7. What Are
Learning
Resources?
They are any tool that helps
teachers teach and students
learn.
Images of large,
print, classroom
textbooks
Learning resources are
texts, videos, software,
and
other materials that
teachers use to assist
students to meet the
expectations
for learning.
9. Digital Repository
Digital content of all kinds is stored here. A
repository supports mechanisms to import,
export, identify, store and retrieve digital
assets.
An electronic resource is any information
source that the library provides access to
in an electronic format
10. E-resources is short term for Electronic
Resources or electronic information
resources.
These are collections of information in
electronic or digital format that are
accessed on an electronic device, such as a
mobile phone, computer, etc.
These are published resources in electronic
versions/format such as encyclopedias,
pamphlets, e-books and e-journals.
12. Easy retrieval of information .
Ability to do full text search across a huge
number of resources in one go .
Ability to download, print, or send the
desired document instantly.
Convenience of accessing articles any
time from your own computer.
Ability to link directly to additional
resources or related content.
Ability to create personal collections i.e.
favorites, bookmark, etc.
Advantages of using e-resources
13. In this computer age, e-version of books,
journals, etc or e-resources in general have
become inevitable and hence it is very much
needed to convert the printed version into
eversion for future needs. Therefore,
knowledge of the different e-resources,
developing e-resources and preservation of
them has become the need of this hour
14. Online e-resources :
• e-books
• gmail
• sms
• e-journals
• email
• e-library,
• e-dictionaries,
• Search engines,
• Websites
Offline e-resources :
• MS Office
applications
•Offline e-books
• CD ROM based e-
resources
• e-resources on
mobile
Devices
16. Different social networking sites have
different features and they provide following
facilities;
Facilities for exchanging mails
Making chats
Sharing photos
Scribble messages
Sending gifts
Publishing and viewing profiles, etc
17. Application of social networking sites in
classroom
Social media is an effective way to increase
student engagement and build better
communication skill.
Improve communication among students and
teachers.
Preparing student for successful Employment.
Encourage students to share work socially.
Require students to keep a blog.
Create a social classroom on Edmodo.
“Edmondo” helps to create a social , digital
classroom.
18. EDUCATIONAL BLOGS
A blog is a website, where it is possible to write
views or ideas on ongoing basis.
An edublog is a blog created for educational
purposes.
Edublogs archive and support student and
teacher learning by facilitating reflection,
questioning by self and others, collaboration and
by providing contexts for engaging in higher-order
thinking.
19. Uses of Educational Blogs
Students use blogs for reflective journaling –
summarizing class discussion, reflecting on what
they learned during a class activity or project,
sharing ideas for applying what they have learned
to their own practice and so on
Educational blogs help to encourage students to
articulate their ideas and perspective make their
thinking visible and be brave and bold about their
contribution to the greater discourse.
20. Uses of Educational Blogs
Educational blog engage students in reflection on
the domain, requiring them to critically analyze
ideas, perspectives, theories, research and
designs.
Educational blog encourage student to see
themselves as participating and contributing
members of a professional community of
practice.
21. Uses of Educational Blogs
Blogging promotes writing: That is blogging helps
student express themselves and share their ideas
and perspectives in an articulate way; that is, it
helps them to write, organize their writing and
develop a habit of writing.
22. Edublog
The world’s most popular educational
blogging service, Edublogs lets you easily
create and manage student and teacher blogs,
quickly customize and include video.
23. Blogger
This is a free weblog publishing tool
from Google, for sharing text, photos and
video. This is probably the most user friendly
blogging platform out there.
24. Wordpress
This is another great blogging platform
for students and is very easy to use and
completely free.
25. E-journal
-is a periodical which is published in electronic
format, usually on the Internet.
-many electronic journals which are available
are electronic versions of journals which exist
in print.
-Some journals are only available in electronic
format.
26. Electronic journals have several advantages
1. You can read journal articles on your desktop,
you don’t have to be in the Library.
2. The article that you want to read will always be
available, even when the Library is closed.
