Technology for Teaching and Learning II

“Equal Opportunity of Quality Education for All

through Flexible Learning Strategies.”
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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Module 1 – Learning Plans in the Context of the 21st Century
Module Outcomes:
At the end of the Module, the student should have:
1. discussed the role of technology for teaching and learning in the light of the K to 12 Curriculum
Framework;
2. reviewed the K to 12 Curriculum Guide focusing on the development of 21st Century skills;
3. reviewed learning plans from various sources that integrated ICTs in the teaching learning
process;
4. planned activities integrating ICTs that would facilitate the development of 21st Century skills
required in the curriculum guide; and
5. brainstormed about digital citizenship and related this to the development of 21st Century skills
among learners.

Introduction
The basic education curriculum of the country was enhanced with the implementation of the K to 12
Curriculum. The K to 12 Program cover Kindergarten and 12 years of basic education (six years of elementary
education, four years of Junior High school, and two tears of Senior High school) to provide sufficient time for
mastery of concept and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-
level skills development, employment and entrepreneurship.

The implementation of the K to 12 Curriculum is expected to contribute to the country’s development

in various forms. It is believed to be necessary to improve the quality of our education which is critical to our
progress as a nation.

One of the features of the K to 12 curriculum is the requirement to equip every graduate with the
following skills.

 Information, media and technology skills;

 Learning and innovation skills;
 Effective communication skills; and
 Life and career skills.

The development of these skills can be done with the aid of technologies for teaching and
learning which the focus of this course. This course aims to present activities that will prepare pre-
service teachers to integrate ICTs in the teaching-learning processes in various fields of specialization. It
aims to help pre-service and in-service teachers to expand the boundaries of their creativity and that of
their students beyond the four walls of the classrooms. It aims to enable teachers to discover the power
of computer technologies as teaching tools for greater learning.

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Lesson 1 - The K to 12 Curriculum Framework

Learning Objectives:
At the end of the lesson, the learners should be able to:
1. discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration skills.
2. analyze the learning competence of every year level according to the field of specialization of the pre-
service teachers.
3. review some units in the curriculum guide with focus on the development of 21st Century skills.

Content Exploration

The implementation of the K to 12 Curriculum of the Department of Education pave the way for
the enhancement of the Teacher Education Curriculum of the Commission on Higher Education (CHED).
The salient features of the K to 12 Curriculum have been thoroughly considered to ensure that all the
courses in teacher education program will meet the demands of the 21st century classrooms. One of the
considerations is the need to implement the following salient features of the curriculum through
integrating technologies for teaching and learning. The use of technologies is done in the different levels
of learning and in the teaching the various fields of specialization.

1. Strengthening Early Childhood Education (Universal Kindergarten)

With the Universal Kindergarten program of the Department, every Filipino child is expected to have
access to early childhood education. This access can be facilitated using technological tools that are readily
available to the school for teacher’s use.
The use of technology in kindergarten by various schools is very evident in teaching the kindergarten
pupils the alphabet, numbers, shapes, and colors through games, and dances in their Mother Tongue.

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

Research shows that learners will value a curriculum that is relevant to their lives. Students are often
heard saying ‘’do I need to know these to live a meaningful life? ‘’ ‘’How will I use this lesson in the actual
workplace?’’ ‘’What is the relevance of this to me?’’ and so on. The answer to the question of relevance is
vital to help the teachers think of some ways by which they will be able to let their students realize that their
daily lessons are of good use their personal well-being and to their professional preparation. Sara Bernard
(2010) stressed that students need to have a personal connection to a lesson material that can be done
through engaging them emotionally or through connecting the information with that which
they already know. This she calls ‘’Give It Context, and Make IT Count.’’

