Week 1 TTL2 Che Last

Romblon State University
Institute of Education
Sta. Maria, Romblon
B Technology for Teaching

E and Learning 1
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“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”
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Module 1 Learning Plans in the Context of

the 21st Century
Module Outcomes:
At the end of the Module, the student should have:
1. discussed the role of technology for teaching and learning in the light of the K to 12
Curriculum Framework;
2. reviewed the K to 12 Curriculum Guide focusing on the development of 21 st Century skills;
3. reviewed learning plans from various sources that integrated ICTs in the teaching learning
process;
4. planned activities integrating ICTs that would facilitate the development of 21 st Century
skills required in the curriculum guide; and
5. brainstormed about digital citizenship and related this to the development of 21 st Century
skills among learners.
Introduction
The basic education curriculum of the country was enhanced with the implementation of
the K to 12 Curriculum. The K to 12 Program cover Kindergarten and 12 years of basic education
(six years of elementary education, four years of Junior High school, and two tears of Senior High
school) to provide sufficient time for mastery of concept and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development, employment and
entrepreneurship.
The implementation of the 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 id the requirement to equip every graduate
with the following skills.
 Information, media and technology skills;

 Learning and innovation skills;
 Effective communication skills; and
 Life and career skills.
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The development of these skills can be done with the aid of technologies for teaching and
learning which 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 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
enable teachers to discover the power of computer technologies as teaching tools for greater
learning.
Lesson 1 The K to 12 Curriculum Framework
Learning Objectives:
At the end of the lesson, the learners should be able to:
1. discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration
skills.
2. analyze the learning competence of every year level according to the field of
specialization of the pre-service teachers.
3. review some units in the curriculum guide with focus on the development of 21 st Century
skills.
Content Exploration
The implementation of the K to 12 Curriculum of the Department of Education pave 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 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 the teaching the various fields
of specialization.
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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 teacher’s 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, 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 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 learning 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 setting
arrangements, and put up a new and relevant poster or displays; all these can
activate emotional signals and keep student interest piqued.
 Make it student-directed- Give student a choice of assignments on a particular
topic, or ask them to design one of their own. ‘’When student 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 teacher 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; then continues by
showing or explaining how the content fits into their plans for the future. This
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helps students realize the content is not just interesting but also worth knowing.
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 Build related ness- relatedness, on the other hand, answers the question, ‘’what
have these to do with me?’’ it is an inherent need student 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 need recommended by various experts and to allow students
realize the value of their curriculum, technological tools can be used. 21 st 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 the world. Contextualizing the
curriculum of the students for meaningful learning poses challenges in enhancing teacher’s
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 MTB-MLE
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, 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 leads 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 topic 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 Standard (CRS) and the new General Education Curriculum. Hence the
K to 12 Curriculum focused on developing appropriate S specialization subject 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)
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To nurture holistically develop 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, 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.
Teachers play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In the Philippines, teacher 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 decision about how they will implement the curriculum of their specific
field of specialization. They decide on how they must structure the activities of their lesson and
mange student responses and ideas. Hence the decision of teacher is very important. It is an
impact on the student 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, experience and competences, 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.
 Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes, for evaluating the attainment of educational objectives.
 Curriculum is content, but when contextualized, it comes alive for students. The role of
teacher in the curriculum process is to help student develop an engage relationship with
the content. Active learning increases the focus and retention of the curriculum, resulting
in an exciting learning environment. Teacher builds lesson that includes simulations,
experiments, case studies and activities to deliver a 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.
 Teachers, on their part have practical knowledge base on their daily work with students.
These knowledge is useful to curriculum committees because teacher can assess whether
the ideas being developed will work in the classroom.
Step 1: Considering my Role as Curriculum Designer
With the points of reference provided about curriculum and the teacher, participate in a
face-to-face discussion with the whole group about how your field of specialization was designed.
In the discussion, you are asked to thoughtfully consider your role as a curriculum designer. Go
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over the curriculum guide and discuss together the essential features, focus, and general content
and performance standards of your field of specialization or major for grade or level.
Step 2: Integrating Technologies for Teaching and Learning
After having an in-depth understanding of the general nature, focus, and non-negotiable
standards set for your field of specialization, share with the group lesson to raise at a high level
of excellence.
Brainstorm on how these technologies can be integrated properly and how they will meet
the important learning outcomes and the 21st century skills.
Answer the following:
1. How will technological tools for teaching and learning promote the salient features of the K to
12 Curriculum?
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2. What are the 21st Century skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards and competencies of your
curriculum guide.
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Lesson 2 ICT-Pedagogy in Language

Learning Plans
1. discuss essential points to consider when integrating any ICT in facilitating
language education;
2. present learning plans that integrate ICT in the learning procedures to be able to
attain the learning outcomes; and
3. plan for some activities that will help develop digital citizenship and relate this to
the development of 21st century skills among learners.
Content Exploration
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 to assist them in the teaching-learning process. Engaging educational
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
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a book without any preparation for follow up activities that put the book in a pedagogical context,
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the book is not integrated.
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On the other hand, integrating technology into curricula can mean different thing: 1)
computer science courses, computer-assisted instruction, and/or computer-enhanced or
enriched instruction, 2) matching software with basic skills 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 function- 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 Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a growing
area that has attracted many educators’ effort 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.
5. 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 definitions of ICT from various resources:
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1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunication 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 system 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, live broadcasting technologies, recorded broadcasting technologies. And telephony.
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 paly salient roles in workplaces, in business, education, and entertainment. Moreover,
many people recognize ICTs as a catalyst 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 the student opportunities to learn and apply the required 21 st Century
skills. ICT improves teaching and learning and helps teacher 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 Framework 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
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noted that there are possible instances when technologies are used in the classroom but the way
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these are used does not promote learning and does not help facilitate the attainment of the
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intended learning outcomes set for a class. There is a need, therefore, to enlighten you in the
principles on how 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 lesson 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 may support. The framework postulates
a way of presenting teaching and learning in terms of events. These are the 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-à-vis the five events are specific teaching strategies, learning actions or experiences,
related media form, examples of non-computer based activity, and examples of computer-based
activity.
Teaching Teaching Learning Related media Example of Examples of
and strategy action or form non-computer- Computer-based
learning experiences based activity activity
event
Acquisition Show Attending Linear TV, video, film, Lecture notes
Demonstrate Apprehending presentational. lectures, book, online, streaming
Describe Listening Usually same other print videos of lectures,
explain ‘text’ acquired publications DVD, multimedia,
simultaneously including digital
by many people video, audio clips,
and animations
Discovery Create or set Investigating Interactive: Libraries, CD based, DVD, or
up or find out Exploring non-linear galleries, Web Resources
or guide Browsing presentational, museums including
through Searching searchable, hypertext,
discovery filterable etc. enhanced,
spaces and But no feedback hypermedia,
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resources multimedia,
resources. Also
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information
gateways.
Dialogue Set up Discussing Communicative: Seminar, Email, discussions,
Frame Collaborating conversation tutorial , forums, blogs
Moderate Reflecting with other conference
Lead Arguing students,
Facilitate Analyzing lecturer or self
Discussion Sharing
Practice Model Experimenting Adaptive: Laboratory, Drill and practice,
Practicing feedback, fieldtrip, tutorial
learner control simulation, role programmes,
play simulations, virtual
environments
Creation Facilitating Articulating Productive: Essay, object, Simple existing
Experimenting learner control animation, tools, as well as
Making model especially created
Synthesizing programmable
software
The usefulness of LCF language education was analyze 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 communicative competence is
blended learning context, as compared to a face-to-face context.
To evaluate the effectiveness of LCF, a mixed method approach was used. The quasi-
experimental design was applied by measuring learner’s development in the three
aforementioned skills. The corresponding test results were then compared with those of a
control group. Moreover, the benefits off LCF were examined by gathering the learner’s
perception of the intervention and analyzing their engagement with the teacher, peer, tasks and
language.
The study revealed that LCF was more effective in the BL that in F2F context, in terms of
developing the learners skill in forming wh-questions. However, both context almost equally
developed 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
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BL, given its effectiveness for the development of more writing skills be encourage.
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B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang 2008 posited the integration of ICT consist of three fundamental elements. These
are pedagogy. Social interaction, and technology. These elements are diagrammatically
represented by Wang in Figure 1.
Interaction with
content
Pedagogy
Interaction with
people
Social Interaction Technology
Figure 1. The ICT Integration Framework

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 primarily reflects the art of teaching a teacher will employ
in the learning process.
The pedagogical design a language teacher will use need to include proper selection of
appropriate content and language learning activities. In the design, the teachers need to look
into how the available technological resources will help provide scaffold that will assist their
language learning 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
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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
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allow the learners to interact and demonstrate the language skills and competencies required
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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.
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
computer to support various learning activities. Through the use of computers, various teaching
mode 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 top happen.
C. Categories for Information Communication and Technology (ICT) in Teaching Training
There is a lot of researches that will prove that the interaction of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers use of ICT support the
development of higher-order-thinking skills (HOTS) and promotes collaboration. This the reason
why trainings in ICT pedagogy-integration are promoted.
For 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 organize various ICT teacher training
efforts into four categories. This is presented in this framework.
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Core technology
ICT as core delivery

ICT as main content focus technology
Learning How to use ICT Learning VIA ICT
ICT as a part of content ICT as facilitating or

methods networking technology
Complementary Technology
D. UNESCO Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge and with the ubiquity
of Information and Communication Technology (ICT) for instruction, UNESCO was able to develop ICT
Competency Framework for Teachers (UNESCO, 2018)
ICT Competency Framework for Teachers (UNESCO, 2018)

This framework, which is a part of a range of initiatives by the UN and its specialized
agencies including UNESCO, aims to promote educational reform and sustainable economic
development and anchored on the principles and objectives of the Millennium Development
Goals (MDG), Education for all (EFA), the UN Literacy Decade (UNLD), `and the Decade of
Education for Sustainable Development (DESD). As shown by the framework, the teacher have
six aspect of work are the three approaches to teaching based on human capacity development-
knowledge acquisition, knowledge deepening, and knowledge creation.
The framework also specifically aim to equip teachers to be able to do their roles
achieving the following societal goals:
 Build workforces that have information and communications technology skills and are
reflective, creative and adept at problem-solving in order to generate knowledge;
 Enable people to be knowledgeable and resourceful so they are able to make informed
choices, manage their lives effectively and realize their potential;
 Encourage all members of society irrespective gender, language, age, background,
location and differing abilities to participate fully in society and influence the decisions
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that affect their lives; and

