MITZI G.

GUMANIT
CARLA PAREDES
HAILYN RANESES

2ND YEAR –BECED TECHNOLOGY FOR TEACHING AND

LEARNING

ACTIVITY 1

Learning ICT- Technology Level of ICT 21st century Learning Learning

Activity/Learning mediated? If used Adoption skills/ that competencies objectives
Experience yes, why? If could be that guides
not, why? enhanced learning
How will you using the experience
improve this? activity
Since the lesson This is not an The materials The adoption To enhance The students At the end of
is about subject- ICT mediafed for delivering of this activity the knowledge will be able to lessons
verb agreement, because this topic is will be the of the student improve their students are
the teacher will students will can acess reorientation they should speaking skills expected to
give learning task practice it true through online since it's 21st practice to and proper state the rules
that will help the verbal and by the use century make or to construction of of subject-
pupils become communication of projector students think critically grammar by verb
assertive in or written to and laptop. supposed to to make a knowing the agreement
delivering their improve their be exposed better decision rules in subject and construct
message exchange into and to find a verb their own
correctly. conversations technology the solution to the agreement. sentences
by using the best way to specific using the
proper verb deliver the problem. correct
agreement discussion is The student subject verb
rules. It could to user some should also agreement.
be possible to technological practice the
also to be ICT equipment. media literacy
mediated by for them
introducing encompasses
them to use the practices
technology or that allow
search in people to
internet for access,
some critically
information evaluate, and
about the said create or
topic manipulate
media.
A video will be This is an ICT The material The adaption To enhance The learners At the end of
shown to the mediated that will be of this activity the knowledge demonstrates the lessons
student's its all because by going to used is of the students understanding students are
about the Speech the used of the is speech reorientatuon when it comes of the aspect of expected to
of Martin Luther technology equipment, level by the to technology communication. speak with
King Jr. they can laptop, use of video they should Make fluency and
access videos projector and clips that we learn to appropriate confidence,
online. video clips. get in the validate choices in style, interpret
internet it will information tone, gestures verbal and
help us to that they get or and bodily non verbal
deliver the read in the movements to messages.
lesson using internet. use in
the technology presenting
tools and to
organize
teaching
practice with
active
participation of
the students.
The teacher will It could be an The material The adaption To enhance The learners At the end of
prepare materials ICT mediated that will be of this activity the knowledge will identify the the lesson
in the box. The and also not, going to used is reorientation of the learners item which is students are
students will pick because tye is visual level by the they should be can we used to expected to
individually an teacher can presentation, used of visual taught at the clean our body. know the
item wherein they used some laptop, presentations early age to They will importance of
will name the item material to projector and and observe things familiarize it those things
which is the deliver this speaker. technology around them and can be and to
different items that lesson and it tools to deliver and to be used to their maintain the
we used to clean also be much the lesson the familiarize. daily routine. cleanliness of
are body after better to use students will our body.
picking the technology active
student will go in participation
front of the class while
and tell them discussing.
where we can use
the item that he
/she pick.

The teacher will This lesson is The material The adaption To enhance The teacher will At the end of
read or will not ICT that are going of this activity the knowledge show a picture the lessons
discuss about mediated the to be used is is integration of the learners on the 1/8 students are
“Why does the teacher will not technology level in which they should illustration expected to
Sun rise in the used another tools but more the students read more board, in the know the
morning? And materials in into the manila and teacher vocabulary illustration difference
Whydoes it get which they can Paper and arts can choose an and familiarize board there are between the
dark at night?” catch the materials. option to used things they different sun and the
attention of the technology could also pictures of an moon and its
learners. It tools or by the used some object and she purpose.
could also be used of paper. educational will call some
done in ICT games. students to
mediated for identify if it is
more easy way the sun and
of discussion. moon.
The teacher will The lesson is The materials The adaption To enhance The learners At the end of
show a box, inside ICT mediated that are going of this lesson the knowledge will identify the the lesson the
that box they are by the used of to used is is integration of the students count and student are
different pictures technology visual pictures, level by the they should try mass noun. expected to
of an object and tools the laptop and use of digital some They will make know the
she will call some teacher will projector. technology tye educational their own food proper food
pupils to identify if used some students can games which pyramid. pyramid and
it is count noun or tools to show see the better can improve about healtht
mass noun. the students a pictures of the their memory foods which
pictures of an objects for and can benefits
object. more vocabularies. their body and
clarification
 and the to maintain
student can healthy body.
participate on
the discussion.

ACTIVITY 2

INTEGRATION
ICT COMPETENCY FAMILIARIZE UTILIZE TRANSFORM
DESIGN: Knows that Strategically Adapts the organization of
ICT-enabled ICTs contribute organizes the the use of ICTs for the
education to the storage, use of ICTs for storage, communication,
settings for communication, the storage, transmission and exchange
meaningful transmission communication, of information in the design
learning and and exchange transmission and of an education setting
comprehensive of information in exchange of
education of the design of an information in the
students. education design of an
setting. education
setting.
IMPLEMENT: Knows how to Uses ICTs to Adapts the use
Implements meaningful implement ICTs for the store, of ICTs for the
ICT-enabled learning storage, communicate, storage,
experiences. communication, transmit and communication,
transmission and exchange transmission
exchange of information in an and exchange
information in an education of information in
education setting. setting. an education
setting.

ASESSES: Knows that ICT that facilitate Utilizes ICTs to Adapts the use of ICTs to

Assesses the assessments of effectiveness in assess assess effectiveness in

effectiveness of ICT- terms of the storage, effectiveness in terms of the storage,

enabled education communication, transmission and terms of the communication,

settings to promote exchange of information in an storage, transmission and exchange
meaningful student education setting communication, of information in an
learning. transmission and education setting.
exchange of
information in an
education
setting.