3. Hypertext links allow you to move to different
sections within individual journals or article and
can link you to related resources on the Internet.
4. Journals can include more images and audio-
visual material.
5. Journals can be interactive-you can e-mail the
author or editor with your comments.
27. PODCASTING
A podcast is a digital audio recording, with or
without images, which instructors can use to deliver
content to students in an easy asynchronous fashion.
Once generated, podcasts can be disseminated
online through personal websites or podcast
directories.
Podcasting, the name for this process, is an
amalgamation of “broadcasting” and the acronym
“POD”.
POD stands for “portable on Demand,”
28. PODCASTING
Podcasting is online audio content made
available through the Internet using a subscription
“feed”. Vodcasting (video-on-demand casting) is the
same principle as podcasting with the addition of
video. Podcasts can be transferred and played on any
portable media player such as an iPod or MP3 player.
Vodcasts can be transferred and played on any MP3
video player.
29. Relevance of podcasting /vodcasting in
classroom
• Podcasting /vodcasting allows educators to reach
students.
• It can be used to interact with students and parents
beyond the four walls of a classroom and can be great
facilitator to increase student engagement.
• Podcasting/vodcasting is an inexpensive way to create
digital content for your classroom.
• It can help foster student creativity and prepare them for
a global market.
• Teachers can also use podcasting to create “testing
review” sessions for students.
• It will also benefit students by giving them opportunity
to listen and or watch classroom content multiple times.
30. E-learning
• E-learning is the use of network technology to
design, deliver, select, administer and extend
learning.
• It is internet enable learning.
• E-learning uses the power of networks, primarily,
those that rely not only on internet technologies
but also satellite networks and digit content to
enable learning not only on internet technologies
but also satellite networks and digit content to
enable learning.
31. E-learning
E-learning provides
• Faster learning at reduced costs
• Increased access to learning and
• Clear accountability for all participants in the
learning process
Goals of e-learning
• Access to information technology
• Help student achieve high academic standards
• Improve the next generation of technology
applications for teaching and learning
32. E-learning
FEATURES OF E-LEARNING
a) E-learning is dynamic
b) E-learning operates in real time
c) E-learning collaborative
d) E-learning is individual
e) E-learning is comprehensive
33. Benefits for leaner
• Fosters interaction among students and
instructor. Interaction stimulates understanding
and the recall of information
• Fosters self paced learning
• Convenient for students to access any time, any
place
• Accommodated different learning styles and
fosters learning through a variety of activities.
• Allow students to select learning materials
• Develops knowledge of the internet that will help
learners though out their future
34. Benefits for Teachers
• Help the instructors to develop materials using
the world wide resources of the web
• Allow to communicate information in a more
engaging fashion than in text based distance
education
• Convenient for instructors to access any time, any
place
• Retain records of discussion and allow for future
reference
• Sets a framework for standardized course delivery
35. WEB BASED LEARNING
• Web-based learning is one way to learn, using
web-based technologies or tools in a learning
process. In other words, learner uses mainly
computers to interact with the teacher, other
students and learning material.
• Web-based learning consists of technology that
supports traditional classroom training and online
learning environments. Web-based learning can
be also formal or informal.
36. WEB BASED LEARNING
VIRTUAL CLASSROOM
-is a web based environment that allow participating
in live training events without the need to travel.
Students can listen to lectures, participate in lab
exercises, ask questions and receive feedback just as
he/she do in conventional classroom. It saves the
expense and travel time to a training site. That is
virtual classrooms are the classrooms functioning in
a system of virtual reality.
42. 5. Learning object
This resource has been designed to meet specified
learning outcomes and can be incorporated into
and reused in a range of learning materials
44. Online learning is a
method of delivering
educational
information via the
internet instead of in a
physical classroom.
Absence of network connectivity in
remote areas made it difficult for
the learners to gain access to
course content.
49. Next Steps
• Create slideshare account
• Create google account
• Create LRMDS account
• Create blog
Notes de l'éditeur
For the ICT LAC Facilitator:
Congratulations for accepting the challenge of empowering your co-teachers for your school’s upcoming ICT LAC session/s!
