EDUC 30053 TECHNOLOGY FOR TEACHING

AND LEARNING 2
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Teachers Roles as Curriculum Designers

 The most important person in the curriculum implementation process is the teacher

 Curriculum is the planned interaction of pupils with instructional content, materials,

resources, arid processes for evaluating the attainment of educational objectives Jadhav
and Patankar (2013).
 Curriculum is content, but when contextualized, it comes alive for students.
 Teachers, on their part, have practical knowledge based on their daily work with students.

Lesson 1. The K to 12 Curriculum Framework

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

 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 21st
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.
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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 wellbeing 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 pat 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 loop
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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 st 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 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) MTBMLE

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.
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2. 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.

Exchange

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'
leaning. 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 practice of teaching and are responsible for introducing the curriculum in the classroom
(Alsubaie, 2016).

• Curriculum is the planned interaction of pupils with instructional content, materials, resources,
arid 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 intervenes curriculum and
practical experiences that immerse students in learning. The curriculum process provides an
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 to curriculum committees because teachers can assess whether the ideas
being developed will work in the classroom (Young, 1988)
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Exchange

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'
leaning. 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 practice of teaching and are responsible for introducing the curriculum in the classroom
(Alsubaie, 2016)

• Curriculum is the planned interaction of pupils with instructional content, materials, resources,
arid 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 intervenes curriculum and
practical experiences that immerse students in learning. The curriculum process provides an
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 to curriculum committees because teachers can assess whether the ideas
being developed will work in the classroom (Young, 1988).
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Lesson 2
ICT-Pedagogy Integration in Language Learning Plans
Learning Outcomes
At the end of the lesson, the students should be able to:
1. Discuss essential points to consider when integrating any ICT in facilitating language
education.
2. Present learning plans that integrate ICT in the learning procedures to be able to attain the
learning outcomes.
3. Plan for some activities that will help develop digital citizenship and relate to the development of
21st Century Skills among learners.

Course Materials

Excite

STEP 1: Recalling ICT-integrated Activities Experienced

Ponder on your background, educational experiences, and prior knowledge and skills on how
information, communication, and technologies (ICTs) were successfully used by your teachers in the
lower level. Recall the ICT tools that were used by your teachers in your language class, Filipino or
English, and describe how these were used to help you understand your lessons. Get a paper to scribble
your recollections. Write at least five lessons vis-a-vis the ICT tools and a short description of how these
were used.

STEP 2: Sharing of the ICT-Pedagogy Experiences

With three (3) members in your group, each of you will share his/her scribbled experiences. To
facilitate the group sharing, assign a facilitator, a record, and a reporter.

STEP 3: Reporting

To allow everybody in the class to learn from the small sharing, assign a reporter from your small
group to share the gist of your small group sharing with the whole class.

Explore

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-leaning 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:
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1. 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. Inter-national Society for Technology in Education (ISTH)

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 (ZOOS)

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 Litwoo (2007)

Integrating Information and Communication (ICT) into 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 that 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.
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Specifically, there is a need also to determine the ICTs 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. It 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, visio/video-conferencing, etc.)

UNESCO defines it also as a scientific, technological, and engineering discipline and

management technique used. ICT also refers to handling 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, many people recognize
ICTs as catalysts for change that include change in working conditions, 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 perform 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 ICT 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 are properly integrated in the teaching-1earning 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 leaning 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
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principles on how educational technologies contribute to the facilitation of the teaching-learning process.
For this purpose, the following framework may serve as a guide in integrating ICTs 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:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.

Vis-a-vis the five events are specific teaching strategies, learning action; or experiences, related
media form, examples of non-computer based activity, and examples of computer-based activity.
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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
presents 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 usefulness of LCF in language education was analyzed in a study that was conducted by
Abeer Aidh Alshwiah in 2016. 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 in the study comprised three intact classes
from a foundation course at a Saudi university. The three skills addressed consisted of the use of past
tense to describe past events and form wh-questions, as part of grammatical competence, and writing a
letter of complaint, as part sociolinguistic competence.

To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-
experimental design was applied by measuring learners’ development in the three aforementioned skills.
The corresponding test results were then compared with those of a control group. Moreover, the benefits
of LCF were examined by gathering the learners’ perception 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 1.

