ICT-PEDAGOGY

INTEGRATION IN
LEARNING PLANS
LESSON 2
OBJECTIVES

At the end of this lesson, the learner should be able to:

• Discuss essential points to consider when integrating any ICT in facilitating language
education;
• Present learning plans that integrate ICT into the learning procedures to be able to attain
the learning outcomes; and
• Plan for some activities that will develop digital citizenship and relate this to the
development of 21st-Century Skills among learners.
“Teaching has always been a challenging
profession since knowledge has been
expanding and essential skills have been
increasing and changing.”
CONCEPTS & PRINCIPLES ABOUT
INTEGRATING TECHNOLOGY IN
INSTRUCTION
JOHN PISAPIA (1994)

According to him, integrating technology with teaching means

the use of learning technologies to introduce, reinforce,
supplement, and extend skills.

Integrating Technology into Curricula can mean:

1. Computer science courses, computer-assisted instruction,
and computer-enhanced or enriched instructions.
2. Matching software with basic skill competencies.
3. Keyboarding with word processing followed up with
presentation tools.
INTERNATIONAL SOCIETY FOR
TECHNOLOGY IN EDUCATION (ISTE)

According to 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.

Technology should become an integral part of how the

classroom functions – as accessible as all other
classroom tools.
MARGARET LLOYD (2005)

According to Margaret Lloyd, ICT 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 also what is learned.
QIYUN WANG & 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.
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.
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
responses to the requirement for learning
environments in the same way as teachers use
markers and whiteboards in the classroom.
Information and Communication
Technology Defined
ICT ACCORDING TO MOURSUND (2005)

Computer
Telecommunications Local Area
Hardware and
Facilities Networks, and Wide
Software

Handheld Calculator Digital Cameras,

to Multimillion Display and Computer Games,
worth projection devices CDs, DVDs, Cell
Supercomputers telephones, etc.
WHAT IS ICT?

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

create, disseminate, store, and manage information. (Tinio, 2009)
• ICT is a diverse set of technological tools and resources used to transmit, store,
create, share, or exchange information. UNESCO also defines it as a scientific,
technological, and engineering discipline and management technique used. It also
refers to handling information, its application, and association with social,
economic, and cultural matters.
• According to Ratheeswari (2018), many people recognize ICTs as catalysts for
change that include changes in working conditions, handling and exchanging
information, teaching methods, learning approaches, scientific research, and
assessing ICT.
USING ICT INTEGRATION
FRAMEWORK IN LANGUAGE
EDUCATION LEARNING PLAN
CONVERSATIONAL FRAMEWORK OF
LAURILLARD (2002)
This 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:

Acquisition Discovery Dialogue

Practice Creation
 Teaching and Teaching Action Learning Related Media Examples of Non- Examples of
Learning Events or Strategy Action or Form Computer Based Computer-
Experiences Activity Based Activity
Acquisition Show, Demonstrate, Attending, Narrative: TV, video, films, Lecture notes online,
Describe, Explain Apprehending, Linear Presentational Books, and other streaming videos of
Listening Print publications lectures DVD, and
multimedia
Discovery Create / set up / find Investigating, Interactive: Libraries, Galleries CD-based, DVD or
out / guide through Exploring, Browsing, Non-Linear Museums Web resources,
discovery spaces and Searching Presentational, multimedia
resources Searchable, Filterable resources.

Dialogue Set up, Frame, Discussing, Communicative: Seminar, Tutorials, Email, Discussion,
Moderate, Lead Collaborating, Conversation with Conferences forums, blogs
Facilitate discussions Reflecting, Arguing, other students,
Analyzing, Sharing Lecturer or self
Practice Model Experimenting, Adaptive: Laboratory, field trip, Drill and Practice,
Practicing Feedback, Learner simulation, role play Tutorial Programs,
Control Simulations, virtual
environments
Creation Facilitating Articulating, Productive: Essay, Object, Simple existing tools, as
Experimenting, Learner Control Animation, model well as especially
Making, Synthesizing created programmable
software
EFFECTIVENESS OF LAURILLARD’S
CONVERSATIONAL FRAMEWORK

IN BLENDED LEARNING CONTEXT IN FACE-TO-FACE CONTEXT

• More developed the learners’ skills in forming • Developed the learners’ skills in using the past
WH questions. tense and writing a letter of complaint.
• Developed the learners’ skills in using the past • Revealed positive perceptions amongst learners
tense and writing a letter of complaint. with an intermediate level of English language
proficiency.
• Revealed positive perceptions amongst learners
with an intermediate level of English language • Language Proficiency and the willingness of
proficiency. peers to collaborate are two factors that
affected their perception.
• Language Proficiency and the willingness of
peers to collaborate are two factors that
affected their perception.
• Lack of familiarity with the technology applied.
 THREE FUNDAMENTAL ELEMENTS OF ICT
INTEGRATION BY WANG (2008)
• This framework posited that integration of ICT consists of three fundamental
elements: pedagogy, social interaction, and technology.

INTERACTION WITH
CONTENT

PEDAGOGY

INTERACTION WITH
PEOPLE

SOCIAL INTERACTION TECHNOLOGY

PEDAGOGY: IN LANGUAGE LEARNING
CONTEXT…
• Pedagogy – 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 design a language teacher will use needs to include proper selection of
appropriate content and language learning activities.
• In developing learning plans, ensure that the environment will provide help to fulfill the needs
and objectives of the language class with learners of diverse experiences and backgrounds.
• Learning plans SHOULD also involve the appropriate use of learning resources and activities.
SOCIAL INTERACTION: IN LANGUAGE
LEARNING CONTEXT…
• Learners will naturally acquire a language and develop language
knowledge and skills.
• Computers can be used by teachers and learners to connect and learn
through the computers that are now connected worldwide.
• Planned Social Interaction Activities that aim to enhance language
learning become more convenient and flexible with the emergence of
Computer-Mediated Communication.
TECHNOLOGY: IN LANGUAGE LEARNING
CONTEXT…
• Through the use of computers, various teaching modes may happen.
• Interaction does not solely happen in a face-to-face environment,
it may also happen ONLINE.
• The human-computer interface design is CRUCIAL because this will
define the utility of the technology-based learning environment. In
Language Learning, the ease of learning in the interface design is
essential.
FOUR CATEGORIES FOR ICT IN TEACHER
TRAINING BY JUNG (2005)
UNESCO ICT
COMPETENCY
FRAMEWORK FOR
TEACHERS
• Aims to promote educational
reform and sustainable economic
development anchored on the
principles and objectives of the
MDG, EFA, UNLD, and DESD.
SOCIETAL GOALS TO EQUIP TEACHERS TO
BE ABLE TO DO THEIR ROLES
1. Build workforces that have ICT skills and are reflective, creative, and
adept at problem-solving in order to generate knowledge;
2. Enable people to be knowledgeable and resourceful so they are able
to make informed choices, manage their lives effectively, and realize their
potential;
3. Encourage all members of society to participate fully in society and
influence the decisions that affect their lives;
4. Foster cross-cultural understanding, tolerance, and the peaceful
resolution of conflict.
THAT’S THE END OF OUR REPORT,
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