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 Foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.
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The commission on higher education through its policies, standards, and guidelines requires the
integration of ICTs in language teaching and learning. Hence the ICT Competency Framework for
Teachers is very useful to support standards as they will serve as a guide to assist the teacher to
successfully integrate ICT into the language classroom. Through the framework, the language
teacher may structure their learning environment in new ways, merge new technology and
pedagogy, develop socially active classrooms, and encourage co-operative interactions,
collaborative learning and group work.
Experience
Step 1: Reading ICT Integrated Learning Plans in English and Filipino
Read the following examples of Learning Plans for language teaching. These sample
learning plans may help you develop your own learnings outcomes. After reading the learning
plans, do the series of activities that follow.
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Step2. Analyzing the salient parts of lesson plan

Identify and describe the common parts of the two learning plan you have read. Write
your observation below.
Essential Parts of Learning Plan
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Step 3: Learning Plan from the Learning Plans

By the help of the following questions, share your own recommendations and
observations on how you may use and enhance the two learning plans.
Guide Question Learning Plan 1 Learning Plan 2

Reporters Notebook Panitikang Mediterranean
Are the learning objectives
aligned with the targeted
basic education curriculum
competencies? Why do you
say so?
Is the plan of technology

integration supportive of the
attainment of the learning
competencies and learning
objectives? Explain your
answer.
How do you plan to use the

learning plan in teaching
language lesson in the future?
If you are to improve the plan

for the accommodation for
differentiated instruction,
how would you develop it?
What significance principles

in ICT integration do you think
are highly recommended in
developing a learning plan in
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language teaching and

learning?
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Step 1. Read the following learning plan, and think of away by which you may improve it guided
by the principles of ICT integration in language teaching.
Step2. Guided by the standards and the principles of ICT integration and lesson planning
principles taught in your previous classes, develop the learning outcomes of this learning plan.
Encode your daily objectives and submit this using the course Learning Management System
(LMS)
Days Daily Objectives/Learning Outcomes
Day 1
Day 2
Day 3
Day 4
Day 5
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Step 3: Read the following plans by group and develop learning procedures with some plans for
accommodating students with special learning needs. Encode your daily objectives and submit
these using the course Learning Management System Portal.
Days Daily Procedure
Day 1
Day 2
Day 3
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Day 4
Day 5
1. Teachers also work as a curricularist. As a curricularist, How do you intend to make your ICT
integration more responsive and relevant?
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2. What is unique with ICT integration in a language teaching that must be thoroughly
considered when developing a learning plan?
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Integrating active Learning

Module 2
Approaches in Language Learning
Module Outcomes
At the end of the module, the student should be able to:
1. discuss the concept s of the different learning approaches in language teaching and
learning;
2. discuss how information and communication technologies will help develop and
present language lessons using the different active learning approaches;
3. brainstorm on the possible products or outputs that will serve as an evidence of
learning of the developed learning outcomes of the learning plan using Inquiry Based
Learning, Problem-Based Learning and Project based Learning; and
4. integrate active learning activities in the development of language learning plans.
Introduction
Language learning encompasses the development of macro skills such as reading, writing,
listening, speaking, and viewing. The concern of the language teacher is how to teach this skills
in a holistic manner as these skills complement each other when used by people in
communicating. It is possible to target more than 2 or 3 of the macro skills in one learning
activity? The answer is yes. However, these largely depends on the approaches used by the
language teacher in facilitating the development of learning competencies in the language
classroom. One way to achieve this end is the utilization of the active learning approaches.
Active learning approaches are characterized by learners engagement in the activities
that are geared towards the generation of new knowledge or making meaning to an existing
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knowledge while developing the 21st century skills ( such as collaboration, media literacy, critical
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thinking) in the process. Four of the recent active learning approaches introduced to enhance the
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teaching learning process are Inquiry-based Learning (IBL). Research Based Learning. Problem-
based Learning, and Project-based Learning (PBL). This learning approaches are designed to give
more depth and breadth in the learning of content in the K to 12 Curriculum. While the
approaches are meant to provide opportunities for active exploration of content, each of these
approaches has distinct characteristics that needs to be considered by teacher in the realization
of learning competencies especially in language teaching. Knowing the distinctions among these
active learning approaches will help the language teacher in deciding what approach to adopt.
Central to active learning approaches in the construction of framing question that will
guide the learners in their investigation either on a specific topic or unit. Investigations become
more meaningful when these are related to real life experiences or real world issues or problem.
Lesson 1 Inquiry-Based Learning and

Research-Based Learning
Learning Objectives;
At the end of the lesson, the learner should be able to:
1. discuss the salient features of inquiry-based learning and their application to the
attainment of language learning competencies and language learning outcomes;
2. analyze how technologies for teaching and learning language can be maximized in
inquiry-based learning and research-based learning; and
3. state some performance standards from the curriculum guide that can employ
inquiry-based learning and research-based learning.
Excite
To be able to attain the above stated lesson objectives, do the following exercises step-
by-step:
Step 1: The KWL Chart
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Familiarize yourself with the concept of KWL chart. Analyze the contents of the charts and
think of how you can use this chart in facilitating your language lessons.
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KWL Chart
Language Topic:
Big Question:
What I Know What I want to know What I learned
Step 2: Starting with an Essential or Big Question

Since inquiry-based learning usually starts with essential or big questions the elicit varied
answers from the respondents, think of a question that you would like to ask your students
relevant to a specific lesson in your language class. Some example question may be;
a. Why do we need to learn how to listen?
b. Why is there a need to be engage in public speaking?
c. How do children with special learning needs communicate?
d. how do we know the language struggles and stories of the people of long ago?
Write your big question on the KWL chart.
Step 3: Finding Out What We Know
Eliciting from your collective lived experiences, provide an answer to the big question you
identified. Record your answer through filling in the first column of the KWL chart.
Step 4: Finding Out What We Want to Know
To allow you to freely explore about what is store in the world around you, fill-in the second
column of the KWL Chart. By answering the second column, you will be able to think of other
possible information that is beyond the knowledge that you have about the big question.
Step 5: Finding Out the Answer from Experts
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To be able to learn better about the topic and big question, get on searching for an answer
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to the question from reliable sources. Sources may refer to your language teachers or from the
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library resources. Conduct interview with some teachers or other human resources who may give
answer to the question or get information from your library resources.
Step 6: Finding Out What We have Learned
Finally, organize the result of your gathered data and write your answer in Column 3 of your
gathered data and write your answer in column 3 of your KWL chart.
Content Exploration
Nature of Inquiry-Based Learning
Inquiry, is the simplest definition, is a process of asking question. This has spurred the
enumerable developments that we continue to enjoy in our society today. It continues to usher
the study of so many fields that enable various scientist and experts to provide solutions to
emerging issues affecting the society in general. In the classroom, in particular, the process of
inquiry is a basic learning activity that every teacher is expected to facilitate. The development
of the ability to ask among learners is a basic in the age of the Fourth Industrial Revolution.
According to the Future of the Jobs Report during the World Economic forum, the top three of
the ten skills needed in this age are complex problem solving, critical thinking and creativity which
all start from the process of asking.
Inquiry based learning as an approach essentially involves task requiring learner’s active
participation in finding answers to curricular questions. The questions can run from very specific
simple questions to more complex questions in relation to the curriculum. Learners are given
opportunities to engage in self-regulated activities as they pursue their investigation. Using this
in the language classroom can facilitate the development of communication skills as it involves
activities such as writing questions, deliberating on ways of finding answers to curricular
questions, and presenting outputs as evidence of inquiry among others. This approach
encourages students to work together in accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in
the K to 12 curriculum for English. Investigation proceeds using various sources of information
and presentation of outputs of the students using a productivity tool. Depending on the required
output, the assessment tool that will be used should be given to the student before the inquiry
commences.
When to use
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Chrisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an
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especially appropriate approach to learning about language variation, identity, and power since
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IBI can provide students with opportunities to learn about current issues in sociolinguistics
through sharing and debating on a personal experience with language from multiple
perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:
1. Structured Inquiry- this let the students follow the lead of the teacher as the entire
class engages in one inquiry together.
2. Controlled Inquiry- the teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry- The teacher chooses topics or questions and students design the
product or solution.
4. Free Inquiry- Students are allowed to choose their own topics without any reference
to a prescribed outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to
the curriculum. The language teacher needs to look into the learning competencies that can be
satisfied by a simple inquiry or more complex inquiry. He/she controls and prepare the topic for
investigation and guides the learners by setting the question to be explored. Learners are allowed
to design their own way of investigation and present their outputs with IBL, a gateway to
information is opened and students can have access to information at anytime and anywhere. It
is assumed that the teacher is knowledgeable of the sources of information and whether the
learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by
Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context- Learners require meaning form experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
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Role of Technology
The internet of the World Wide Web offers lot of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that abound.
Language is no longer a barrier in one’s search for information. Depending on the unit of study
in a language curriculum, there are many free educational websites that are available for the
language teachers and learners. Due to the vastness of source of information from the WWW,
any language teacher who is using IBL has the responsibility to direct learners to websites that
provide the proper information. The technology tools that are made available for the learners,
whether online or offline, should support the object of inquiry which is aligned to the learning
competencies in the K to 12 language curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources
of information in the process of inquiry. This does not exclude the other resources, human and
non-human, in gathering information. However learner, are undeniably familiar and probably
more adept in exploring the internet. Guiding them in locating online resources that are relevant
in developing their research and communication skills will let them learn the importance of using
educational resources in an explicit and implicit way.
Try these!!!!
To be able to apply inquiry-based learning in your field of specialization, do the
following steps:
Step 1: Reading Curriculum Guide in English of Filipino Subject
Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide
For English of this level. Focus your reading on the different language competencies of every
language lesson.
Step 2: Identifying Language Competency for IBL
Find learning competencies in the chosen Curriculum Guide that are suited for an
IBL. Determine the type of inquiry that you will be using.
Subject:
Grade Level:
Language Competencies Type of Inquiry
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Step 3: Developing Core Questions

Create core question/s about the competencies that learners might be asked to answer.
Subject:
Grade Level:
Language Learning Competencies Core Questions
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Lesson 2 Problem-Based Learning and

