TTL1 Chapter 4

Technology for Teaching and Learning 1 Page| 1
CHAPTER 4
NON-DIGITAL AND DIGITAL TOOLS AND SKILLS
FOR TEACHING AND LEARNING
INTRODUCTION
Instructional material is an important tool in teaching and learning. In the past

teachers used traditional instructional materials like textbooks, chalk and board, printed
charts, and maps in teaching their lessons. These help them explain the lessons clearly.
Nowadays, teachers use modern technology as their instructional materials such as
laptops, LCD projects, speech laboratories, digital presentations, etc. Generally
speaking, any resource a teacher uses to help him/her in facilitating the learning of the
students is instructional materials. To make teaching and learning effective and efficient,
it is important to combine instructional materials from the past and those that are digital.
Instructional materials have the following roles in teaching and learning (Brown,
et., 2005; Effiong & Igri, 2015):
a) promote meaningful communication and effective learning;
b) ensure better retention, thus making learning more permanent;
c) help to overcome the limited classroom by making the inaccessible accessible;
d) provide a common experience upon which late learning can be developed; and
e) encourage participation especially if students are allowed to manipulate materials.
For teachers, instructional materials should promote enhancement in their teaching

and learning goals. On the part of the students, these should help them become more
responsible in their individual and collaborative learning that will empower them for a
higher order learning and be able to acquire knowledge and skills beyond their classroom.
Instructional materials for teaching and learning includes non-digital and digital tools,
and these are what you are going to learn in this chapter.
LEARNING OBJECTIVES
At the end of this Chapter 2, you are expected to:
1. identify non-digital and digital tools and resources for teaching and
learning
2. describe examples and the procedures/guidelines for designing
conventional instructional materials
3. describe the characteristics of digital learning resources and
their use for teaching and learning
4. produce instructional materials both conventional and non-
conventional based on a given topic and strategy
LEARNING CONTENTS
A. Non-digital or Conventional Teaching and Learning Resources

B. Digital Technology Resources for Teaching and Learning
TTL1/ABSIMON & RJMACABALLUG

Before you proceed with our lesson, list down on a separate sheet of paper the
non-digital and digital tools in teaching and learning that you are familiar with. Then,
reflect on how these tools helped you as a student.
Compare your list with two or three of your classmates. Share your reflection in
class regarding the usefulness of these tools in your learning.
Now, let us add to what you already know. Let us proceed with our first lesson in
this chapter - The Non-digital Teaching and Learning Resources.
A. Non-digital Teaching and Learning Resources
Non-digital teaching and learning resources are also called conventional

resources. They refer to traditional teaching and learning within a classroom facility in
contrast with e-learning. Non-digital teaching and learning resources are developed or
used by a teacher or any other individual, not with the help of digital technology.
Before digital media like computers, mobile cellphones, the Internet, and other
electronic tools for education became available, teachers used to develop their own
materials to help them in carrying out their lesson activities. Some examples of these
materials are pictures, models, charts, maps, and even writing boards.
Let us study in detail some of these non-digital teaching and learning resources
which can be easily used in the classroom for teaching and learning.
1. WRITING AND DISPLAY BOARDS
Chalkboard and WhiteBoard
Chalkboards and Whiteboards are used in teaching to write

information using 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.
Suggestions for using the writing board:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that the
students can see the information clearly.
3. Make the text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance.
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing or writing on the board.
7. Do not block the students’ views on the board. Stand on the side when done writing
and drawing.
8. Allow sufficient time for students to copy the information from the board.

Wall Display/Bulletin Board

A wall display/bulletin board is a collection of many different
types of items and materials put up on a wall or on a board to make
an interesting and informative display.
Bulletin board displays that change periodically to reflect new
lessons help visual learners better understand new material,
reinforce new words and concepts, and challenge students to
participate in new ways.
In the classroom, the display can consist of the student’s own
work. In development work, it can be used to convey information
to the community.
Visit the following links for more samples of bulletin boards:
https://depedclub.com/grade-5-bulletin-board-displays-2nd-quarter/
https://www.weareteachers.com/interactive-bulletin-boards/
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 easily be folded up and carried. The size of the
boar ds for zigzag multi-board depends on what you want
to use for.
These kinds of instructional materials can serve as display boards especially on

exhibits.
Rope & Pole Display Board

This board consists of two parallel, horizontal poles tied
loosely together with rope.
Visual aids such as posters can be pinned to the rope.
This kind of visual board is invaluable where there are
two solid walls for displaying information. It has no
solid backing and can be made quickly for teaching, and
training.

2. PRINTED MATERIALS
Textbooks
Textbook is a very important basic teaching-learning resource. It
serves as a focal point base for organizing learning activities.
Usually, it is prescribed by the schools and is based on a specified
syllabus under a curriculum. A textbook is also referred to as a
curricular resource.
For the textbooks to be interesting learning resource materials they
must be written and illustrated in an interesting style. This means, that the quality and
utility of textbooks depend mostly on the author or writer.
While writing a textbook the author needs to keep in mind the following rules:
1. Rule of Frameworks
- maintain a consistent structure
- The framework acts as a mental roadmap that allows learners to navigate within and
through the subject domain.
2. Rule of Meaningful Names
- create and use consistent titles and terminologies
- these names are critical to the ability to recall and retrieve the things we know and
remember
- use terminology that is common in the discipline
3. Rule of Manageable Numbers
- limit the amount of new information introduced at one time
- for new materials, 4 to 6 new elements is a reasonable limit
4. Rule of Hierarchy
- new knowledge builds on learned knowledge
- the students need to understand the foundational knowledge before being introduce to new
concept.
5. Rule of Repetition
- repeat important concepts
- there is a pattern of repetition that aids in promoting the elements of a subject from short-term
to long-term memory.
For additional information on these rules visit this link:

opentextbc.ca/selfpublishguide/chapter/textbook-development/
Workbooks
Workbooks are meant for the learner to perform a written exercise or
undergo writing practice. They support textbooks in the sense that they
cover those responses of the learner which involve writing. But, it is not
necessary that every textbook should have an accompanying workbook.
Normally, a workbook or copybook does not give the learner any
new information. Workbooks and copybooks provide learners with
graded exercises which proceed from easy to difficult tasks. A
workbook tells readers “how” to specifically do something while a
book or textbook serves the “who” and “what,”

