LESSON2: ICT-PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS

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 the
teaching-learning process. Engaging educational technologies in 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 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.

6. 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) (ICT)

It 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.) UNESCO defines it also as a scientific, technological,
and engineering discipline and management technique used. ICT also refers 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 (5) key teaching and learning events in
the framework which are 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.
 The Laurillard's Conversational 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. The usefulness of LCF in language education was
analyzed in a study that was conducted by Abeer Aidh Alshwiah in 2016. The study
investigated and evaluated the effectiveness of LCF in developing the writing
component of foreign language learners' (FLLs') communicative competence in
blended learning (BL) context, as compared to a face-to-face (F2F) context. The FLLS
in the study comprised three intact classes from a foundation course at a Saudi
university. The three skills addressed consisted of the use of the past tense to describe
past events and form wb-questions, as part of grammatical competence, and writing a
letter of complaint, as part of sociolinguistic competence.

To evaluate the effectiveness of LCF, a mixed-methods approach was used.

The quasi-experimental design was applied by measuring learners' development in the
three aforementioned skills. The corresponding test results were then compared with
those of a control group. Moreover, the benefits of LCF were examined by gathering the
learners' perceptions of the intervention and analyzing their engagement with the
teacher, peers, tasks and language.

The study revealed that LCF was more effective in the BL than in the F2F
context, in terms of developing the learners' skill in forming wh- questions. However,
both contexts almost equally developed the learners' skills in using the past tense and
writing a letter of complaint. Moreover, interviews with volunteers from the two
experimental groups, observing their engagement, and analyzing their conversations,
revealed positive perceptions amongst learners with an intermediate level of English
language proficiency. On the other hand, two different factors affected their perceptions
of the intervention: language proficiency and the willingness of peers to collaborate,
Another factor affecting perceptions of BL was lack of familiarity with the technology
applied. It is therefore recommended that this barrier be overcome and the use of BL,
given its effectiveness for the development of more writing skills be encouraged.

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

Wang in 2008 posited that integration of ICT consists of three fundamental elements.
These are pedagogy, social interaction, and technology. These elements are
diagrammatically represented by Wang in Figure 1
 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 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 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. 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 ease 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.
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 Competence Framework for Teachers (UNESCO,
2018).
 This framework, which is 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 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 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.