The

INSTRUCTIONAL MATERIALS IN
EDUC 30053 TECHNOLOGY FOR TEACHING AND LEARNING 2

COMPILED BY

Prof. MICHELLE R. TARASINA

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Lesson 1. The K to 12 Curriculum Framework

Learning Outcomes
At the end of the lesson, the students should be able to:
1. Discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration
skills.
2. Analyze the learning competencies 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 the 21 st
Century skills.

Course Materials

Excite

Step 1: Knowing Each Other

At 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 valuable information for you to use as you complete this
module and the succeeding modules.

Introduce yourself to the group using a specific technology that was introduced in TTL 1
or that you have been using to represent you. Explain why you selected that technology.

Step 2: Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, share the learning outcomes you were able to demonstrate
well in TTL 1. Reflect and share why these leaning outcomes were demonstrated well in the class.
Moreover, identify the intended leaning outcomes in terms of knowledge and skills in TTL 1 that
you were not able to demonstrate in the class. Discuss how you can help yourself as a class.
Demonstrate these 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?
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Explore

The implementation of the K to 12 Curriculum of the Department of Education paved 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 the 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 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 teachers' 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, 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 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 to their personal wellbeing
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 seating arrangements, and
pat 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 better understand 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 teachers see the best points of departure for new ideas.
Making cross-curricular connections also helps solidify those neural loops.
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• Provide utility value. Utility value provides relevance first by piquing students and by
telling them the content is important to their future goals; it 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 relatedness. Relatedness, on the other hand, answers the question, “What have
these to do with me?” It is an inherent need students 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 tips recommended by various experts and to allow students to
realize the value of their curriculum, technological tools can be used. 21 st 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 this world (Rich, 2014). Contextualizing
the curriculum of the students for meaningful learning poses challenges in enhancing teachers'
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 MTBMLE program
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 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 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 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 the 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 specialization subjects have to be supported by educational technology for better,
learning.
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2. 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 - higher 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 by excellent teachers. For teachers to
maintain excellent performance, they need full support, one of which is technological support.

Exchange

Teachers play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In the Philippines, teachers 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 decisions about how they will implement the curriculum of their specific
field of specialization. They decide on how they must structure the activities of their lessons and
manage students' responses and ideas. Hence, the decision of teachers is very important. It has
an impact on the students' leaning. 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, 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).
• Curriculum is the planned interaction of pupils with instructional content, materials,
resources, arid 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 increases 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 a curriculum. This
interactive approach intervenes 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 knowledge is useful to curriculum committees because teachers can assess whether
the ideas being developed will work in the classroom (Young, 1988).
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Experience

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

The Technology for Teaching and Leaning 2 Course helps you use the power of computer
technologies in the different fields of specialization to spark student imagination and ultimately
move, motivate, and support students toward meaningful learning.

Let us assess your prior knowledge on how you can best use computer technologies to
enhance learning, answer this question by writing 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?

Step 2: Setting My Outcomes for this Course

It must be noted that course outcomes can be achieved if clearly set. Therefore, there is
a need to ground this course with curricular and research-based goal 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 leaned in TTL 2 in teaching my field
of specialization?

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

Exchange

Teachers play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In the Philippines, teachers 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 decisions about how they will implement the curriculum of their specific
field of specialization. They decide on how they must structure the activities of their lessons and
manage students' responses and ideas. Hence, the decision of teachers is very important. It has
an impact on the students' leaning. 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, 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).
• Curriculum is the planned interaction of pupils with instructional content, materials,
resources, arid 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 increases 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 a curriculum. This
interactive approach intervenes 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 knowledge is useful to curriculum committees because teachers can assess whether
the ideas being developed will work in the classroom (Young, 1988).
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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 (Ex. Physical
Education, English, Filipino, Social Studies, Mathematics, Science and so on) 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 the general
content and performance standards of your field of specialization or 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 with the group some technological resources
and tools that can help you deliver you 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 skill. Share the results of your group
discussion in the class.

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.

REFERENCES
Espique & Ayaw-A0 (2020). Technology for TEaching and Learning 2 for Language
Education English/Filipino. Lorimar Publishing Inc.
DepEd Curriculum Guides for English and Filipino (2015). Retrieved from
http://www.deped.gov.ph/k-to-12/curriculum-guides/Grade-1-10
DepEd Order no. 70, s. 2012 Guidelines on the Preparation of Daily Lessons
http://www.deped.gov.ph/sites/default/files/order2012/DO_s2012_70.pdf
21st Century Communication Skills, Education and Competitiveness. (2008). Partnership
for 21st Century Skills. Retrieved from
http://p21.org/storage/documents/21st_Century_skills_education_and_competitiveness_
guide.pd
Digital Citizenship (2016). Retrieved from http://www.iste.org/standards/standards/forstudents-
2016
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UNESCO Learning Plans. Retrieved from
http://ictinedmbmmyanmarwikispaces.com/Course+3+Mateials
Intel Unit Plan Index. Retrieved from https://engage.intel.com/docs/DC-52038#nine_twelve
The 2013 Free Education Technology Resources (2012) Retrieved from
http://humber.ca/centreforteachingandlearning/asets/files/Teaching%20Resources/2013
EmergingEdTechFree-Education-Technology-Resources-eBook.pdf