Most Essential Learning Competencies

▪ approximately 87% of the world’s student population, estimated 1.5 billion learners have been
affected by school closures – UNESCO (2020)
▪ develop by the DepEd, through the Bureau of Curriculum Development-Curriculum Standards
Development Division
▪ ENDURANCE- determining factor for the selection of the most essential learning competencies

✓ Retained - satisfies the endurance criterion which contributes to life-long learning and a pre-
requisite skill to the next grade level
✓ Merged – have same objective or learning intention
✓ Removed – specific, appropriate to be introduced in an earlier quarter or grade level or moved
to a later quarter or grade level, and recurring
✓ Rephrased – not concise
 THE K TO 12 CURRICULUM FRAMEWORK
Group Activity 1
Considering my Role as Curriculum Designer
▪ Go over the Curriculum Guide or MELCs and
discuss together the essential features, focus
and the general content and performance
standards of Science per grade level.

Integrating Technologies for Teaching and Learning

▪ After having an in-depth understanding of the
general features, focus and standards of Science,
share within the group some technological
resources and tools that can help you deliver it to
facilitate learning. Brainstorm on how these
technologies can be integrated properly and how
they will meet the important learning objectives
and the 21st century skills.
Learning Plans in the Context
of the 21st Century
Module 1
▪ Discuss the role of technology for teaching and learning Science in the
light of the K to 12 Curriculum Framework;
▪ Review the K to 12 Curriculum Guide focusing on the development of
21st century Skills in Science education;
▪ Review learning plans in Science teaching from various sources that
integrate ICTs in the teaching learning process;
▪ Plan activities integrating ICTs that will facilitate the development of
the 21st century Skills required in the curriculum guide; and
▪ Brainstorm about digital citizenship and relate this to the development
of the 21st century Skills among learners.
▪ Information, media and technology skills

▪ Learning and innovation skills

▪ Effective communication skills

▪ Life and career skills

K to 12 Curriculum
Kindergarten and 12 years Basic Education
 The K to 12 Curriculum Framework
Lesson 1
▪ 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; and
▪ Review some units in the curriculum
guide with focus on the development of
21st century skills.
Salient Features of the K to 12 Curriculum

Strengthening Early Childhood Education

Making the Curriculum Relevant to Learners
Building Proficiency
Ensuring Integrated and Seamless Learning
Gearing Up for the Future
Nurturing the Holistically Developed Filipino
Strengthening Early Childhood Education
(Universal Kindergarten)

▪ technological tools that are readily

available to the school for teachers’ use
▪ use of technology in teaching the
kindergarten pupils the alphabet,
numbers, shapes, and colors
Making the Curriculum Relevant to Learners
(Contextualization and Enhancement)

▪ “Give it Context, and Make it Count”, Sara Bernard (2010)

▪ Tips for making learning engaging and personally relevant

by Willis, Faeth, and Immordino-Yang:

✓ Use suspense and keep it fresh.

✓ Make it student directed.
✓ Connect it to their lives and what they already know.
✓ Provide utility value
✓ Build relatedness
 Building Proficiency
(Mother-Tongue Based Multilingual Education)

▪ developing learning materials to be able to

implement the MTB-MLE program
▪ the learners are expected to retain their ethnic
identity, culture, heritage and values
 Ensuring Integrated and Seamless Learning
(Spiral Progression)
▪ learning basic concepts to a more
complex general concepts entail
Technological knowledge, Pedagogical
knowledge, and Content knowledge
(TPACK)
▪ allows learners to learn topics and
skills appropriate to their
developmental and cognitive skills
 Gearing Up for the Future
▪ aligning the core and applied courses to the College
Readiness Standards (CRS) and the new General Education
(GE) Curriculum
▪ developing appropriate Specialization Subjects for
Academic, Sports and Design, and Technological Livelihood
Tracks
 Nurturing the Holistically Developed Filipino
(College and Livelihood Readiness, 21st Century Skills)

▪ readiness to go into higher education, employment, or

entrepreneurship
▪ equipping with information, media and technology skills, learning
and innovation skills, effective communication skills, and life and
career skills
▪ How can technology be used effectively in your field
of specialization to support and assess student
learning?
▪ How will you develop learning plans to make sure
that available technologies for teaching and learning
will be put into use for meaningful learning?
▪ Teachers are central to any curriculum development effort.
Alsubaie (2016)
▪ Curriculum is a planned interaction of students 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. Meier (2018)
 ICT-PEDAGOGY INTEGRATION
IN LEARNING PLANS
Objectives: Lesson 2
1. discuss essential points to consider
when integrating any ICT in facilitating
education;
2. present learning plans that integrate ICT
in the learning procedures to be able to
attain the learning outcomes; and
3. plan for some activities that will help
develop digital citizenship and relate this
to the development of the 21st Century
Skills among learners.
 Integrating Technology in Instruction
John Pisapia (1994)
▪ use of learning technologies to introduce, reinforce, supplement
and extend skills
▪ computer science courses, computer-assisted instruction, and
computer-enhanced or enriched instructions, matching software
with basic skill competencies, and keyboarding with word
processing followed up with presentation tools

International Society for Teaching in Education (ISTE)

▪ students’ selection of technology tools to help them obtain,
analyze and synthesize, and present information
 Integrating Technology in Instruction