Newspapers and Magazines

Newspapers are usually for a mixed age group of readers
and carry items of news and current affairs. Magazines are
published for the public at large and also for school-age
children.
In the past years and up to this present time, the use of
newspapers and magazines as teaching materials in the
classroom is still believed to be effective.
The following are some important applications of newspapers and magazines in

teaching and learning:
1) current events study and analysis;
2) study of local, national, and world problems;
3) practice in the reading, study of written expressions and styles; and
4) visual and pictorial support to classroom work
A 60-page activity booklet that is organized by sections of the newspaper and can be
adapted to most grade levels was designed by Hamrick (1981). The booklet contains
activity sheets that allow students to use the different sections of the newspaper to
locate, categorize, sequence details, and distinguish fact from opinion. It can be used
to teach basic skills in a variety of subject areas, including language arts, reading,
mathematics, social studies, and science.
Using the newspaper as instructional material helps the students on the following:
1) locate main ideas;

2) form sentences;
3) find facts;
4) practice critical thinking skills;
5) solve math problems;
6) write creatively; and
7) comprehend better.
Sources: https://files.eric.ed.gov/fulltext/ED300847.pdf
https://www.ericdigests.org/pre-929/using.htm
https://catalogue.nla.gov.au/Record/5446562

Charts
A chart is a visual representation used to summarize, illustrate, compare or contrast,
communicate the subject matter in an effective and concise way. It is a graphic
illustration of a system, process, and historical sequence of events. Charts are used for
concept formation and development among learners practically in all subjects.
One example is that, in teaching the solar system to students, a teacher

can make use of a chart depicting the solar system comprising the sun
and the other planets.
Some types of charts are:
1) Process charts ✔ are used to show steps in a process.
✔ life cycles of insects, energy cycles, etc are shown as cyclical
processes.
✔ stepwise making of a slide box or any other object may also be
shown with the help of process chart.
2)Organizational charts ✔ are used to represent functional relation among the different
components in our organization whether manmade or natural.
✔ Examples: Food chain, administrative hierarchy in institution.
3) Timeline Charts ✔ are used to represent events, occurrences in chronological

sequences.
✔ helps learners compare and contrast events in relation to time.
✔ evolution of human beings, political empires, etc. can be
shown using timeline chart.
4) Tabular chart ✔ are used to represent data in tabular form for easy comparison
and understanding.
5. Tree chart ✔ are used to show growth and development from single source
to many branches like in a tree.
✔ in a timeline chart, it is generally a single line representation
whereas in a tree chart many branches are there like a tree.
✔ family tree is a familiar example.
6. Sequence Charts or ✔ used to show many events or series of events in succession.
Flip Charts ✔ several charts are arranged in a sequential order and fastened
together at one with metal or wooden strip. A chart stand will
also be useful to hold the charts.
Image sources: mapping-flowchart-process-flowchart-templates-powerpoint.jpg (700×457) (wondershare.com)
Process.png (1272×747) (unifiedcompliance.com)
career_timeline-mc-slide8.png (720×540) (sketchbubble.com)
tabular-statistics-view-orders.jpg (947×500) (gonnaorder.com)
Family-Tree.jpg (300×192) (kimballlibrary.com)
Visit the following links for additional information and tips on how to create your own charts:
https://classroom.synonym.com/benefits-kwl-chart-12022324.html
http://sixminutes.dlugan.com/flip-charts-101/
https://www.wikihow.com/Create-a-Family-Tree-Diagram
https://www.teachervision.com/lesson-planning/graph-chart-teacher-resources

Maps
Maps are scaled-down representations of the real earth’s surface
on paper. Every map has symbolized a summary of the earth’s
surface; therefore, it provides information in condensed form.
The symbols used are lines, dots, colors, words, and signs.
Screen-Shot-2020-02-26-at-15.54.49.png (938×664) (freestuff.co.uk)

Maps are useful tools in every discipline, especially in social science which is very
important for learning geographical, historical, and economical concepts. For the
elementary level, details on the map are kept simple to enable learners to locate places,
and different physical features and to read directions easily.
Let us try to recall if you can still remember what you have learned in elementary and high
school about maps. Supply the second column with the appropriate descriptions (see the box
below) of the types of maps in the first column.
Economic Maps
Historical Maps
Physical Maps
Political Maps
Social Maps
● show climate, soil, forest areas, resources, rainfall, etc.

