The Salient Features of the K to 12

Curriculum
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.
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.
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 students 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 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.
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. Mother Tongue is used in instruction
and learning materials of other learning areas. The
learners retain their ethnic identity, culture, heritage
and values.
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 fully supported if all the areas of
specialization will be aided by technologies for teaching
and learning.
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
Specialized Subjects for the Academic, Sports, Arts
and Design, and Technical Vocational Livelihood
Tracks.
6. Nurturing the Holistically Developed Filipino (College
and Livelihood Readiness, 21st 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.
Step 1: Introducing the Technology for
Teaching and Learning 2 Course
The Technology for Teaching and Learning 2
Course h e lps y o u u s e t h e po w e r o f c o m pu t e r
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 by writing your answer
in the box provided:
How can technology be used most effectively in
the various fields of specialization to support and
assess student learning?
Step 2: Setting My Outcomes for this Course

It must be noted that course outcomes can be

achieved if clearly set. Therefore, there is a need to
ground this course with curricular and research-
based goals and objectives. Throughout this course,
you will be tasked to use various technological
resources and tools that can help you create your
plans and materials, improve your instruction, and
enhance your future students’ learning.
 Collaborate with your teacher and colleagues
and think about what you must do to be able to
make the most out of t h is c o u rs e . A n s w e r t h e
following questions:
1. How will I apply all the knowledge and skills
that I learned in TTL 2 in teaching my field of
specialization?
 2. 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?
 3. How will I ensure that my goals in this course
will be achieved?
 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:
* Undoubtedly, the most important person in the
curriculum implementation process is the teacher.
With their knowledge, experiences and
competencies, teachers are central support to any
curriculum development effort. Better teachers
support better learning because they 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 and
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).
Step 1: Considering my Role as Curriculum
Designer
With the points of reference provided about
curriculum and the teacher, participate in a face-to-
face discussion with the whole group about how your
field of specialization (Ex. Physical Education, English.
Filipino. Social Studies, Mathematics, Science and so on)
was designed. In the discussion, you are asked to
thoughtfully consider your role as a curriculum designer.
Go over the Curriculum Guide and discuss together the
essential features, focus, and the general content and
performance standards of your field of specialization or
major per 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 field specialization, share with the group some
technological resources and tools that can help you
deliver you 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. Share the result of your group discussion in the
class.

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.
____________________________________________
____________________________________________
____________________________________________
 ICT-Pedagogy Integration in
Language Learning Plans
STEP 1: 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-à-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. To
facilitate the group sharing, assign a facilitator, a
recorder, and a reporter.
•STEP 3: Reporting
•To allow everybody in the class to learn from 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
teaching-learning process.
•E n g a g i n g i n e d u c a t i o n a l t e c h n o l o g i e s i n
teaching are found 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

1. John Pisapia (1994)

Integrating technology in teaching means

the use of learning technologies to
introduce, reinforce, supplement and
extend skills.
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.
•I n t h e s a m e w a y , i f t h e t e a c h e r u s e s t h e
computer to reward children by allowing them
to play a game, the computer is not integrated.
• O n t h e o t h e r h a n d , in t e g ra t in g t e ch n o lo g y i n t o
curricula can mean different things: 1) 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.
•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.
•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 but what is learned.
•Qiyun Wang and Huay Lit Woo (2007)

•Integrating Information 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.
•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.
• UNESCO (2005)

