LEARNING PLANS IN THE CONTEXT

OF THE 21 CENTURY
ST

The basic education curriculum of the country was enhanced

with the implementation of the K to 12 Curriculum. The K to 12
Program covers Kindergarten and 12 years of basic education
(six years elementary education, four years of Junior High
School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-
level skills development, employment, and entrepreneurship.
THE IMPLEMENTATION OF K TO 12 CURRICULUM IS
EXPECTED TO CONTRIBUTE TO THE COUNTRY’S
DEVELOPMENT IN VARIOUS FORMS. IT IS BELIEVED
TO BE NECESSARY TO IMPROVE THE QUALITY OF
OUR EDUCATION WHICH IS CRITICAL TO OUR
PROGRESS AS A NATION.
ONE OF THE FEATURES OF THE K TO 12
CURRICULUM IS THE REQUIREMENT TO EQUIP
EVERY GRADUATE WITH THE FOLLOWING SKILLS:
 INFORMATION, MEDIA AND TECHNOLOGY SKILLS;
 The development of these skills can be done with the
aid of technologies for teaching and learning which is
the focus of this course. This course aims to present
activities that will prepare pre-service teachers to
integrate ICTs in the teaching-learning processes in the
various fields of specialization. It aims to help pre-
service and in-service teachers to expand the
boundaries of their creativity and that of their students
beyond the four walls of the classrooms. It aims to
 Lesson 1
The K to 12 Curriculum Framework
Excite
 
Step 1: Knowing Each Other
At this time, introduce yourself and meet other classmates by choosing any
kind of educational technology to represent your personality and profile. The
information you will get from your classmates from the activity will be valuable
information for you to use as you complete this module and the succeeding modules.
 
Introduce yourself to the group using a specific technology that was introduced
in TTL 1 or that you have been using to represent you. Explain why you selected that
technology.
Step 2: Recalling Technology for Teaching and Learning
Lessons
In a group with 4-5 members, share the learning
outcomes you were able to demonstrate well in TTL 1. Reflect
and share why these learning outcomes were demonstrated
well in the class. Moreover, identify the intended learning
outcomes in terms of knowledge and skills in TTL 1 that you
were not able to demonstrate in the class. Discuss how you can
help yourself as a class. Demonstrate these to ensure that you
can cope with the requirements of Technology for Teaching
and Learning 2.
 
Step 3: Reflecting on Technology-based Learning
Experiences
Recall how your teachers in your field of specialization
used information and communication technologies to help you
understand some. concepts in your lessons. Identify the
specific lesson and learning objectives of your teacher. Were
you able to understand the lesson and demonstrate the learning
objectives with the teacher’s integration of ICT? Why?
 
If you are to enhance the ICT used by your teacher, how
will you do it? Will you use the same ICT or will you modify
how it was integrated?
Explore
The implementation of the K to 12 Curriculum of the Department of
Education paved the way for the enhancement of the Teacher
Education Curriculum of the Commission on Higher Education
(CHED). The salient features of the K to 12 Curriculum have been
thoroughly considered to ensure that all the courses in the teacher
education program will meet the demands of the 21st century
classrooms. One of the considerations is the need to implement the
following salient features of the curriculum through integrating
technologies for teaching and learning. The use of technologies is
done in the different levels of learning and in teaching the various
fields of specialization.
 
1. Strengthening Early Childhood Education (Universal
Kindergarten)
With the Universal Kindergarten program of the
Department, every Filipino child is expected to have access to
early childhood education. This access-can be facilitated using
technological tools that are readily available to the school for
teachers’ use.
 
The use of technology in Kindergarten by various schools
is very evident in teaching the kindergarten pupils the alphabet,
numbers, shapes, and colors through games, songs, and dances in
their Mother Tongue.
 