Margaret Lloyd (2005)

▪ an integral part of broader curriculum reforms:
infra-instructional and pedagogical
considerations

Qiyun Wang and Huay Lit Woo (2007)

▪ occurs in three different areas: curriculum, topic,
and lesson
 Integrating Technology in Instruction

Bernard Bahati (2010)

▪ to be done at both pedagogical and
technological levels with much emphasis put
on pedagogy
UNESCO (2005)
▪ organization of the classroom to structure the
learning tasks to make ICT resources become
automatic and natural response to the
requirements for learning environments
Moursund (2005)
▪ computer hardware, computer software, and telecommunication
facilities
Tialo (2009)
▪ technological tools and resources used to communicate, create,
disseminate, store, and manage information
▪ hardware devices, software applications,
internet connectivity, broadcasting
technologies, and telephony

ICT
Information and Communication Technology
UNESCO (2020)
▪ technological tools and resources used to transmit, store, create,
share, or exchange information
▪ scientific, technological and engineering discipline and
management technique used in handling information, its
application and association with social, economic, and cultural
matters
Ratheeswari (2018)
▪ influence every aspect of human life:
workplaces, business, education
and entertainment
ICT
Information and Communication Technology
Moursund (2005)
▪ full range of computer hardware, computer software, and
telecommunication facilities:

computer devices
display and projector devices
local area networks and wide area networks
digital cameras, computer games, CD’s, DVD’s,
cell phones, telecommunications satellites, and fiber optics
computerized machinery and computerized robots
Tialo (2009)
▪ diverse set of technological tools and resources
used to communicate, create, disseminate, store,
and manage information:

hardware devices
software applications
internet connectivity
broadcasting technologies
telephony
UNESCO (2020)
▪ diverse set of technological tools and resources used to
transmit, store, create, share, or exchange information:

Computers
Internet
(website, blogs, and emails)
Live broadcasting technologies
(radio, television and webcasting)
Recorded broadcasting technologies
(podcasting, audio, video players and storage devices)
Telephony
(fixed or mobile, satellite, vision/video-conferencing)
Ratheeswari (2018)
▪ influence every aspect of human life
▪ play salient roles in workplaces, in business,
education and entertainment.
▪ giving students opportunities to learn and apply the
required 21st century skills
▪ improves teaching and learning and helps teachers
perform their role as creators of pedagogical
environment
ICT Integration Frameworks
in Science Education
Learning Plans
Conversational Framework of Laurillard (2002)
Teaching Teaching Learning Action Related Media Examples of Examples of
and Action or or Experience Form Noncomputer- Computer-
Learning Strategy Based Based Activity
Event Activity
Acquisition Show, Attending, Narrative: TV, video, Lecture notes
Demonstrate, Apprehending, Linear film, lectures, online,
Describe, Listening presentational books, other streaming
Explain print video or
Usually same publications lectures, DVD,
‘text’ acquired multimedia
simultaneously including
by many people digital video,
audio clips
and
animations
Teaching and Learning Events and Associated Media Forms (Czerniewer & Brown, 2005)
adapted from Laurillard (2002)
Conversational Framework of Laurillard (2002)
Teaching and Teaching Action Learning Action Related Media Examples of Examples of
Learning or Strategy or Experience Form Noncomputer- Computer-
Event Based Activity Based Activity

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

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

Teaching and Learning Events and Associated Media Forms (Czerniewer & Brown, 2005)
adapted from Laurillard (2002)
Conversational Framework of Laurillard (2002)
Teaching Teaching Learning Related Examples Examples of
and Action or Action or Media Form of Computer-
Learning Strategy Experience Noncomputer Based
Event -Based Activity
Activity

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

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

Teaching and Learning Events and Associated Media Forms (Czerniewer & Brown, 2005)
adapted from Laurillard (2002)
Conversational Framework of Laurillard (2002)
Teaching Teaching Learning Related Media Examples of Examples of
and Action or Action or Form Noncomputer Computer-
Learning Strategy Experience -Based Based
Event Activity Activity

Practice Model Experimenting, Adaptive: Laboratory Drill and

practicing , filed trip, practice,
Feedback, simulation, tutorial
learner role play programs,
control simulations,
virtual
environments

Teaching and Learning Events and Associated Media Forms (Czerniewer & Brown, 2005)
adapted from Laurillard (2002)
Conversational Framework of Laurillard (2002)
Teaching Teaching Learning Related Media Examples of Examples of
and Action or Action or Form Noncomputer Computer-
Learning Strategy Experience -Based Based
Event Activity Activity

Creation Facilitating Articulating, Productive: Essay, Simple

Experimenting, Linear control object, existing
Making, animation, tools, as
Synthesizing model well as
especially
created
programmabl
e software
Teaching and Learning Events and Associated Media Forms (Czerniewer & Brown, 2005)
adapted from Laurillard (2002)
Three Fundamental Elements of ICT Integration
Wang (2008)
Interaction
with content
Pedagogy
Interaction
with people
Social Interaction Technology
ICT Competency Framework
for Teachers (UNESCO, 2018)
 ICT Competency Framework for Teachers
(UNESCO, 2018)
Societal Goals:
▪ Build work forces 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, mange 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.