WRITTEN REPORT ON EL 117 – TECHNOLOGY IN LANGUAGE EDUCATION 2

K to 12 Curriculum Framework
And
The ICT Pedagogy Integration in Language Learning Plans

OVERVIEW

The 21st century education is undeniably fast-paced in terms of its development. The ICT
era paved its way to a more immersive and inclusive learning where teaching and learning became
more convenient for both teachers and students. In this lesson, we will unravel the K-12 curriculum
frameworks, its outcomes, and components particularly in English Curriculum. This lesson will also
tackle the ICT integration in instruction through learning plans.

LEARNING OBJECTIVES

At the end of the discussion, the students should be able to:

 Appreciate the importance of language in learning and competence-building.
 Create an ICT-inspired activity that promotes language learning.
 Identify the principles of an effective language arts and multiliteracies curriculum.
 Define content standards and performance standards.
 Differentiate the content standard and Performance standard.
 Explain the concept of ICT.
 Define and explain the importance of ICT integrated learning plan in English.
 Identify the distinction between a learning plan and a lesson plan.
 Follow the guide on how to produce an effective ICT-based Learning plan.

.
LESSON PROPER/CONTENTS

K TO 12 CURRICULUM FRAMEWORK

Principles and Guidelines of an Effective Language Arts and Multiliteracies

Curriculum

ENHANCED BASIC EDUCATION ACT OF 2013 (R.A. NO. 10533)

“AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING

ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES”

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 The K-12 Education Program was developed and established to address the shortcomings
and reforming the basic education curriculum which is congested and limited. It was signed by the
late 15th president of the Republic of the Philippines, Benigno S. Aquino III on May 15, 2013. K-12
Curriculum encompasses kindergarten and twelve years of basic education, wherein students
receive six years of primary education. Lastly, after that, come four years of junior high and two
years of senior high, respectively.
The breakdown of the K-12 structure is as follows:
 Elementary School (Grades K–5)
 Middle School or Junior High School (Grades 6–8)
 High School (Grades 9–12)

Image from: MasterSoft Accelerating Education

https://www.mastersofterp.com/blog/framework-of-k-12-basic-education-program.aspx

K-12 Curriculum Guide English (Grade 1 to Grade 10)

I. PHILOSOPHY AND RATIONALE

Language
 basis of all communication and the primary instrument of thought.
 It defines culture which is vital in comprehending oneself (personal identity), forming
interpersonal relationships (socialization), extending experiences, reflecting on thought and
action, and contributing to a better society.
 central to the peoples’ intellectual, social and emotional development and has an essential
role in all key learning areas.
 Foundation of all human relationships. Relationships that are established on the capability of
people to communicate with each other effectively.
 It plays a crucial role in our day-to-day living, in expressing our principles, thoughts, and
values. To better understand the world that surrounds us language is a reliable companion,
which enables learners to be globally aware and be peacemakers.

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Therefore, proficiency in the language enables people to access, process, and keep abreast of
information, to engage with the wider and more diverse communities, and to learn about the role of
language in their own lives, and in their own and other cultures.

II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language
acquisition, learning, teaching and assessing principles. All languages are interrelated and
interdependent. Facility in the first language (L1) strengthens and supports the learning of other
languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language
(common underlying proficiency or CUP) provides the base for the development of both the first
language (L1) and the second language (L2). It follows that any expansion of CUP that takes place
in one language will have a beneficial effect on the other language(s). This principle explains why it
becomes easier and easier to learn additional languages.

1. Language acquisition and learning is an active process that begins at birth and continues
throughout life. It is continuous and recursive throughout students’ lives. Students enhance
their language abilities by using what they know in new and more complex contexts and with
increasing sophistication (spiral progression). They reflect on and use prior knowledge to
extend and enhance their language and understanding. By learning and incorporating new
language structures into their repertoire and using them in a variety of contexts, students
develop language fluency and proficiency. Positive learning experiences in language-rich
environments enable students to leave school with a desire to continue to extend their
knowledge, skills and interests.

2. Learning requires meaning. We learn when we use what we know to understand what is
new. Start with what the students know; use that to introduce new concepts. They use
language to examine new experiences and knowledge in relation to their prior knowledge,
experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas,
and determine courses of action.

3. Learners learn about language and how to use it effectively through their engagement with
and study of texts. The term ‘text’ refers to any form of written (reading and writing), oral
(listening and speaking) and visual communication involving language. The texts through
which students learn about language are wide-ranging and varied, from brief conversations

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 to lengthy and complex forms of writing. The study of specific texts is how learners achieve
the desired outcomes of language, rather than an end in itself. Learners learn to create texts
of their own and to engage with texts produced by other people.

4. Successful language learning involves macro skills related activities. Language learning
should include a plethora of strategies and activities that helps students focus on both
MEANING and ACCURACY.

5. Language learning involves recognizing, accepting, valuing and building on students’

existing language competence, including the use of non-standard forms of the language,
and extending the range of language available to students. Through language learning,
learners develop functional and critical literacy skills. They learn to control and understand
the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.

An effective Language Arts and Multiliteracies Curriculum satisfies the following principles:

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and
strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as
present or future global citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target
language.

III. NEEDS OF THE LEARNERS: THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the
first generation to be born with complete technology. They were born with PCs, mobile phones,
gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology.

