Unit 1.

Using ICT in Developing

st
21 Century Skills/ICT in the 21st
Century Skills
1.1. The K to 12
Curriculum
Framework
WHAT IS K TO 12 PROGRAM?
The K to 12 Program covers Kindergarten and 12 years of basic education to
provide:

1. sufficient time for mastery of concepts and skills

2. develop lifelong learner
3. prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.

Source: Official Gazette of the Republic of the Philippines. (n.d.). What is K to 12 program? https://www.officialgazette.gov.ph/k-12/
WHAT IS K TO 12 PROGRAM?
The K to 12 Program was signed into law by President Benigno Aquino III
on May 2013.

According to Senator Loren Legarda, co-author of RA 10533, the law will

make Filipino students globally competitive and alleviate the problem of
poor families and of students who opt out of the university system after
graduation.
Source: Official Gazette of the Republic of the Philippines. (n.d.). What is K to 12 program? https://www.officialgazette.gov.ph/k-12/
Salient Features

Source: Official Gazette of the Republic of the Philippines. (n.d.). What is K to 12 program? https://www.officialgazette.gov.ph/k-12/
Salient Features

Source: Official Gazette of the Republic of the Philippines. (n.d.). What is K to 12 program? https://www.officialgazette.gov.ph/k-12/
Source: Official Gazette of the Republic of the Philippines. (n.d.). What is K to 12 program? https://www.officialgazette.gov.ph/k-12/
 Twelve (12) MT languages that have been introduced for SY 2012-2013:

1. Bahasa Sug 7. Kapampangan

2. Bikol 8. Maguindanaoan
3. Cebuano 9. Meranao
4. Chabacano 10. Pangasinense
5. Hiligaynon 11. Tagalog
6. Iloko 12. Waray

Source: Official Gazette of the Republic of the Philippines. (n.d.). What is K to 12 program? https://www.officialgazette.gov.ph/k-12/
Core Curriculum: Tracks:

1. Languages 1. Academic
2. Literature a. Business, Accountancy, Management
3. Communication b. Humanities, Education, Social Sciences
4. Mathematics c. Science, Technology, Engineering,
5. Philosophy Mathematics
6. Natural Sciences 2. Technical-Vocational-Livelihood
7. Social Sciences 3. Sports and Arts
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

Every graduate will be equipped with:

1.Information, media and technology skills,

2.Learning and innovation skills,
3.Effective communication skills, and
4.Life and career skills
1.1. The K to 12 Curriculum Framework
The K to 12 Curriculum aims for the development of:

✓ scientifically, technologically, and

environmentally literate and productive
members of society
✓ critical problem solvers
✓ responsible stewards of nature
1.1. The K to 12 Curriculum Framework
The K to 12 Curriculum aims for the development of:

✓ innovative and creative citizens

✓ informed decision makers
✓ effective communicators
1.1. The K to 12 Curriculum Framework
This curriculum is designed around the three domains of
learning science:

1. understanding and applying scientific

knowledge

2. performing scientific processes and skills, and

3. developing and demonstrating scientific

attitudes and values
1.1. The K to 12 Curriculum Framework
The acquisition of these domains is facilitated using the
following approaches:

1. Multi/interdisciplinary approach
2. Science-technology-society approach
3. Contextual learning
4. Problem/issue-based learning
5. Inquiry-based approach
DepEd (August 2016). K to 12 Science Curriculum Guide p3. https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
1.1. The K to 12 Curriculum Framework
A. Multi/interdisciplinary approach - teaching across
disciplines
B. Science-technology-society approach
- students learn science in the context of real
experience
- students learn through phenomena which is an
implication of science and technology
1.1. The K to 12 Curriculum Framework

C. Contextual learning
➢ making learning meaningful to students by
connecting to the real world
➢ draws upon students’ diverse skills,
interests, experiences, and cultures
1.1. The K to 12 Curriculum Framework
D. Problem-based learning
➢ answers the question “Why are we learning
this?”
➢ students learn about a subject by working in
groups to solve an open-ended problem
➢ problem drives the motivation and the
learning
Problem-based learning: a beginner’s view [Photo]. Retrieved from https://news.uthm.edu.my/en/2021/07/problem-based-
learning-a-beginners-view/
1.1. The K to 12 Curriculum Framework
E. Inquiry-based approach
➢ facilitators must create an environment rich
with experiences that allow learners to act on
their curiosity
➢ experiences that will stimulate students’
thinking and provoke questions
➢ “how to think” over “what to think”
1.1. The K to 12 Curriculum Framework
The approaches are based on sound educational pedagogy:

1. Constructivism
2. Social cognition learning model
3. Brain-based learning
1.1. The K to 12 Curriculum Framework
A. Constructivism
➢ All knowledge is based on prior knowledge
➢ Students put together pieces of their prior
knowledge in their own unique way
1.1. The K to 12 Curriculum Framework
B. Social cognition learning model
➢ People can learn by observing others
➢ Learners can acquire new behaviors and
knowledge by simply observing a model
1.1. The K to 12 Curriculum Framework
C. Brain-based learning
➢ As long as the brain is not compromised,
learning will occur
➢ The focus is on reducing stress, effectively
delivering material, increasing students’
movement, and building opportunities to
practice
1.2 21 Century
st

Skills
What is 21st century skills?

