TECHNOLOGY FOR TEACHING AND LEARNING

Name:
Course:
Technology for Teaching
and Learning 1

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Module Learning Plans in the Context of
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the 21st Century

Module Outcomes:
At the end of the Module, the student should have:
1. discussed the role of technology for teaching and learning in the light of the K to
12 Curriculum Framework;
2. reviewed the K to 12 Curriculum Guide focusing on the development of 21st Century skills;
3. reviewed learning plans from various sources that integrated ICTs in the teaching
learning process;
4. planned activities integrating ICTs that would facilitate the development of 21st
Century skills required in the curriculum guide; and
5. 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 cover Kindergarten and 12 years of basic
education (six years of elementary education, four years of Junior High school, and two tears
of Senior High school) to provide sufficient time for mastery of concept 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 id 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.
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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
 The development of these skills can be done with the aid of technologies for teaching
and learning which 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 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

Learning Objectives:
At the end of the lesson, the learners should be able to:
1. discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy
integration skills.
2. analyze the learning competence 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 21st
Century skills.

Content Exploration
The implementation of the K to 12 Curriculum of the Department of Education pave 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 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 the teaching
the various fields of specialization.
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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 teacher’s 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, 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
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 setting
arrangements, and put up a new and relevant poster or displays; all these can
activate emotional signals and keep student interest piqued.
 Make it student-directed- Give student a choice of assignments on a particular
topic, or ask them to design one of their own. ‘’When student 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 teacher 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; then
continues by showing or explaining how the content fits into their plans for the
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future. This helps students realize the content is not just interesting but also
worth knowing.

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  Build related ness- relatedness, on the other hand, answers the question, ‘’what
have these to do with me?’’ it is an inherent need student 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 need recommended by various experts and to allow students
realize the value of their curriculum, technological tools can be used. 21st 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 the world. Contextualizing the
curriculum of the students for meaningful learning poses challenges in enhancing teacher’s
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 MTB-
MLE 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, 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 leads 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 topic 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 Standard (CRS) and the new General Education Curriculum.
Hence the K to 12 Curriculum focused on developing appropriate S specialization subject
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, 21st
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Century Skills)
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 To nurture holistically develop 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, 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, teacher 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 decision about how they will implement the curriculum of their specific
field of specialization. They decide on how they must structure the activities of their lesson
and mange student responses and ideas. Hence the decision of teacher is very important. It is
an impact on the student 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, experience and competences, 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.
 Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes, for evaluating the attainment of educational objectives.
 Curriculum is content, but when contextualized, it comes alive for students. The role of
teacher in the curriculum process is to help student develop an engage relationship
with the content. Active learning increases the focus and retention of the curriculum,
resulting in an exciting learning environment. Teacher builds lesson that includes
simulations, experiments, case studies and activities to deliver a 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.
 Teachers, on their part have practical knowledge base on their daily work with
students. These knowledge is useful to curriculum committees because teacher can
assess whether the ideas being developed will work in the classroom.
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 was
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designed. In the discussion, you are asked to thoughtfully consider your role as a curriculum

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
designer. Go over the curriculum guide and discuss together the essential features, focus, and
general content and performance standards of your field of specialization or major for 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 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 skills.
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.

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Lesson ICT-Pedagogy in Language
2
Learning Plans

Learning Objectives:
At the end of the lesson, the learners should be able to:
1. discuss essential points to consider when integrating any ICT in
facilitating language education;
2. present learning plans that integrate ICT in the learning procedures to be able
to attain the learning outcomes; and
3. plan for some activities that will help develop digital citizenship and relate this
to the development of 21st century skills among learners.

Content Exploration
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 to assist them in the teaching-learning process.
Engaging educational 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)
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 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.
On the other hand, integrating technology into curricula can mean different thing: 1)
computer science courses, computer-assisted instruction, and/or computer-enhanced or
enriched instruction, 2) matching software with basic skills 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 the classroom function- as accessible as all other classroom tools.
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 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 scope of
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 levels with much emphasis put on pedagogy. ICT integration
into teaching and learning has to be underpinned by sound pedagogical principles.
5. UNESCO (2005)
ICT integration is not merely mastering the 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 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
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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 definitions of ICT from various resources:

1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunication 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 system 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, live broadcasting technologies, recorded broadcasting technologies.
And telephony.
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 paly salient roles in workplaces, in business, education, and entertainment. Moreover,
many people recognize ICTs as a catalyst 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 the student opportunities to learn and apply the required
21st Century skills. ICT improves teaching and learning and helps teacher perform their role as
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creators of pedagogical environments. ICT helps a teacher to present his/her teaching

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attractively and enables learners to learn at any level of an educational program.

