Prof Ed.

10: Technology for Teaching and Learning 1

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R.L. UY
Module No. Module 1: Teaching and Learning with Technology: An Introduction
and Title
Lesson No. Lesson 1: ICT Competency Standards for Philippine Pre-Service Teacher
and Title Education
Lesson 2: Understanding the Basic Concepts in ICT
Lesson 3: Roles of Technology for Teaching and Learning
Learning At the end of the unit, the students must be able to:
Outcomes 1. Identify the competency standards of ICT for teaching and learning in
pre-service teacher education;
2. Unpack the basic concepts of ICT to provide common understanding for
teacher and learners; and
3. Value the use of ICT in the teaching and learning processes.
Timeline February 7-11, 2022
Introduction If there is one thing that changed the world so fast, it is TECHNOLOGY. While
there exists technology in the past as non-digital technology, the current digital
technology has been a factor that shrunk the world and made it flat. It has
provided a new environment for learning, new ways teachers teach and also the
new ways of how learners learn. In the beginning, it has created a divide
between the digital natives and the digital immigrants. However, as the years go
by, such divide has become narrower and even blurred. This has led to the new
educational revolution in teaching and learning which has been triggered by
technology and resulted to better learning outcomes in the 21st century.
Activity Look at the two teachers in the pictures below. What does picture A show of the
teacher? What about picture B?

Picture A Picture A
Teacher with Traditional Technology Teacher with Digital Technology

Who is better equipped to handle the 21st century learners? Teacher A or Teacher
B? Why?
Analysis Based from the picture above, which of the two teachers would you like to
become when you graduate? Why? Answers must be specific and not just
generic. Also, contextualize your answer/s.
Abstraction LESSON 1:
ICT Competency Standards for Philippine Pre-service Teacher Education

The Program outcomes for teacher education degrees clearly state that every
future teacher: “demonstrate proficiency in the development and utilization of

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information, Communication and Technology (ICT) resources in promoting
quality teaching-learning process.

To ensure that the program outcomes related to ICT shall be achieved, CHED-
UNESCO, 2009 have identified competencies to be developed by every pre-
service teacher. The ICT Competency Standards is made of seven domains with
each domain composed of set of competencies expressed in desired learning
outcomes.

Table 1: ICT Competency Standards for Pre-service Teachers

Domain 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles, and theories of
ICT systems as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to
student’s diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media
and technology skills, learning and innovation skills, career skills, and
effective communication skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support
student collaborative activities
3.3 Model collaborative knowledge construction in face to face and
virtual environments
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology
tools and systems as they apply to teaching and learning.
4.2 Use technology tools to create new learning opportunities to
support community of learners.
4.3 Demonstrate proficiency in the use of technology tools to support
teaching and learning.
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom
environment.
5.2 Exhibit leadership in shared decision-making using technology
tools
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional
content and pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborative with peers, colleagues and stakeholders to access

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information in support of professional learning
Domain 7: Teacher Disposition
7.1: Demonstrate social, ethical, and legal responsibility in the use of
technology tools and resources.
7.2: Show positive attitude towards the use of technolgy tools

If CHED-UNESCO identified ICT competency for Pre-service teachers,

the International Society for Technology in Education (ISTE) has also
established standards for both teachers and students. These standards were also
referred to in the development of the Philippine ICT Competency standards
which include the following:

Table 2: ISTE National Educational Technology Standards

A. ISTE STANDARD FOR B. ISTE STANDARD FOR
TEACHERS STUDENTS
1. Technology Operations and 1. Creativity and Innovation
Concepts
2. Planning and Designing Learning 2. Communication and Collaboration
Environment and Experiences
3. Teaching, Learning, and 3. Research and Information Fluency
Curriculum
4. Assessment and Evaluation 4. Critical Thinking, Problem-
Solving, and Decision Making
5. Productivity and Professional 5. Digital Citizenship
Practice
6. Social, Ethical, Legal, and Human 6. Technology Operations and
Issues Concepts

Table 2.1: ISTE National Educational Technology Standards for Teachers

(NETS*S)
Standard 1: Technology Operations and Concepts
This means that teachers demonstrate a sound understanding of
technology operations and concepts.
Standard 2: Planning and Designing Learning Environment and Experiences
This standard implies that teachers utilize the use of technology to plan
and design effective learning environments and experiences.
Standard 3: Teaching, Learning, and Curriculum
Teacher should be mindful that in the implementation of curriculum
plan, they have to include strategies for applying technology to
maximize student learning.
Standard 4: Assessment and Evaluation
Teacher apply technology to facilitate a variety of effective assessment
and evaluation strategies to collect and analyze idea, interpret results,
and communicate findings to improve instructional practice and
maximize student learning.
Standard 5: Productivity and Professional Practice
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Teachers use technology to engage in on-going professional
development and lifelong learning in support of student learning,
increase productivity and to build community of learners.
Standard 6: Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal, and human issues
surrounding the use of technology in support of student learning who
come from diverese background, affirm diversity, promote safe and
healthy use of technology resources and facilitate access to technology
resources for all students.

