TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES

Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education ABOUT THE SCHOOL, COLLEGE, AND FACULTY

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The Camarines Norte State College is a public institution in the Philippines. It is mandated to provide higher technological and professional instruction and training in the fields of economics, agriculture, health, engineering, education, management, finance, accounting, forest research and conservation, business and public administration as well as short-term technical and vocational courses. It is also mandated to provide and promote research and extension services, advanced studies and progressive leadership in all areas of discipline and responsibilities. CNSC have a five (5) Campuses, Abano Campus (College of Education), Entienza Campus (Sta. Elena, Camarines Norte), Labo Campus (Talobatib, Labo, Camarines Norte), Mercedes Campus (San Roque, Mercedes, Camarines Norte) and Panganiban Campus (Jose Panganiban, Camarines Norte), its main campus is located in Daet, Camarines Norte.

The CNSC seal is visualized with the following figures: a pentagon, a circle, a triangle, an open book with quill and torch, an atom, a gear, fish in a microscope, a farm tractor, panicle of rice and forest trees.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

CNSC HYMN

Oh, ye CNSC we sing to thee Arise forever more Thy portals be God's seat divine In one accord arise With lighted torch in grimless search Heed the call of life's conquest In one spirit blaze thy trail Go forth to awe-inspiring deeds Behold O noble and so bliss Though assay dim our way Thy laurels crown we pledge and see CNSC our legacy Thy hopes will be our fervor and might CNSC in God we'll trust

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education THE COLLEGE

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HISTORY The Camarines Norte State College originated from the former Camarines Norte High School established in 1920. On 23rd of June 1993 Parliamentary Bill No. 2378 was approved and signed into law converting Camarines Norte National High School (CNNHS). It was introduced in the House of Representatives by former Congressman Renato M. Unico. During the Fifth Regular Session and later signed into law by Her Excellency, President Corazon C. Aquino on 22nd of April 1992, known as RA 7352 converting the present Camarines Norte National High School in the Municipality of Daet into a State College to be known as Camarines Norte State College, integrating for the purpose the Abaño Pilot Elementary in Daet, Mercedes School of Fisheries in Mercedes, Camarines Norte National Agricultural School in Labo and the Camarines Norte School of Arts and Trade in Jose Panganiban, all in the Province of Camarines Norte.

With the full implementation of RA 7352, The College of Education was one of the first departments organized in the Main Campus to offer Teacher Education. At present, it has produced 18 batches of graduates for both Bachelor of Secondary Education and Bachelor of Elementary Education.

The College of Education at present is Accredited Level II by the AACCUP and is now applying for Level III Accreditation.

GOALS To produce quality, effective, productive and globally competitive education graduates imbued with positive values.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education COURSE OVERVIEW:

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TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES

Course Description:

This course is designed for prospective teachers to develop and use digital and non-digital teachinglearning resources using technology tools appropriate in various subject areas in the elementary level.

Further, the course will provide opportunities for students to use technology tools to develop individual and project-based collaborative activities and assessment tasks and share resources among communities of practice. It also includes information and communication technology (ICT) policies and safety issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of technology tools and resources.

Course Learning Outcomes: At the end of the course, pre-service teachers should be able to:

1. demonstrate technological pedagogical content knowledge (TPACK) within and/or across the curriculum teaching areas in the elementary grades; 2. prepare developmentally appropriate teaching and learning process that meet K-12 curriculum requirements; 3. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning goals; 4. design, select, organize and use appropriate and varied assessment strategies consistent with curriculum requirements; and 5. show skills in the positive use of ICT to facilitate the teaching and learning process.

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CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

DEFINITION OF TERMS Summ • • • • • • • • • • • • •

• • •

Digital literacy stability to find evaluate utilize your and create content using information technologies and the internet.

Software refers to program control instructions and accompanying the documentation; stored on disks or tapes when not being used in the computer.

Multimedia is a sequential or simultaneous use of variety of media formats in a given presentation or self-study program.

Internet is a massive network of networks, a networking infrastructure.