Project-Based Learning
Learning Objective:
At the end of the lesson the student should be able to:
1. discuss the salient features of problem-based learning and project-based learning and
their application to the attainment of learning competencies and learning outcomes:
2. analyze how technologies for teaching and learning can be maximized in problem-
based learning and project-based learning; and
3. share some performance standards from the curriculum guide that can employ
problem- learning.
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Step 1: Study the picture and create a meme or a question about it.
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Step 2: Write 1-2 sentences about the literature.
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Step 3: Between a creating a meme or a question about a picture in the internet and writing
sentences about literature, which did you find easier to write about? Explain your answer.
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Content Exploration
Nature of Problem-Based Learning
Problem-Based learning is an approach that involves a process of inquiry and solving
open-ended questions that serves as the main problem that the learners will work on. The type
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of question posited is focused on a specific content standard and its application to real life issues.
It is also requires more than one answer on solution. Learners are engage in a collaborative task
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as they work toward the solution to the problem. This learning activity is done in small group
with each member assigned a certain task to accomplish. In the process of engaging in PBL, they
learn several skills such as problem-solving, communicating, research, among others which are
essential in the workplace. The end goal of PBL is to ensure that the target, the learning
competencies are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her Article, she proposed the following five principle
of PBL that may be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and engagement with the
task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem- current issues that do not have just one answer or one
definite solution;
2. Brainstorming- generate ideas; tackle the problem through self-directed questioning;
arouse students’ intrinsic motivation;
3. Collecting and analyzing the information- assigning group members to collect
information; collaborative collection of useful information;
4. Synthesizing information- solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge- presentation of the solution to the learning problem/ issue;
and
6. Redefining the outcomes- giving of feedback and suggestions by the instructor to help
students improve; learning from others groups’ presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impact of PBL on learners as they engage in the
process. Among these are following;
(Ghufron &Ermawati, 2018, p. 666- in EFL writing class)
1. Promote self-confidence and motivation
2. Reduce students’ nervousness during the learning process
3. Increases student responsibility in learning
4. Make students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
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7. Promotes active learning

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8. Makes student explore many learning resources
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9. Makes student develop positive attitude towards learning

For Baresh, Ali, & Darmi, 2019- EFL students;
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciation and intonations
 Enhances self-confidence
 Increases range of vocabulary
The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study further
look into the PBL active English learning attitudes of the two groups and found that the PBL
participants ‘’motivation intensity, their desire to learn English, and communication inside and
outside the classroom were significantly higher than those of the participants of the non PBL
group . The research also found that the PBL participant’s active English learning attitudes are
significantly related to their reading comprehension.
Role of Technology
How is technology integrated in PBL activity? As the learners embark on an open-ended
question collaboratively, there are numbers of free online tools that they can use from the
commencement of the task to its completion especially that some of the group tasks will be done
outside the regular class hours. These online tools will allow the learners to be actively connected
and engage in the group task while monitoring their own contributions. The teacher acting as
facilitator may also have opportunity to peep into the activities of each learner thereby enabling
him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara (2010)
stress that technology is simply the mediator for collaboration and representation and that is the
type of the task and thinking processes in which student engage that determine the quality of
learning.
Productivity tools such as those for writing, presentations, spreadsheet, calendars,
organizers, citations and the others are also available to assist learners and teacher in
accomplishing required task and outputs from a PBL activity. There are tools that can be
downloaded for mobile phones, laptops, or desktops. Before using or recommending these tools
to learners, it is important that teachers take note or try out the tools first to be familiar with the
most appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together
with the content and performance standards before the technology integration. As soon as these
are in place, the statement of learning outcomes in the learning plan must be stated in behavioral
and measurable terms. PBL is about developing higher order thinking skills; therefore, the
taxonomy of objectives should be utilized to ensure that you are targeting the required
outcomes. Consider using the revised bloom’s taxonomy by Anderson and Krathwohl in creating
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Nature of Project-Based Learning/Project-Based Approach

Project-based Learning is an approach but has evolved as teaching method that engages
learners in a series of planned tasks resulting to generation of solutions to real-world problems.
It is a student-centered approach as it takes into account the realm of experiences and interest
of students. This method is based on John Dewey’s principle of learning by doing and Vygotsky’s
constructivist theory of learning that advocates social construction of knowledge. PrBL/PBA is a
collaborative learning activity where learners work on an authentic tasks guided by an open-
ended question. Each member has an assigned role that will contribute to the solution of the
problem that was identified. This problem reflects real issues in their community of the world at
large.
Past and more recent researches have proven PrBL to be beneficial in the development
of various skills such as:
1. Research methodology skills
Using students feedback questionnaire given to 99 students, it was revealed that
the student knowledge of the topic taken, searching review for the topic, communication skills,
data collection skills, and analytical and presentation skills, were enhanced. The teacher also
perceived that PrBL could cause 100% enhancement of knowledge of the various component of
research methodology, update of the knowledge on a particular topic, and increase an
interaction with students.
2. Oral communicative competence
The researchers investigated the effectiveness of using PrBL activities in the
improvement of oral communicative competence after of 44 Malaysian English Language
Learners. The study revealed a significant improvement in the learners overall oral
communicative competence after a 12-week intervention lesson using PrBL as a strategy. They
also concluded that PrBL as a teaching strategy is effective and is recommended as suitable
English language teaching strategy especially for learners with low proficiency in the English
language.
3. Development of life skills
The study of employed mixed-method to examine the development of life
skills through PrBL. Their findings revealed that after taking the PBL course, there was a significant
difference in the mean scores for the following life skills: responsibility, problem-solving, self-
direction communication, and creativity skills. It was concluded that PrBL indeed promotes
further development of life skills.
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Try these!!!
Based on the stated inputs, it is your turn to prepare for a potential PrBL activity in your
future classroom. Follow the steps and the instruction given.
Step 1. Using Notetaking applications
Bringing out your K to 12 Curriculum in Science/English.
Step 2. Constructing Key Question for PBL
Using your K to 12 Curriculum in Science choose 3 learning competencies from different
quarters, identify the content standard and construct key question that can motivate students
to engage in a PrBL activity. Used the table provided.
Quarter Learning competency Contentment Open-ended question
standard
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E and Learning 1
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Module 3 Using Open-Ended Tools in

Facilitating Language Learning
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Lesson 1 Productivity Software Application for

Language Teaching and Learning
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Learning objectives:
At the end of the lesson, the student should be able to:
1. identify uses of productivity software application in the teaching-learning of language.
2. share experiences in using productivity software applications as a language learner.
3. explore samples of documents, presentations, and spreadsheets that were used in
delivering learning plans for languages.
4. report new open-ended tools or productivity software applications that are beneficial
for language learning.
It is assumed that your teachers and you have been using productivity
software application and/or media tools to enhance the teaching and the learning process
of your courses or subjects in the basic education and in the teacher education program
before enrolling in TTL 2. The common productivity tools that they or you may have used
are word processing software, spreadsheets, and presentations.
Open-ended Tools and their Uses in Teaching and Learning Language Skills
Open ended tools or productivity software applications are ICT tools,
which helps the teacher and the learners make their learning together concrete, efficient,
encouraging and meaningful. In any teaching-learning process, the use of this tools play
a vital role as it helps meet the demands of the learners in the 21st century learners. These
characteristics in the context of language teaching are briefly presented for teachers to:
1. create the learner centered classroom and make instruction personalized because
learners have different personalities, goals and needs.
2. facilitate the student productivity skills so they can produce, when assisted and given
the chance, movies that are helpful to enhance their language proficiency;
3. learn new technologies since technology keeps on developing and learning a tools
once is not an option for teachers;
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4. go global to allow students to learn languages, culture, and acquire communication

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skills virtually;
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5. be smart and allow the use of devices as aids to language acquisition;

6. do blogging. This will give teachers real experiences to see the value of writing for real
audience and establishing their digital presence;
7. go digital to help promote the ‘’go paperless’’ advocacy and to help level up the
language learning experiences of the students through digital discussion and alike;
8. collaborate with other educators and students to give the opportunity for the sharing of
great ideas beyond a conversation and paper copy ;
9. use web chats to share research ideas and stay updated in the field;
10. connect with like-minded individuals through using media tools like the social media;
11. introduced project-based learning to allow students to develop their driving question,
conduct research, contact experts, and create their projects for sharing with the use of
existing devices present;
12. build positive digital footprint that aims to model appropriate use of social media,
produce and publish valuable content, and create shareable resources;
13. code as its today literacy which helps boost students’ writing skills as the feeling of
writing skills as the feeling of writing a page with HTML is amazing;
14. innovate to expand their teaching toolbox for the sake of their students by engaging
social media for discussions and announcement and using new format like TED talks in
presenting their lessons; and
15. keep learning. To be able to demonstrate the characteristics of an ICT-engaged
classroom and teacher cited above, it is appropriate to discuss how the various
productivity software applications can used in language classrooms.
a. Using Word in Scaffolding Student Learning in a Language Classroom
To appreciate the value of word application in scaffolding students learning,
we have to explore how these are maximized by teachers. In education, scaffolding is
used to refer the various forms of support given to assist, guide, or facilitate the learning
process. Examples of scaffolding for learning that are usually prepared using word
applications are learning plans, assessment tools, templates and forms, graphic
organizers and others.
b. Using Presentation in Teaching Language Skills
Language teacher can use computers to create visually and audibly
appealing presentations that utilize a variety of media tools. By using presentation
software applications, student can also develop their project outputs and reports to be
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able to share in the class or in the World Wide Web. Both teacher and student can learn
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variety of skills in the process of planning, developing, presenting, and evaluating their
presentations.
In language teaching and learning, presentation software applications have
a lot of uses. It can be used a presentation tool in an innovative skill integration task, and
the other as a novel writing tool.in both cases student can use language variety for
speaking, listening, reading, and writing. While it is true that presentation software is
commonly used in business and other disciplines for presentation, this is also a very
powerful tool in the language classroom.
Presentation allow language learners to experience a world of real language
environment and opportunity in language courses, i.e. Filipino, English, Mother tongue,
and Foreign languages. For instance presentation software applications allow language
learners to:
1. present their language reports with audio, visual images and animations;
2. develop and present their group projects using real world visual presentations;
3. present charts, tables, graphics, charts and other that are useful to facilitate students
understanding of any language concepts;
4. show data stored in graphic organizers that cannot be fully presented by a printed
material;
5. develop digital stories or story books;
6. show result of any survey, questionnaire and other forms of language assessment
activities.
7. articulate and crystallize their ideas using the special features of presentation software
apps;
8. experience language learning process through the integration of contents in the
presentations;
9. enjoy developing their project; thus, are highly involved;
10. commit to the quality of their work, both content and form, because they don’t only
present what their classmate hear but what they also see;
11. present information in condensed form and focusing on salient points because of the
limited area in slide presentations; hence, avoiding digression and drifting;
12. innovatively communicate their ideas and express themselves in ways they feel
comfortable.
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Specifically, the integration of presentation software applications to language