Likewise, ISTE also developed standards needed for students. These

standards will be used as a guide by teachers to plan technology-based activities
in which students achieve success in learning, communication and life skills.

Table 2.2: ISTE National Educational Technology Standards for Students

(NETS*S)
Standard 1: Creativity and Innovation
This standard will produce students who demonstrate creative thinking,
construct knowledge, develop innovative products and processes using
technology from existing knowledge.
Standard 2: Communication and Collaboration
This standard requires students to use digital media and environments
to communicate and work collaboratively to support individual
learning and contribute to the learning of others. This includes the use
of variety of media and formats for global awareness with learners
from other cultures.
Standard 3: Research and Information Fluency
Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for inquiry. This standard expects the
student to locate, organize, analyze, evaluate, synthesize and ethically
use information from a variety of sources and media.
Standard 4: Critical Thinking, Problem-Solving, and Decision Making
This standard expects the students to use critical thinking skills to plan
and conduct research, manage projects, solve problems and make
informed decisions using appropriate digital tools.
Standard 5: Digital Citizenship
It is required by this standard that every technology student becomes a
digital citizen who demonstrates ethical and legal behavior,
exemplified by the practice of safe, legal and responsible use of
information. Further, the student exhibits positive attitude towards the
support of technology for collaboration, learning and productivity as a
digital citizen.
Standard 6: Technology Operations and Concepts
Sound understanding of technology concepts, systems, and operations
is a standard that students should comply with. They are expected to
transfer current knowledge to learning of new technologies.

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As pre-service teacher education students now, you will have to master

the knowledge and skills (Learning to Know) for the students. However, since
you will become teachers in the future, you should harness the same knowledge
and skills to become (Learning to Become) future teachers.

LESSON 2:
Understanding the Basic Concepts in ICT
Let us explore various resources to have a clear understanding of this
lesson. Let us unpack some concepts and terms related to technology for
teaching and learning.

Here are some terms and concepts that you need to know and understand.

1. Technology refers to a mix of process and product used in the application of

knowledge. It includes tools from pencil and paper to the latest electronic
gadgets and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy - is the
use of digital technology, communication tools and/or networks to access,
manage, integrate, evaluate, create and communicate information in order to
function in a knowledge society (Guro 21, 2011).
3. Educational Technology refers to the use of technology in teaching and
learning. Educational technology includes both the non-digital (flip charts,
pictures, models, realias, etc.) and digital (electronic tools: hardware,
software, and connections, etc.)
4. Digital Literacy is the ability to find, evaluate, utilize, share, and create
contents using information technologies and the Internet (Cornell University).
5. Digital learning is any type of learning that is accompanied by technology or
by instructional practice that makes effective use of technology. It
encompasses the application of a wide spectrum of practices which included
blended or virtual learning. It can come as online or off-line which utilizes
digital technology.
6. On-line digital tools and apps use an Internet connection to access the
information needed. A common example is Skype. It is a telecommunication
application software product that specializes in providing video chat and
voice calls between computers, tablets, mobile devices via Internet and to
regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet
access. Among these are Canary Learning, Pocket, Evertone, ibooks, etc.
8. Instructional technology is the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for
learning.
9. Software refers to program control instructions and accompanying
documentation; stored on diuks or tapes when not being used in thin
computer. By extension, the term refers to any audiovisual materials.
10. Multimedia is a sequential or simultaneous use of a variety of media formats