World Wide Web (www) is also the which environment on computer networks that allows you to access and maintain documentation that can include text data sound and videos Web access is the ability of the learner to access the internet at any point during the lesson.

Webquest are all information that comes from the web.

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.

Technology tool is an instrument used for doing work. It can be anything that help you accomplish your goal with the use of technology.

Blog is an online journal where posted information from both teachers and students are arranged.

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 Flipped classroom utilizes a reverse instructional delivery where the teacher is required to use the web resources as homework or out of class activity.

Podcast is a video or audio multimedia 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.

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.

Vlog is a video blog where each entry is posted as a video instead of the text.

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 presenting voice data in packets using IP (internet protocol) rather than traditional current circuit transmission.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

NFORMATION SHEET 1(Week 2) Summ REVIEW OF TECHNOLOGY FOR TEACHING AND LEARNING If there is one thing that changed the world so fast, it is TECHNOLOGY. Well 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.

BASIC CONCEPTS IN UNDERSTANDING ICT IN EDUCATION 1.TECHNOLOGY (https://www.youtube.com/watch?v=k_RtS3sag1Y) The word technology comes from the Greek word “tecne” which means craft or art.

Technology is not just machines. It is a “planned systematic method of working to achieve planned outcomes - a process not a product technology is the applied side of scientific development.” (Dale, 1969) Technology also refers to any valid and reliable process or procedure that is derived from basic research using the scientific method. Technology refers to “all the ways of people use their inventions and discoveries to satisfy their needs and desires so educational technology” 2. INFORMATION AND COMMUNICATION (https://www.youtube.com/watch?v=tXs5O1yGlg4) Stands for "Information and Communication Technologies." ICT refers to technologies that provide access to information through telecommunications. It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication mediums.

In the past few decades, information and communication technologies have provided society with a vast array of new communication capabilities. For example, people can communicate in realtime with others in different countries using technologies such as instant messaging, voice over IP CNSC-OP-VPA-01F11 Revision: 0

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College of Education (VoIP), and video-conferencing. Social networking websites like Facebook allow users from all over Summ on a regular basis. the world to remain in contact and communicate Modern information and communication technologies have created a "global village," in which people can communicate with others across the world as if they were living next door. For this reason, ICT is often studied in the context of how modern communication technologies affect society.

3. EDUCATIONAL TECHNOLOGY (https://www.youtube.com/watch?v=Q1PzO2kopRc) • •

• • • • •

refers to how people use their inventions and discoveries to satisfy their educational needs and desires example learning. it is a complex integrated process involving people procedures, ideas, devices, and organization for analyzing problems when devising, implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. consists of the designs and environments that engage learners and reliable technique or method for engage in learning such as cognitive learning strategies and critical thinking skills. it is a theory about how problems in human learning are identified and solved. it is a field involved in applying a complex integrated process to analyze and solve problems in human learning. it is a field study which is concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process. a profession like teaching.

From the definitions of educational technology given above, we can say that educational technology is a very broad term. It is the application of scientific findings in our method, process or procedure of working in the field of education in order to affect learning. It embraces curriculum and instructional design, learning environment theories of teaching and learning. It is also a field study and a profession it is the use of all human inventions for teachers to realize their mission to teach, in order the students learn.

There are other terms that are associated with educational technology we come across terms like technology in education, instructional technology and technology integration, and educational media.

1. Technology in Education is the operation of technology to any of those processes involved in

operating the institution which house the educational enterprise. It includes the application of technology to food, health, finance, scheduling, grade, reporting, and other processes which support education within the institutions.

2. Instructional Technology is concerned with instruction as constructed to designs and operations of educational institutions. Instructional technology is a systematic way of designing carrying out and evaluating the total process of learning and teaching in terms of specific objectives.

3. Technology Integration means using learning technologies to introduce reinforce supplement and extend skills.

4. Educational Media are channels or avenues or instruments of communications. Examples are books, magazines, newspapers, radio, television, and internet.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

PS

Summ Postscript – “Educational Technology is Hardware and More”!

