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COLLEGE OF DEVELOPMENT EDUCATION

Learning Module in
Technology for Teaching ang
Learning 2

WEEK 3

This learning module is prepared by:

PAUL LEMUEL L. CABRERA

____________________________________________________

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 Learning Resource

Lesson 2 – ICT-Pedagogy Integration in Learning Plans

Teaching has always been a challenging profession since knowledge has

been precipitously expanding and essential skills have been incessantly increasing
and changing. With these challenges, teachers need to engage educational
technologies to assist them in the teaching-1eaming process. Engaging educational
technologies in teaching is based on theories, principles, and philosophical
foundations. Understanding these will help you successfully integrate technologies to
enable your students to demonstrate the intended learning outcomes.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and

principles about integrating technology in instruction:

1. John Pisapia (1994)

Integrating technology with teaching means the use of learning

technologies to introduce, reinforce, supplement, and extend skills. For
example, if a teacher merely tells a student to read a book. without any
preparation for follow up activities that puts the book in pedagogical context,
the book is not integrated. In the same way, if the teacher uses the computer
to reward children by allowing them to play a game, the computer is not
integrated.

On the other hand, integrating technology into curricula can mean

different things: 1) computer science courses, Computer-assisted instruction,
and/or computer enhanced or enriched instruction, 2) matching software with
basic skill competencies, and 3) keyboarding with word processing followed
up with presentation tools.

2. International Society for Technology in Education (ISTE)

Effective integration of technology is achieved when students are able

to select technology tools to help them obtain information in a timely manner,
analyze, and synthesize the information, and present it professionally. The
technology should become an integral part of how the classroom functions --
as accessible as all other classroom tools.

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3. Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader curriculum

reforms which include both infra-structural as well as pedagogical
considerations that are changing not only how learning occurred, but what is
leant.

4. Qiyun Wang and Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching and

learning is a growing area that has attracted many educators' efforts in recent
years. Based on the scope of content covered, ICT integration can happen in
three different areas: curriculum, topic, and lesson.

5. Bernard Bahati (2010)

The process of integrating ICT in teaching and learning has to be done

at both pedagogical and technological levels with much emphasis put on
pedagogy: ICT integration into teaching and learning has to be underpinned
by sound pedagogical principles.

6. UNESCO (2005)

ICT integration is not merely mastering the hardware and software

skills. Teachers need to realize how to organize the classroom to structure the
learning tasks so that ICT resources become automatic and natural response
to the requirements for learning environments in the same way as teachers
use markers and whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your 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 mathematics and science education. The following are the definitions of ICT from
various literatures.

1. Moursund (2005)

ICT includes all the full range of computer hardware, computer

software, and telecommunications facilities. Thus, it includes computer
devices ranging from handheld calculators to multimillion worth super
computers. It includes the full range of display and projections devices used to
view computer output. It includes the local area netowks and wide area
network that will allow computer systems in people to communicate with each
other. It includes digital cameras, computer games, CDs, DVDs, cellphones,

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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)

ICT is a diverse set of technological tools and resources used to

transmit, store, create, share, or exchange information. These technological
tools and resources include computers, the Internet (website, blogs and
emails), live broadcasting technologies (radio, television and webcasting),
recorded broadcasting technologies (podcasting, audio and video players and
storage devices) and telephony (fixed or mobile, satellite, visio/video-
conferencing, etc.).

UNESCO defines it also as a scientific, technological, and engineering

discipline and management technique used and handling information, its
application. and association with social, economic, and cultural matters.

4. Ratheeswari (2018)

Information communication technologies (ICT) influence every aspect

of human life. They play salient roles in workplaces, business, education, and
entertainment. Moreover, many people recognize ICTs as catalysts for
change: change in working conditions, handling and exchanging information,
teaching. methods, learning approaches, scientific research, and in accessing
information communication technologies. In this digital era, ICT is important in
the classroom for giving students opportunities to learn and apply the required
21st Century Skills. ICT improves teaching and learning and its importance for
teachers in performing their role of creators of pedagogical environments. ICT
helps a teacher to present his/her teaching attractively and enables the
learners to learn at any level of educational programmes.

