Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about integrating technology in
instructions:
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 put the book in pedagogical context, the book is not integrated. In the same way, if the teacher uses 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 instructions, 2) matching software with basic skill
competencies, and 3) keyboarding with word processing followed up with presentation tools.
2. International Society for Teaching in Education (ISTE)
Effective integration of technology is achieved when students are able to select technology tools to help them obtain
information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should
become an integral part of how the classroom functions—as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which include both infra-instructional
as well as pedagogical considerations that are changing not only how learning occurs but what is learned.
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 language instructions, 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 the definitions of ICTs from various sources:
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 projector devices used to view computer outputs. It includes local area networks and wide area networks
that will allow computer systems in people to communicate with each other. It includes digital cameras, computer games,
CD’s, DVD’s, cell telephones, telecommunications satellites, and fiber optics. It includes computerized machinery and
computerized robots.
2. Tialo (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 (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, vision/video-conferencing, etc.)
UNESCO defines it also as 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 play salient roles in
workplaces, in business, education and entertainment. Moreover, many people recognize ICTs as catalysts 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 students opportunities to learn and apply the required 21st century skills. ICT improves teaching and
learning and helps teachers perform their role as creators of pedagogical environment. ICT helps a teacher to present his/her
teaching attractively and enables learners to learn at any level of an educational program.
Conversational Framework of Laurillard (2002)
The teaching-learning 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 (Laurilland, 2002) 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: acquisition; discovery; dialogue; practice; and
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 and Learning Events and Associated Media Forms: (Czerniewicz & Brown (2005)
adapted from Laurillard (2002)
Laurillard’s Conversational Framework (LCF) is relevant in the field of language education since this field requires
appropriate and complex use of various technologies. The framework clearly presents the way teaching events in language
classrooms can be thoroughly related to their language learning events. This is more effective in Blended Learning than in
the Face-to-Face context in terms of developing the learners’ skill in forming wh-questions.

Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental elements such as pedagogy, social interaction,
and technology.

The ICT Integration Framework of Wang can be fully maximized in developing learning plans for language
learning. Pedagogy often refers to the teaching strategies or techniques used to deliver lessons and to allow learners to
demonstrate competencies.
Social Interaction activities as one of the elements in the framework are crucial. Through these, learners will acquire
and develop knowledge and skills that are important for them to live and work in various communities. 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.
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.
In the 21st century classrooms, the three components are needed in an ICT-based learning environment. Due to the
advent of technologies which are fundamental requirements in ICT pedagogy integration, the challenge among learning
institutions is to provide support for the integration to happen.
The successful integration of ICT into the learning environment will depend on the ability of teachers to structure
learning in new ways, to merge technology appropriately with a pedagogy, develop socially active classrooms, and
encourage cooperative interaction and collaborative learning and group work. For many, this requires a different set of skills
from those they currently possess.
 The table presented below entails the different ICT tools that a teacher may use in the teaching and learning process.

Reading ICT-Integrated Lesson Plans Using IDEA Lesson Exemplar Format – the New Normal Way Learning Plan in the
New Normal
Before the pandemic, teachers in public and private elementary and secondary schools had been using the 4As
format in crafting their Daily Lesson Plan (DLL) or Daily Lesson Plan (DLP). This format entails Activity, Analysis,
Abstraction, and Application.
Now that we are in the new normal, a lot of things have changed in the educational system brought about by the
pandemic. One of the salient changes is the preparation of the DLL/DLP of teachers. To better facilitate the teaching-
learning process today, teachers are now required to craft their DLL/DLP using the IDEA Lesson Exemplar format as
prescribed by the Department of Education.
This exemplar includes the following: Introduction – the I Phase, Development – the D Phase, Engagement – the E
Phase, and Assimilation – the A Phase. The IDEA instructional process design is an abridged and refined format. All parts
of the original DLL/DLP are subsumed in PIVOT 4A lesson exemplars.