Module 1:
International Society for Technology in
Learning Plans in the Context of the 21st
Century
• Information, media and technology skills
• Learning and innovation skills
• Effective communications skills and
• Life and career skills
Lesson 1
THE K-12 CURRICULUM FRAMEWORK
1. SALIENT FEATURES OF THE K TO 12
CURRICULUM
2. Making the Curriculum relevant to learners
(Contextualization and Enhancement)
Briggs (2014)
• Use suspense and keep it fresh
• Make it students-directed
• Connect lesson to their lives and what
they already know
• Provide utility value
3. Building Proficiency (Mother-tongue based
multilingual education)
4. Ensuring Integrated and Seamless Learning
(Spiral Progression)
5. Gearing Up for the future
6. Nurturing the holistically developed Filipino
(College and Livelihood readiness, 21st century
skills)
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
2.
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.
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.
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.
The following are the definitions of ICT from
various literatures.
1. Moursund (2005)
ICT includes all the full range of computer B. Three Fundamental Elements of ICT
hardware, computer software, and Integration by Wang (2008)
telecommunications facilities. Thus, it includes
computer devices ranging from handheld
calculators to multimillion worth super
computers.

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, C. Categories for Information Communication
broadcasting technologies and telephony. and Technology (ICT) in Teacher Training

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

Using ICT Integration Frameworks in Science

Education Learning Plans

• Conversational Framework of Laurillard D. UNESCO ICT Competency Framework for

(2002) Teachers
• Three Fundamental Elements of ICT
Integration by Wang (2008)
• Categories for Information
Communication and Technology (ICT) in
Teacher Training
• UNESCO ICT Competency Framework
for Teachers

Using ICT Integration Frameworks in Science

Education Learning Plans
N
A, Conversational Framework of Laurillard (2002)
MODULE 2
• Acquisition
• Discovery Integrating Active Learning Approaches in
• Dialogue Science Learning
• Practice
Lesson 1
• Creation
Inquiry-Based Learning and Research-Based
Learning
Nature of Inquiry-Based Learning
• Inquiry-based learning as an approach
essentially involves tasks requiring
learners' active participation in finding
answers to curricular questions.
• emphasizes active exploration,
investigation, and questioning by
students.
• encourages learners to engage deeply
with topics, ask questions, gather
information, and construct their own
understanding of the subject matter.
Types of Inquiry
VIU (2020) presented four types of inquiry that
can be used in facilitating classes. These are:
1. Structured Inquiry
2. Controlled Inquiry
3. Guided Inquiry
4. Free Inquiry
Structured Inquiry
This lets the students follow the lead of
the teacher as the entire class engages in one
inquiry together.
Controlled Inquiry
The teacher chooses topics and
identifies the resources that the students will use
to answer questions.
Guided Inquiry
The teacher chooses topics or questions
and students design the product or solution.
Free Inquiry
Students are allowed to choose their
own topics without any reference to a prescribed
outcome
When designing an IBL, the teacher has to
consider the following fields proposed by Avsec
and Kocijncie (2016):
1. Prior knowledge and capacity
2. Context-Learners require meaning from
experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
Research-Based Learning
• Research-based learning (RBL) consists
of a framework that helps to prepare
students to be lifelong inquirers and
learners.
• It is a specific approach to classroom
teaching that places less emphasis on
teacher-centered learning of content
and facts and greater emphasis on
students as active researchers.
• students actively search for and then use
multiple resources, materials, and
texts in order to explore important,
relevant, and interesting questions and
challenges.
In the five stages of research-based learning,
students:
1. Identify and clarify issues, questions,
challenges, and puzzles. A key
component of research-based learning is
the identification and clarification of
issues, problems, challenges and
questions for discussion and exploration.
2. Find and process information.
Students are tasked with searching
for, finding, closely reading, processing,
and using information related to the
identified issue and question from one
or more sources.
3. Think critically and creatively. Students
are provided with the opportunity to use
 their researched information to
compare and contrast, interpret,
apply, infer, analyze, synthesize, and
think creatively.
4. d. Apply knowledge and ideas and draw
conclusions. Students use what they
have learned to draw conclusions,
complete an authentic task, summarize
results, solve problems, make decisions,
or answer key questions.
5. e. Communicate results. Students
communicate results of their
research activities in a number of
possible ways like slide presentation
to members of to classmates, etc
Lesson 2 Problem-Based Learning and Project-
Based Learning
Nature of Problem-Based Learning
• is an approach that involves a process of
inquiry and solving open-ended
questions that serve as the main
problem that the learners will work on.
• It also requires more than one answer or
solution.
• Learners are engaged in a collaborative
task as they work towards the solution to
the problem.
• they learn several skills such as problem-
solving, communicating, research,
among others
Ali (2019) five principles of PBL that can be
considered by teachers in planning or using the
approach:
• Independent and self-directed learning
• Learning happens in a group and teacher
is a facilitator.
• All groups have to participate equally.
• Students learn about motivation,
teamwork, problem-solving and
engagement with the task.
• Materials such as data, photographs,
articles, can be used to solve the
problem.
Lo (2009, p. 208) proposed a six-stage process
that was used in the adoption of the online PBL:
1. Identifying the problem - current issues
that do not have just one answer or one
definite solution;
2. Brainstorming -generate ideas; tackle
the problem through self- directed
questioning, arouse students' intrinsic
motivation,
3. Collecting and analyzing the information
-assigning group members to collect
information; posting what they found
and what they learned, collaborative
collection of useful information:
4. Synthesizing information -solving the
problem through relevant data
synthesized, knowledge building.
5. Co-building knowledge -presentation of
the solution to the learning problem/
issue; and
6. Refining the outcomes -giving of
feedback and suggestions by the
instructor to help students improve;
learning from other group's
presentation.
Benefits of Problem-Based Learning
• PBL promotes metacognition and self-
regulated learning.
• PBL makes students more engaged in
learning
• The study of Kim, Belland, & Walker
(2018) discussed that PBL is a leaner-
centered approach that aims to improve
students' content knowledge and
problem-solving skills using authentic
problems.
Nature of Project-Based Learning Approach
 • Project-based learning is an approach
but has evolved as a teaching method
that engages learners in a series of
planned tasks resulting to the generation
of solutions to real-world problems.
• a student-centered approach
• is a collaborative learning activity where
learners work on an authentic task
guided by an open-ended question.

Benefits of Project-Based Learning

Research methodology skills (Tiwari, Arya, &

Bansal, 2017).

Critical thinking skills (Nargundkar, Samaddar, &

Mukhopadhyay, 2019)

Development of life skills (Wurdinger & Qureshi,

2015)