● show political divisions of countries and places.
● maps showing the crop distribution, land use, transport, etc.
● show demographic distribution, in country. The literacy rate,
● language, tribes etc. are shown on maps for easy comprehension.
● show boundaries, of the empires, routes taken by travelers, places of war,
treaties, etc.
Map reading is one of the important skills that should be taught to students.
According to educational psychologists, map reading is essential because map
interpretation combines reading and mathematics skills and helps build spatial sense
and visual literacy – each of these skills being relevant in our daily lives.
The following are some significant aspects of map reading skills:
● symbols of places;
● location of places – longitude, latitude
● different physical features – land form, water form
● human factors
● climate and resources
● distances
● transportation
https://www.nationalgeographic.org/education/map-skills-elementary-students/

3. Three-Dimensional Instructional Materials
Models
Models are a recognizable imitation of a real thing (eyes) or abstract thing (magnetic)
which are useful resources in teaching and learning. It simplifies difficult concepts,
processes, or complex situations by focusing on essential features only and eliminating
complex details, which may hinder understanding the concept. It is usually similar to
the original object in every aspect except the size. The size of an object may be reduced
or enlarged.
When the size is reduced, the object is simplified

to show only the essential parts.
For example, the globe is the model of the earth
simplified to show the earth’s essential parts only.
On the other hand, when the size is enlarged, it shows the

details of the object.
For example, the model of the eye is enlarged to allow all the
details to be seen easily and clearly.
Some uses of Models:

• Simplifies difficult concepts, processes, or complex situations.
• Reduce large objects to a conveniently observable size.
• Demonstrate the interior structure of an object or system.
• Help learners to understand difficult parts of objects or systems.
Some considerations in using Models:

• Models should be large enough to be seen easily by everyone in the class.
• Models may be supplemented with other teaching and learning resources like
charts to help learners understand the relationships.
• If it is a working Model – check before you use it in your class.
• Learners should be allowed to touch the model and feel it for effective learning.
• True color should be used in models for real learning. It also makes the model more
eye-catching.
Types of Models
1)Stationary or Non-working Model - all the parts of the model are stationary
(there is no movement). It is easier to make and is widely used as a teaching-
learning resource, example: Model of the eye
2) Working Model - either all or some parts are moving to show the process in the
system. They appear interesting to learners. A solar system
where all planets revolve around Sun is an example of a
working model.

Puppets
A puppet is an inanimate object, which a puppeteer
moves in such a way as to give it life.
Puppets are a very useful media in the teaching of

history, drama, and literary topics. They are available in
the market or can be prepared locally according to the
requirements. Puppets can be made of cardboard,
cotton, color and other locally available materials. They
are used to dramatize any historical events like war, life
of people during a particular historical period. The
following are some of the types of puppets.
Types Descriptions
1.Finger a type of puppet that is controlled by one or more
Puppets fingers that occupy the interior of the puppet.
2. Stick a picture is glued to a stick and may or may not have

puppets moving parts.
3. Shadow puppets also known as shadow puppetry, is an ancient form of

storytelling and entertainment which uses flat
articulated cut-out figures (shadow puppets) which
are held between a source of light and a translucent
screen or scrim.
4. Marionettes is a much more complicated type of puppet that is

suspended and controlled by a number of strings
connected to the head, back and limbs, plus
sometimes a central rod attached to a control bar held
from above by the puppeteer.
For the other types of puppets and their descriptions, visit the links below or scan
the QR Codes.
https://puppetbuildingworld.com/different-kinds-of-puppets/
https://www.twinkl.co.in/teaching-wiki/puppet

Here are some guidelines common to any kind of conventional instructional

materials:
General Guidelines in Designing Conventional Instructional Materials

1. Unity - use only one idea for each visual aid and include a headline.
2. Simplicity- make ideas and relationships simple and easy to recall.
Avoid cluttering a visual with too many words, numbers, and graphics.
The audience should be able to grasp the concept in 10-15 seconds.
3. Legibility - make letters big and readable for all in the audience.
4. Consistency - use the same type style and art style.

5. Clarity - avoid font type that is too small to read; avoid all caps.
Aa
Now, visit the links and watch the videos on traditional instructional materials and
how they can be used in teaching specific lessons. You can also watch other videos on the
Internet and share additional information to your classmates.
https://www.youtube.com/watch?v=AONW63COJqQ
https://www.youtube.com/watch?v=GRit69J8a8I&t=378s
https://www.youtube.com/watch?v=YJalagfZ1es
ACTIVITY 1 (20 points)
Following the guidelines on designing instructional materials and the examples in the videos, create
your own instructional materials with 5-8 members (of your choice) in the group.
Imagine that you are now a teacher:
1. Select a topic or lesson that you believe will be taught better and will facilitate learners’
understanding of the lesson if you use instructional materials.
2. State at least two desired learning outcomes that you want to see from your learners.
3. Create your materials to help learners achieve the desired learning outcomes.
4. Document also all your activities in creating your materials.
Write a brief reflection on your learning experiences in creating your instructional materials
(IMs). Print the picture of your IMs and also the picture/s of your group creating the IMs.
Paste all these outputs on the page labelled

“Our Group’s Learning Experiences, Chapter 4, Activity 1”.
Refer to the Rubric on how you will be graded in this activity.