2. Making the Curriculum Relevant to Learners
(Contextualization and Enhancement)
Research shows that learners will value a curriculum that is
relevant to their lives. Students are often heard saying, “Do I need
to know these to live a meaningful life?” “How will I use this
lesson in the actual workplace?” “What is the relevance of this to
me?” and so on. The answer to the question of relevance is Vital
to help the teachers think of some ways by which they will be
able to let their students realize that their daily lessons are of good
use to their personal well-being and to their professional
preparation.
Sara Bernard (2010) stressed that students need to have a
personal connection to a lesson material that can be done
through engaging them emotionally or through connecting the
information with that which they already know. This she calls
“Give It Context, and Make it Count.”
Briggs (2014) shared some few tips for making leaning
engaging and personally relevant as 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 your speech, change seating arrangements, and put
up new and relevant posters or displays; all these can activate
emotional signals and keep student interest piqued.

• Make it student-directed - Give students a choice of

assignments on a particular topic, or 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 to what they already know - Taking the time
to brainstorm about what students already know and would like to learn
about a topic helps them to create goals. This also helps teachers see the
best points of departure for new ideas. Making cross-curricular
connections also helps solidify those neural loops.
• Provide utility value - Utility value provides relevance first by piquing
students and by telling them the content is important to their future goals;
it then continues by showing or explaining how the content fits into their
plans for the future. This helps students realize the content is not just
interesting but also worth knowing.
• Build relatedness - Relatedness, on the other hand, answers the question,
“What have these to do with me?” It is an inherent need students to feel
close to the significant people in their lives, including teachers.
Relatedness is seen by many as having non-academic and academic
sides.
To be able to apply the tips recommended by various
experts and to allow students to realize the value of their
curriculum, technological tools can be used. 21st Century
learners are expected to be demonstrating 21st Century
competencies such as collaboration, digital literacy, critical
thinking, and problem solving to be able to thrive in this
world (Rich, 2014). Contextualizing the curriculum of the
students for meaningful learning poses challenges in
enhancing teachers’ pedagogical skills as well as
technological skills.
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. Currently, a lot of teachers and schools
are into developing learning materials to be able to implement the
MTBMLE program properly especially that there is a dearth of
printed and e-materials in the mother tongue of the students. 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 second language 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 a 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 teaching and
learning. This will further strengthen retention and will enhance
mastery of topics and skills as they are revisited and consolidated
time and again. This also allows learners to learn topics and skills
appropriate to their developmental and cognitive skills.
5. Gearing Up for the Future
The K to 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. Hence, the K to 12 Curriculum focused on
developing appropriate Specialization Subjects for the
Academic, Sports, Arts and Design, and Technical Vocational
Livelihood Tracks. All of these specialization subjects 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 Filipino, every K to 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 and technology
skills, learning and innovation skills, effective communication
skills, and life and career skills. This may happen with the proper
implementation of the curriculum and with the facilitation by
excellent teachers. For teachers to maintain excellent
performance, they need full support, one of which is
technological support.
Activity/Experience:
Step 1: Introducing the Technology for Teaching and
Learning 2 Course
The 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.
Let us assess your prior knowledge on how you can best use
computer technologies to enhance learning, answer this question
by writing your answer in the box provided:
 How can technology be used most effectively in the various
fields of specialization to support and assess student learning?

 
 Step 2: Setting My Outcomes for this Course

It must be noted that course outcomes can be achieved if

clearly set. Therefore, there is a need to ground this course
with curricular and research-based goals and objectives.
Throughout this course, you will be tasked to use various
technological resources and tools that can help you
create your plans and materials, improve your instruction,
and enhance your future students’ learning.
 
Collaborate with your colleagues and think about what you must
do to be able to make the most out of this course. Answer the
following questions:

1. How will I apply all the knowledge and skills that I learned in
TTL 2 in teaching my field of specialization?
2. How will I develop learning plans for my classes to make sure
that available technologies for teaching and learning will be put
to use for meaningful learning?

 
3. How will I ensure that my goals in this course will be
achieved?
Exchange
 
Teachers play a very important role in the
facilitation of student learning by designing,
implementing and evaluating the curriculum. In the
Philippines, teachers are expected to actively engage
themselves in curriculum design to ensure that the K
to 12 Curriculum will be best delivered to fully
realize its intended learning outcomes.
 
