REVISITING

ELEMENTARY
LEARNING
PLANS
Angelet B. Barola
 OBJECTIVES
 Discussed the role of technology for teaching and learning in
the light of the K to 12 Curriculum Framework.

 Reviewed the K to 12 Curriculum Guide focusing on the

development century skills.

 Reviewed learning plans from various sources that integrated

ICTs in the teaching-learning process.

 Planned activities integrating ICTs that would facilitate the

development of 21st century skills required in the curriculum
guide.

 Brainstormed about digital citizenship and related this to the

development of 21 century skills among learners.
O N E O F T H E F E AT U R E S O F K T O
12 CURRICULUM IS THE
REQUIREMENT TO EQUIP
E V E RY G R A D U AT E W I T H T H E
FOLLOWING SKILLS:

• I N F O R M AT I O N , M E DI A AN D T E C HN O L O GY
S KI L L S ;
• LE A R N I N G A N D I N N O VATI O N SK I L LS ;
• E F F E C T I V E C O M M U N I C AT I O N S K I L L S ; A N D

• LI F E A N D CA RE ER S K I L L S
S A L I E N T F E AT U R E S O F T H E K T O 1 2 C U R R I C U L U M :

1. STRENGTHENING EARLY CHILDHOOD

EDUCATION (UNIVERSAL KINDERGARTEN)

- With the Universal Kindergarten program of the DepEd,

every Filipino child is expected to have access to early
childhood education. This access can be facilitated using
technological tools that are readily available to the school for
teacher’s use.
S A L I E N T F E AT U R E S O F T H E K T O 1 2 C U R R I C U L U M :

2. MAKING THE CURRICULUM RELEVANT TO

LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)
- The relevance is vital to help the teachers think of some
ways by which they will be able to let their student realize
that their daily lessons are of good use to their personal well-
being and to their professional preparation.
 TIPS FOR MAKING LEARNING ENGAGING AND
P E R S O N A L LY R E L E VA N T
( C I T E D B Y W I L L I S , FA E T H , A N D I M M O R D I N O - YA N G )

• USE SUSPENSE AND KEEP IT FRESH

- Drops hints about a new learning unit before you reveal

what it might be, leave gaping pauses in your speech, change
seating arrangements, and put up new and relevant posters or
displays; all these can activate emotional signals and keep
student interest piqued.
 TIPS FOR MAKING LEARNING ENGAGING AND
P E R S O N A L LY R E L E VA N T
( C I T E D B Y W I L L I S , FA E T H , A N D I M M O R D I N O - YA N G )

• MAKE IT STUDENT-DIRECTED

- Give students a choice of assignments on a particular topic,

or ask them to design one of their own. “When students are
involved in designing the lesson, they better understand the
goal of the lesson and become more emotionally invested in
and attached to the learning outcomes.”
 TIPS FOR MAKING LEARNING ENGAGING AND
P E R S O N A L LY R E L E VA N T
( C I T E D B Y W I L L I S , FA E T H , A N D I M M O R D I N O - YA N G )

• CONNECT IT TO THEIR LIVES AND TO WHAT THEY

ALREADY KNOW
- Taking the time to brainstorm about what students already
know and would like to learn about a topic helps them to
create goals. This also help teachers see the best points of
departure for new ideas. Making cross-curricular connections
also helps solidify those neural loops.
 TIPS FOR MAKING LEARNING ENGAGING AND
P E R S O N A L LY R E L E VA N T
( C I T E D B Y W I L L I S , FA E T H , A N D I M M O R D I N O - YA N G )

• PROVIDE UTILITY VALUE

- Utility value provides relevance first by piquing students and

by telling them the content is important to their future goals; it
then continues by showing or explaining how the content fits
into their plans for the future. This helps students realize the
content is not just interesting but also worth knowing.
BRIGGS 2014 SHARED SOME FEW TIPS FOR MAKING
L E A R N I N G E N G A G I N G A N D P E R S O N A L LY R E L E VA N T
( A S C I T E D B Y W I L L I S , FA E T H , A N D I M M O R D I N O - YA N G )

• BUILD RELATEDNESS

- It is an inherent need students to feel close to the significant

people in their lives, including teachers. Relatedness is seen
by many as having non-academic and academic sides.
21 st Century learners are expected to be
demonstrating 21 st Century competencies such as
collaboration, digital literacy, critical thinking,
and problem solving to be able to thrive in this
world.

