Kto12

1. LEARNING PLANS IN THE CONTEXT
OF THE 21ST CENTURY
The basic education curriculum of the country was enhanced
with the implementation of the K to 12 Curriculum. The K to
12 Program covers Kindergarten and 12 years of basic
education (six years elementary education, four years of
Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development,
employment, and entrepreneurship.

2. THE IMPLEMENTATION OF 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 IS THE REQUIREMENT TO EQUIP
EVERY GRADUATE WITH THE FOLLOWING SKILLS:
 INFORMATION, MEDIA AND TECHNOLOGY SKILLS;
 LEARNING AND INNOVATION SKILLS;

3. The development of these skills can be done with the
aid of technologies for teaching and learning which is
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 the
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

4. Lesson 1
The K to 12 Curriculum Framework
Excite
Step 1: Knowing Each Other
At this time, introduce yourself and meet other classmates by choosing any
kind of educational technology to represent your personality and profile. The
information you will get from your classmates from the activity will be valuable
information for you to use as you complete this module and the succeeding modules.
Introduce yourself to the group using a specific technology that was introduced
in TTL 1 or that you have been using to represent you. Explain why you selected that
technology.

5. Step 2: Recalling Technology for Teaching and Learning
Lessons
In a group with 4-5 members, share the learning
outcomes you were able to demonstrate well in TTL 1. Reflect
and share why these learning outcomes were demonstrated
well in the class. Moreover, identify the intended learning
outcomes in terms of knowledge and skills in TTL 1 that you
were not able to demonstrate in the class. Discuss how you can
help yourself as a class. Demonstrate these to ensure that you
can cope with the requirements of Technology for Teaching
and Learning 2.

6. Step 3: Reflecting on Technology-based Learning
Experiences
Recall how your teachers in your field of specialization
used information and communication technologies to help you
understand some. concepts in your lessons. Identify the
specific lesson and learning objectives of your teacher. Were
you able to understand the lesson and demonstrate the learning
objectives with the teacher’s integration of ICT? Why?
If you are to enhance the ICT used by your teacher, how
will you do it? Will you use the same ICT or will you modify
how it was integrated?

7. Explore
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 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 teaching the various
fields of specialization.

8. 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.

9. 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.

10. 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 leaning
engaging and personally relevant as cited by Willis, Faeth,
and Immordino
-Yang:

11. • 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 seating
arrangements, and put up new and relevant posters or
displays; all these can activate emotional signals and keep
keep student interest piqued.
• Make it student-directed - Give students a choice of
assignments on a particular topic, or ask them to design
one of their own. “When students 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."

12. • 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 teachers 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; it then continues by showing or explaining how
the content fits into their plans for the future. This helps students
realize the content is not just interesting but also worth knowing.
• Build relatedness - Relatedness, on the other hand, answers the
question, “What have these to do with me?” It is an inherent need
students to feel close to the significant people in their lives,
including teachers. Relatedness is seen by many as having non-
academic and academic sides.

13. To be able to apply the tips recommended by various
experts and to allow students to realize the value of their
curriculum, technological tools can be used. 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 this
world (Rich, 2014). Contextualizing the curriculum of the
students for meaningful learning poses challenges in
enhancing teachers’ pedagogical skills as well as
technological skills.

14. 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
MTBMLE 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.

15. 4. Ensuring Integrated and Seamless Learning (Spiral
Progression)
Learning basic concepts that lead 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.

16. 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 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.

17. 6. Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, 21st Century Skills)
To nurture holistically developed 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, learning and innovation skills, effective communication
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.

18. Step 1: Introducing the Technology for Teaching and
Learning 2 Course
The Technology for Teaching and Learning 2 Course helps
you use the power of computer technologies in the different fields
of specialization to spark student imagination and ultimately
move, motivate, and support students toward meaningful learning.
Let us assess your prior knowledge on how you can best use
computer technologies to enhance learning, answer this question
by writing your answer in the box provided:
Activity/Experience:

19. How can technology be used most effectively in the various
fields of specialization to support and assess student learning?

20. It must be noted that course outcomes can be achieved if
clearly set. Therefore, there is a need to ground this course
with curricular and research-based goals and objectives.
Throughout this course, you will be tasked to use various
technological resources and tools that can help you
create your plans and materials, improve your instruction,
and enhance your future students’ learning.
Step 2: Setting My Outcomes for this Course

21. Collaborate with your colleagues and think about what you must
do to be able to make the most out of this course. Answer the
following questions:
1. How will I apply all the knowledge and skills that I learned in
TTL 2 in teaching my field of specialization?

