Lesson 2

ICT-Pedagogy Integration in Mathematics Learning Plans

Lesson Outcomes

• Discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration

skills
• Analyze the learning competencies of every year level according to the field of
specialization of the pre-service teachers
• Review some units in the curriculum guide with focus on the development of 21st Century
skills

Teaching has always been a challenging profession since knowledge has been precipitously
expanding and essential skills have been incessantly 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 is based on theories, principles,
and philosophical foundations. Understanding these will help you successfully integrate
technologies to enable your students to demonstrate the intended learning outcomes.

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 puts the book
in 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. 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 occurred, but what is learnt.

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
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 mathematics instruction, there is a need
to have a 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 mathematics
education. The following are the definitions of ICT from various literatures.

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 super computers. It includes the full range of display and
projections devices used to view computer output. It includes the 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)
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

Education Learning Plans
Using ICT Integration Frameworks in Mathematics 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-learning 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
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 principles on how educational technologies
will 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 mathematics.
 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 learning.
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-à-vis the five events are specific teaching actions or strategies, learning actions or
experience, related media form, examples of non- computer-based activity and examples of
computer-based activity.
Examples of
Teaching and Teaching Learning Non- Examples of
Related Media
Learning Action or Action or Computer- Computer-
Form
Event Strategy Experience Based Based Activity
Activity
Acquisition show, attending, Narrative: TV, video, Lecture notes
demonstrate, apprehending, firm, lectures, online,
describe, listening Linear books, other streaming
explain presentational. print videos of
Usually same publications lectures, DVD
‘text’ acquired multimedia
simultaneously including
by many people digital video,
audio clips,
and
animations
Discovery create or set investigating, Interactive: Libraries, CD based,
up or find out exploring, galleries, DVD, or Web
or guide browsing, Non-linear museums resources
through searching presentational, including
discovery searchable hypertext,
spaces and filterable etc. enhanced
resources but no feedback hypermedia,
multimedia
resources.
Also
information
gateways
 Dialogue Set up, frame, Discussing, Communicative: Seminar, Email,
moderate, collaborating, tutorials, discussion,
lead, facilitate reflecting, Conversation conferences forums, blog.
discussions arguing, with other
analyzing, students,
sharing lecturer or self
Practice Model Experimenting, Adaptive: Laboratory, Drill and
practicing field trip, practice,
Feedback, simulation, tutorial
learner control role play programmes,
simulations,
virtual
environments.
Creation Facilitating Articulating, Productive: Essay, object, Simple existing
experimenting, animation, today as well
making, Learner control model as especially
synthesizing created
programmable
software

Teaching and Learning Events and Associated Media Forms (Czerniewicz & Brown, 2005)
adapted from Laurillard (2002)

The Laurillard's Conversational Framework (LCF) is relevant in the fields of mathematics

education for it demands the use of appropriate technologies in the teaching and learning process.
The framework clearly underscores the importance of collaboration between teachers and students.
Mathematics subjects are abstract in nature; thus, a lot of misconceptions arise among students that
must be addressed by the teacher. As such, the parallelism of the teaching styles of teachers with
the learning need of their students must be established. In addition, the integration of ICT in
teaching mathematics concepts would prove to be especially important. All the teaching and
learning events are used in mathematics learning; though, practice is one particularly important
dimension especially in drill and practice activities.
 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 the Figure below:

Figure 1. Three Fundamental Elements of ICT Integration (Wang, 2008)

The ICT Integration Framework of Wang can be fully realized in developing learning plans
for mathematics learning. The pedagogy refers to mathematics teaching strategies, approaches, or
techniques that teachers use to deliver their lessons and also to address the needs of their students.
Aside from the content and strategies, pedagogy deals with how teachers utilize resources that
could help teachers facilitate learning in their classes. This is crucial in mathematics teaching
because of the nature of the courses, considering of course computation skills and problem-solving
skills. If the teachers are not able to deliver the lessons well using appropriate resources and
strategies, students will not be able to develop the necessary competencies in mathematics learning.

Social interaction activities are crucial in mathematics learning, for students are able to
develop the necessary knowledge and skills for them to live and work in various communities.
Also, one important consideration for this theme is the ability of the students to seek help from
others when they encounter difficulties in understanding their lessons. Such is manifested
especially in topics that cover problem-solving activities. Although some students are able to
address their difficulties on their own using their individual computers, now they can readily
interact with their teachers, classmates, and other experts in mathematics through the worldwide
web. Using computer-mediated communication (CMC), planned social interaction activities that
aim to enhance mathematics learning become more convenient and flexible. As noted by Uribe,
Klein, & Sullivan (2003), computer-supported collaborative learning has shown positive effects
on students' performance.
 To engage the learners fully and meaningfully in the teaching-learning process, the social
design of the ICT-based learning environment needs to deliver a secure and comfortable space.
This will allow the learners to willingly share their thoughts and ideas and will also facilitate
communication between and among themselves.
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, but it may
already happen online. To have an effective online mathematics interaction environment, facilities
must be available and are easy to access. The human- computer interface design is also critical
because this will define the utility of the technology-based learning environment. The ease of
learning in the interface design is essential. It needs to motivate the learners to fully participate in
the learning process.

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.

C. Categories for Information Communication and Technology (ICT) in Teacher

Training
There are a lot of researches that will prove that the integration of ICT 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 it is
recognized that training in ICT pedagogy integration is promoted.

For a successful ICT-pedagogy integration training to take place, a training framework

used as a guide will be of help. Jung (2005) was able to organize various ICT teacher training
efforts into four categories. This is presented in this framework.

It is imperative to note that when teachers are digitally literate, where they are able to
integrate such in the curriculum will promote better understanding of the lessons among the
learners.
 Figure 2: ICT-Pedagogy Integration

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
developed an ICT Competence 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 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.
 ICT Competency Framework for Teachers (UNESCO, 2018)

The framework also specifically aims to equip teachers to enable them to portion their roles
in achieving the following societal goals:

• build work forces 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 mathematics teaching and learning. Hence,
the ICT Competency Framework for Teachers is very useful to support the standards as it will
serve as a guide to assist the teachers to successfully integrate ICT into the mathematics classroom.
Through the framework, the mathematics teachers may structure their learning environment in new
ways, merge new technology and pedagogy, develop socially active classrooms, and encourage
cooperative interactions, collaborative learning and group work.
Step 1: Reading ICT Integrated Learning Plans in Mathematics
Read the following examples of Learning Plans for mathematics teaching. These sample
learning plans may help you develop your own learning plans integrating ICT to attain your
learning outcomes. After reading the learning plans, answer the series of activities that follow.

Learning Plan 1
Simplified to be Simple!
By Mertel Mae Bayadang, Catherine Dacpano, and Marianne Marcos

Targeted Philippine Basic Education Curriculum Competencies

MATHEMATICS 8, First Grading, Patterns and Algebra, 12 days

Content Standard
The learner demonstrates understanding of key concepts of factors of polynomials, rational
algebraic expressions, linear equations and inequalities in two variables, systems of linear
equations and inequalities in two variables and linear functions.

Performance Standard
The learner is able to formulate real-life problems involving factors of polynomials,
rational algebraic expressions, linear equations and inequalities in two variables, systems of linear
equations and inequalities in two variables and linear functions, and solve these problems
accurately using a variety of strategies.

Learning Competencies

• Illustrates rational algebraic expressions.

• Simplifies rational algebraic expressions.
• Performs operations on rational algebraic expressions.
• Solves problems involving rational algebraic expressions.