grab the reader’s attention and then want to
read more. Use the worksheet below to assist with writing stories.

7. 7. PAMPHLETS
• A pamphlet is a small, unbound booklet focused on a
single subject for educational purposes. Pamphlets are
non-periodical. They are written for the layman, simply
and without excessive jargon.
• Pamphlets can be folded in a variety of ways, such as in
half, in thirds, or in fourths (Lucid Press, 2020).

8. THE SAMPLE TECHNOLOGY TOOLS THAT YOU CAN USE
TO DEVELOP YOUR PAMPHLETS ARE:
A. Microsoft Publisher
b. Adobe Spark
c. Lucid Press

9. 8. BROCHURES
• A brochure is used to advertise a company and its
products or services (Lucid Press, 2020). Some
applications that you may use to develop your brochures
are:
• a. Microsoft Publisher
• b. Canva
• c. Venngage
• d. Visme
e. flipsnack

10. 9. CARTOONS
• A cartoon is a simple picture of an amusing situation;
sometimes it is a satirical comment on a serious or topical
issue. A strip cartoon is a sequence of framed drawings,
which tell a story. Both types are to be found in
newspapers, magazines and leaflets.

11. • There are cartoon making software that can be paid online
but the following are free cartoon making software that
you may use of let your students use:
• a. Animaker
• b. Pencil 2D
• c. Synfig
• d. Inkskape
e.Pixton

12. 10. JOURNALS
• Journals are records of personal insights and
experiences of students. These can serve also as
instructional materials to be used by teachers to be
able to manage the reflections and sharing of
insight in the class.

13. THE FOLLOWING ARE SOME EXAMPLES OF FREE
TECHNOLOGICAL APPLICATIONS THAT CAN BE USED
TO HELP STUDENTS WRITE THEIR JOURNALS
DIGITALLY:
a. Perspective App by Blinky How
b. Journey Journal App sitive
c. Momento Journal App skills
d. Penzu Journal App rtoon ds to lents
e. Diaro Journal App

14. 11. BULLETINS BOARDS
• Digitally, a teacher can develop online bulletin
boards where he or she may post some language
activities or information that are helpful for the
students’ acquisition of the language competencies.

15. THERE ARE APPLICATIONS (FERLAZZO, 2011) THAT
CAN BE USED FOR THIS PURPOSE AND THESE ARE:
• A. Wallwisher (now called Padlet)
This was the first online application that enables you to place virtual post-it
notes on a virtual corkboard or bulletin board easily and allow you to post text,
images, and/or videos on them.
• B. Corkboard Me
This is now called NoteApp which is a Wallwisher-like tool. The site enables you
to embed your virtual bulletin boards. Other features include real-time
collaboration and a chat room for the people collaborating.

16. • c. Popplet
- You can make an online “bulletin board” with virtual “post- its” (called
“popplets”. Except for the fact you have to register to use it, Popplet is just as
easy and, in some ways, casier to use with a lot more functionality.
• d. Spaaze
- This is similar to the others on this list, with registration is required.
• e. Group Zap
- This app joins a long list of online virtual “corkboards.” It has some nice
features, including the ability to convert your board to a PDF and being able to
“drag-and-drop” images and documents from your files.
• f. Realtime Board
- This is an online whiteboard that seemed like a decent tool for real-time
collaboration. It’s easy to use, and lets you upload images from your computer
or by its URL address. They offer free “Pro” accounts to educators.

17. CHARACTERISTICS OF EFFECTIVE AND EFFICIENT
INSTRUCTIONAL TOOLS
• Simply using technology is not enough to learn a language. An effective ICT-
based instructional material is a well-planned and a well-designed one. This
means that the preparation of the Im’s must be planned very well and it must
be ensured that they are developed to meet the learning objectives of the
language class.
• It is also highly recommended that teachers maximize the use of teacher-
made websites, OER (open educational resources) and, software or mobile
applications to encourage autonomous learning of students at the same time
utilize these tools in flipping the classroom along with task-based language
activities, content and language integrated learning and project-based
outputs (Beduya, 2018).

18. THE FOLLOWING ARE THE CHARACTERISTICS OF AN
INSTRUCTIONAL TOOL THAT IS EFFECTIVE IN THE CLASSROOMS.
1. Enhances instructional effectiveness
-The instructional material must be able to facilitate the increase of students’
achievement in language classes. Through the instructional materials, all students including
those with special learning needs and students at risks will be benefited and will be helped
to demonstrate the intended learning outcomes of their language courses.
2. Promotes active learning
- Instructional materials are expected to help promote active learning. Through the use of
interactive technological tools, learning interest is stimulated and students’ focus is
redirected.

