5_lluk_final_application_guide_for_the_use_of_technology_to_support_teaching_and_learning_with_a_pri

Application guide for the use of technology to support teaching and learning with a primary focus on STEM subjects

TEL Application guide for the use of technology to support teaching and learning with a primary focus on STEM subjects

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CONTENTS Page Foreword 3 Section A: Introduction 4

1. What is Technology Enhanced Learning (TEL)? 4

2. The Purpose of an Application Guide 4 3. What is a Technology Enhanced Learning (TEL) Application Guide 4

4. How to use an Application Guide 5

5. Organisation of the Document 6

Section B: Description of TEL Applications & Examples of Good Practice 8

1. Domain A - Professional Values 8

2. Domain B - Learning and Teaching 10

3. Domain C - Specialist Learning and Teaching 13

4. Domain D - Planning for Learning 15

5. Domain E - Assessment for Learning 17

6. Domain F - Access and Progression 19 Glossary of Terms 21


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FOREWORD The Department for Employment and Learning in Northern Ireland is acutely aware of the need for technology enhanced learning within the lifelong learning sector. This Technology Enhanced Learning Application Guide for the use of technology to support teaching and learning produced by the Sector Skills Council, Lifelong Learning UK is underpinned by the New Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector in Northern Ireland. These Professional Standards define clearly the expectations of teachers, tutors and

trainers in Northern Ireland, in a variety of roles and responsibilities. The Standards provide the basis for this Guide and are a key indicator of the professional development and advancement required for practitioners in the lifelong learning sector. The purpose of this Application Guide is to provide a set of descriptors, which will assist in the interpretation of the New Professional Standards, in relation to how technology enhanced learning, should be applied in practice. The Application Guide has a primary focus on Science, Technology, Engineering and Mathematics (STEM) subjects and is supported by the following case studies: http://www.lluk.org/ni-professional-standards-for-learning-delivery-ilt-guide-stem-focus.htm Lifelong Learning UK is committed to carrying out a number of initiatives with the Further Education (FE) colleges and Work Based Learning (WBL) organisations to further promote and embed the use of this application guide in the successful delivery of STEM related subjects. LLUK will continue to promote good practice and share knowledge and information with the lifelong learning sector on how this Application Guide can enable practitioners to access updated guidance to effectively use technology. This will enhance the delivery of Level 2 and Level 3 qualifications in NI. The Application Guide specifically delivered for Northern Ireland will supersede any existing standards or professional application guides for e-learning delivery and provide a basis for further professional advancement of impacting qualifications and performance indicators. The Application Guide, for use in an e-learning environment, will assist the future proofing of the lifelong learning workforce by introducing a professional product that will assist with the pace of technological change. The development of this guide and associated case studies has been funded by the Department for Employment and Learning.

NUALA KERR Director Skills and Industry Division Department for Employment and Learning


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SECTION A: INTRODUCTION 1. What is Technology Enhanced Learning (TEL)? The use of learning technologies in the lifelong learning sector is an area of rapid growth and change. The term technology enhanced learning is used to replace previous terms [such as e-Learning, Information and Learning Technologies and Information and Communication Technologies] and is intended to be all encompassing. The application and the integration of technology within the learning context is central to the use of the term ‘technology enhanced learning’. Technology enhanced learning involves the use of technology to support teaching and learning. TEL within the learning context must involve both application to teaching methods and support for the key learning outcomes. There are three fundamental criteria:

• TEL for Learning Delivery – to reinforce the visual and auditory delivery of key teaching strategies and messages within a lesson.

• TEL for Learning Outcomes – the use of technology to support,

motivate and engage learners and contribute to the core learning activities within a lesson.

• TEL for Learner Retention – to track, maintain records and coordinate

student information in order to manage learner progress and development.

