The document discusses digital pedagogy and its role in education. It begins by explaining how technology has influenced learning through digital tools that allow for self-paced, interactive, and personalized learning. This has led to the development of digital pedagogy, which integrates technology into the teaching-learning process in an active way. It then discusses three key aspects of determining the extent of digital pedagogy: 1) identifying one's digital pedagogy orientation; 2) determining the level of digital pedagogy practice; and 3) evaluating digital pedagogy competence through technology skills. Overall, the document emphasizes that digital pedagogy considers technology not just as a learning tool but as an integral part of the pedagog

1. Content and Pedagogy of the K
to 12 Basic Education Program

2. A confident teacher can
implement developmentally-
appropriate teaching methods
that respect the individual
differences of learners.

3. Teachers can jointly
craft learning goals in
collaboration with their
students.

4. Content and performance
standards and learning
competencies must be mastered by
teachers so that they can plan
lessons, deliver instruction
effectively, and assess the learning
that results from their teaching.

5. Student learning will improve
because the teacher will be
more systematic and better
contextualized to the learning
needs of students.

6. EFFECTIVE TEACHING
APPROACHES TO GUIDE
TEACHING AND LEARNING TO
DEVELOP CRITICAL, CREATIVE,
AND HIGHER ORDER THINKING
SKILLS

7. Teaching and learning should
be inseparable. Someone has
not taught unless someone
else has learned. Teaching is
part of a whole that comprises
the teacher, learner,
disciplinary content,
teaching/learning process,
and evaluation of both the
teacher and learner. In
essence, learning is the goal
of teaching.

8. Characteristics
of good
teaching
• a teacher’s enthusiasm and passion for
the subject,
• rapport between a teacher and a student
or group of students during discussions in
and out of class,
• intellectual challenges from a teacher,
• clarity and organization in presenting an
analytical and conceptual understanding of
ideas, and
• a teacher’s scholarship.

9. Research indicates that teachers
teach consistently with their way of learning
(Shulman, 1990; Tobin et al.,
1994). However, it is not necessarily true
that student learning can be understood
from the teachers’ learning history.

10. Studies of teaching and learning have led
to the classification of teaching styles into
three general categories: discipline-
centered, instructor' centered, and
student-centered (Dressel and Marcus,
1982; Woods, 1995).

11. DISCIPLINE-
CENTERED
In discipline-centered teaching, the course
has a fixed structure. The needs,
concerns, and requirements of teacher and
student are not considered because the
course is driven by and depends mainly on
the disciplinary content that must be
presented. The teacher transmits
information, but the content is dictated by
some independent authority, such as a
department syllabus committee or textbook
author.

12. INSTRUCTOR-
CENTERED
The teacher acts as a model of the
educated person in instructor-centered
teaching. He or she is regarded as the
authoritative expert, the primary source of
knowledge, and the focal point of all
activity. The student is the passive
recipient of the information already
acquired by the teacher. The teacher
selects the information to be taught,
studied, and learned from the discipline.

13. STUDENT-
CENTERED
Student-centered teaching focuses on the
student and, in particular, on the student's
cognitive development. The teacher's goal is
to help students grasp knowledge
development as a process rather than a
product. The focus of classroom activities
and assignments is on the student-centered
process of inquiry, not on the products of
inquiry. Students create their own conceptual
or cognitive models. Content, teaching style,
and methods are adapted to aid students'
cognitive and intellectual growth. Student-
centered teaching combines an
understanding of how humans process
information with other factors that affect
learning, such as attitudes, values, beliefs,
and motivation.

14. Although there are many ways to teach effectively, all require that the
teacher have knowledge of three things: 1) the material being taught; 2) the
best instructional strategies to teach the material, and 3) how students
learn. Teachers typically know far more about the content of their discipline
than they do about instructional strategies and therefore tend to use
teaching styles similar to those used by their own teachers (Shulman,
1990). In most cases, they use elements of all three available teaching
styles. As the teacher gains experience, his or her teaching style is likely to
change.

15. DEVELOPING A
TEACHING STYLE

16. The first step in preparing to teach a
particular course is to decide on a particular
style of teaching that is compatible with and
appropriate for the students and the goals.
Teachers likely use a combination of the
three teaching styles, depending on the
learning circumstances. While developing
their teaching style, teachers must answer a
fundamental question: Is the primary goal
of my course for each student to gain
specific information, or for each student
to master how to organize and apply new
information independently to new
situations? The primary goal may not be the
same for each student, especially when the
students come from diverse backgrounds.

