LA CARLOTA CITY COLLEGE

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ENGLISH 57

MODULE IN
TECHNOLOGY FOR
TEACHING AND
LEARNING 2

INSTRUCTOR: Prof. Larren Joy Tumpag-Castillo

FACEBOOK: Larren Joy Tumpag Castillo
GMAIL: larrenjoytumpag@deped.gov.ph
TECHNOLOGICAL TRENDS
Computers are faster, costs are lower, software is more powerful and easier to use; these
trends are likely to continue for the forseeable future. These changes will naturally alter the
skills which teachers need to have to be considered ‘computer competent’. Among the
most important interrelated technological changes are:
 Networked computers
 Portable and mobile computing
 High-speed, high capacity communications
 Mass storage
Learning is no longer confined to the classroom, as students are involved in ‘global learning’.
WHAT IS TECHNOLOGY INTEGRATION?
Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills. The difference between the classrooms of exemplary
users of technology and technology users is in the way their classes are conducted. In the
exemplary classrooms, student use of computers is woven integrally into the patterns of
teaching; software is a natural extension of student tools.
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 pedagogical context, the book is unintegrated. If a
teacher uses the computer to reward children by allowing them to play a game, the
computer is unintegrated.
From an educator’s point of view, then, the function of IT in schools is NOT primarily to
promote computer literacy, or because technology is the ‘wave of the future’, or because it
will be ‘good for students’ to use computers once in a while. Rather, the function of
technology in shools is to enhance teaching and learning. Using technology in any other
way is not true integration.
There are many integration strategies, but the important thing is that each strategy
addresses a specific learning or teaching need. In general, the most effective approach is
one of solving instructional programs. That is, technology should be viewed as one means of
solving some of the problems which teachers face in their teaching, and which learners face
in their learning.
TEACHER’S ROLE
The misconception about the use of IT in schools is that the teachers in the future will
become irrelevant, their teaching functions replaced by sophisticated ‘teaching machines’.
Teachers fearing that scenario need to relax because their role in teaching and learning
process which incorporates technology will become even more important.
The teacher’s role before the lesson, during the lesson and after the lesson:
 Before any IT-based lesson, the teachers needs to carefully plan the activities, to check
the resources and equipment, to preview the software and to anticipate any problems
which might occur.
 During the lessonm it is important that the teacher monitors the activities so that students
are not getting off-trach or lost or bored. In the case of more highly-integrated and
complex lessons, the teacher needs to facilitate all the various learning processes the
students experience.
 Following the lesson, the teacher will need to review the students’ experiences with the
IT-based activities and material, to make clear links with the school’s curriculum and
assessment procedures.
INSTRUCTIONAL PLANNING
SYSTEMATIC INSTRUCTIONAL PLANNING

Identify
instructional Identify Plan Choose Develop Implement
goals objectives instructional instructional assessment instruction
activities media tools

Analyse
learners

Revise instruction

Figure 1. A systematic planning process (Raiser, R.A. & Dick, W.)

IDENTIFY INSTRUCTIONAL GOALS
Systematic planning of instruction must begin by setting goals. Goals are starting points from
which teaching/learning activities are derived. Without them, teaching is random and
consequently learning becomes haphazard.
In education, goals can be defined as ‘general statements of desired instructional outcomes
that usually can be broken down into a variety of much more specific behaviours’. This
implies that the goals should be written with the students as the focus, in particular, what
learning outcomes students will achieve as a result of instruction. Hence, goals are important
for determining what students will learn and what teachers will teach. Goals can be derived
from a variety of sources, ranging from educators to parents to textbooks, and are used for
long-term planning.
ANALYSE LEARNERS
Information about your students is of great importance:
 Student’s general ability level (above average, average, below average or learning
disabled)
 Their learning styles (verbal vs visual vs kinesthetic)
 Their prerequisite knowledge and skills in the subject/topic that you are teaching them so
that you will be able to peg your teaching accordingly
 Their attitude towards learning that subject so that you will be able to decide what
motivational activities are required