Use of Information and

Communication Technology (ICT)

in Teaching Science
RAYMOND T. TORALDE
Division INSET Speaker
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The Millennials Rap - Generation X meets Generation Z

https://www.youtube.com/watch?v=1m9b1T0T_34&t=12s
Where do you belong?
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bjective
s
1. describe the characteristics of Generation Z
learners and 21st century educator;
2. discuss how 21st century skills can be
developed in learning Science; and
3. appreciate TPACK model in teaching-learning
process
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https://thecornerstoneforteachers.com/why-using-a-camera-to-take-notes-is-smart-not-lazy/
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(Maria Theresa C. Fernandez, EdD, 2018)
5 Gen Z Characteristics
•They are social.
•They are mobile.
•They are global.
•They are digital.
•They are visual.
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(Maria Theresa C. Fernandez, EdD,2018)

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“In terms of functional skills, employers consider

communication skills, trainability, competence,
problem solving and analytical skills, and tech know-
how. Employers are also looking for applicants that
possess behavioral skills such as willingness to learn,
initiative, honesty and integrity, self-motivated/self-
starter, and self-confidence.”

Eileen Camarillo-Go
Marketing Communications Manager
Jobstreet, Philippines
(Maria Theresa C. Fernandez, EdD, 2018)
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https://www.storemypic.com/album/zG4

http://learningrevolution.com/page/global-ed-forum-
email-2
Public document that defines teacher
quality through well-defined domains,
strands, and indicators that provide
measures of professional learning,
competent practice, and effective
engagement.

Department Order 42, series 2017

(Maria Theresa C. Fernandez, EdD,2018)

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Philippine Professional Standards for Teachers

DepEd. No. 42. s. 2017
Domain 1, Content Knowledge and Pedagogy, is
composed of seven strands:
1. Content knowledge and its application within
and across curriculum areas
2. Research-based knowledge and principles of
teaching and learning

3. Positive use of ICT

4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative
thinking, as well as other higher-order thinking
skills
6. Mother Tongue, Filipino and English in
teaching and learning 7. Classroom
communication strategies
(Maria Theresa C. Fernandez, EdD,2018)
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Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical understanding
of the application of theories and principles of teaching and learning. This Domain encompasses
teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino
and English in the teaching and learning process,

as well as needed skills in the use of communication strategies, teaching

strategies, and technologies to promote high quality learning outcomes.
Strands Beginning Proficient Highly Proficient Distinguished
Teachers Teachers Teachers Teachers

Strand 1.3 Positive 1.3.1 Show skills in 1.3.2 Ensure the 1.3.3 Promote 1.3.4 Mentor
use of ICT the positive use of positive use of ICT to effective strategies in colleagues in the
ICT to facilitate the facilitate the teaching the positive use of implementation of
teaching and learning and learning process. ICT to facilitate the policies to ensure the
process. teaching and learning positive use of ICT
process. within or beyond the
school.

(Maria Theresa C. Fernandez, EdD,2018)

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Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum
requirements. This Domain encompasses their ability to translate curriculum content into learning
activities that are relevant to learners and based on the principles of effective teaching and learning. It
expects teachers to apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons. These lesson sequences and associated
learning programs should be contextually relevant, responsive to learners’ needs and
incorporate a range of teaching and learning resources. The Domain expects teachers to
communicate learning goals to support learner participation, understanding and achievement.
Strands Beginning Proficient Highly Proficient Distinguished
Teachers Teachers Teachers Teachers
Strand 4.5 4.5.1 Show skills in 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model
Teaching and the selection, develop, organize guide colleagues in exemplary skills
learning resources development and and use the selection, and lead
including ICT use of a variety of appropriate organization, colleagues in the
teaching and teaching and development and development and
learning resources, learning resources, use of appropriate evaluation of
including ICT, to including ICT, to teaching and teaching and
address learning address learning learning resources, learning resources,
goals. goals. including ICT, to including ICT, for
address specific use within and
learning goals. beyond the school.

(Maria Theresa C. Fernandez, EdD,2018)

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Philippine Professional Standards for

Teachers
D.O No. 42, s. 2017

Domain 4, Curriculum and Planning, includes five

strands:
1. Planning and management of teaching and
learning process
2. Learning outcomes aligned with learning
competencies
3. Relevance and responsiveness of learning
programs
4. Professional collaboration to enrich teaching
practice
5. Teaching and learning
resources including ICT
(Maria Theresa C. Fernandez, EdD,2018)
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https://www.slideshare.net/lilialucci/multiliteracy
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https://www.slideshare.net/lilialucci/multiliteracy
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New Definition of Literacy (2005)

“The ability to identify, understand, interpret, create,
communicate, compute and use printed and written
materials associated with varying contexts. Literacy
involves a continuum of learning to enable an individual
to achieve his or her goals, to develop his or her
knowledge and potential, and to participate fully in the
wider society.”

