LESSON 1: The K to 12 Framework
Salient Features of the K to 12 Curriculum
1. Strengthening Early Childhood Education (Universal Kindergarten)
• access to early childhood education can be facilitated using technological tools
that are readily available to the school for teachers' use
2. Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
• students realize that their daily lessons are of good use to their personal well-being
and to their professional preparation
3. Building Proficiency (Mother-Tongue Based Multilingual Education)
• 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 leads to a more complex and sophisticated version
of the general concepts
5. Gearing Up for the Future
• ensures college readiness by aligning the core and applied courses to the College
Readiness Standards (CRS) and the new General Education (GE) Curriculum
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills)
• 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.
MELCS - Most Essential Learning Competencies
➢ learning competencies rephrased and deemed most essential in the achievement
of content and performance standards.
➢ two or more learning competencies are merged or clustered if they have the same
objective or learning intention
➢ learning competency is rephrased to be more concise
FOUR SKILLS
➢ Critical Thinking Skills
➢ Problem Solving Skills
➢ Collaboration Skills
➢ Communication Skills
LESSON 2: ICT Integration in Learning Plan
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 leaming 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 puts the book in
pedagogical context, the book is not integrated. In the same way. i? 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 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. 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 ha o 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 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.
Using ICT Integration Frameworks in Mathematics and Science Education Learning
Plans
A. Conversational Framework of Laurillard (2002)
The teaching-Icarning 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 learning. 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.
Vis-a-vis the five events are specific teaching actions or strategies, learning actions or
experience, related media form, examples of non-computer-based activity and examples
of computer-based activity.
The Laurillard's Conversational Framework (LCF) is relevant in the fields of mathematics
education and science education for it demands the use of appropriate technologies in
the teaching and learning process. The framework clearly underscores the importance of
collaboration between teachers and students. Mathematics and science subjects are
abstract in nature; thus, a lot of misconceptions arise among students that must be
addressed by the teacher. As such, the parallelism of the teaching styles of teachers with
the learning need of their students must be established. In addition. the integration of ICT
in teaching mathematics and science concepts would prove to be especially important.
All the teaching and learning events are used in mathematics and science learning;
though, practice is one particularly important dimension especially in drill and practice
activities.
B. Three Fundamental Eements 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.
The ICT Integration Framework of Wang can be fully realized in developing learning plans
for mathematics and science learning. The pedagogy refers to mathematics and science
teaching strategies, approaches, or techniques that teachers use to deliver their lessons
and also to address the needs of their students. Aside from the content and strategies,
pedagogy deals with how teachers utilize resources that could help teachers facilitate
learning in their classes. This is crucial in mathematics and science teaching because of
the nature of the courses, considering of course computation skills and problem-solving
skills. If the teachers are not able to deliver the lessons well using appropriate resources
and strategies, students will not be able to develop the necessary competencies in
mathematics and science learning.
Social interaction activities are crucial in mathematics and science learning, for students
are able to develop the necessary knowledge and skills for them to live and work in
various communities. Also, one important consideration for this theme is the ability of the
students to seek help from others when they encounter difficulties in understanding their
lessons. Such is manifested especially in topics that cover problem-solving activities.
Although some students are able to address their difficulties on their own using their
individual computers, now they can readily interact with their teachers, classmates, and
other experts in mathematics and science through the World Wide Web. Using computer-
mediated communication (CMC), planned several interaction activities that aim to
enhance mathematics and science learning more convenient and flexible. As noted by
Uribe, Klein, & Sullivan (2003) computer computer-supported collaborative learning has
shown positive effect on students’ performance.
To ensure the learners are fully and meaningfully in the teaching-learning 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 and will also
facilitate communication between and among themselves.
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, but it may already happen online to have in effective online mathematics
and science interaction environment, facilities must be available and are easy to access.
The human-computer interface design is also critical because this will define the utility of
the technology-based learning environment. The ease of learning the interface design is
essential. It needs to motivate the learners to fully participate in the learning process.
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.
WHICH OF THE FOLLOWING BEST DESCRIBES ICT IN EDUCATION?
A. Information and Communication Technology used primarily for administrative purposes
in schools
B. The integration of digital tools and technologies to enhance teaching and
learning processes
C. Computer literacy courses taught to students as a separate subject
D. The exclusive use of computers in classroom settings
WHICH OF THE FOLLOWING IS A SIGNIFICANT CHALLENGE IN IMPLEMENTING
ICT IN EDUCATION IN DEVELOPING COUNTRIES?
A. Students' excessive enthusiasm for technology
B. Too many qualified ICT professionals in the education sector
C. Limited infrastructure and connectivity issues
D. Overabundance of educational software
WHICH OF THE FOLLOWING IS NOT A POTENTIAL BENEFIT OF INTEGRATING ICT
IN EDUCATION?
A. Automatic improvement in learning outcomes regardless of implementation
B. Development of 21st century skills
C. Enhanced student engagement and motivation
D. Increased accessibility for diverse learners
WHAT IS A SIGNIFICANT SECURITY CONCERN WHEN IMPLEMENTING ICT IN
EDUCATION?
