LESSON

2
ICT-Pedagogy
integration in
language learning
plans
 Integrating Technology in
Instruction
Various educators and researchers provided the following
concepts and principles about 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)
 1. John Pisapia (1994)

• Integrating technology with teaching means the use of

learning technologies to introduce, reinforce,
supplement and extend skills.

• On the other hand, integrating technology into

curricula can mean diff erent 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
presentation tools.
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.
 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.
 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.
Information and
Communication
Technology (ICT)
 The following are the definitions of ICT
from various sources:
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. 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.
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

3. UNESCO (2020)
• It (ICT) is a diverse set of technological tools and
resources used to transmit, store, create, share or
exchange information. ICT also refers to handling
information, its application, and association with social,
economic, and cultural matters.
 4. Ratheeswari
•Information(2018)
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
environments. ICT helps a teacher to present his/her teaching
attractively and enables learners to learn at any level of an
educational program.
 Using ICT
Integration
Frameworks in
Language
Education
 A. 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.
 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.

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 Learning Events and Associated Media Forms

(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
 The Laurillard's Conversational Framework (LCF) is releedin of
language education since this field requires appropriate and
complex various technologies. The framework clearly presents
the way teaching in language classrooms can be thoroughly
related to their language learning events. Language teachers
need to systematically match their teaching styles to the
learning needs of their students. By this, the integration of ICT
and pedagogy will be done in a comprehensive and meaningful
way.
 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.
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 design a language teacher will use needs to

include proper selection of appropriate content and language
learning activities.
• Social interaction activities as one of the elements in
the framework are crucial in language learning.

• 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. This will allow the learners to
willingly share their thoughts and ideas to facilitate
communication among them.
• 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. Interaction does not solely happen
in a face-to-face environment.

• In the 21" Century classrooms, the three components:

pedagogy, social interaction, and technology, are needed in an
ICT-based learning environment. Due to the advent of
educational technologies which are fundamental requirements
in ICT-pedagogy integration, the challenge among learning
institutions is to provide support for the integration to happen.
 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.

• For a successful ICT-pegadogy 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.
 D. UNESCO ICT Competency Framework for
Teachers
•Having a society that is increasingly based on information and
knowledge and with the ubiquity of Information and
Communication Technology (ICT) for instruction, UNESCO was
able to develop ICT Competence Framework for Teachers
(UNESCO, 2018).
ICT Competency
Framework for
Teachers
(UNESCO, 2018)
This framework, which is a part of a range of
initiatives by the UN and its specialized agencies
including UNESCO, 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).
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.
 REPORTED BY:

JOLINA R. QUIJADA
NATHANIEL GANANCIAS
JAMAICA RAVELO