Rubric for Group’s Reflection
Fails to Meet
Meets Expectations Almost Meets Expectations
Expectations
16-20 points 11-15 points
1-14 points
Ideas and Meets Expectations Almost Meets Fails to Meet

Contents Expectations Expectations
The student describes an
important experience/s The importance of the Not much happens. The
that happened to them or a experience or task is details are unclear and
new skill learned. It is somewhat vague. It is confusing to the reader.
easy for the reader to difficult for the reader to
follow the content. follow with clarity.
Organization Meets Expectations Almost Meets Fails to Meet

Expectations Expectations
The opening statements
take the reader's attention. The beginning needs better The vocabulary and
The events are logically clarity in capturing the sequence of events does
arranged. The ending reader's attention. The not make sense.
provides appropriate wording of events lack
closure for the task or organization and clarity. The
experience learned. ending could be more
influential.
Word Choice Meets Expectations Almost Meets Fails to Meet

The story abounds with
sensory details that really The writing could benefit Words are uninteresting
re-create the experience from more descriptive or dull, unclear in
for the reader. The writer language. Sentence structure meaning, and/or repeated
uses a variety of sentence is pretty basic, so the writing often. Sentence
structures or concise doesn't flow as well as it structure/concise bullet
bullet points, which allow could. information is
the author's ideas to flow compromised by poor
nicely. grammar.
Visuals Meets Expectations Almost Meets Fails to Meet

5 pictures or more are
included. Pictures are 3-4 pictures that are related 2 or less images are
related to the requirement to the activity are included provided.
of the activity

You have learned in Lesson 1-Non-Digital Teaching and Learning Resources

some of the traditional technologies that both teachers and students can use to facilitate
the teaching and learning process. This time, in your Lesson 2, we will discuss the digital
technologies for teaching and learning.
B. Digital Technology Resources for Teaching and Learning

Digital technology is also known as non-conventional or non-traditional
technology. In this modern age - the digital age, we have observed that there is a
paradigm shift in our education system. In the past years, students had to go to the library
to find the information they needed during the day while they are in schools. Now a days,
the technology has truly improved, and continues to grow in advance. Both students and
teachers can access information any time of the day and in any place that they are
convenient with. Educational digital technologies support the teaching and learning
processes. Through digital learning tools like desktop computers, laptops, smartphones,
iPads and other modern technologies students are more engaged and motivated now in
their learning.
In this lesson, you will be learning some of these new educational technologies
that could help you not only in your learning as a student but eventually when you will
practice your profession as a professional teacher. Prepare yourself now and make sure
you participate in the activities.
Using Mobile Phone and the QR Code
A ‘Quick Response Code’ also known as QR code is a two-dimensional type of

barcode. QR codes are scan-able using smartphones devices, which are natively
developed to scan/detect QR codes.
The QR code system was invented in 1994 by Masahiro Hara from the Japanese
company Denso Wave. The initial design was influenced by the black and white pieces
on a Go board. Its purpose was to keep track of automotive parts manufactured by Denso,
to replace several bar codes on each box, each of which had to be scanned separately.
QR codes are now used in a much broader context, including both commercial tracking
applications and convenience-oriented applications aimed at mobile-phone users (termed
mobile tagging).
QR codes may be used to display text to the user, to open a webpage on the user's
device, to add a vCard contact to the user's device, to open a Uniform Resource Identifier
(URI), to connect to a wireless network, or to compose an email or text message. There
are a great many QR code generators available as software or as online tools that are
either free, or require a paid subscription. The QR code has become one of the most-used
types of two-dimensional code.
Source: https://en.wikipedia.org/wiki/QR_code

To better understand the benefits you can get from learning about QR Codes,
watch the video “QR Codes: What They Are and How to Use Them” through this
link: https://youtu.be/br039gDRD7k
After watching the video, write below the things that you have learned from the
video. You are also encouraged to share these during our class session.

This time, take a look at the steps on how to read a QR code.
Try to follow the steps in reading a QR Code.

Do it individually or with a partner.
• Search for a QR Code generator (QR Stuff,

Visualead, Unitag) (ensure that you read
the information about the application)
• Encode the text or the information that you want
• Run it and save it as a jpeg file
• (Now, you have successfully created your own code which you can download)
Test if your QR Code Reader works

Scan the QR Codes and provide the appropriate
information asked in the space below.

As future teachers, it is also necessary for you to learn how you can use QR codes
in the teaching and learning process. Analyze each approach and visualize how you
create and use the QR codes in your teaching engagements.
Ways to Integrate QR Codes in Teaching
You can enrich the content you teach in class by adding QR
Create Interactive Codes that link to further readings and resources. You can link
& Engaging
to a pdf, a video tutorial, a website, a document, or audio file
Content
among others
Use in Classroom The QR Code can be used in giving instructions in class and
Activities pin them up inside the classroom instead of providing them
with thick copies of printed materials giving instructions on
how to do an activity.
Provide Help with Teachers can provide detailed instruction and how-to tips in the
Homework form of a QR Code which students scan at home and use the
information to help them comply with their assignments.
Scavenger Hunts Create an interactive classroom activity such as the Scavenger’s

Hunt by using QR Codes that provide directions or instructions
resulting in better learner engagement.
Provide Easy Create QR Codes with URLs for students to gain easy access
Access to Online to online resources. Sometimes when a long URL is given,
Content learners may copy a broken URL version hence, resources
become inaccessible.
Enhance You can integrate QR Codes in textbooks and books you have
Classroom Library in class library. Students can use these QR Codes to access
more information and resources on the related books.
Share Resources Learners can use QR Codes to share educational resources with
each other (e.g., lecture notes,web content, how-to-do videos).
Research Project Make students create QR Codes linking other resources and web
content to their research work.
Gather Students You can create polls, surveys and forms using tools like
Feedback Google Forms and share them with students as QR Codes
which can be easily scanned and accessed.
Communicate with Share with parents QR Codes containing information about

Parents or Partners class/school events and activities, students learning among
others.

Activity 2 – 15 pts.
From the list of the Ways to Create QR Codes, select one and create your own activity
for this.
Do this activity with your group.
Share the activity to other groups through a QR Code.
Be creative in creating your QR Codes.