We sometimes think that educational technology is limited to tools and equipment. We were made to understand that educational technology is more than material for it also includes processes, procedures, and activities, learning environment, and systems. Likewise, we think that educational technology includes only the recent human inventions like video, computer, cd-rom, and internet as though the traditional tools like the chalkboard, that teachers have been using for all the years are not part. The chalkboard no matter how old, is also a human invention and so definitely forms part of educational technology. In fact, even today every classroom has a chalkboard. The chalkboard remains to be a popular equipment in the classroom.

NFORMATION SHEET 2(Week 3 and 4) ROLES OF ICT FOR TEACHING AND LEARNING Are students interested to use technology in order to learn? Do teachers have the skills to use technology to enhance their teaching? With the 4 th Industrual Revolution, nobody can deny the influence of technology in our lives. As future teachers of 21 st century, it is high time that you prepare yourselves to integrate technology in your classrooms. Using technology as a tool and a catalyst for change.

According to Stosic (2015), educational technology has three (3) 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 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 uses these tools for learning for life.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ The changing role of teachers is aptly summed up in the quip that teachers have moved from being “sages on the stage” to becoming “guides on the side”. The teacher is no longer the all-knowing authority.

The new role can perhaps be likened to that of a team coach or the conductor of an orchestra who tries to bring out the best performance in all players.

The Myriad Roles of Technology for Teacher and Learning: 1. Technology provides enormous support to the teacher as the facilitator of learning.

2. Technology has modernized the teaching-learning environment.

3. Technology improves teaching-leanring process and ways of teaching.

4. Technology opens new fields in educational researches.

5. Technology adds to the competence of teachers and inculcates scientific outlook.

6. Technology supports teacher professional development.

In the same way that teachers’ roles are changing as a result of the use of ICT, so are the roles of students changing, as seen in Table 1.2.

The Myriad Roles of Technology for Learners and Learning: 1. Support learners to learn how to learn on their own.

2. Technology enhances learners’ communication skills through social interactions.

3. Technology upgrades learners’ higher-order thinking skills: critical thinking, problem solving and creativity.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education ASSURE Model

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(Analyze Learners, State Objectives, Select Methods, Media, & Materials, Utilize Media & Materials, Require Learner Particip ation, Evaluate and Revise) The ASSURE model is an instructional system or guideline that teachers can use to develop lesson plans which integrate the use of technology and media (Smaldino, Lowther & Russell, 2008).

Figure 1.4:

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Republic of the Philippines

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College of Education ASSURE MODEL is a guide in crafting an instructional flow that can guide teacher in integrating Summ appropriate technology and media into the instructional process.

It is also referring to a systemic approach that the teacher can use when writing an instructional plan. It is a well-known instructional design guide that uses the constructivist perspective, which integrates multimedia and technology to enhance the learning environment (Lefebvre 2006). The ASSURE model was modified to be used by teachers in the classroom by Smaldino, Lowther & Russell, 2008.

This model does not require high complexity of delivered media, deep ID knowledge, or high revision of designs (Gustafson & Branch, 2002). The main difference between an inexperienced teacher and an expert teacher is that an expert teacher can easily decide on content, appropriate teaching strategies, and delivery medium. The ASSURE model gives new (inexperienced) teachers a general roadmap to follow to help them think more like expert teachers. https://www.youtube.com/watch?v=7u1IhGnK-JE

STRUCTURE OF ASSURE MODEL

SAMR MODEL It is a model designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilizes technology. (Nov 9, 2013)

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CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

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Republic of the Philippines

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College of Education Summ

Mayer explains, not all visuals and multimedia presentations are equal in their instructional quality. In his article, he includes a process structure to help explain how the visual information and auditory information are processed in separate channels in the brain. The visual representation helps to make sense of the words that he provides to explain the brain’s processing. In addition to providing a visual for his own theory, Mayer explains and shows the multimedia presentation he used in conducting his study. This presentation explains how lightning is formed. Along with a narration, a very simple visual animation shows horizontal squiggly lines for cool air, then vertical squiggly lines for warmed air that rises, and vertical squiggly lines pointing into a cloud to show the formation of a cloud. These two simple examples show us Mayer’s basic principles for multimedia learning in action. Mayer’s Cognitive Theory of Multimedia Learning tells us that the words and pictures that we choose for instruction are important and impactful. Choosing a cartoon animation that doesn’t directly relate to the material can hinder a student’s learning rather than helping them.