(Maria Theresa C. Fernandez, EdD, 2018)

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Definition of 21st Century Literacies

(National Council of Teachers in English (NCTE, 2013)

Active, successful participants in this 21st century global society must

be able to:

1. Develop proficiency and fluency with the tools of technology;

 
2. Build intentional cross-cultural connections and relationships
with others so to pose and solve problems collaboratively and
strengthen independent thought;
 
3. Design and share information for global communities to meet a
variety of purposes;
 
(Maria Theresa C. Fernandez, EdD, 2018)
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Definition of 21st Century Literacies

(National Council of Teachers in English (NCTE, 2013)

4. Manage, analyze, and synthesize multiple streams of

simultaneous information;
 
5. Create, critique, analyze, and evaluate multimedia texts;

6. Attend to the ethical responsibilities required by these

complex environments.
 

(Maria Theresa C. Fernandez, EdD, 2018)

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Information,
Media and
Technology Skills

ICT (Information,
Information Communication
Media Literacy
Literacy and Technology)
Literacy
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https://www.slideshare.net/lilialucci/multiliteracy
 The 21st

Century
Educator’s
Technology
Skills Checklist
 The 21 st

Century Skills

Identification
Map
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Let us your
thoughts!
•Why is TPACK significant?
• How can you appropriately
optimize the learning of Gen Z?
 TPACK Model
Mishra and Kohler (2006)
https://dimac4.coetail.com/2014/11/08/samr-tpack/
https://avondalelearner.files.wordpress.com/2015/06/tpack-usages.png
What is LMS?
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Edmodo
Edmodo is a
global
education
network that
helps connect
all learners
with the people
and resources
needed to
reach their full
potential.
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Click icon to add picture

Schoology
Schoology is a
social networking servi
ce
and
virtual learning environ
ment
for K-12 school and
higher education
institutions that allows
users to create,
manage, and share
academic content. Also
known as a
learning management s
ystem
(LMS) or
course management sy
stem
(CMS), the cloud-based
platform provides tools
needed to manage an
online classroom.[1]
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Click icon to add picture

Google
Classroom
Google Classroom is
a free web service,
developed by Google
for schools, that aims
to simplify creating,
distributing, and
grading assignments
in a paperless way.
The primary purpose
of Google Classroom
is to streamline the
process of sharing
files between
teachers and
students.[3]
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Click icon to add picture

Nearpod
Nearpod is an
award-winning
student
engagement
platform with
ready-to-run
interactive
lessons for K-12
teachers. Explore
interactive
lessons and
interactive
games.
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Click icon to add picture

Socrative
Socrative is an
easy to use
tool that is
used for
creating
formative
assessments
and getting
result in the
actual-time.
Other ICT Tools in Science
Online
• Kahoot
• EdX

Offline
• PHET
• Periodic Table of Elements App
• Offline LRMDS
• ZipGrade
Why use ZipGrade?
How to use ZipGrade?
1. Print Answer Sheets
•Print out answer sheets from http://www.zipgrade.com/forms/

2. Create Quiz and Key

•On the 'Quizzes' screen in the mobile app, press 'New' in the upper-right.
•Give the quiz a meaningful name, select the answer sheet, and click 'Create
Quiz' to arrive at the 'Quiz Menu'
•Press 'Edit Key'. Either scan a known good answer sheet or enter the correct
answers for each question. Press 'Done' when complete.

3. Grade Papers
•Press 'Scan Papers' to start grading.
•Grade papers by aligning the 4 corner squares on the paper in the 4
viewfinders on the screen.
•The app will vibrate or make a camera sound when the image is acquired.
•Press done to go to 'Review Papers' or 'Item Analysis'.

4. Review Results
•Press 'Review Papers' to see the results and review each paper.
•Press 'Item Analysis' to see statistics for each question.
Sample Results
• Science INSET POST
TEST Export.pdf
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Embrace technology!

The basic premise…

People learn
best
when they are
ACTIVELY ENGAGED!
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http://www.snapchamp.com/quotes/e/day/happy-teachers/inspiring-and-caring-teacher
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(Maria Theresa C. Fernandez, EdD.,2018)

So here’s the lingering
question…
ARE WE READY TO TEACH the

GENERATION Z now?
and GENERATION ALPHA
in the near FUTURE?
International Training on
Teaching Math, Science,
and Technology
(Adapted from the Session on Teaching with
Technological, Pedagogical And Content
Knowledge by CELINA P. SARMIENTO)
 Towards Multi-
literacies:
Technology Integration
in Learning Science

(Adapted from Integration of Literacy Strategies and Educational Technologies Across The Curriculum:
Developing Multi-literacies in Science and English, a Trainer’s Training Resource Package
by Maria Theresa C. Fernandez, EdD and Cynthia B. Ong, MAEd)
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Thank
you!