CHAPTER 3 - Non-Digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons
CHAPTER 3 - Non-Digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons
CHAPTER 3 - Non-Digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons
Non-digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons
1. Non-digital or conventional technology tools for teaching and learning
1.1 Writing Board
1.2 Diorama
1.3 Nature Table
1.4 Flip Chart
1.5 Zigzag Board
1.6 Board display/wall display
1.7 Rope and pole display board
2. Digital tools or non-conventional instructional support for teaching and learning
2.1 mobile phones and QR Codes
2.2 Infographics
2.3 ePortfolio as a tool
3. Selection and use of tools and apps in teaching and learning
4. Creating ePortfolio as a Technology Tool
5. Collaborative environment in the digital world
5.1 Digital literacy skills in the 21st century
This chapter discusses Non-digital and Digital Skills and Tools in Delivering Technology
Enhanced Lessons
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V. LESSON CONTENT
Instructional materials have several roles in teaching and learning which include the following:
(1) they promote meaningful communication and effective learning; (2) they ensure better retention,
thus making learning more permanent; (3) they help to overcome the limited classroom by making the
inaccessible accessible; (4) they provide a common experience upon which late learning can be
developed; and (5) they encourage participation especially if students are allowed to manipulate
materials used (Brown et al., 2005; Effiong & Igiri, 2005)
Instructional materials are the supplementary materials that help the teacher make his or her
presentation concrete, effective, interesting, meaningful, and inspiring. Instructional materials play an
important role in any teaching and learning process because they provide learners with sensory
experiences. The primary goal of teaching materials is to provide teachers with a blueprint of how to
teach in the classroom.
These instructional materials may come in varied forms. One group refers to conventional and
non-digital tools. A classroom will always need a chalkboard or a writing board that may come in varied
forms and shapes. Bulletin boards, flipcharts, dioramas, puppets, terrariums, and the like, will always
find their significance in any classroom. However, nowadays, lessons can be made more relevant and
engaging for learners as digital tools are integrated. This module presents both non-digital and digital
tools. Explore the possibilities of learning about these tools and how to effectively integrate them into
instruction.
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers’ capability.
3. The teacher may research off the shelf materials that have been developed by others to
determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone’s
copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell his/her materials available.
1. Diorama
- Dioramas are small scenes made up of layers of materials that depict the same concept
or theme. They typically depict a historical
era, a natural scene, or a fictional situation.
- In developing diorama, you will: (1) choose
a concept or theme, (2) research the
subject, (3) make a rough sketch of your
ideal diorama, (4) make a list of the items
you’ll need and gather your supplies, and
(5) select a container or box.
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2. Nature Table
- This is a table that contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem. Children love to follow the natural
changes that the world offers each month and classroom decorations reflect these.
3. Writing Board
- A writing board can display information written with chalk (Chalkboard or Blackboard) or
special pens (whiteboard). Although there are usually more effective methods of
transmitting information, the writing board is still the most commonly used visual aid.
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4. Flipchart
- It is a large tablet or pad of paper, usually on a tripod or stand.
5. Zigzag Board
- It is a multi-board series of three or four rectangular boards. They are joined together
along the sides by hinges so that they can be easily folded up and carried. Each board
can be of a different type, for example, a whiteboard, a chalkboard, a flannel board and
so on. The size of the boards for the zigzag multi-board depends on what you want to
use them for.
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6. Wall Display
- Displaying items on a classroom wall is a well-known, tried and tested educational
method. A wall display is a collection of many different types of items and materials put
up on a wall to make an interesting and informative display. In a classroom, the display
can consist of the students’ own work. In development work it can be used to convey
information to the community.
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2. Simplicity - Make ideas and relationships simple and easy to recall. Avoid cluttering
a visual with too many words, numbers, or graphics. The audience should be able to
grasp the concept in 10 to 15 seconds.