You can use other QR Codes generators aside from what we used during our discussion.
Print the activity and your generated QR Codes and paste them on the page labeled
“Our Group’s QR Codes, Chapter 4, Activity 2”
Refer to the Score Points below for your guide in doing this activity.
QR Code Score Points
Content of the QR Code generated – 20 pts

Creativity – 25 pts
Submission – 5 pts
For additional information and video tutorials, Scan the following QR Codes:

Aside from the use of cellphones and QR Codes, using laptops and infographics
are also digital technology tools and materials that can make the teaching and learning
process interactive.
Again, you are encouraged to participate cooperatively in all the activities.
Using Laptops and Infographics
What is an Infographic?
An infographic is a great tool to enhance teaching and learning in all subject areas. It
increases students’ engagement, enhance their learning and critical thinking beyond what
written instruction or communication can offer.
• a clipped compound of " information " and " graphics "
• a visual representation or an image such as diagram, chart or picture representing
information or data
• a powerful tool that combines statistics and data into easily digestible images that
you can easily post to various platforms
• make massive amounts of data easily digestible

Why we need infographics?
Infographics are used to capture and deliver information simply and effectively
while making it engaging and informative as well. Infographics can be used for
purposes like brain storming, sharing data, making comparisons, explaining concepts or
presenting process, providing more information other than textbook, presenting survey
data, exploring how something functions, and many more.
With infographic, the compact data is represented visually. It makes the
information easier to digest and understand because you can process concrete things. It
makes information far more memorable than a page of text would be. Infographics help
keep the learners engaged and can be great tools to help teachers motivate their learners.
Below are some reasons why we use infographics in teaching and learning:
Infographics are:
VISUAL Infographic describes it simply as a visual representation of information and
data.
Humans are visual creatures in nature – half of our brain is dedicated to visual
functions.
Using infographics in the classroom encourages learners and teachers to
develop visual literacy skills.
EFFECTIVE Infographics are effective as learners can be encouraged not only to read and
decode but also to write and encode to develop critical thinking and digital
literacy skills. Teaching with infographics in class can also greatly increase
learning efficiency of students.
SIMPLE The purpose of an infographic is to convey often quite complicated and

impenetrable information in a visually compelling, accessible, simple and
concise way.
The lesson can be easily understood by the learners since infographics make
massive amounts of data easily digestible.
MEMORABLE Visually compelling information conveyed in an accessible, simple

and concise way is memorable. Appeal, comprehension and retention are key
aspects of effective communication.
Infographics are a fun way of teaching that can create a special connection
with students in the classroom. Since the infographics are aimed at educating,
they can also help create a sense of connection which will likely pay off later.
SHAREABLE Infographics are easily shared.
In 21st century, social media becomes more and more popular among young
people. When a teacher create some awesome and easy to understand
infographics, these can be shared to students in the classroom, then post them
on the Internet. The students will be willingly to share it with their friends,
thus creating a snowball effect.
sources: https://ltsig.iatefl.org/infographics-in-education-what-why-how/
https://www.edrawsoft.com/infographics/why-use-infographics-in-classroom.html

How We Use Infographics in Education?
Here are some simple ways by which we can use infographics in the teaching
and learning process:
How to Use Infographics in the Classroom
Teacher and Students Self Introduction in the Class

Some students get intimidated when the teacher introduce himself or herself to the class. While
others feel nervous when they introduce themselves especially during the first day of school.
To make the students more comfortable and relax, a teacher can create an infographic to
introduce himself or herself. On the other hand, teacher can ask the students to create an
infographic about themselves that they can present to the class. Provide a few questions or
points they need to mention in their infographic so it takes less time to create them.
An infographic syllabus
If you want to make your syllabus more memorable for your students, create an infographic.
In your infographic, you can display the same information you would have presented in written
text but in a much more visually-appealing way.
As a result, your students will remember the content of the syllabus better, and you’ll be able
to easily share it online and offline with everyone.
Classroom rules infographics

Teachers usually do give rules for the students to follow like safety rules, cleanliness and
organization of the classroom.
Instead of reminding them from time to time the dos and don’ts, a teacher can create an
infographic of the class rules and place it in a visible spot in the classroom. The students will
have a much easier time remembering the rules when they’re placed in front of them.
Timeline Infographics (Breaking down historical events)

To have an understanding of their history and how it shaped the world we live in is very
necessary for the students. However, remembering names, dates, and events can be
overwhelming and difficult for them. For the students to better appreciate the lesson, a teacher
can create a timeline infographic which can also be reuse for other classes. They can also use
it to study form exams.
Students’ presentation of their outputs

When assigning a research paper or a textbook reading to the students, a teacher may require
them to present their findings using an infographic. This way, students will have the
opportunity to create something new and discover new skill sets.
Gamification Infographics
Infographics can serve as great tools for games. For example, use a flow chart for creating a
quiz. You can also use interactive elements like charts and maps to make the game more
engaging and insightful for your students.
Infographics for class discussions

Class debates are great for teaching the students how to deliver arguments. It’s also an
opportunity for the students to learn topical subjects and reflect on their opinions and
assumptions. For an interesting classroom discussion, use comparison infographics. Display
two sides of a topic and list the arguments on each side. In class, invite the students to compare
and analyze each argument and come up with insightful conclusions.

