MODULE 1

Use of ICT for Teaching and Learning

1. Strengthening Early Childhood Education
2. Making the Curriculum Relevant to Learners
Tips for learning engaging (Briggs, 2014):
 Use suspense and keep it fresh
 Make it student-directed
 Connect it to their lives
 Provide utility value
 Build relatedness
3. Building Proficiency
4. Ensuring Integrated and Seamless Learning
5. Gearing Up for the Future
6. Nurturing the Holistically Developed Filipino

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.
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.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum
reforms which includes not only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating (ICT) has attracted many in recent years. ICT integration
can happen in three different areas: curriculum, topic, and lesson.

5. Bernard Bahati (2010)

The process of integrating ICT has to be done at both pedagogical and
technological levels with much emphasis put on pedagogy.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and software
skills. ICT resources should become automatic and natural response to the
requirements for learning environments.
Definitions of ICT
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.
2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to
communicate, create, disseminate, store, and manage information.
3. UNESCO (2020)
ICT is a diverse set of technological tools and resources used to
transmit, store, create, share or exchange information.
4. Ratheeswari (2018)
ICT influence every aspect of human life. They play salient roles in
workplaces, in business, education, and entertainment.

Using ICT Integration Frameworks in Language Education

Learning Plans
A. Conversational Framework of Laurillard (2002)
Teachers explore various media to support various learning activities in
classrooms. There are five (5) key teaching and learning events in the
framework; acquisition, discovery, dialogue, practice, and creation.

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

 Pedagogy - pedagogy needs to include proper selection of
appropriate content and language learning activities. The teacher
needs to look how the available technological resources will provide
scaffolds that will assist learners
 Social interaction - with this, 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 - generally uses computers to support learning. 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 and technology must be easy-access to be effective.
C. Categories for Information Communication and Technology (ICT)
in Teacher Training
Jung (2005) organizes various ICT teacher training efforts into four
categories.
ICT as main content focus ICT as core delivery technology
ICT as part of content or methods ICT as facilitating or networking
technology
Learning How to Use ICT Learning VIA ICT

D. UNESCO ICT Competency Framework for Teachers

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.

MODULE 2
Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. IBL
involves tasks requiring learners' active participation in finding answers to
curricular questions.
` Types of Inquiry (VIU, 2020)
 Structured Inquiry - entire class engages in one inquiry together.
 Controlled Inquiry - Teacher chooses topics and resources that
the students will use to answer.
 Guided Inquiry - Teacher chooses topics, students design the
product or solution.
 Free Inquiry - Students choose their own topics without any
reference to a prescribed outcome.
Role of the Teacher
When designing an IBL, the teacher has to consider the following fields
(Avsec and Kocijncic, 2016):
1. Prior knowledge and capacity
2. Context-Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
Problem-Based Learning
Problem-based learning is an approach that involves a process of
inquiry and solving open-ended questions that serve as the main problem
that the learners will work on. The type of questions posited is focused on a
specific content standard and its application to real life issues. It also
requires more than one answer or solution.

Ali (2019) described PBL as a process that is used to identify problems

with a scenario to increase knowledge and understanding. She proposed the
following five principles of PBL:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students’ learn about motivation, teamwork, problem-solving and
engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve the
problem.
Lo (2009, p. 208) proposed a six-stage process used in the adoption of the
online PBL:
1. Identifying the problem current issues that do not have just one answer
or one definite solution;
2. Brainstorming generate ideas;
3. Collecting and analyzing the information assigning group members to
collect information;
4. Synthesizing information-solving the problem through synthesized
relevant data;
5. Co-building knowledge-presentation of the solution to the learning
problem/ issue; and
6. Refining the outcomes giving of feedback and suggestions by the
instructor to help students improve; learning from other group’s
presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts of PBL on learners as they
engage in the process. Among these are the following: (Ghufron & Ermawati,
2018, p. 666 in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces students’ nervousness during the learning process
3. Increases students’ responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019 EFL students:
  Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
For English as a Foreign Language (EFL) students, PBL:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
Productivity tools:
 Writing
 Presentations
 Spreadsheets
 Calendars
 Organizers
 Citations
 others

Project-Based Learning/ Project-Based Approach

Project-based learning is an approach but has evolved as a teaching
method that engages learners in a series of planned tasks resulting to the
generation of solutions to real-world problems. It is a student-centered
approach as it takes into account the realm of experiences and interest of
students.
Past and more recent researches have proven PrBL to be beneficial in the
development of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019).
3. Development of life skills (Wurdinger & Qureshi, 2015).