The term “21st – century skills” is generally used to refer to certain

core competencies such as collaboration, digital literacy, critical
thinking, and problem-solving that advocates believe schools need
to teach to help students thrive in today’s world.
21st Century Skill Categories
1. Learning Skills (the Four C’s) – Teaches students about the
mental processes required to adapt and improve upon a modern
work environment
The 4 C’s of 21st Century Learning Skills are:

Critical Thinking – ability to think of solutions to problems or to assess

a situation keenly

Creativity – ability to deviate from the common path, leading to

innovation

Collaboration – ability to work harmoniously with others, may involve

compromises to get the best possible result

Communication – an individual’s ability to communicate properly,

surpassing the barriers that may exist between
him/her and the receiver
2. Literacy skills (IMT) – Focuses on how students can discern
facts, publishing outlets, and the technology behind them.
The three 21st Century literacy skills are:
✓Information literacy: Understanding facts, figures,
statistics, and data

✓Media literacy: Understanding the methods and outlets in

which information is published while distinguishing
between the ones that are credible and the ones that aren’t

✓Technology literacy: Understanding the machines that

make the information Age possible
3. Life skills (FLIPS) – It takes a look at intangible elements
of a student’s everyday life. These skills focus on both
personal and professional qualities.
The five 21st Century life skills are:
1. Flexibility – an individual’s ability to improvise or to handle
anything that is thrown at him/her

2. Leadership – ability to lead a group to accomplish a goal

3. Initiative – ability to start working and to accomplish a goal

without waiting to be told to do so
The five 21st Century life skills are:
4. Productivity – ability to spend time efficiently and doing as
many works as possible in a short period of time

5. Social skills – ability to interact with other people for mutual

benefit
1.3 Learning Activities
to Develop 21st
Century Skills
1.3 Learning Activities to Develop 21st Century
Skills

Learning activities
✓ Are activities designed or deployed by the teachers to bring
about or create the conditions for learning.

✓ Are task for students to develop their knowledge,

understanding and skills specified in the content and learning
goals
1.3 Learning Activities to Develop 21st Century
Skills

WHY develop 21st CENTURY SKILLS?

Activities that develop Learning skills

COMMUNICATION:
Design activities that challenges students’ communication
skills
• Reporting
• Recitation
• Exhibition
Activities that develop Learning skills

CREATIVITY:
Provide open-ended design challenges to encourage
creativity, innovative thinking, and problem-solving

• Model of a cell
• Mitosis and meiosis model
• Food web model
Activities that develop
Learning skills

CRITICAL THINKING:
Present students with real- world
scenarios and ask them to identify
possible issues or problems which
involves logically assessing
information to make informed
decisions
Activities that develop Learning skills

COLLABORATION:
Involves multiple people working together to achieve a common goal

• Role play
• Laboratory Activity
• Group research
Activities that develop Literacy skills

INFORMATION LITERACY:
Design activities that challenge students to distinguish facts from
fiction

• Review paper
Activities that develop Literacy skills

MEDIA LITERACY:
Design activities that challenge students to distinguish
reliable sources from nonreliable ones

Example:
• Determining the credibility of different media that
writes about recent Science discoveries
• Review paper
Activities that develop Literacy skills

TECHNOLOGY LITERACY:
Design activities that challenge students’ skills to manipulate
technological tools

• Reporting Science topics through PPT presentation and

using simulation to explain concepts
Activities that develop Life skills

FLEXIBILITY:
Design activities that challenge students’ ability to adapt to change

• Improvising during laboratory activities

Activities that develop Life skills

SOCIAL SKILL:
Design activities that challenge students’ ability to interact with other
people especially to those who came from a different background

• Outdoor exploration
• Tree planting/ Coastal clean- up
Activities that develop Life skills

PRODUCTIVITY:
Design activities that challenge students’ ability to prioritize, plan and
manage their work and time
Activities that develop Life skills

LEADERSHIP:
Design activities that challenge students’ ability to lead a group to
achieve a common goal

• Group activities
Activities that develop Life skills

INITIATIVE:
Design activities that challenge students’ ability to create plans, on his
own, and execute strategies to achieve the goal

• Research paper
1.4 Promoting Digital
Citizenship
1.4 Promoting Digital Citizenship

Who are Digital Citizens?