Infographics as a homework assignment

The more time we spend working with a piece of information, the better we understand it. If
there’s a complex topic that a teacher expects his/her students to struggle with, he/she may
guide them to create their own infographic. Creating infographics for education is a great
way to learn for the students.
Simplifying a complex topic

A teacher may consider creating an infographic about a complex topic to simplify the
learning process. An infographic will help the students to have a better overview of the topic.
Here are some examples of infographics that can be used in the class:
free images of teacher and students self introduction in the class - Bing
images
Writing-process-infographic-template.png (1768×1218) (easel.ly) 4c7058bb475f16d519de0d8b805e79c9.jpg (1000×1500) (pinimg.com)
You may think that creating infographics is too complex or time-consuming both
for the teachers and the students. But, today, there are many templates of infographics
for education that are readily available on the Internet that you can use in all subject
areas – math, science, geography, language, and even sports.
In the next page, try to follow the steps on how you can create infographics
using the Edraw Infographics software.

Creating Your Own Infographics Using

Edraw Infographics
1. Launch the software and open a blank infographics drawing page.
2. Drag education symbols from left libraries and drop on the blank page.
3. Double click symbols or click Text on Home Page to add contents.
4. Go to File menu and click Save as to save your education infographics after
finishing it. It can also be exported to other formats if you need to.
1 2

Here are other online tools for creating infographics. You can explore these in
creating your infographics. Share in the class the unique features of the applications
that you discovered.
1. Visme (visme.co) 2) Canva (canva.com)
3) Easel.ly
(www.easel.ly)
4) Piktochart
(piktochart.com
Scan the QR Code and discover more examples and templates of the
infographics that you can use as a student today and as a teacher in the
future.
Activity 3 – 20 pts.
Make your own infographics. This is an activity by pair.
1. Select from the list of the uses of infographics in the classroom the one that you want
to create.
2. Identify bits of important facts/information/ideas for the content material.
3. Design an infographic that captures the essential information and worthy to be shared
to others or be displayed.
4. Print your infographic using A4 size paper. Label your paper as “My Infographic
with my Classmate, Chapter 4, Activity 3”
Refer to the Rubric so you will know how you will be evaluated.

Infographic Rubric
Category Advanced Proficient Developing Needs Specific
4 pts 3 pts 2 pts Improvement
1 pt
The topic is Includes Includes Content is

Content presented in- essential essential minimal.
and depth and with knowledge information There are factual
References (if details and about the topic. about the topic errors.
necessary) examples. Subject but there is a
Subject knowledge factual error.
knowledge is appears to be
excellent. good.
Full bibliographic The URL of any The URL of any No citations to

citations for any image or text image or text sources used are
image or text sources used sources used included.
sources are are included are included but
included. and can be most cannot be
accessed. accessed
All graphics are All graphic All graphics Graphics do not

Graphics related to the included are relate to the relate to the topic
topic and make it related to the topic. and/or aid the
easier to topic. Most viewer.
understand. make the
presentation
easier to
understand.
Use of font, Font, color, Makes use of Use of font, color,

color, effects, effects, etc are font, color, effects etc. but
Attractiveness etc. is excellent. acceptable. effects, etc. but these often
These enhance these might distract from the
the presentation. detract from the presentation
presentation content.
content.
1 or no 2 misspelling 3 misspellings More than 3

Grammars and misspellings or and/or and/or spelling or
Spelling grammatical mechanical grammatical grammar errors.
errors. error exists. errors.
Submitted on or Submitted 1 day Submitted 2 Submitted 3 or

Submission before the after the days after the more days after
deadline. deadline deadline the deadline
Here are some

Is our infographic have a main idea or thesis?
questions you
Are the data support the main idea?
may consider
Are the graphics enhanced and related to the data?
before
Are the layout and design show the purpose of
submitting
infographics?
your output

Another digital technology tool that can make the teaching and learning process
interactive is the online bulletin board. Prepare yourself to gain additional knowledge
and skills which, will surely you can apply today as a student and in the future as a
professional teacher.
Online Bulletin Boards
The Electronic bulletin boards

are communication systems
online where one can
- share,
- request, or
- discuss information on just about any topic.
Like traditional bulletin boards, online bulletin boards are an essential component
of classrooms. Teachers used them to introduce new material or display student work.
Teachers must create boards that are equally engaging and educational. Using interactive
boards in the classroom ensures that students recognize the importance of the posted
materials.
Many pedagogical benefits are attributed through this application. As students’

motivation multiply they acquire different perception of learning. This is because they
are able to enhance their answers to a question with the multimedia of their choice instead
of just posting the answers. Studies reveal that collaborative learning and engagement as
well as learning performance has increased when students use this tool (Boulden, Hurt &
Richardson, 2017). Likewise, it also increases concentration of children in the learning
process and their involvement become more active (Vandrick, 2000).
Probably, you are now looking forward to how you can make an online bulletin
board. Much as you were excited when you once structured or restructured a traditional
bulletin board for your organization, I am sure you will be more motivated to create an
online bulletin. This activity is another way that you can enhance your 21st-century
skills.
In this lesson, we will only use two of the popular applications in creating our
class online bulletin board. Go to the next page and learn about these.

Here are the two popular applications that you can easily create your online
bulletin board – the Padlet and the Google Slides.
What is Padlet?
Padlet provides a cloud-based software-as-a-service, hosting a real-
time collaborative web platform in which users can upload,
organize, and share content to virtual bulletin boards called
"padlets". Padlet - Wikipedia
It is a virtual wall where people can express and share their opinions, thoughts, ideas,
photos and images.
Padlet works like a piece of paper. You can start with an empty page and put whatever
you like on it. You can upload in a video, record an interview, snap a selfie, write your
own text posts or upload some documents, and there you have it – a beautiful project that
is easy to share and collaborate on. Once others add to it (video, text comments, etc., the
page will update in real time.
Why do we choose Padlet?