2. The Purpose of an Application Guide The purpose of the Application Guide is to support those working with the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector in Northern Ireland. Standards describe, in generic terms, the values, knowledge and understanding and professional practice required of those who work within the sector, namely, teachers, tutors and trainers. The Application Guide will assist individual practitioners, learning providers/employers and teacher education providers by making available a set of descriptors. These will assist in the interpretation of standards and expand on the standards in relation to the ways in which technology enhanced learning should be applied in practice. This is not a regulatory document rather a manual to support the embedding of standards. 3. What is a TEL Application Guide? This document should be read together with the new professional standards for teacher, tutors and trainers in the lifelong learning sector in Northern Ireland. The standards are written in generic terms to encompass the wide variety of


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roles undertaken within the sector with learners and employers. However, the standards may be applied differently for individual roles, subject areas or specialisms. The TEL Application Guides provide further detail on how this can be done, and indicate effective practice in relation to the use of and ways in which technology may be embedded within the learning and teaching context. The TEL Application Guide is, like the standards it refers to, level free. The TEL Application Guide is a standards product which indicates the knowledge, understanding and practice required in the particular area of technology enhanced learning. It is based on standards and not on qualifications. However, it could be used to support the development of qualifications if this is felt to be appropriate by LLUK. The purpose of the TEL Application Guide may be summarised as:

• providing a bridge between the new professional standards for teachers, tutors and trainers in the lifelong learning sector in Northern Ireland and the application of TEL;

• assisting in promoting consistency across the sector in terms of TEL;

• indicating and disseminating effective practice in relation to the application

of TEL as a key aspect of teaching and learning management, practice and support;

• signposting skills development needs related to TEL for the individual

manager and practitioner;

• enabling practitioners and managers to meet the needs of learners more effectively through the use of TEL.

4. How to use an Application Guide? Application Guides can be used in many ways by a wide range of people. Users may be individual practitioners, learning provider organisations/employers, employee development and HR managers, teacher educators and awarding organisations. Possible uses are suggested below; these are not intended to be prescriptive or exhaustive. Individual practitioners may use the Application Guide to: • identify professional development needs; • develop new skills; • develop existing skills to meet the specific needs of learners in new

circumstances.


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Learning provider organisations/employers and their staff development or HR departments may use an Application Guide to: • illustrate how the TEL related standards apply within teaching and

learning; • develop and offer a framework for training and continuing

professional development in support of TEL; • share and disseminate effective practice in TEL; • form the basis of job descriptions; • motivate and assist the workforce to develop new TEL skills; • set objectives in performance and appraisal; • benchmark performance and improvements and support self-

regulation and peer review; Teacher educators and awarding organisations may, as appropriate, use the Application Guide: • as a basis for qualifications; • in developing guidance on qualifications; • for mapping current provision against the standards; • in curriculum development, delivery and assessment. 5. Organisation of the Document The document will detail the standards thematically in order to present an overview of the knowledge, understanding and professional practice required of teachers, tutors and trainers who apply and embed technology enhanced learning within routine learning delivery practices across the lifelong learning and FE sector. The learning delivery standards for teachers, tutors and trainers in Northern Ireland have been written to reflect the context within which education and training is organised, in direct recognition of the ‘FE Means Business’ strategy, ‘Success through Excellence’ policies and the long-standing history of professional training within the Northern Ireland lifelong learning community. The professional standards are divided into sub-sets of thematic standards. Each set of standards are described as a ‘domain’. In Northern Ireland there are six domains. The domain heading is the general thematic description of the standards. Domain A takes direct cognisance of the General Teaching Council for Northern Ireland professional value statements in relation to the area of 14-19 education and training. All domains are mapped to domain A for this reason. The domains are broken down into descriptors of knowledge and understanding and professional practice.


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The six domains for Northern Ireland are: Domain A - Professional Values Domain B - Learning and Teaching Domain C - Specialist Learning and Teaching Domain D - Planning for Learning Domain E - Assessment for Learning Domain F - Access and Progression Each domain will be presented in section 2 detailing the specific elements of knowledge and understanding and practice that are expected to reflect the use of and the application of technology enhanced learning. Elements are descriptors of practice and the application of knowledge. In support of the specific descriptors, section 2 will outline the extent to which a standard must embed technology, described in terms of contextual criteria within which a teacher, tutor or trainer must operate in order to demonstrate competence against the professional standards. The suffix, TEL, denotes an element in the application document.


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SECTION B – DESCRIPTION OF TEL APPLICATIONS BY DOM AIN Domain A: Professional Values Thematic Standards

Application of TEL

AS1 Commitment to Learners [TEL] AS2 Empathy and Trust AS3 Respect AS4 Reflective Duty [TEL] AS5 Commitment to Others [TEL] AS6 Creativity within the classroom [TEL]

Element (Descriptor of Action): Teacher will: E1. Use technology to motivate learners. E2. Work with appropriate staff to select technology for delivery appropriate to learner experience and age. E3. Promote student use and application of technology in support of learning activities. E4. Show a commitment to self assessment and the appraisal of TEL with the help of peers and students. Extent (Contextual Criteria): X1. Learning Delivery – Technology should be used to engage and enhance the delivery of key learning messages. Multimedia solutions should be considered. X2. Learning Outcomes – Technology should be employed to support diversity and enhance core learning activities by engaging and inspiring learners to develop new knowledge and skills. X3. Learner Retention – track, record and monitor learners using technology supported methods in line with organisational procedures and individual learning targets.