19. THE INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE )
CITED BYE BARRON ( 2002 ) GAVE THE FOLLOWING DESCRIPTIONS OF A
ENVIRONMENT THAT USE INTERACTIVE TECHNOLOGIES
Traditional Learning
Environment
Teacher-centered instruction
Single-sense stimulation
Single-path progression
Single media
Isolated work
Information delivery
Passive learning
Factual, knowledge-based learning
Reactive response
• Isolated, artificial context
New Learning Environment
Student-centered learning
Multisensory stimulation
Multipath progression
Multimedia
Collaborative work
Information exchange
Active, exploratory, inquiry-based learning
Critical thinking and informed decision-making
Proactive/planned action
• Authentic, real-world content

20. 3. DEVELOPS CRITICAL THINKING
• Technological tools and instructional materials must be
designed and implemented in such a way that they help
develop critical thinking skills among the learners.
According to Barron et al. (2002), the structure and use of
technology can promote higher-level thinking skills.

21. 4. ACCOMMODATES DIFFERENTIATED INSTRUCTION
• Students have diverse backgrounds and have
diverse intelligences and learning styles. They learn
in different ways. They express their thoughts and
ideas also differently.

22. 5. MOTIVATING
• The use of instructional materials is a big help for
the teacher to facilitate the teaching-learning
process. The use of these materials is expected to
motivate the students to pay attention and actively
participate.

23. 6. MULTISENSORY
• One of the biggest challenges among teachers
is to prepare for instructional materials that
are multisensory. With he advent of
technological tools developed by very good
programmers, multimedia are available that
allow teachers to just learn how to use them
the maxium in the teaching of their lessons,

24. UNIVERSAL DESIGN FOR LEARNING (UDL)
• The concept of UDL is a very important concept in preparing instructional
tools in language teaching. The concept stemmed originally from the UD
principles, as well as from research in neuroscience on how the brain learns
(Rose & Meyer 2002).
• According to Dalton et al. (2019), universal design for learning applies the
concepts of accessibility and inclusion beyond physical environments, to
design teaching and learning opportunities in ways that are varied, accessible
and engaging for all students, including those with differing needs and/or
disabilities.
• These principles are very important for us to appreciate how we can integrate
the concept in our ICT-pedagogy integration.

25. A. NATIONAL DISABILITY AUTHORITY (2020)
• The National Disability Authority cited the following
7 Principles of Universal Design which were
developed by Ronald Mace and group in North
Carolina State University.

26. PRINCIPLE 1: EQUITABLE USE
• The design is useful and marketable to people with diverse
abilities. Guidelines:
A. Provide the same means of use of all users: identical
whenever possible; equivalent when not.
B. Avoid segregating or stigmatizing any users
C. Give provision for privacy, security and safety should be
equally available to all users.
D. Make the design appealing to all users.

27. PRINCIPLES 2: FLEXIBILITY IN USE
• The design accommodates a wide range of individual preferences
and abilities.
• Guidelines:
• a. Provide a choice in methods of use.
• b. Accommodate right-or left-handed access and use.
C. Facilitate the user’s accuracy and precision d. Provide
adaptability to the user’s pace.

28. PRINCIPLE 3: SIMPLE AND INTUITIVE USE
• Use of the design is easy to understand, regardless of the user’s experience,
knowledge, language skills, or current concentration level.
Guidelines:
a. Eliminate unnecessary complexity.
B. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task completion.

29. PRINCIPLES 4: PERCEPTIBLE INFORMATION
• The design communicates necessary information to the user effectively, regardless of the
ambient conditions or the user’s sensory abilities.
Guidelines:
a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.
B. Provide adequate contrast between essential information and its surroundings.
C. Maximize “legibility” of essential information.
D. Differentiate elements in ways that can be described (i.e., make it easy to give
instructions or directions).
E. Provide compatibility with a variety of techniques or devices used by people with
sensory limitations.

30. PRINCIPLE 5: TOLERANCE FOR ERROR
• The design minimizes hazards and the adverse
consequences of accidental or unintended actions.
Guidelines:
a. Arrange elements to minimize hazards and errors: most
used elements, most accessible; hazardous elements
eliminated, isolated, or shielded.

31. THANKYOU
REPORTER
JOVELLYN C. GORILLO