Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:

DATE: THE TEACHER & THE SCHOOL CURRICULUM ROOM:

CONTACT NO. INSTRUCTOR: MR. MAGTIBAY

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LESSON 4.3: THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM

WEEK 12 , 3 HOURS
I. FOCUS:
In this module, challenge yourself to:
• Discuss the roles of technology in curriculum delivery.
• Identify the factors in technology selection including the use of visual aids.

II. INTRODUCTION: After the learning fundamental concepts about the curriculum- its nature and
development-comes the practical phase of curriculum implementation. Appropriately, the
significance of technology in curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e- Philippine plan
(e stands for electronic). Thus, is stated: “an electronically enabled society where all citizens live in an
environment that provides quality education, efficient government services, greater sources of livelihood
and ultimately a better way of life through enhanced access to appropriate technologies.” (International
workshop on emerging technologies, Thailand, December 14-16, 2005). This point needs for an e-
curriculum, or a curriculum which delivers learning consonant with the Information Technology and
Communications Technology (ICT) revolution. This framework presupposes the curriculum delivery adopts
ICT as an important tool in education while users implement teaching-learning strategies that conform to
the digital environment. Following a prototype outcomes-based syllabus, this same concept is brought
about through a vision for teachers to be providers of relevant, dynamic and excellent education programs
in a post-industrial and technological Philippine society. Thus, among the educational goals desired for
achievement is the honing of competencies and skills of a new breed of students, now better referred to as
a generation competent in literacies to the 3Rs (or reading, ‘riting and ‘rithmetic) but influences, more
particularly: problem-solving fluency, information access and retrieval of texts/images/sound/video fluency,
social networking fluency, media fluency, and digital creativity.

III. STRATEGIES/CONTENT
A. ANALYSIS/ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 4.3: THE ROLE OF TECHNOLOGY IN DELIVERING THE
CURRICULUM
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 THE TEACHER AND THE SCHOOL CURRICULUM

Instructional media may also be referred to as media technology or learning technology, or

simply technology. Technology plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and these range from non-projected and projected
media from which the teacher can choose, depending on what he/she sees fit with the intended
instructional setting. For example, will a chalkboard presentation be sufficient in illustrating a
mathematical procedure; will a video clip be needed for motivating learners?
In the process, what ensues is the objective-matching where the teacher decides on what
media or technology to use to help achieve the set learning objectives.

Non- projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, Video, VCD, DVD
charts, posters)
Visual boards (chalkboard, whiteboard, flannel Computer/ multimedia presentations
board, etc.)
Audio materials
Table 2. Types of instructional Media/Technology
Factors for Technology Selection
In deciding on which technology to use from a wide range of media available, the factors on
which to base selection are:
1. Practicality – Is the equipment (hardware) or already prepared lesson material
(software) available? If not, what would be the cost in acquiring the equipment or
producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners – Is the medium suitable to the learners’
ability to comprehend? Will the medium be a source of plain amusement or
entertainment, but not learning?
3. Activity/suitability – Will the chosen media fit the set instructional event, resulting in
either information, motivation, or psychomotor display?
4. Objective-matching – Overall, does the medium help in achieving the learning
objective(s)?
The Role of Technology in Curriculum Delivery
It can easily be observed that technological innovation in the multifarious fields of commerce,
science and education, is fast developing such that it is difficult to foresee the technological revolution
in the millennium, inclusive of educational changes. For certain, however, technological changes in
education will make its impact on the delivery of more effective, efficient and humanizing teaching-
and-learning.
But presently, we can identify three current trends that could carry on to the nature of
education in the future. The first trend is the paradigm shift from teacher- centered to student-centered
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approach to learning. The second is the broadening realization that education is not simply a delivery of
facts and information, but an educative process of cultivating the cognitive, affective, psychomotor, and
much more the contemplative intelligence of the learners of a new age. But the third and possibly the
more explosive trend is the increase in the use of new information and communication technology or
ICT.
Already at the turn of the past century, ICT, in its various forms and manifestations has made
its increasing influence on education and the trend is expected to speed up even more rapidly. Propelling
this brisk development is the spread of the use of the computer and the availability of desktop micro-
computers affordable not only to cottage industries, businesses, and homes but also to schools.
For now, the primary roles of the educational technology in delivering the school curriculum’s
instructional program have been identified:
• upgrading the quality of teaching-and-learning in schools;
• increasing the capability of the teacher to effectively inculcate learning, and for students to gain
mastery of lessons and courses;
• broadcasting the delivery of education outside schools through non-traditional approaches to
formal and informal learning, such as Open Universities and lifelong learning to adult learners;
and
• revolutionizing the use of technology to boost educational paradigm shifts that give importance
to student-centered and holistic learning.
These primary roles are based on the framework of Technology-Driven Teaching and
Learning called TPACK (1) Technological Knowledge, (2) Pedagogical Knowledge and (3)
Content Knowledge). TPACK shows that there is a direct interconnectedness of the three
components, thus in teaching-learning process, a teacher should always ask and find the correct
answer to the following questions for every lesson.
1. What shall I teach? (Content knowledge)
2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use on how to teach the content?
(Technologicalknowledge)

Below is the diagram of the TPACK as a Framework in the Teaching andLearning. Detailed
explanation and discussion are covered in the course Technology for Teaching and Learning 1.

Figure 1-TPACK Framework (Koehler, 2006) 3

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 THE TEACHER AND THE SCHOOL CURRICULUM

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less effective ways to
learn: hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of
materials (visual boards, charts, overhead transparencies, slides, computer-generated
presentations), there are basic principles of basic design.
Assess a visual material or presentation (a transparency or slide) using the following criteria:
Visual elements (pictures, illustrations, graphics):
1. Lettering style of front— consistency and harmony.
2. Number of lettering style— no more than 2 in static display (chart, bulletin board).
3. Use of capitals- short titles or headlines should be no more than 6 words.
4. Lettering colors— easy to see and read. Use of contrast is good for emphasis.
5. Lettering size— good visibility even for students at the back of the classroom.
6. Spacing between letters— equal and even spacing.
7. Spacing between lines— not too close as to blur at a distance.
8. Number of lines— no more than 8 lines of text in each transparency/slide.
9. Appeal— unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps).
10. Use of directional— devices (arrows, bold letters, bullets, contrasting color and size, special
placement of an item).
APPLICATION. BOOST UP YOUR LEARNING!
SELF-REFLECT:

In proposed mastery approach instruction, the teacher:

a) presents the lesson to the whole class

b) assesses if the learners attained mastery of the lesson
c) provides enrichment activities with the use of media technology
d) re-mediates the non-mastery student
e) moves on to the next lesson.

1. How is the mastery approach better than the traditional one?

2. The mastery approach appears time-consuming and difficult. Do you believe practice and
experience can overcome these difficulties?

3. How can technology help in enrichment activities?

4. Should the effective use of media be also assessed by the teacher? Why?

Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor
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Enriching Minds of Champions