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Standards in Action: Examples of Good Practice Learning Delivery Different types of technology-supported stimuli designed to enhance key teaching methods: interactive resources, modalities and methods to support different learner styles and enhance learning and graphic illustrations and images to augment a teaching explanation and/or demonstration. Learning Outcomes Technologies that enhance the learner experience might include the use of a virtual learning environment supported by tutor discussions, peer networking and the development of collaborative online forums. Tools such as wikis, blogs, journals, discussion boards and presentation tools will support the learning outcomes and the retention of new knowledge and skills. Learner Retention Progress files should be maintained electronically in support of learner development. Both the tracking and the management of information systems should be maintained in order to ensure accurate and reliable learner records in order to ensure learner outcomes. The use of electronic registers, teacher monitoring procedures and related software should be coordinated and individual learner agreements tracked to ensure needs are met.


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Domain B: Learning and Teaching Thematic Standards

Application of TEL

BS1 Management of the educational environment including behavioural challenges [TEL] BS2 Maintaining effective relationships by facilitating inclusive, equitable, motivating and, where appropriate, multilingual learning [TEL] BS3 Applying and developing own professional skills to enable learners to achieve their goals. BS4 Communicating effectively and appropriately with learners to enhance learning [TEL] BS5 Collaboration with colleagues to support the needs of

Element (Descriptor of Action): Teacher will: E1. Use technology to promote positive relations among learners and with the teacher. E2. Develop forums for technology supported forms of collaborative learning suitable to the age and experience of learners. E3. Provide a range of technology supported learning options suitable to the needs of different types of learners. E4. Exemplify technology enriched presentations in support of teaching in order to role model good practice among learners. E5. Share good practice in the application of technology with colleagues in order to disseminate learning about new teaching methods. E6. Source and develop technology supported subject resource-banks within teams to enhance the learning experience, promoting individual, collaborative and equitable learning opportunities. E7. Employ suitable communication techniques when using technology, ensuring clarity, support and challenge is offered in the management of learning. E8. Manage any risk associated with the use of technology paying due care and attention to legislation, organisational policies and your professional duty of care.


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learners [TEL] BS6 Using a range of learning resources, strategies and modalities of learning to support diverse learner needs and subject teaching [TEL]

Extent (Contextual Criteria): X1. Learning Delivery – Opportunities for a wide range of teaching methods supported by technology should be considered:

• Blogging. • Journaling using a VLE or other software solution e.g. wikis. • SMS text messaging to support student learning. • Interactive whiteboards for complex teacher demonstrations. • Tutorials to support learner projects using virtual learning environments, social networking tools. • Podcasting to support teaching and learning. • Blended learning.

X2. Learning Outcomes – Develop technology enhanced learning strategies to differentiate and promote active learning. A range of active learning methods should be considered:

• Project work using relevant technology e.g. the internet for research, social bookmarking, digital presentation tools.

• Individual and group reflective learning opportunities supported by technology e.g. a digital portfolio/diary, group journaling, group presentation and communication tools such as voice over internet protocol, podcasting/ vodcasting.

• Problem solving activities supported by technology.

• Communication skills supported by technology enriched learning communities and other tools and software.

X3. Learner Retention – Planning, monitoring and assessing learner needs using technology to enhance opportunities for access and progression. A range of retention tools should be employed:

• To support individual learning and candidate pathway planning.

• To support student diversity. • To offer opportunities to those with learning

disabilities.


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• To support multilingualism. • To advance essential skills.

Standards in Action: Examples of Good Practice Learning Delivery Multimedia and virtual learning opportunities that support the presentation of key learning messages might employ a range of methods:

• Presentation software with sufficient multimedia and imagery in support of learner needs and subject components.

• Virtual Learning Environments with enriched tutorial opportunities such as synchronous and asynchronous forums, the development of eAssessments and podcasting for student support.

