Name: _______________________________ Date: ______________

Course/Year/ Section: ___________________ Score: _____________

TECHNOLOGY FOR TEACHING ELEMENTARY GRADES

Module 1: The K to 12 Curriculum Framework

LEARNING OUTCOMES

At the end of the lesson, the learner should be able to:

 discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills.
 analyze the learning competencies 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.

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 21s 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)

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.
The use of technology in kindergarten by various school evident in teaching the kindergarten
pupils the alphabet, numbers, shapes, and colors through games, songs, and dances in their
Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives. Students
are often heard saying, "Do I need to know these to live a meaningful life?" How will I use this
lesson in the actual workplace?” “What is the relevance of this to me?” and so on. The answer to
the question of relevance is vital to help the teachers think of some ways by which they will be
able to let their students realize that their daily lessons are of good use to their personal well-
being and to their professional preparation Sara Bernard (2010) stressed that students need to
nave 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 leaning engaging and personally relevant
as Cited by Willis, Faeth, and lmmordino-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 lean about a topic helps them
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 students 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 tips recommended by various experts and to allow students
to realize the value of their curriculum, technological tools can be used. 21st Century
learners are expected to be demonstrating 21st Century competencies such as
collaboration, digital literacy, critical thinking, and problem salving to be able to thrive in
this world (Rich, 2014). Contextualizing the curriculum of the students for meaningful
learning poses challenges in enhancing teachers’ 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 program
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 and 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 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 rev1sited 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 tor better learning.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21s Century 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.

Direction: Read the following questions comprehensively. Answer the questions based
on what you have understood from the information that you have read/ discussed.

1. How has the K to 12 Curriculum influenced the way teachers are prepared for the 21st-
century classroom? What are the key changes you've observed in teacher education
programs?
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2. In the Universal Kindergarten program, how can technology be effectively utilized to
enhance early childhood education and ensure that every Filipino child has access to quality
learning experiences?
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3. How does the K to 12 Curriculum prepare students for college readiness and future career
paths? In what ways can technology be integrated to better support students in these
endeavors?
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4. Reflecting on the role of teachers, how can they be best equipped with the technological
tools and support they need to effectively implement the curriculum and foster excellent
performance in the classroom?
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5. In your experience, what examples or best practices have you seen where technology has
made a significant impact on student engagement and learning outcomes in teacher
education programs?
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Performance Task # 1: Memorizing the DepEd Vision Using Your Phone

In this performance task, you will be required to memorize the DepEd (Department
of Education) Vision statement using your phone to record yourself while reciting it. Please
follow the instructions below carefully:

1. Ensure that your phone is fully charged and ready to record. Make sure you have enough
storage space for the video recording.
2. Find a quiet and distraction-free place to sit for this task. It's important to minimize
interruptions.
3. You can find the DepEd Vision statement on the official Department of Education website
or any reliable source provided by your instructor. Write down the statement for reference.
4. Begin the video recording on your phone.
5. Look into the camera and clearly state your name and the date for verification purposes.
6. Start reciting the DepEd Vision statement from memory. Speak clearly and at a moderate
pace.
7. Make sure your entire face is visible in the video.
8. If you make a mistake, pause briefly and continue from where you left off.
9. The entire recitation should be in one continuous take without editing.
10. After completing the recitation, stop the video recording on your phone. Review the
recording to ensure it is clear and accurate.
11. Submit your recorded video by sending it via PM to your instructor’s messenger account on
or before September 16, 2023 at 5:00 pm, Philippine time.