LESSON 1 : Module 1

Learning Plans in the Context of the 21st Century

Introduction:
The basic education curriculum of the country was enhanced with the implementation of the K to 12 Curriculum.
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of elementary education, four years
of Junior High School, and two years of Senior High School SHS) to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
The implementation of the K to 12 Curriculum is expected to contribute to the country's development in various
forms. It is believed to be necessary to improve the quality of our education which is critical to our progress as a nation.
One of the features of the K to 12 curriculum is the requirement to equip every graduate with the following skills:
• information, media and technology skills;
• learning and innovation skills;
• effective communication skills; and
• life and career skills.
The development of these skills can be done with the aid of technologies for teaching and learning which is the
focus of this course. These course aims to present activities that will prepare pre-service teachers to integrate ICTs in the
teaching-learni.ng processes in the various fields of specialization. It aims to help pre-service and in-service teachers to
expand the boundaries of their creativity and that of their students beyond the four walls of the classrooms. It aims to
enable teachers to discover the power of computer technologies as teaching tools for greater learning
Lesson 1
The K to 12 Curriculum Framework
The implementation of the K to 12 Curriculum of the Department of Education paved the way for the
enhancement of the Teacher Education Curriculum of the Commission on Higher Education (CHED). The salient features
of the K to 12 Curriculum have been thoroughly considered to ensure that all the courses in the teacher education program
will meet the demand s of the 2151 century classrooms. One of the considerations is the need to implement the following
salient features of the curriculum through integrating technologies for teaching and learning. The use of technologies is
done in the different levels of learning and in teaching the various fields of specialization.
1. Strengthening Early Childhood Education (Universal Kindergarten)
With the Universal Kindergarten program of the Department, 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
teachers ' use.
The use of technology in Kindergarten by various schools is very evident in teaching the kindergarten pupils the
alphabet, numbers, shapes, and colors through games, songs, and dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives. Students are often heard
saying, "Do I need to ow these to live a meaningful life?" "How will I use this lesson in the actual workplace? " "What is
the relevance of this to rue?" and so on. The answer to the question of relevance is vital to help the teachers think of some
ways by which they will be able to let their student s realize that their daily lessons are of good use to their personal well-
being and to their professional preparation. Sara Bernard (2010) stressed that students need to have a personal connection
to a lesson material that can be done through engaging them emotionally or through connecting the information with that
which they already know. This she calls "Give It Context, and Make It Count."
3. Briggs (014) shared some few tips for making teaming engaging and personally relevant as cited by Willis, Faeth,
and Immordino-Yang:
a. Use suspense and keep it fresh - Drop 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.
b. 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. "
c. Connect it to their lives and to what they already know - Thinking the time to brainstorm about what students
already know and would like to learn about a topic helps them to create goals. This also helps teachers see the best points
of departure for new ideas. Making cross-curricular connections also helps solidify those neural loops.
d. Provide utility value - Utility value provides relevance first by piquing students all 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.
e. Build relatedness - Relatedness, on the other hand, answers the question, "What have these to do with me?" 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.
To be able to apply the tips recommended by various experts and to allow students to realize the value of the
curriculum, technological tools can be used. 21st Century learners are expected to be demonstrating 21st Century
competencies such as collaboration, digital literacy, critical thinking, and problem solving to be able to thrive in tl1ms
world (Rich, 2014). Contextualizing the curriculum of the students for meaningful learning poses challenges in enhancing
teachers' pedagogical skills as well as technological skills.
4. 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. Currently. a lot of teachers and schools are to developing learning materials to
be able to implement the MTB-· MLE program properly especially that there is a dearth of printed and e-materials in the
mother tongue of the students. Mother Tongue is used in instruction and learning materials of other learning areas. The
learners retain their ethnic identity, culture, heritage and values. Children learn better and are more active in class and
learn a second language even faster when they are first taught in a language they understand.

5. Ensuring Integrated and Seamless Learning (Spiral Progression)

Learning basic concepts that lead to a more complex and sophisticated version of the general concepts entail
TPACK: Technological knowledge, pedagogical knowledge, and content know ledge. -Rediscovering concepts previously
presented as students go up in grade level will be fully supported if all the areas of specialization will be aided by
technologies for teaching and learning. This will further strengthen retention and will enhance mastery of topics and skills
as they are revisited and consolidated time and again. This also allows learners to learn topics and skills appropriate to
their developmental and cognitive skills.

6. 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.
7. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st 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.
This may happen with the proper implementation of the curriculum and with the facilitation by excellent teachers. For
teachers to maintain excellent performance, they need full support, one of which is technological support.

