Jean Piaget’s Stages of Cognitive Dev’t
 Reward system such as grades, honor
Vygotsky’s Theory of Social Development
Lev Vygotsky’s Theory of Social Development argues
that community and language play a central part in
learning. While Jean Piaget concluded that children’s
cognitive development happens in stages, Vygotsky
rejected his ideas and believed that children develop
independently of specific stages as the result of social
interactions. Vygotsky claimed that we are born with
four ‘elementary mental functions’: Attention,
Sensation, Perception, and Memory. It is our social and
cultural environment that allows us to use these
elementary skills to develop and finally gain ‘higher
mental functions.
Zone of Proximal Development
Preferences of the Technology Generation
OLD GENERATION
Texts versus Visuals
 Read book texts, enriched by illustrations and
photos.
 Go to school library for research.
Linear versus Hyper media
 Obtained info in a linear, logical and sequential
manner
Independent versus Social Learners
 Gives priority to independent learning, prior to
participative work.
Learning to do versus Learning to pass the test
 Teachers teach students in order to help them
pass tests and complete course reqts
Delayed rewards versus Instant gratification
certificates/medals and diploma
Rote memory versus Fun learning
 Delivering content-based courses, measurable
by standard tests
TECHNOLOGY GENERATION
Texts versus Visuals
 Greater affinity to visuals
 Exposed to cable tv and video images
Linear versus Hyper media
 Personal random access to hyperlinked digital
info
Independent versus Social Learners
 Acquainted with digital tools that adopt to both
personal and participative work
Learning to do versus Learning to pass the test
 Acquire skills, knowledge and habits as windows
of opportunity afford them to learn
Delayed rewards versus Instant gratification
 Immediate gratification through immediate
scores from games. Enjoyable conversation from
webcam calls, excitement from email chats, and
inviting comments from a social network site.
Rote memory versus Fun learning
 Prefer fun learning
Information and Communication Technologies
Information and Communication Technologies are
defined as technological techniques or tools that help
teachers and students understand subjects in a better
way. These tools facilitate classes through developing
the competencies acquired by the students. ICT is called
Educational Technology
The word “technology” comes from the Greek word
techne which means craft or art.
Educational Technology, therefore, refers to the art or
craft of responding to our educational needs.
Technology is not just machines.
Technology is a “planned, systematic method of working
to achieve planned outcomes”.
Technology is a process not a product.
Technology is the applied side of scientific development.
Strengthening Early Childhood Education (Universal
Kindergarten)
  Every Filipino child now has access to early
childhood education through Universal
Kindergarten
 At 5 years old, children start schooling
 The early years of a human being, from 0 to 6
years, are the most critical period when the
brain grows to at least 60-70 percent of adult
size
 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.
Making the Curriculum Relevant to Learners
(Contextualization and Enhancement)
 Learners will value a curriculum that is relevant
to their lives.
 Examples, activities, songs, poems, stories, and
illustrations are based on local culture, history,
and reality. This makes the lessons relevant to
the learners and easy to understand
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.
 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
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 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.
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.
Building Proficiency through Language (Mother
Tongue-Based Multilingual Education)
 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.
 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.
 After Grade 1, every student can read in his or
her Mother Tongue. Learning in Mother Tongue
also serves as the foundation for students to
learn Filipino and English easily.
 From Grades 4 to 6, English and Filipino are
gradually introduced as languages of
instruction. Both will become primary languages
of instruction in Junior High School (JHS) and
Senior High School (SHS).
Ensuring Integrated and Seamless Learning (Spiral
Progression)
 Subjects are taught from the simplest concepts
to more complicated concepts through grade
levels in 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.
Gearing Up for the Future (Senior High School)
 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.
 Senior High School is two years of specialized
upper secondary education; students may
choose a specialization based on aptitude,
interests, and school capacity.
 All of these specialization subjects have to be
supported by educational technology for better
learning.
CORE CURRICULUM: 7 Areas Languages, Literature,
Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences
TRACKS: 3 Tracks
Academic: 3 Strands
• Business, Accountancy, Management (BAM)
• Humanities, Education, Social Sciences (HESS)
• Science, Technology, Engineering, Mathematics
(STEM)
Technical-Vocational-Livelihood
After finishing Grade 10, a student can obtain
Certificates of Competency (COC) or a
National Certificate Level I (NC I).
After finishing a Technical-Vocational-Livelihood track in
Grade 12, a student may obtain
a National Certificate Level II (NC II), provided he/she
passes the competency-based
assessment of the Technical Education and Skills
Development Authority (TESDA).
Sports and Arts
Nurturing the Holistically Developed Filipino (College
and Livelihood Readiness, 21st Century Skills)
 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 will be equipped with:
1. Information, media and technology skills, 2.
Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.
Teachers play a very important role in the
facilitation of student learning by designing,
implementing and evaluating the curriculum. They
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.
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
engaged 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.
21st Century ICT Skills
21st century skills refer to the knowledge, life
skills, career skills, habits, and traits that are
critically important to student success in today’s
world, particularly as students move on to college,
the workforce, and adult life.
The Importance of 21st Century Skills
 Higher-education and business leaders cite soft
skills as being the most important driver of
success in higher-level courses and in the
workplace. The Importance of 21st Century
Skills.
 In today’s world, our schools are preparing
students for jobs that might not yet exist. Career
readiness means equipping students with a
nuanced set of skills that can prepare them for
the unknown.
 Social media has changed human interaction
and created new challenges in navigating social
situations.
 The age of the Internet has dramatically
increased access to knowledge. Students need
to learn how to process and analyze large
amounts of information.
 Content knowledge from core subjects can only
go so far; students need to be taught how to
apply facts and ideas towards complex
problems.

Solution Fluency

Refers to the capacity and creativity in problem

solving.
Information Fluency
Involves 3 subsets of skills: ability to access info,
ability to retrieve info, and ability to reflect on.
Collaboration Fluency
Refers to teamwork with virtual or real partners in
the online environment
Media Fluency
Evaluate the message in a chosen media, as well as
a creative ability to publish digital messages
Creativity Fluency
Artistic proficiency, refers to font, color, patterns
and layout
Digital Ethics
Principles of leadership, global responsibility,
environmental awareness, global citizenship, and
personal accountability