17. Factors influencing choice
of teaching style

18. • student needs (future course and career requirements,
preparation for participatory citizenship, and preparation
for careers in science, engineering, technology, or
education),
• student background (preconceptions and
misconceptions.
• familiarity with various teaching methods,
• course enrollment (size, students with special needs, the
logistics of managing small group activities),
• student learning styles,
• teaching load (number of contact hours, office hours, time
for preparation and grading),
• other responsibilities (research, committee work,
administrative duties),
• support structures (equipment cost, teaching and
demonstration assistants),
• facilities (laboratory equipment and computers, classroom
and laboratory space, and demonstration equipment), and
• parallel sections that require some uniformity of coverage
and ex[1]amination

19. reference
National Research Council 1997. Science
Teaching Reconsidered: A Handbook.
Washington, DC: The National Academies
Press. https://doi.org/10.17226/5287.

20. Digital Pedagogy

21. As education moves towards digitalization, technology has influenced much
learning and resulted in the development of digital pedagogy, which has
become a vital part of the learning process. Digital media and learning tools
enable learning according to own pace, understanding, and instantaneous
feedback and evaluation. The emerging philosophy of technology in
education prevails cultural milieu and draws a conception of technological
change in education. Digital pedagogy integration has a vital role in student-
teacher enthusiasm in building productive connections to simulated conditions.
Navarro et al. (2021) probed that teachers need to harmonize content,
pedagogy, and technology rather than learn how to use technology in
teaching. Educators' attitudes towards technology integration are the key to
understanding digital Pedagogy.

22. Innovation has impacted a ton of
learning and improved
advanced teaching methods.
Teaching and learning have
become more sophisticated.

23. The digital era provides an avenue for innovative and intelligent
education. Learners can access massive resources using various
mobile applications through a wireless network. Informatization
allows taking advantage of the possibilities of new technologies in
teaching students.

24. Digital pedagogy consists of content-based,
environmental, technological, and competency-based
components. The teaching-learning process's mode
continually changes from input-output-based to outcome-
based education. Teachers can make the teaching-
learning process more effective and interactive by using
various strategies to make students' academic
performance more meaningful and intrinsically motivating.
Digital pedagogies need to consider integrating technology
in education as more than just a tool for learning but as an
active part of the pedagogy.

25. Teaching and learning have become more sophisticated,
requiring new pedagogy. Problem-based learning with
ICTs has emerged to improve learning outcomes. The
pandemic has heightened interest in digital pedagogies to
help students learn. It includes technology access and
social support among disadvantaged students from low-
income families.

26. HOW TO
DETERMINE THE
EXTENT OF
DIGITAL
PEDAGOGY?

27. 1. Identify one's
digital pedagogy
orientation.

28. Digital pedagogy orientation is the perceived
orientation of the teachers on the relative
position of information and communication
technology in the teaching-learning process.

29. Key
Questions:
DOES USING INFORMATION AND
COMMUNICATION TECHNOLOGIES
(ICTS) IN THE CLASSROOM MAKE
THE TEACHING-LEARNING
PROCESS MORE ENJOYABLE,
FUNCTIONAL, AND SAVES
ENERGY?
DOES THE USE OF ICTS HELP
STUDENTS UNDERSTAND
ABSTRACT CONTENT AND HELP
THEM DESIGN THEIR LEARNING?

30. 2. Determine the
level of digital
pedagogy
practice.

31. The digital pedagogy practice
is the capacity of teachers to
implement teaching-learning
standards by assessing the
extent of alignment of their
professional teaching
practice.

32. Key Questions:
Can digital literacy be examined critically
and curiously, and students must know
when and how to cite others in digital
sources?
Does every student have equitable access
to digital tools, and should all lessons be
designed with learner-driven activities in
mind?
Does technology foster authentic learning by
designing activities with content area
standards?

33. 3. Evaluate
digital pedagogy
competence.

34. The digital pedagogy
competence measures
teachers' information,
communication, and
technology skills in the
teaching-learning process.
Teachers' orientation,
practice, and competencies
provide an overview of how
digital pedagogy is present
and relevant in the learning
process.

35. Key Questions:
WHEN I BUY NEW COMPUTER HARDWARE OR
DEVICE, I CAN INSTALL THEM ON MY
COMPUTER.
I USE ONLINE INSTRUCTIONAL MATERIALS TO
FIGURE OUT HOW TO USE SOFTWARE THAT I
WISH TO LEARN.
I CAN CREATE ONLINE PERSONAL BLOGS (I.E.,
BLOGGER AND WORDPRESS) TO INFORM MY
STUDENTS ABOUT COMPUTER ETHICS AND
EFFECTIVELY USE SEARCH ENGINES.

36. Reference:
Cabanero, J., Caro, R., & Granil, C.
(2022). Exploring the Digital Pedagogy
among Teachers in Loma de Gato
Elementary School: Basis for Upskilling
and Reskilling Program. [Applied
Research Proposal, SDO Bulacan].

37. Speak by the language of your
heart, and I will listen by the
power of my mind.-