• eBooks to support student learning and assessment. • Podcasting/vodcasting using text, sound and/or visual presentations to

support learner needs e.g. for revision purposes, to support distance learners, to promote independent learning or provide learner support.

Learning Outcomes Technologies that assess and advance the learner’s development of new knowledge and skills supported by tutor moderation should be employed:

• The use of the interactive whiteboard for learner-centred learning activities.

• Peer learning experiments and technology supported simulations using subject related software, virtual learning platforms, social networking.

• Problem based learning using technology such as simulated software. • eAssessment to advance student independent learning and support

diversity. Learner Retention Learning support software that meets the needs of individual learners is increasingly being employed across a range of areas:

• Technology driven portfolios to support reflective and independent learning.

• Electronic assessments and feedback platforms to profile learners and signpost needs.

• Support tools for language translation. • Software to support learning disabilities and maximise student


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engagement. • Essential skills support packs and technology enhanced programmes

to assist learners with particular needs.

Domain C: Specialism Learning and Teaching Thematic Standards

Application of TEL

CS 1

Advancing and keeping up to date with current knowledge and industrial expertise in respect of own specialist subject.

CS 2

Enthusing and motivating learners in own specialist area through creative teaching and technology enhanced learning [TEL].

CS 3

Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS 4 Developing good practice in teaching own specialist subject by engaging

Element (Descriptor of Action): Teacher will: E1. Demonstrate a range of subject related learning solutions using eTools to support differentiated learning in the classroom. E2. Select eTools appropriate to the subject matter paying attention to student needs and curriculum outcomes. E3. Work with others to critically evaluate and develop the application of TEL within subject specialist area. Extent (Contextual Criteria): X1. Learning Delivery – Make use of existing resources and develop and share creative subject resources to support teaching and learning. This should include:

• Interactive teaching resources to support the development of subject knowledge.

• Multimedia and virtual learning opportunities to enhance the teaching of subject matter.

X2. Learning Outcomes – Learners should be encouraged to use a range of tools to advance subject knowledge and skills.

• Synchronous communication tools. • Asynchronous communication tools. • Subject resources and guides suitable to the


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in continuous reflective practice, peer review, research and development [TEL].

awarding body standards. • Technology for presentation of learning. • Wireless and mobile technologies to support

learners.

X3. Learner Retention – Subject support should be advanced using TEL. Resources should include:

• TEL supported reflective tools. • Electronic revision aids. • SEN approved support documents. • Essential skills support.

Standards in Action: Examples of Good Practice Learning Delivery Subject resources may be advanced using TEL. Various multimedia and curriculum based solutions exist in a wide range of disciplines. Examples of good practice include:

• Interactive handouts to support subject knowledge and skills.

• The use of eBooks to enhance discipline related standards.

• ePortfolios to assist students with higher order thinking skills at the subject level.

• Multimedia tools to enhance problem solving within the subject.

Learning Outcomes Using technology to advance learning outcomes is vital and, whilst it overlaps at the subject level, it can be very productive to look to the platforms that encourage interactivity, sharing of learning experiences and video and other conferencing opportunities. Globalised and collaborative practices exist in many domains e.g.

• Videoconferencing for student projects across campuses/organisations.

• Globalised or shared instruction – live lectures/workshops using postcasting/vodcasting and web-based forums.


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• Wikis and Blogs to support subject discussion forums. Learner Retention Learning support subject software that meets the needs of individual learners is increasingly being employed across a range of areas:

• Technology driven portfolios to support reflective and independent learning.

• Electronic assessments and feedback methods supported by TEL to profile learners and signpost needs.

• Study guides and aids to advance subject-based learning.

Domain D: Planning for Learning Thematic Standards

Application of TEL

DS 1

Planning curriculum and lessons that promote equality, support diversity and meet the intended outcomes and learning needs [TEL].

DS 2

Learner active participation in the planning of learning [TEL].

DS 3 Evaluation of own effectiveness in planning learning [TEL].

Element (Descriptor of Action): Teacher will: E1. Develop web-based resources that support shared lesson planning and the development of robust schemes of work. E2. Use technology to support the evaluation of learning experiences. E3. Use technology to plan for differentiated learning needs and special educational requirements. Extent (Contextual Criteria): X1. Learning Delivery – carry out research and develop technology-based resources to support the advancement of schemes of work and lesson plans. X2. Learning Outcomes – plan for student needs using appropriate software in support of individual


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learning agreements. X3. Learner Retention – evaluate learning using technology supported methods in line with organisational procedures.

