Immaculada Concepcion College

Of Soldier’s Hills Caloocan City, Inc.

Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Technology for Teaching and

Learning 2
WEEK 1
Prepared by:

Aries V. Salomon, LPT

Instructor

I. INTRODUCTION
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

The basic education curriculum of the country was enhanced with the implementation of the K to
12 Curriculum. The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of elementary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.

II. LESSON CONTENT

Lesson 1: The K to 12 Curriculum Framework

III. PRE-ASSESSMENT
The Technology for Teaching and Learning 2 Course helps you use the power of computer
technologies in the different fields of specialization to spark student imagination and ultimately
move, motivate, and support students toward meaningful learning.

Let us assess your prior knowledge on how you can best use computer technologies to enhance
learning, answer this question:

How can technology be used most effectively in the various fields of specialization to support
and assess student learning?

IV. OBJECTIVES
At the end of the lesson, the students should be able to:
a. discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration
skills;
b. analyze the learning competencies of every year level according to the field of
specialization of the pre-service teachers; and
c. review some units in the curriculum guide with focus on the development of 21st Century
skills.

V. LESSON CONTENT
The implementation of the K to 12 Curriculum of the Department of Education paved 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 the teacher education program will meet the demands
of the 21 1t 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 teaching the various fields of
specialization.
1. Strengthening Early Childhood Education (Universal Kindergarten)
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

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 teachers' use.

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

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 seating arrangements and put up new and
relevant posters or displays all these can activate emotional signals and keep student interest
piqued

• Make it student-directed - Give students a choice of assignments on a particular topic, or ask

them to design one of their own. "When students 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 teachers 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; it 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.

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 program
properly especially that there is a dearth of printed and c-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 and values. Children learn better and
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

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 lead 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 topics and skills as
they are revisited and consolidated time and again. This also allows learners to learn topics 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 Standards (CRS) and the new General Education (GE) Curriculum. Hence,
the K to 12 Curriculum focused on developing appropriate Specialization Subjects 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, 21

11Century Skills)

To nurture holistically developed 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, learning and innovation
skills, effective communication 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, teachers 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 decisions about how they will implement the curriculum of their specific field of
specialization. They decide on how they must structure the activities of their lessons and manage
students' responses and ideas. Hence, the decision of teachers is very important. It has an impact
on the students' learning. The following are points to consider in identifying and understanding
teachers’' roles as curriculum designers:
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

• Undoubtedly, the most important person in the curriculum implementation process is the
teacher. With their knowledge, experiences and competencies, 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 (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).

• Curriculum is content, but when contextualized, it comes alive for students. The role of
teachers in the curriculum process is to help students develop an engaged relationship with the
content. Active learning increases the focus and retention of
the curriculum, resulting in an exciting learning environment. Teachers build lessons that include
simulations, experiments, case studies and activities to deliver a curriculum. This interactive
approach intertwines 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 (Meier, 2018).

• Teachers, on their part, have practical knowledge based on their daily work with students. This
knowledge is useful to curriculum committees because teachers can assess whether the ideas
being developed will work in the classroom (Young, 1988).

VI. ACTIVITY
Answer the following questions consisting of 100 words each:

1. How will technological tools for teaching and learning promote the salient features of the
K to 12 Curriculum?

2. How will I apply all the knowledge and skills that I learned in TTL 2 in teaching my field
of specialization?

3. How will I develop learning plans for my classes to make sure that available technologies
for teaching and learning will be put to use for meaningful learning?

4. How will I ensure that my goals in this course will be achieved?