Lesson 3: Creating ePortfolio as Technology Tool

Lesson Outcomes
1. Explored the use of platform such as google site.
2. Constructed an ePortfolio to document learning.

What is a Portfolio and ePortfolio?

A portfolio is a very useful tool for compilation of any paper works just like
activities, and any other important documents. For students, a portfolio is assembled for
the purpose of evaluating the quality of their works, their learning progress and even
academic achievement throughout their course, also through this, teachers can
determine whether the students have met the requirements and standards for grade-
level promotion and graduation. Portfolios come in many forms, it may through
notebooks filled with documents and notes, physical collection of student work like
written assignments, journals and completed tests. And now, because of the
modernization and advancement of technologies, online portfolios had been created, it
is called an ePortfolio. An ePortfolio is a digital media and an evolving electronic or
online resource that use to record, store and archive the artifacts and other documents
of an every student.
Creating an online Portfolio Using a Site
On creating an online portfolio, we can use different kinds of platforms, example
of these is google site. A google site is a website building platform from google. It is a
part of Google suite of apps for students education that includes sites along with Docs,
Slide and Sheet forms that can be used by students in creating ePortfolio.

Students use the ePortfolio to

 Document the design cycle

 Follow a learning adventure
 Showcase accomplishments
 Illustrate change over time
 Identify growth opportunities and concepts where help is needed
 Reflect on learning
 Highlight passions, connections, dreams, friends, service, faith, and community
involvement
 Guide student-led conferences

How to create an ePortfolio?

Dr. Helen Barrett has partnered with Google and created a detailed step by
step process that shows how to use Google Sites and other Google tools to develop an
ePortfolio. This site is loaded with resources, examples, and links to ePortfolio
information. A list of the topics follows:

1. Creating an Interactive Portfolio with Google Sites

1.1 Getting started
2 Keeping a Learning Journal
3 Authoring an electronic portfolio
3.1 Create a first page - Introduction & Table of Contents
3.2 Set up a structure using goals (or themes) as organizing framework
3.3 Create one page for each section
3.4 Upload artifacts/create hyperlinks
3.5 Write reflections for each goal/skill and each artifact
3.6 Write future learning goals
3.7 Publish Portfolio
4 Evaluating Portfolios

Parts of an ePortfolio
1. Home page
-it is the first section of your ePortfolio. It is where you introduce yourself and
introduce the topic and objectives of your ePortfolio.

2. Pages
- You can decide how many pages to add in your portfolio depending on how
you wanted your ePortfolio be organized.

Lesson 5: Digital Literacy Skills in the 21st Century

Lesson Outcomes
1. Identified and described the elements of digital literacies
2. Conducted a self-evaluation on level of digital literacy skill

Introduction

In today’s era, digital world were introduced, by this 21st century renown digital
literacy into a more wider and broader aspects of 21 st context. Included in these
literacies are : (1) Cyber Literacy or Digital Literacy, (2) Media Literacy, (3) Arts and
creativity Literacy, (4) Financial Literacy and (6) Multicultural Literacy or Global
Understanding.

What is digital literacy?

The American Library Association's digital-literacy task force offers this definition:
"Digital literacy is the ability to use information and communication technologies to
find, evaluate, create, and communicate information, requiring both cognitive and
technical skills." This means, you should have the skill in order to learn and work in a
society wherein digital technologies are the means of communication and the use of
these platforms are quite increasing through the modern years. Because of this, digital
literacy is a very important competence, it encompasses a wide range of skills, on which
it is necessary to succeed in an increasingly digital society.

