TECHNOLOGY FOR TEACHING AND LEARNING 2

Learning Plans in the Context of the 21st Century

ICT-Pedagogy Integration

Your Intended Learning Outcome:

 Discuss the salient features of the K to 12 Curriculum requiring ICT-
pedagogy integration skills
 Analyse the learning competencies of every year level according to the
field of specialization of the pre-service teachers
 Review some units in the curriculum guide with focus on the
development of 21st Century Skills

Teaching has always been a challenging profession since knowledge has been precipitously
expanding and essential skills have been incessantly increasing and changing. With these
challenges teachers need to engage educational technologies to assist them in the teaching-
learning process.
Integrating Technology in Instruction
Various educators and researchers provided the following concepts and principles about
integrating technology in instruction;

1. John Pisapia (1994)

Integrating 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 puts the book in pedagogical context, the
book is not integrated. In the same way, if the teacher uses the computer to reward children
by allowing them to play a game, the computer is not integrated.
On the other hand, integrating technology into curricula can mean different things
1. Computer science courses, computer-assisted instruction, and/or computer enhanced or
enriched instruction
2. Matching software with basic skills competencies
3. Keyboarding with word processing followed up with presentation

2. International Society for Technology in Education (ISTE)

Effective integration of technology is achieved when students are able to select technology
tools help them obtain information in a timely manner, analyse and synthesize the
information, and integral part of how the classroom function—as accessible as all other
classroom tools.

3. Margaret Llyod (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 occurred, but what is learnt.

4. Qiyun wang and 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 scoped the 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 level 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 to structure the
learning task so that ICT resources become automatic and natural response to the
requirements for learning environment in the same way as teachers use markers and
whiteboards in the classroom.

Information and Communication Technology (ICT)

The following are the definitions of ICT from various literatures;
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth super computers. It includes the full range of display and
projections devices used to view computer output. It include the local area networks and wide
area network that will allow computer system in people to communicate with each other.it
include 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 application, internet connectivity, broadcasting technologies and telephony.
3. UNESCO (2020)
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.)
4. Ratheeswari (2018)
Information communication technologies (ICT) influence every aspect of human life. They
play salient role in workplace, business, education, and entertainment. Moreover, many
people recognize ICTs as catalysts for change; change in working condition, 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 21 st century skills.
ICT improves teaching and learning and its importance for teachers in performing their role
of creators of pedagogical environment. ICT helps a teacher to present his/her teaching
attractively and enables the learners to learn at any level of educational programmes.

Using ICT Integration Frameworks in Education Learning Plan

These concept 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 on the principles on how education
technologies will 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 plan in the different subject.
A. 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
classroom. This is how the Conversational Framework (Laurillard, 2002) may support
learning. The framework postulates a way of presenting teaching and learning in terms of
events. These are 5 key teaching and learning events in the framework which are identifies
as;
a. acquisition
b. discovery
c. dialogue
d. practice
e. creation

Vis-à-vis the five events are specific teaching actions or strategies, learning actions or
experiences, related media form, example of non-computer-based activity and examples of
computer-based activity.
Teaching Teaching Learning Related Media Example of Examples of
and Action or Action or Form Non- Computer-
Learning Strategy experience Computer- Based
Event Based Activity
Activity
Acquisitio Show, Attending, Narrative: TV, video, Lecture notes
n demonstrate, apprehending, Usually same film, online,
describe, listening “text” acquired lectures, streaming
explain simultaneously books, videos of
by many people other print lectures,
publications DVD,
multimedia
including
digital video,
audio, clips,
and
animations
Discovery Create or set Investigating, Interactive Libraries, CD based,
up or find exploring, galleries, DVD or Web
out or guide browsing, Researchable, museums resources
through searching filterable etc. including
discovery but no feedback hypertext,
spaces and enhanced
resources hypermedia,
multimedia
resources.
Also
information
gateway.
Dialogue Set up, Discussing Communicative Seminar, Email,
frame collaborating, tutorials, discussion,
moderate, reflecting, Conversation conferences forums, blogs
lead, arguing , with other
facilitate analysing, students,
discussions sharing lecturer or self
Practice Model Experimenting, Adaptive Laboratory, Drill and
practicing field trip, practice,
Feedback, simulation, tutorial
learner control role play programmes,
simulations,
virtual
environments
Creation Facilitating Articulating, Productive Essay, Simple
experimenting, object, existing tools
making Learner control animation, as well as
synthesizing model especially
created
programmable
software

Teaching and Learning Events and Associated media Forms (Czerniewicz &Brown,
2005) adapted from Laurillard (2002)
B. Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consist of three fundamental elements. These
are pedagogy, social interaction and technology. These elements are diagrammatically
represented by Wang in the Figure below

Interaction with
content

Pedagogy

Interaction with People

Social Interaction Technology

Three Fundamental Elements of ICT Integration (Wang, 2008)

Aside from the content and strategies, pedagogy deals with how teachers utilize resources
that could help teachers facilitate learning in their classes. Also, one important consideration
for this theme is the ability of the students to seek help from others when they encounter
difficulties in understanding their lessons.
To engage the learners fully and meaningfully in the teaching-learning process, 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 and will also
facilitate communication between and among themselves.
The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various
teaching modes may happen. Interaction does not solely happen in a face-to-face
environment, but it may happen online. The human computer interface design is also critical
because this will define the utility of the technology-based learning environment. The case of
learning in the interface design is essential. It needs to motivate the learners to fully
participate in the learning process.
In the 21st Century classroom, 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 challenges among learning institutions is to provide support for the integration to happen.
 C. Categories for Information Communication and Technology (ICT) is Teacher
Training
There are a lot of researches that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers’ use of ICT support the
development of higher order thinking skills (HOTS) and promotes collaboration. This is the
reason why it is recognized that training in ICT pedagogy integration is promoted.
For a successful ICT-pedagogy integration training to take place, a training framework used
as a guide will be of help. Jung (2005)was able to organize various ICT teacher training
efforts into four categories. This is presented in this framework. It is imperative to note that
when teachers are digitally literate, where they are able to integrate such in the curriculum
will promote better understanding of the lesson among the learners.

Core Technology

ICT as Facilitating or ICT as core delivery

networking technology technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or ICT as main content

methods focus

Complementary Technology
D. UNESCO ICT 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
developed an ICT Competence 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 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 teachers
have six aspects of work; understanding ICT in education, curriculum and assessment
pedagogy, application of digital skills, organization and administration, and teacher
professional learning. Across the six aspects of work are the three approaches to teaching
based on human capacity development-knowledge acquisition, knowledge deepening, and
knowledge creation.
 Knowledge Knowledge Knowledge
Acquisition Deepening Creation
Understanding ICT Policy Understanding Policy Application Policy Innovation
in Education
Curriculum and Basic Knowledge Knowledge Knowledge Society
Assessment Application Skills
Pedagogy ICT-enhanced Complex Problem- Self-management
Teaching solving
Application of Application Infusion Transformation
Digital
Organization and Standard Classroom Collaboration Groups Learning
Administration Organization
Teacher Digital Literacy Networking Teacher as Innovator
Professional
Learning
ICT Competency Framework for Teachers (UNESCO, 2018)
The Framework also specifically aims to equip teachers to enable then to perform their roles
in achieving the following societal goals;
 Build work forces that have information and communications technology (ICT) 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
 Encourage all member 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, tolerate, and the peaceful resolution of conflict.
 APPLICATION

Answer the following question.

1. Why do we need to integrate ICT in our subject?

2. What are the benefits that we can get in integrating ICT in our Subject?