TTL2 Lesson 1
TTL2 Lesson 1
Institute of Education
Sta. Maria, Romblon
B E
Technology for
ED Teaching and
- III Learning 1
W E
EK
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Name:
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Year / Section:
“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
Module Outcomes:
At the end of the Module, the student 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 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.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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.
Learning Objectives:
At the end of the lesson, the learners should be able to:
discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration skills.
analyze the learning competence 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.
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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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
by showing or explaining how the content fits into their plans for the future. This
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helps students realize the content is not just interesting but also worth knowing.
“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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. 21 st 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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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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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Romblon State University
Institute of Education
Sta. Maria, Romblon
ICT-Pedagogy in Language
Lesson Learning Plans
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Learning Objectives:
At the end of the lesson, the learners should be able to:
discuss essential points to consider when integrating any ICT in facilitating language
education;
present learning plans that integrate ICT in the learning procedures to be able to
attain the learning outcomes; and
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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Institute of Education
Sta. Maria, Romblon
to have a good grasp of what Information and Communication Technology (ICT) is all about.
“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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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Romblon State University
Institute of Education
Sta. Maria, Romblon
and animations
Discovery Create or set Investigating Interactive: Libraries, CD based, DVD, or
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Romblon State University
Institute of Education
Sta. Maria, Romblon
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, and
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Institute of Education
Sta. Maria, Romblon
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.
Pedagogy
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
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Institute of Education
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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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Romblon State University
Institute of Education
Sta. Maria, Romblon
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
Complementary Technology
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Romblon State University
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Sta. Maria, Romblon
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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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
Romblon State University
Institute of Education
Sta. Maria, Romblon
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)
Day 1
Day 2
Day 3
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Institute of Education
Sta. Maria, Romblon
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.
Day 1
Day 2
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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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Institute of Education
Sta. Maria, Romblon
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