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teaching and learning is very beneficial in developing the students our language skills. In
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their study Schcolnik and Kol (1999) were able to present how presentation software
activates the four macro skills:
1. Reading- in our courses, student first read some of academic articles on a topic of their
choice, knowing that they will have to present their conclusion in class. They analyze the
articles critically, compare and contrast the ideas presented, synthesize and evaluate.
Finally, they select highlights for inclusions in their presentations. This process is
comparable to the process students go through when reading to write a paper. In both
cases, reading to transmit the information requires clarification of ideas and presentation
of those ideas in such a way that others will understand.
2. Writing- when composing slides, students have condense the information they have
gathered to present only the main points. In this type of minimalistic writing, key concepts
and works have to be retained, while the chaff is discarded. The information reduction
process is itself a difficult but profitable language task. While writing a minimal list of point
on the screen, student can organize a suitable sequence for the point and divide the
points into slides. At the same time, student needs to take into consideration slide layout.
A slide cannot be too cluttered, the size of the font has to be large enough, and the
location of the elements on the screen has to be balanced. All these force students to re-
read, re-evaluate, and re-write what they have written again and again.
3. Speaking- the material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they would
in a purely oral presentation, students have to ‘rehearse’ the pronunciation of difficult
words, time themselves, and make sure that they have all the English lexicon needed for
their speech. Many students have no experience speaking in front of an audience in their
native language. The computer mode seem to minimize their tension and feeling of
insecurity when having to speak in English.
4. Listening- the class listen to the oral presentation. Listening to a native speaker is not
easy, and visual elements facilitate comprehension. We give a listener a task requiring
them to write down three new facts that they learned about the subject and one question
to ask the speaker at the end of the presentation. When listening for a purpose the
listening is focused and thus perhaps made easier.
In preparing language presentation, there are various factors that must be
considered to ensure that the language competencies are also developed and
demonstrated. The following some guidelines that Brooks and Gavin shared in designing
presentations:
Basic instructional design in Preparing Presentation
1. Setting Up the Presentation Class- it is not enough to simply tell the students to go
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and do a presentation. Students have to be taught the skills involved in giving a

presentation. This can include such things as when to use eye contact, how to organize
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time, and how to construct an effective PowerPoint Presentation. Since oral presentations
involve multiple communications and language skills, it is important to focus on the
specific presentation skills that are needed to present in front of other. This include things
like voice projection, eye contact and the use of gestures.
2. Organization of the Presentation- Proper organization of information is one of the
most important competencies that must be developed among students. Hence, before
beginning to work on developing presentation, it is important to understand the genre of
oral presentation. There is a need to learn how to separate the presentation into
meaningful sections and present each section separately to reduce the cognitive work
that is required in the presentation.
3. Presentation Skills – its developing oral presentation is very important to consider in
developing oral presentation to spend time to consider the macro and the micro. Skills
that are needed. These micro level skills include the genre specific language items, such
as the vocabulary and grammar that student need to be successful in oral presentation.
4. The Use of Visual Aids- visual aids are an important part of oral presentation because
they provide support for both the speakers and listeners during the presentation. Visual
aids can be used to give more details about the topic, help the audience members to
understand what is being said, and act as a concrete reminder of the message for both
the audience and the presenter. The type of visual aid use can vary depending on a topic
of the presentation. Visual aid helps cater to different learning style and some of the
student who are not savvy at paper written presentation are motivated at using
presentation software applications.
5. Performing Self-Reflection- the final stage of each oral presentation involves student
writing a self-reflection of their presentation. Through this Activity, writing skills are further
enhanced together with the ability of the student to do self-reflection.
B. Using Spreadsheet in Language Learning
Spreadsheet are very helpful in introducing some lessons in language courses.
Through spreadsheet, one can teach with tables and charts, make a table and graph,
compute students grades. Spreadsheet programs are not only beneficial to business and
mathematics courses but are also beneficial to language courses. Apart from being built
around a grid of cells that hold numerical data, it also contain text, dates and other content
that can be presented in language courses for discussions.
The following are the essential ideas that teacher may consider when
employing spreadsheet in the language classrooms:
1. Reinforce learning scientific and mathematical language that are also relevant in
language learning.
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2. Add well-designed charts and tables to reports to enhance student non-verbal reading
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3. Allow students to create their own charts, graphs, and tables and the like, to develop
and enhance their language and spatial skills.
4. Give students completed charts and see if they can reconstruct underlying worksheet.
This goes a long way toward helping them to understand the relationship between the
data and the chart.
5. Require the language reports and research papers contain some type of chart to help
support their findings. Encourage them to look for samples form the World Wide Web.
With the advent of web page and word processing software and with exposure of
a lot of students in exploring new innovative media tools, explore the following online
Microsoft Word Alternatives.
1. Drop Box Paper
Dropbox Paper is a free online word processor offered by the online cloud storage
provider. To start using it, you will need a drobox account. Once logged in, you get full
access to the online suite. The minimalist interface is very intuitive and its simplicity allows
you to focus on your content. You can also do many things that go beyond creating a
textual document. You can add rich media, such as audio, video and images. Dropbox
paper also allows you to access apps that let you embed Trello cards, YouTube videos
and slide shares decks.
2. Office Online
For Microsoft Word and Office aficionados, the best possible free online
alternative for their document editing needs is Word online, which comes as part of the
office online suite. Although free MS Word web app is not a full-fledged version of its paid
counterpart, it allows you to open, create and edit Word document online. Also, it offers
some additional benefits of online software tools.
3. Google Docs
Google Docs allows you to create, collaborative and share documents,
spreadsheets, presentations, drawings and even forms. Google Docs is packed with
features, which can be further extended with various add-ons. While it will automatically
save the file online and store it there, you can also have the document published as a
web page, downloaded or emailed as an attachment in Word, ODT, PDF, plain text or
RTF formats.
4. Etherpad
Etherpad is an online document editor primarily intended for collaborative
editing in, as the site claims, ‘’really real time’’. It’s an open source, highly customizable
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tool for online document collaborations with friends, fellow students and classmates, or
colleagues at work. One of its advantages, especially appealing to users who are
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reluctant to use services which require email registration, is that there is no sign up with
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Etherpad. All you need to do is to start a new pad and share the link to it with your
collaborators.
5. Zoho
Zoho offers around 20 free online applications including Writer for word
processing. You can link your Zoho account to you Google and Yahoo accounts, as well.
The writer’s interface should not cause anyone problems as it is comfortably familiar.
When working online there’s always the risk of losing data due to a lost network
connections, accidentally closing your browser or having your browser crash. Luckily
Zoho automatically saves your documents for you, as you finish typing.
6. OpenOffice
The OpenOffice package includes six programs that use the same engine
making them inherently the same and extremely easy to learn and use. The 6t
applications included the OpenOffice suite are: Writer (Word processor), Calc
(spreadsheets), Impress (presentation), Draw (graphics) and Base (database
manipulation) and Math (Mathematical questions). Writer can even natively do things the
word cannot, like open PDF file without the addition of a plug-in or commercial add-on.
As the software is open source, it is maintained by a large community meaning help and
bug fixes are freely available and quickly created.
7. AbiWord
AbiWord is a free word processing application very similar to Microsoft Word.
It is available for Linux distribution only. The software is fully compatible with not only
Microsoft Word, but also OpenOffice. Org, Word Perfect, Rich Text Format and more. It
has advance layout documents capabilities and can do mail merge as well, which allows
you to automatically fill in specific form fields in documents with information from
databases and comma separated or tabbed text files. It is a highly useful feature if you
need to work with many formats at the office. Additionally, the software can be enhanced
and expanded with freely available plug-inns that will give you even more feature and
functions.
8. Jarte
Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid
version of the software that add on some extra functionality, but the free version is more
than adequate and fully compatible with word and WordPad documents. Features include
an ergonomic tabbed interface, small resource requirements, portability support for
touchscreens, and quick loading time.
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9. WPS Office 2016 Free

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WPS Office 2016 is a free document processing suite whose WPS Writer app
will serve you well as Microsoft Word Alternative. WPS Office 2016 free can open and
save to long list of popular file formats native to those applications like docx, doc, and
more. You can get the application in language other than English: French, German,
Spanish, Portuguese, Polish and Russian. The suite has the same familiar look and feel
of MS Office with one exception—it has a tabbed viewing window, so you can open more
than one document at a time.
10. SoftMaker FreeOffice
SoftMaker FreeOffice is another great free suite that offers a full featured
Microsoft Word alternative. The suite’s Text Maker Application allows you to focus on
creating documents just as you would in MS World. This suite offers ups essential editing
documents, Tables, charts, shapes, and graphics are available along with standard text
formatting options. This applications provides you with everything you need. The entire
suite is available for Windows, Linux, and Android, so you can keep your document
processing tasks going even while away from your desktop.
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Activity 1.
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Developing your Learning Plan

In this step, you will be mapping the content of your learning plan using the
template provided below. The templates part were considered as these are essential in
developing a learning plan and are based on the principles of ICT-pedagogy integration
principles. Remember that this is the starting point of your major requirement in this
course and you will be modifying it as the succeeding activities in the succeeding modules
are discussed and develop.
In developing a learning plan summary and learning outcomes, be reminded
of the need to integrate any of the learning approaches to have the opportunity to be able
to evaluate the extent of demonstration of the performance standards of your unit.
Moreover you must bear in mind that you also need to integrate ICT in your pedagogical
procedures to make sure that your learning plan delivery will be enhanced by the
appropriateness of your technology integration. This will serves as an evidence of your
understanding and appreciation of the lessons of this course.
Step 1: The Learning Area of the Learning Plan
Identify the learning area in language education that your plan will cover. Is it
English, Filipino, Mother Tongue, or other Foreign Language Course? What year level
and what grading period?
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Step 2: The Specific Coverage of the Learning Plan
Identify the topics which your teaching will cover. Give a brief description of the
main concept that must be learned by your students during this lesson.
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Step 3: K to 12 Standards and Competencies
Identify the Basic Education Competencies, with the content and performance
standards, that are targeted by your learning plan. This will ensure that the students meet
important curriculum standards and goals. Focus on few targeted competencies to ensure
that this will be fully demonstrated by your students at the end of the implementation of
the learning plan. Search for the curriculum guide from the office al website of the
Department of Education.
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Step 4: The Learning Plan Summary
Briefly describe the topics, key activities, students a products, and possible roles
that student assume I a project scenario.
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Step 5: The Learning Objectives or Learning outcomes of the learning plan
Based on the standards and competencies identified by the DepEd for the
Learning plan topic, list the general objectives that focus on your learning concepts.
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Student Sample Projects

