ICT-Pedagogy Integrating in REPORTERS:

Language Learning Plan A B O Y, B A L D E S C O , B A R R O S

Learning Outcomes:

Discuss essential points to consider when integrating any ICT in

facilitating language education.

Present learning plans that integrate ICT in the learning procedures to

be able to attain the learning outcomes; and

Plan for some activities that will help develop digital citizenship and
relate this to the development of 21st Century skills among learners.

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 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. 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
a pedagogical context, the book is not integrated. In
the same way, if the teacher uses the computer to
reward children by allowing them to play a game, the JOHN PISAPIA
computer is not integrated.
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 Integrating
Technology in
Instruction
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 instruction, 2.) matching software with
basic skills competencies, and 3.) keyboarding
with word processing followed up with
presentation tools.

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 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.
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 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.

MARGARET LLOYD

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 Integrating
Technology in
Instruction
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and QIYUN WANG (UP)
HUAY LIT WOO (DOWN)
Communication (ICT) into teaching and learning is
a growing area that has attracted many educators’
effort in recent years. Based on the scope of
content covered, ICT integration can happen in
three different areas: curriculum, topic, and
lesson.

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 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.

BERNARD BAHATI

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 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

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 Using ICT Integration Frameworks in Language Education
Learning Plans


There 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 they 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, therefore to enlighten you on
the principle on how educational technologies contribute to the facilitation of the
teaching- learning process. For this purpose, the following framework may serve as
a guide in integrating ICTs in developing learning plans or lessons in the different
subjects particularly in developing plans or lessons in language education.

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10
 Using ICT Integration Frameworks in Language Education
Learning Plans
The teaching-learning process poses events in the framework which are
very complex tasks to allow learners to identified as:
understand their lessons and master the
skills they are expected to demonstrate. a. Acquisition
Thus, it will be reassuring if teachers will b. Discovery
explore on engaging various media to
support various learning activities in c. Dialogue
classrooms. This is how the
Conversational Framework (Laurillard, d. Practice
2002) may support. The framework e. Creation
postulates a way of presenting teaching
and learning in terms of events. These
are five (5) key teaching and learning
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 Vis- a-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.

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B. Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three fundamental elements. These are
pedagogy, social interaction, and technology. These elements are diagrammatically represented by
Wang in Figure 1.

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C. Categories for information Communication and
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.
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. This is presented in this framework.

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C. Categories for information Communication and
technology (ICT) in Teacher Training

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D. UNESCO ICT Competency Framework for Teachers

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 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 adopt 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.

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