Briggs (2014) shared some few tips for making learning engaging and personally
relevant as cited by Willis, Faeth, and Immordino-Yang:
 Use suspense and keep it fresh- drop hints about a new learning unit before you reveal what it might
be, leave gaping pauses in your speech, change setting arrangements, and put up a new and relevant
poster or displays; all these can activate emotional signals and keep student interest piqued.
 Make it student-directed- Give student a choice of assignments on a particular topic, or ask them to
design one of their own. ‘’When student are involved in designing the lesson, they better understand
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 the goal of the lesson and become more emotionally invested in and attached to the learning
outcomes.
 Connect it to their lives and to what they already know- taking the time to brainstorm about what
students already know and would like to learn about a topic helps them to create goals. This also
helps teacher see the best points of departure for new ideas. Making cross-curricular connections
also helps solidify those neural loops.
 Provide utility value- utility value provides relevance first by piquing students and by telling them the
content is important to their future goals; then continues by showing or explaining how the content
fits into their plans for the future. This helps students realize the content is not just interesting but
also worth knowing.
 Build related ness- relatedness, on the other hand, answers the question, ‘’what have these to do
with me?’’ it is an inherent need student to feel close to the significant people in their lives, including
teachers. Relatedness is seen by many as having non-academic and academic sides.

To be able to apply the need recommended by various experts and to allow students realize the value of
their curriculum, technological tools can be used. 21st century learners are expected to be demonstrating 21st
century competencies such as collaboration, digital literacy, critical thinking, and problem solving to be able
to thrive in the world. Contextualizing the curriculum of the students for meaningful learning poses
challenges in enhancing teacher’s pedagogical skills as well as technological skills.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

To be able to promote the child’s dominant language and to use it as a language of instruction,
maximum use of technological tools is highly encouraged. Currently, a lot of teachers and schools are into
developing learning materials to be able to implement the MTB-MLE properly especially that there is a dearth
of printed and e-materials in the mother tongue of the students. Mother tongue is used in instruction and
learning materials of other learning areas. The learners retain their ethnic identity, culture, heritage, values.
Children learn better and are more active in class and learn a second language even faster when they are first
taught in a language they understand.

4. Ensuring integrated and Seamless learning (Spiral Progression)

Learning basic concepts that leads to a more complex and sophisticated version of the general
concepts entail TPACK: technological knowledge, pedagogical knowledge, and content knowledge.
Rediscovering concepts previously presented as students go up in grade level will be fully supported if all the
areas of specialization will be aided by technologies for teaching and learning. This will further strengthen
retention and will enhance mastery of topic and skills appropriate to their developmental and cognitive skills.

5. Gearing up for the future

The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the
College Readiness Standard (CRS) and the new General Education Curriculum. Hence the K to 12 Curriculum
focused on developing appropriate S specialization subject for the Academic, Sports, Arts and Design, and
Technical Vocational Livelihood Tracks. All of these specialization subjects have to be supported by
educational technology for better learning.

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6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21 st Century Skills)

To nurture holistically develop Filipino, every K to 12 graduate is expected to be ready to go into

different paths- higher education, employment, or entrepreneurship. Every graduate is expected to be
equipped with information, media and technology skills, and life and career skills. This may happen with the
proper implementation of the curriculum and with the facilitation by excellent teachers. For teachers to
maintain excellent performance, they need full support, one of which is technological support.
Teachers play a very important role in the facilitation of student learning by designing, implementing and
evaluating the curriculum. In the Philippines, teacher are expected to actively engage themselves in
curriculum design to ensure that the K to 12 Curriculum will be best delivered to fully realize its intended
learning outcomes.

Teachers make decision about how they will implement the curriculum of their specific field of specialization.
They decide on how they must structure the activities of their lesson and mange student responses and
ideas. Hence the decision of teacher is very important. It is an impact on the student learning. The following
are points to consider in identifying and understanding teachers’ roles as curriculum designers:

