MODULE 1:

Learning Plans in the Context of the 21st Century Learning Plans in the Context of the 21st Century
Learning Outcomes

At the end of the Module, the students should have:

 discussed the role of technology for teaching and learning in the light of the K to 12 Curriculum
Framework;
 reviewed the K to 12 Curriculum Guide focusing on the development of 21st Century skills;
 reviewed learning plans from various sources that integrated ICTS in the teaching learning process;
 planned activities integrating ICTs that would facilitate the development of 21st Century skills required in
the curriculum guide; and
 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 covers Kindergarten and 12 years of basic education (six years of elementary
education, four years of Junior High School, 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 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;
 effective communication skills; and
 learning and innovation skills;
 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. This course aims to present activities that will prepare pre-service teachers to
integrate ICTs in the teaching-learning processes in the 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.

LESSON 1
The K to 12 Curriculum Framework

Lesson Outcomes

At the end of the lesson, the learner should be able to:

 Discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills.
 Analyze 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.

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 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 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 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
 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 - 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* 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 MB-MLE 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 TACK: 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.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 218 Century Skills)
To nurture holistically developed Filipino, every K to 12 graduate higher education, is expected to be
ready to go into different paths 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.
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'
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, 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, 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
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 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 knowledge
is useful to curriculum committees because teachers can assess whether the ideas being developed will
work in the classroom (Young, 1988).

MATATAG CURRICULUM

MATATAG Curriculum also known as "Bansang Makabata, Batang Makabansa" was introduced on January 30,
2023, under the leadership of Vice President and Education Secretary Sara Z. Duterte. Aiming to address
educational challenges, this initiative seeks to prioritize the mastery of literacy and numeracy skills among
learners. It was initially rolled out in 35 schools across seven regions: locos, Cagayan Valley, Central Visayas,
Soccsksargen, CAR, Caraga, and NCR.

 MATATAG will have four critical components:

 MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
 TAke steps to accelerate delivery of basic education facilities and services;
 TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning
environment; and
 Give support to teachers to teach better.

 The MATATAG Curriculum aims to reduce the number of competencies and to focus more on the
development of foundational skills - literacy, numeracy, and socio-emotional skills of Kindergarten to
Grade 3 learners, thus, decongesting the present K to 12 curriculums.
 The MATATAG or K to 10 curriculums, which will put emphasis on five important skills: language, reading
and literacy, mathematics, makabansa, and good manners and right conduct, will be implemented in the
following phases:

 SY 2024-2025 - Kindergarten, Grades 1, 4, and 7;

 SY 2025-2026 - Grades 2, 5, and 8;
 SY 2026-2027 - Grades 3, 6, and 9; and
 SY 2027-2028 - Grade 10

 In adherence to RA 11476, or the GMRC and Values Education Act of 2020, the formation of the Filipino
learners' values and the development of their characters will be intensified under the new curriculum. It
will also integrate peace competencies that will highlight the promotion of non-violent actions and the
development of conflict-resolution skills in learners.
 MATATAG will serve as the core curriculum for all learners catered to by various inclusion programs such
as the Indigenous Peoples Education Program, Madrasah Education Program, Special Needs Education,
and the Alternative Learning System.

Possible Points for Discussion

1. Implementation Mechanisms of the MATATAG Curriculum

2. Support Systems to Ensure the Readiness of Stakeholders
3. Expected impact of the MATATAG Curriculum
4. Monitoring and Optimizing the MATATAG Curriculum for Enhanced Efficacy
5. Flexible Curriculum
6. Possible Amendments to Republic Act No. 10533

LESSON 2

ICT-Pedagogy Integration in Language Learning Plans

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 in teaching are founded on
principles and philosophies. Understanding these will help you successfully integrate 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. 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 skill 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 as accessible as all other classroom
tools. the classroom functions

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.

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' efforts in recent years. Based on the scope of content covered, ICT integration can
happen in three diferent 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 software skills. Teachers need to realize how to
organize the classroom to structure the learning tasks so that ICT resources I 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 the definitions of ICT from various sources:

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
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 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.

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 (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.

4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence 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 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 improves teaching and learning and helps teachers 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 Frameworks 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 on the principles on how educational 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 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. This is how the Conversational
Framework (Laurillard, 2002) may support. The framework postulates a way of presenting teaching and

ACCOMMODATION FOR DIFFERENTIATED INSTRUCTION

Students with Special Learning Needs:

 Provide notes from class discussions for review or remediation. Offer supplementary
examples/explanations and other read materials or sources.
 Offer short after-class instruction for specific concepts or lessons that the students do not fully
understand.
 Prepare alternative activities that are developmentally appropriate for students.

Students with Visual Impairment:

 Prepare speakers whenever videos are to be played. Make sure the contents of videos are understandable
even with audio ONLY.
 Convert the given videos to an audio format. Prepare braille plates for every handout/printed activity (as
preferred by the student).
 Prepare soft copies for quizzes and handouts (as preferred by the student) .
 Search for a SPED instructor or someone who has knowledge in braille to assist you in reading braille
plates.

Students with Hearing Impairment:

 Add subtitles to the videos used in class.

 Prepare printed transcriptions for audio-related media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language to assist you in communicating with
the students.

Students who are Gifted:

 Provide additional materials or resources (print and online) for further reading.
 Prepare an alternative or additional activity that is developmentally appropriate for the gifted student.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/ website for questions you cannot
answer.