The document discusses the integration of information and communication technology (ICT) into language education, emphasizing the need for a sound pedagogical approach along with technological skills. It highlights various concepts and frameworks from experts that guide effective technology integration in teaching, noting that mere usage of technology does not automatically enhance learning outcomes. Additionally, it proposes a structured learning plan that incorporates pedagogical design, social interaction, and technology to support language learners.

1. ICT-Pedagogy
Integration in
Language
Learning Plan

2. KMJC
REPORTERS
Kim Valeri
Tampon
Michael Jee
Tudtud
Jomarie
Pregoner
Cherelyn
Mendoza

3. INTRODUCTION
3
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.

4. Integrating
Technology in
Instruction
Various educators and researchers
provided the following concepts and
principles about integrating technology in
instruction:

5. 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.
5

6. ▸ 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.
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 skills competencies,
and
3.) keyboarding with word processing followed up
with presentation tools
6

7. 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.
7

8. “
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.
8
MARGARET LLOYD (2005)

9. Integrating Information and Communication
(ICT) into teaching and learning is a growing
area that has attracted many educators’ effort
in recent years. Based on the scope of content
covered, ICT integration can happen in three
different areas: curriculum, topic, and lesson.
Qiyun Wang and
Huay Lit Woo (2007)
9

10. 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.
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.
10
UNESCO (2005)

11. Using ICT Integration
Frameworks in
Language Education
Learning Plans
There a lot of concepts provided
by experts relevant to
integrating technology in
instruction apart from the above
citations.
11

12. Using ICT Integration
Frameworks in
Language Education
Learning Plans
These concepts are very helpful
to clarify lingering issues on how
technologies are properly
integrated in the teaching-
learning process.
12

13. Using ICT Integration
Frameworks in
Language Education
Learning Plans
It must be noted that there are
possible instances when
technologies are used in the
classroom but the way they are
used does not promote learning
and does not help facilitate the
attainment of the intended
learning outcomes set for a class.
13

14. A.) Conversational Framework
of Laurillard (2002)
14
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

15. These are five (5) key teaching and learning
events in the framework which are
identified as:
15

16. 16
Teaching
and
Learning
Event
Teaching
Action or
Strategy
Learning
Action or
Experience
Related
Media Form
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, other
print
publications
Lecture notes
online, streaming
videos of lectures,
DVD, multimedia
including digital
video, Interaction
with Content audio
clips, and
animations

17. 17
Teaching
and
Learning
Event
Teaching
Action or
Strategy
Learning
Action or
Experience
Related
Media Form
Related
Media Form
Examples of
Non
Computer
Based
Activity
Examples of
Computer
Based
Activity
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
including hypertext,
enhanced
hypermedia,
multimedia
resources. Also
information
gateways

18. 18
Teaching
and
Learning
Event
Teaching
Action or
Strategy
Learning
Action or
Experience
Related
Media Form
Related
Media Form
Examples of
Non
Computer
Based
Activity
Examples of
Computer
Based
Activity
Dialogue Set up,
Frame,
Moderate,
Lead,
Facilitate
discussions
Discussing,
Collaborating
, Reflecting,
Arguing,
Analyzing,
Sharing
Communicativ
e:
Conversation
with other
students,
lecturer or self
Seminar,
tutorials,
conferences
Email,
discussion,
forums,
blogs

19. 19
Teaching
and
Learning
Event
Teaching
Action or
Strategy
Learning
Action or
Experience
Related
Media Form
Related
Media Form
Examples of
Non
Computer
Based
Activity
Examples of
Computer
Based
Activity
Creation Facilitating Articulating,
Experimenting
Making,
Synthesizing
Productive:
Learner
Control
Essay,
Object,
Animation
model
Simple existing
tools, as well
as especially
created
programma

20. B. Three Fundamental Elements
of ICT Integration by Wang (2008)
20
Wang in 2008 posited that integration of ICT consists of three
fundamental elements.

21. 21
These are
pedagogy,
social interaction,
and technology

22. 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 that will assist
their language learners during the learning
processes.
22

23. Categories for information Communication and
technology (ICT) in Teacher Training
23
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.

24. UNESCO ICT Competency Framework for Teachers
24
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Having a society that is increasingly based on information and knowledge and with the
ubiquity of Information and Communication Technology (ICT) for instruction, UNESCO
was able to develop ICT Competence Framework for Teachers (UNESCO, 2018).
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25. The framework also specifically aims to equip teachers to be
able to do their roles achieving the following societal goals:
Build workforces that have information and communications
technology (ICT) skills and are reflective, creative and adopt at
problem-solving in order to generate knowledge;
Enable people to be knowledgeable and resourceful so they are
able to make informed choices, manage their lives effectively
and realize their potential;
Encourage all members of society irrespective of gender,
language, age, background, location and differing abilities to
participate fully in society and influence the decisions that
affect their lives and Foster cross-cultural understanding,
tolerance and the peaceful resolution of conflict
25

26. 26
Here is a sample of ICT
Integrated Learning Plan

27. 27
THANK
YOU!
Any questions?
Report prepared by GROUP 2