The digital literacies

1. Media literacy
-is the ability to identify different types of media and understand the
messages they're sending
2. Information literacy
-is the ability to discover and use various types of information. It's an
essential skill for navigating the information age.
3. ICT Literacy
-is the ability to use tools of information and communication
technology to define ones information problem clearly and access information
efficiently. Evaluate the reliability, authority, and bias of sources.
4. Collaboration and communication
-are interpersonal skills that help people worked well with one another.
Collaboration and communication involve being able to read the vast number of
verbal and nonverbal cues that we all use to communicate our ideas and
emotions.
5. Identity Management
-is the system than associates individuals with their respective online
identities. It consists of issuing and maintaining tokens and certificates with
respective information systems, and providing the infrastructure that enables the
verification of online transactions.
6. Learning skills
-is a term that describes the tasks involved in learning, including time
management, note-taking, reading effectively, study skills, and writing tests. In
this guide, you'll find information on each one of the tabs shown above, including
links to excellent information made available at other universities.
7. Digital scholarship
-is the use of digital evidence, methods of inquiry, research, publication
and preservation to achieve scholarly and research goals.

The 4 C’s of the 21st Century Skills

The 4 C’s of the 21st Century skills are communication, collaboration, critical thinking,
and creativity. All of these items are essential inside the 21st Century classroom. These
could be the 4Cs for any century classroom as all of these skills are timeless and highly
valued not only inside the classroom, but in all professions.
 1. Critical thinking
- It is looking at problems in a new way and linking learning across subjects
and disciplines, critical thinking has been an essential skill in every century
and profession. It teaches students not to accept immediately claims without
seeking the truth.
2. Creativity
- It is trying new approaches to get things done, innovation, and invention. The
21st Century is a fun time to be creative thanks to technology. Not only are
the traditional ways of creativity still available, but there are tons of new
possibilities made available.
3. Communication
- It is about sharing thoughts, questions, ideas, and solutions. In the
technological age, it's much easier and, at the same time, harder to
communicate. Technology has provided us with more convenient ways to
communicate, but sometimes the various ways can become overwhelming. In
addition, the communication can become more about the tech being used
than the message you're trying to send. Without effective communication,
there's no way to get anything done inside the classroom or anywhere, which
is why this is an essential 21st Century skill.
4. Collaboration
- It is about working together to reach a goal and putting talent, expertise, and
smarts to work. As the world goes more interconnected, collaboration will
become a more and more essential skill than it already is, which is why it
makes the list of the 4Cs for 21st Century skills.

MODULE 4: FLEXIBLE LEARNING ENVIRONMENT

Module Outcomes:
1. Described a flexible learning environment and the different platforms used for flexible
learning.
2. Recognized how innovative teachers use online resources and educational sites and
portals for online distance learning.
3. Reflected on the use of technology and on its relevance and appropriateness.

Lesson 1: Online Distance Education and Communities of Learners

Lesson Outcomes
1. Identified flexible learning through online communications (
synchronous/asynchronous modality).
2. Described flexible learning environment that enhances collaboration with the use of
technology tools.