Standards in Action: Examples of Good Practice Learning Delivery Technology supported learning communities may exist in certain subject areas. Teachers, tutors and trainers are expected to moderate forums for shared planning purposes, develop resource banks and contribute to professional learning communities for the good of the student experience; for example contributing to the Higher Education Academy subject support centres, JISC and the LSDA teaching and learning communities work, with a view to advancing shared lesson plans and resources in support of student needs. Teachers, tutors and trainers may also advance internal communities of practice in support of shared planning and curriculum development for diversity and differentiation. Learning Outcomes Teachers, tutors and trainers should employ appropriate technology-supported resources and software to advance learning for particular reasons. One example of this might be to assist students with language difficulties by using essential skills software/technologies to aid learner developments and recall. Multilingual support is also available online using a range of open source software. Learner Retention Organisations might begin to use management information systems to develop self assessment possibilities at the programme and individual teacher, tutor, trainer level. A range of possible survey or data collection measures may be supported online. Virtual learning environments and internal networks offer some opportunities for this as do web-based software solutions. This will support the teacher, tutor, trainer during the review of learning and future planning for curriculum development whilst aiding retention within a programme.


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Domain E: Assessment for Learning Thematic Standards

Application of TEL

ES 1

Designing and using assessment as a tool for learning and progression [TEL].

ES 2

Assessing the work of learners in a fair and equitable manner [TEL].

ES 3

Learner involvement and shared responsibility in the assessment process [TEL].

ES 4

Using feedback as a tool for learning and progression [TEL].

ES 5

Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress [TEL].

Element (Descriptor of Action): Teacher will: E1. Use technology to assess learning against awarding body requirements. E2. Develop formative eAssessment tools to support learner progress. E3. Design robust assessments using appropriate technology in support of the learners’ age, experience and level. E4. Use technology to track, record and maintain student assessments according to awarding body and organisational requirements. Extent (Contextual Criteria): X1. Learning Delivery – design formative and summative eAssessments suitable for the review of learning.. X2. Learning Outcomes – develop technology supported assessments that identify learner needs and assist progression. X3. Learner Retention – manage learning and assessment records and student pathway planning needs using electronic resources and technology necessary for quality within subject and organisation.


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Standards in Action: Examples of Good Practice Learning Delivery Technology should be employed to support the individual learner. eAssessment offers opportunities for the assessment of learning outcomes in support of teaching, individualised feedback to advance learners and progress reports to aid future planning. Awarding bodies offer a range of eAssessment solutions in support of subject examinations. Such tools might be employed to facilitate learners across a range of levels. Virtual learning environments offer eAssessment opportunities such as ‘dropbox’ features for the uploading and grading of assessed work (formative units of assessment), quiz tools to advance questioning facilities to support teaching and learning, self assessment tools with built in formative feedback and grading opportunities to help individuals comprehend their subject achievements and progression needs. Learning Outcomes Portfolios are a useful form of recording and profiling learning using a range of different types of evidence-based forms. Learners can upload evidence within a digital portfolio as a form of record keeping. Teachers, tutors and trainers can interact with a digital portfolio and sign off assessments at the unit level, giving feedback in support of progression. Reflective and experiential learning journeys within a subject qualification may be captured using ePortfolios that support personal developments and the formation of competence-based learning achievements. Learners may be encouraged, using this tool, to evaluate individual outcomes and evidence from a range of sources that support their achievement and progression. This type of reflective assessment encourages deeper learning and the use of ePortfolios to support the development of a formative and summative ‘record of achievement’ and ‘progression’ planning. Learner Retention Virtual learning environments and ePortfolio software support tracking and monitoring for assessment purposes. Individual learning agreements can be maintained and reviewed using a range of learner-tracking tools and aids built in to managed-learning systems.


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Domain F: Access and Progression Thematic Standards

Application of TEL

FS 1

Encouraging learners to seek initial and further learning opportunities and to use services within the organisation [TEL].

FS 2

Providing support for learners within the boundaries of the teacher role [TEL].

FS 3

Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist subject.

FS 4

A multi-agency approach to supporting development and progression opportunities for learners [TEL].