- Simple tool and easy to use
- Makes lessons more interesting
- Posts can be written via mobiles, tablets or the computer
- Registration is free
Ways to Use Padlet in the Classroom
Book Reviews
Questions Board
Topic Summary
Opinion/Forum
Greetings

The following are the steps in creating a Padlet. Read them carefully so you will be
guided when you make your class bulletin board using the Padlet.
How to Create a Padlet Step-by-Step

Create an Idea Board - by Jeremy Caplan - Wonder Tools (substack.com)
Step 1 At Padlet.com choose a board type. This can be a shelf-style, with vertical
columns. Or a grid of horizontal items. Or an open canvas, a timeline or map.
Step 2 Now that you have a blank board, hit the plus sign to add an item. Give it a
title or header. Below that add a link, an image from the Web, a Spotify song,
a YouTube video, or a file from your computer.
Step 3 Continue adding as many additional items as you’d like. You can even click
a button to record and add audio or video. Or keep it simple with plain text.
Step 4 Optionally invite others to collaborate. You can use Padlets for group
brainstorming or idea sharing.
Step 5 Optionally move items around, edit them, or add comments.
Step 6 Share, print, export, or embed the Padlet.
This time, learn how you can create an online bulletin board using Google Slides.
What is Google Slides?

Google Slides is an online presentation app that lets
you create and format presentations and work with
other people.
Google Slides is a presentation program included as
part of a free, web-based software office suite offered
by Google within its Google Drive service.
The service also includes Google Docs and Google Sheets, a word processor and
spreadsheet respectively. Google Slides is available as a web application, mobile app for
Android, iOS, Windows, BlackBerry, and as a desktop application on Google's
ChromeOS. What does google slides mean? (definitions.net)
Google Slides is one of the best free alternatives to Microsoft Powerpoint out there,
enabling you to easily make slideshows and presentations from within your browser and
without paying a penny.

How to Use Google Slides?

Steps on How to Use Google Slides
How to use Google Slides - Computer - Google Docs Editors Help
Step 1 Create a presentation
To create a new presentation:
Open the Slides home screen at slides.google.com.
In the top left, under "Start a new presentation," click New Add. This will
create and open your new presentation.
You can also create new presentations from the URL
https://slides.google.com/create.
Step 2 Edit and format a presentation

You can add, edit, or format text, images, or videos in a presentation.
Insert and arrange text, shapes, and lines
Add, delete & organize slides
Add animations to a slide
Step 3 Share & work with others

You can share files and folders with people and choose whether they can
view, edit, or comment on them.
Now that you have already learned some of the features of the Padlet and the
Google Slides, the next thing of course for you to do is to make your online bulletin board
for your class.
Here are some ideas for themed boards:
You may also suggest some ideas or topic for your class online bulletin board

Before you proceed with the activity, watch first the videos on how to create
bulletin board through the following links:
https://www.youtube.com/watch?v=pLdZJAc3bGQ&t=56s
https://www.youtube.com/watch?v=MrBsbB5eiyQ
You are encouraged to watch other videos from the Internet on how to make your
class bulletin board. You may also explore other tools aside from Padlet and Google
Slides.
Activity 4 (required points will be based from the students’ crafted rubric.)
Create your class online bulletin board.
1. Suggest a theme that will cater to your diverse interests.

2. Choose what digital tool to use in creating your online bulletin board. Make sure
that it is easy to use by everyone.
3. Create your class online bulletin board. Make it interactive.
4. Everyone is encouraged to have at least 3 posts and shares related to the theme.
Rubric for this activity will be crafted based on the suggestions of the class. Everyone
is required to participate.
As future teachers, it is an incredible idea to

bring virtual bulletin boards into your classes,
be these onsite or offsite. The interactive
bulletin board will help spark interaction and
motivate all your learners.
If some of the students are beginners, then you
should guide them well. They will enjoy the
learning activities, and possibly, they can
create their learning as they build concepts
together.
https://www.englishohmy.com/wp-content/uploads/2020/05/Screen-Shot-2020-05-27-at-5.20.10-PM-
1.png

REFERENCES
Ballado, Ronato S. (2012). Basic concepts in educational technology 1. First edition.

Rex Book Store, Inc.
Bernardo, A.S & Gonzales, H.T. (2017). Educational Technology 1. First edition. Rex
Bookstore, Inc.
Bilbao, Purita et al (2019). Technology for Teaching and Learning 1. Lorimar

Publishing, Inc.
Boulden, D. C., Hurt, J. W., & Richardson, M. K. (2017). Implementing Digital Tools
to Support Student Questioning Abilities: A Collaborative Action Research Report. I.E.:
Inquiry In Education, 9(1, 1) PADLET
Marinelli, M. (2022, October 28). More! Grade 5 bulletin board displays - 2nd quarter.
The Deped Teachers Club. https://depedclub.com/grade-5-bulletin-board-displays-2nd-
quarter/
Molina, R., 2022. ICT Competency Standards For Philippine Pre-Service Teacher
Education. [online] Scribd. Available at:
<https://www.scribd.com/presentation/523405204/ICT-Competency-Standards-for-
Philippine-Pre-Service-Teacher-Education>
Staake, J. (2022, August 2). 40 interactive bulletin boards that will engage students at
every level. We Are Teachers. https://www.weareteachers.com/interactive-bulletin-
boards/
Tabbada, Epifania V. and Buendia, Maria Mercedes (2015). Educational Technology 1

Adriana Publishing Co., Inc.
Admin. (2019, August 12). What are the different kinds of puppets? Puppet Building
World. https://puppetbuildingworld.com/different-kinds-of-puppets/
Different types of puppet | Different kinds of puppet | Wiki. (n.d.). Twinkl.

https://www.twinkl.co.in/teaching-wiki/puppet
Flip charts 101: How to use flip charts effectively. (2013, January 29). Six Minutes:
Public Speaking and Presentation Skills. https://sixminutes.dlugan.com/flip-charts-101/
Five rules of textbook development – self-publishing guide. (2018, February 20).

