Unit 1

Learning Plans in the

Context of the 21 st

Century
Unit Objectives
 Discuss the role of technology for teaching and learning
science in the light of the K to 12 Curriculum Framework
 Review the K to 12 Curriculum Guide focusing on the
development of 21st century skills in science education
 Review learning plans in science teaching from various
sources that integrate ICTs in the teaching learning
process
 Plan activities integrating ICTs that will facilitate the
development of the 21st century skills required in the
curriculum guide
 Brainstorm about digital citizenship and relate this to the
development of 21st century skills among learners
 Lesson 1
The K to 12 Curriculum
Framework
Christine M. Adlawan
Assistant Professor 1
Lesson Objectives

 Discuss the salient features of the K to 12

Curriculum requiring ICT-pedagogy integration
skills
 Analyze the learning competencies of every grade
level
 Review some units in the curriculum guide with
focus on the development of 21st century skills
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;

 learning and innovation skills;
 effective communication skills; and
 life and career skills
Recalling technology for teaching and
learning lessons
 Sharing the learning outcomes in TTL1
Reflecting on technology-based learning
experiences
 Recallhow your teachers used information and
communication technologies to help you
understand some concepts in your lessons.
Reflecting on technology-based learning
experiences
 Identifythe specific lessons 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?
 Ifyou 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?
Implementation of K to 12 Curriculum

 One of the considerations is the need to

implement the salient features of the curriculum
is by integrating technologies for teaching and
learning.
Salient features of K to 12 curriculum
 Strengthening early childhood education (Universal
Kindergarten)
 Making the curriculum relevant to learners
(contextualization and enhancement)
 Building proficiency (MTBMLE)
 Ensuring integrated and seamless learning (spiral
progression)
 Gearing up for the future
 Nurturing the holistically developed Filipino (college
and livelihood readiness, 21st century skills)
Q1: How can technology be used most effectively
in science to support and assess student learning?
Q2: How will I apply all the knowledge and skills
that I learned in TTL 1 in teaching science?
Q3: How will I develop learning plans for my classes to
make sure that available technologies for for teaching
and learning will be put to use for meaningful learning?
Q4: How will I ensure that my goals in
this course will be achieved?
Teachers play a very important role not only inside
the classroom as classroom teachers but also as
facilitators of student learning, designing,
implementing and evaluating the curriculum.

 Teachersmake decisions about how they will

implement the curriculum in science.
 They decide on how they must structure the
activities of their lessons and manage students’
responses and ideas.
Points to consider in identifying and understanding
teachers’ roles as curriculum designers:

 Teachersis the most important in the curriculum

implementation process (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)
Points to consider in identifying and understanding
teachers’ roles as curriculum designers:

 Curriculum is content, but when contextualized,

it comes alive for students. The curriculum
process provides opportunity for teachers to be
creative and put their unique stamp on the
classroom experience (Meier, 2018)
Points to consider in identifying and understanding
teachers’ roles as curriculum designers:

 Teachers have practical knowledge based on their

daily work with students (Young, 1988).
Considering my roles as curriculum
designer
 What is your role as a curriculum designer?
 What is your reflection on the content and
performance standards?
 Howtechnologies can be integrated
properly and how they will meet the
important learning objectives and the 21st
century skills?
Integrating technologies for teaching
and learning
 Howtechnologies can be integrated
properly and how they will meet the
important learning objectives and the 21st
century skills?
Quiz #1: (Submit your answers in the Google Classroom)

 How will technological tools for teaching

and learning promoted the salient features
of the K to 12 Curriculum?
 What 21st century skills that need to be
developed in science? Rank them in terms
of the identified standards and
competencies in the curriculum guide.
 Lesson 2
ICT-Pedagogy
Integration in Science
Learning Plans
Lesson Objectives

 Discuss the salient features of the K to 12

curriculum requiring ICT-Pedagogy integration
skills
 Analyze the learning competencies of every year
level according
 Review some units in the CG with focus on the
development of 21st century skills
Recalling ICT-integrated activities
experienced
 Recall the ICT tools that were used by your
teachers in Science subjects and describe how
these were used to help you understand the
lessons.
 Write at least five (5) lessons vis-à-vis the ICT
tools and a short description of how these were
used.
Sharing of the ICT-pedagogy experiences

 The teacher will serve as the facilitator

Integrating technology in instruction

 Variouseducators and researchers provided the

concepts and principles about integrating
technology in instruction:
John Pisapia (1994)

 Integrating technology with teaching means the

use of learning technologies to introduce,
reinforce, supplement, and extend skills.
 Here’s the link:
https://files.eric.ed.gov/fulltext/ED411359.pdf
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 functions - as accessible as all other
classroom tools.
 https://www.iste.org/
Margaret Lloyd (2005)

 ICT integration encompasses as 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.
 https://eprints.qut.edu.au/3553/1/3553.pdf
Qiyun Wang and Huay Lit Woo (2007)

 Integrating Information and Communication

Technology (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 different areas: curriculum, topic, and lesson.
 https://www.tandfonline.com/doi/full/10.1080/147
03290802377307
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.
 http://wiredspace.wits.ac.za/bitstream/handle/
10539/9919/Bernard_BAHATI-RESEARCH_REPORT.
pdf?sequence=1
UNESCO (2015)