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in a given presentation or sell-study program.
11. Internet is a massive network of networks, a networking infrastructure, in
connects millions of computers together globally, forming a network in
which any computer can communicate with any other computer as lon as
they are connected to the Internet.
12. World Wide Web (www) is also called the Web which is a graphical
environment on computer networks that allows you to access, view and
maintain documentations that can include text, data, sound and videos. It is
a way of accessing information over the medium of the Internet. It is an
information sharing model that is built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point
during the lesson in order to take advantage of the array of available
education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all
information that learners work with comes from the web. These can be
created using various programs, including simple word processing
documents that include links to websites.
15. Productivity tools refer to any type of software associated with computers
and related technologies that can be used as tools for personal, professional
or classroom productivity. Examples: Microsoft Office, Apple works - word
processing, grade and record keeping, web page production, presentation).
16. Technology Tool is an instrument used for doing work. It can be anything
that help you accomplish your goal with the use of technology. These
technology tools can be classified as: Data/Calculation tools, Design tools,
Discussion tools, Email tools, and Handheld services.
17. Webquest is a teacher structured research experience for the students that is
primarily based on use of the World Wide Web and typically takes one or
more instructional periods.
18. Blog is an online journal where posted information from both teachers and
students are arranged. There are three kinds of blogs: blogs used for
communication, blogs used for instruction, and blogs used for both.
19. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital
photos or videos. Wikipedia is one of the most widely recognized of all the
wikis.
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher
is required to use the web resources as homework or out of class activity as
initial instruction of the lesson which will be discussed during class time..
21. Podcast is a video or audio multi-media clip about a single topic typically in
the format of the radio talk show. The two basic functions of podcast are to
retrieve information and to disseminate information.
22. Google Apps is a cloud-based teaching tool which is stored in the Google
server and is available for students both at home and in school. It includes
the gmail, a free-email for all; Google calendar – à tool used for
organizational purposes; Google sites that provide options for developing
blogs and wikis; and Google docs is used for sophisticated word processing

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and editing of the document.
23. Vlog is a video blog where each entry is posted as a video instead of the
text.
24. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software
that enables people to use the Internet as transmission medium for telephone
calls by sending voice data in packets using IP rather than traditional circuit
transmission.
LESSON 3:
Roles of Technology for Teaching and Learning

Are students of today interested to use technology in order to learn? Do

teachers have the skills to use technology to enhance their teaching? With the
4th Industrial Revolution, nobody can deny the influence of technology in our
lives. As future teachers of the 21st century, it is high time that you prepare
yourselves to integrate technology in your classrooms. Using technology is a
tool and a catalyst for change. What then are the roles of technology for teaching
and learning?

As teaching and learning go together, let us explore what would be the

roles of technology for teachers and teaching and for learners and learning.
According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support

the teacher to teach another person or technology when programmed by the
teacher can be a tutor on its own. The teacher will simply switch on or
switch off radio programs, television programs or play DVDs, or CDs that
contain educational programs. There are on-line tutorial educational
programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool,
but can never replace a teacher. This is like the handyman, which is just
there to be reached. Like any other tool, it is being used to facilitate and
lighten the work of the teacher. It will be good if the teacher can also create
or develop technology tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the
tool for teaching, likewise it is an effective tool for learning. As a learning
tool, it makes learning easy and effective. It can produce learning outcomes
that call for technology-assisted teaching. Even the teachers who are
teaching can utilize similar tools for learning. As a learning tool, it is very
interesting that even the elderly use these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As
a tool. technology has opened wider avenues in management of resources and
management of learning. Likewise, it has modernized the teaching-learning

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environment in schools. Here are some examples of the myriad of roles that
technology can do for teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator

of learning. It transforms a passive classroom to an active and interactive
one, with audio-visual aids, charts and models, smart classrooms, e-learning
classrooms which motivate and increase attention level of learners. Many of
these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The
teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. There are varied available
technology-driven resources which can be utilized for remedial lesson or
activities. Likewise there are also a lot of technology-driven resources that
can be used for enrichment purposes. You may search for the examples on
the web.
3. Technology improves teaching-learning process and ways of teaching.
This will make the act of teaching more efficient and effective. There are
arrays of teaching methods and strategies that can use technology which are
found compatible with learning styles. The multiple intelligence theory of
Howard Gardner tells us that there is a genius in every child. This implies
that there must be varied ways of teaching as there are many varied ways of
learning. All the learning styles can find support from technology, so that
teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of
teaching testing and evaluation are enhanced by technologies for teaching
and learning. Current educational researchers will no longer find difficulty
in interpreting tests, assessment and other evaluation results. There are
available programs that can analyze and interpret results with speed and
accuracy. Reference retrieval is also hastened because many of the research
materials are in digital form. Technology has also provided access to big
data that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific
outlook. Through the utilization of theories of learning and intelligence,
which are explained in references uploaded in the net, the teachers are
encouraged to imbibe skills to source these information with speed and
accuracy.
6. Technology supports teacher professional development. With the
demand of continuing professional development for teachers, the availability
of technology provides alternative way of attending professional
development online. For those who are involved as providers of continuing
professional development like trainers, facilitators or organizers, they can
level up or enhance their delivery systems with the support of technology
tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully

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understand that subject matter or content is a means to achieve the learning
outcomes. There are three categories of knowledge according to Egbert
(2009): declarative knowledge, structural knowledge, and procedural
knowledge.
a) Declarative knowledge - consists of the discrete pieces of information
that answers the questions what, who, when, and where. It is often
learned through memorization of facts, drills and practice. It can be
learned by simple mnemonics or conceptual maps. Declarative
knowledge is the fundamental knowledge necessary for students to
achieve more complex higher order thinking such as critical thinking
and creativity, inquiry and production.
b) Structural knowledge - consists of facts or pieces of declarative
knowledge put together to attain some form of meaning. An example of
declarative knowledge is "pencil”. The idea that evolved from a pencil
is an understanding that: "it is something used to write.” This is referred
to as structural knowledge. It can be presented by concept maps,
categorization or classification.
c) Procedural knowledge - is knowledge in action or the knowledge of
how to do something. It is based on facts but learned through the
process of procedural knowledge. Examples include how to drive a car,
how to use a cell phone, or how to speak English. Procedural
knowledge is indicated by a performance task or graphical
representation of a concept.

2. Technology enhances learners' communication skills through social

interactions. This is commonly described as the transmittal of information
from one person to another as single individual or groups of individuals
According to Shirly (2003) in Egbert (2009), there are three basic
communication patterns:
a) Point to point two-way or one-to-one like Internet chat, phone
conversation or even face-to-face conversation.
b) One-to-many outbound like a lecture, or television. There is no social
interaction.
c) Many-to-many like group discussion, buzz session, heads together.
This kind of interaction provides opportunities for social interaction

3. Technology upgrades learners' higher-order-thinking skills: critical

thinking, problem solving and creativity.
 Twenty-first contury learning requires the development of higher-order
thinking skills
 Technology has a great role to play in the development and
enhancement of these skills.
Application Go back to the Lesson 2 of this module and do the task below:

With an ICT gadget, find a partner. Choose at least 3 important concepts

that you can discuss with him/her. Record both of your thoughts in the

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discussion and compare and contrast the similarities and differences. Use the
table below as our format. Submit your output through my messenger in a PDF
format. Please do not forget to put your name in it.

Concepts Identified My Thoughts about the My Partner’s

Concept Thoughts about the
Concept
Example: (Express your (Express your partner’s
Concept about understanding about the understanding about the
borderless classroom concept) concept)
because of technology
Concept A: Using Cellphones can be a major No cellphones are
cellphone in school headache for teachers and needed during reporting
administrators.And provides and can easily access
distraction of class anything in google

Concept B: A way to put you on You can search and

Creating account ton different malicious and watch videos related to
different socmed rated SPG videos your study

Concept C: Using Technology, in its most Technology provides

technology or manual basic sense, refers to the use students with easy-to-
of scientific knowledge to access information,
create, monitor and design accelerated learning, and
tools and pieces of fun opportunities to
equipment, which are in turn practice what they learn.
used to make life easier for
people.

Assessment: Review the three lessons discussed in this module and answer the questions given
through this google form link https://forms.gle/3jghF327DbUADRKa7 .Copy this link to your
browser to start answering.

Assignment: (Submit through this google form link: https://forms.gle/s2gQWycBCCvJFkcL8)

Task 1: Experience as a Learner
Write a paragraph about your personal experience on how technology has influenced your life as
a learner from elementary, high school, and college.
How Technology Influenced My Life as a Learner .

Task 2: Expectations as a Future Teacher

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Write a paragraph on how you are going to use technology when you will become a teacher?

How will I use Technology when I Become a Teacher

ON REFLECTION: (This will be posted to your personal website/Online Portfolio)

A. Reflect on you learning experience on Lesson 1 in this module and construct your learning by
continuing the statements below: (should be 100-150 words per item)
In this lesson,
1. I learned that… (Knowledge)
2. I felt that… (Value/Attitude)
3. I developed that…(skill)
B. Write a paragraph on how technology change the teaching-learning environment
How does the role of technology change the teaching-learning environment?

Timeline and Guide for Submission

TASK Deadline Submission Instruction
1. Application February 18, 2022 Submit to my messenger in PDF format
2. Assessment February 16, 2022 Submit through this google form link:
https://forms.gle/3jghF327DbUADRKa7
3. Assignment February 19, 2022 Submit through this google form link:
https://forms.gle/s2gQWycBCCvJFkcL8
4. Reflection Before the end of the Post this to your Online Portfolio/Personal
semester Website

REFERENCES
Bilbao, P. et. al. (2019). Technology for Teaching and Learning 1. Lorimar Publishing. Quezon City,
Manila.

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Bourne, M. (2009). Teaching math using interactive white boards. Retrieved from
https://www.intmath.com/blog/learn-math/teaching-math-using-interactive-white-boards-2982 on
February 15, 2022
TCD (2022). How to Become a Teacher - The Beginner's Guide. Retrieved from
https://www.teachercertificationdegrees.com/become/ on February 15, 2022

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