FRANCHESCA CORDOVA
BSED-FIL 3-1
Technology for Teaching and Learning 2
TTL 2 is a three-unit course that focuses on the
application, design, production, utilization, and
evaluation of Information and Communication
Technology for Teaching and Learning in the
Secondary Language Education, Mathematics,
Science, Values Education, and Social Studies
Programs. The major requirement of this course
is an ICT-Integrated and Project-based Learning
Plan aligned to the K to 12 Curriculum. All the
learning activities and course requirements will
revolve around the student-teacher developed
Learning Plan.
MODULE 1
Learning Plans in the context of the 21st
Century
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 equip every
graduate with the following skills:
● information, media, and technology
skills
● learning and innovation skills;
● effective communication skills;
● and life and career 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 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.
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 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 well-
being and 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 a few tips for making
learning engaging and personally relevant as
cited by Willis, Faeth, and Immordino Yang:
• Use suspense and keep it fresh
• Make it student-directed
• Connect it to their lives and to what they
already know
• Provide utility value
• Build relatedness
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 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) 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 MTB-MLE program properly
especially since 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
entails 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,
21st Century Skills) To nurture holistically
developed Filipino, every K to 12 graduate is
expected to beready to go into different paths -
higher education, employment, or
entrepreneurship.