 Undoubtedly, the most important person in the curriculum implementation process is the teacher.
With their knowledge, experience and competences, teachers are central to any curriculum
development effort. Better teachers support better learning because they are most knowledgeable
about the practice of teaching and are responsible for introducing the curriculum in the classroom.
 Curriculum is the planned interaction of pupils with instructional content, materials, resources, and
processes, for evaluating the attainment of educational objectives.
 Curriculum is content, but when contextualized, it comes alive for students. The role of teacher in the
curriculum process is to help student develop an engage relationship with the content. Active
learning increases the focus and retention of the curriculum, resulting in an exciting learning
environment. Teacher builds lesson that includes simulations, experiments, case studies and activities
to deliver a curriculum and practical experiences. That immerse students in learning. The curriculum
process provides an opportunity for teachers to be creative and put their unique stamp on the
classroom experience.
 Teachers, on their part have practical knowledge base on their daily work with students. These
knowledge is useful to curriculum committees because teacher can assess whether the ideas being
developed will work in the classroom.

Step 1: Considering my Role as Curriculum Designer

With the points of reference provided about curriculum and the teacher, participate in a face-to-face discussion
with the whole group about how your field of specialization was designed. In the discussion, you are asked to
thoughtfully consider your role as a curriculum designer. Go over the curriculum guide and discuss together
the essential features, focus, and general content and performance standards of your field of specialization or
major for grade or level.

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Step 2: Integrating Technologies for Teaching and Learning

After having an in-depth understanding of the general nature, focus, and non-negotiable standards
set for your field of specialization, share with the group lesson to raise at a high level of excellence.
Brainstorm on how these technologies can be integrated properly and how they will meet the important
learning outcomes and the 21st century skills.

Answer the following:

1. How will technological tools for teaching and learning promote the salient features of the K to 12
Curriculum?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________________________________________________________________

2. What are the 21st Century skills that are highly required to be developed by your field of specialization?
Rank them in terms of the identified standards and competencies of your curriculum guide.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________

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Lesson 1 - ICT-Pedagogy in Language Learning Plans

Learning Objectives:
At the end of the lesson, the learners should be able to:
1. discuss essential points to consider when integrating any ICT in facilitating language education;
2. present learning plans that integrate ICT in the learning procedures to be able to attain the learning
outcomes; and
3. plan for some activities that will help develop digital citizenship and relate this to the development of
21st century skills among learners.

Content Exploration

Teaching has always been a challenging profession since knowledge has been expanding and essential
skills have been increasing and changing. With these challenges, teachers need to engage educational
technologies to assist them in the teaching-learning process. Engaging educational technologies to assist
them in the teaching-learning process. Engaging educational technologies to allow your students to
demonstrate the intended learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about integrating
technology in instruction:

1. John Pisapia (1994)

Integrating technology with teaching means the use of learning technologies to introduce, reinforce,
supplement and extend skills. For example, if a teacher merely tells a student to read a book without any
preparation for follow up activities that put the book in a pedagogical context, the book is not integrated.

On the other hand, integrating technology into curricula can mean different thing: 1) computer
science courses, computer-assisted instruction, and/or computer-enhanced or enriched instruction, 2)
matching software with basic skills competencies, and 3) keyboarding with word processing followed up with
presentation tools.

2. International Society for Technology in Education (ISTE)

Effective integration of technology is achieved when students are able to select technology tools to
help them obtain information in a timely manner, analyze and synthesize the information, and present it
professionally. The technology should become an integral part of how the classroom function- as accessible
as all other classroom tools.

3. Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader curriculum reforms which include both infra-
structural as well as pedagogical considerations that are changing not only how learning occurs but what is
learned.

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4. Qiyun Wang Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching and learning is a growing area that
has attracted many educators’ effort in recent years. Based on the scope of content covered, ICT integration
can happen in three different areas: curriculum, topic, and lesson.

5. Bernard Bahati (2010)

The process of integrating ICT in teaching and learning has to be done at both pedagogical and
technological levels with much emphasis put on pedagogy. ICT integration into teaching and learning has to
be underpinned by sound pedagogical principles.

