STEP I: Recalling ICT-integrated Activities Experienced

Ponder on your background, educational experiences, and prior

knowledge and skills on how information, communication and
technologies (ICTs) were successfully used by your teachers in the
lower level. Recall the ICT tools that were used by your teachers in
your language class, Filipino or English, and describe how these were
used to help you understand your lessons. Get a paper to scribble your
recollections. Write at least five lessons vis-a-vis the ICT tools and a short
description of how these were used.

STEP 2: Sharing of the ICT-Pedagogy. Experiences

With three (3) members in your group, each of you will share his/her
scribbled experiences, i facilitate the group sharing assign a facilitator,
a recorded and a reporter.

STEP 3: Reporting

To allow everybody in the class to learn to the small group

sharing, assign a reporter from your small group to share the gist of your
small group sharing with the whole class.

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
principels 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: I) 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 (ISTF)
 
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 pan of how
the classroom functions 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 hut what is learned.
 
4. Qiyun Wang and Huay Lit Woo (2007)

Integrating In format ion 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 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. Teachers need to realize how to organize
classroom to structure the learning tasks so that ICT resource
become automatic and natural response to the requirement 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 o has 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, cdl
telephones, telecommunication satellites, and fiber optics It include
computerized machinery and computerized robots.
 
2. Tinio (2009)
 
ICT is a diverse set of technological tools and resources used
to communicate, create, disseminate, s tore, and manage information
These technologies include hardware devices, software, applications,
internet connectivity, broadcast 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, (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. Retheeswari (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
 
There are a lot of concepts provided by expert relevant to integrating
technology in instruction apart from the above citations. These concepts are
of 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 which 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 muster the skills they are expected
to demonstrate Thus, it will he 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 u way of presenting teaching and
learning in terms of events. There are five (5) key teaching events in the
framework which are identified as
a. acquisition.
b. discovery;
c. dialogue;
d. practice. and
e creation.

The Laurillard’s Conversational Framework (LCF) is relevant in the field

of language education since this field requires appropriate and complex use of
Various technologies. The framework clearly presents the way teaching events
in language classrooms can be thoroughly related to their language learning
events. Language teachers need to systematically match their teaching styles
to the learning needs of their students. By this, the integration of ICT and
pedagogy will he done in a comprehensive and meaningful way.
 
The usefulness of LCF in language education was analyzed in a study
that was conducted by Abeer Aidh Alshwiah in 2016. The study investigated
and evaluated the effectiveness of LUF in developing the writing component
of foreign language learners’ (FLLs’) communicative competence in blended
learning (BL) context, as compared to a face-to-thee (F2F) context. The FLLs
in the study comprised three intact classes from a foundation course at a
Saudi university. The three skills addressed consisted of the use of the past
tense to describe past events and form WH-questions, as part of grammatical
competence. and writing a letter of complaint, as part of sociolinguistic
competence.
 
To evaluate the effectiveness of LCF. a mixed-methods approach was
used. The quasi-experimental design was applied by measuring learners’
development in the three aforementioned skills. The corresponding test results
were then compared with those of a control group. Moreover, the benefits of
LCF were examined by gathering the learners’ perceptions of the intervention
and analyzing their engagement with the teacher. peers. tasks and language.
 
The study revealed that LC1 was more effective in the BL than in
the F2F context, in terms of developing the learners’ skill in forming WH
questions. However, both contexts almost equally developed the 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 and analyzing their conversations, revealed positive perceptions
amongst Learners with an 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 encouraged.
 B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that Integration of ICT consists of three

fundamental elements. These are pedagogy, social interaction. and
technology. These elements are diagrammatically represented by Wang in

Figure 1.

Interaction with
content

PEDAGODY

Interaction with
people

Social Interaction Technology

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
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 it primarily
reflects the art of teaching a teacher will employ in the learning process.
 
The pedagogical design a language teacher will use needs to
include proper selection of appropriate content and language learning
activities. In the design. the teacher needs to look into how the available
technological resources will help provide scaffolds that will assist their
language learners 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 learning environment and ensure that
this environment will provide help to fulfill the needs and objectives of
the language class with learners of diver experiences and backgrounds.
The learning plans should also involve the appropriate use of learning
resources and activities that support learners' learning and allow
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
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 computer that are
now connected world-w ide. 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 hut they may
also collaboratively use them with oilier learners. As noted by Uribe,
Klein. & Sullivan (2003), computer-supported collaborative learning has
shown positive effects on students’ performance.
 
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 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. It
¡y 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 21 Century classrooms, the three components: pedagogy.
social interaction, and technology, arc needed in an ICT-based learning
environment. Due to the advent of educational technologies which arc
fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to
happen.
 
C. Categories for Information Communication and Technology (ICT) in
Teacher Training

There is 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 supports the development of higher-order-
thinking skills (HOTS) and promotes collaboration. This is the reason
why trainings in ICT pedagogy-integration are promoted.
 
For a 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 ¡s presented in this framework.
 Core Technology

ICT as main content ICT as core delivery

focus technology

Learning How to use ICT Learning VIA ICT

ICT as part of content or ICT as facilitating or

method networking technology

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