A. Teachers becoming too dependent on technology
B. The possibility that computers might become self-aware
C. Students learning too much about technology
D. Protection of student data and privacy
WHICH OF THE FOLLOWING IS NOT TYPICALLY CONSIDERED A 21ST CENTURY
SKILL DEVELOPED THROUGH EFFECTIVE ICT INTEGRATION?
A. Critical thinking and problem-solving
B. Digital literacy and media literacy
C. Collaboration and communication
D. Memorization of ICT facts
ACCORDING TO JOHN PISAPIA, WHAT IS THE MOST IMPORTANT FACTOR FOR
EFFECTIVE TECHNOLOGY INTEGRATION IN EDUCATION?
A. Implementing cutting-edge technologies even if they don't directly align with
educational goals.
B. Ensuring that technology is used solely to replace traditional teaching methods and
streamline administrative tasks.
C. Aligning technology with educational objectives, fostering collaboration, and
empowering both educators and students.
D. Introducing technology for the sake of student engagement, regardless of its impact
on learning outcomes.
DISCUSSION:
JOHN PISAPIA - Integrating technology with teaching means the use of learning
technologies to introduce, reinforce, supplement, and extend skills.
ACCORDING TO ISTE STANDARDS, EFFECTIVE TECHNOLOGY INTEGRATION IS
ACHIEVED WHEN STUDENTS CAN:
A. Memorize how to use the latest technology tools
B. Select technology tools to obtain, analyze, synthesize, and present information
professionally
C. Follow step-by-step instructions provided by teachers on using technology
D. Master the most advanced software applications available
DISCUSSION:
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
IN LLOYD'S FRAMEWORK, WHAT ARE THE TWO MAJOR CONSIDERATIONS THAT
MUST BE ADDRESSED FOR EFFECTIVE ICT INTEGRATION?
A. Hardware and software
B. Teachers and students
C. Cost and benefit analysis
D. Infrastructural and pedagogical considerations
DISCUSSION:
MARGARET LLOYD - Effective ICT integration happens when schools address both the
practical infrastructure needs (equipment, support, systems) and the necessary changes
to teaching approaches
Infrastructure Considerations:
• Physical equipment (computers, tablets, networks)
• Technical support for teachers and students
• School systems and schedules that allow for technology use
• Reliable internet access
Teaching Considerations:
• New ways of teaching that work well with technology
• Teachers becoming guides rather than just information providers
• Learning activities that couldn't happen without technology
• Changing how teachers plan lessons
ACCORDING TO WANG AND WOO, WHICH LEVEL OF INTEGRATION TYPICALLY
REQUIRES THE MOST COMPREHENSIVE PLANNING AND COORDINATION
AMONG MULTIPLE TEACHERS?
A. Lesson level
B. Topic level
C. Curriculum level
D. All levels require the same amount of coordination
WHICH OF THE FOLLOWING IS NOT A CHARACTERISTIC OF TOPIC-LEVEL ICT
INTEGRATION ACCORDING TO WANG AND WOO (2007)?
A. It is usually limited to a single class period
B. It focuses on a specific subject matter topic
C. It typically spans multiple lessons
D. It has a medium-term duration
DISCUSSION:
QIYUN WANG AND HUAY LIT WOO (2007) - discussed the growing importance of
integrating Information and Communication Technology (ICT) into education.
Three key areas where ICT can be integrated:
Curriculum: Using ICT across the entire curriculum to support teaching and learning.
Topic: Integrating ICT into specific subjects or topics to enhance understanding.
Lesson: Using ICT tools and resources within individual lessons to improve engagement
and learning outcomes.
WHICH OF THE FOLLOWING IS NOT A KEY ASPECT OF BERNARD BAHATI'S
APPROACH TO ICT INTEGRATION?
A. Pedagogical principles must be central to ICT integration.
B. Technology should be used only when it aligns with the teaching objectives.
C. ICT should be used solely to increase student access to information.
D. Teachers need professional development to effectively integrate ICT.
DISCUSSION:
BERNARD BAHATI - when we use technology in teaching, it should be done in two ways:
with good teaching methods (pedagogy) and the right technology tools
UNESCO - 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
SMART in lesson objectives refers to a framework that helps ensure that the goals for a
lesson are clear, achievable, and measurable. SMART stands for:
Specific: The objective should clearly state what students will be able to do. It should be
focused and not too broad. A specific objective tells exactly what behavior or skill is
expected.
Measurable: The objective must be measurable so you can assess whether students
have achieved it. This could involve numbers, percentages, or observable actions (e.g.,
"solve 5 math problems," "write a paragraph," "demonstrate understanding").
Achievable: The objective should be realistic and attainable, considering the students'
current level of knowledge and skills. It should challenge students but not be too difficult
for them to accomplish within the given timeframe.
Relevant: The objective must be relevant to the students' needs, the subject matter, and
the course goals. It should relate directly to what students need to learn and be applicable
to their learning context.
Time-bound: The objectives should specify when the learning will be achieve usually
within the timeframe of the lesson or a specific time period (e.g., by the end of the class,
by next week, etc.