Flexible Learning
Flexible Learning is a formal education wherein it is a learner-centered, it encourage
learners to give control of their capability of learning through a variety of learning
interactions. The learner has the control on where, when and how the learning occurs.
On focused more on the learners not the teachers unlike the old style of teaching, it is
now more efficient because the student had the chance to discover new learning while
the teacher directed them to do every task.
Online Distance Learning
Schools in higher education adapt this concept in learning. It is a way of learning without
having a face to face contact with a teacher in the classroom. The Southeast Asian
Ministers of Education Innovations in Educational Technology (SEAMEO-INNOTECH)
provide this mode of learning. Through this, learners are allowed to fit their knowledge
around their work and home life.
The Different Platforms
Nowadays, flexible learning does not just about using electronic communications to
deliver a course, instead it needs a broader approach and best realized by means of
integrating the benefits and capacity of task an electronic communication can offer.
Here are some platforms used in flexible learning.
1. Moodle
Stands for “Modular Object-Oriented Dynamic Learning Environment”,
was created by Martin Dougiamas, the founder and CEO of Moodle. It is an
online educational platform that provides custom learning environments for
students.
2. Google Classroom and Edmodo
Google classroom is a collaborative application for students and teacher.
Teachers can create an online classroom wherein they can have conversations
about the activities and the teachers can track the student’s progress.
In 2008, Edmodo was created by Nic Borg, Jeff O’Hara, and Crystal
Hutter. It is an online educational network that aims at providing tools that help
teachers and students connect and communicate.
3. Schoology
It is a learning management system that is designed to provide a medium
to enhance the interaction between the teacher and the learner. It is also free to
use, it has plenty of features like grade book and attendance sheet. This
application was founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim
Trinidad and Bill Kindler.
4. MOOCs
MOOCs, also called massive open online course is a model for delivering
learning content at large-scale participation and open access via internet. It
allows interaction and connection among people. The term MOOC was coined
 during the course “Connectivism and Connective Knowledge” by Dave Cormier
from University of Prince Edward Island in Canada.
Two ways of flexible learning mode:
1. Synchronous Learning
An online chat at real time is called a synchronous learning. It is a form of
education, learning and instruction occurs at the same time but not in the same place
agreed by both parties. The one who facilitates the activities during discussions is called
the online tutor. It is called synchronous learning because it allows students to ask
their teacher or fellow learner questions instantly using instant messaging. And this kind
of learning can only be happen through online.
2. Asynchronous Learning
Unlike synchronous learning, this kind of session happens based on your
schedule. Most people who have a tight schedule choose this kind of learning because
it is a key component of flexible learning. Though students are allowed to share toughts
or ask questions, they may not get an immediate response. Asynchronous learning
makes it possible for learners to learn at any time and as long as they had the internet
access, they had the freedom to finish their course materials whenever they choose or
whatever location they from.
What is Blended Learning?
Blended learning is a combination of synchronous and asynchronous learning. It
is an approach wherein the combination of online educational materials and the
interaction using traditional classroom methods. It requires physical interaction between
the teacher and student in a classroom setting.
Kinds of Blended Learning
1. Model 1: Face-To-Face Driver
Face-to-face driver is the closest to a typical school structure. With this
approach, the introduction of online instruction is decided on a case-by-case
basis, meaning only certain students in a given class will participate in any form
of blended learning. The face-to-face driver approach allows students who are
struggling or working above their grade level to progress at their own pace using
technology in the classroom.
2. Model 2: Rotation
In this form of blended learning, students rotate between different stations
on a fixed schedule – either working online or spending face-to-face time with the
teacher. The rotational model is more widely used in elementary schools – 80
percent of elementary schools in California that use blended learning follow the
rotational model – because many are already set up to have students rotate
between stations.
 3. Model 3: Flex
With this approach, material is primarily delivered online. Although
teachers are in the room to provide on-site support as needed, learning is
primarily self-guided, as students independently learn and practice new concepts
in a digital environment.
4. Model 4: Online Lab
As schools face increasingly tighter resource constraints, the online lab
model of blended learning is a viable option for helping students’ complete
courses, including those not offered at the specific school site. In this scenario,
students learn entirely online but travel to a dedicated computer lab to complete
