KIM DAVE B.

Instructor
RAFAEL
 Technology for Teaching & Learning 2 English/Filipino

OVERVIEW

TECHNOLOGY FOR TEACHING & LEARNING 2 is a three-unit course that focuses on

the application, design, production, utilization, and evaluation of Information and Communication
Technology for Teaching and Learning in the Secondary Language Education, Mathematics,
Science, Values Education, and Social Studies Programs. The major requirement of this course is
an ICT-Integrated and Project-based Learning Plan aligned to the K to 12 Curriculum. All the
learning activities and course requirements will revolve around the student-teacher developed
Learning Plan
At the end of the course, the students should be able to:
This book contains six modules with corresponding lessons in each.
1. Use ICT to develop 21st century skills: effective communication skills – viewing,
Module
listening,1:speaking,
Learning Plans
reading in and
the Context of the 21st Century
writing skills
2. Develop project/problem-based/inquiry-based
This module aims to allow the pre-service collaborative
or would-be plans and activities
teachers to revisit the
using technology
curriculum of their tools,
field of specialization through the curriculum guide provided by the
3. Department
Use open-ended tools to(DepEd).
of Education supportThis
the development
will allow themof tothe project-based
be familiar with the content and
performance standards required for every grading
collaborative activities in subject specific application, period in every grade level. This will
4. also allowlearning
Produce the students
resourcesto review
using existing
technologysamples
tools of learning subject
in various plans inareas,
their field of
5. specialization
Evaluate the from reliableand
relevance resources. The review
appropriateness ofwill
ICTfocus
toolsonandhow ICT was integrated
resources based on in
the learning plan to allow the learners to acquire the identified learning outcomes of
the learning context, and
learning objectives.
6. Use technology tools to collaborate and share resources among communities of
practice.
Module 2: Exploring Inquiry-Based and Project-Based Learning Plans

This aims to introduce the integration of Inquiry and or Project-Based Learning

(PBL) in planning a unit for a specific course. Using the inputs taken from reviewing the
DepEd Curriculum Guide of their field of specialization, the would-be teachers will identify
which unit can be best taught using Inquiry-Based and or PBL.

Module 3: Using Open-Ended Tools in Facilitating Learning

This module aims to let the pre-service teachers plan for lessons that can be best
presented using open-ended tools. The students will be tasked to explore available open-
ended tools according to their discipline and plan to help their future students to
demonstrate the intended learning outcomes aligned to identified contents and
performance standards.

Module 4: Creating Student Sample Projects

This module will allow the students to create student sample projects as digital
authors, create scaffolding materials to support learning, create presentations for project-
based outputs, develop assessment tools for the created projects and materials after the
students have accomplished their ICT-based unit plans.

Module 5: Developing ICT-based Instructional Materials

This module aims to facilitate activities that will enhance the technological,
pedagogical, content, and knowledge (TPACK) of the students in teaching their fields of
discipline. Their TPACK is expected to be translated to appropriate instructional materials
Module 6: Showcasing the ICT-Pedagogy Integrated Learning Plan Portfolio
for their unit plans applying the principles of universal design for learning (UDL).
In this module, the students will be required to showcase their portfolio containing
the Unit Plan and all the materials developed for the unit. Triangulated evaluation will be
observed in the evaluation of the content and presentation of the portfolio.

OBJECTIVES
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 Technology for Teaching & Learning 2 English/Filipino

MODULE 1
Learning Plans in the Context of the 21st
Century
LEARNING OUTCOMES

At the end of the Module, the students should have:

 Discussed the role of technology for teaching and learning in the light of the K to 12
Curriculum Framework;
 Reviewed the K to 12 Curriculum Guide focusing on the development of 21st Century skills;
 Reviewed learning plans from various sources that integrated ICTs in the teaching learning
process;
 Planned activities integrating ICTs that would facilitate the development of 21st Century
skills required in the curriculum guide; and
 Brainstormed about digital citizenship and related this to the development of 21 st Century
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skills among learners.
 Technology for Teaching & Learning 2 English/Filipino

The development of these skills can be done with the aid of technologies for teaching and
learning which is the focus of this course. This course aims to present activities that will prepare
pre-service teachers to integrate ICTs in 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 or computer technologies as teaching tools for greater learning.

Lesson 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.

EXCITE
Step 1: Knowing Each Other
At this time, introduce yourself and meet other classmates by choosing any kind of educational
technology to represent your personality and profile. The information you will get from your classmates
from the activity will be valuable information for you to use as you complete this module and the
succeeding modules.
Introduce yourself to the group using a specific technology that was introduced in TTL 1 or that
you have been using to represent you. Explain why you selected that technology.
Step 2: Recalling Technology for Teaching and Learning Lessons
In a group with 4-5 members, share the learning outcomes you were able to demonstrate well in
TTL 1. Reflect and share why these learning outcomes were demonstrated well in the class. Moreover,
identify the intended learning outcomes in terms of knowledge and skills in TTL 1 that you were not

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 Technology for Teaching & Learning 2 English/Filipino
able to demonstrate in the class. Discuss how you can help yourself as a class. Demonstrate these to
ensure that you can cope with the requirements of Technology for Teaching and Learning 2.
Step 3: Reflecting on Technology-based Learning Experiences
Recall how your teachers in your field of specialization used information and communication
technologies to help you understand some concepts in your lessons.
Identify the specific lesson and learning objectives of your teacher were you able to understand
the lesson and demonstrate the learning objectives with the teacher's integration of ICT? Why?
If you are to enhance the ICT used by your teacher, how will you do it? Will you use the same
ICT or will you modify how it was integrated?

EXPLORE
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.

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 Technology for Teaching & Learning 2 English/Filipino
 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.

EXPERIENCE

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 Technology for Teaching & Learning 2 English/Filipino
Step 1: Introducing the Technology for Teaching and Learning 2 Course
The Technology for Teaching and Learning 2 Course helps you use the power of computer
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 this course. Answer the 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?

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 Technology for Teaching & Learning 2 English/Filipino

3. How will I ensure that my goals in this course will be achieved?

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 Tor 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).

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 Technology for Teaching & Learning 2 English/Filipino
Step 1: Considering my Role as Curriculum Designer
With the points of reference provided about curriculum and the teacher, participate in a lace-10-
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 your field of 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 21 Century skills. Share the results 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 21 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.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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