NFORMATION SHEET 3(Week 5-6) ICT POLICIES AND SAFETY ISSUES IN TEACHING AND LEARNING Definition of ICT Policy The Oxford English Dictionary has defined “policy” as a course of action, adopted and pursued by a government, party, ruler, statesman. It is any course of action adopted as expedient or advantageous. Its operational definition of policy is a plan of action to guide decisions and achieve outcomes.

ICT policies are needed to put a roadmap or course of actions to be pursued and adopted by various governments, organizations, entities involving ICT. These include principles and guidelines in the use of ICT which cover three main areas: telecommunications (telephone), broadcasting (radio and television) and Internet.

DICT ROADMAP In our country, the Department of Information and Communicatio Technology (DICT) has formulated a roadmap to guide all agencies in utilization, regulation and enhancement of ICT. Each project has corresponding guidelines.

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College of Education The ICT for education (ICT4E) is aprogram under DICT that supports all the efforts of education Summ sectors in incorporating the use of ICT as well as in determining and gaining access to the infrastracture (hardware, software, telecommunications facilities and others) which are necessary to use and deploy learning technologies at all levels of education.

1.

ICT in education master plan for all levels, including a national road map for faculty development in ICT in education. A national framework plan for ICT in Basic Education was developed.

Content and application development through the Open Content in Education Initiative (OCEI) which converts DepEd materials into interactive multimedia content, develop applications used in schools, and conducts students and teachers’ competitions to promote the development of education- related web content.

PheDNET, is a “walled” Garden that hosts educational learning and teaching materials and applications for used by filipino students, their parents and teachers. All public high schools will be part of this network with only DepEd-approved multimedia applications, materials and mirrored internet sites accessible from school’s PCs. Establish community learning centers called eSkwela for out-of-school youth (OSY) providing them with ict enhanced alternative education opportunities. eQuality Program for tertiary education through partnerships with state universities and colleges (SUCs) to improve quality of education in the use of ict in education in the country, particularly outside of Metro Manila.

Digital Media Arts program which yields digital media skills for government using open source technologies. Particular beneficiary agencies include the philippine information agency and the other government media organizations, the cultural center of the philippines, national commission for culture and arts and other art agencies. Sucs and local government units.

ICT skills strategic plan which develops an inter-agency approach in identifying strategic and policy program recommendations to address ict skills demands-supply type.

2.

3.

4.

5.

6.

7.

All the 7 programs were guided by the roadmap that embeds policy statements that relate to education is specifically in the enhancement of human development for teaching and learning.

A.

ICT National or International Policies that are Applicable to Teaching and Learning

ICT & EDUCATION POLICIES While the potential and promise of ICT use in education is clear in many regards, so too are 'perils' related to the disruption of existing traditional teaching and learning practices, high costs, increased burdens on teachers, equity and issues around data privacy and security.

Policies related to technology use in change and evolve over time, often along a somewhat predicable path, and technological innovations often outpace the ability of policymakers to innovate on related policy issues. Such policies take different forms and are formulated and proposed by different institutions in different countries. No matter the country, a lack of rigorous, relevant evidence typically complicates attempts to draft impactful ICT/education policies.

As part of the work under the World Bank's Systems Assessment for Better Education Results (SABER) initiative, the World Bank is attempting to document national educational technology policies around the world and their evolution over time.

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College of Education A related SABER-ICT policy framework has been developed to assist policymakers as they attempt Summ to analyze and benchmark their own policies on ICT use in education against international norms and those of comparator countries around the world, identifying key themes and characteristics, drawing on an analysis of a related policy documents.

Eight policy themes are commonly identified in educational technology policies around the world. These relate to (1) vision and planning; (2) ICT infrastructure; (3) teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring and evaluation; and (8) equity, inclusion, and safety.