Lesson 2
Using Open-Ended Tools
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At the end of the lesson, the learner should be able to:
 Explore existing web-based publishing tools;
 Create student sample projects as digital story authors;
 Analyze some articles on the use of digital story telling;
 Create a digital story telling output using story telling software; and
 Publish digital stories using some storytelling apps explored in class
guided by publication requirements or laws.
Content Exploration
Simply knowing the principles of ICT Pedagogy integration is not enough to make
learning efficient and meaningful. Moreover, an effective and efficient technology-
supported lesson does not only end with having a well-designed learning plan. This
means that there is a need to prepare all the learning tools and materials articulated in
the learning plan and these must be ready for implementation. A plan not supported and
implemented is a plan that is void.
This module aims to ensure that after you were able to clearly identifying the
documents, materials, and presentations that you need to prepare, you will be tasked to
develop student sample presentations and teacher presentations to support thae
implementation of your learning plan.
In doing the activities for this specific lesson, you will be able to come up with well-
designed presentations and documents. By these documents, you will be able to make
the teaching and learning of language motivating and fulfilling.
As a would-be teacher who will facilitate the learning plan that you developed in
Activity I, you need to study some principles behind creating or developing documents
and presentations using the productivity software applications or open-ended tools.
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Students as Digital Authors
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As the quality of authoring software increases and as you are exposed to online
learning, it is but proper for you as would-be facilitators of learning to explore and
understand some principles and guidelines to help your future student’s author or write
digitally. Moreover, you may also facilitate some online language courses for any
distance learning or blended learning that require digital authoring.
A. Language skills can be fully developed by allowing students to communicate through
the internet. This may take place when the students or the class will be required to post
a story or other products on a bulletin board or web page. There are two ways to
contribute any authored documents to the World Wide Web. First, with the advent of
ready-made websites that are meant to invite and encourage contributors to share their
authored stories, research, commentaries and the like, students may publish their work
by submitting their products to these websites. Second, students may create their own
web page because there are a lot of free apps for web page development or they may
place them on their institution’s official websites.
To help you submit your authored products in existing websites, you may search
for these sites that are designed to highlights students researches, narratives, stories,
literary works and other academic writings. The following are examples of existing
websites that inspire student to submit their authored products. To be able to submit to
these websites, it pays to explore their web sites and pay attention to their submission
guidelines.
a. The Diary Project
http://www.diaryproject.com
This digital authoring website encourage student to contribute their narrations or
daily diaries with different themes required by the web site. Some of the themes or topic
can be on school activities, relationships, family, managing stress and others.
For the students: you are encourage diary entries from youth around the world to
author a diary project. There are thousands of entries in 24 categories posted on Diary
project sites. Topics include a wide range of issues.
b. CyberKids
http://www.cyberkids.com
the mission of cyberkids is to provide a voice of young people on the internet. It
accomplishes these publishing original creative work by kids ages 7-12.
For the students: here are some points the Cyberkids editors consider to decide
what to publish: a) We especially like stories, articles, and poems that are funny; b) Art
and written submissions can be on any topic that is appropriate for our audience: c)
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Stories which include an original illustrations or photo are more likely to be published that
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stories without pictures; d) Originality is very important-make sure the work you submit is
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your own and not copied from someone else; and e) In addition to art and writing, we also
like to publish games, puzzles, brain teasers, jokes, and multimedia creations by kids.
c. Global Show-N-Tell
http://www.telenaut.com/gst
Wabisabi Learning was able to present some lists of online publishing tools for
avid writer students who are looking for an online publishing tool to publish their works.
d. Atavist
https://atavist.com
atavist is beautiful tool. It was founded in 2011 on the heels of what we once called
the ‘’death of longform.’’ As you can imagine, its highly visual. Its drag-and-drop editor for
creating beautiful online publications.
For students: students have total creative design power here. They can submit
assignments with visual flair. Get them doing presentation and online journaling with this
tool. It also supports bigger writing projects. If they’re feeling ambitious, they can promote
and sell work if they wish.
e. Calameo
https://www.en.calameo.com
if students are looking to do magazines, Calameo is the tool to use. Its online e-
magazine publishing tool that lets you add multimedia and personal branding to anything
you create. With one click publishing, you can share it instantly. Websites, social media,
and more all integrate with Calameo.
f. Tikatok
https://www.tikatok.com
this I a creative publishing studio for young children. K-6 kids will love tikatok. They
can use it to publish digital and printed books of all kinds. Tikatok was designed
specifically for the K-6 classroom. Its media literacy-oriented and aligned with common
core. Take a look at their subscriptions page for plans.
For the students: Kids can upload their photos and drawings for their creations.
They can also take advantage of preloaded project templates for classroom lessons.
Tikatok’s digital library contains lots of ideas to get kids inspired.
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g. Storybird
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https://storybird.com
this online publishing tool brings your word and global artists’ work together in
amazing storybooks. Be sure to check out the sections ford educators. Storybird is at
work in hundreds of thousands of classrooms all over the world. Its free for educators,
now and forever. Take a look at what’s possible with this tool.
For the students: students can create storybooks, long chapter books, and poetry
books with Storybird. They also have fundraising program for students to get into. This is
a great way to use creativity for raising money for great causes.
h. Lulo
https://www.lulu.com/us/en/create/ebooks
lulu was one of the first players that offered serious online publishing features.
They establish themselves in 2002 and they’re still going strong. They’ve greatly
expanded their interface over the last few years. Everything you need to know about doing
online publishing is right here. They offer tutorials, resources, guides and more to learn
with.
i. Flipsnack
https://www.flipsnack.com
flipsnack is a flipbook creator. It’s as simple as uploading a PDF file. It also
supports PNG and JPG files it renders shareable interactive creations that can also
include multimedia. Flipsnack look great across all online platforms and social media.
For students: this is a simple way to create and share a publication that has a
unique look and feel. Flipsnacks lets students upload 3 publications of 15 pages each on
their free plan. Paid plans are quite reasonable and offer lots more features.
j. Penzu
https://penzu.com
Online journaling is the focus of penzu and it works well. Journaling is a great
writing and self-reflective exercise. With a free online tool like penzu, it becomes more
appealing. The interface replicates an old-leather bound journal with lined paper. The
basic formatting features are everything you need to get started upload photos yo your
journals, too. You can also GoPro ford even more features.
For the students: with Penzu classroom, you can create class journals that can be
graded and managed. Students can also submits diary entries by email. They can even
receive comments from their teacher right inside the journal. Create and send
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assignments to students with due data grading scheme, and more.

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b. Enhancing language skills through Digital Storytelling
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One of the most exciting ICT-Based language task that can be done to develop all
the macro skills is to create digital stories. This language task meets the demands of
today’s learner’s living in rapidly changing world with opportunities and challenges that
are different from the ones many of the previous generations grew up with. Today’s
learners are more demanding and are willing to discover new ways to apply, extend, and
expand on existing knowledge.
Responding to these challenges, language classrooms facilitators need to migrate
to a more flexible and modernized delivery of the language curriculum. Doing so, leads
to changes in the technological pedagogical role of the teacher and the learner, so the
language competencies of today’s learners will be developed beyond the use and the aid
of traditional writing tools. Contemporary language learning needs to create a new culture
of teaching and learning that focuses on how to develop the ability of the students to
listen, speak, and write, in the digital age.
In language education, storytelling is a common requirement that aim’s to share
one’s stories, culture, knowledge, values, language, and others. Storytelling is not
something new because it has been one of the oldest activities not only inside the
classroom but even in the communities. Storytelling has been considered to have a great
contribution to literacy development by improving learners’ language, writing, reading, or
listening skills.
As an innovative and an interactive approach to language skills acquisition,
storytelling is seen as very responsive variation of the traditional method because it brings
more meaningful and essential learners engagement into the language skills acquisition
process. As pointed out by Gills (2005), the employment of digital storytelling as a
pedagogical tool enable teacher to elucidate certain complex topics in a simpler manner
and create real-life or a problem-solving situations where learners get actively involved.
The following are some of the existing storytelling tools listed and describe by
Khapen (2018)
1. steller
https://www.steller.com
this a free storytelling applications developed by Mombo Labs, which lets you
create photo and video stories with an emphasis on design. Steller focus on telling a story
through pictures and text. The simple, yet structured layout options even a beginner to
produce a professional standard of work.
2. Adobe Spark Page
https://www.spark.adobe.com
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Adobe Spark Page is a free online web page builder. No coding or design skills
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needed. Create your own beautiful web story using videos, pictures, and text. The
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templates and layout options available are very modern, and are designed to present your
works in an elegant and engaging way, focusing on visual content.
3. WeVideo
https://www.wevideo.com
This has the goal of bringing its educational creative toolbox to a broader global
audience of students and educators. WeVideo wants to make video editing available for
everyone. They make it possible for friends, families, teachers students and businesses
small and large to create incredible videos that are motivate and inspire. ‘’We video has
deep roots in educations and believes that creativity is driven by what is inside the hearts
and minds of people, not by complicated technology’’.
4. Popplet
http://popplet.com
popplet, an iPad and web app, is a tool to capture and organize your ideas.
Students can for example use Popplet for learning. Used as mind-map, it helps students
think and learn visually. Students can capture facts, thoughts, and images to structure
their stories.
5. Storybird
https://storybird.com
storybird not only gives you the simple tools to creates books in minutes, the
applications lets you discover an endless library of free books, picture books and poetry
as well. Storybirds lets anyone make visual stories in seconds. The site mentions that
they are a storytelling community, rather than an application.
6. Bookcreator
https://bookcreator.com
book creator is an open-ended books creation app that unleashes creativity.
Create your teaching resources, or have your students take the reins. Combine text,
images, audio and video to create interactive stories, digital portfolios, research journal,
poetry books, science reports, and instruction manual.
C. Enhancing Language Skills through Email Activities
Email activities are very good activities to develop language skills. Through some
email activities that can be facilitated by a teacher, the students are given the opportunity
to practice and demonstrate their reading and writing skills. It may also enhance further
their research and ICT skills. Barron et al. (2002) were able to present the following email
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activities that can be fully maximized to develop the various language skills of students:
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1. Pen-Pal Activities
This is the most common form of e-mail projects called electronic pen pals or e-pals.
Students can practice their written communication skills and can become aware of other
cultures and practice foreign language skills. This can be done through the following:
a. Belouga
https://www.belouaga.org
Founded in 2016, Belouga was started to with the mission to encourage
intercultural communication to create a better tomorrow. Belouga is a global ecosystem
connecting classes throughout the world where students and teachers can connect,
collaborate and learn from one another by identifying similarities and embracing
differences through everyday communication that is fun and educational.
b. Epals
https://www.epals.com/#/connections
it enriches K—12 learning in the classroom to create a real world, culturally-
enriching learning experiences for students with epals classroom matching, teachers can
connect their classes with other classes around the world who are interested in
collaborating on a special project together.
c. Empatico
It empowers teachers and students to explore the world through experience that
spark curiosity, kindness, and empathy.
2. Peer-to-peer Tutoring
Another form of electronic communication is peer-to-peer tutoring or mentoring. By

using e-mail communications, students will be provided with opportunities to practice their
mentoring skills apart from enhancing their language skills.
3. Ask an Expert
Email is a very powerful tool for students to use to engage the experts in the field
especially if the expert are far from their institution. They can engage the Ask An Expert
Website at htpp://www.askanexpert.com.
4. Round Robin Stories
In a round-robin approach, a participating class starts a story with one
paragraph. The story starter is sent to a predetermined class. Students work in small
groups to add a new paragraph to the story.
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Publication Requirements in the Light of the Digital Age