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Hence, they are often termed as digital natives and are extremely comfortable with technology.
They can email, text and use computers without any problems. In addition, members of Generation
Z can understand and master advancement in technology. Unfortunately, this reliance on
technology and gadgets has had a negative effect on the members. They rather stay indoors and
use their electronics than play outdoors and be active. They are leading a sedentary life that can
result in health problems later on.
For them, social media platforms are a way to communicate with the outside world. They are
not bothered about privacy and are willing to share intimate details about themselves with complete
strangers. They have virtual friends and for them hanging out with friends means talking to them
over the cell phones, emails and text messages. However, at the same time, this generation is
considered to be creative and collaborative and will have a significant impact on the way companies
work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and
even eat simultaneously. However, this has also led to reduced attention span leading to what
psychologists call acquired attention deficit disorder. This generation is unable to analyze complex
data and information as they cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are
growing up in. This highly diverse environment will make the grade schools of the next generation
the most diverse ever. Higher levels of technology will make significant inroads in academics
allowing for customized instruction, and data mining of student histories to enable diagnostics and
remediation or accelerated achievement opportunities.
Gen Z kids will grow up in a highly sophisticated media and computer environment and will
be more Internet savvy and expert than their Gen Y forerunners.

OUTCOMES OF THE K TO 12 ENGLISH CURRICULUM

The goal of the Language Arts and Multiliteracies Curriculum (LAMC) is to produce graduates
who apply the language conventions, principles, strategies, and skills in;
1. interacting with others,
2. understanding and learning other content areas, and
3. fending for themselves in whatever field of endeavor they may engage in.

 COMMUNICATIVE COMPETENCE
 Communicative competence is a synthesis of knowledge of basic grammatical principles,
knowledge of how language is used in social settings, and knowledge of utterances and
communicative functions that can be combined according to the principles of discourse.

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  “Communicative competence” refers to a deep understanding of a language and its ability to
use it effectively.

According to Michael Canale and Merrill Swain, there are four components of Communicative
Competence (Canale and Swain’s Model of Communicative Competence):

1. Grammatical/Linguistic Competence
 It is the acquisition of phonological rules, morphological words, syntactic rules, semantic
rules, and lexical items, and using these features effectively to interpret, encode, and
decode words and sentences.
 Linguistic competence refers to the subconscious knowledge of grammar that allows a
speaker to use and understand a language.

Example:
 When a person knows that the sentence “She use the hairbrush to fix her hair” is
grammatically incorrect because the person has tacit knowledge about SVA.

2. Sociolinguistic Competence
 It refers to the learning of the pragmatic aspect of various speech acts, namely, the cultural
values, norms, and other sociocultural conventions in social contexts. Since different
situations call for different types of expressions as well as different beliefs, views, values,
and attitudes, the development of sociolinguistic competence is essential for communicative
social action.
 Sociolinguistic Competence is the ability to communicate appropriately using the right words,
actions, and attitudes depending on a topic, situation, and/or relationship.

Examples:
 When a person knows how to address or greet someone.
 When a person can identify which setting he/she has to be formal or informal.

3. Discourse Competence
 It is the knowledge of rules regarding the cohesion (grammatical links) and coherence
(appropriate combination of communicative actions) of various types of discourse (oral and
written).
 Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for
social meaning, particularly when the literal meaning of an utterance does not lead to the
speaker’s intention easily.
Example:

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  When a student makes smooth transitions between points in an essay and keeps
cohesiveness throughout. The essay's various concepts are divided into paragraphs, and
each is expanded upon with important details, resulting in a well-rounded conclusion.

4. Strategic Competence
 Refers to the “DO” with the knowledge of verbal and non-verbal strategies to compensate for
breakdown such as self-correction and at the same time to enhance the effectiveness of
communication such as recognizing discourse structure, activating background knowledge,
contextual guessing, and tolerating ambiguity.

Example:
 When taking a test, you may need to use different strategies depending on the format.
Skimming, predicting, eliminating, and guessing are all useful techniques for multiple-choice
questions. Meanwhile, oral exams require strategies like planning, rehearsing, monitoring,
adapting, clarifying, paraphrasing, and asking for help.
 An example would be asking for clarification on a term one does not understand.

The table presents how each communicative component contributes to communicative

competence:

 MULTILITERACIES
 It is an evolving concept that reflects the complex nature of communication in the digital age.
It emphasizes the ability to engage with information critically, adapt to evolving
communication technologies, and understand the diversity of voices and perspectives in
contemporary society.

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 The curriculum aims to:

 ACQUIRE highly developed literacy skills that enable them to understand that English is the
most widely used medium of communication in Trade and the Arts, Sciences, Mathematics,
and the world economy.

 UNDERSTAND that the English language is a dynamic social process that responds to and
reflects changing social conditions and that English is inextricably involved with values,
beliefs, and ways of thinking about ourselves and the world we dwell in.

 APPRECIATE and be sensitive to sociocultural diversity and understand that the meaning of
any form of communication depends on context, purpose, and audience.

KINDS OF MULTILITERACIES:

 TRADITIONAL LITERACIES
- Appreciate and be sensitive to sociocultural diversity and understand that the meaning of
any form of communication depends on context, purpose, and audience.
- New literacies encompass ways of thinking about information and experiences,
processing with others to challenge and continuously update thinking, and demonstrating
new ideas, solutions, and understandings in the manner that best suits the situation.

 SOCIAL LITERACY
- Social Literacy is a student’s successful performance and understanding of social skills,
organizational skills, and communication skills. The students can connect effectively with
those around them.

 PROFESSIONAL LITERACY
- A student's understanding and capacity to apply the skills that they develop through their
degree experience and other life experiences.

