MODULE 1 LEARNING PLANS IN THE CONTEXT

OF THE 21ST CENTURY

At the end of the Module, the students should be able to:

• discuss the role of technology for teaching and learning science in the light of
the K to 12 Curriculum Framework;
• review the K to 12 Curriculum Guide focusing on the development of 21 st
Century Skills in science education;
• review learning plans in science teaching from various sources that integrate
ICTs in the teaching learning process;
• plan activities integrating ICTs that will facilitate the development of the 21 st
Century Skills required in the curriculum guide; and
• brainstorm about digital citizenship and relate this to the development of 21 st
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 covers Kindergarten
and 12 years of basic education (six years of elementary education, four years of
Junior High School (JHS), and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts 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 that the implementation of the
K to 12 Curriculum is 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 is the focus of this course. It aims to present some
activities that will prepare pre-service teachers to integrate ICTs in the teaching
learning processes for the various fields of specialization. It aims to help pre-service
and in-service teachers to expand the boundaries of their creativity and the creativity
of their students beyond the four walls of the classrooms. It aims to allow teachers to
discover the power of computer technologies to serve as teaching tools that will
motivate, captivate, and mobilize them to master their contents and perform standards
for greater learning. But of course, it must be noted that these online tools are meant
to be supplementary materials. These must not be treated as substitutes of teachers.

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All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED
Lesson 1: The K to 12 Curriculum Framework

Lesson Outcomes

• discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy

integration skills;
• analyze the science learning competencies of every year level; and
• review some units in the curriculum guide with focus on the development of 21st
Century Skills.

Engage
Step 1: Knowing Each Other

This time, introduce yourself and meet other classmates by choosing any kind
of educational technology to represent your personality and profile. The information
you will get from your classmates from the activity will be a piece of valuable
information for you as you complete the module as well as when you work with some
of your classmates in the succeeding modules.

Introduce yourself to the group using a specific technology that was introduced
in TTL 1 or that you have been using which may represent your profile. Explain why
you chose such technology.

Step 2: Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, recall and share to the class the learning
outcomes you were able to demonstrate well in TTL 1. Reflect on these learning
outcomes and share why you demonstrated well in the class. Moreover, identify the
intended learning outcomes in terms of knowledge and skills in TTL 1 that you were
not able to demonstrate in your class. Discuss as a class how you can demonstrate
these learning outcomes to ensure that you can cope with the requirements of
Technology for Teaching and Learning 2.

Step 3: Reflecting on Technology-based Learning Experiences

Recall how your teachers in your field of specialization used information and
communication technologies to help you understand some concepts in your lessons.
Identify the specific lesson and learning objectives of your teacher. Were you able to
understand the lesson and demonstrate the learning objectives with the teacher's
integration of ICT? Why?

If you are to enhance the ICT used by your teacher, how will you do it? Will you
use the same ICT, or will you modify how it was integrated?

Explore
The implementation of the K to 12 Curriculum of the Department of Education
paved the way to enhance the Teacher Education Curriculum of the Commission on
Higher Education (CHED). The salient features of the K to 12 Curriculum have been

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All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED
thoroughly considered to ensure that all the courses in the teacher education program
will meet the demands of the 21st Century classrooms. One of the considerations is
the need to implement the salient features of the curriculum by integrating
technologies for teaching and learning. The use of technologies is done in the different
levels of learning and in 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 by using technological tools that are readily available to the school and
for the teachers to use.

The use of technology in kindergarten by various schools is very evident in

teaching them the alphabet, numbers, shapes, and colors through games, songs,
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
world. Students are often heard saying, "Do I need to know this 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 to their personal well-being and to
their professional preparation. Sara Bernard (2010) stressed that students need
to have personal connection to a lesson material which can be done through
engaging them emotionally or through connecting the information that they already
know. This she calls as "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
seating arrangements and put up new and relevant posters or displays; all
these can activate emotional signals and keep student interest piqued.

• Make it student-directed – Give students a choice of assignments on a

particular topic or ask them to design one of their own. "When students are
involved in designing the lesson, they understand better the goal of the
lesson and become more emotionally invested in and attached to the
learning outcomes."

• Connect lesson to their lives and what they already know - Taking time to
brainstorm about what students already know and would like to learn about
a topic helps them to create goals. This also helps teachers 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 telling students
that content is important to their future goals and by showing or explaining
how the content fits into their plans for the future or to their future work. This

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All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED
 helps students realize that the content is not just interesting but also worth
knowing.