ICT IN EDUCATION – THE PHILIPPINES Policy: past and present The Philippine Government has shown serious commitment to ICT in education by announcing a series of initiatives to apply ICT in teaching and learning. These were aligned to the Millennium Development Goals and the Education For All movements. They have provided a global policy environment for the directions and nature of interventions towards the achievement of improved access to and quality of basic education.

Other key policy documents have identified the need for ICT reform within the education sector and these have resulted in more prioritising from regions, schools and teachers regarding the incorporation of ICT into the education system. It is within this context of policy initiatives that this Five-Year ICT Strategic Plan has been developed.

The current situation Current ICT integration in education remains a large task. For example, student-computer ratios and teacher-computer ratios can be improved. The education system as a whole lacks infrastructure for connectivity and access to technologies. While most of the teacher training institutions (TEIs) have incorporated computer courses into their curriculum as a requirement for graduation, computer literacy is not a requirement for teacher certification/licensure. Partly due to this reason, in-service training is generally limited to basic computer literacy. Therefore, there is a need for more training on integrating ICT into the curriculum.

A.

Safety Issues in ICT ICT Policies and Issues: Implications to Teaching and Learning

Among the policy recommended programs that have applications to education teaching learning are: GLOBAL ISSUES Access and Civil Liberties are two sets of issues in ICT policy which are crucial to modern society. The other concern is civil liberties refer to human rights and freedom. These include: freedom of expression, the right to privacy, the right to communicate, and intellectual property rights.

ACCESS TO THE USE OF INTERNET AND ICT Access means the possibility for everyone to use the internet and other media. In richer countries, basic access to internet is almost available to all with faster broadband connections. There are still countries where access to internet is still a challenge.

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College of Education INFRINGEMENT TO CIVIL LIBERTIES OR HUMAN RIGHTS What are the specific internet issues onSumm internet policy that have relationship to civil liberties or human rights?

ISSUE NO. 1: FREEDOM OF EXPRESSION AND CENSORSHIP Under International Human Rights Convention, conventions guarantee for Free expression.

However, with the shift from communicating through letter, newspapers and public meetings to electronic communications and online networking, we need to look into how these new means modifies the understanding of freedom and expression and censorship.

The UN universal declaration of human rights provides that everyone has the right to freedom of thought, conscience, and religion, likewise the right to freedom of opinion and expression.

Examples: 1. Individual Rights are given up inorder to have access to electronic networks.

2. Censorship restricts the transmission of information by blocking it or filtering the information. “Blocking” is preventing access to all areas of internet based on the blacklist of certain internet address, location or email addresses while filtering is sifting the packets of data or messages as they have move across computer networks and eliminating those considered undesirable materials. The selection of sites that are blocked or filtered has been considered as an issue.

WARNING!!!

“When you are surfing the web, you may think you are anonymous, but there are various ways that the information about you or your activities can be collected without your consent.”

3. Defamation actions may be used to silence critics. This action deters the freedom of expression

ISSUE NO. 2: PRIVACY AND SECURITY Privacy policies are an issue. Most commercial sites have a privacy policy. When someone uses the site and clicks “I agree” button, it is as if you have turned over private information to any authority that may access it.

There are types of privacy as shown by the following examples: 1. For most, Privacy means personal privacy, the right of individuals not to have their home private life or personal life interfered with.

2. Privacy of communication refers to the protection from interference and with communication over the phone or internet. Respect for privacy of communications is an essential prerequisite for the maintenance of human relationship via technological communications media.

3. Information privacy is related to the use of computers and which communications are able to hold and process information about large numbers of people at a high speed. It is important to ensure that information will only be used for purposes for which it was gathered and will not be disclosed to others without consent of the individuals.

ISSUE NO. 3: SURVEILLANCE AND DATA RETENTION The use of electronic communications has enhanced development of indirect surveillance. Indirect surveillance, there is no direct contact between the agent and the subject of the surveillance but the evidence of the activities can be traced.