their coursework. Adults supervise the lab, but they are not trained teachers. This
not only allows schools to offer courses for which they have no teacher or not
enough teachers, but also allows students to work at a pace and in a subject
area that suits them without affecting the learning environment of other students.
5. Model 5: Self-Blend
The self-blend model of blended learning gives students the opportunity to
take classes beyond what is already offered at their school. While these
individuals will attend a traditional school environment, they also opt to
supplement their learning through online courses offered remotely. In order for
this method of blended learning to be successful, students must be highly self-
motivated.
6. Model 6: Online Driver
At the opposite end of the spectrum from face-to-face driver we have
online driver, which is a form of blended learning in which students work remotely
and material is primarily delivered via an online platform. Although face-to-face
check-ins is optional, students can usually chat with teachers online if they have
questions. This model of blended learning is ideal for students who need more
flexibility and independence in their daily schedules.
What is Networking?
Network is defined as that group of individuals who communicates for a regular
basis for a purpose of sharing information or ideas.
What is social networking platform?
At this generation, social networking sites are so in demand since almost all of us
were using digital technologies as a medium of communication. Through this we have
the chance to connect and communicate to our loved ones across the world. Through
the years, social networking sites had been merge in education system enable students
to explore and showcase the skills they had learned. Some social networking sites
known are:
a. Facebook
 It is the most popular and and biggest social media site that founded in
2004 by Mark Zuckerburg along with fellow Harvard College students.
facebook allows you to post, comment, and share pictures, videos and links.
b. Twitter
It is a micro-blogging site consists of people setting up basic websites
where they write about whatever they want. It does not only provide a social
networking but also gives online news. It is where people communicate in
short message called tweets.
c. LinkedIn
It is a social networking site designed for business community. The goal of
the site is to allow registered members to establish and document networks of
people they know and trust professionally. The site allows you to upload
educational qualifications, work experience and other important requirements
needed in finding a job.
d. Google
It is a search engine that started development in 1996 by Sergey
Brin and Larry Page as a research project at Stanford University to find files
on the Internet. Larry and Sergey later decided the name of their search
engine needed to change and decide upon Google, which is inspired from the
term googol.
e. Youtube
YouTube is a video sharing service that allows users to watch videos
posted by other users and upload videos of their own. The service was
started as an independent website in 2005 and was acquired by Google in
2006. Videos that have been uploaded to YouTube may appear on
the YouTube website and can also be posted on other websites, though the
files are hosted on the YouTube server.
f. Pinterest
Pinterest is social media network that allows users to share images
associated with project, goods, and services, and to visually discover new
interests by browsing images others have posted. Pinterest is also a social
network. Users interact with each other through liking, commenting, re-saving
each other’s stuff and private messaging each other.
g. Instagram
Instagram is a free, online photo-sharing application and social network
platform that was acquired by Facebook in 2012. Instagram allows users to
edit and upload photos and short videos through a mobile app. Users can add
a caption to each of their posts and use hashtags and locations.
Benefits of using social networking sites
Since social media is the biggest medium in conveying messages and providing
information across the globe it became easier to communicate to other people. It
provides a great opportunity to discover the world without spending too much time and
effort. As we all live in a modern community wherein information is in your hands in just
a snap of your finger, it offers a lot of benefits. Here are some of the pros of social
networking sites or SNS for education system:
1. Students build up the modern-day skills and expertise needed for a bright career
following school life.
2. Students develop and maintain a positive attitudinal and behavioral approach
towards the use of state-of-the-art technology not only in their academic life but
in their normal life as well
3. Students had an immediate access to their classroom updates
4. Students develop communicative skills along with social rapports
5. Students also allow ti have a quick share of academic tasks
Dangers in using social networking sites
If there’s a benefit, likewise social media has also bad effecs to students some of
these are:
1. Students can get distracted and start using the social media for their purposes
2. The risk of cyber bullying
3. The possibility of malware infections or phishing scams
4. Inappropriate content sharing or exposure
5. Too much technological input can have a detrimental effect on social skills that
children need to learn

