Melchor JohnMelvin BPED-3 Activity3

ACTIVITY NO.
3: EXPLORING ICT INTEGRATION IN

TEACHING
Name: JOHN MELVIN S. MELCHOR Section: BPED_3

Objective:Understand the principles of using ICT inteaching, the TPACK framework,
Dale’s Cone of Experience, and instructional models like ASSURE.
Instructions:
Answer the following questions based on the knowledge you've gained from Modules 3
and 4.
I. :Matching Concepts (10points)
A B
1. Dale’s Cone of Experience a. Integrates content,pedagogy,and
technology to enhance learning.
2.TPACK Framework b. Represents various experiences

from concrete to abstract.
3.Conventional Learning Materials c. Real-time learning facilitated via tools like

video conferencing.
4.SynchronousLearning d. A guide to planning lessons incorporating
media and technology.
5.ASSURE Model e. Materials such as textbooks,charts,and
posters.
Answer:
1. B
2. A
3. E
4. C
5. D
II: True or False (15 points)
1. The ASSURE model focuses only on the content aspect of a lesson.
Answer: FALSE
TTLActivityNo.3_ ExploringICTIntegrationInTeaching AVDelaFuente|

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Explanation: The ASSURE model is a comprehensive instructional design model that
integrates not only content but also learners' characteristics, objectives, media
selection, and evaluation to ensure effective learning outcomes
2. In conventional learning, students primarily learn by interacting with audio-

visualtools.
Answer: False
Explanation: Conventional learning is teacher-centered and mostly involves passive
learning through face-to-face interaction and the use of non-digital tools like
textbooks and posters. Audio-visual tools are more typical of non-conventional
learning environments
3. The TPACK framework integrates pedagogy, content, and technology

knowledge.
Answer: True
Explanation: TPACK emphasizes the integration of technological, pedagogical, and
content knowledge to enhance teaching and learning in a technology-driven
environment
4. Games can be a form of technology-enhanced teaching.
Answer: True
Explanation: Games are considered technology-enhanced teaching tools that engage
students and provide deeper learning experiences by creating interactive and
dynamic learning environments.
5. Flipping the classroom allows students to use in-class time for

applying knowledge rather than listening to lectures.
Answer: True
Explanation: Flipping the classroom shifts traditional lectures to home learning
through videos and other materials, while in-class time is used for hands-on activities,
discussions, and applying learned concepts
III: Short Answer (10points)

1. Explain the concept of "Flipping the Classroom." How does it benefit students
in learning?
Answer: Flipping the classroom is an instructional approach where students learn
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new content at home through pre-recorded videos or reading materials. Classroom
time is then used for engaging activities such as discussions, group work, and hands-
on problem-solving. This method benefits students by providing more opportunities
for active learning, critical thinking, and personalized feedback during class.
2. Identify two differences between synchronous and asynchronous learning

modalities.
Answer: Synchronous learning occurs in real-time, with live interactions between

teachers and students like video conferencing. Meanwhile, asynchronous learning
allows students to complete lessons at their own pace without live interaction, often
using pre-recorded materials and discussion boards
IV : Application Question (20points)

Scenario:You are preparing a lesson on ecosystems for Grade 5 students.You plan
to integrate technology to make the lesson interactive and engaging.
Question: Using the ASSURE Model, outline a brief plan on how you would conduct this
lesson.Mention how you will analyzethe learners, state objectives,and select media and
materials.
Analyze Learners:(5points)
What are the characteristics of your learners?
The Grade 5 students are between 10-11 years old, with varying levels of academic
abilities and learning styles. Therefore, they are curious, enjoy visual aids, and prefer
interactive, hands-on learning. Some may have limited access to technology at home,
so classroom resources needs to be accessible and engaging.
State Objectives:(5points)
Define what your students will be able to do by the end of the lesson.
By the end of the lesson, Grade 5 students will be able to:

1. Identify basic components of the solar system, such as planets, orbits, and stars.
2. Explain the relationships between celestial bodies, including how gravity affects
planetary orbits.

