EL 3231- TECHNOLOGY FOR

TEACHING AND LEARNING 2

for Language Education - English
 MODULE 1
Learning Plans in the context of the 21st Century
Learning Outcomes

At the end of the Module, the students should have:

 discussed the role of technology for teaching and learning in the light of the K to 12 Curriculum
Framework;
 reviewed the K to 12 Curriculum Guide focusing on the development of 21* Century skills;
 reviewed learning plans from various sources that integrated ICTs in the teaching learning
process;
 planned activities integrating ICTs that would facilitate the development of 21* Century skills
required in the curriculum guide; and
 brain stormed about digital citizenship and related ‘this to the development of 21* Century skills
among learners.

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 e 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
the focus of this course is. This course aims to present activities that will prepare pre-service teachers to
integrate ICTs in the teaching-learning processes in the various fields of specialization, 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

Learning Outcomes
At the end of the lesson, the learner should be able to:
 Discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills
 Analyze the learning competencies of every year level according to the field of specialization of
the pre-service teachers
 Review some units in the curriculum guide with focus on the development of 21 st Century skills

Step 1: Knowing Each Other

At this time, introduce yourself and meet other classmates by choosing any kind of educational
technology to represent your personality and profile. The information you will get from your classmates
from the activity will be valuable information for you to use as you complete this module and the
succeeding modules.

Introduce yourself to the group using a specific technology that was introduced in TTL 1 or that
you have been using to represent you. Explain why you selected that technology.

Step 2: Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, share the learning outcomes you were able to demonstrate well in
TTL 1. Reflect and share why these learning outcomes were demonstrated well in the class. Moreover,
identify the intended learning outcomes in terms of knowledge and skills in TTL 1 that you were not able
to demonstrate in the class. Discuss how you can help yourself as a class. Demonstrate these to ensure
that you can cope with the requirements of Technology for Teaching and Learning 2.

Step 3: Reflecting on Technology-based Learning Experiences

Recall how your teachers in your field of specialization used information and communication
technologies to help you understand some concepts in your lessons.

Identify the specific lesson and learning objectives of your teacher. Were you able to understand
the lesson and demonstrate the learning objectives with the teacher’s integration of ICT? Why?

If you are to enhance the ICT used by your teacher, how will you do it? Will you use the same
ICT or will you modify how it was integrated?

Explore
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 demands of the 21* 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 through 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 know these to live a meaningful life?” “How will I use this lesson in the
actual workplace?” “What is the relevance of this to me?” 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 students
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.”
Briggs (2014) shared some few tips for making learning engaging and personally relevant as cited
by Willis, Faeth, and Immordino- Yang:

 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..
 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.”
 Connect it to their lives and to what they already know - Taking 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.
 Provide utility value - Utility value provides relevance first by piquing students and 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.
 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 their curriculum, technological tools can be used. 21% Century learners are expected to be
demonstrating 21% Century competencies such as collaboration, digital literacy, critical thinking, and
problem solving to be able to thrive in this world (Rich, 2014). Contextualizing the curriculum of the
students for meaningful learning poses challenges in enhancing teachers’ pedagogical skills as well as
technological skills.
3. 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
into developing learning materials to be able to implement the MTBMLE 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.

4. 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 knowledge.
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.

5. 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.

6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21* 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.

Experience (Answer this in a separate sheet using the activity template)

Step 1: Introducing the Technology for Teaching and Learning 2 Course

The Technology for Teaching and Learning 2 Course helps you use the power of computer
technologies in the different fields of specialization to spark student imagination and ultimately move,
motivate, and support students toward meaningful learning.

Let us assess your prior knowledge on how you can best use computer technologies to enhance
learning, answer this question by writing your answer in the box provided:
 How can technology be used most effectively in the various fields of specialization to support and
assess student learning?

Step 2: Setting My outcomes for this Course

It must be noted that course outcomes can be achieved if clearly set. Therefore, there is a need to
ground this course with curricular and research-based goals and objecives. Throughout this course, you
will be tasked to use various technological resources and tools that can help you create your plans and
materials, improve your instruction, and enhance your future students’ learning.

1. How will I apply all the knowledge and skills that I learned in TTL 2 in teaching my field of
specialization?

2. How will I develop learning plans for my classes to make sure that available technologies for
teaching and learning will be put to use for meaningful learning?
 3. How will ensure that my goals in this course will be achieved?

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 teachers’ 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 practic of teaching and are responsible for introducing the curriculum 10 the classroom
(Alsubaie, 2016).
 Curriculum is the planned interaction of pupils with instructional content, materials, resources, and
processes for evaluating the attainment of educational obj ectives 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, cas¢ studies and
activities to deliver a curriculum. This. interactive approach intertwines curriculum and practical
experiences that immerse students in learning. The curriculum process provides a0 opportunity for
teachers to be creative and put their unique stamp on the classroom experience (Meier, 2018).
 Teachers, on their part, have practical knowledge based on their daily work with students. This
knowledge is useful for 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 tudies, 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 will meet the important
learning outcomes and the 21st Century skills. Share how they 3 out the results of your group discussion in
the class.

Answer the following:

1. How will technological tools for teaching and learning promote the features of the K to 12
Curriculum?
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2. What are the 21st Century skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards and competencies of your curriculum
guide.
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