On this ICT LAC activity card template, you will be guided on how to go about your session – from giving the overview of your topic down to identifying steps for your next ICT LAC session. In the succeeding slides, you will find in the notes area (located below each slide) a script which you can use in delivering your session. Note that these are just suggestions and you are free to modify the script of your show!
For the ICT LAC Facilitator:
LAC sessions are suggested to open with a short icebreaker to help ease the participants. (TIP: use the LAC Kuwentuhan Cards)
For the LCT LAC audience (teacher participants)
ICT LAC facilitator, say:
Let’s open the session with [insert the nature of icebreaker.] For this activity, please [state the instructions].
.
For the ICT LAC Facilitator:
Sharing [Recap]
Sharing part requires recap of the topic, outputs, and homework from the previous LAC session. It is important to connect the previous LAC session with the topic of the current one.
For the LCT LAC audience (teacher participants)
ICT LAC facilitator, say:
Now that we’re all warmed up, let’s use our energy to [insert words that encourage positive energy and contribute to a fruitful LAC session.] Let’s look back at what we’ve discussed, achieved, and committed last session. What were our take-always when we used what we learned in our classrooms? Are there learning areas that we can further look into? Are there best practices that we want to further enrich?
[Group sharing activity]
.
For many people, the words educational materials invoke images of large, print, classroom textbooks with small type, outdated information, and content that covers the breadth but not depth of a subject.
For the ICT LAC Facilitator:
LAC sessions are suggested to open with a short icebreaker to help ease the participants. (TIP: use the LAC Kuwentuhan Cards)
[Conduct ICEBREAKER ACTIVITY]
For the LCT LAC audience (teacher participants)
ICT LAC facilitator, say:
Thank you for your participation! Did you enjoy the icebreaker? Does anyone want to volunteer and prepare for the next session’s icebreaker?
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
For the ICT LAC Facilitator:
Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
.
For the ICT LAC Facilitator:
Planning on how to use the activity/new skills in the classroom
The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper.
Activity Proper
Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
For the ICT LAC Facilitator:
Planning on how to use the activity/new skills in the classroom
The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper.
Activity Proper
Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
For the ICT LAC Facilitator:
Planning on how to use the activity/new skills in the classroom
The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper.
Activity Proper
Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
For the ICT LAC Facilitator:
Planning on how to use the activity/new skills in the classroom
The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper.
Activity Proper
Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
For the ICT LAC Facilitator:
Planning on how to use the activity/new skills in the classroom
The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper.
Activity Proper
Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
For the ICT LAC Facilitator:
Synthesis and/or generalization on the topic/session during reflection are to be shared by the participants.
For the ICT LAC Facilitator:
Planning on how to use the activity/new skills in the classroom
The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper.
Activity Proper
Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
For the ICT LAC Facilitator:
Reflection
The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
For the ICT LAC Facilitator:
Reflection
The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
For the ICT LAC Facilitator:
Reflection
The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
For the ICT LAC Facilitator:
Reflection
The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
For the LCT LAC audience (teacher participants)
ICT LAC facilitator, say:
Synthesis [Next Steps]
Based on the sharing session, the LAC can then: (1) identify topics to further discuss in the next LAC session, (2) list action items to be addressed in the school/by the teachers, and (3) agree on commitments and next steps. Agreements and next steps are best articulated in written form and in concrete language. This way, the teachers can effectively commit to the action points. Ending in a positive note, where concerns are addressed and everybody gets to participate, is ideal in closing LAC sessions. It is strategic if the facilitator will reiterate how the group’s values and norms enabled a motivating and fruitful LAC session. However, any challenges faced during LAC activities are also valuable because those offer opportunities to collaboratively create solutions as a group. The facilitator would just have to bring this up and process with the participants.
For the LCT LAC audience (teacher participants)
ICT LAC facilitator, say:
Congratulations!
Our ICT LAC session just ended. I hope everyone had a good learning experience, and is excited for our next ICT LAC session!