Republic of the Philippines

North Eastern Mindanao State University

Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph

Unit 1: Learning Plans in the Context of the 21st Century

Lesson B: ICT-Pedagogy Integration in Learning Plans

Intended Learning Outcome:

B. Enhance the learning plan to develop 21st Century Skills through ICT integration
Content:

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-learning
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:
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 instructions,
2) matching software with basic skill competencies, and
3)keyboarding with word processing followed up with presentation tools.

2. International Society for Technology in Education (ISTE)

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 (2005)

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 Lit Woo (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
 Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
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 ca successfully integrate ICTs in your language instruction, there is a need to have
good grasp of what Information and Communication Technology (ICT) is all about. 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. Tino (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)
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 and 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, business, education, and entertainment.
Moreover, many people recognize ICTS as catalysts for change: 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 its
importance for teachers in performing their role of creators of pedagogical environments.
ICT helps a teacher to present his/her teaching attractively and enables the learners to
learn at any level of educational programmes.

Using ICT Integration Frameworks in Mathematics and Science Education Learning

Plans
Using ICT Integration Frameworks in Language Education Learning Plans
There 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-learning
process. It must be noted that there are possible instances when technologies are used
in the classroom but the way they are used does not promote learning 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 principle 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 lessons in the different subjects particularly in developing plans or lessons in
language education.
 Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
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: Acquisition, Discovery, Dialogue, Practice, Creation

Vis- a-vis the five events are specific teaching strategies, learning actions or
experiences, related media form, examples of non-computer-based activity, and
examples of computer-based activity.
Teachin Teaching Learning Related Example Examples
g and Action Action or Media Form s of Non of
Learning or Experience Compute Computer-
Event Strategy r Based Based
Activity Activity
Acquisition Show Attending Narrative TV, video, Lecture notes
Demonstrate Apprehending Linear film, online,
Describe Listening Presentational lectures, streaming
Explain Usually same books, other videos of
‘text ‘acquired print lectures, DVD,
simultaneously publications multimedia
by many people including
digital video,
audio
clips, and
animations
Discover Create or Investigating, Interactive: Libraries CD based,
y
set up or Exploring, Non-linear Galleries DVD or Web
find out or Browsing, presentational, Museums resources
guide Searching searchable, including
through filterable etc. hypertext,
discovery but no feedback enhanced
spaces and hypermedia,
resources multimedia
resources.
Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, Collaborating, Conversation tutorials, discussion,
Moderate, Reflecting, with other conferences forums, blogs
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting Adaptive: Laboratory, Drill and
, Feedback, field trip, Practice,
Practicing Learner control simulation, tutorial
role play programs,
simulations,
virtual
environment
Creation Facilitating Articulating, Productive: Essay, Simple
Experimenting Learner Control Object, existing tools,
Making, Animation as well as
Synthesizing model especially
created
 Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
programmable
software
 Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
Teaching and Learning Events and Associated Media Forms (Czerniewicz &
Brown (2005) adapted from Laurillard (2002)

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.

Figure 1: The ICT Integration Framework

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 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 fulfil 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 element 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 learning 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 Teachers 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 ICT-based learning environment needs to deliver a secure and
comfortable space. This will allow the learners to 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
 Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
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 classroom, 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.

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).
Knowledge Knowledge Knowledge
Acquisition Deepening
Creation
Understanding ICT Policy Policy Application Policy innovation
in Education
Understanding
Curriculum Basic Knowledge Knowledge Knowledge
and Application society skills
Assessment
Pedagogy ICT-enhanced Complex Problem Self-management
Teaching -solving
Application of Digital Application Infusion Transformation
skills
Organization Standard classroom Collaborative Learning
and Organizations
Administration Groups
Teacher Digital Literacy Networking Teacher as
Professional
Learning Innovator

ICT Competency Framework for Teachers (UNESCO,2018)

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
 Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph
Millennium Development Goals (MDG), Education for All (EFA), the UN Literacy Decade
(UNLD), 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 are 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 adopt 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.