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While there is a ubiquity of productivity tools for students to maximize, it is your

responsibility as the facilitator of the learning process to ensure that your students will be
fully guided to observed several guidelines in publishing their products. It must be noted
that the development of high-quality digital learning products an materials involves a
complex combination of subject matter expertise, instructional design knowledge, and
technical skills- graphic design, photography, audio, video, computer programming, etc.
with the engagement of all of this, it is important to be mindful of the following:
A. Copyright Laws
Copyright laws protect works of authorship. Hence, it is very important for
teachers and students to learn more about copyrights laws and copyright acts to ensure
that there will be no copyright infringements that will happen in the process of authoring
of publishing material offline or online.
According to Findlaw (2020), the Copyright acts states that works of authorship
include the following types of work:
 Literary works. Novel, nonfiction prose, poetry, newspaper articles and
newspaper, magazine articles and magazine, computer software, software
documentation, and manuals, training manuals, manuals, catalog, brochures,
adds, and compilation such as business directories
 Musical works. Advertising jingles, and instrumentals.
 Dramatic works. Plays, operas, and skits.
 Pantomimes and choreographic works. Ballets, modern dance, jazz dance, and
mime works.
 Pictorial, graphic, and sculptural works. Photographs, posters, maps, paintings,
drawings, graphic art, display ads, carton strips, and cartoon characters, stuffed
animals, statues, paintings, and works of fine art.
 Motion pictures and other audiovisual woks. Movies, documentaries, travelogues,
training films and videos, television shows, televisions ads, and interactive
multimedia works.
 Sound recordings. Recording of music, sounds, or words.
 Architectural works. Building design whether in the form of architectural plans,
drawings, or the constructed building itself.
FindLaw (2020) further states that copyright law is important for multimedia
developers and publishers for two reasons:
a. original multimedia works are protected by copyright. The Copyright Acts exclusive
right provision gives developer and publishers the right to control unauthorized
exploitation of their works.
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b. Multimedia works are created by combining ‘’content’’ music, text, graphic, illustrations,
photographs, software that is needed under copyright law. Developers and publishers
must avoid infringing copyrights owned by others.
The detailed information about Copyright laws can be searched from the World
Wide Web. Some of these can be read in Appendix A.
B. Anti-Bullying Act of 2013
Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013 of
the Philippines directs all elementary and secondary schools to adopt policies to address
the existence of bullying in their respective institutions. Bullying refers to any severe or
repeated use by one or more students of a written, verbal or electronic expression, or a
physical act or gesture, or any combination thereof, directed at the other student that has
the effect of actually causing or placing the latter in reasonable fear or physical or
emotional harm or damage to his property; creating a hostile environment at school for
the other student; infringing on the rights of other student at school; or materially and
substantially disrupting the education process or the orderly operation of a school.
One of the most common problems encountered today by internet users is
bullying online which we call cyberbullying. Consequently, it is important for teachers to
be very judicious and alert in advising student as they publish their requirements online
or as they communicate or collaborate through the World Wide Web.
C. Republic Act 101751
This is known as Cybercrime Prevention Act of 2012 declaring a policy that
state that the State recognizes the vital role of information and communications industries
such as content production, telecommunications, broadcasting, electronic commerce,
and data processing, in the nation’s overall social and economic development. The states
also recognize the importance of providing environment conducive to the development,
acceleration and rational application and exploitation of information and communication
technology to attain free, easy, and intelligible access to exchange and/or delivery of
information; and the need to protect and safeguard the integrity of computer, computer
and communication systems, networks and databases, and the confidentiality, integrity,
and availability of information and data stored therein, from all forms of misuse, abuse,
and illegal access by making punishable under the law such conduct or conducts. In this
light, the State shall adopt sufficient powers to effectively prevent and combat such
offenses by facilitating their detection, investigation, and prosecution at both the domestic
and international levels, and by providing arrangements for fast and reliable international
cooperation.
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Directions: Answer the following questions.

1. What does the copyright law say about a work, e.g. photo, diagram, chart or whole
journal article, which does not have the © copyright symbol? How will you include these
in your project presentation?
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2. Are patch writing and rephrasing a good remedy to avoid obtaining copyright
permission to an existing work? Why?
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3. What does the copyright law say about a generally copyright protected work such as a
chart, graph, diagram, figure, drawing, photograph or map? Can this be copied without
permission? Why?
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4. How is copyright infringement related to plagiarism? Explain.

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5. Are the Filipinos covered by the copyright laws of other countries? Why?
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E and Learning 1
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Name:
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Module 4 Producing Learning Resources

Using Technology Tools
Module Outcomes:
At the end of the module, students should be able to:
1. Identify various instructional materials (IMs) and technology tools in language
teaching and learning;
2. Explain the characteristics of good/appropriate IMs and technology tools in learning
language;
3. Prepare IMs that will enhance language learning utilizing selected technology tools in
delivering the learning plan; and
4. Create appropriate IMs using technology tools in learning language.
Introduction
Instructional materials (IMs) are very important because they contribute a lot
student learning and teaching. It is never knew to claim that IMs help to improve students’
knowledge and skills and teacher’s management of the class requirements. Much has
been written to present the relevance of instructional material in general and for language
teaching in particular. Using instructional materials in language classes makes language
learning fascinating and authentic. It enables both the teacher and the student to
enthusiastically participate in the language learning activities; hence, giving the student
the opportunity to acquire the knowledge and the skills of language aimed at in their
lessons. By the use of well-prepared IMs, teacher’s self-confidence to deliver their
lessons is also heightened while the students are also given the opportunity to actualize
their learning.
There are a lot of teacher who use traditional instructional materials to enhance
the teaching learning process. This modules aims to present to you the innovative ICT-
based instructional materials that can be used to enhance language instruction. The texts,
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charts, models, graphics and other objects usually presented in printed materials will be
shown using interactive ICT tools to enrich IM development and presentation.
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Characteristics of Appropriate Instructional