Teachers play a very important role in the facilitation of student learning by designing, implementing and
evaluating the curriculum. In the Philippines, teachers are expected to actively engage themselves in curriculum design to
ensure that the K to 12 Curriculum will be best delivered to fully realize its intended learning outcomes.
Teachers make decisions about how they will implement the curriculum of their specific field of specialization.
They decide on how they must structure the activities of their lessons and manage students' responses and ideas. Hence,
the decision of teachers is very important. It has an impact on the students' learning. The following are points to consider
in identifying and understanding teacher’s roles as curriculum designers:
Undoubtedly, the most important person in the curriculum implementation process is the teacher. ·With their
knowledge, experiences and competencies, teachers are central to any curriculum development effort. Better
teachers support better learning because they are most knowledgeable about the practice of teaching and are responsible
for introducing the curriculum in the classroom (Alsubaie, 20 16).
Curriculum is the planned interaction of pupils with instructional content, materials, resources, and processes for
evaluating the attainment of educational objectives -Jadhav and Patankar (2013).
Curriculum is content, but when contextualized, it comes alive for students. The role of teachers in the
curriculum process is to help students develop an engaged relationship with the content. Active learning increases the
focus and retention of the curriculum, resulting in an exciting learning environment. Teachers build lessons that include
simulations, experiments, case studies and activities to deliver a curriculum. This interactive approach intertwines
curriculum and practical experiences that immerse students ill: learning. The curriculum process provides an
opportunity for teachers to be creative and put their unique stamp on the classroom experience (Meier, 20 18).
Teachers, on their part, have practical know ledge based on their daily work with students. This knowledge is
useful to curriculum committees because teachers can assess whether the ideas being developed will work in the
classroom (Young, 1988).
Step 1: Considering my Role as Curriculum Designer
With the points of reference provided about curriculum and the teacher, participate in a face-to-face discussion
with the whole group about how your field of specialization (Ex. Physical Education, English, Filipino, Social Studies.
Mathematics, Science and so on) was designed. In the discussion, you are asked to thoughtfully consider your role as a
curriculum designer. Go over the Curriculum Guide and discuss together the essential features, focus, and the general
content and performance standards of your field of specialization or major per grade or level.
Step 2: Integrating Technologies for Teaching and Learning
After having an in-depth understanding of the general nature, focus, and non-negotiable standards set for your
field of specialization, share with the group some technological resources and tools that can help you deliver you lesson to
raise at a high level of excellence.
Brainstorm on how these technologies can be integrated properly and how they will meet the important learning
outcomes and the 2 P’ Century skills. Share the results of your group discussion in the class.
Lesson 2
ICT-Pedagogy Integration in Language Learning Plans
 Teaching has always been a challenging profession since knowledge has been expanding and essential skills have
been increasing and changing. With these challenges, 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.
Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended
learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about integrating technology in
instruction:
l. 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 computer is not integrated.
• 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
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) info 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 the 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.

Information and Communication Technology (ICT)

 Before you can successfully integrate ICTs in your language instruction, there is a need to have a good grasp of
what Information and Communication Technology (ICT) is all about. Specifically, there is a need also to determine the
TCTs that are available for language education. 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. I t 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. 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, visual/video-conferencing,
etc.) UNESCO defines it also as a scientific, technological, and engineering discipline and management technique
used. ICT also refers to h and ling information, its application, and association with social, economic, and cultural
matters.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence every aspect of human life. They play salient roles in
workplaces, in business, education, and entertainment. Moreover, m any people recognize ICTs as catalysts for
change that include change in working condition s, 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 perfom1 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 lCT Integration Frameworks in Language Education Learning Plans

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 arc 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. There is a need, therefore, to enlighten’ you on the principles on bow educational
technologies contribute to the facilitation of the teaching-learning process. For this purpose, the following framework may
serve as a guide in integrating lCT’s in developing learning plans or lesson plans in the different subjects particularly in
developing learning plans or lesson plans 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. This is how the Conversational Framework
(Laurillard, 2002) may support. 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: acquisition,
discovery, dialogue, practice, and creation.
 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.

Teaching and Learning Events and Associated Media Forms (Czerniewicz & Brown (2005) adapted from Laurillard
(2002)

Teaching Teaching Learning Related Media Examples of Activity Based

and Action or Action or Non- Computer Activity
Learning Strategy Experience Based Activity
Event

Acquisition Show, Attending, Narrative: TV, video, film, Lecture not online,
Demonstrate, Apprehending, lectures, books, streaming videos
Describe, Listening Linear other print of lectures, DVD,
Explain presentational. publications multimedia
including digital
Usually same video , audio clips
'text' acquired· and animations.
simultaneously
by many people

Discovery Create or set Investigating, Interactive: Libraries, CD based, or Web

up or find out Exploring, galleries , resources including
or guide Browsing, Non-linear museums hypertext,
through Searching presentational, enhanced
discovery searchable , hypermedia:
spaces and filterable etc. but multimedia
resources no feedback resources also
information
gateways.

