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The Fundamental Elements of Ict Integration

The document discusses the integration of Information and Communication Technology (ICT) in language learning, emphasizing the importance of pedagogy, social interaction, and technology in modern education. It outlines a framework for ICT integration in teacher training and highlights the UNESCO ICT Competency Framework for Teachers aimed at enhancing teachers' abilities to foster ICT skills in students. Additionally, it includes specific content and performance standards for English language learning, along with assignments related to inquiry-based and research-based learning approaches.

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46 views20 pages

The Fundamental Elements of Ict Integration

The document discusses the integration of Information and Communication Technology (ICT) in language learning, emphasizing the importance of pedagogy, social interaction, and technology in modern education. It outlines a framework for ICT integration in teacher training and highlights the UNESCO ICT Competency Framework for Teachers aimed at enhancing teachers' abilities to foster ICT skills in students. Additionally, it includes specific content and performance standards for English language learning, along with assignments related to inquiry-based and research-based learning approaches.

Uploaded by

leonnaferlbernabat
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PEDAGOGY Interaction

with content

Interaction with
people

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

The ICT Integration Framework of Wang can be fully


maximized in developing learning plans for language
learning.
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.
Primarily reflects the art of teaching
proper selection of appropriate content
and. language learning activities
With social interaction, learners will
naturally acquire a language and develop
language knowledge and skills that are
important for them to live and work in
various communities.
the language teacher may use computers
which may allow the learners to interact
and demonstrate the language skills and
competencies required from them.
With the advent of computer-mediated
communication (CMC), planned social
interaction activities that aim to enhance
language learning becomes more
convenient and flexible.
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. Itmay also happen online.
In the 21st 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. 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.
Core Technology

ICT as core
ICT as main
delivery
content focus
technology
ICT as
ICT as part of
facilitating or
content or
networking
methods
technology
Complementary
Technology
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)
The' framework also specifically 'aims to equip
teachers to be able to 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
ENGLISH 8, Fourth Grading, Reporter's Notebook (Junior
Edition), 12 days

Content Standard
The learner demonstrates an understanding of South and
West Asian literature as an expression of philosophical and
religious beliefs; information flow in various text types; reality,
fantasy, and opinion in listening and viewing materials; word
decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect
tenses, and logical connectors in journalistic writing.
Performance Standard
The learner transfers learning by composing a variety of
journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech
featuring the use of properly-acknowledged information
sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic
features, stance, and behavior.
Learning Competencies
• Use active and passive construction in a journalistic
context.
• Use past and perfect tenses in journalistic writing.
• Use direct and reported speech in journalistic writing.
• Use appropriate logical connectors for emphasis.
Requirements for TTL 2

1. Make a detailed lesson plan (Content, Procedure, Neatness)


2. Create a power point presentation of your topic (Content, Creativity, Visual Impact,
Precision on using PPT)
3. Sample grades using excel. (Summative tests, performance, Exam: 40 – 30 – 30 %
respectively. At least 25 students

Deadline February 28
Group of 3 students
Assignment!

 Discuss the salient features of inquiry-based learning and


research-based learning and their application to the attainment of
language learning competencies and language learning outcomes;
 analyze how technologies for teaching and learning languages can
be maximized in inquiry-based learning and research-based
learning; and
 state some performance standards from the Curriculum Guide that
can employ inquiry-based learning and research-based learning.

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