Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales

COLLEGE OF TEACHER EDUCATION

At the end TECHNOLOGY

of the FOR TEACHING AND LEARNING 2
Module, the students LANGUAGE EDUCATION
should have:
MODULE 1: Learning Plans in the Context of the 21st Century
1. discussed the
role of
technology for Introduction
teaching and
learning in the The basic education curriculum of the country was
light of the K to enhanced with the implementation of the K to 12
12 Curriculum Curriculum. The K to 12 Program covers Kindergarten
Framework, and 12 years of basic education (six years of elementary
2. reviewed the K to education, four years of Junior High School, and two
12 Curriculum years of Senior High School [SHS]) to provide sufficient
Guide focusing time for mastery of concepts and skills, develop lifelong
on the learners, and prepare graduates for tertiary education,
development of middle-level skills development, employment, and
21 Century entrepreneurship.
skills;
3. reviewed The implementation of the K to 12 Curriculum is
learning plans expected to contribute to the country's development in
from various various forms. It is believed to be necessary to improve
sources that the quality of our education which is critical to our
integrated ICTs progress as a nation.
in the teaching
learning process, One of the features of the K to 12 curriculum is the
4. planned requirement to equip every graduate with the following
activities skills:
integrating ICTs
that would  information, media and technology skills;
facilitate the  learning and innovation skills;
development of  effective communication skills; and
21 Century skills
required in the  life and career skills.
curriculum
guide; and The development of these skills can be done with the
5. brainstormed aid of technologies for teaching and learning which is the
about digital focus of this course. This course aims to present activities
citizenship and that will prepare pre-service teachers to integrate ICTs in
related this to
the development
of 21 Century
skills among
learners.
the teaching-learning processes in the various fields of specialization. It aims to help
pre-service and in-service teachers to expand the boundaries of their creativity and
that of their students beyond the four walls of the classrooms. It aims to enable
teachers to discover the power of computer technologies as teaching tools for greater
learning.

LESSON 1: The K to 12 Curriculum Framework

Lesson Outcomes:
Explore
At the end of the
lesson, the learner The implementation of the K to 12 Curriculum of
should be able to: the Department of Education paved the way for the
enhancement of the Teacher Education Curriculum of the
 discuss the Commission on Higher Education (CHED). The salient
salient features features of the K to 12 Curriculum have been thoroughly
of the k to 12 considered to ensure that all the courses in the teacher
Curriculum education program will meet the demands of the 21"
requiring ICT- century classrooms. One of the considerations is the need
pedagogy to implement the following salient features of the
integration curriculum through integrating technologies for teaching
skills. and learning. The use of technologies is done in the
 analyze the different levels of learning and in teaching the various
learning fields of specialization.
competencies of
every year level 1. Strengthening Early Childhood Education (Universal
according to the Kindergarten)
field of
specialization of With the Universal Kindergarten program of the
the pre-service Department, every Filipino child is expected to have
teachers. access to early childhood education. This access can be
facilitated using technological tools that are readily
 review some
available to the school for teachers' use.
units in the
curriculum guide
The use of technology in Kindergarten by various
with focus on the
schools is very evident in teaching the kindergarten pupils
development of
the alphabet, numbers, shapes, and colors through
21st Century
games, songs, and dances in their Mother Tongue.
skills.

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 have 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 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.

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. 21 Century
learners are expected to be demonstrating 21" Century competencies such as
collaboration, digital literacy, critical thinking, and problem solving 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 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 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"
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.

Exchange

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 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).

LESSON 2: ICT-Pedagogy Integration in Language Plans

Learning Outcomes:
At the end of the lesson, the learner should be able to:
  discuss essential points to consider when integrating any ICT in facilitating
language education:
 present learning plans that integrate ICT in the learning procedures to be able
to attain the learning outcomes; and
 plan for some activities that will help develop digital citizenship and relate this
to the development of 21st Century skills among learners.

Explore
Teaching has always been a challenging profession since knowledge with been
expanding and essential skills have been increasing and changing. With these
challenges, teachers need to engage educational technologies to assist them in the
teaching-learning process, Engaging educational technologies i teaching are founded
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

Various educators and researchers provided the following concepts and
principles about integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend skills. For 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. In the same way, if the
teacher uses the computer to reward children by allowing them to play a game, the
computer is not integrated.
On the other hand, integrating technology into 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.
2. 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.
3. 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.
4. 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.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning han 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,
1. UNESCO (2005)
ICT integration is not merely mastering the hardware and software skills. Teachers
need to realize how to organize the classroom to structure the learning tasks so that
ICT resources become automatic and natural response to the requirements for
learning environments in the same way as teachers use markers and whiteboards in
the classroom.