Lesson 2: Online Resource, Educational Sites and Portals

Lesson Outcomes
1. Identified educational sites and portals suitable to the subject area.
2. Selected an appropriate resource portal or educational site in relation to the identified
subject area.

Educational sites and portals

The increase usage of technology in our daily activities has led to to the making
of these educational portals so it technology could be use wisely. One example of this is
Educational Technology and Mobile Learning, it is a site designed for the convenient to
the teachers and student wherein you can download, print, and share the materials just
as long as proper citation is done and implemented. The administrator of this site
encourages everyone most especially the students to share this blog site.

What is the right mindset of a teacher in using the digital tool?

With the advancement of technologies, and development of new sites that could
be helpful for the teachers and students, teachers should be prepared on how to utilize
those materials and tools by having a right mindset, in a way that, they should
embrace and adapt new ways of thinking and explore the digital media so that they
could implement it effectively for them to have a better discussion and interaction with
their students. As you can observe, some teachers had the anxiety of using modern
technologies because they are not used of using it, but they should not be afraid, they
should be open to try new things and persevere to learn for them to adapt to the
changes of our educational system as a 21st century educators.

MOODULE5: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF

TECHNOLOGY-DRIVEN LESSON
Module Outcomes
1. Identified learning principles and theories that are applied in technology-driven
teaching-learning models.
2. Used the learning principles and theories as basis in the development of the teaching
plans and selection of instructional materials.

Lesson 1: Edgar Dale’s Cone of Experience

Lesson Outcomes
1. Familiarized with Dale’s Cone of Experience and provide classroom processes or
practices that exemplify each strata of the Cone of Experience.
2. Provided examples of the various instructional materials appropriate for given
instructional contexts.

The Cone of Experience

Dale’s Cone of Experience is a model that incorporates several theories related

to instructional design and learning processes. During the 1960s, Edgar Dale theorized
that learners retain more information by what they “do” as opposed to what is “heard”,
“read” or “observed”. His research led to the development of the Cone of Experience.
Today, this “learning by doing” has become known as “experiential learning” or “action
learning”.

So, in preparation to become an effective teacher, the 8 M’s of teaching should

be incorporated to ensure effective learning. This includes:

1. MILIEU : The Learning Environment

The classroom management and other school facilities are the most
important, because it helps the learners to rest and relax while thinking. It must
be comfortable for them.
2. MATTER: The Subject Content
The subject content must be mastered by the class.
3. METHOD: Teaching-Learning Strategies
This consists of purposeful, planned activities and tasks done by the
teachers and learners in the classroom.
4. MATERIALS : The Resource of Learning
 Materials are important. It must be picked wisely by the teacher because it
will serve as an example to his/ her learners, all visuals must be good and
decent, and it must be well prepared.
5. MEDIA: Communication In Teaching And Learning
This pertains to the communication system in teaching- learning situation.
The best example to this is how the teacher approaches his/her students using
verbal or non-verbal way of communication.
6. MOTIVATION : Arousing And Sustaining Interest In Learning
It is a cardinal principle in learning. We knew that the learners will learn
only those he wants to learn. And if a student is not interested, he will simply "go
through the motion". In order to make them all cooperative to the lesson, you
must think of a good and "catchy" motivation that will catch their attention.
7. MASTERY
This is the function of teacher direction and student self activity with
teacher supervision. A learner must not be forced to master all the lessons in the
book, but to learn and retain it in their minds.
8. MEASUREMENT :Getting Evidence Of Learning
It is the final element of teaching- learning sequence. This is to measure
the learning, retained in the mind of the learners.

The two elements stated above which is the media and material are actually two
elements of the Cone of Experience.

1. Direct purposeful
experiences – These are first hand experiences
which serve as the foundation of our learning. We
build up our reservoir of meaningful information
and ideas though seeing, hearing, touching,
tasting and smelling. In the context of the
teaching-learning process, it is learning by doing.
2. Contrived experiences – In
here, we make use of a representative models or
mock ups of reality for practical reasons and so
that we can make the real-life accessible to the
students’ perceptions and understanding

3. Dramatized experiences — by dramatization, we can participate in a

reconstructed experience, even though the original event is far removed from us
in time.
 4. Demonstrations — It is a visualized explanation of an important fact, idea or
process by the use of photographs, drawings, films, displays, or guided motions.
It is showing how things are done.
5. Study trips — these are excursions and visits conducted to observe an event
that is unavailable within the classroom.
6. Exhibits — these are displays to be seen by spectators. They may consist of
working models arranged meaningfully or photographs with models, charts and
posters.
7. Television and motion pictures — Television and motion pictures can
reconstruct the reality of the past so effectively that we are made to feel we are
there. The unique value of the messages communicated by film and television
lies in their feeling of realism.
8. Still pictures, Recordings, Radio – These are visual and auditory devices
which may be used by an individual or a group. Still pictures lack the sound and
motion of a sound film.
9. Visual symbols — these are no longer realistic reproduction of physical things
for these are highly abstract representations. Examples are charts, graphs,
maps, and diagrams.
10. Verbal symbols – They are not like the objects or ideas for which they stand.
They usually do not contain visual clues to their meaning. Written words fall
under this category. It may be a word for a concrete object (book), an idea
(freedom of speech), a scientific principle (the principle of balance), a formula
(e=mc2)