3. Legibility - Make letters big and readable for all in the audience.
Lesson 2: Select and Use ICT Tools for Teaching and Learning
The current systems employ technologies by integrating ICT tools and applications in education
and in instruction. ICT stands for Information and Communications Technology. This refers to various
tools and devices or gadgets used in communicating, disseminating, and creating, storing and
managing information. It is important that learners understand how to use these tools in helping them
learn.
Working with information to create something useful and edifying for humanity is an important
part of learning. Because the goal of education is to transform students into useful and productive
citizens, the use of ICT tools can open up a world of possibilities for students to do something with what
they know. Teachers can thus use ICT tools to engage students by communicating, disseminating, and
managing information. This path entails incorporating ICT tools into a broader range of the teaching
and learning process.
It is not always the presence of advanced technology or the use of ICT tools that ensures
success in engaging learners, but the effective use of ICT tools is still dependent on how the teacher
uses them. There are numerous ICT tools from which to choose. When used correctly, the potential of
their applications can have an impact on the lesson and the learners' engagement in the learning
process. ICT tools can be used in the presentation of a lesson, demonstrating a point, or presenting a
concept in instruction. There are tools that can be used to provide practice or the opportunity to apply
the skills taught. Even when working as part of a team or group, tools can be useful.
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Allows
effective
collaboration
Easy
Allows
Processing of
Creativity
Information
Why ICT
Integration
in
Education
As per the diagram above, ICT integration in education enables easy information processing,
effective resource accessibility, easy resource sharing, creative expression, and effective collaboration.
All of this is simple to accomplish with the gadgets you keep in your pockets or backpacks.
Since ICT integration facilitates information processing, here's an example of how we can
read information more quickly and in a more interesting way.
Have you ever seen a symbol like this one? This is now widely used in a variety of products,
reading materials, and even museums. This is an example of a QR Code.
What is a QR Code?
Are you familiar with QR Code?
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You can easily read QR codes through QR code scanner. Here’s all you need to do:
1. Have a mobile phone with camera;
2. Download the QR code reader/scanner app from the Playstore or App Store on your mobile
device. Choose a QR code reader that is compatible with your operating system, whether it
is IOS or Android. After installing it on your device, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed.
More interesting than QR codes reading QR codes is creating your own QR Codes.
How will you make your own QR Code?
1. Be online.
2. Look for QR Code generator and make sure to read the application's information. This is
necessary to ensure your online safety. There are numerous QR code generators available,
but some of the most popular are Kyawa, GOQR.me, visualead, and QR stuff. There are
numerous free applications available online, and you should take advantage of this
opportunity to use them.
3. Once you've found your free online QR code generator, you can start encoding the text or
information you want.
4. Launch the QR generator and save the resulting code as a jpeg file. Download the QR code
that was generated.
5. Test the QR code using your QR code reader/scanner.
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An infographic is
Canva (http://canva.com) is one tool that can be used to create infographics. It includes
several educational infographic templates. You can experiment with the free design elements and
create one that looks like it was created by a professional inforgraphic designer. You can begin
exploring this site and becoming acquainted with its features. Please take the time to read the
instructions and navigate around the features to get the most out of it.
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d. You can now share Padlet or online bulletin board to your friends. Click share
and allow others to have access to it or you can share through the social media
account where others can view it.
Portfolios are a good way to keep things organized. A learning portfolio in a semester work is a
collection of student work that demonstrates students' effort, progress, achievements, and
competencies gained during the course.
Portfolios can take many different forms. It can resemble an album, a scrapbook, or even a filer
in which documents and evidence are stored. However, it is now possible to have online portfolios by
creating websites. This is also known as an ePortfolio or a digital portfolio. This can be used as a digital
archive that includes the same materials as a physical portfolio but also includes additional materials
such as multimedia productions, relevant online links or references, digital stories or video blogs,
Powerpoint presentations, photographs, and other ICT materials. The ePortfolio can be kept private or
made public and shared with stakeholders such as parents and friends.
There are many sites that can be used in creating an ePortfolio. One of which is the Google site.
