LESSON 2

ICT - PEDAGOGY
INTEGRATION in
LANGUAGE
LEARNING
PLANS
Prepared by: Deeh Anne Lapad
The Impact of
Technology on Teaching
and Learning
Technology is a powerful tool that has
changed how teachers teach and how
students learn. It has provided people with
access to education and access to
different ways of communicating and
working together.
Explore
INTEGRATING TECHNOLOGY IN
INSTRUCTION

INFORMATION AND COMMUNICATION

TECHNOLOGY

USING ICT INTEGRATION

FRAMEWORKS IN LANGUAGE
EDUCATION LEARNING PLANS
Integrating Technology in
Instruction
Educators and researchers that provided concepts and principles about
integrating technology in instruction.
John Pisapia (1994)
Integrating technology with teaching means the use of learning
technologies to introduce, reinforce, supplement, and extend skills.

Integrating technology to curricula can mean other things:

1) computer science courses, computer-assisted, instruction, and/or
computer-enhanced or enriched instruction,
2) matching software with basic skill competencies, and
3) keyboarding with word processing followed up with presentation
tools.
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 functions --- as accessible as all other classroom tools.
Margareth Lloyd (2005)
ICT integration encompasses an integral part of broader
curriculum reforms which include both infra-stractural as well as
pedagogical considerations that are changing not only how learning
occurs but what is learned.
Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication Technology (ICT)
into teaching and learning is a growing area that has attracted
many educators' efforts in recent years. Based on the scope of
content covered, ICT integration can happen in three different areas:
curriculum, topic, and lesson.
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.
UNESCO (2005)
ICT integration is not merely mastering 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 responses to the requirements for learning
environments in the same way as teachers use markers and
whiteboards in the classroom.
 Information and
Communication Technology
(ICT)
Definition of ICT from various resources.
Moursund (2005)
ICT includes the full range of computer hardware, computer
software, and telecommunication facilities. Thus, it includes computer
devices ranging from handheld to multimillion worth
supercomputers. It includes the full range of display and projection
devices used to view computer output. It includes a local area
network and a wide area network that will allow computer systems 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.
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.
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
(website, blogs and emails), live broadcasting technologies (radio,
television and webcasting), recorded broadcasting technologies
(podcasting, audio and video players and storage devices) and
telephony (fixed or mobile, satellite, visio/video - conferencing, etc.)
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.
Ratheeswari (2018)
Information Communication Technology (ICT) influences every
aspect of human life. They play salient roles in workplaces, in
business, education, and entertainment. Moreover, many people
recognize ICTs as catalysts for change that include a 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 students opportunities to learn
and apply the required 21st-century skills. 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
Frameworks in Language
Learning Plans
Following are frameworks that 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
learning plans in language education.
Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow
learners to understand their lessons 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.
The framework postulates a way of presenting teaching and
learning in terms of events. There are five key teaching and learning
events in the framework; acquisition, discovery, dialogue, practice,
and creation.
the five events are specific teaching strategies, learning actions
or experiences, related to media form.
 Laurilland's Conversational Framework (LCF) is relevant in the
field of language education since the field requires appropriate and
complex use of various technologies.
The framework clearly presents the way teaching events in the
language classrooms can be thoroughly related to their language
learning events.
Language teachers need to systematically match their teaching
styles to the learning needs of their students. By this, integration of
ICT and pedagogy will be done in a comprehensive and meaningful
way.
 To evaluate the effectiveness of LCF, quasi-experimental was
applied by measuring learners' development in three-dimensional
skills.
Also, the benefits of LCF were examined by gathering the
learners' perceptions of the intervention and analyzing their
engagement with the teacher, peers, tasks, and language.
 The study reveals that LCF was more effective in blended
learning than in the face-to-face context., in terms of developing the
learners' skill in forming WH- questions.
However, both contexts almost equally developed the
learners' skills in using the past tense and writing a letter of
complaint.
Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three
fundamental elements which are pedagogy, social interaction, and
technology.
INTERACTION with
CONTENT
PEDAGOGY

INTERACTION with PEOPLE

TECHNOLOGY
SOCIAL INTERACTION
 Pedagogy 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 design, a language teacher will use needs
to include a proper selection of appropriate content and language
learning activities. In the design, the teachers need to look at how the
available technological resources will help provide scaffolds that will
assist their language learners during the learning process. The
learning plans should also involve the appropriate use of learning
resources and activities that support learners’ learning and allow
teachers to facilitate learning.
 In social interaction, learners will naturally acquire a language
and develop language knowledge and skills that are important for
them to live and to work within various communities. The teacher
and learner may use computers to connect and learn through the
computers that are now connected worldwide.
With the advent of computer-mediated communication (CMC),
planned social interaction activities that aim to enhance language
learning becomes more convenient and flexible. As noted by Uribe,
Klein, and Sullivan (2003), computer-supported collaborative
learning has shown positive effects on students’ performance.
 Technological component generally uses computers to support
learning various activities. Interaction does not solely happen in a
face-to-face environment but through online too.
Categories for Information Communication and Technology (ICT) in
Teacher Training
The reason why training in ICT pedagogy-integration are
promoted

Haddad (2003) states that teachers’ use of ICT supports the

development of higher-order thinking skills (HOTS) and promotes
collaboration
 Jung (2005) was able to organize various ICT teacher training
efforts into four categories.
CORE TECHNOLOGY

ICT as main content focus ICT as core delivery

technology
Learning How To Use ICT Learning VIA ICT

ICT as part of content or ICT as facilitating or

methods networking technology

COMPLEMENTARY TECHNOLOGY
UNESCO ICT competency Framework for teachers
Having a society that is increasingly based on information
and knowledge with the ubiquity of information communication
technology (ICT) per instruction, UNESCO was able to develop
ICT Competence Framework for Teachers (UNESCO, 2018)
The framework also specifically aims to equip teachers to be able to do
their roles achieving the following societal goals.

Build workforces that have information and communication

technology (ICT) skills and are reflective, creative, and adept at
problem-solving in order to generate knowledge;
enable people to be knowledgeable and resourcesful so they are
able to make informed choices, mange their lives effectively, and
realize their potential.
encourage all members of society irrespective of 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.
THANK YOU!