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 Using ICT Integration Frameworks in Learning Plans

There are a lot of concepts provided by experts relevant to integrating

technology in instruction apart from the above citations. These concepts are very
helpful to clarify lingering issues on how technologies are properly integrated in the
teaching-learning process. It must be noted that there are possible instances when
technologies are used in the classroom but the way these are used does not
promote leaning and does not help facilitate the attainment of the intended leaning
outcomes set for a class. There is a need, therefore, to enlighten you on the
principles on how educational technologies will contribute to the facilitation of the
teaching-leaning process. For this purpose, the following framework may serve as a
guide in integrating ICTs in developing leaning plans or lesson plans in the different
subjects.

A. Conversational Framework of Laurillard (2002)

The teaching-leaning process poses very complex tasks to allow learners to

understand their lessons and master the skills they are expected to demonstrate.
Thus, it will be reassuring if teachers will explore on engaging various media to
support various learning activities in classrooms. This is how the Conversational
Framework (Laurillard, 2002) may support learning. The framework postulates a way
of presenting teaching and learning in terms of events. These are five (5) key
teaching and learning events in the framework which are identified as:

a. acquisition
b. discovery
c. dialogue
d. practice; and
e. creation

Vis-à-vis the five events are specific teaching actions or strategies, learning
actions or experience, related media form, examples of non-computer-based activity
and examples of computer-based activity.

Teaching Teaching Learning Related Examples Examples

and Action or Action or Media Form of Non- of
Learning Strategy Experiences Computer- Computer
Event Based Based
Activity Activity
Acquisition show Attending, Narrative: TV, video, Lecture
demonstrate, apprehending, film, lectures, notes online,
describe, listening Linear books, streaming
explain presentational. other print videos of
Usually same publications lectures, DVD,
‘text’ acquired multimedia
simultaneously including

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 by many people digital
video, audio
clips, and
animations
Discovery create or set investigating, Interactive: Libraries, CD based,
up or find exploring' galleries, DVD, or Web
out or guide browsing, Non-linear museums resources
through searching presentational, including
discovery searchable, hypertext,
spaces and filterable, etc. but enhanced
resources no feedback hypermedia.
multimedia
resources.
Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, collaborating, tutorials, discussion,
moderate, lead, reflecting, Conversation conferences forums, blogs
facilitate arguing, with other
discussions analyzing, students, lecturer
sharing or self
Practice Model Experimenting, Adaptive: Laboratory, field Drill and
practicing trip, simulation, practice, tutorial
Feedback, role play programmes,
learner control simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Essay, object, Simple existing
experimenting, animation, tools, as well as
making, Learner control model especially
synthesizing created
programmable
software
Teaching and Learning Events and Associated Media Forms (Czerniewicz &
Brown, 2005) adapted from Laurillard (2002)

The Laurillard's Conversational Framework (LCF) is relevant in the fields of

mathematics education and science education for it demands the use of appropriate
technologies in the teaching and learning process. The framework clearly
underscores the importance of collaboration between teachers and students.
Mathematics and science subjects are abstract in nature; thus, a lot of
misconceptions arise among students that must be addressed by the teacher. As
such, the parallelism of the teaching styles of teachers with the learning need of their
students must be established. In addition, the integration of ICT in teaching
mathematics and science concepts would prove to be especially important. All the
teaching and learning events are used in mathematics and science learning; though,
practice is one particularly important dimension especially in drill and practice
activities.

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

Wang in 2008 posited that integration of ICT consists of three fundamental

elements. These are pedagogy, social interaction and technology. These elements
are diagrammatically represented by Wang in the Figure below:

Interaction with
content
Pedagogy

Interaction with
people

Social Interaction Technology

Figure 1. Three Fundamental Elements of ICT Integration (Wang, 2008)

The ICT Integration Framework of Wang can be fully realized in developing

learning plans for mathematics and science learning. The pedagogy refers to
mathematics and science teaching strategies, approaches, or techniques that
teachers use to deliver their lessons and also to address the needs of their students.
Aside from the content and strategies, pedagogy deals with how teachers utilize
resources that could help teachers facilitate learning in their classes. This is crucial
in mathematics and science teaching because of the nature of the courses,
considering of course computation skills and problem-solving skills. If the teachers
are not able to deliver the lessons well using appropriate resources and strategies.
students will not be able to develop the necessary competencies in mathematics and
science learning.