✓People who develops skills , knowledge and information on

technology to use the internet and digital technologies in an
efficient ,regular and correct manner.
WHAT
is…..
1.4 Promoting Digital Citizenship
Digital Citizenship

✓fluency in the use and security of interactive digital tools and

searchable networks.
✓includes the ability to use digital tools safely and effectively for
learning, collaborating and producing
✓important skill for a learner to protect them from harmful
content, cyber bullying, privacy risks, scams, viruses and more.

In short, Digital Citizenship is using the internet and technology

responsibly.
1.4 Promoting Digital Citizenship
Pillars of Digital Citizenship

Respect - Information related to how we engage and exist online.

It talks about how we behave online and respect others in digital
platform.

Educate - Information related to how well we knew things online.

Protect – Information related to being accountable online.

According to The International Society for Technology in
Education (ISTE), there are nine Elements of Digital
Citizenship. These are the following :

1. Digital Access 6. Digital Law

2. Digital Etiquette 7. Digital
3. Digital Commerce Communication
4. Digital Rights and Responsibilities 8. Digital Health and
5. Digital Literacy Wellness
9. Digital Security
 1.5 Selection of
Competencies Requiring
ICT Integration
1.5 Selection of Competencies Requiring ICT
Integration

According to Mishra and Koehler (2006) technological,

pedagogical, and content knowledge is essential for
teachers to the successful integration of ICT in
education.
1.5 Selection of Competencies Requiring ICT
Integration

Authors such as Potter and Darbyshire (2005) and UNESCO

(2004) are of the view that ICT competencies are concerned
with the ability to:
1. Know when to apply or develop a particular skill in using an ICT
resource
2. Be aware of the reasons for using ICT and its effect on both
users and context, and
3. Have a critical and confident attitude to learning with the
technology
1.5 Selection of Competencies Requiring ICT
Integration

Technological ICT Competencies – related to teachers’

knowledge and technical training on using and maintaining ICT
equipment and software. These competencies involve the skills
to operate modern technologies such as computers, the
Internet, etc.
1.5 Selection of Competencies Requiring ICT
Integration

Pedagogical ICT Competencies: Teachers’ instructional

practices and knowledge of the curriculum that requires them to
develop applications within their disciplines that make effective
use of ICT
1.5 Selection of Competencies Requiring ICT
Integration

Pedagogical ICT Competencies:

✓Supports and extends student learning, classroom management,

lesson-plan development and implementation, and student
evaluation

✓Includes knowledge about methods to be used in the classroom;

the nature of the target audience; and strategies for evaluating
student understanding.
1.5 Selection of Competencies Requiring ICT
Integration

Didactical ICT Competencies: related to the subject knowledge

of the teacher, including
a. Knowledge of central facts
b. Concepts
c. Theories
d. Procedures within a given field
1.5 Selection of Competencies Requiring ICT
Integration

e. Procedures within a given field

f. knowledge of explanatory frameworks that organize and

connect ideas, and

g. knowledge of the rules of evidence and proof

h. nature of knowledge and inquiry in different fields.

1.5 Selection of Competencies Requiring ICT
Integration

Social ICT Competencies: related to the teachers’ understanding

of social and ethical issues surrounding ICT and apply that
understanding in their practice
1.6 Revisiting Science
Learning Plan:
Integration of 21st
Century Skills
CONTENTS OF THIS TEMPLATE

CRITICAL THINKING
INFORMATION LITERACY
 CRITICAL THINKING
INFORMATION LITERACY
 AGENDA

01 PROJECT SCHEDULE 02 PROJECT TIMELINE

You can describe the topic of You can describe the topic of
the section here the section here

CRITICAL THINKING
INFORMATION LITERACY
MEETING OBJECTIVES

SATURN JUPITER MARS

Jupiter is the biggest
Saturn is a gas giant Despite being red, Mars
planet in the Solar
and has several rings is actually a cold planet
System

INFORMATION LITERACY
THE SLIDE TITLE GOES HERE!

COMMUNICATION
COLLABORATION
ABOUT THE PROJECT

COMMUNICATION
INFORMATION LITERACY
TECHNOLOGY LITERACY
COLLABORATION
SOCIAL SKILLS
 150,000
Big numbers catch your audience’s attention

COMMUNICATION
COLLABORATION
PROJECT TIMELINE

03 04

PHASE 03 PHASE 04

CREATIVITY
COMMUNICATION
 CRITICAL THINKING
INFORMATION LITERACY
 COMMUNICATION
CRITICAL THINKING
 COLLABORATION
COMMUNICATION
CREATIVITY
TECHNOLOGY LITERACY
 CRITICAL THINKING
INFORMATION LITERACY
CREATIVITY
PRODUCTIVITY
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