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College of Education communication systems. To make surveillance difficult, there is so called “counter surveillance” or Summ information security which refers to computers and electronic communication.

ISSUE NO. 4: E-POLLUTANTS FROM E-WASTE Large amount of e-waste is generated by ICT. These are in particular, terminal equipments used for computing (pcs, laptops), broadcasting (television and radiosets), telephony (fixed mobile phones), and peripherals (fax machines, printer and scanners) The accumulated e-waste is due to rapid turnover of equipment due to rapid improvement of software. While a material way can be destroyed by crushing, toxic material brought about by the different equipment requires utmost management.

Remedies include standardization and regulatory measures to increase the life cycle of equipment before they become obsolete. Efficient extraction of toxic components and requiring the recycling of both consumers and equipment vendors are selling must be required.

If not controlled then, e-waste will tremendously affect climate change, damage human lives, and overload the capacity of earth in carrying solid waste.

IMPLICATIONS TO TEACHING AND LEARNING How do the policy, guidelines, projects and issues, relate to the teaching and learning?

FOR THE TEACHERS AND TEACHING 1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.

2. Technology should never replace any human teacher.

3. There are rules and regulations that govern the use of technology. Caution should be observed to protect individual privacy.

4. All the issues and many more shall be part of the teaching content as each teacher will be encouraged to use technology in teaching.

FOR THE LEARNERS AND LEARNING 1.

The learners of the 21st century are even more advanced than some of the teachers. However, learners still need guidance on how to use, regulate technology use.

2.

As there are positive and negative effects of technology use, learners should know the difference. Learners should not only know the benefits of technology use, but they should also know how they can be protected from the hazards that technology brings to their lives.

3.

Learners should take advantage of the potential of learning support they can derive such as development of higher order thinking skills, the development of learning communities through collaboration, the enhancement of skills to manage the vast resources as 21 st century learners and many more. https://www.youtube.com/watch?v=d_TiPQ60Zuo B.

Uses of ICT Policies in the Teaching and Learning Environment Observe how ICT policies are implemented in the classroom. https://www.youtube.com/watch?v=r_yriDFvnjU

ONLINE COMMUNITIES OF LEARNING/SOCIAL NETWORKING When we consider online networking, internet users immediately refer to facebook. Everybody seems to have a Facebook account and uses this to communicate. If in the teaching and learning situation, you CNSC-OP-VPA-01F11 Revision: 0

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CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education work on information, data and collaborate with classmates, friends, teachers and other members of Summ employed as an educational tool. society, then social networking can also be appropriately When weproductive relationships are cultivated, networking works best. A network is defined as that group of individuals who communicates and connects a regualr basis. If an individual has a personal network of people, one can tap on the potential contacts for social, educational or professional purposes.

Social Networking Platforms Different ways to communicate with friends can be through the internet or mobile devices. One can have a personal page where a profile can be built in a social networking site. Social networking services have been evolving for more than a decade. Initially, these social netwroking services allowed user to construct their personal profile so that other contacts may know the relevant information about them. At present, these have now evolved to sharing of multimedia resources. Even having immediate and direct contact with friends in real time is easily accesible through these sites.

Facebook apparently is the biggest and most popular social networking site founded in 2004 based in Menlo Park, California. Used by most people, it allows users to post their profile, blogs, pictures and videos. Mark Zuckerberg, the co-founder and CEO of the social networking website Facebook.

Twitter does not always provide social networking service but it also gives online news. Twitter is the site where users post and interact with messages called “tweets,” restricted only to 140 characters. Only registered users can post tweets, but those who are not can read them.

Twitter was created by Jack Dorsey, Noah Glass, Biz Stone, and Evan Williams in March 2006 and launched in Juliy of the same year.

LinkedIn is another social networking website for work. When one is trying to find a job and may not have contacts, LinkedIn helps one search for career connections. This website lets one upload his educational qualifications, skills work history, and relevant experiences.

Youtube is an American video-sharing website where users can upload, view, and even share video clips or multimedia productions. Since it is owned by Google, YouTube prefers a Google account to make it easier and streamlined. It allows users to share personal videos, view other uploaded multimedia clips and make connections with friends and acquiantances.