COMPONENTS OF THE ENGLISH CURRICULUM

The K-12 curriculum serves as the foundation for educational experiences from kindergarten
through the 12th grade, guiding students through a comprehensive learning journey that prepares
them for higher education, careers, and lifelong learning. This curriculum is meticulously designed
to foster academic growth, critical thinking, and personal development. It comprises several key

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components:

COMPONENT 1: LANGUAGE LEARNING PROCESS

 SPIRAL PROGRESSION

 Kills grammatical items, structures and various types of text will be taught, revised and
revisited at increasing levels of difficulty and sophistication. This will allow students to
progress from the foundational level to higher levels of language use.

 INTERACTION

 Language learning will be situated in the context of communication (oral and written).
Activities that simulates real-life situations of varying language demand (purposes,
topics, and audiences) will be employed to help students interact with others thereby
improve their socialization skills.

 INTEGRATION

 The areas of language learning – the receptive skills, the productive skills, and grammar
and vocabulary will be taught in an integrated way, together with the use of relevant print
and non-print resources, to provide multiple perspectives and meaningful connections.
Integration may come in different types either implicitly or explicitly.

 LEARNER-CENTEREDNESS

 Learners are at the center of the teaching-learning process. Teaching will be

differentiated according to students’ needs, abilities and interests. Effective pedagogies
will be used to engage them and to strengthen their language development.

 CONTEXTUALIZATION

 Learning tasks and activities will be designed for learners to acquire the language in
authentic and meaningful contexts of use. For example, lessons will be planned around
learning outcomes, a theme, or a type of texts to help learners use related language
skills, grammatical items/structures and vocabulary appropriately in spoken and written
language to suit the purpose, audience, context and culture.

COMPONENT 2: EFFECTIVE LANGUAGE USE

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  UNDERSTANDING CULTURES

- Learning language through text types and literary appreciation exposes learners to
different cultures of the world, including one’s culture.

 UNDERSTANDING LANGUAGE

- Learners apply their knowledge of the system of the language to assist them to make
meaning and to create meaning. They come to recognize the patterns and rules of the
language which emerge as they interact with a plethora of texts (literary and
informational) to make meaning.

 PROCESS AND STRATEGIES

- They use language as a way of coming to grips with new ideas, resolving difficulties or
solving problems. They use strategies such as brainstorming and discussion as a way of
developing ideas. They experiment, take risks and make approximations with language
as a way of developing their language skills.

COMPONENT 3: MAKING MEANING THROUGH LANGUAGE

Language serves as the cornerstone of communication, acting as both the primary tool for
exchange and the heart of meaningful interaction. It plays a crucial role in conveying and
interpreting ideas, whether through spoken or written forms. At its core, the process of meaning-
making involves individuals interpreting situations, events, and discourses based on their prior
knowledge and experiences. This interpretative process is essential in enhancing literacy,
particularly for students who may be struggling with reading and writing. By effectively engaging
with language, students can significantly improve their literacy skills, leading to better educational
outcomes.
Effective language learning must be focused on guiding students to make meaning in
diverse contexts. This involves teaching them to adapt their communication strategies to various
topics and audiences. It is essential for students to develop the ability to navigate different
communication demands, which can vary greatly depending on the situation. This adaptability not
only improves their overall communication skills but also prepares them for real-world interactions.
The Language Arts and Multiliteracies Curriculum (LAMC) is designed to support this
developmental process through its structured approach. The LAMC is composed of five integrated
sub-strands: listening, speaking, reading, writing, and viewing. These components are fundamental
building blocks that aid in understanding and creating meaning and enhance effective
communication.
The revised curriculum organizes these elements in alignment with content standards

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required for basic education, ensuring that student progress from foundational skills to more
advanced levels of language use. This structured progression is crucial for equipping students with
the skills needed for successful communication and literacy

COMPONENT 4: HOLISTIC ASSESSMENT

Assessment should be utilized to support holistic learner development, extending beyond
mere summative evaluation. Holistic assessment involves the continuous collection of data from
various sources, providing both qualitative and quantitative feedback. This comprehensive approach
not only informs teaching practices but also enables parents to better support their children's growth
and development.

CHARACTERISTICS OF ASSESSMENT
1) Proximity to actual language use and performance
- Assessment procedures should be based on activities that have authentic
communicative functions rather than ones with little or no intrinsic communicative value.

2) A holistic view of language

- Assessment procedures are based on the notion that the interrelationship among the
various aspects of language such as phonology, grammar and vocabulary among others
cannot be ignored.

3) An integrative view of learning

- Assessment attempts to capture the learner's total array of skills and abilities. It
measures language proficiency in the context of specific subject matter

4) Developmental appropriateness
- Assessment procedure sets expectation that are appropriate within the cognitive, social,
and academic development of the learner.

5) Multiple referencing
- Assessment entails obtaining information about the learner from numerous sources and
through various means. For students, assessment should all allow them to see their own
accomplishments in terms that they understand and consequently allows them to
assume responsibility for their learning.

ALIGNMENT OF THE LANGUAGE AND LITERACY DOMAINS

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 Language and literacy are interconnected domains essential for effective communication
and learning. Aligning these domains involves ensuring that instruction in reading, writing, speaking,
and listening is cohesive and supports students' overall language development.
The revised curriculum reorganized the Integrated Language Arts Curriculum around the
content standards that all students must meet at the end of their basic education, consistent with the
sub-strands of the language arts and multiliteracies.