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3. Create a simple diagram of the solar system using pictures or drawings.
4. Present their solar system diagram to the class using digital tools like Google Slides or
posters.
-Select Media and Materials (10 points):

1. Projector to display an introductory video on the solar system.
2. Interactive whiteboard for live demonstration of how the planets orbit the sun.
3. Laptops or tablets for students to create their own solar system diagrams using Google
Slides or similar tools.
4. Printed worksheets for students who prefer or need non-digital resources to diagram
the solar system.
Utilize Media and Materials:

1. Prepare the Technology and Media:
 - Ensure the projector is functioning and pre-load the introductory video on the solar
system.
 - Test the interactive whiteboard for demonstrating planetary orbits.
 - Prepare laptops or tablets with internet access to use Google Slides.
 - Have printed worksheets ready for students who prefer non-digital resources.
2. Prepare the Environment:

 - Arrange desks in groups for collaborative work.
 - Set up the projector and interactive whiteboard.
 - Distribute laptops or tablets to each group.
3. Prepare the Learners:

 - Briefly introduce the solar system’s basic components before showing the video.
 - Provide clear instructions on how to create solar system diagrams and use the
digital tools.
4. Provide the Learning Experience:

 - Start by showing the video on the solar system to engage students visually.

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 - Use the interactive whiteboard to demonstrate how planets move around the sun.
 - Allow students to work in groups to create their own diagrams of the solar system
using Google Slides or the printed worksheets.
Require Learner Participation:

 - Divide students into small groups to create their own solar system diagrams.
 - Encourage students to discuss the positions and orbits of planets, and present their
diagrams to the class using digital tools (Google Slides) or physical posters.
 - Allow time for peer feedback and class discussions.
Evaluate and Revise:

 - Assess students based on their ability to correctly identify the components of the
solar system and the relationships between celestial bodies.
 - Provide formative feedback during the activity to guide learning.
 - Afterward, reflect on whether the objectives were met, if the digital tools
enhanced engagement and understanding, and revise the lesson for future
instructions if necessary.
V: Reflection (10points)
In a paragraph, discuss why it is important to consider the relevance and appropriateness of
technology when integrating it into your lessons. Provide an example of a technology tool
that might be relevant for your subject area and explain why.Your response should be
between 3-5 sentences.
When considering the relevance and appropriateness of technology in lessons is

essential because it ensures the tools used truly support learning objectives rather
than distract from them. For example, using Google Slides in an ecosystem lesson
allows students to visually organize information in a clear and structured way,
helping them better understand relationships between organisms. Additionally,
digital tools like this foster collaboration, as students can work together to build
presentations and share their knowledge with peers. The use of technology also
encourages creativity, enabling students to personalize their projects and think
critically about how they present information. Furthermore, it provides opportunities
for differentiation, as students can work at their own pace and adjust the complexity
of their work to match their learning needs.

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ACTIVITY NO.

3: EXPLORING ICT INTEGRATION IN

Name: JOHN MELVIN S. MELCHOR Section: BPED_3

I. :Matching Concepts (10points)

2.TPACK Framework b. Represents various experiences

3.Conventional Learning Materials c. Real-time learning facilitated via tools like

II: True or False (15 points)

1. The ASSURE model focuses only on the content aspect of a lesson.

TTLActivityNo.3_ ExploringICTIntegrationInTeaching AVDelaFuente|

2. In conventional learning, students primarily learn by interacting with audio-

3. The TPACK framework integrates pedagogy, content, and technology

4. Games can be a form of technology-enhanced teaching.

5. Flipping the classroom allows students to use in-class time for

III: Short Answer (10points)

2. Identify two differences between synchronous and asynchronous learning

Answer: Synchronous learning occurs in real-time, with live interactions between

IV : Application Question (20points)

By the end of the lesson, Grade 5 students will be able to:

TTLActivityNo.3_ ExploringICTIntegrationInTeaching AVDelaFuente|

-Select Media and Materials (10 points):

Utilize Media and Materials:

2. Prepare the Environment:

3. Prepare the Learners:

4. Provide the Learning Experience:

TTLActivityNo.3_ ExploringICTIntegrationInTeaching AVDelaFuente|

Require Learner Participation:

Evaluate and Revise:

When considering the relevance and appropriateness of technology in lessons is

TTLActivityNo.3_ ExploringICTIntegrationInTeaching AVDelaFuente|

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