6. UNESCO (2005)

ICT integration is not merely mastering the hardware and software skills. Teachers need to realize
how to organize the classroom to structure the learning tasks so that ICT resources become automatic and
natural response to the requirements for learning environments in the same way as teachers use markers
and whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your language instruction, there is a need to have a good
grasp of what Information and Communication Technology (ICT) is all about. Specifically, there is a need also
to determine the ICTs that are available for language education. The following are definitions of ICT from
various resources:

1. Moursund (2005)

ICT includes all the full range of computer hardware, computer software, and telecommunication
facilities. Thus, it includes computer devices ranging from handheld calculators to multimillion worth
supercomputers. It includes the full range of display and [projections devices used to view computer output.
It includes local area networks and wide area network that will allow computer system in people to
communicate with each other. It includes digital cameras, computer games, CDs, DVDs, cell telephones,
telecommunication satellites, and fiber optics, it includes computerized machinery and computerized robots.

2. Tinio (2009)

ICT is a diverse set of technological tools and resources used to communicate, create, disseminate,
store, and manage information. These technologies include hardware devices, software applications, internet
connectivity, broadcasting technologies, and telephony.

3. UNESCO (2020)

It (ICT) is a diverse set of technological tools and resources used to transmit, store, create, share or
exchange information. These technological tools and resources include computers, the internet, live
broadcasting technologies, recorded broadcasting technologies. And telephony.

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 UNESCO defines it also as a scientific, technological, and engineering discipline and management
technique used. ICT also refers to handling information, its application, and association with social, economic,
and cultural matters.

4. Ratheeswari (2018)

Information Communication Technologies (ICT) influence every aspect of human life. They paly salient
roles in workplaces, in business, education, and entertainment. Moreover, many people recognize ICTs as a
catalyst for change that include change in working conditions, handling and exchanging information, teaching
methods, learning approaches, scientific research and in accessing information communication technologies.
In this digital era, ICT is important in the classroom for giving the student opportunities to learn and apply the
required 21st Century skills. ICT improves teaching and learning and helps teacher perform their role as
creators of pedagogical environments. ICT helps a teacher to present his/her teaching attractively and
enables learners to learn at any level of an educational program.

Using ICT Integration Framework in Language Education Learning Plans

There are a lot of concepts provided by experts relevant to integrating technology in instruction apart
from the above citations. These concepts are very helpful to clarify lingering issues on how technologies are
properly integrated in the teaching-learning process. It must be noted that there are possible instances when
technologies are used in the classroom but the way these are used does not promote learning and does not help
facilitate the attainment of the intended learning outcomes set for a class. There is a need, therefore, to
enlighten you in the principles on how technologies contribute to the facilitation of the teaching-learning
process. For this purpose, the following framework may serve as a guide in integrating ICTs in developing
learning plans or lesson plans in the different subjects particularly in developing learning plans or lesson plans
in language education.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow learners to understand their lesson
and master the skills they are expected to demonstrate. Thus, it will be reassuring if teachers will explore on
engaging various media to support various learning activities in classrooms. This is how the Conversational
Framework may support. The framework postulates a way of presenting teaching and learning in terms of
events. These are the five (5) key teaching and learning events in the framework which are identified as:

a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.

Vis-à-vis the five events are specific teaching strategies, learning actions or experiences, related media
form, examples of non-computer based activity, and examples of computer-based activity.

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Teaching and Teaching Learning action Related media Example of Examples of
learning event strategy or experiences form non-computer- Computer-
based activity based activity
Acquisition Show Attending Linear TV, video, film, Lecture notes
Demonstrate Apprehending presentational. lectures, book, online,
Describe Listening Usually same other print streaming
explain ‘text’ acquired publications videos of
simultaneously lectures, DVD,
by many multimedia,
people including digital
video, audio
clips, and
animations
Discovery Create or set Investigating Interactive: Libraries, CD based, DVD,
up or find out Exploring non-linear galleries, or Web
or guide Browsing presentational, museums Resources
through Searching searchable, including
discovery filterable etc. hypertext,
spaces and But no enhanced,
resources feedback hypermedia,
multimedia,
resources. Also
information
gateways.
Dialogue Set up Discussing Communicative Seminar, Email,
Frame Collaborating : conversation tutorial , discussions,
Moderate Reflecting with other conference forums, blogs
Lead Arguing students,
Facilitate Analyzing lecturer or self
Discussion Sharing
Practice Model Experimenting Adaptive: Laboratory, Drill and
Practicing feedback, fieldtrip, practice,
learner control simulation, role tutorial
play programmes,
simulations,
virtual
environments
Creation Facilitating Articulating Productive: Essay, object, Simple existing
Experimenting learner control animation, tools, as well as
Making model especially
Synthesizing created
programmable
software