FIVE SUB-STRANDS:
 Listening is the ability to understand what is said or signed.
 Speaking is the ability to communicate effectively through spoken language.
 Reading is the ability to comprehend the meaning of written text.
 Writing is the ability to communicate effectively through written language.
 Viewing is the ability to comprehend and interpret visual information.

INTEGRATED LANGUAGE ARTS DOMAINS OF LITERACY

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 1. Oral Language Understanding and using the structure,
meanings, and applications of language.
2. Phonological Awareness The ability to hear and manipulate the sounds
of a language. This consists of four levels:
word, syllable, onset and rime, and phoneme.
3. Book and Print Knowledge Understanding the conventions of print, such
as recognizing letters, words, and sentences,
and understanding how books are organized.
4. Alphabet Knowledge Recognizing and naming letters of the
alphabet and understanding their sounds.
5. Phonics and Word Recognition The ability to decode words by sounding out
the individual letters and blending them.
6. Fluency The ability to read and speak with accuracy,
speed, and expression. It involves reading
smoothly and automatically, without stumbling
over words or phrases.
7. Spelling It is being able to transform oral language
sounds into writing language symbols.
8. Writing and Composition It is being able to formulate ideas into
sentences or longer texts and represent them
in the conventional orthographic patterns of
written language.
9. Grammar Awareness & Knowledge of language features and sentence
Structure structure in written language as this differs
from oral language.
10. Vocabulary Development Vocabulary development is the acquisition of
the understanding and use of words in a
language. It’s an essential aspect of language
and literacy development and significantly
influences children’s communication skills.
Vocabulary development is more than
memorizing word definitions; it involves
understanding how to use these words
effectively and appropriately in various
contexts, recognizing multiple meanings of a
word, and drawing upon synonyms or
antonyms.
11. Reading Comprehension It is the ability to understand and interact with
a text, not just decode the words.
11.1 Schema & prior Activating prior knowledge conceptually
knowledge related to text and establishing a purpose for
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reading.
11.2 strategies Being self-aware as they discuss and analyze
text to create new meanings and modify old
 In conclusion, the integrated language arts curriculum provides a robust framework for
developing essential language and literacy skills. By aligning language and literacy domains and
emphasizing critical components such as phonological awareness, vocabulary development, and
study strategies, students are equipped with the tools they need for effective communication and
lifelong learning.

CONTENT STANDARD AND PERFORMANCE STANDARDS

 CONTENT STANDARD (CURRICULUM STANDARD OR SUBJECT STANDARD)

 These standard tackles broad statements that describe specific content areas that groups of
students should learn at each grade level
 They define the knowledge within each discipline.
 “What do the learners need to learn?”

Example:
The content standard for a Grade 4 Science class is that pupils must "understand the
relationship between plants and their environment."

Use:
The instructor prepares a lesson in which the pupils.
 Examine plants in a variety of settings, such as sunny and shaded places.
 Gather information on plant growth under these circumstances over time.
 Talk about the effects of sunlight, water, and good soil on the health of plants.

According to the content standard, students in a Grade 4 Science class should "understand
the relationship between plants and their environment." By the end of the lesson, students should
be able to demonstrate how they understand how environmental factors influence plant growth.

 PERFORMANCE STANDARD
 This isolate and identify skills needed for problem-solving, reasoning, communicating, and
making connections with other information.
 Expectation for instruction, assessment, and student work.
 “What do the learners need to do to demonstrate their knowledge?”

Example:
As per the performance standard for a Grade 6 Math class, pupils are expected to

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 "accurately solve multi-step word problems involving addition, subtraction, multiplication, and
division of whole numbers."

Use:
 Students are given a set of real-world word problems by the teacher, such as finding the
change after making a payment, figuring the total cost of the items, or splitting a recipe for
multiple people.
 It is mandatory for students to exhibit their work and provide an explanation of how they
solved each difficulty.
 Students who want to satisfy the performance standard need to:
a. Solve at least 90% of the problems with accuracy.
b. Clearly outline their methods and justifications.

This situation guarantees that students are not only performing the arithmetic correctly but
also comprehending and explaining the steps they took to arrive at their answers.

THE ICT PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS

INTEGRATING TECHNOLOGY IN INSTRUCTION

 INTEGRATING TECHNOLOGY IN TEACHING

 The education sector has always been at the forefront of knowledge creation and
dissemination, requiring educators to adapt to changing times and technological
advancements. As a result, teachers and educational institutions must leverage educational
technologies to enhance the quality of teaching and learning. In response to the advancing
times, various scholars and researchers have identified key concepts and principles for
integrating technology into instruction, including:

o JOHN PISAPIA (1994)

 Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, and extend skills.

 On the other hand, the SAMR Model, developed by Ruben Puentadura, would highlight the
benefits of integrating technology in instruction. The SAMR Model is a four-level taxonomy
that describes how technology impacts teaching and learning. The SAMR model can be

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 used to design, implement, and evaluate learning experiences (Arantes, 2022).

The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s
Revised Taxonomy: As the task moves from lower to upper levels of the taxonomy, it also moves
from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution,
Augmentation) are associated with the three lower levels of Bloom (Remember, Understand,
Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated
with the upper levels of Bloom (Analyze, Evaluate, Create). The following diagram illustrates this
association.

o INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)

 Effective integration of technology is achieved when students can select technology tools to
help them obtain information and present it professionally. Technology should become an
integral part of how the classroom functions as accessible as all other classroom tools.