Dialogue Set up, Frame, Discussing, Communicative: Seminar, Email, discussion

Moderate , Collaborating, Conversation tutorials, forums , blogs
Lead, Reflecting, with other conferences
Facilitate Arguing , students, lecturer
discussions Analyzing, or self
Sharing

Practice Model Experimenting, Adaptive: Laboratory, field Drill and practice,

trip, simulation , tutorial programs
Practicing Feedback, learner role play simulation, virtual
control environments
 Creation Facilitating Articulating , Productive: Essay, object, Simple existing
Experimenting, animation, model tools, as well as
Making, Learner control especially created
Synthesizing programmable
software

The Laurillard's Conversational Framework (LCF) is relevant in the\field of language education since this field
requires appropriate and complex use of various technologies. The framework clearly present’s the way teaching events 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

The useful ness of LCF in language education was analyzed in a study that was conducted by Abeer Aidh
Alshwiah in 20 16. The study investigated and ·evaluated the effectiveness of LCF in developing the writing component
of foreign language learners' (FLLs ') communicative competence in blended learning (BL) context, as compared to a
face-to-face (F2F) context. The FLLs in the study comprised three intact classes from a foundation course at a Saudi
university. The three skills addressed consisted of the u se of the past tense to describe past events and form wh-questions,
as part of grammatical competence, and writing a letter of complaint, as part of sociolinguistic competence.

To evaluate the effective ness of LCF, a mixed-methods approach was used. The quasi-experimental design was
applied by measuring learners' development in the three aforementioned skills. The correspond in g test results were then
compared with those of a control group. Moreover, the benefits of LCF were examined by gathering the learners'
perceptions of the intervention and analyzing their engagement with the teacher, peers, tasks and language.

The study revealed that LCF was more effective in the BL than in the F2F context. in terms of developing the
learners ' skill in forming wh questions. However, both contexts almost equally developed the learners' skills in using the
past tense and writing a letter of complaint. Moreover, interviews with volunteers from the two experimental groups,
observing their engagement, and analyzing their conversations, revealed positive perceptions amongst learners with an
intermediate level of English language proficiency. On the other hand, two different factors affected their perceptions of
the intervention: language proficiency and the willingness of peers to collaborate. Another factor affecting perceptions of
BL was lack of familiarity with the technology applied. It is therefore recommended that this barrier be overcome and the
use of BL, given its effectiveness for the development of more writing skills be encouraged.

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 I.
Figurer 1 The ICT Integration Framework
 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.
The pedagogical design a Language teacher will use needs to include proper selection of appropriate content and
language learning activities. In the design, the teacher needs to look into how the available technological resources will
help provide scaffolds that will assist their language learners during the learning processes. Language teachers need to
note that in developing learning plans that embed the pedagogical design, it is crucial to look into the learning
environment and ensure that this environment will provide help to fulfill the needs and objectives of the language class
with learners of diverse experiences and backgrounds. The learning plans should also involve the appropriate u se of
learning resources and activities that support learners' learning and allow teachers to facilitate learning.
Social interaction activities as one of the elements in the framework are crucial ·in language learning. With social
interaction, Learner with naturally acquire a language and develop language knowledge and skills that are important for
them to live and work in various communities. In the various learning events, the language teacher may use computers
which it lay allow the learners to interact and demonstrate the language skill s and competencies required from them. The
teacher and the learners may use computers to connect and learn through the computers that are now connected world-
wide. With the advent of computer-mediated communication (CMC), planned social interaction activities that aim to
enhance language learning becomes more convenient and flexible. Language learners may maximize computers
individually but they may also collaboratively use them with other learners. As noted by Uribe, Klein, & Sullivan (2003),
computer-supported collaborative learning has shown positive effects on students' performance.
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. It may also happen online. In order for any online interaction activities in a
language classroom to be effective, there is a need to consider the availability of the facilities they require and ease of
access. The human computer interface design is also critical because this will define the utility of the technology-based
learning environment. It must be noted that in language learning, the ease of learning in the interface design is essential.
It needs to motivate the learners to fully participate.
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 in 2003 states that the teachers' use of TCT 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.
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).

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). As shown by the framework,
the teachers have six aspects of work: understanding ICT in education, curriculum and assessment pedagogy,
application of digital skills, organization and administration, and teacher professional learning. Across the six aspects
 of work are the three approaches to teaching based on human capacity development - knowledge acquisition, know
ledge deepening, and knowledge creation.

The framework also specifically aims to equip teachers to be able to:

• their roles achieving the following societal goals:
• build workforce s 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 ill new
ways, merge new technology and pedagogy, develop socially active classrooms, and encourage co-operative interactions,
collaborative learning and group work.