Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF.ED.9A-2NDSEM-2020-2021

College: Teacher Education

Campus: Bayombong

NAME XYRA G. BALLESTEROS

DEGREE BPED COURSE Prof. Ed. 9A
PROGRAM NO.
SPECIALIZATION COURSE The Teacher and the School Curriculum
TITLE
YEAR LEVEL III TIME 3HRS WK 7- IM 5
FRAME NO. 10 NO.

I. UNIT TITLE/CHAPTER TITLE: Designing the Curriculum

II. LESSON TITLE: The Role of Technology in Delivering The Curriculum

III. LESSON OVERVIEW

As a teacher, this is one of the major roles that you do in the school. Many of the curricula
that you use may have been recommended and written down. Your task is to implement such.
Daily your plan should be ready for implementation. The success of learning depends on your
implementation effort.
There is a miniscule curriculum like your lesson plan, or a big one like the K to 12
curriculum. You will be both an implement or and a manager of these curricula. You will put
action to what has been planned and designed. It is you, a teacher, who will add more meaning
to the various activities in the classroom. This is what we call teaching styles. You have to make
the day of the learners interesting, engaging and unforgettable. No curriculum should stop at
planning or designing phase. It has to be implemented.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students are expected to:

1. Discussed role of technology in curriculum application
2. Enhanced the application of outcomes-based learning with technology both as an aid
and platform of learning

V. LESSON CONTENT

Instructional media may also be referred to as media technology or learning

technology. Technology plys a crucial role in delivering instruction to learners.

Technology offers various tools of learning and these range from non-projected and
projected media from which the teacher can choose, depending on what he sees fit with the
intended instructional setting. For example, will a chalkboard presentation be sufficient in
illustrating a mathematical procedure; will a video clip be needed for motivating learners?

Types of instructional media technology

Non-projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Fieldtrips Slides
Kits Filmstrips
Printed materials a9books, worksheets) Films
Visuals (drawings, photographs, graphs, charts, Video, VCD, DVD
posters Computer/multimedia
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF.ED.9A-2NDSEM-2020-2021

Visual boards (Chalkboard, whiteboard, flannel presentations

board, etc.)
Audio materials

Factors for Technology Selection

In deciding on which technology to use from a wide range of media available, the factors on
which to base selection are:

1. Practicality – Is the equipment (hardware) or already prepared lesson material

(software) available? If not, what would be the cost in acquiring the equipment or
producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners - Is the medium suitable to the learners'
ability to comprehend? Will the medium be a source of plain amusement or
entertainment, but not learning?
3. Activity /suitability - Will the chosen media fit the set instructional event, resulting in
either information, motivation, or psychomotor display?
4. Objective-matching Overall, does the medium help in achieving the learning
objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields

of commerce, science and education, is fast developing such that it is difficult to
foresee the technological revolution in the millennium, inclusive of educational
changes. For certain, however, technological changes in education will make its
impact on the delivery of more effective, efficient and humanizing teaching-and-
learning.
But presently, we can identify three current trends that could carry on to the
nature of education in the future. The first trend is the paradigm shift from teacher-
centered to student-centered approach to
learning. The second is the broadening realization that education is not simply a delivery of
facts and information, but an educative process of cultivating the cognitive, affective,
psychomotor, and much more the contemplative intelligence of the learners of a new age.
But the third and possibly the more explosive trend is the increase in the use of new
information and communication, technology or ICT.
Already at the turn of the past century, ICT in its various forms and
manifestations has made its increasing influence on education, and it is expected
that the trend will speed up even more rapidly. Propelling
this brisk development is the spread of the use of the computer, and the availability of
desktop micro-computers affordable not only to cottage industries, businesses, and homes
but also to schools.
For now, the primary roles of educational technology in delivering the school
curriculum's instructional program have been identified:

 Upgrading the quality of teaching-and-learning in schools

 Increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses

 Broadening the delivery of education outside schools through non-traditional

approaches to formal and informal learning, such as Open Universities and lifelong
learning to adult learners

 Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF.ED.9A-2NDSEM-2020-2021

These primary roles are based on the framework of Technology Driven Teaching and
Learning called TPACK ( (1) Technological Knowledge, (2) Pedagogical Knowledge and (3)
Content Knowledge). TPACK shows that there is a direct interconnectedness of the three
components, thus in teaching-learning process, a teacher should always ask and find the
correct answer to the following questions for every lesson.

1. What shall I teach? (Content knowledge).

2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use in how the teach the content

(Technological knowledge) Below is the diagram of the TPACK as a Framework in

the Teaching and Learning. Detailed explanation and discussion 15 covered in the
course Technology for Teaching and Learning I.

Figure 1 – TPACK Framework (Koehler, 2006)

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less effective
ways to learn: hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals
for a wide range of materials (visual boards, charts, overhead transparencies, slides,
computer-generate presentations), there are basic principles of basic design.

Assess a visual material or presentation (a transparency or slide) using the following

criteria:

• Visual elements (pictures, illustrations, graphics):

1. Lettering style or font-consistency and harmony

2. Number of lettering style-no more than 2 in a static display (chart, bulletin board)
3. Use of capitals-short titles or headlines should be no more than 6 words
4. Lettering colors-easy to see and read. Use of contrast is good for emphasis
5. Lettering size-good visibility even for students at the back of the classroom
6. Spacing between letters-equal and even spacing
7. Spacing between lines-not too close as to blur at a distance
8. Number of lines-No more than 8 lines of text in each transparency/slide
9. Appeal- unusual/catchy, two-dimensional, interactive (use of overlays or movable
flaps)
10. Use of directionals- devices (arrows, bold letters, bullets, contrasting color and size,
special placement of an item.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF.ED.9A-2NDSEM-2020-2021

VI. LEARNING ACTIVITIES

1. Analyze the group Lesson Plan that you made in the Learning Activity in your last
module using the illustration of the TPACK Framework and provide answer to the
four major questions below:

Key Question Answer TPACK Framework

1. What was/were Content Knowledge
content/s of your
lesson? What was
your lesson about?
What was the subject
matter of the lesson?
2. How did you intend to Pedagogical Knowledge
teach the content or
subject matter? What
strategy did you use?
3. What technology in Technological
teaching-learning was Knowledge
needed? What audio-
visual, electronic
devices were needed
to teach the content?
4. Will learning
outcomes be
achieved in the CK,
PK, and TK relate to
one another? Explain.

VII. ASSIGNMENT
1. Assess the given PowerPoint Slides Presentation and using the criteria below,
check YES if it complies with the criteria or make X if it is does not comply with
the criteria

Criteria Yes (/) No (x)

1. Lettering style or font
(consistent and with
harmony)
2. Number of lettering
style (not more than 2 in
a slide)
3. Use of Capitals (Titles
or Headings, not more
than 6 words)
4. Lettering colors-easy to
read. Use of contrast for
emphasis
5. Letter size- can be read
even at the back of the
classroom.
6. Spacing between letter-
equal and even.
7. Spacing between lines-
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 4 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF.ED.9A-2NDSEM-2020-2021

not too close as to blur

at a distance
8. Number of lines- not
more than 8 lines of the
text in each
slide
9. Appeal - catchy two
dimensional interactive,
with animation.
10. Use of designs,
illustrations, contrasting
colors, animation

VIII. EVALUATION

IX. REFERENCES

1. Bilbao, Purita P., et.al. 2020. The Teacher and the School Curriculum. Lorimar
Publishing, Inc.
2. Alistair, R. (2000) Curriculum: Construction and Critique, London: Palmer Press

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 5 of 5