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
 Using ICT Integration Framework 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 in
the principles on how 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 lesson 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 may support. The framework
postulates a way of presenting teaching and learning in terms of events. These are the five (5)
key teaching and learning events in the framework which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.
Vis-à-vis the five events are specific teaching strategies, learning actions or experiences,
related media form, examples of non-computer based activity, and examples of computer-
based activity.
Teaching Teaching Learning Related media Example of Examples of
and strategy action or form non-computer- Computer-based
learning experiences based activity activity
event
Acquisition Show Attending Linear TV, video, film, Lecture notes
Demonstrate Apprehending presentational. lectures, book, online, streaming
Describe Listening Usually same other print videos of lectures,
explain ‘text’ acquired publications DVD, multimedia,
simultaneously including digital
by many people video, audio clips,
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and animations
Discovery Create or set Investigating Interactive: Libraries, CD based, DVD, or
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up or find out Exploring non-linear galleries, Web Resources

 or guide Browsing presentational, museums including
through Searching searchable, hypertext,
discovery filterable etc. enhanced,
spaces and But no feedback hypermedia,
resources multimedia,
resources. Also
information
gateways.
Dialogue Set up Discussing Communicative: Seminar, Email, discussions,
Frame Collaborating conversation tutorial , forums, blogs
Moderate Reflecting with other conference
Lead Arguing students,
Facilitate Analyzing lecturer or self
Discussion Sharing
Practice Model Experimenting Adaptive: Laboratory, Drill and practice,
Practicing feedback, fieldtrip, tutorial
learner control simulation, role
programmes,
play simulations,
virtual
environments
Creation Facilitating Articulating Productive: Essay, object, Simple existing
Experimenting learner control animation, tools, as well as
Making model especially created
Synthesizing programmable
software

The usefulness of LCF language education was analyze in a study that was conducted by
Abeer Aidh Alshwiah in 2016. The study investigated and evaluated the effectiveness of LCF in
developing the writing component of foreign language learners communicative competence is
blended learning context, as compared to a face-to-face context.
To evaluate the effectiveness of LCF, a mixed method approach was used. The quasi-
experimental design was applied by measuring learner’s development in the three
aforementioned skills. The corresponding test results were then compared with those of a
control group. Moreover, the benefits off LCF were examined by gathering the learner’s
perception of the intervention and analyzing their engagement with the teacher, peer, tasks
and language.
The study revealed that LCF was more effective in the BL that in F2F context, in terms
of developing the learners skill in forming wh-questions. However, both context almost equally
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developed learners’ skills in using the past tense and writing a letter of complaint. Moreover,
interviews with volunteers from the two experimental groups, observing their engagement,
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and analyzing their conversations, revealed positive perceptions amongst learners with
an

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
intermediate level of English language proficiency. On the other hand, two different factors
affected their perceptions of the intervention: language proficiency and the willingness of
peers to collaborate. Another factor affecting perceptions of BL was lack of familiarity with the
technology applied. It is therefore recommended that this barrier be overcome and the use of
BL, given its effectiveness for the development of more writing skills be encourage.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang 2008 posited the integration of ICT consist of three fundamental elements. These
are pedagogy. Social interaction, and technology. These elements are diagrammatically
represented by Wang in Figure 1.

