ELE141

LEARNING PLANS IN THE CONTEXT OF THE 21ST CENTURY

Features of K-12 curriculum, equip graduates with:

● information, media and technology skills
● learning and innovation skills
● effective communication skills
● life and career skills

The K to 12 Curriculum Framework

Step 1. Knowing Each Other

-introduce yourself & meet other classmates by choosing any educational technology to represent your personality
Step 2. Recalling Technology for Teaching and Learning Lessons
-in group of 4-5 members, share the learning outcomes you were able to demonstrate well in TTL 1.
Step 3. Reflecting on Technology-based Learning Experiences
-recall how your teacher used ICTs to help you understand some lessons/concepts

The Salient Features of K-12 Curriculum

1. Strengthening Early Childhood Education (Universal Kindergarten)

-every Filipino child is expected to have access to early childhood education. facilitated using technological
tools readily available to school for teachers’ use.
2. Making Curriculum Relevant to Learners (Contextualization & Enhancement)
-learners will value a curriculum that is relevant to their lives.
Sara Bernard, 2010 stressed that students need to have a personal connection to a lesson material…
“how will I use this lesson in the actual workplace?” “what is the relevance of this to me?”

(Briggs 2014) Tips for Making Learning Engaging & Personally Relevant
-Cited by Willis, Faeth, and Immordino -Yang

Use suspense and keep it fresh

-drop hints about a new learning unit before you reveal what it might be
-leave gaping pauses in speech, change seating arrangements, put new relevant posters/displays
-activate emotional signals and keep student interest piqued
Make it student-directed
-give students a choice of assignment on a particular topic/ask them to design one of their own
when students are involved in designing the lesson, they better understand the goal of the lesson
and become more emotionally invested in and attached to the learning outcomes
Connect it to their lives and what they already know
-brainstorm what students already know/would like to learn about the topic, helps them create goals
Provide utility value
-provides relevance 1st by piquing students & tell them the content is important to their future goals
-students realize the content is not just interesting but also worth knowing
Build relatedness
-answers the question “what have these to do with me?”
to be able to apply the tips recommended by various experts and to allow students to realize the value of their
curriculum, technical tools can be used. 21st century learners are expected to demonstrate 21st century
competencies such as collaboration, digital literacy, critical thinking and problem solving to be able
to thrive in this world.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

-to be able to promote the child’s dominant language and to use it as a language of instruction, maximum
use of technological tools is highly encouraged. mother-tongue is used in instruction and learning materials
of other learning areas.
-the learners retain their ethnic identity, culture,heritage and values.
-children learn better and are more active in class and learn a L2 even faster when they are first taught in a
language they understand.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
-learning basic concepts that lead to more complex and sophisticated version of the general concepts entail;
TPACK: Technological Knowledge, Pedagogical Knowledge, and Content Knowledge
-Rediscovering concepts previously presented as students go up in grade level will be fully supported if all
the areas of specialization will be aided by technologies for TL.
-It will further strengthen retention and will enhance mastery of topics and skills as they are revisited and
consolidated time and again.
-Allows learners to learn topics and skills appropriate to their developmental and cognitive skills.
5. Gearing Up for the Future
-k-12 curriculum ensures college readiness by aligning the core and applied courses to the College
Readiness Standards (CRS) and the new General Education (GE) curriculum.
-k-12 curriculum focuses on developing appropriate Specialization Subjects for the Academic, Sports, Arts
and Design, and Technical Vocational Livelihood Tracks —all have to be supported by educational
technology for better learning.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills)
-to nurture holistically developed Filipinos, every k-12 graduate is expected to be ready to go into different
paths –higher education, employment or entrepreneurship.
-every graduate is expected to be equipped with information, media & technology skills, learning &
innovation skills, effective communication skills, & life and career skills (if curriculum is properly
implemented)
-teachers need full support, especially technological support for teachers to maintain excellent performance.

Step 1: Introducing Technology for Teaching and Learning 2 Course

-helps you use the power of computer technologies in the different fields of specialization to spark student
imagination and ultimately move, motivate, and support students toward meaningful learning.
Step 2: Setting My Outcomes for this Course
-course outcomes can be achieved if clearly set. there is a need to ground this Course with curricular and
research-based goals and objectives.