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o 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.

o 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.

o BERNARD BAHATI (2010)

 The process of integrating ICT in teaching and learning must 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.

o 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 responses to the requirements for learning environments in
the same way as teachers use markers and whiteboards in the classroom.

Helping Teachers Effectively Integrate Technology by:

 Learning the basics of using technology.
 Using technology to support instruction.
 Integrating new technology into classroom practice.
 Discovering new uses for technology tools or designing projects that combine multiple
technologies.
 Focusing on cooperative project-based and interdisciplinary work with technology being just
one of many tools that students use.

o MOURSUND (2005)
 Encompassing all computer hardware, software, and telecommunication facilities. This
broad term highlights the wide range of technology that can be utilized in education, from
simple calculators to powerful supercomputers.

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  Hardware: Physical components of a computer system, servers, and network equipment.
 Software: Programs and applications that run on hardware, including operating systems,
educational software, and productivity tools.
 Telecommunication Facilities: Networks and infrastructure that enable communication and
data transfer, such as the Internet, Wi-Fi, and telephony.

o TINIO (2009)
 ICT as "a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information." This definition emphasizes the broad scope of
ICT applications in education, which includes a variety of technologies and their functions.

 Communication: ICT tools like email, video conferencing, and social media enable real-
time communication over long distances.
 Creation: ICT tools enable you to create digital content such as documents, presentations,
films, and multimedia projects.
 Dissemination: The internet and digital platforms make it possible to distribute information
quickly and widely.
 Storage: Cloud storage and local hard drives provide effective ways for storing and
managing digital data.
 Management: ICT tools such as databases and content management systems assist us to
organize and manage information.

o UNESCO
 ICT is a diverse set of technological tools and resources used to transmit, store, create,
share, or exchange information
Technological tools: computers, the internet (website, blogs, and emails), live broadcasting
technologies (radio, television, and webcasting), recorded broadcasting technologies
(podcast, audio and visual players, and storage devices), and telephony (fixed or mobile,
satellite, vision, and video conferencing, etc.)
 Scientific, technological, and engineering discipline and management techniques used.
 Handling information, its application, and its association with social, economic, and cultural
matters.

o RATHEESWARI (2018)
 ICT plays a salient role in workplaces, business, education, and entertainment.

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  ICT as a catalyst for change: change in work conditions, handling and exchanging
information, teaching methods, learning approaches, scientific research, and accessing ICT.
 ICT influences every aspect of human life

USING ICT INTEGRATION FRAMEWORKS IN LANGUAGE EDUCATION LEARNING

PLANS

 Using ICT Integration Frameworks in Language Education Learning Plans

Is technology the key we’ve been looking for to achieve “top-performing country”
recognition? Or is it still up to the competence that an individual possesses? The good news is
people utilize every opportunity for good for instance different institutions try to integrate technology
to achieve competence that will help boost our country and people to be top-performing ones.
However, the Philippines still struggles in this aspect. But hope remains as we continuously take a
leap of faith implementing left and right programs just like in the education field to achieve 21st-
century literacy.
To improve the future generations' skills and competence we adopt different frameworks that
foster technology for the effective teaching-learning process. To assist with this, the ensuing
frameworks can be used as a reference for creating lesson plans or learning plans that incorporate
ICTs across several topic areas, in this context of language education.

1. CONVERSATIONAL FRAMEWORK BY DIANA LAURILLARD (2002)

Diana Laurillard
 Professor of, UCL Knowledge Learning with Digital Technologies Lab.
 Former head of the e-Learning Strategy Unit at the Department for Education and Skills
(2002-5)
 Pro-vice-chancellor for learning technologies at the open university (1995-2002).

To aid educators in creating learning environments, Laurillard distilled numerous learning

theories into her Conversational Framework (CF). It includes a broad theoretical framework for
designing solutions that support and promote learning by employing technology to facilitate
meaning-making.
To better understand this framework in Carmel Jacob’s analysis of CF she mentioned the
Conversational Phases that happen within the framework which are the following:

 Discursive Phase: after the initial presentation of a new concept by a teacher, the learner
and the teacher enter dialogue and collaborate to understand the concept.

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  Interactive Phase: the teachers formulate tasks incorporating the new concept and learners
interact with these tasks receiving continuous feedback on their performance.
 Adaptive Phase: further understanding is gained as the learners put the original concept
into practice by relying on what they have learned to adapt their actions appropriately.
 Reflective Phase: learners reflect on the above stages and further adjust their thinking
because of such reflection.

There are five (5) key teaching and learning events in this framework which are: a. acquisition,
b. discovery, c. dialogue, d. practice, and e. creation.

https://www.researchgate.net/figure/Teaching-and-learning-events-and-associated-media-forms_tbl1_255610040

Carmel Jacob in her analysis of this framework also finds that CF builds on the conversation
theory of Pask and Scott, which emphasizes dialogue in the learning process and stresses the
importance of "conversation between teacher and student, over the transmission of information from
teacher to student." The cornerstone of this framework is the creation of an information-rich setting,
where students are given the chance to learn, and their learning is supported and enhanced by the
direction of their teacher.
A. Three Fundamental Elements of ICT Integration

In 2008, Wang posited that integration of ICT consists of three fundamental elements. These
elements introduced by Wang include the following:

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 PEDAGOGY
⮚ It 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.

● SOCIAL INTERACTION
⮚ Through interacting with other people, learners will naturally acquire a language and
develop language knowledge and skills that are important for them to live and work in
various communities.

