COLLEGE OF EDUCATION

NOTRE DAME OF MIDS AYAP COLLEGE

2 ND SEMESTER

LESSON 2: ICT-Pedagogy Integration in Learning Plans Lesson Objectives:

At the end of this lesson, you will be able to:

1. discuss essential points to consider when integrating any ICT in facilitating education;
2. present learning plans that integrate ICT in the learning procedures to be able to attain the
learning outcomes; and
3. plan for some activities that will help develop digital citizenship and relate this to the
development of the 21st Century Skills among learners.

Discussion:

Teaching has 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 instructions:

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 pedagogical context,
the book is not integrated. In the same way, if the teacher uses 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 instructions, 2) matching software with basic skill competencies, and 3) keyboarding
with word processing followed up with presentation tools.

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2 ND SEMESTER

2. International Society for Teaching 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-instructional 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 instructions, 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.

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2 ND SEMESTER

The following are the definitions of ICTs from various sources:

1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunication facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth supercomputers. It includes the full range of display and
projector devices used to view computer outputs. It includes local area networks and wide area
networks that will allow computer systems in people to communicate with each other. It includes
digital cameras, computer games, CD’s, DVD’s, cell telephones, telecommunications satellites,
and fiber optics. It includes computerized machinery and computerized robots.

2. Tialo (2009)
ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information. These technologies include hardware devices,
software applications, internet connectivity, broadcasting technologies, and telephony.

3. UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to transmit, store, create,
share, or exchange information. These technological tools and resources include computers, the
Internet (website, blogs, and emails), live broadcasting technologies (radio, television and
webcasting), recorded broadcasting technologies (podcasting, audio, and video players and
storage devices) and telephony (fixed or mobile, satellite, vision/video-conferencing, etc.)
UNESCO defines it also as 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 environment. ICT helps a teacher to present his/her teaching attractively and
enables learners to learn at any level of an educational program.

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 COLLEGE OF EDUCATION
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2 ND SEMESTER

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 (Laurilland, 2002) may support. The
framework postulates a way of presenting teaching and learning in terms of events. These are
the five (5) key teaching and learning events in the framework which are identified as:
acquisition; discovery; dialogue; practice; and creation.

Vis-à-vis, the five events are specific teaching strategies, learning actions or experiences, related
media form, examples of non-computer-based activity, and examples of computer-based activity.

Teaching and Teaching Learning Action Related Media Examples of Example of

Learning Event Action or or Experience Form Non- Computer-
Strategy Computer- Based Activity
Based Activity
Acquisition Show, Attending, Narrative: TV, video, fil, Lecture notes
Demonstrate, Apprehending, Linear lectures, online,
Describe, Listening presentational. books, other streaming video
Explain Usually same print or
‘text’ acquired publications lectures, DVD,
simultaneously multimedia
by many people including
digital video,
audio clips, and
animations
Discovery Create or set Investigating, Interactive: Libraries, CD based, DVD or
up or find our Exploring, Non-linear galleries, Web resources
or guide Browsing, presentational, museums including
through Searching searchable, hypertext,
discovery filterable etc. but enhanced
spaces and no feedback hypermedia,
resources multimedia
resources.
Also, information
gateways

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Dialogue Set up, Frame, Discussing, Communicative: Seminar, Email, discussion,

Moderate, Collaborating, Conversation with tutorials, forums, blogs
Lead, Facilitate Reflecting, other students, conferences
discussions Arguing, lecturer or self
Analyzing,
Sharing
Practice Model Experimenting, Adaptive: Laboratory, Drill and practice,
Practicing Feedback, learner filed trip, tutorial
control simulation, role programs,
play simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Linear Essay, object, Simple existing
Experimenting, control animation, tools, as well as
Making, model especially
Synthesizing created
programmable
software

TeachingandLearningEventsandAssociatedMediaForms:(Czerniewicz&Brown(2005)adapted
from Laurillard (2002)
Laurillard’s Conversational Framework (LCF) is relevant in the field of mathematics and
science education for it demands the use of appropriate technologies in teaching and learning
process. The framework clearly underscores the importance of collaboration between students and
teachers. Mathematics and Science subjects are abstract in nature, thus, a lot of
misconceptions arise among students that must be addressed by the teacher.