 ICTintegration 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 white boards in the classroom.
 https://en.unesco.org/gem-report/taxonomy/term/
199
Information and Communication
Technology (ICT)
 Before you can successfully integrate I see these
in your science instruction, there is a need to
have a good grasp of what Information and
Communication Technology (ICT) is also all about.
 Specifically,there is a need also to determine the
ICTs that are available for science education.
 The following are the definitions of ICT from
various literatures.
Moursund (2005)

 ICT includes all the full range of computer

hardware, computer software, and
telecommunications facilities.
 Thus, it includes computer devices ranging from
handled calculators to multi million words super
computers.
 Itincludes the full range of display and projection
devices used to view computer output.
Moursund (2005)
 Itincludes the local area networks and wide area
network that will allow computer systems in people
to communicate with each other.
 Itincludes digital cameras, computer games, CDs,
DVDs, cell telephones, telecommunication satellites
and fiber optics.
 Itincludes computerized machinery and
computerized robots.
 https://www.researchgate.net/publication/3444763
86_Effective_Utilisation_of_Mobile_Technology_in_E
SL_Classroom
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.
 https://files.eric.ed.gov/fulltext/ED509144.pdf
UNESCO (2020)
 ICT is a diverse set of technological tools and
resources used to transmit, store, create, share, or
exchange information.
 UNESCO defines it also as a scientific, technological,
and engineering discipline and management
technique used and handling information, its
application, and association with social, economic,
and cultural matters.
 https://en.unesco.org/sites/default/files/gem2020-
extraordinary-session-concept-note-en.pdf
Reflection… ((Submit your answers in the Google Classroom)

 Read this research article and write a reflective

analysis on the role of ICT in teacher education.
 https://www.ripublication.com/ijeis16/ijeisv6n1_
01.pdf
Ratheeswari (2018)
 Information communication technologies (ICT) at
present are influencing every aspect of human
life. They are playing salient roles in work places,
business, education, and entertainment.
 https://www.researchgate.net/publication/32508
7961_Information_Communication_Technology_in
_Education
Using ICT integration frameworks in Science Education
Learning Plans

 Information and Communications Technology (ICT)

has gone through innovations and transformed our
society that has totally changed the way people
think, work and live (Grabe, 2007).
 As part of this, schools and other educational
institutions which are supposed to prepare
students to live in “a knowledge society” need to
consider ICT integration in their curriculum
(Ghavifekr, Afshari & Amla Salleh, 2012).
Reflection
 Read this research article and write a reflective
analysis on ICT Integration in education and its
incorporation for teaching and learning
improvement.
 https://files.eric.ed.gov/fulltext/EJ1086419.pdf
Conversational framework of Laurillard (2002)

 Five(5) key teaching and learning events in the

framework
 Acquisition
 Discovery
 Dialogue
 Practice
 Creation

 http://edutechwiki.unige.ch/en/Laurillard_convers
ational_framework
Conversational framework of Laurillard (2002)

 The table below shows the teaching strategies or

teaching actions of the five events.
Teaching and Teaching Learning Related media Examples of Examples of
learning event action or action or form non-computer computer-
strategy experience based activity based activity
Acquisition Show, Attending, Narrative: TV, video, film, Lecture notes
demonstrate, apprehending, linear lectures, books, online,
describe listening presentational. other print streaming
Usually same publications videos of
“text” acquired lectures, DVD,
simultaneously multimedia
by many people including digital
video, audio
clips, and
animations.
Teaching and learning events and associated
media forms (Czerniewicz and Brown, 2005)
adapted from Laurillard (2002)
 http://ijedict.dec.uwi.edu/viewarticle.php?id=42
1&layout=html
 https://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.553.2337&rep=rep1&type=pdf
 Access these materials
Three fundamental elements of ict
integration by Wang (2008)

 Access this material

 http://ijedict.dec.uwi.edu/include/getdoc.php?i
d=7403&article=2364&mode=pdf

 How the ICT model for integrating teaching, learning and research became
evident? How effective is the model? If you are to teach integrating ICT
model, how would it look like? Present your proposed ICT model and
elaborate.
Categories for ICT in teacher training

 Haddad (2003) states that the teacher’s use of ICT

supports the development of higher order thinking
skills and promotes collaboration.
 Jung(2005) was able to organize various ICT
teacher training efforts into four categories.
 Accessthis material:
https://www.ds.unipi.gr/et&s/journals/8_2/8.pd
f
UNESCO ICT competency framework for
teachers

 https://en.unesco.org/themes/ict-education/com
petency-framework-teachers
 https://iite.unesco.org/pics/publications/en/files
/3214694.pdf
 Relate the UNESCO ICT competency framework
for teachers to CHEd policies, standards and
guidelines in science teaching and learning.
Quiz #2 (Submit your answers in the Google Classroom)

 Teachers also work as curricularists. Anent this

role, how do you intend to make your ICT
integration more responsive and relevant?
 Whatis unique with ICT integration in science
teaching that must be thoroughly considered
when developing a learning plan?