Rich, 2014
S A L I E N T F E AT U R E S O F T H E K T O 1 2 C U R R I C U L U M :

3. BUILDING PROFICIENCY (MOTHER-TONGUE

BASED MULTILINGUAL EDUCATION)

- To be able to promote the child’s dominant language and to use

it as a language of instruction, maximum use of technological
tools is highly encouraged. Mother Tongue is used in instruction
and learning materials of other learning areas. The learners retain
their ethnic identity, culture, heritage and values.
S A L I E N T F E AT U R E S O F T H E K T O 1 2 C U R R I C U L U M :

5. GEARING UP FOR THE FUTURE

- The K to 12 Curriculum ensures college readiness by aligning the core

and applied courses to the College Readiness Standards (CRS) and
the new General Education (GE) Curriculum. Hence, the K to 12
Curriculum focused on developing appropriate Specialization Subjects
for the Academic, Sports, Arts and Design, and Technical Vocational
Livelihood Tracks. All of these specialization subjects have to be
supported by educational technology for better learning.
S A L I E N T F E AT U R E S O F T H E K T O 1 2 C U R R I C U L U M :

6. NURTURING THE HOLISTICALLY DEVELOPED

FILIPINO (COLLEGE AND LIVELIHOOD
READINESS, 21 S T CENTURY SKILLS
- To nurture holistically developed Filipino, every K to 12 graduate is
expected to be ready to go into different paths – higher education,
employment, or entrepreneurship. Every graduate is expected to be
equipped with information, media and technology skills, learning and
innovation skills, effective communication skills, and life and career
skills.
 I N T E G R AT I N G T E C H N O L O G Y I N I N S T R U C T I O N
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.

- 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 word
processing followed up with presentation tools.
I N T E G R AT I N G T E C H N O L O G Y I N I N S T R U C T I O N
FOLLOWING CONCEPTS AND PRINCIPLES ABOUT INTEGRATING
TECHNOLOGY IN INSTRUCTION:

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.
I N T E G R AT I N G T E C H N O L O G Y I N I N S T R U C T I O N
FOLLOWING CONCEPTS AND PRINCIPLES ABOUT INTEGRATING
TECHNOLOGY IN INSTRUCTION:

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.
I N T E G R AT I N G T E C H N O L O G Y I N I N S T R U C T I O N
FOLLOWING CONCEPTS AND PRINCIPLES ABOUT INTEGRATING
TECHNOLOGY IN INSTRUCTION:

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.
I N T E G R AT I N G T E C H N O L O G Y I N I N S T R U C T I O N
FOLLOWING CONCEPTS AND PRINCIPLES ABOUT INTEGRATING
TECHNOLOGY IN INSTRUCTION:

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.
I N T E G R AT I N G T E C H N O L O G Y I N I N S T R U C T I O N
FOLLOWING CONCEPTS AND PRINCIPLES ABOUT INTEGRATING
TECHNOLOGY IN INSTRUCTION:

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.
I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T )

DEFINITIONS OF ICT FROM VARIOUS SOURCES:

1. Moursund (2005)
- ICT includes all the full range of computer hardware, computer software, and
telecommunication facilities. 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.
I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T )

DEFINITIONS OF ICT FROM VARIOUS SOURCES:

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.
I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T )

DEFINITIONS OF ICT FROM VARIOUS SOURCES:

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, visio/video-
conferencing, etc.)
I N F O R M AT I O N A N D C O M M U N I C AT I O N T E C H N O L O G Y ( I C T )

DEFINITIONS OF ICT FROM VARIOUS SOURCES:

4. Ratheeswari (2018)
- 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.
U S I N G I C T I N T E G R AT I O N F R A M E W O R K S I N L A N G U A G E
E D U C AT I O N L E A R N I N G P L A N S

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.
A . C O N V E R S AT I O N A L F R A M E W O R K O F L A U R I L L A R D ( 2 0 0 2 )
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.
B . T H R E E F U N D A M E N T A L E L E M E N T S O F I C T I N T E G R A T I O N B Y WA N G
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.
C . C AT E G O R I E S F O R I N F O R M AT I O N C O M M U N I C AT I O N A N D

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.
D. UNESCO ICT COMPETENCY FRAMEWORK FOR
TEACHERS
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.
THANK YOU!