22. 2. How will I develop learning plans for my classes to make sure
that available technologies for teaching and learning will be put
to use for meaningful learning?

23. 3. How will I ensure that my goals in this course will be
achieved?

24. Exchange
Teachers play a very important role in the
facilitation of student learning by designing,
implementing and evaluating the curriculum. In the
Philippines, teachers 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.

25. Teachers make decisions about how they will implement
the curriculum of their specific field of specialization. They
decide on how they must structure the activities of their
lessons and manage students’ responses and ideas. Hence,
the decision of teachers is very important. It has an impact
on the students’ learning. The following are points to
consider in identifying and understanding teachers’ roles as
curriculum designers:

26.  Undoubtedly, the most important person in the curriculum
implementation process is the teacher. With their knowledge,
experiences and competencies, 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 (Alsubaie, 2016).

27.  Curriculum is content, but when contextualized, it comes alive for
students. The role of teachers in the curriculum process is to help
students develop an engaged relationship with the content. Active
learning increases the focus and retention of the curriculum, resulting in
an exciting learning environment. Teachers build lessons that include
simulations, experiments, case studies and activities to deliver a
curriculum: This interactive approach intertwines 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 (Meier, 2018).
 Curriculum is the planned interaction of pupils with instruction
content, materials, resources, and processes for evaluating the
attainment of educational objectives -Jadhav and Patankar (2013),

28. ICT-Pedagogy Integration in Language Learning
Plan
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 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.

29. Various educators and researchers provided the following concepts
and principles about integrating technology in instruction:
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 put the
book in a 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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 the
definitions of ICT from various sources:

37. 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 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 systems 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.

38. 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.

39. 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,
visio/video-conferencing, etc.)

40. 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 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.

41. 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 environments.
ICT helps a teacher ‘to present his/her teaching
attractively and enables learners to learn at any
level of an educational program.

42. Using ICTIntegration Frameworks 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 noted that there are
possible instances when technologies are used in the classroom
but the way these are used does not promote learning and does
not help facilitate the attainment of the intended learning
outcomes set for a class. There is a need, therefore, to enlighten
you on the principles on how educational technologies contribute
to the facilitation of the teaching-learning process.

43. 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.

44. A.ConversationalFrameworkofLaurillard(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 (Laurillard, 2002) may support. The
framework postulates a way of presenting teaching and learning
in terms of events.

45. 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;

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

47. The 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.
Language teachers need to systematically match their
teaching styles to the learning needs of their students.
By this, the integration of ICT and pedagogy will be
done in a comprehensive and meaningful way.

48. The usefulness of LCF in language education was analyzed
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’ (FLLs’) communicative
competence in blended learning (BL) context, as compared
to a face-to-face (F2F) context. The FLLs in the study
comprised three intact classes from a foundation course at a
Saudi university. The three skills addressed consisted of the
use of the past tense to describe past events and form wh-
questions, as part of grammatical competence, and writing a
letter of complaint, as part of sociolinguistic competence.

49. To evaluate the effectiveness of LCF, a mixed-methods
approach was used. The quasi-experimental design was
applied by measuring learners’ development in the three
aforementioned skills. The corresponding test results were
then compared with those of a control group. Moreover,
the benefits of LCF were examined by gathering the
learners’ perceptions of the intervention and analyzing
their engagement with the teacher, peers, tasks and
language.

50. The study revealed that LCF was more effective in the BL
than in the F2F context, in terms of developing the
learners’ skill in forming wh-questions. However, both
contexts almost equally developed the 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.

51. 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 BL, given its effectiveness for the
development of more writing skills be encouraged.

52. B.ThreeFundamentalElementsofICTIntegrationbyWang(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 Figure 1.

54. 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 it primarily reflects the art of teaching
a teacher will employ in the learning process.

55. The pedagogical design a language teacher will use needs to
include proper selection of appropriate content and
language learning activities. In the design, the teacher
needs to look into how the available technological resources
will help provide scaffolds that will assist their language
learners 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.

56. 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 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 allow the learners to interact and
demonstrate the language skills and competencies required
from them.

57. 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. As noted by Uribe, Klein, &
Sullivan (2003), computer-supported collaborative learning
has shown positive effects on students’ performance.

58. 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.

59. 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. 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.

60. 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 to
happen.

61. C.CategoriesforInformationCommunicationandTechnology(ICT)in
TeacherTraining
There is 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 trainings in ICT pedagogy-integration
are promoted.

62. For a successful ICT-pegadogy 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 1s presented in this framework.