• Build relatedness - Relatedness answers the question, "What has this have
to do with me?" It is an inherent need that students have 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 do the tips recommended by various experts and to allow
students to realize the value of their curriculum, technological tools can be
engaged. 21st Century learners are expected to demonstrate 21st Century
competencies such as collaboration, digital literacy, critical thinking, and
problem-solving for them to be able to thrive in this world (Rich, 2010).
Contextualizing the curriculum of the students for meaningful learning poses
challenges on enhancing pedagogical skills but even 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, technological tools should be maximized. Currently, a
lot of teachers and schools are into developing learning materials to be able to
implement the MTB-MLE program properly especially since 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, and 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 lead to a more complex and sophisticated

version of the general concepts entails TPACK: technological knowledge,
content knowledge, and pedagogical knowledge. Rediscovering concepts as
students progress in their 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 topics and skills as
they are revisited and consolidated time and again. This also allows learners
to learn topics 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 Standards (CRS) and new
General Education (GE) Curriculum. Hence, the K to 12 Curriculum focused on
developing appropriate Specialization Subjects for the Academic, Sports, Arts
and Design, and Technical Vocational Livelihood Tracks. All of these
specializations have to be supported by education for better learning.

6. Nurturing the Holistically Developed Filipino (College and Livelihood

Readiness, 21st Century Skills)

To nurture holistically developed Filipino, every K to 12 graduate is

expected to be ready to go into different paths be it further education,
employment, or entrepreneurship. Every graduate is expected to be equipped
with information, media, and technology skills, learning and innovation skills,
effective communication skills, and life and career skills. This may happen with
the proper implementation of the curriculum and with the facilitation of excellent

------------------------------------------------------------------------------------------------------------------------------------------------------
All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED
 teachers. For teachers to maintain excellent performance, they need full
support one of which is technological support.

Explain
Step 1: Introducing the Technology for Teaching and Learning 2 Course

This course, Technology for Teaching and Learning 2, helps you use the
power of computer technologies in the different fields of specialization to ignite
students' imagination to move, motivate, and support them toward meaningful
learning.

To be able to assess your prior knowledge on how students can best

use computer technologies to enhance learning, answer this question. Write
your answer in the box provided:

How can technology be used most effectively in the various fields of

specialization to support and assess student learning?

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All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED
 Step 2: Setting My Goals for this Course

It must be noted that course objectives can be achieved with the proper
setting of goals. Therefore, there is a need to ground this course on curricular
and research-based goals and objectives. Throughout this course, you will be
tasked to use various technological resources and tools that can help you
create your plans and materials, improve your instruction and enhance your
future students' learning.

Collaborate with your teacher and colleagues and think about what you
must do to be able to make the most out of this course. Answer the following
questions:

1. How will I apply all the knowledge and skills that I learned in TTL 1 in
teaching Science?

2. How will I develop learning plans for my classes to make sure that available
technologies for teaching and learning will be put to use for meaningful
learning?

3. How will I ensure that my goals in this course will be achieved?

Teachers play an important role not only Inside the classroom as classroom
teachers but also as facilitators of student learning, designing, implementing, and
evaluating the curriculum. In the Philippines, the teachers are expected to actively
engage themselves in curriculum design to ensure that the K to 12 Curriculum will
be delivered at its best for students to realize fully the intended learning outcomes.

Teachers make decisions about how they will implement the curriculum in
their specific field of specialization. They decide on how they must structure the
activities of their lessons and manage students' responses and ideas. Teachers'
decisions have an impact on students' learning experiences in class. The following
are points to consider in identifying and understanding teachers' roles as
curriculum designers:

• Without a doubt, the most important person in the curriculum

implementation process is the teacher. With their knowledge, experiences,
and competencies, 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 (Alsubaie, 2016).

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All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED
 • Curriculum is the planned interaction of pupils with instructional content,
materials, resources, and processes for evaluating the attainment of
educational objectives —Jadhav and Patankar (2013).

• Curriculum is content, but when contextualized, it comes alive for students.

The role of teachers in the curriculum process is to help students develop
an engaged relationship with the content. Active learning will increase the
focus and retention of the curriculum, resulting in an exciting learning
environment. Teachers build lessons that include simulations, experiments,
case studies, and activities to deliver the curriculum. This interactive
approach intertwines 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 (Meier, 2018).

• Teachers, on their part, have practical knowledge based on their daily work
with students. This practical knowledge is useful to curriculum committees
because teachers can assess whether the ideas being developed will work
in the classroom (Young, 1988).

Step 1: Considering my Role as Curriculum Designer

With the points of reference provided about curriculum, participate in a

face-to-face discussion with the whole group about how your field of
specialization (Ex, Physical Education, English, Filipino, Social Studies,
Mathematics, Science, and so on) was designed. In the discussion, you asked
to thoughtfully consider your role as a curriculum designer. Go over the
Curriculum Guide and discuss together the essential features, focus, and the
general content and performance standards of your field of specialization major
per grade or level.

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 within the
group some technological resources and tools that can help you deliver it to
facilitate learning.

Brainstorm on how these technologies can be integrated properly and

how they will meet the important learning objectives and 21st Century Skills.
Share the results of your group discussion in the class.

Evaluate
Answer the following items:

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

2. What 21st Century Skills need 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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All contents of this material is adopted from:
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2: Mathematics and Science Education.
LORIMAR PUBLISHING, INC.
NO COPYRIGHT INFRINGEMENT INTENDED I ALL RIGHTS RESERVED