Element (Descriptor of Action): Teacher will: E1. Use technology to support learners in recognising their skills and further opportunities that support progression. E2. Facilitate learners using a range of technology supported services and tools to aid participation and achievement. E3. Choose appropriate technology-supported information and learning systems to widen participation, disseminate learner outcomes and manage student progress. Extent (Contextual Criteria): X1. Learning Delivery – Technology should be used to support the measurement of learner needs and the provision of advice for progression. X2. Learning Outcomes – Provide appropriate technology-supported facilities to encourage self assessment and learner research in the development of learning plans. X3. Learner Retention – develop suitable systems and networks of support to monitor participation, manage and track learning and reinforce progression in line with organisational policies to retain and advance learners.


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Standards in Action: Examples of Good Practice Learning Delivery It is important that teachers, tutors and trainers offer suitable support to learners both pre-entry, during a course of study and for progression in the future. Technology can assist providers in the development of assessment measures in the establishment of individual learning pathway plans, in the formation of learner goals and when supporting progression and opportunities for employability. Various skills-profiling tools are available in digital form to support learner assessments and offer career planning guidance for learner progression. An example of good practice might also include online teaching using a virtual learning environment whereby the teacher, tutor, trainer offers online tutorial/communication and moderated learning opportunities to support access for those who may not otherwise be able to contribute or participate in on campus experiences. Learning Outcomes Teachers, tutors and trainers might offer support using technology in a flexible and progressive manner. The use of SMS text messaging to reinforce key learning contracts, e.g. for attendance tracking or for homework reminders, has been found to facilitate and encourage learner engagement and motivation. Offering distance learning opportunities using eTools or virtual learning environments can be powerful in the development of outreach, support for work-based learners and adult learning programmes. Learner Retention The management and moderation of the learning experience is essential to the success of learner access and progression. Technology can support teachers, tutors and trainers in the tracking, monitoring and flexible design of opportunities for wider participation and retention within the organisation with the learner at the core. Developing routines and regulatory requirements suitable to learner needs can be advanced through information systems and procedures. Virtual learning environments offer new opportunities for learner tracking and the moderation of learning for retention. Web-based communication tools (e.g. web 2.0 tools) support messaging for learner development and the accessibility of learning.


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GLOSSARY OF TERMS TEL The application of technology to stimulate, support and

resource learners. Delivery The process of teaching which involves teacher explanation

or demonstration. This is led by the teacher. Learner Activity The process of teaching that engages individual learners in

action in order to facilitate their understanding of given topics or tasks.

Blogging/Blogs Discussion postings that are stored either on the web or

within a virtual learning environment. Blogs support student logs and enhance reflective dialogues when moderated by the teacher, tutor or trainer. Entries appear in chronological order and are editable.

Synchronous Synchronous communications refers to the opportunity for

live interaction using technology. Chat tools for example allow for instant communication.

Asynchronous Asynchronous communications involves anytime

communication. Email, bulletin boards and conferencing areas are examples of asynchronous communication tools.

eTools eTools are a set of web-based tools that support learning.

Web 2.0 is an example of a series of eTools. Examples include: social networking tools, blog tools and wikis.

Web 2.0 Web 2.0 is the title given to the second generation of the

world wide web. It moves the internet to a platform that is supported by a series of web tools, software updates and standards. A website designed with web 2.0 will support much more advanced communication and connected resourcing than the previous web 1.0 platform. This is important for education and training as teachers, tutors and trainers can now make use of web 2.0 technologies for the enhancement of teaching and learning strategies.


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Wikis A wiki is a collection of web pages (and databases) that are stored on the web for a particular reason. Wikipedia is the most popular wiki on the internet. It is moderated and managed for information sourcing and accuracy. Educators can develop web pages and connect with other web communities or forums to enhance the learning experience. They are editable and are often the source of shared learning/community websites.

VoIP Voice over Internet Protocol is the use of direct auditory tools

to support communication over the Internet. Podcast Podcasts are a collection of audio files which can be

downloaded or streamed across the internet. Educators can use podcasting to teach students remotely.

Vodcast Vodcasts are the video equivalent of a Podcast. A Vodcast

is a digital video file that can be streamed across the internet or downloaded to the user’s computer.

eBook eBook is a digital version of a text book. ePortfolio ePortfolios may be used for evidencing and assessing

learning, for the accreditation of learning and for personal and reflective developmental purposes.

SMS Short Message Service is a method of communication using

Mobile Technologies. SMS is one of the most popular methods of data communication.

5_lluk_final_application_guide_for_the_use_of_technology_to_support_teaching_and_learning_with_a_pri

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