 Teachers make decisions about how they will implement
the curriculum of their specific field of specialization. They
decide on how they must structure the activities of their
lessons and manage students’ responses and ideas. Hence,
the decision of teachers is very important. It has an impact
on the students’ learning. The following are points to
consider in identifying and understanding teachers’ roles as
curriculum designers:
 
 
 Undoubtedly, the most important person in the curriculum
implementation process is the teacher. With their knowledge,
experiences and competencies, teachers are central to any
curriculum development effort. Better teachers support better
learning because they are most knowledgeable about the practice
of teaching and are responsible for introducing the curriculum in
the classroom (Alsubaie, 2016).

 
 Curriculum is the planned interaction of pupils with instruction
content, materials, resources, and processes for evaluating the
attainment of educational objectives -Jadhav and Patankar (2013),
 Curriculum is content, but when contextualized, it comes alive for
students. The role of teachers in the curriculum process is to help
students develop an engaged relationship with the content. Active
learning increases the focus and retention of the curriculum, resulting in
an exciting learning environment. Teachers build lessons that include
simulations, experiments, case studies and activities to deliver a
curriculum: This interactive approach intertwines curriculum and
practical experiences. that immerse students in learning. The curriculum
process provides an opportunity for teachers to be creative and put their
unique stamp on the classroom experience (Meier, 2018).
 