Lesson 2: TPACK as a Framework for Technology-Driven Teaching and Learning

Lesson Outcomes
1. Familiarized oneself with TPACK and SAMR as frameworks in integrating technology
in the practice of teaching.
2. Selected and employed an appropriate technology (tool or application) in an
instructional plan.
3. Evaluated one’s capability in integrating technology in his lesson.
4. Identified learning theories and principles applied in the design and development of
lessons through appropriate media and technologies for teaching and learning.

What is TPACK?
 TPACK is a framework which stands for technological, content knowledge, and
pedagogical knowledge. It was a theory developed to explain the set of knowledge that
teachers need to teach their students a subject effectively using modern technologies.
TPACK model was written in 2006 by Punya Mishra and Matthew J. Koehler in
“Technological Pedagogical Content Knowledge: A framework for Teacher Knowledge”.
They said that their theory comes after five years of studying teachers. They based their
initial idea on Lee S. Schulman’s 1986 work wherein he discusses the usual idea of
knowledge in teaching which is that teachers have a set of content knowledge-specific
knowledge about the subject they are teaching.
CK means content knowledge, this describes the own knowledge of the teacher
about the subject he/she is teaching. It includes knowledge of concepts, theories,
evidences, and organizational frameworks within a particular subject. PK stands for
Pedagogical Knowledge meaning, this are the teachers’ knowledge of the practices,
processes, and methods regarding teaching and learning, in general PK composed of
the purposes, values, and aims of education and may apply to more specific areas
including understanding of student learning style and classroom management. PCK or
the Pedagogical Content Knowledge, describes teachers’ knowledge regarding
foundational areas of teaching and learning including curriculum development, student
assessment and reporting results. When technology is used to deepen the
understanding of each student it is called the TCK or Technological-Content
Knowledge, it describes how technology and content can both influence and push
against each other. On the other hand, TPK or the Technological Pedagogical
Knowledge describes teachers’ understanding of how particular technologies can
change both the teaching and learning experiences.
TPACK is the result of these various combinations about what the teachers
know, and on how they teach using technology enabling the interaction between them
and students be more efficient and more engaging to learn most especially during these
21st century.

What is SAMR?
SAMR is a model designed to infuse technology into teaching and learning. It
was popularized by Dr. Ruben Puentedura,the model supports and enables teachers to
design, develop, and infuse digital learning experiences that utilizes technology. SAMR
stands for:
SUBSTITUTION. Literally mean using technology as an alternate or a direct substitute
or replacement for regular item, with no functional change.
AUGMENTATION. It is the integration if technology with functional improvement
MODIFICATION. Here, it is where you move enhancement to transformationon the
model, it is where you change the actual design of the lesson and its learning outcome.
REDIFINITION. It is the idea of creating new concept or tasks that has not been
conceptualized.

Fig.1: The TPACK framework Fig.2: The SAMR model

Nowadays, educators use the SAMR model and Bloom’s Taxonomy together to
make their technology integration more functional. Bloom’s Taxonomy was provided
by Benjamin Bloom, he is an educationist who has a great contribution for educational
purposes. Below is the revised version of Bloom’s Taxonomy made by Anderson and
Krathwohl.

Lesson 3: The ASSURE Model

Learning Outcomes
1. Identified learning theories and principkes applied in the use and design of learning
lessons with technology.
2. Applied the ASSURE Model in crafting a lesson.
 The ASSURE model is an ISD (Instructional Systems Design) process that was
modified to be used by teachers in the regular classroom The ISD process is one in
which teachers and trainers can use to design and develop the most appropriate
learning environment for their students. You can use this process in writing your lesson
plans and in improving teaching and learning. The ASSURE model incorporates Robert
Gagne’s events of instruction to assure effective use of media in instruction.