Lesson 1
Materials in Language Teaching
1. Identify various instructional materials (IMs) and technology tools in language
learning;
2. Explain the characteristics of good/appropriate IMs and technology tools in
learning language;
3. Create appropriate IMs using technology tools in learning language; and
4. Evaluate the relevance and appropriateness of ICT resources in language
learning.
Content Exploration
Information and Communication Technologies (ICTs) can be significantly useful
as tools for language instruction. In the Philippines, the language that are being taught
are Mother Tongue; Filipino, English and other foreign languages. With the integration of
ICTs in teaching languages, the need to process data quickly and integrate voice, music,
video, pictures and text into lessons can be fully addressed. Eslit (2017) claims that ICTs
can be programmed to tailor instruction and test s for each individual language learner.
To be able to use these technologies successfully as tools and materials and to
help in effective conduct of language classes, some principles on suitability, adequacy
and efficient utilization will also be discussed in this Module. The effectiveness of
instructional tools in promoting students’ academic performance in teaching and learning
is indisputable. It provide the much needed sensory experiences needed by the learners
for an effective and meaningful behavioral changes. Slavin (2010) also added that, well-
planned and imaginative use of visual aids in lesson vanish apathy, supplement
inadequacy of books as well as arouse student’s interest by giving them something
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practical to see and do, and the same time help to train them to think things out
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themselves.
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In language teaching and learning, there are a lot of instructional materials that
can be prepared to enhance the teaching-learning process. These instructional materials
can be prepared with the support of technologies. Some of the common language
teaching materials will be presented in this module and the technological tools that can
be used to prepare them are also described.
Computer-Based Instructional Tools and Materials in Language Teaching
The numerous technology tools being used in language teaching are fully
supportive of the different types of instructional materials commonly used in language
teaching. Below are some computer-based instructional tools, strategies and materials in
language teaching.
a. Computer-Assisted Language Learning (CALL)
Computer-Assisted language learning is a fundamental part of English teaching
methodology and it is highly acknowledged means in attaining learning objectives.
Computers provide many opportunities of exchanging ideas and information at both
national and international level. Before this technology, students were not able to learn
language easily and they had to face many hurdles and difficulties. The classical and
traditional methods used by the old teachers couldn’t help them to learn foreign language
effectively. The old teaching methods couldn’t fulfill the requirement of learning and
learners. But now the advance and progressive technology of the computer has motivated
the learners to learn language effectively. The computer has become a valuable tool of
learning for modern students. Eslit (2017) also described CALL as one of the many tools
and techniques that can help improve the student’s language competencies. He claims
that this new technology in language education has increased learners autonomy,
creativity, productivity and team work. It has been used with interactive teaching approach
to tutor languages learners through language drills or skills practice. It has also been used
as stimulus for discussion and interaction; or as tool for writing and research.
b. Language Instructional Materials Supported by Teaching Tools
Ajoke (2017) cited the different types of instructional materials in teaching
English as a second language. These types are also useful in teaching other languages.
1. Instructional charts
One of the common types of instructional materials in language teaching and
learning is a chart. Charts can be seen in printed materials but their presentation can be
enhanced and are presented in 3D or 4D form with the aid of technology. Charts can help
language learners read with understanding data and concepts that are not presented in
text forms. By the use of charts, students writing skills beyond text writing are enhanced
because some charts also involve how to show relationship and demonstrate processes
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and so on. The following are some of the many technology tools that can be used to
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develop charts:
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a. Microsoft Word
Microsoft Word does not only allow you to create documents but it also has
a provision to allow you to create charts or graphs that will add to the visual appeal of the
presentation of your text.
b. Microsoft Excel
One of the main features of Microsoft Excel and other spreadsheet
applications is to create charts and graphs. For language learners, a simple chart in Excel
is more comprehensible than to see a lot of sheets and cells full of numbers.
c. Microsoft PowerPoint
PowerPoint offers various tools that can make your presentation
interactive. One of its features is to present charts in a slide.
d. iOs, Android, and Windows Phone and iPad Chart Maker Apps
These are numbers, Viz, 3D Charts, Chart Maker, Graphing Calculator
HD, Roambi Analytics, and Graph.
2. Posters
Many of the school in the Philippines have been requiring their students to
participate in poster-making activities to further develop their creativity and to help them
express their ideas through a pictorial device. With the advent of tutorial videos on
YouTube, students can develop more creative and digitalized posters. Moreover, there
are several applications that students can download and use for their poster making
activity these are free samples of these poster maker applications available:
a. Spark Post
https://spark.adobe.com/create/poster
Adobe spark is a suite of design tools that allows you to make your own posters,
videos and webpage using your computer or iOS mobile device. The poster-making tools
of this collection of apps is called Spark Post. This apps offers a range of posters
templates and layouts that you can use to create your own custom poster for sharing on
social media and for print.
b. Canva’s Poster Maker
https://www.canva.com/create/posters/
Canva’s poster maker has hundreds of templates designed by their team of
professional designers. Templates are have shortcuts to great design: you’ll have a
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c. Block Posters
https://www.blockposters.com/
Block Poster can let you make your own custom poster for free. Upload an
image, choose your option, and then download and print out your own personalized huge
poster.
d. Posterini
https://www.posterini.com/
Posterini poster maker redefines the meaning of design, combining augmented,
reality, artificial intelligence and gamification in a unique way.
e. PosterMyWall
https://www.postermywall.com/
It is a website that features amazing poster templates has an easy-to-use
custom graphics service.
3. Flashcards
Flashcards are indispensable instructional materials in language teaching. These
are commonly used in reading and in teaching lessons in phonology and morphology.
With the presence of free educational websites, language teachers will not have difficulty
in preparing their flashcards. The following websites, organized by softonic (2020), may
help you prepare your flashcards for your language classes:
a. Anki
https://anki.en.softonic.com/
Anki is powerful, multi-purpose application. Flashcards created using Anki can
contain text, sound, images, and formatted documents in standard LaTeX.
b. Vocabla: English Dictionary
https://anki.ensoftonic.com/android/education-reference
vocabla focuses on the study of words. To make expanding your vocabulary
more fun and addictive, Vocabla introduces competitive elements, with achievements and
points in the rankings, just like in games. The unique features of vocabla is an add-on for
Mozilla Firefox, which allows you to add words and create flashcards directly online.
c. Learn Spanish with EduKoala
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https://en.softonic.com/androide/education-reference
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Edukoala is pretty similar to the previously mentioned app, but its uniqueness
is in the way it lets you learn new words every time you unlock your Android phone. In the
settings, you can choose to be challenged with words, instead of the traditional code or
swipe pattern to unlock your phone. Edukoala will display a question and three possible
answers; answer the question correctly to unlock your android. It is an interesting
approach, but as the developers admits, it doesn’t work on every phone, and you’ll need
to download a different app for each language you want to learn (the app offers English,
Spanish, German, French, Chinese, Italian, Russian, Portuguese, Hindi, Japanese,
Norwegian, and Greek).
d. Study Blue
https://en.softonic.com/iphone/education-reference
Study blue allows you to easily create flashcards with text, sound and images.
You can, for example, take a photo or draw, and then, add more information manually or
verbally.
4. Slide
Among the various types of materials that are available for projection, slides
and film strips are the foremost visual aids. They are of great value in teaching
traditionally, slides projectors have been used by teachers for their slide presentation.
These slide projector have been used for projecting pictures from transparent slide on a
wall or screen. Nowadays innovative and stimulating presentation applications are
commonly used by teachers. These presentation software application have very good
features that can make the presentation or lesson near to seeing real objects and
subjects. Some of these are:
a. Microsoft PowerPoint
Segundo and Salazar (2011) in their research state that PowerPoint this
program has become the world’s most widely used presentation programed and is
complete presentation programs that allows teachers to produce professional-looking
presentation EFL classrooms.
b. PowToon
Semaan and Ismail (2018) stated in their research that PowToon is a web-
based tools that offers a wide array of media options, graphics, cartoons, and animated
images to create animated presentations that flow smoothly and logically. It also features
classroom accounts for project-based learning Powtoon can be used to teach any subject.
Powtoon paves the way towards teaching higher order thinking skills like critical thinking,
summarizing and problem-solving which are basic skills for a successful global citizens
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in the 21st century.

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c. Google Drive Presentation

Google Drive Presentation is a cloud-based presentation; hence, it is always
available because you can always access it anytime there is a net connection using your
PC, Chrome Book, Android etc. since it is a part of goggle software Office Suite within the
Google Drive, you can also easily share it to your students in your language classes.
d. Slide Rocket
This is a web-based program that will allow you to create presentation for your
language classes. This software is very similar to other presentation software like
PowerPoint and Prezi. Its notable features are its templates which can be used to make
presentations more visually appealing.
e. Prezi
Just like PowerPoint presentations, there are several pieces of research that claim
that Prezi is commonly used for presentation in academic instructions Houska (2013)
stated that Prezi is taking hold in some disciplines and circles. Instructors, professional
speakers, and students continue to post presentation created though prezi online for
public perusal. These presentation can be an excellent starting point for tech-savvy
instructor intending to reinvigorate their classroom instruction or present material in a
novel, engaging format. In language teaching, the research of Yusny and Kumita (2016)
conclude that teaching grammar utilizing Prezi presentation helps students improves their
grammar mastery. Additionally, it also shows that the students have positive responses
toward utilizing Prezi presentation in grammar lessons. However they emphasized that
the development of Prezi presentation in all education materials should carefully adhere
to the principles of instructional design and must not overuse the features as it could also
lead to negative effect to the learners.
5. Work Sheets and Forms
A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software like
Microsoft word, a teacher can also develop electronics forms.
a. Google forms e. QuickTapSurvey
b. Monkey Survey Form f. Type Form
c. Paper Forms g. Cognito Form
d. Survey Planet h. Ninja Forms
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6. Newsletters
A newsletter is a very useful materials in language teaching and learning.
Preparing a newsletter will develop and build the vocabulary and writing skills of student
through drafting, revising, editing, and publishing. Students will become familiar with the
process of producing formal written documents, such as magazines and newspapers.
Through interacting with others in the class, students will also learn how to work within a
team. Moreover the following skills can also be developed.
 Receptiveness to language, reading, listening and understanding
 Writing, spelling grammar, drafting, revising and editing
 Imagination, confidence in using oral languages and creative skills
 Use of dictionaries and thesauruses to extend and develop vocabulary and spelling
The following are also important factors to consider when preparing newsletter:
 Accuracy
 Audience
 Research
 Images
 Writing
7. Pamphlets
A pamphlet is a small, unbound booklet focused on a single subject for
educational purposes. Pamphlets are non-periodical. They are written for the layman,
simply and without excessive jargon. Authors present text and images in an organized
fashion to communicate a clear message. Pamphlets can be folded into a variety of ways
such as in half, in thirds, or in fourths. The sample technology tools that you can use to
develop your pamphlets are:
a. Microsoft Publisher
b. Adobe Spark
c. Lucid Press
8. Brochures
A brochures is used to advertise a company and its products or services. Some
application that you may use to develop your brochures are:
a. Microsoft Publisher e. Flipsnack
b. Canva
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c. Venngage
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d. Visme
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9. Cartoons
A cartoon is a simple picture of an amusing situation; sometimes it is a satirical
comment in a serious or topical issue. A strip cartoon is a sequence of framed drawings,
which tell a story. Both types are to be found in newspaper, magazines and leaflets. In
development situation a cartoon is a method of conveying a specific message. How to
use cartoon pictures enable people to discuss sensitive issues and so are useful for
teaching and training. Listening skills in the language class can be extended and develop
using cartoon strips. There are cartoon making software that can be paid online but the
following are free cartoon making software that you may use or let your student use:
a. Animaker
b. Pencil 2D
c. Synfig
d. Inksape
e. Pixton
10. Journals
Journals are records of personal insights and of students. These can serve
also as instructional materials to be used by teachers to be able to manage the reflections
and sharing of insights in the class. Journal writing is a very good activity for students
because they have the freedom to write their thoughts and feelings about their learning
experiences. The following are some examples of free technological applications that can
be used to help students write their journal digitally:
a. Perspective App by Blinky
b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App
11. Bulletins Boards
Digitally, a teacher can develop online bulletin boards where he or she may
post some language activities or information that are helpful for the student’s acquisition
of the language competencies. There are application applications (Ferlazzo, 2011) that
can be used for this purpose and these are:
a. Wallwisher(now called Padlet)
These was the first online application that enables you to place virtual post-
it notes on a virtual corkboard or bulletin board easily and allow you to post text, images,
and/or videos on them.
b. Corkboard Me
This is now called notepaper which is a Wallwisher-like tool. The site
enable you to embed your virtual bulletin boards. Other feature include real-time
collaboration and a chat room for the people collaborating.
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c. Popplet
You can make the online ‘’bulletin board’’ which virtual ‘’post-its’’ called
‘’popplets’’. Except for the fact you have to register to use it, Popplet is just as easy and,
in some ways, easier to use with a lot more functionality.
d. Spaaze
This is similar to the othersz on this list; with regulation is required.
e. Group Zap
This app joins a long list or online virtual ‘’corkboards’’. It has some nice
features, including the ability to convert your board to a PDF and being able to ‘’drag-and-
drop’’ image and documents from your files.
f. RealtimeBoard
This is an online white board that seemed like a decent tool for a real-
time collaboration. It’s easy to use, and lets you upload image from your computer or by
its URL address. They offer free ‘’Pro;; accounts educators.
Characteristic of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn language. An effective ICT-based
instructional materials is a well-panned and well-designed one. This means that the
preparations of the IMs must be planned very well and it must be ensured that they are
developed to meet the learning objectives of the language class. In addition English
language, competencies should be given importance during the planning, in-service
training and in making of ICT strategic plan, actions plan and strategic intervention
materials for English language instruction. It is also highly recommended that teachers
maximize the use of teacher-made websites, OER (open educational resources) and,
software or mobile applications to encourage autonomous learning of student at the same
time utilize these tools in flipping the classroom along with task-based language activities,
content and language integrated learning and project-based outputs (Beduya 2018).
The following are the characteristic of instructional tool that is effective in the
classrooms.
1. Enhances instructional effectiveness
The instructional material must be able to facilitate the increase of student
achievement in language classes. Through the instructional materials, all students
including those with special learning needs and student at risks will be benefited and will
be helped to demonstrate the intended learning outcomes of their language courses. With
the use of the technological tools, student progress is monitored and acted upon by
concerned individual like the teachers, the parents, and the school as a whole.
2. Promotes active learning
Instructional materials are expected to help promote active learning. Through the
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use of interactive technological tools, learning interest is stimulated and student focus is
redirected. By this, student and teachers will be highly engage in the learning process.
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Sta. Maria, Romblon
The International Society for Technology in Education (ISTE) cited by Barron (2002) gave
the following descriptions of a learning environment that uses interactive technologies.
Traditional Learning Environment New Learning Environment
Teacher-centered instruction Student-centered learning
Single-sense stimulation Multisensory stimulations
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active, exploratory, inquiry-based learning
Factual, Knowledge-based learning Critical thinking and informed decision-
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real –world content
3. Develops critical thinking