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 The usefulness of LCF language education was analyze in a study that was conducted by Abeer Aidh
Alshwiah in 2016. The study investigated and evaluated the effectiveness of LCF in developing the writing
component of foreign language learners communicative competence is blended learning context, as
compared to a face-to-face context.

To evaluate the effectiveness of LCF, a mixed method approach was used. The quasi-experimental
design was applied by measuring learner’s development in the three aforementioned skills. The
corresponding test results were then compared with those of a control group. Moreover, the benefits off LCF
were examined by gathering the learner’s perception of the intervention and analyzing their engagement
with the teacher, peer, tasks and language.

The study revealed that LCF was more effective in the BL that in F2F context, in terms of developing
the learners skill in forming wh-questions. However, both context almost equally developed learners’ skills in
using the past tense and writing a letter of complaint. Moreover, interviews with volunteers from the two
experimental groups, observing their engagement, and analyzing their conversations, revealed positive
perceptions amongst learners with an intermediate level of English language proficiency. On the other hand,
two different factors affected their perceptions of the intervention: language proficiency and the willingness of
peers to collaborate. Another factor affecting perceptions of BL was lack of familiarity with the technology
applied. It is therefore recommended that this barrier be overcome and the use of BL, given its effectiveness
for the development of more writing skills be encourage.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang 2008 posited the integration of ICT consist of three fundamental elements. These are pedagogy.
Social interaction, and technology. These elements are diagrammatically represented by Wang in Figure 1.

Figure 1. The ICT Integration Framework

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 The ICT Integration Framework of Wang can be fully maximized in developing learning plans for
language learning. In a language learning context, pedagogy often refers to the language teaching strategies
or techniques that language teachers use to deliver their lessons and to allow their learners to demonstrate
the curricular language competencies. The pedagogical element in language learning is very important as
primarily reflects the art of teaching a teacher will employ in the learning process.

The pedagogical design a language teacher will use need to include proper selection of appropriate
content and language learning activities. In the design, the teachers need to look into how the available
technological resources will help provide scaffold that will assist their language learning during the learning
processes. Language teachers need to note that in developing learning plans that embed the pedagogical
design, it is crucial to look into the learning environment and ensure that this environment will provide help
to fulfill the needs and objectives of the language class with learners of diverse experiences and backgrounds.
The learning plans should also involve the appropriate use of learning resources and activities that support
learners learning and allow teachers to facilitate learning.

Social interaction activities as one of the elements in the framework are crucial in language learning.
With social interaction, learners will naturally acquire a language and develop language knowledge and skills
that are important for them to live and work in various communities. In the various learning events, the
language teacher may use computers which may allow the learners to interact and demonstrate the language
skills and competencies required from them. The teacher and the learners may use computers to connect
and learn through the computers that are now connected world-wide. With the advent of computer-
mediated communication (CMC), planned social interaction activities that aim to enhance language learning
becomes more convenient and flexible. Language learners may maximize computers individually but they
may also collaboratively use them with other learners.

To engage the learners in the teaching-learning process fully and meaningfully, the social design of
the ICT-based learning environment needs to deliver a secure and comfortable space. This will allow the
learners to willingly share their thoughts and ideas to facilitate communication among them.