DESCRIPTION

DESIGN
➢ Identifies some basic tools to improve effectively the storage, communication, transmission and
exchange of information.
➢ Includes the general organization of the education setting using ICTs and prioritizing content
presentation
IMPLEMENT
➢ Understands the functioning of ICT tools that improve the communication and transmission of
information to optimize the management of time, space and resources in an education setting.

➢ Effectively promotes the communication and transmission of content and activities with and among
students using ICTs.
 ➢ Adds, removes and reorganizes tools to facilitate content presentation; the storage, communication,
transmission and exchange of information; and access to and searching of quality information (on the
basis of suggestions from support groups, colleagues, students and others) in ICT-enabled education
settings.
ASESSESS

➢ Recognizes the advantage of using ICTs for assessment to streamline marking and the returning of
grades.

➢ Monitors student participation in terms of time, resources, information access and searches and
transmission and storage of content.

➢ Establishes criteria for assessing the costs and benefits of using ICTs in education settings in
terms of time, resources, access to information and transmission and storage of content.
➢

REORIENTATION LEVEL
ICT COMPETENCY FAMILIARIZE UTILIZE TRANSFORM
DESIGN: Knows that Strategically Adapts the organization of
ICT-enabled ICTs have the organizes the the use of ICTs for the
education potential to use of ICTs for storage, communication,
settings for contribute to the storage, transmission and exchange
meaningful learning and communication,
learning and comprehensive transmission and of information in the design
comprehensive education of exchange of of an education setting
education of students. information in the
students. students’ design of an
knowledge education setting.
construction in
an education
setting.
IMPLEMENT: Knows how to Uses ICTs to Adapts the use
Implements meaningful implement ICTs for the store, of ICTs for the
ICT-enabled learning storage, communicate, storage,
experiences for communication, transmit and communication,
comprehensive transmission and exchange transmission
education of students. exchange of information in an and exchange
information in an education of information in
education setting. setting. an education
setting.

ASESSES: Assesses Knows that ICT that facilitate Utilizes ICTs to Adapts the use of ICTs to
the effectiveness of ICT- assessments of effectiveness in assess assess effectiveness in
enabled education terms of the storage, effectiveness in terms of the storage,
settings to promote communication, transmission and terms of the communication,
meaningful student exchange of information in an storage, transmission and exchange
learning. education setting communication, of information in an
transmission and education setting.
exchange of
information in an
education
setting.

DESCRIPTION

DESIGN
➢ Recognizes that ICTs enable education practices to be replicated in different settings.

➢ Recognizes assessment as a process of monitoring and follow-up involving students themselves.

IMPLEMENT
➢ Recognizes the contribution of ICTs in monitoring the knowledge construction process: level of
student participation, conceptual change and/or final performance.

➢ Carries out ICT-enabled assessments to demonstrate students’ knowledge construction in

keeping with learning objectives.

➢ Proposes changes to the ICT-enabled education setting based on change criteria relating to
 aesthetics and accessibility.

ASESSESS

➢ Recognizes that the incorporation of ICTs in an education setting promotes knowledge construction.

➢ Monitors the costs and benefits of using ICTs in education settings in terms of
collaborative knowledge construction, autonomous learning and active learning.

➢ Establishes strategies to demonstrate the contribution of technology to teaching and student learning.

EVOLUTION LEVEL
ICT COMPETENCY FAMILIARIZE UTILIZE TRANSFORM
DESIGN: Knows that Strategically Adapts the organization of
ICT-enabled ICTs have the organizes ICT the use of ICTs for the
education potential to use to generate storage, communication,
settings for contribute to new possibilities transmission and exchange
meaningful learning and for their use and of information in the design
learning and comprehensive to share with of an education setting
comprehensive education of colleagues the
education of students. progress in
students. students’ practice and
knowledge or/strategies in an
construction in education setting.
an education
setting.
IMPLEMENT: Knows how to Uses ICTs to Adapts the use
Implements meaningful implement ICTs for the store, of ICTs for the
ICT-enabled learning storage, communicate, storage,
experiences for communication, transmit and communication,
comprehensive transmission and exchange transmission
education of students. exchange of information in an and exchange
information in an education setting. of information in
education setting. an education
setting.

ASESSES: Assesses Knows that ICT that facilitate Utilizes ICTs to Adapts the use of ICTs to
the effectiveness of assessments of effectiveness in assess assess effectiveness in
ICT-enabled education terms of the storage, effectiveness in terms of the storage,
settings to promote communication, transmission and terms of the communication,
meaningful student exchange of information in an storage, transmission and exchange
learning. education setting communication, of information in an
transmission and education setting.
 exchange of
information in an
education setting.

DESCRIPTION

DESIGN
➢ Knows the importance of coherent content, activities and assessment in an ICT-enabled education
setting.

➢ Identifies the types of ICT tools and assessments that can evaluate an education setting on the
basis of learning objectives.
➢ Makes changes to the design of ICT-enabled education settings based on student needs and content
characteristics.
IMPLEMENT

➢ Understands the potential of ICTs for feedback, monitoring and assessment of students’ learning
processes.

➢ Utilizes ICTs to propose teaching and learning situations that involve real and genuine problem solving.

➢ Proposes new uses of ICTS to design, implement and assess education settings to promote
meaningful student learning.

ASESSESS

➢ Identifies changes that should be made to teaching practice based on information systematically
 collected on ICT- enabled practices.

➢ Measures the impact of the incorporation of ICTs on teaching and learning processes in an education
setting.

➢ Communicates strategies for monitoring and assessing the effectiveness of educational uses of ICTs to
promote meaningful student learning