Interaction with
content
Pedagogy

Interaction
with people Technology
Social Interaction
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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 use 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, learners will 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
leaning events, the language teacher may use computers which may allow the learners to interact and
demonstrate the language skills 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 top 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.
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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. Haddad in 2003 states that the teachers’ use of ICT 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).
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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 (TJNLD), 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 ale
the three approaches to teaching based on human capacity development - knowledge acquisition,
knowledge deepening, and knowledge creation.

The framework also specifically aims to equip teachers to be able to do their roles achieving the
following societal goals:
• build workforces 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 in new ways, merge new technology and
pedagogy, develop socially active classrooms, and encourage co-operative interactions, collaborative
learning and group work.
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Lesson 3. Inquiry-Based Learning and Research-Based Learning

Familiarize yourself with the concept of KWL chart

Nature of Inquiry-Based Learning Inquiry, in its simplest definition, is a process of asking

questions. This has spurred the enumerable developments that we continue to enjoy in our society
today. It 3 continues to usher the study of so many fields that enable various scientists and experts
to provide solutions to emerging issues affecting the society in general. In the classroom, in
particular, the process of inquiry is a basic learning activity that every teacher is expected to
facilitate.

The development of the ability to ask among learners is basic in the age of the Fourth Industrial
Revolution. According to the Future of Jobs Report during the World Economic Forum, the top
three of the ten skills needed in this age are complex problem, solving, critical thinking and
creativity (Gray, 2016) which all start from the process of asking. Inquiry-based leaning (IBL) as
an approach essentially involves tasks requiring learners' active participation in finding answers to
curricular questions. The questions can run from very specific simple questions to more complex
questions in relation to the curriculum. Learners are given opportunities to engage in self-regulated
activities as they pursue their investigation.

Using this in the language classroom can facilitate the development of communication skills as it
involves activities such as writing questions, deliberating on ways of finding answers to curricular
questions, and presenting outputs as evidence of inquiry among others. This approach encourages
students to work together in accomplishing their task. The process of inquiry starts from positing a
question aligned to a content standard in the K to 12 curriculum for English. Investigation proceeds
using various sources of information and presentation of outputs of the students using a
productivity tool. Depending on the required output, the assessment tool that will be used should
be given to the students before the inquiry commences.

When to Use

Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially
appropriate approach to learning about language variation, identity, and power since IBI can
provide students with opportunities to learn about current issues in sociolinguistics through sharing
and debating on a personal experience with language from multiple perspectives.

Types of Inquiry VIU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:
1. Structured Inquiry- this let the students follow the lead of the teacher as the entire class engages
in one inquiry together.

2. Controlled Inquiry- the teacher chooses topics and identifies the resources that the students will
use to answer questions.

3. Guided Inquiry- The teacher chooses topics or questions and students design the product or
solution.

5. Free Inquiry- Students are allowed to choose their own topics without any reference to a
prescribed outcome.

Role of the Teacher

The success of IBL largely depends on the careful planning of the teacher in relation to the curriculum. The
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language teacher needs to look into the learning competencies that can be satisfied by a simple inquiry or
more complex inquiry. He/she controls and prepare the topic for investigation and guides the learners by
setting the question to be explored. Learners are allowed to design their own way of investigation and
present their outputs with IBL, a gateway to information is opened and students can have access to
information at anytime and anywhere. It is assumed that the teacher is knowledgeable of the sources of
information and whether the learners have access to these sources.

When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic
(2016):

1. Prior knowledge and capacity

2. Context- Learners require meaning form experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology

The internet of the World Wide Web offers lot of platforms for mining information. It has become the most
sought out source of information because of the variety of tools that abound. Language is no longer a barrier
in one’s search for information.

Depending on the unit of study in a language curriculum, there are many free educational websites that are
available for the language teachers and learners. Due to the vastness of source of information from the
WWW, any language teacher who is using IBL has the responsibility to direct learners to websites that
provide the proper information.

The technology tools that are made available for the learners, whether online or offline, should support the
object of inquiry which is aligned to the learning competencies in the K to 12 language curriculum. It should
be noted that the use of technology in IBL is just one of the many other sources of information in the process
of inquiry.

This does not exclude the other resources, human and non-human, in gathering information. However
learner, are undeniably familiar and probably more adept in exploring the internet. Guiding them in locating
online resources that are relevant in developing their research and 5 communication skills will let them learn
the importance of using educational resources in an explicit and implicit way

Lesson 4: Problem based learning vs. Project Based Learning

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