● TECHNOLOGY
⮚ The third element of the framework is the technological component that generally uses
computers to support various learning activities.

The ICT Integration Framework of Qiyun Wang can be fully maximized in developing learning
plans for language learning.

B. CATEGORIES FOR ICT IN TEACHER TRAINING

How is ICT used in teacher training?

 There are two ways ICT is used across the world in the professional development of teachers.

1. Training teachers to use ICT for transacting school curriculum.

Teachers are provided with short-term training on some basic inputs for understanding ICT

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and focusing more on the potential of tools like audio, video tapes, and multimedia programs for
transacting the subject content in the classrooms. Opportunities are provided for some hands-on
experience. This type of training is done by a group of well-trained educators in association with
certain qualified agencies like what is being practiced in Malaysia. ~ It’s ironic how I wanted talking as
much as I liked remaining quiet; how I desired expressing as much as I loved keeping things to myself; how I listened to
loudness as much as I enjoyed the silence. A whisper to the superbeings – please give me an understanding soul, a
listening ear when I am into pouring, and a staying shoulder when I am into just breathing – someday, in the intersection
of our paths. ~

2. Transacting of training curriculum facilitated by ICT

In this scenario, the whole or part of the teacher training curriculum is transacted through
ICT. The best example is online programs offered to teachers to enhance their knowledge and
skills. The open university courses/programs are delivered using ICT. The underqualified/trained
teachers enroll in open universities so that they need not be away for years from their workplace.
In the article "ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide",
Prof. Insung Jung discusses four different teacher training approaches in which ICT is used. These
approaches are organized by Jung (2005) in the framework below:

Approaches Focus Example

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 ICT use as the main Selecting appropriate ICT in facilitating Singapore's initial teacher
content focus of learning and evaluation of students training.
teacher training 'performance
Inputs in basic ICT skills, ICT
foundation, and elective course

ICT use as part of Use ICT to learn about ICT skills and Resources developed in USA
teaching methods ICT-integrated pedagogy for K-12 teachers.

Video tapes and CD ROM to

explain how to use technology

ICT as core ICT used to provide learning experience Virtual High School in USA.
technology for for teacher training. Emphasis more on
delivering teacher application of ICT and not on ICT skills Training teachers as course
training instructors online tutors
through internet

ICT used to facilitate ICT used to support ongoing teachers UK Virtual Teacher Center
professional professional development by making US teachers network
development and available resource
networking Korea's EduNet

Provide teaching and learning

resources and networking with
fellow professional teachers

C. UNESCO’s ICT Competency Framework for Teachers

The ICT Competency Framework for Teachers provides training for teachers on using ICT in
education. It is aimed at teacher-training personnel, educational experts, policy-makers, and
professional development providers. The program assumes a working knowledge of the benefits of
ICT in education and emphasizes the need for suitable teaching methods in evolving Knowledge
Societies. Implementing the ICT CFT requires strong leadership from the government, educators,
and school administrators.
The ICT CFT has had three versions: 2008, 2011, and 2018. Each version reflects the
prevailing ideas on the relationship between technology and education and offers guidance on
achieving competencies using popular technologies of the time. UNESCO and partners such as
CISCO, Intel, ISTE, and Microsoft worked closely with subject matter experts to identify the
competencies teachers should develop to use technology effectively in the classroom. Updates and
revisions were made to ensure relevance. In 2016, a review found that the ICT CFT had influenced
national ICT in Education policies, teacher standards, curricula, and professional development
courses. The latest 2018 version maintains links to previous versions and incorporates new
developments in the field.

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ICT Competency Framework for Teachers (UNESCO, 2018)
According to the framework, teachers have six key areas of work: (understanding ICT in
education, curriculum and assessment, pedagogy, application of digital skills, organization and
administration, and teacher professional learning.) Within these areas of work, three approaches to
teaching focus on human capacity development: knowledge acquisition, knowledge deepening, and
knowledge creation.

KEY TAKEAWAY:

The framework aims to help teachers achieve societal goals by developing in

workforce the ICT skills, enabling informed decision-making, promoting full societal
participation, and fostering cross-cultural understanding. The ICT Competency Framework
for teachers supports the integration of ICT in language teaching and learning, helping
teachers create innovative learning environments and encourage collaborative interactions.

ICT INTEGRATED LEARNING PLANS IN ENGLISH

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WHAT IS A LEARNING PLAN?
A learning plan is a comprehensive and customizable document that describes the steps to
be taken to achieve your desired learning outcomes. It is an outline of the learning progress which
contains the specific time frame the learner will spend to reach the intended learning objectives.

HOW IS A LEARNING PLAN DIFFERENT FROM A LESSON PLAN?

A learning plan is a document used to plan the process of learning. It is used to manage
learning goals as they relate to achieving competency development. On the other hand, a lesson
plan is the specific step-by-step outline that the teacher will use in carrying out the lesson in the
class.

LESSON PLAN LEARNING PLAN

Design Structured Exploratory
Focus Engaging Empowering
Role Teacher-centered Student-centered
Scope Short Term Long Term
Objectives Specific General

WHY DO WE NEED TO CREATE A LEARNING PLAN?

Developing a learning plan is beneficial to both the teacher and the students. It allows them
to accomplish more inside the classroom, fostering creativity and productivity. It also encourages a
more engaging learning environment which pushes the students to participate actively in what they
are learning.