Technological tools and instructional materials must be designed and implemented
in such a way that they help develop critical thinking skills among the learners. According
to Barron et al. (2002), the structure and the use of technology can promote higher-level
thinking skills. They further stated that some technological tools are designed to
encourage Problem-solving skills.
4. Accommodate differentiated instruction
Student have diverse background and diverse intelligences and learning styles.
They learn in different ways. They express their thought and ideas also differently.
Consequently, instructional materials and tools must be help of teacher to facilitate his or
her classes considering the different profiles of the students. There must also be an
opportunity for individualized and independent learning with collaborative and cooperative
learning.
5. Motivating
The use of instructional materials is a big help for the teacher to facilitate the
teaching-learning process. The use of these materials is expected to motivate the student
to pay attention and actively participate. With the ubiquity and variety of educational tools
available to language teachers, selecting the most appropriate and best format is very
critical to stimulate learner motivation.
6. Multisensory
One of the biggest challenges among teachers is to prepare for instructional
materials that are multisensory. With the advent of technological tools developed by very
good programmers, multimedia are available that allow teachers to just learn how to use
them the maximum in the teaching of their lessons.
Universal Design for Learning (UDL)
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The concept of UDL is very important concept in preparing instructional tools In

language teaching. The concept stemmed originally from UD principles, as well as from
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research in neuroscience on how the brain learns. According to Dalton et al. universal
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design for learning applies the concept of accessibility and inclusion beyond physical
environment, to designed teaching and learning opportunities in ways that are varied,
accessible and engaging for all students, including those with differing needs and/or
disabilities. In this way, appealing to the broadest range of diversity in our student
populations, the framework of UDL strives to remove discriminatory practices, as the
learning needs of the most student are taken into account when instruction is designed.
Professional practitioners and academicians were able to share their thoughts
about UDL principles. These principles are very important for us to appreciate how we
can integrate the concept in our ICT-pedagogy integration.
a. National Disability Authority (2020)
The National Disability Authority cited the following 7 principles of Universal Design
which are developed by Ronald Mace and group in North Carolina State University.
Principle 1: Equitable Use
The design is useful and marketable to people with diverse abilities.
Guidelines:
a. Provide the same means of use of all users: identical whenever possible;
equivalent when not.
b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should be equally available to all
users.
d. Make the design appealing to all users.
Principle 2: Flexibility in Use

The design accommodate a wide range of individual preferences and abilities.
Guidelines:
a. Provide a choice in method of use.
b. Accommodate right-or left-handed access and use.
c. Facilitate the user’s accuracy and precision.
d. Provide adaptability to the users pace.
Principle 3: Simple and Intuitive Use
Use of the design is easy to understand, regardless of the users experience,
knowledge, language skills, or current concentration level.
Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectation and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
Provide effective prompting and feedback during and after task completion.
Principle 4: Perceptible Information
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The design communicates necessary information to the users effectively,

regardless of the ambient conditions or the user’s sensory abilities.
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Sta. Maria, Romblon
Guidelines:
a. Use different modes (pictorial, verbal, tactile) for redundant presentation of
essential information.
b. Provide adequate contrast between essential information and its surroundings.
c. Maximize ‘’legibility’’ of essential information.
d. Differentiate elements in ways that can be described
e. Provide compatibility with variety of techniques or devices used by people with
sensory limitations.
Principle 5: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or
unintended actions
Guideline:
a. Arrange elements to minimize hazards and errors: most used elements, most
accessible; hazardous elements eliminated, isolated, or shielded.
b. Provide warning of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.
Principle 6: Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
Guideline:
a. Allow user to maintain a neutral body position.
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustain physical effort.
Principles 7: Size and Space foe Approach and Use
Appropriate size and space are provided for approach, reach, manipulation, and
use regardless of user’s body size, posture or mobility.
Guidelines:
a. Provide a clear line of sight to important elements for any seated or standing
user.
b. Make reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or personal assistance.
B. Center for Academic and Faculty Development (2020)
The center of Academic and Faculty Development of Durham College cited the
following 3 UDL Principles. These principles are deem important to educators as we are
often challenged to design and deliver curriculum for an increasingly diverse student
population. Each student learns differently and can benefit from having a variety of
learning formats to choose from, flexible assessments, and tool to help with organization
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of new information and skills. UDL provides us with a variety of strategies and resources
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Sta. Maria, Romblon
to help meet diverse leaning needs, improve accessibility to learning opportunities and
increase student success.
Principle 1: Provide multiple means of representation
Present information and content in different ways
Principle 2: Provide Multiple Means Of Action and Expression
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning
The above cited concept are PRINCIPLES OF Universal Design Learning are very
helpful to rationalize why it is important for every teacher not to just pick any instructional
tool for a sake of having one and for the teacher to integrate technologies without
understanding some learning principles. In language teaching, a teacher must be vigilant,
innovative and creative in choosing and/or in developing instructional materials to ensure
that the above cited UDL principles will be put to practice. Language learning is very
crucial among students because language is the main tool in our day-to-day living.
Step 1: Exploring Sample of Newsletter from the World Wide Web

Check on the following websites for additional newsletter writing ideas. Incas the
identified websites are not available, you may search for other websites for your
references.
Newsworthy Journey
http://www.microsoft.com.Educational/journey.aspx
TEACH Newsletter
https://www.k12.wa.us/student-success/learning-standards-instructional-
materials/materials- adoption-courses-support/teach
Step 2: Planning the Content

Remember that you are creating a newsletter for your student to understand your
lessons. Hence, you need to think about how targeted learning objectives will be
achieved. In defining the contents, be guided by the following:
Overall Goal of the Newsletter
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
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Sta. Maria, Romblon
Title of the Newsletter

______________________________________________________________________
Elements Necessary of the Targeted Learning Objectives
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Topics and Reference Materials Needed

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Other resources that will be used in the creation of content.

The following are some possible information that you need to gather to include in
the newsletter:
 Letter to the editor
 Cartoons or sketches
 Puzzles or trivia questions
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 Survey
 Public opinion poll
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Sta. Maria, Romblon
 Features
 New discoveries
Step 3: Creating a Newsletter Story Board
To ensure that you are guided by the principles of lay outing a newsletter and the
development of its essential contents, it will help if you will create a story board.
Newsletter Title:
______________________________________________________________________
Lead Story Headline:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________
Secondary Story Headline
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Featured Articles
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 3:
Understanding UDL in the context of Language Teaching
Answer the following questions:
1. How will the following UDL principles guide you in delivering your learning plan?
Learning Plan Topic:
Learning Plan Objectives:
UDL Principles Practical Application to the Implementation

of my Learning Plan
Principle 1: Equitable Use
Principle 2: Flexibility in Use
Principle 3: Simple and Intuitive Use
Principle 4: Perceptible Information

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Sta. Maria, Romblon
Principle 5: Tolerance for Error
Principle 6: Low of Physical Effort
Principle 7: Size and Space for Approach

and Use
2. Learning technologies are an integral part of a UDL approach, however, simply

using technology in the language classroom is not implementing UDL how do you
understand this statement in the light of the three principles of UDL?
Provide Multiple Means of Representation
Provide Multiple Means of Action and

Expression
Provide Multiple Means of Engagement
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3. How can language teachers and administrator’s best support the development of UDL
learning environment?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. What other questions do you have about Universal Design for Learning, based on your
own experience and current context?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Romblon State University

B Technology for Teaching

Module 1 Learning Plans in the Context of

 Information, media and technology skills;

Lesson 1 The K to 12 Curriculum Framework

1. Strengthening Early Childhood Education (Universal Kindergarten)

To nurture holistically develop Filipino, every K to 12 graduate is expected to be ready to

Lesson 2 ICT-Pedagogy in Language

the book is not integrated.

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

Social Interaction Technology

Figure 1. The ICT Integration Framework

ICT as core delivery

Learning How to use ICT Learning VIA ICT

ICT as a part of content ICT as facilitating or

D. UNESCO Competency Framework for Teachers

ICT Competency Framework for Teachers (UNESCO, 2018)

that affect their lives; and

 Foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.

Step2. Analyzing the salient parts of lesson plan

Essential Parts of Learning Plan

Step 3: Learning Plan from the Learning Plans

Guide Question Learning Plan 1 Learning Plan 2

Is the plan of technology

How do you plan to use the

If you are to improve the plan

What significance principles

language teaching and

Days Daily Objectives/Learning Outcomes

Days Daily Procedure

B Technology for Teaching

Integrating active Learning

Lesson 1 Inquiry-Based Learning and

Step 2: Starting with an Essential or Big Question

Language Competencies Type of Inquiry

Step 3: Developing Core Questions

Language Learning Competencies Core Questions

Lesson 2 Problem-Based Learning and

7. Promotes active learning

8. Makes student explore many learning resources

9. Makes student develop positive attitude towards learning

your learning outcomes.

Nature of Project-Based Learning/Project-Based Approach

B Technology for Teaching

Module 3 Using Open-Ended Tools in

Lesson 1 Productivity Software Application for

4. go global to allow students to learn languages, culture, and acquire communication

5. be smart and allow the use of devices as aids to language acquisition;

Specifically, the integration of presentation software applications to language

and do a presentation. Students have to be taught the skills involved in giving a

9. WPS Office 2016 Free

Developing your Learning Plan

Student Sample Projects

Students as Digital Authors

assignments to students with due data grading scheme, and more.

b. Enhancing language skills through Digital Storytelling

Another form of electronic communication is peer-to-peer tutoring or mentoring. By

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to maximize, it is your