ICT-PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS

Integrating Technology in Instruction

Concepts and Principles of Integrating Technology in Instruction:

 1. John Pisapia 1994
-the use of learning technologies to introduce, reinforce, supplement and extend skills.
2. International Society for Technology in Education (STE)
-achieved when students are able to select technology tools to help them obtain information in a timely
manner, analyze and synthesize information, and present it professionally.
3. Margaret Lloyd 2005
-integral part of broader curriculum reforms…
4. Oiyun Wang and Huay Lit Woo 2007
-growing area that has attracted many educators’ efforts in recent years.
-three different areas: curriculum, topic, lesson.
5. Bernard Bahati 2010
-has to be done at both pedagogical and technological levels with much emphasis put on pedagogy.
6. UNESCO 2005
-not merely mastering the hardware and software skills.

Using ICT Integration Frameworks in Language Education Learning Plans

A. Conversational Framework of Laurillard (2002)

-teaching-learning process poses very complex tasks to allow learners to
understand their lessons and master the skills they are expected to demonstrate.

Five (5) key teaching and learning events in the framework:

● Acquisition
● Discovery
● Dialogue
● Practice
● Creation

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Pedagogy, social interaction, and technology

Pedagogy refers to the teaching strategies and techniques used by teachers to help
students achieve language learning competencies.
Effective pedagogical design requires selecting appropriate content and activities that
leverage technology to support learners' diverse needs and experiences.
e.g. A language teacher uses an interactive app to teach vocabulary, where students
match words with images to demonstrate their understanding.
Social interaction is crucial in language learning as it facilitates the natural acquisition
of language skills. Computers and computer-mediated communication (CMC) enable
both individual and collaborative learning, enhancing students' performance through
planned social activities.
e.g. Students in different locations participate in an online discussion forum to practice
writing skills and share their opinions on a topic in real-time.
Technology serves as the backbone of ICT integration, providing platforms for various
teaching modes, including online interactions. The effectiveness of technology in the
 classroom depends on the availability of facilities and user-friendly interface design that
encourages participation.
e.g. In a blended learning environment, students use an online platform to complete
grammar exercises at home, which the teacher reviews and provides feedback on
during class.
C. Categories for Information Communication and Technology in Teacher Training
There is a lot of research that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 stated that the teachers' use of ICT supports the
development of higher-order- thinking skills (HOTS) and promotes collaboration. This is
the reason why training in ICT pedagogy-integration is 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 organise various ICT
teacher training efforts into four categories. This is presented in this framework.

D. UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

FRAMEWORK - A basic structure underlying a system, concept or text.
ICT COMPETENCY FRAMEWORK - A tool to guide pre and in service teacher training
on the use of digital systems from K-12 to tertiary level.
● This provides a framework to support the capacity development of the educators
to embrace and use technology appropriately in their professional practice.
● This framework was intended to be adapted to support national and instructional goals
by providing an up to date framework for policy development and capacity building in this
dynamic area.

KNOWLEDGE ACQUISITION -Acquire

KNOWLEDGE DEEPENING -Apply
KNOWLEDGE CREATION -Capacitate

As shown by the framework, the teachers have six aspects of work:

1. Aspect: Understanding ICT in Education Policy
- This aspect encourages teachers to be aware of how ICT might be aligned to national
education priorities as expressed within the policy environment.
Teachers are encouraged to understand their significant role in preparing
the next generation to be effective and productive members of society.

2. Aspect: Curriculum and Assessment

- This aspect explores how ICT might support the specific objectives as
identified in the curriculum, and play a role in supporting assessment.

3. Aspect: Pedagogy
- This aspect encourages teachers to acquire ICT skills to support effective
teaching and learning methods. In the Knowledge Acquisition level, ICT is
integrated into traditional teaching method.
4. Aspect: Application of Digital Skills
- This aspect is sizeable in the Knowledge Acquisition level because basic ICT
skills are a prerequisite for integrating technology into a teacher’s duties. The
digital tools identified in the level are commonplace and popular, such as word
processors, presentation packages, email clients and social networking apps.
5. Aspect: Organization and Administration
- This aspect suggests ways to manage the school’s digital assets as well
as safeguard the people who use them. In the Knowledge Acquisition
level, the emphasis is on organising the physical environment, such as
computer labs and classrooms, to support effective use of ICT for
learning.

6. Aspect: Teacher Professional Learning

- The final aspect is designed to suggest ways that ICT can empower
teachers to embark on lifelong professional development. Initially it looks
at how teachers can develop their digital literacy and use ICT for their
professional improvement.