STEPS IN CREATING A LEARNING PLAN

Step 1: Determine what needs to be learned.
Before throwing your darts, you need to know what spots you should hit. This means that
before crafting your learning plan, you should know what competencies should you focus on. This
can be done through providing diagnostic assessments which ideally, should cover the prerequisites
of the subject you are going to teach.

Step 2: Set achievable goals with your students.

After determining what your students need to learn, you may discuss with your students and
help them create several individual learning goals. Assist them in formulating short- and long-term
objectives that align with their interests and personalities.
Establishing attainable goals has a great impact on learning. It inspires students to set goals
and follow through because they know they can achieve them. Students can use short-term
objectives as stepping stones to achieve more significant long-term objectives.

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Step 3: Design an inclusive and compact learning plan.
This could be done through consultation with students and allowing them to help you in your
pedagogy. Make sure to recognize different learning styles in the learning plan that you are going to
craft. Make sure to hit the learning domains for each student. Your activities should foster progress
through individual and collaborative work.

Step 4: Track progress by assessing frequently

Students who receive assessments frequently remain motivated and involved in their
learning. More significantly, giving evaluations a go as a means of accomplishing immediate
objectives helps increase students’ self-esteem.
Crafting a learning plan involves the students themselves in planning, executing, and
evaluating their learning progress. This would help your students to recognize their strengths and
weaknesses, have realistic goal setting, and monitor their learning in a specific period of academic
tract. If you help your students hold themselves accountable for their learning today, they’ll be more
actively engaged in their learning tomorrow.

SAMPLE LEARNING PLAN BELOW:

Targeted Philippine Basic Education Curriculum Competencies English 8, Fourth Grading,
Reporter’s Notebook. (JHS) 12 days.

Learning Plan Reporter's Notebook by Heather Ann F. Pulido and Melody C. Bao-in
Targeted Philippine Basic Education Curriculum Competencies ENGLISH 8, Fourth Grading,
Reporter's Notebook (Junior Edition), 12 days

Content Standard
The learner demonstrates an understanding of South and West Asian literature as an
expression of philosophical and religious beliefs information flow in various text types; reality,
fantasy, and opinion in listening and viewing materials: word decoding strategies; and use of
information sources, active/passive constructions, direct/reported speech, perfect tenses, and
logical connectors in journalistic writing.

Performance Standard
The learners transfer learning by composing a variety of journalistic texts, the contents of
which may be used in composing and delivering a memorized oral speech featuring the use of
properly acknowledged information sources, grammatical signals for opinion-making, persuasion,

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and emphasis, and appropriate prosodic features, stance, and behavior.

Learning Competencies
 Use active and passive construction in a journalistic context.
 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing.
 Use appropriate logical connectors for emphasis.

Unit Summary:
In this unit, the students will act like junior reporters as they learn the proper use of logical
connectors, active and passive voices, past and perfect tenses, as well as direct and reported
speech in journalistic writing. The teacher will utilize interactive PowerPoint Presentations, sample
printed and online articles as well as related web pages and videos in explaining the grammatical
structure and journalistic content of news, opinion, and feature stories.

STUDENT OBJECTIVES/LEARNING OUTCOMES:

WEEK 1

Day 1: Through an introductory PowerPoint lecture presentation on the concepts of journalism, the
students will be able to:

a. Recognize the basic concepts of journalism and news, opinion, and feature writing,

b. Describe the personal significance of reading news, opinion, and feature articles to their daily life
by making a creative output poem, essay, or poster; and determine, through enumeration, the
distinct qualities of the given samples of news, opinion, and feature articles.

Day 2: By analyzing samples of journal samples of journalistic articles, the students will be able to:

a. Recognize the essential journalistic content and proper grammatical structure of news, opinion,
and feature stories,

b. Compare the content and structure of news articles with the two other journalistic texts through a
diagram and assemble the given journalistic content into a properly structured news spread that will
serve as a model for their long-term project using MS Publisher.

Day 3: Through an interactive discussion about the past and the perfect tenses, the students will be
able to:

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a. Identify how to apply past and past perfect tenses in making clear and meaningful sentences;

b. Discuss the functions of past and past perfect tenses in writing a journalistic article through a
brainstorming session;

c. And conform to the rules of past and past perfect tenses in rewriting sentences from news,
opinion, or feature articles.

Day 4: Through an interactive discussion about the active and the passive voices, the students will
be able to:

a. Discern the use of active and passive voices in making clear and meaningful sentences;

b. Differentiate the function of active and passive voices through a creative dialogue; and

c. Revise sentences according to the rules of active and passive voice journalistic writing.

Day 5: Through an interactive discussion about direct and reported speech, the students will be
able to:

a. Determine the proper use of direct and reported speech in writing clear and meaningful
sentences;

b. Explain the difference between direct and reported speech as used in journalistic articles through
a graded recitation; and

c. Convert direct speech to indirect speech and vice versa through a writing activity.

DAILY PROCEDURES:

Day 1:

1. Start the class with a short prayer.

2. Make the students do the “Make What You Know” activity.
3. Start the introductory lecture on journalism and news, feature, and opinion article.
a. Ask the students what journalism is.
b. Ask the students, “What is the purpose of journalism.” (List the answers on the board)
c. Supplement the students’ answers with this insight:
“The principles and purpose of journalism are defined by something more basic: the function
news plays in the lives of peoples.” – Bill Kovach and Tom Rosenstiel

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 d. Let the students write the different types of articles. Ask the students to bring out their
newspapers.
e. Ask the students for insights about why we need to read newspapers.
4. Introduce the activity “There is a Difference among the Three”
a. The students will create a table about the three types of articles.
b. Using the samples articles, the student will enumerate the distinct qualities of the given
samples of news, opinion, and feature articles.
c. The student will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their papers.