Pinterest is another social media tool that like Youtube, is often thought of as otherwise.

Pinterest was designed as a catalogue or project of ideas by its Founder Ben Silberman.

This is a great choice for those who have a passion for creativity.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

Instagram is a platform where users share visual stories. This system allows users to post photos with captions allowing followers to like or comment on one’s posts. Photos shared have a wide range of coverage - trips, food, business products. It is the best social networking site for photography.

Tumblr is a networking site that combones social media and blogging. Its main goal is to simplify social media and blooging. Users can post whatever they like such as photos, videos, quotes, music, and links. A social media that mkes it very easy and straight forward to search just about anything.

MySpace is another popular social networking website where members can make friends, post blog, photos, and videos. It was acquired by Specific Media in 2011 and based in Beverly Hills California. Personal users can use MySpace to keep up with their favorite artists, have an update on the music industry and connect with people who have similar music preferences.

flickr is an image and video hosting website that was created by Ludicop in 2004 and acquianted by Yahoo. It offers massive online photo storage.

Bebo is a social networking website with the backronym “Blog Early, Blog Often”. It was founded by husband-and-wife Michel and Xochi Birch in January 2005.

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ

Webinar is an event held virtually which is attended exclusively by an online audience. Other terms used as alternatives for webinar are web event, online seminar, webcast, web lecture and virtual event.

Benefits of Using Social Networking Sites A major advantage of social networking sites websites is that they provide information. News and views of others around the world can be accessed instantly at one’s fingertips. It easily allows one to transmit information or update contacts on what one thinks or how he/she feels.

Social Networking websites can support learning and educational activities. Young learner are wellacquianted with social networking sites and regard them as just a part of the day-to-day activities and school-related discussions.

Dangers of Using Social Networking Sites Just as there benefits of having an account in a social networking site or using it in the teaching and learning contexts, there are risks to consider as well. Teachers as well as parents are wary of youngsters using social networking sites due to many negative publicity and real incidents connected to the wrong use of social networking websites. One major risk is making friends with strangers who may actually be a predator or a cyberbully.

Prepared by: ALDRIN JAKE C. ASIS Instructor I

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education Summ REFERENCES: • • • • • • • • • • •

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Learning Center. 2020. Concept Maps – Learning Center. [online] Available at: <https://learningcenter.unc.edu/tips-and-tools/using-concept-maps/> [Accessed 15 August 2020].

Learning Center. 2020. Concept Maps – Learning Center. [online] Available at: <https://learningcenter.unc.edu/tips-and-tools/using-concept-maps/> [Accessed 15 August 2020].

Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR Publishing Inc. Biggs, J. (2014). Constructive Alignment in University Bitter, G.G, & J.M. legacy. (2008). Using Technology in the Classroom Byun, J.N., Kwon, D.Y., & Lee, W.G (2014). Development of ill-structured problems for elementary learners to learn by computer-based modelling tools. International Journal of Computer Theory and Engineering, 6(4), 292296 CAST (2011). University designed for learning guidelines version 2.0. Wake_eld, MA: Author Cindy E. H. (2004). Problem-Based learning: What and How Do students learn? Educational Psychology Review, 16, 3.

Constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL: The Journal of EUROCALL, 13(1), 32-46.

T. (2020, August 6). Teaching Digitally: All About the SAMR Model. The Owl Teacher. https://theowlteacher.com/all-about-the-samr-model/ Interactive Multimedia Learning vs. Traditional Learning in Optometry: a Randomized Trial, B-scan Example | The Journal of Optometric Education. (n.d.). ASCO. Retrieved January 31, 2021, from https://journal.opted.org/article/interactive-multimedia-learning-vs-traditional-learning-in-optometry-a-randomizedtrial-b-scan-example/ 429 Too Many Requests. (n.d.). McGraw Hill. Retrieved January 31, 2021, from https://www.mheducation.ca/blog/richard-mayers-cognitive-theory-of-multimedia-learning

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