ICT-Pedagogy Integration in Language Learning Plan
Teaching has always been a challenging profession since
knowledge has been expanding and essential skills have
been 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 are founded on
principles and philosophies. Understanding these will help
you successfully integrate technologies to allow your
students to demonstrate the intended learning outcomes of
your field of specialization.
 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 put the
book in a 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 occurs but
what is learned.
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
language 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 language education. The following are the
definitions of ICT from various sources:
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 supercomputers. It includes the full range Of
display and projections devices used to view computer output.
It includes 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)
It ( 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. ICT
also refers to 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, in
business, education, and entertainment. Moreover, many people
recognize ICTs as catalysts for change that include 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 helps teachers perform
their role as creators of pedagogical environments.
ICT helps a teacher ‘to present his/her teaching
attractively and enables learners to learn at any
level of an educational program.
 Using ICT Integration Frameworks in Language 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 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 in developing learning plans or lesson
plans in language education.
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. 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;
 Examples of Non
Teaching and Teaching Action or Learning Action or Examples of Computer-Based
Related Media Form Computer-Based
Learning Event Strategy Experience Activity
Activity
Acquisition Show, Demonstrate, Attending, Narrative: TV, video, Film, Lecture notes online, streaming
Describe, Explain Apprehending, Linear presentational. lectures, books, and videos of lectures, DVD,
Listening Usually same ‘text’ other print multimedia
acquired publications including digital video , audio clips
simultaneously by and animation
many people
Discovery Create or set up or Investigating, Interactive: Libraries, galleries, CD based, DVD, or web resources
find out or guide Exploring, Non-linear museums using hypertext, enhanced
through discovery Browsing, Searching presentational, hypermedia, multimedia resources.
spaces and searchable, filterable Also information gateways.
resources etc. but no feedback
Dialogue Set up, Frame, Discussing, Communicative: Seminar, tutorials, Email, discussion, forums, blogs
Moderate, Lead, Collaborating, Conversation with conferences
Facilitate, Reflecting, Arguing, other students, lecture
Discussions Analyzing, Sharing or self
Practice Model Experimenting, Adaptive: Laboratory, field Drill and practice, tutorial
Practicing   trip, simulation, programmes, simulations, virtual
  Feedback, learner role play environments
control
Creation Facilitating Articulating, Productive: Essay, object, Simple existing tools, as well as
Experimenting, Learner control animation, model especially created programmable
Making, software
Synthesizing
 The Laurillard’s Conversational Framework (LCF) is relevant
in the field of language education since this field requires
appropriate and complex use of various technologies. The
framework clearly presents the way teaching events in
language classrooms can be thoroughly related to their
language learning events. Language teachers need to
systematically match their teaching styles to the learning needs
of their students. By this, the integration of ICT and pedagogy
will be done in a comprehensive and meaningful way.
The usefulness of LCF in language education was analyzed in a study
that was conducted by Abeer Aidh Alshwiah in 2016. The study
investigated and evaluated the effectiveness of LCF in developing the
writing component of foreign language learners’ (FLLs’)
communicative competence in blended learning (BL) context, as
compared to a face-to-face (F2F) context. The FLLs in the study
comprised three intact classes from a foundation course at a Saudi
university. The three skills addressed consisted of the use of the past
tense to describe past events and form wh-questions, as part of
grammatical competence, and writing a letter of complaint, as part of
sociolinguistic competence.
To evaluate the effectiveness of LCF, a mixed-methods approach
was used. The quasi-experimental design was applied by measuring
learners’ development in the three aforementioned skills. The
corresponding test results were then compared with those of a
control group. Moreover, the benefits of LCF were examined by
gathering the learners’ perceptions of the intervention and
analyzing their engagement with the teacher, peers, tasks and
language.
 The study revealed that LCF was more effective in the BL than in
the F2F context, in terms of developing the learners’ skill in
forming wh-questions. However, both contexts almost equally
developed the learners’ skills in using the past tense and writing a
letter of complaint. Moreover, interviews with volunteers from the
two experimental groups, observing their engagement, and
analyzing their conversations, revealed positive perceptions
amongst learners with an intermediate level of English language
proficiency.
On the other hand, two different factors affected their
perceptions of the intervention: language proficiency and the
willingness of peers to collaborate. Another factor affecting
perceptions of BL was lack-of familiarity with the technology
applied. It is therefore recommended that this barrier be
overcome and the use of BL, given its effectiveness for the
development of more writing skills be encouraged.
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 Figure 1.
The ICT Integration Framework of Wang can be fully maximized in
developing learning plans for language learning. In a language
learning context, pedagogy often refers to the language teaching
strategies or techniques that language teachers use to deliver their
lessons and to allow their learners to demonstrate the curricular
language competencies. The pedagogical element in language
learning is very important as it primarily reflects the art of teaching a
teacher will employ in the learning process.
The pedagogical design a language teacher will use needs to include
proper selection of appropriate content and language learning
activities. In the design, the teacher needs to look into how the
available technological resources will help provide scaffolds that will
assist their language learners during the learning processes. Language
teachers need to note that in developing learning plans that embed the
pedagogical design, it is crucial to look into the learning environment
and ensure that this environment will provide help to fulfill the needs
and objectives of the language class with learners of diverse
experiences and backgrounds.
The learning plans should also involve the appropriate use of learning
resources and activities that support learners’ learning and allow
teachers to facilitate learning.
Social interaction activities as one of the elements in the
framework are crucial in language learning. With social interaction,
learners will naturally acquire a language and develop language
knowledge and skills that are important for them to live and work in
various communities. In the various learning events, the language
teacher may use computers which may allow the learners to interact
and demonstrate the language skills and competencies required from
them.
The teacher and the learners may use computers to connect and learn
through the computers that are now connected world-wide. With the
advent of computer-mediated communication (CMC), planned social
interaction activities that aim to enhance language learning becomes
more convenient and flexible. Language learners may maximize
computers individually but they may also collaboratively use them
with other learners. As noted by Uribe, Klein, & Sullivan (2003),
computer-supported collaborative learning has shown positive effects
on students’ performance.
To engage the learners in the teaching-learning process fully
and meaningfully, 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 to facilitate communication among them.
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. It may also happen online. In
order for any online interaction activities in a language
classroom to be effective, there is a need to consider the
availability of the facilities they require and ease of access.
The human computer interface design is also critical because this will
define the utility of the technology-based learning environment. It must
be noted that in language learning, the ease of learning in the interface
design is essential. It needs to motivate the learners to fully participate.
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 is 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 trainings in ICT pedagogy-integration are
promoted.
 For a successful ICT-pegadogy integration training to take place, it will help if
a training framework will be used as a guide. Jung (2005) was able to organize
various ICT teacher training efforts into four categories. This 1s presented in
this framework.