USING ICT INTEGRATION

FRAMEWORKS IN
SCIENCE EDUCATION
LEARNING PLANS
CONVERSATIONAL FRAMEWORK OF LAURILLARD (2002)

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.
THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (WANG, 2008)

The ICT Integration Framework of Wang

can be fully realized in developing
learning plans for science learning.
pedagogy
social interaction
technology.
THREE FUNDAMENTAL ELEMENTS OF ICT INTEGRATION (WANG, 2008)
Pedagogy refers to science teaching strategies,
approaches, or techniques that teachers use to
deliver their lessons and also to address the needs of
their students.
Social interaction activities are crucial in science
learning, for students can develop the necessary
knowledge and skills to live and work in various
communities.
The third element of the framework is the
technological component that generally uses
computers to support various learning activities.
CATEGORIES FOR INFORMATION COMMUNICATION AND TECHNOLOGY
(ICT) IN TEACHER TRAINING

There are 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 it is
recognized that training in ICT pedagogy
integration is promoted.
 UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS
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
The framework also specifically aims to equip teachers to enable them to
perform 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.