Information and Communication Technology (ICT)

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:
1. 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 multimillion 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 It includes digital cameras, computer games, CDs,
DVDs, cell telephones, telecommunication satellites, and fiber optics. It includes
computerized machinery and computerized robots.
2. 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.
3. UNESCO (2020)
It (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, video/video-conferencing, etc.)
UNESCO defines it also as a scientific, technological, and engineering discipline
and management technique used. ICT also meters to handling information, its
application, and association with social, economic, and cultural matters.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence every aspect of human
life. They play salient roles in workplaces, in business, education, and entertainment.
Moreover, many people recognize ICTs as catalysts for change that include change in
working conditions, handling and exchanging information, teaching methods, learning
approaches, scientific 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

There are a lot of concepts provided by experts relevant to integrating
technology in instruction apart from the above citations. These concepts are very
helpful to clarify lingering issues on how technologies are properly integrated in the
teaching-learning process. It must be noted that there are possible instances when
technologies are used in the classroom but the way these are used does not promote
learning and does not help facilitate the attainment of the intended learning outcomes
set for a class. There is a need, therefore, to enlighten you on the principles on how
educational technologies contribute to the facilitation of the teaching-learning process.
For this purpose, the following framework may serve as a guide in integrating ICTs in
developing learning plans or lesson plans in the different subjects particularly in
developing learning plans or lesson plans in language education.

A. 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. These are five key teaching and
learning events in the framework which identified as:
a. Acquisition
b. Discovery
c. Dialogue
d. Practice: and
e. Creation
Vis-à-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.

Teaching Teaching Learning Related Examples of Examples of

and Action or Action or Media Form Non- Computer-
Learning Strategy Experience Computer- based
Events based Activity
Activity
Acquisition Show, Attending, Narrative: TV, video, film, Lecture notes,
Demonstrate Apprehending Linear lectures, online,
Describe, Listening Presentational books, other streaming
Explain Usually same print videos of
“text” acquired publications lectures, DVD,
simultaneously multimedia
by many people including
digital video,
audio clips,
and
animations
Discovery Create or set Investigating, Interactive: Libraries, CD based,
up or find out Exploring, Non-linear Galleries, DVD, or Web
or guide Browsing, Presentational, museums resources
through Searching Searchable, including
discovery filterable etc, hypertext,
spaces and but no feedback enhanced
resources hypermedia,
multimedia
resources. Also
information
gateways.
Dialogue Set up, Discussing, Communicative Seminar, Email,
Frame, Collaborating, : Tutorials, discussion,
Moderate, Reflecting, Conversation conferences forums, blogs
Lead, Arguing, with other
Facilitate Analyzing, students,
discussions Sharing lecturer or self
Practice Model Experimenting Adaptive: Laboratory, Drill and
, Feedback, Field trip practice,
Practicing Learner control Simulation, tutorial
Role play programmes,
simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Essay, Simple
 Experimenting Learner control Object, existing tools,
, Animation, as well as
Making, model especially
Synthesizing created
programmable
software
Teaching and Learning Events and Associated Media Forms

The Laurillard’s Coversational Framework (LCF) is relevant in the field of language education
since this field requires appropriate and complex use of various technologies. The Framework clearly
presents the way teaching events in language classrooms can be thoroughly related to their language
learning events. Language teachers need to systematically match their teaching styles to the learning
needs of their students. By this, the integration of ICT and pedagogy will be done in a comprehensive and
meaningful way.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consist of three fundamental elements known as:

 Pedagogy
 Social Interaction and
 Technology Interaction
with content

Pedagogy

Interaction
with the people

Social
Interaction
The ICT Integration Technology
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 of 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 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 their language
learners during the learning processes. Language teachers need to note that in developing
learning plans that embed the pedagogical design, it is crucial to look into a 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. The learning plans should
also involve the appropriate use of learning resources and activities that support learners’
learning and allow teachers to facilitate learning.

Social interaction activities as one of the 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. With the advent of computer-mediated communication (CMC),
planned social interaction activities that aim to enhance language learning becomes 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.

The third element of the framework is the 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 case
of learning in the interface design is essential. It needs to motivate the learners to fully
participate.

In the 21 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.

C. Categories for Information Communication and Technology (ICT) in Teacher Training

There is a lot of researches that will prove that the integration of ICTS can fully transform
classroom instruction. 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, it 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. This is presented in this framework.

Core Technology
 ICT as core delivery
ICT as main content focus
technology

Learning How to Use Learning VIA ICT

ICT

ICT as part of content or ICT as facilitating or

methods networking technology

Complementary Technology

D. 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
Competences Framework for Teachers (UNESCO, 2018).

ICT Competency Framework for Teachers

This framework, which is a part of a range of initiatives by the 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 and (MDG), Education for All (EFA), the
UN Literacy Decade (UND), 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 the
following 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 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.

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.