ICT-Pedagogy Integration in Mathematics and Science Learning Plans
By Alaiza Mae Arique
MATH 117
Concepts and Principles of ICT Integration Five Key Teaching & Learning Events
• John Pisapia (1994): Using technologies to 1) Acquisition
introduce, reinforce, supplement, and extend skills.
- Student action: encounters new ideas (watch, read,
• ISTE: Effective integration when students select and listen).
technology tools to obtain, analyze, and present
- Teacher role: curate concise explanations, analogies,
information.
and visualizations; highlight what matters.
• Lloyd (2005): ICT integration as part of broader
2) Discovery
curriculum reforms, affecting what and how students
learn. - Student action: explores, inquires, and notices
patterns or relationships.
• Wang & Woo (2007): ICT integration can happen at
curriculum, topic, and lesson levels. - Teacher role: pose guiding questions; let students
manipulate variables to see cause–effect.
• Bahati (2010): Integration must be underpinned by
sound pedagogical principles. 3) Dialogue
• UNESCO (2005): Teachers must organize - Student action: explains reasoning; questions peers;
classrooms so ICT becomes a natural response in negotiates meaning.
learning.
- Teacher role: moderate discussion, probe thinking,
What is Information and Communication surface misconceptions, and connect to concepts.
Technology (ICT)?
4) Practice
• Moursund (2005): Includes computer hardware,
software, and telecommunications facilities. - Student action: applies concepts to tasks with timely
feedback; iterates to improve.
• Tinio (2009): Tools and resources used to
communicate, create, disseminate, store, and manage - Teacher role: design graduated tasks; provide
information. feedback criteria; automate feedback where possible.
• UNESCO (2020): Tools to transmit, store, create, 5) Creation
share, or exchange information, also a discipline
linked to social, economic, and cultural matters. - Student action: produces an artifact that
demonstrates understanding (explain, model, teach).
• Ratheeswari (2018): ICTs influence every aspect of
life and act as catalysts for change in education, - Teacher role: set authentic audience and rubric;
research, and communication. encourage multimodal outputs.
ICT Integration Frameworks
A. Conversational Framework (Laurillard, 2002)
Describes how students, teachers, and peers interact
to construct effective learning experiences. It
highlights five key teaching and learning events.
B. Three Fundamental Elements (Wang, 2008) fostering critical thinking, creativity, and lifelong
learning.
References
Laurillard, D. (2002). Rethinking university
teaching: A conversational framework for
the effective use of learning technologies.
Routledge.
Wang, Q., & Woo, H. L. (2007). Systematic
planning for ICT integration in topic
learning. Educational Technology & Society,
10(1), 148–156.
• Pedagogy: Strategies teachers use to deliver lessons
UNESCO. (2005). ICT in education: A
and help learners show competencies. curriculum for schools and programme of
• Social Interaction: Learners acquire knowledge
teacher development. Paris: UNESCO.
Tinio, V. L. (2009). ICT in education.
through interaction and collaboration.
UNDP Asia-Pacific Development
• Technology: Computers and online tools support Information Programme.
teaching, interaction, and access to resources. Ratheeswari, K. (2018). Information
communication technology in education.
C. ICT in Teacher Training Journal of Applied and Advanced Research,
ICT transforms teaching and learning, encouraging 3(S1), S45–S47.
higher-order thinking and collaboration. Teacher
competence and training are essential for successful
integration.
Conclusion
ICT is not just about using computers or digital tools
but about integrating technology meaningfully into
pedagogy to enhance student learning. Frameworks
such as Laurillard’s and Wang’s remind us that ICT
works best when it supports dialogue, collaboration,
and effective teaching strategies. Ultimately,
successful ICT integration depends on the teacher’s
ability to use technology not as an add-on, but as a
natural, purposeful part of the learning process,
