ICT Pedagogy
Integration in Learning
Plans
Subtitle
Objectives:
▪ Discuss essential points to consider when
integrating any ICT in facilitating elementary
education
▪ Present learning plans that integrate ICT in the
learning procedures to be able to attain the learning
outcomes
Introduction:
▪ Teaching has always been a challenging profession
since knowledge has been expanding and essential
skills have been increasing and changing.
▪ 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.
Concept and Principles Integrating
Technology in Instruction
1. John Pisapia (1994)
2. International Society for Technology in Education (ISTE)
3. Margaret Lloyd (2005)
4. Qiyun Wang and Huay Lit Woo (2007)
5. Bernard Bahati (2010)
6. UNESCO (2005)
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 or follow up activities that put the book in a pedagogical context, the
book is not integrated. Hence if the teacher uses the computer to reward children by
allowing them to play a game, the computer is not integrated.
▪ Integrating technology into curricula means:
– Computer science courses, computer assisted instruction, and/or computer-enhaced or inriched
instruction
– Matching software with basic skill competencies and
– Keyboarding with word processing followed up with presentation tools
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.
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.
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
– lesson
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
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.
Definition of ICT from various sources:
▪ Moursound (2005) – ICT includes all the full range of computer hardware,
computer software, and telecommunication facilities.
▪ Tinio (2009) – ICT is a diverse set of technological tools and resources
used to communicate, create, disseminate, store and manage
information.
▪ UNESCO (2020) – It is a diverse set of technological tools and resources
used to transmit, store, create, share or exchange information.
▪ Ratheeswari (2018) – It influence every aspect of human life. They play
salient roles in workplaces, in business, education and entertainment.
ICT as catalyst for change
Using ICT Integration Frameworks in
Learning plans
▪ Experts provided concepts relevant to integrating technology, these
concepts are very helpful to clarify lingering issues on how
technologies are properly integrating in the teaching-learning process.
▪ Technologies are used int eh 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 to enlighten on the principles on how educational
technologies contribute to the facilitation of the teaching-learning
process.
ICT Integration Frameworks are:
A. Conversational Framework of Laurillard (2002)
B. Three Fundamental Elements of ICT Integration by Wang
(2008)
C. Categories for Information Communication and Technology
(ICT) in Teacher Training
D. UNESCO ICT Competency Framework for Teachers
Conversational Framework of Laurillard (2005)
it postulates a way of presenting teaching and learning in terms
of events. These 5 key events are:
– Acquisition
– Discovery
– Dialogue
– Practice, and
– Creation
LCF is relevant in the field of language education since this field
requires appropriate and complex use of various technologies
Teaching and Teaching Action or Learning Action or Related Media Examples of Non- Examples of
Learning Event Strategy Experience Forum Computer Based Computer-Based
Teaching & Learning Events & Associated Media Forms Activity Activity
Acquisition Show, demonstrate, Attending, Narrative: TV, Video, Film, Lecture notes online,
describe, explain Apprehending, lectures, books, other streaming videos of
Listening print publication lectures
Discovery Create or set up or Investigating, Interactive Libraries galleries, CD based, DVD or
find out or guide Exploring, Browsing, museums web resources
through discovery Searching
spaces and resources
Dialogue Set up, frame, Discussing, Communicative Seminar, tutorials, Email, Disccusion
moderate, lead, collaborating conferences forums, blogs
facilitate discussions reflecting, arguing,
Analyzing, Sharing
Practice Model Experimenting Adaptive: Laboratory, field trip, Drill and practice,
practicing Feedback simulation role play tutorial programs
Creation Facilitating Articulating, Productive: Essay, object, Simple existing tools
experimenting, Learner control animation, model
making, synthesizing
Three Fundamental Elements of ICT Integration by
Wang (2008)
integration of ICT consists of three fundamental
elements:
o Pedagogy
o Social interaction
o Technology
Interaction with
Content
Pedagogy
Interaction with
people
Social Interaction Technology
Figure 1: The ICT Integration Framework
Categories for ICT in Teacher Training
▪ Integration of ICT 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.
▪ For a successful ICT-pedagogy 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
Core Technology
ICT as main content focus ICT as main content focus
Learning how to use ICT Learning VIA ICT
ICT as main content focus ICT as main content focus
Complementary Technology
UNESCO ICT Competency Framework for
Teachers
▪ Having a society that is increasingly based on information and
knowledge and with the ubiquity of ICT for instruction, UNESCO
was able to develop ICT Competence Framework for Teachers
▪ This framework 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).
ICT Competency
Framework for
Teachers
UNESCO ICT Competency Framework for
Teachers
▪ Across the six aspects of work are the 3 approaches to teaching
based on human capacity development: acquisition, deepening,
creation
▪ Framework also aims to equip teachers to be able to do their
roles achieving the following societal goals:
– Build workforce that have ICT skills
– Enable people to be knowledgeable and resourceful
– Encourage all members of society to participate fully in society and
influence the decision that affect their life
– Foster cross-cultural understanding, tolerance and the peaceful
resolution of conflict