The third element of the framework is the technological component that generally uses computer to
support various learning activities. Through the use of computers, various teaching mode may happen.
Interaction does not solely happen in a face-to-face environment. It may also happen online. In order for any
online interaction activities in a language classroom to be effective, there is a need to consider the availability
of the facilities they require and ease of access. The human computer interface design is also critical because
this will define the utility of the technology-based learning environment. It must be noted that in language
learning, the ease of learning in the interface design is essential. It needs to motivate the learners to fully
participate.

In the 21st century classrooms, the three components: pedagogy, social interaction, and technology,
are needed in an ICT-based learning environment. Due to the advent of educational technologies which are
fundamental requirements in ICT-pedagogy integration, the challenge among learning institutions is to
provide support for the integration top happen.

C. Categories for Information Communication and Technology (ICT) in Teaching Training

There is a lot of researches that will prove that the interaction of ICTs can fully transform classroom
instruction. Haddad in 2003 states that the teachers use of ICT support the development of higher-order-

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thinking skills (HOTS) and promotes collaboration. This the reason why trainings in ICT pedagogy-integration
are promoted.

For successful ICT-pedagogy integration training to take place, it will help if a training framework
will be used as a guide. Jung (2005) was able to organize various ICT teacher training efforts into four
categories. This is presented in this framework.

Complementary Technology

D. UNESCO Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge and with the ubiquity of
Information and Communication Technology (ICT) for instruction, UNESCO was able to develop ICT Competency
Framework for Teachers (UNESCO, 2018)

ICT Competency Framework for Teachers (UNESCO, 2018)

This framework, which is a part of a range of initiatives by the UN and its specialized agencies
including UNESCO, aims to promote educational reform and sustainable economic development and
anchored on the principles and objectives of the Millennium Development Goals (MDG), Education for all
(EFA), the UN Literacy Decade (UNLD), `and the Decade of Education for Sustainable Development (DESD). As
shown by the framework, the teacher have six aspect of work are the three approaches to teaching based on
human capacity development- knowledge acquisition, knowledge deepening, and knowledge creation.

The framework also specifically aim to equip teachers to be able to do their roles achieving the
following societal goals:

 Build workforces that have information and communications technology skills and are reflective,
creative and adept at problem-solving in order to generate knowledge;
 Enable people to be knowledgeable and resourceful so they are able to make informed choices,
manage their lives effectively and realize their potential;

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  Encourage all members of society irrespective gender, language, age, background, location and
differing abilities to participate fully in society and influence the decisions that affect their lives; and
 Foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.

The commission on higher education through its policies, standards, and guidelines requires the
integration of ICTs in language teaching and learning. Hence the ICT Competency Framework for Teachers is
very useful to support standards as they will serve as a guide to assist the teacher to successfully integrate
ICT into the language classroom. Through the framework, the language teacher may structure their learning
environment in new ways, merge new technology and pedagogy, develop socially active classrooms, and
encourage co-operative interactions, collaborative learning and group work.

Experience
Step 1: Reading ICT Integrated Learning Plans in English and Filipino

Read the following examples of Learning Plans for language teaching. These sample learning plans
may help you develop your own learnings outcomes. After reading the learning plans, do the series of activities
that follow.

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Step2. Analyzing the salient parts of lesson plan

Identify and describe the common parts of the two learning plan you have read. Write your
observation below.

Essential Parts of Learning Plan

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Step 3: Learning Plan from the Learning Plans

By the help of the following questions, share your own recommendations and observations on how you
may use and enhance the two learning plans.

Guide Question Learning Plan 1 Learning Plan 2

Reporters Notebook Panitikang Mediterranean
Are the learning objectives
aligned with the targeted
basic education curriculum
competencies? Why do
you say so?

Is the plan of technology

integration supportive of
the attainment of the
learning competencies and
learning objectives?
Explain your answer.

How do you plan to use

the learning plan in
teaching language lesson
in the future?

If you are to improve the

plan for the
accommodation for
differentiated instruction,
how would you develop
it?
What significance
principles in ICT
integration do you think
are highly recommended
in developing a learning
plan in language teaching
and learning?

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