CBD COLLEGE, INC.

F. Jaca St. Inayawan , Cebu City

Technology for Teaching and Learning 2 in the Elementary Grades

Lesson 1: The K To 12 Curriculum Framework

Learning Objectives
At the end of this lesson, you will be able to:
1. discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills;
2. analyze the learning competencies of every year level according to the field of specialization
of the pre-service;
3. review some units in the curriculum guide with focus on the development of 21st Century skills;
and
4. recognize the birth of the Most Essential Learning Competencies (MELCs) in the new normal of
educational system.

Lesson Proper
The implementation of the K & to 12 Curriculum of the Department of Education paved 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 the teacher education program will meet the demands of the 21" 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 teaching the various fields of specialization.

Salient Features of the Curriculum Through Integrating Technologies for Teaching and
Learning.
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 teachers’ 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, songs, 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 to their personal well-being and to their
professional preparation.

Sara Bernard (2010) stressed that students need to have a personal connection to the 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.”
21st 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
(Rich, 2014) Contextualizing the curriculum of the students for meaningful learning poses
challenges in enhancing teachers’ 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 instruction,
maximum use of technological tools is highly encouraged. Currently, a lot of teachers are into

1
developing learning materials to be able to implement the MTB-MLE program 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 and 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 topics and skills as they are revisited and
consolidated time and again. This also allows learners to learn topics 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 Standards (CRS) and the new General Education (GE) Curriculum. Hence, the K
to 12 Curriculum focused on developing appropriate Specialization Subjects for Academic, Sports
and Design, and Technological 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)
To nurture holistically developed Filipino, every K to 12 graduates 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, learning and innovation skills, effective
communication skills, and life and career skills. This may happen with 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.

The Birth of the Most Essential Learning Competencies in the New Normal as the COVID19
pandemic continues to impact various governments and economies around the world, even schools
are not spared from its crippling effects. The current global health crisis poses a profound impact
on the basic education system as approximately 87% of the world’s student population, that is 1.5
billion learners, have been affected by school closures (UNESCO, 2020). While interim distance and
remote learning programs are being put in place in many locations, the most marginalized, poverty-
stricken, and vulnerable children are also the most disadvantaged.

The Department of Education, through the Bureau of Curriculum Development-Curriculum

Standards Development Division, has developed the most essential learning competencies (MELCs)
to address the challenges brought about by the global pandemic. Its negative impact in the
educational system which include but not limited to the shortened school year, limited face to face
interaction of teachers and learners, and other instructional delivery-related concerns pose serious
problem most specifically to early childhood learners. In determining the criteria for the selection of
the most essential learning competencies, the Department in consultation with stakeholders, during
which the descriptor – ENDURANCE – was considered the primary determining factor. A learning
competency is considered enduring if it remains with learners long after a test or unit of study is
completed or if it is useful beyond a single test or unit of study. Examples of such learning
competencies include research skills, reading comprehension, writing, map reading, and hypothesis
testing, which are essential in many professions and in everyday life

(Reeves, 2002; Many & Horrell, 2014). The Department then identified the MELCs through the
application of these understandings. Necessary in the above process is the decision whether a
learning competency is to be retained, merged, dropped, or rephrased. As a general rule, a learning
competency is retained if it satisfies the endurance criterion which greatly contributes to life-long
learning and is a pre-requisite skill to the next grade level. On the other hand, two or more learning
competencies are merged or clustered if they have the same objective or learning intention; and
thus, can be combined into one comprehensive learning competency. In addition, a significant
number of learning competencies is removed/dropped due to the following reasons:
▪ they are too specific (and the articulation is similar to that of a learning objective;
▪ they are deemed appropriate to be introduced in an earlier quarter or grade level or
moved to a later quarter or grade level;

2
 ▪ they are recurring; and
▪ they are subsumed in another learning competency.
Finally, a learning competency is rephrased to be more concise. The content and performance
standards are directly lifted from the curriculum guides. Its inclusion is to emphasize that the
identification of MELCs is anchored on the prescribed standards and not a departure from the
standards-based basic education curriculum.