If you have a Google account, you can start using the available applications. You can also try weebly,
or wix, among others.
https://www.youtube.com/watch?v=9axgV_cPtlU
Parts of an ePortfolio
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The ePortfolio, like a book, has pages or sections. The organization can be done in a
chronological order based on the activities that you go through, or it can be done thematically.
Whatever you decide will be a demonstration of your organizational skills.
Home page
- This is the very first thing your readers will notice. As a result, you must introduce
yourself as well as the goals of your ePortfolio. Typically, templates are available, with
each providing sections. Personal touches, such as images or a change in color themes,
can be added.
Pages
- The pages that you can add depend on how you would like to organize your ePortfolio.
What is important is that you need to construct your ePortfolio at the start of the class. In
that way, you can have a fresh start as you try to be conscious in documenting the
activities and learning that goes with each session.
Reflections
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- Sometimes it is difficult to write a reflections and a structure can be helpful. There are
many models that can be used as a guide in writing reflections. One is the Gibb’s
reflective cycle model (1988).
DESCRIPTION
What happened?
FEELINGS
ACTION PLAN
What were you
If it arose again,
thinking and
what would you do?
feeling?
EVALUATION
CONCLUSION
What was good and
What else could you
bad about the
have done?
experience?
ANALYSIS
What sense can you
make of the
situation?
What's great about writing a reflection is that it allows you to embrace your own learning and
begin to accept responsibility for it. After all, you owe it to yourself, and no matter what the teacher
does inside the classroom, as a learner you can make the decision whether you want to learn or not.
With an ePortfolio, you try to capture your special journey of learning.
Befor publishing your ePortfolio for the world to see your work, you can control who can see
your work. The icon for sharing the site can be managed by entering the email address of the person
with whom you want to share it.
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The learners of this new generation are a different breed, and teachers must understand how to
deal with them. They appear to thrive in collaborative learning environments. They enjoy using social
networking sites. Rather than becoming information consumers in the classroom, they prefer to create
and produce something. They prefer to be mobile, either physically or virtually, as they travel from one
location to another. They appear to spend a significant amount of their time investigating in a digital
social environment, though they can be more self-directed in terms of what they want to learn, how they
want to learn, and when they want to learn.
Giving students a challenge and an opportunity to collaborate is one way to engage them. As an
example, suppose you give them a topic to discuss that they can continue discussing even if they are
not in class. Students can carry on the conversation, share information, and reach an agreement by
texting, emailing, chatting, or using the online document. Once they have reached an agreement, they
can proceed to the next step, which is to present their agreements or resolutions to the entire class.
There are numerous tools and applications available that can be used to collaborate with others.
Skype, wikis, blogs, Google forms, web conferencing, and realtimeboard are a few examples.
1. Skype
- Skype in the Classroom is a an online community that connects educators, experts, and
students through global learning and collaboration activities using Skype communication
software.
2. Wiki
- A wiki is a collaborative tool that allows students to contribute and modify one or more
pages of course related materials. Wikis are collaborative in nature and facilitate
community-building within a course. Essentially, a wiki is a web page with an open-
editing system.
3. Blog
- A blog is derived from the short form of a web blog. It is an online journal where people
can share their experiences or share information with other readers on any topic. Blogs
allow the owners to post a reversed chronological order; new posts first appear at the
top while the oldest posts are at the bottom.
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To be uploaded in MS Teams
VII. EVALUATION
VIII. REFERENCES
Ballado, Ronato S. (2012). Basic Concepts in Educational Technology I. Manila Philippines: Rex
Publishing
Kurt, S. (2019, September 16). TPACK: Technological Pedagogical Content Knowledge Framework.
Retrieved September 23, 2020, from https://educationaltechnology.net/technological-
pedagogical-content-knowledge-tpack-framework/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for
integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054
Schoology. (n.d.). The TPACK Framework Explained (With Classroom Examples). Retrieved
September 23, 2020, from https://www.schoology.com/blog/tpack-framework-explained
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