• ICT integration is not merely mastering the hardware

and softwares skills. Teachers need to realize how to
organize the classroom to structure the learning tasks
so that the ICT resources become automatic and
natural response for the requirements for learning
environments in the same way as teachers use
markers and whiteboards in the classroom.
• Before you can successfully integrate ICTs in your
language instruction, there is a need to have 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:
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 multimillon 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. lt includes digital
cameras, computer games, CDs, DVDs, cell telephones,
telecommunication satellites, and fiber optics. It
includes computerized machinery and computerized
robots.
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.
UNESCO (2020)
• 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 technologies (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.)
Ratheeswari (2018)
•ICT influence every aspect of human life. They
play salient roles in workplaces, in business,
education, and entertainment.
• Moreover, many people recognize ICTs as catalyst for
change that include change in working conditions,
handling and exchanging information, teaching
methods, learning approaches, ascientific 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 Plans
Using ICT Integration Frameworks in
Language Education Learning Plans
•A. Conversational Framework of Laurillard (2002)
•B. The Three Fundamental Elements of ICT
Integration by Wang (2008)
•C. Categories for Information Communication
and Technology (ICT) in Teacher Training
Conversational Framework of
Laurillard (2002)
• The teaching-learning process poses very complex tasks
to allow learners to understand their lessons and master
the skills they are expected to demonstrate.
• Thus, it will be 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 a way of presenting teaching and
learning in terms of events.
• There are a lot of concepts provided by experts
relevant to integrating technology in instruction apart
from the above citations.
5 Key Teaching and Learning Events
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.
•Vis-a-vis the five events are specific teaching
strategies, learning actions or experiences,
related media form, examples of non-computer
based activity, and examples of computer-
based activity.
Examples of Computer-based and
Non-computer based activities
 The Three Fundamental Elements of
ICT Integration by Wang (2008)
•Wang in 2008 posited that integration
of ICT consists of three fundamental
elements.
•Pedagogy
•Social Interation
•Technology
 Interaction with
content

Pedagogy

Interaction with people

Social Interaction Technology

Figure 1: The ICT Integration Framework

•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
or 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 the language learners during the learning
processes.
•L a n g u a g e t e a c h e r s n e e d t o n o t e t h a t i n
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 diverse experiences and
backgrounds.
•S o c i a l i n t e r a c t i o n a c t i v i t i e s a s o n e o f t h e
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.
•W i t h t h e a d v e n t o f c o m p u t e r - m e d i a t e d
communication (CMC), planned social
interaction activities that aim to enhance
language learning become a more convenient
and flexible. Language learners may maximize
computers individually but they may also
collaboratively use them with other 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.
•T h e t h i r d e l e m e n t o f t h e f r a m e w o r k i s t h e
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 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 to happen.
Categories for Information Communication
and Technology (ICT) in Teacher Training
• 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-pegadogy integration training to
take place, 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.
 Core Techonology

ICT as core delivery

ICT as main content
technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content ICT as facilitating or

or methods networking technology

Complementary Techonology
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).
 KNOWLEDGE KNOWLEDGE KNOWLEDGE
ACQUISITION DEEPENING CREATION
Understanding ICT in Policy Policy Application Policy Innovation
Education Understanding
Curriculum and Basic Knowledge Knowledge Knowledge Society
Assessment Application Skils
Pedagogy ICT-enhanced Complex Problem- Self-management
Teaching Solving
Application of Application Infusion Transformation
Digital Skills
Organization and Standard Classroom Collaborative Learning
Administration Groups Organizations
Teacher Profesisonal Digital Literacy Networking Teacher as
Learning Innovator
• This framework, which is a part of a range of initiatives
by th UN and its specialized agencies including UNESCO,
aims to promote educational reform and sustainable
economic development anchored on the principles
and objectives of the Millennium Development Goals
(MDG), Education for All (EFA), the UN Literacy Decade
(UNLD), and the Decade of Education for Sustainable
Development (DESD)
•As shown by the framework, the teachers have
six aspects of work: understanding ICT in
education, curriculum and assessment
pedagogy, application of digital skills,
organization and administration, and teacher
professional learning.
•Across the six aspects of work are the three
approaches to teaching based on human
capacity development — knowledge acquisition,
knowledge deepening, and knowledge creation
•The framework also specifically aims to
equip teachers to be able to do their roles
achieving societal goals.
•build workforces that have information and
communications technology (ICT) 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 and
realize their potential;
• encourage all members of society irrespective of
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.
CHED
•The Commission on Higher Education (CHED)
through its Policies, Standards, and Guidelines
(PSGs) requires the integration of ICTs in
language teaching and learning. Hence, the ICT
Competency Framework for Teachers is very
useful to support the standards as they will serve
as a guide to assist the teachers to successfully
integrate ICT into the language classroom.
• Through the framework, the language teachers 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.