All learning areas will still be taken up by the learners in all grade levels, albeit with streamlined
competencies. This is to ensure that the learning outcomes are still achieved even in this pandemic.
It is noted that, by principle, the time allocated per subject on a daily basis did not change. This
means that schools need to consider this aspect in employing various delivery schemes

Summary of the Lesson:

To ensure that all the courses in the teacher education program will meet the demands of the 21"
century classrooms, the following salient features of the curriculum through integrating
technologies for teaching and learning are needed to implement such as Strengthening Early
Childhood Education (Universal Kindergarten); Making the Curriculum Relevant to Learners
(Contextualization and Enhancement); Building Proficiency (Mother-Tongue Based Multilingual
Education); Ensuring Integrated and Seamless Learning (Spiral Progression); Gearing Up for the
Future; and Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st
Century Skills. The Department of Education streamlined the curriculum not just to respond to the
challenges of the current pandemic but also to respond to the call of SDG 4 to develop resilient
education systems, most especially during emergencies. Thus, it can be used under certain
circumstances as a mechanism to ensure education continuity through the curriculum dimension.

Assessment:
Throughout this course, you will be tasked to use various technological resources and tolls that can
help you create your plans and materials, improve your instruction, and enhance your future
students’ learning. Think about what you must do to be able to make the most out of this course.
Answer the following questions:

1. How can technology be used effectively in various fields of specialization to support and assess
student learning? (4 points)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

2. How will I apply all the knowledge and skills that I learned I TTL 2 in teaching my field of
specialization? (4 points)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

3. How will I develop learning plans for my classes to make sure that available technologies for
teaching and learning will be put into use for meaningful learning? (4 points)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

4. How will I ensure that my goals in this course will be achieved? (3 points)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

3
 CBD COLLEGE, INC.
F. Jaca St. Inayawan , Cebu City

Technology for Teaching and Learning 2 in the Elementary Grades

Lesson 2: ICT-Pedagogy Integration in Learning Plans

Learning Objectives
At the end of this lesson, you will be able to:
1. discuss essential points to consider when integrating any ICT in facilitating 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 the 21st Century Skills among learners.

Lesson Proper
Teaching has 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 in teaching are founded on principles and philosophies. Understanding these will help
you successfully integrate 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 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)

4
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 21 st 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

5
 Teaching and Teaching Action or Learning Action or Related Media Form Examples of Non Example of Computer
Learning Strategy Experience Computer Based Based Activity
Event Activity
Acquisition Show, Attending, Narrative: Linear TV, video, fil, Lecture notes online,
Demonstrate, Apprehending, presentational. Usually lectures, books, streaming video or
Describe, Explain Listening same ‘text’ acquired other printlectures, DVD,
simultaneously by many publications multimedia including
people digital video, audio
clips and animations
Discovery Create or set up or Investigating, Interactive: Non-linear Libraries, galleries, CD based, DVD or
find our or guide Exploring, Browsing, presentational, museums Web resources
through discovery Searching searchable, filterable including hypertext,
spaces and etc. but no feedback enhanced
resources hypermedia,
multimedia resources.
Also, information
gateways
Dialogue Set up, Frame, Discussing, Communicative: Seminar, tutorials, Email, discussion,
Moderate, Lead, Collaborating, Conversation with other conferences forums, blogs
Facilitate Reflecting, Arguing, students, lecturer or self
discussions Analyzing, Sharing
Practice Model Experimenting, Adaptive: Feedback, Laboratory, filed Drill and practice,
Practicing learner control trip, simulation, role tutorial programs,
play simulations, virtual
environments
Creation Facilitating Articulating, Productive: Linear Essay, object, Simple existing tools,
Experimenting, control animation, model as well as especially
Making, created
Synthesizing programmable
software

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

6
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.