BCcampus Open Publishing – Open Textbooks Adapted and Created by BC Faculty.
https://opentextbc.ca/selfpublishguide/chapter/textbook-development/
Graphs & charts: Teacher resources. (2017, January 24). TeacherVision.


Graphs & charts: Teacher resources. (2017, January 24). TeacherVision.

How to create a family tree diagram: 11 steps (with pictures). (2010, March 10).
wikiHow. Retrieved November 23, 2022, from https://www.wikihow.com/Create-a-
Family-Tree-Diagram
How to use Google slides. (n.d.). Google Help.

https://support.google.com/docs/answer/2763168?hl=en&&co=GENIE.Platform=Deskt
op
Infographics in education: What, why & how. (n.d.). LTSIG.

https://ltsig.iatefl.org/infographics-in-education-what-why-how/
Newspaper in education activity book [microform] / Lesanne Hamrick | National library

of Australia. (n.d.). Catalogue National Library of Australia.
https://catalogue.nla.gov.au/Record/5446562
QR code. (2022, November 15). Wikipedia, the free encyclopedia. Retrieved November
23, 2022, from https://en.wikipedia.org/wiki/QR_code
QR codes: What they are and how to use them. (2011, November 23). YouTube.
https://youtu.be/br039gDRD7k
Using newspapers as effective teaching tools. ERIC Digest. (1988). ERICDigests.Org -

Providing full-text access to ERIC Digests. https://www.ericdigests.org/pre-
929/using.htm
What are the benefits of a KWL chart? (n.d.). https://classroom.synonym.com/benefits-

kwl-chart-12022324.html
4 reasons to use infographics in the classroom. (n.d.). [OFFICIAL] Edraw Software:

Unlock Diagram Possibilities. https://www.edrawsoft.com/infographics/why-use-
infographics-in-classroom.html

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Chapter 4, Activity 1

Our Group’s QR Codes


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Technology for Teaching and Learning 1 Page| 1

Instructional material is an important tool in teaching and learning. In the past

For teachers, instructional materials should promote enhancement in their teaching

A. Non-digital or Conventional Teaching and Learning Resources

TTL1/ABSIMON & RJMACABALLUG

A. Non-digital Teaching and Learning Resources

Non-digital teaching and learning resources are also called conventional

1. WRITING AND DISPLAY BOARDS

Chalkboard and WhiteBoard

Chalkboards and Whiteboards are used in teaching to write

TTL1/ABSIMON & RJMACABALLUG

Wall Display/Bulletin Board

These kinds of instructional materials can serve as display boards especially on

Rope & Pole Display Board

TTL1/ABSIMON & RJMACABALLUG

For additional information on these rules visit this link:

TTL1/ABSIMON & RJMACABALLUG

Newspapers and Magazines

The following are some important applications of newspapers and magazines in

1) locate main ideas;

TTL1/ABSIMON & RJMACABALLUG

One example is that, in teaching the solar system to students, a teacher

3) Timeline Charts ✔ are used to represent events, occurrences in chronological

TTL1/ABSIMON & RJMACABALLUG

Screen-Shot-2020-02-26-at-15.54.49.png (938×664) (freestuff.co.uk)

● show climate, soil, forest areas, resources, rainfall, etc.

TTL1/ABSIMON & RJMACABALLUG

3. Three-Dimensional Instructional Materials

When the size is reduced, the object is simplified

On the other hand, when the size is enlarged, it shows the

Some uses of Models:

Some considerations in using Models:

TTL1/ABSIMON & RJMACABALLUG

Puppets are a very useful media in the teaching of

2. Stick a picture is glued to a stick and may or may not have

3. Shadow puppets also known as shadow puppetry, is an ancient form of

4. Marionettes is a much more complicated type of puppet that is

TTL1/ABSIMON & RJMACABALLUG

Here are some guidelines common to any kind of conventional instructional

General Guidelines in Designing Conventional Instructional Materials

2. Simplicity- make ideas and relationships simple and easy to recall.

The audience should be able to grasp the concept in 10-15 seconds.

4. Consistency - use the same type style and art style.

ACTIVITY 1 (20 points)

Paste all these outputs on the page labelled

Refer to the Rubric on how you will be graded in this activity.

TTL1/ABSIMON & RJMACABALLUG

Rubric for Group’s Reflection

Ideas and Meets Expectations Almost Meets Fails to Meet

Organization Meets Expectations Almost Meets Fails to Meet

Word Choice Meets Expectations Almost Meets Fails to Meet

Visuals Meets Expectations Almost Meets Fails to Meet

TTL1/ABSIMON & RJMACABALLUG

You have learned in Lesson 1-Non-Digital Teaching and Learning Resources

B. Digital Technology Resources for Teaching and Learning

Using Mobile Phone and the QR Code

A ‘Quick Response Code’ also known as QR code is a two-dimensional type of

TTL1/ABSIMON & RJMACABALLUG

TTL1/ABSIMON & RJMACABALLUG

This time, take a look at the steps on how to read a QR code.