A — Analyze learners
Who are your students? While this seems to be common sense, the step is
important to mention because keeping your students in mind will help ensure that you
work diligently to find those materials and resources that will be most appropriate and
useful to your students. You should know who your students are (e. g. , demographics,
prior knowledge, learning styles, academic abilities) on a multitude of levels, and use
this knowledge in every lesson you plan.

S — State standards & objectives

You will have a curriculum to teach in your classroom, with specific objectives
that will become the focus of individual lessons. What are these objectives? What
should be the outcomes of the lessons that your students will know or learn? Each
lesson will probably be tied to curricular objectives and this step reminds you to keep
these objectives as the focus of the student learning.

S — Select strategies, technology, media & materials

When choosing the media and materials to help you teach a lesson, you will first
choose a method for delivering your instruction. . You will have to decide which
materials and media can best help your students master the learning objectives you
have identified.

U — Utilize technology, media & materials

In the last step you identified specific media and materials to help meet your
learning objectives. In this step, the lesson is actually taught and the media and
materials get implemented. This is also the step that should have a backup plan in
place. Technology solutions can break down, so an alternative solution should be
available. For this reason, a teacher should always test the media first, to help prevent
disappointment. In other words, make sure you have tried the software or device to
ensure that it is age appropriate, grade appropriate, usable, and valid for the lesson and
objectives being taught.

R — Require learner participation

Your students are going find learning more meaningful when they are actively
involved in the learning process and not sitting there passively. Are there strategies you
can use to get your students practicing? Thinking? Solving? Creating? Developing?
Analyzing? More often than not, a lecture is not going to allow your students to move
beyond passive learning. On the other hand, integrating technology into a lesson almost
necessitates that you use a teaching method beyond lecturing.
E — Evaluate & revise
This is one of the most important steps, but is often overlooked. Becoming a
good teacher requires that you constantly evaluate your own teaching, evaluate the
student learning, and make needed revisions for the next lesson and for the next time
you teach the current lesson. Always striving to improve is the first step to becoming a
better teacher.

The ASSURE model is just one strategy to effectively integrate technology into
curriculum. Some teachers will create an ASSURE poster to help them remember the
steps of the model. As you become a more experienced teacher, you will probably find
that the steps in the ASSURE model are second nature and that will lead to better
teaching.

Lesson 4: Models of Technology-Enhanced Instructional Lessons

Lesson Outcomes
1. Identified how a technology tool integrated in a lesson.
2. Evaluated a sample lesson with the element of technology integration and suggested
how it can be enhanced.

21st century learner doesn’t play a role of just being a student who sits the whole
day and listens to what the teacher discussed and teach. Now, they are more engage to
discussion and actively participated to different task and activities preparing them for a
higher purpose in the future.
Technology enhanced learning is used to describe the application of technology
to teaching and learning. It is a broad category that does not only particularly define, but
it is transforming education and educational institutions beyond recognition.
Learners are flexible, thus they can adapt to different changes that the education
system may have, also inside a classroom, they had a role for them to better
understand and perform well in school. Learners can be:
1. Contributors
Learners can actively participate during a class discussion and also, they
can contribute through uploading instructional material.
2. Creators
21st century learners had all the means to create digital outputs or the so
called ePortfolio, wherein they can produce and share digital stories and upload
other activities.
3. Communicators
Since one of the basic skill that the school teach us is the communication
skills, learners are expected to be open and be sociable on expressing their
thoughts and ideas. But 21st century learners had the capability to contribute
and communicate through different digital media platforms.
4. Collaborators
 Students can participate to different media platforms like Forums to
engage themselves to other students, to share thoughts and ideas that could
also help other students to accomplish task and any other activities. They can
work with other groups or students to achieve common goals.