Social interaction activities are crucial in mathematics and science learning,

for students are able to develop the necessary knowledge and skills for them to live
and work in various communities. Also, one important consideration for this theme is
the ability of the students to seek help from others when they encounter difficulties in
understanding their lessons. Such is manifested especially in topics that cover
problem-solving activities. Although some students are able to address their
difficulties on their own using their individual computers, now they can readily
interact with their teachers, classmates, and other experts in mathematics and
science through the world wide web. Using computer-mediated communication

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(CMC), planned social interaction activities that aim to enhance mathematics and
science learning become more convenient and flexible. As noted by Uribe, Klein, &
Sullivan (2003), computer-supported collaborative learning has shown positive
effects on students' performance.

To engage the learners fully and meaningfully in the teaching-learning

process, the social design of the ICT-based learning environment needs to deliver a
secure and comfortable space. This will allow the learners to willingly share their
thoughts and ideas and will also facilitate communication between and among
themselves.

The third element of the framework is the technological component that

generally uses computers to support various learning activities. Through the use of
computers, various teaching modes may happen. Interaction does not solely happen
in a face-to-face environment, but it may already happen online. To have an effective
online mathematics and science interaction environment, facilities must be available
and are easy to access. The human-computer interface design is also critical
because this will define the utility of the technology-based learning environment. The
ease of learning in the interface design is essential. It needs to motivate the learners
to fully participate in the learning process.

In the 21st Century classrooms, the three components: pedagogy, social

interaction, and technology, are needed in an ICT-based learning environment. Due
to the advent of educational technologies which are fundamental requirements in
ICT-pedagogy integration, the challenge among learning institutions is to provide
support for the integration to happen.

C. Categories for Information Communication and Technology (ICT) in Teacher

Training

There are a lot of researches that will prove that the integration of ICTs can
fully transform classroom instruction. Haddad in 2003 states that the teachers' use of
ICT supports the development of higher order thinking skills (HOTS) and promotes
collaboration. This is the reason why it is recognized that training in ICT pedagogy
integration is promoted.

For a successful ICT-pedagogy integration training to take place, a training

framework used as a guide will be of help. Jung (2005) was able to organize various
ICT teacher training efforts into four categories. This is presented in this framework.

It is imperative to note that when teachers are digitally literate, where they are
able to integrate such in the curriculum will promote better understanding of the
lessons among the learners.

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 Core Technology

ICT as facilitating or ICT as core delivery

networking technology technology

Learning How to Use ICT Learning via ICT

ICT as facilitating or ICT as facilitating or

networking technology networking technology

Complementary Technology

Figure 2. ICT-Pedagogy Integration

D. UNESCO ICT 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 developed an ICT Competence 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 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
(DESO). As shown by the framework, the teachers have six aspects of work:
understanding ICT in education, curriculum and assessment pedagogy, application
of digital skills, organization and administration, and teacher professional learning.
Across the six aspects of work are the three approaches to teaching based on
human capacity development-knowledge acquisition. knowledge deepening, and
knowledge creation.

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 ICT Competency Framework for Teachers (UNESCO, 2018)

The framework also specifically aims to equip teachers to enable them to

perform their roles in achieving the following societal goals:

• build work force that have information and communications technology (ICT)
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 of gender, language, age,
background, location, and differing abilities to participate fully in society and
influence the decisions that affect their lives; and
• foster cross cultural understanding, tolerance, and the peaceful resolution of
conflict.

The Commission on Higher Education (CHED) through its Policies, Standards,

and Guidelines (PSGs) requires the integration of ICTs in mathematics and science
teaching and learning. Hence, the ICT Competency Framework for Teachers is very

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useful to support the standards as it will serve as a guide to assist the teachers to
successfully integrate ICT into the mathematics and science classroom. Through the
framework, the mathematics and science teachers may structure their learning
environment in new ways, merge new technology and pedagogy, develop socially
active classrooms, and encourage cooperative interactions, collaborative learning
and group work.

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Sample Learning Plans

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 References
Espique, F. and Silva, D., 2021. Technology for Teaching and Learning 2. Quezon
City: LORIMAR PUBLISHING INC.

The Teaching Professor, 27.8 (2013): 1, 4. Magna Publications.

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