Interaction with
content

Pedagogy

Interaction with
people

Social Interaction Technology

Figure 1. The ICT Integration

Framework
The ICT Integration Framework of Wang can be fully maximized in developing learning
plans for language learning. In a language learning context, pedagogy often 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 element in language learning is very important as primarily reflects the art of
teaching a teacher will employ in the learning process.
The pedagogical design a language teacher will use need to include proper selection of
appropriate content and language learning activities. In the design, the teachers need to look
into how the available technological resources will help provide scaffold that will assist their
language learning during the learning processes. Language teachers need to note that in
developing learning plans that embed the pedagogical design, it is crucial to look into the
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learning environment and ensure that this environment will provide help to fulfill the needs
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and objectives of the language class with learners of diverse experiences and backgrounds.
The
learning plans should also involve the appropriate use of learning resources and activities that
support learners learning and allow teachers to facilitate learning.
Social interaction activities as one of the elements in the framework are crucial in
language learning. With social interaction, learners will naturally acquire a language and
develop language knowledge and skills that are important for them to live and work in various
communities. In the various learning events, the language teacher may use computers which
may allow the learners to interact and demonstrate the language skills and competencies
required from them. The teacher and the learners may use computers to connect and learn
through the computers that are now connected world-wide. With the advent of computer-
mediated communication (CMC), planned social interaction activities that aim to enhance
language learning becomes more convenient and flexible. Language learners may maximize
computers individually but they may also collaboratively use them with other learners.
To engage the learners in the teaching-learning process fully and meaningfully, 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 to facilitate
communication among them.
The third element of the framework is the technological component that generally uses
computer to support various learning activities. Through the use of computers, various
teaching mode may happen. Interaction does not solely happen in a face-to-face environment.
It may also happen online. In order for any online interaction activities in a language classroom
to be effective, there is a need to consider the availability of the facilities they require and
ease of access. The human computer interface design is also critical because this will define
the utility of the technology-based learning environment. It must be noted that in language
learning, the ease of learning in the interface design is essential. It needs to motivate the
learners to fully participate.
In the 21st century classrooms, 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 challenge among learning institutions is to provide support for the integration top happen.
C. Categories for Information Communication and Technology (ICT) in Teaching Training
There is a lot of researches that will prove that the interaction 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 the
reason why trainings in ICT pedagogy-integration are promoted.
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 For successful ICT-pedagogy integration training to take place, it will help if a training
framework will be used as a guide. Jung (2005) was able to organize various ICT teacher
training efforts into four categories. This is presented in this framework.

Core technology

ICT as core delivery

ICT as main content focus technology

Learning How to use ICT Learning VIA ICT

ICT as a part of content ICT as facilitating or

methods networking technology

Complementary Technology

D. UNESCO 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 was able to develop ICT
Competency Framework for Teachers (UNESCO, 2018)

ICT Competency 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 and 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 teacher have
six aspect of work are the three approaches to teaching based on human capacity
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development- knowledge acquisition, knowledge deepening, and knowledge creation.

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 The framework also specifically aim to equip teachers to be able to do their roles
achieving the following societal goals:
 Build workforces that have information and communications technology 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 members of society irrespective 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.
The commission on higher education through its policies, standards, and guidelines requires
the integration of ICTs in language teaching and learning. Hence the ICT Competency
Framework for Teachers is very useful to support standards as they will serve as a guide to
assist the teacher to successfully integrate ICT into the language classroom. Through the
framework, the language teacher may structure their learning environment in new ways,
merge new technology and pedagogy, develop socially active classrooms, and encourage co-
operative interactions, collaborative learning and group work.

Experience
Step 1: Reading ICT Integrated Learning Plans in English and Filipino
Read the following examples of Learning Plans for language teaching. These sample
learning plans may help you develop your own learnings outcomes. After reading the learning
plans, do the series of activities that follow.

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Step2. Analyzing the salient parts of lesson plan
Identify and describe the common parts of the two learning plan you have read. Write
your observation below.
Essential Parts of Learning Plan
Step 3: Learning Plan from the Learning Plans
By the help of the following questions, share your own recommendations and
observations on how you may use and enhance the two learning plans.

Guide Question Learning Plan 1 Learning Plan 2

Reporters Notebook Panitikang Mediterranean
Are the learning objectives
aligned with the targeted
basic education curriculum
competencies? Why do you
say so?

Is the plan of technology

integration supportive of the
attainment of the learning
competencies and learning
objectives? Explain your
answer.

How do you plan to use the

learning plan in teaching
language lesson in the
future?

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If you are to improve the

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plan for the accommodation

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[Type here]

for differentiated instruction,

how would you develop it?

What significance principles

in ICT integration do you
think are highly
recommended in developing
a learning plan in language
teaching and learning?

Step 1. Read the following learning plan, and think of away by which you may improve it
guided by the principles of ICT integration in language teaching.
Step2. Guided by the standards and the principles of ICT integration and lesson planning
principles taught in your previous classes, develop the learning outcomes of this learning plan.
Encode your daily objectives and submit this using the course Learning Management System
(LMS)

Days Daily Objectives/Learning Outcomes

Day 1

Day 2

Day 3
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[Type here]

Day 4

Day 5

Step 3: Read the following plans by group and develop learning procedures with some plans
for accommodating students with special learning needs. Encode your daily objectives and
submit these using the course Learning Management System Portal.

Days Daily Procedure

Day 1

Day 2
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[Type here]

Day 3

Day 4

Day 5

1. Teachers also work as a curricularist. As a curricularist, How do you intend to make your
ICT integration more responsive and relevant?

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[Type here]

2. What is unique with ICT integration in a language teaching that must be

thoroughly considered when developing a learning plan?

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