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2 ND SEMESTER

Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental elements such
as pedagogy, social interaction, and technology.

The ICT Integration Framework of Wang can be fully maximized in developing learning
plans for Mathematics, Science, and Social Studies learning.

Pedagogy often refers to the teaching strategies or techniques used to deliver lessons
and to allow learners to demonstrate competencies.

Social Interaction activities as one of the elements in the framework are crucial. Through
these, learners will acquire and develop knowledge and skills that are important for them to live
and work in various communities. 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.

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.

In the 21st century classrooms, the three components are needed in an ICT-based
learning environment. Due to the advent of technologies which are fundamental requirements
in ICT- pedagogy integration, the challenge among learning institutions is to provide support for
the integration to happen.

The successful integration of ICT into the learning environment will depend on the ability of
teachers to structure learning in new ways, to merge technology appropriately with a
pedagogy, develop socially active classrooms, and encourage cooperative interaction and
collaborative learning and group work. For many, this requires a different set of skills from
those they currently possess.

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2 ND SEMESTER

The table presented below entails the different ICT tools that a teacher may use in the teaching
and learning process.

Quizzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online

/games Cartoons / organizing creations collaboration
BookWidgets Buncee Animaker BookWidgets Answer BlendedPl Asana
Classkick Google Binumi GoConqr garden ay Edmodo
Classmarker Slides Biteable Gooru ChartGo Canva - Google Docs
Classtools Lesson Up ChatterPix Coggle Easel.ly

Deck.Toys Mentimeter Clipchamp ReadWriteThink Huzzaz Piktochart Google

Educaplay Nearpod DoInk Lino it ScribbleM Slides
Flipgrid Peardeck EDpuzzle Schoolrijk Mindomo ap Google
Flubaroo Prezi Educreations Showbie - Note App Storybird Spreadsheets
Formative Prowise TesTeach Padlet Wordle MeisterTask
Genial.ly SlideShare GoNoodle Thiemo - Popplet Venngag Seesaw
Gimkit Sutori Masher Wikiwijsleermid Postermywall e Stoodle
Goosechase Wooclap PlayPosit delenpleinen Tagxedo Visme.co Talky
Gynzy Powtoon Thinglink Vizualize
H5P Shadow Timeglider
JeopardyLabs Puppet Timetoast
Kahoot TedEd Trello
Learnclick Toondoo - XMind
Lightsail Voki
MasteryConnec
t Plickers
Poll Everywhere ICT Tools for Teaching and Learning Process
Purpose
Games
Quizalize
Quizbean
Quizlet
Quizizz
Quizstud
Socrative
SurveyMonkey
Voxvote

Note: You can just click any of those tools and it will lead you directly to its link.

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2 ND SEMESTER

Reading ICT-Integrated Lesson Plans Using IDEA Lesson Exemplar Format – the New Normal
Way Learning Plan in the New Normal

Before the pandemic, teachers in public and private elementary and secondary schools
had been using the 4As format in crafting their Daily Lesson Plan (DLL) or Daily Lesson Plan (DLP).
This format entails Activity, Analysis, Abstraction, and Application.

Now that we are in the new normal, a lot of things have changed in the educational
system brought about by the pandemic. One of the salient changes is the preparation of the
DLL/DLP of teachers. To better facilitate the teaching-learning process today, teachers are now
required to craft their DLL/DLP using the IDEA Lesson Exemplar format as prescribed by the
Department of Education.

This exemplar includes the following: Introduction – the I Phase, Development – the D
Phase, Engagement – the E Phase, and Assimilation – the A Phase. The IDEA instructional process
design is an abridged and refined format. All parts of the original DLL/DLP are subsumed in PIVOT
4A lesson exemplars.

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