ICT tools are useful for teaching English and creating learning strategies:

 Microsoft
 Kahoot
 Canva
 Google Classroom
 Aralinks
 Quipper

 ENHANCED BASIC EDUCATION ACT OF 2013 (R.A. NO. 10533)

“AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY
STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS
FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES”
 K-12 Curriculum encompasses kindergarten and twelve years of basic education, wherein
students receive six years of primary education then, come four years of junior high and two
years of senior high, respectively.
 Language plays a vital role in our everyday lives expressing our thoughts, comprehending
the world that surrounds us and learning from it we use language.
 The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles:
a.) Language acquisition and learning are lifelong process
b.) Learning requires meaning
c.) Learners learn about language and how to use it effectively through their engagement
with and study of texts
d.) Successful language learning involves macro skills related activities

PANGASINAN STATE UNIVERSITY 29

 e.) Language learning involves recognizing, accepting, valuing and building on students’
existing language competence, including the use of non-standard forms of the language,
and extending the range of language available to students.
 Laurillard’s conversational framework highlights dialogue in the teaching-learning
process which stresses the importance of "conversation between teacher and student, over
the transmission of information from teacher to student."
 There are five (5) key teaching and learning events in this framework which are: a.
acquisition, b. discovery, c. dialogue, d. practice, and e. creation.
 Wang (2008) posited that the integration of ICT consists of three fundamental elements
which are the following: pedagogy, social interaction, and technology.
 Jung (2005) organized a framework for a successful ICT-Pedagogy integration training to
take place which includes the following approaches:
(1) ICT use as main content;
(2) ICT use as part of teaching method;
(3) ICT as core delivery for teacher training; and
(4) ICT used to facilitate professional development and networking

REFERENCES

 Lesson 2: ICT Pedagogy Integration in Language Learning Plans. Course hero. (2021).
https://www.coursehero.com/file/119054331/LESSON-2docx/
 An Overview and Analysis of Laurillard’s Conversational Framework. (n.d.).
https://www.psy.gla.ac.uk/~steve/courses/archive/CERE11-12-safari-archive/Carmel/
webarchive-index.html
 MasterSoft Accelerating Education. (2024, Febuary 19). Understanding the Framework of K-12
Basic Education Program. https://www.mastersofterp.com/blog/framework-of-k-12-basic-
education-program.aspx
 Department of Education. (2016). K-12 Curriculum Guide English (Grade 1 to Grade 10).
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
 K to 12 Curriculum Guide ENGLISH p.6 (2016). Pasig. Retrieved August 31, 2023, from
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf.
 Miss Mars. (2023, March 13). Unit 2. 3 Components of the English curriculum [Video]. YouTube.
https://www.youtube.com/watch?v=IE7R_IY8NRc
 Studocu. (n.d.). Technology and Language Education - GROUP 8: Alignment of Language and
Literacy Domains & - Studocu. https://www.studocu.com/ph/document/university-of-bohol/bsed-
english/technology-and-langauge-education/82772813

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 Felizardo, Mari. “Group-4-Alignment-of-Language-And-Literacy-Domains.” Scribd, 2024,
www.scribd.com/document/716034648/Group-4-Alignment-of-Language-and-Literacy-Domains.
Accessed 8 Sept. 2024.
 Khan, Niaj A. A. “A Complete Guide to Vocabulary Development for Children.” ESL Advice, 26
July 2023, www.esladvice.com/a-complete-guide-to-vocabulary-development-for-children/.
 PLB. “What Is the Difference between Content Standards and Performance Standards?”
K12teacherstaffdevelopment.com, 2024, k12teacherstaffdevelopment.com/tlb/what-is-the-
difference-between-content-standards-and-performance-. Accessed 8 Sept. 2024.
 ICT PEDAGOGY INTEGRATION IN LEARNING PLANS.pptx. (2024, March 12). [Slide show].
SlideShare. https://www.slideshare.net/slideshow/ict-pedagogy-integration-in-learning
planspptx/266751829#4
 Cabueños, K. (n.d.). Ttl 2- Module 1. Scribd. https://www.scribd.com/document/491907809/TTL-
2-MODULE-1
 Lesson 2: ICT Pedagogy Integration in Language Learning Plans. Course hero. (2021).
https://www.coursehero.com/file/119054331/LESSON-2docx/
 An Overview and Analysis of Laurillard’s Conversational Framework. (n.d.).
https://www.psy.gla.ac.uk/~steve/courses/archive/CERE11-12-safari-archive/Carmel/
webarchive-index.html
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 Purpose of using technology ICT in teacher training. (n.d.-a).
http://woulibrary.wou.edu.my/weko/eed502/purpose_of_using_technology_ict_in_teacher_trainin
g.html

Submitted by:

GROUP 1
AGBUYA, ALEXANDRA A.
CAPENA, KATHLEEN NICOLE M.
CASTRENCE, JONATHAN B.
JUNIO, MARC BRIAN M.
MIRAN, ALEJANDRA P.

PANGASINAN STATE UNIVERSITY 31

 QUITALEG, JANELLE ERIKA GRACE R.
RAMOS, BIANCA YSSABEL B.
SORIANO, CLAUDINE M.
SORIANO, MELVIN F.

PANGASINAN STATE UNIVERSITY 32