REPORT PPT

1. LESSON 2 •EmmaClaireGinga
•LeahCellGoyal

2. Go Back

3. IntegratingTechnologyinInstruction
Integratingtechnologywithteachingmeanstheuseoflearningtechnologiestointroduce,reinforce,
supplementandextendskills.Forexample,ifateachermerelytellsastudenttoreadabookwithout
anypreparationforfollowupactivitiesthatputthebookinapedagogicalcontext,thebookisnot
integrated.Inthesameway,iftheteacherusesthecomputertorewardchildrenbyallowingthemto
playagame,thecomputerisnotintegrated.
Ontheotherhand,integratingtechnologyintocurriculacanmeandifferentthings:1)computer
sciencecourses,computer-assistedinstruction,and/orcomputer-enhancedorenriched
instruction,2)matchingsoftwarewithbasicskillcompetencies,and3)keyboardingwithword
processingfollowedupwithpresentationtools.
Variouseducatorsandresearchersprovidedthefollowingconceptsandprinciplesaboutintegrating
technologyininstruction:

4. Effectiveintegrationoftechnologyisachievedwhenstudentsareabletoselecttechnologytoolstohelp
themobtaininformationinatimelymanner,analyzeandsynthesizetheinformation,andpresentit
professionally.Thetechnologyshouldbecomeanintegralpartofhowtheclassroomfunctions--as
accessibleasallotherclassroomtools.
IntegratingTechnologyinInstruction

5. ICTintegrationencompassesanintegralpartofbroadercurriculumreformswhichincludeboth
infrastructuralaswellasPedagogicalconsiderationsthatarechangingnotonlyhowlearningoccursbut
whatislearned.
IntegratingTechnologyinInstruction

6. IntegratingInformationandCommunication(ICT)intoteachingandlearningisagrowingareathathas
attractedmanyeducators"effortsinrecentyears.Basedonthescopeofcontentcovered,ICTIntegration
canhappeninthreedifferentareas:curriculum,topic,andlesson
IntegratingTechnologyinInstruction

7. TheprocessofintegratingICTinteachingandlearninghastobedoneatbothpedagogicalandtechnological
levelswithmuchemphasisputonpedagogy.ICTintegrationintoteachingandlearninghastobeunderpinnedby
soundpedagogicalprinciples.
IntegratingTechnologyinInstruction

8. ICTintegrationisnotmerelymasteringthehardwareandsoftwareskills.Teachersneedtorealizehowto
organizethedclassroomtostructurethelearningtaskssothatICTresourcesbecomeautomaticandnatural
responsetotherequirementsforlearningenvironnmentsinthesamewayasteachersusemarkersand
whiteboardsintheclassroom.
IntegratingTechnologyinInstruction

9. Go Back

10. The following are the definitions of ICT from
various sources:
InformationandCommunicationTechnology(ICT)
ICTincludesallthefullrangeofcomputerhardware,computersoftware,andtelecommunicationsfacilities.Thus,it
includescomputerdevicesrangingfromhandheldcalculatorstomultimillionworthsupercomputers.Itincludesthefull
rangeofdisplayandprojectionsdevicesusedtoviewcomputeroutput.Itincludeslocalareanetworksandwidearea
networkthatwillallowcomputersystemsinpeopletocommunicatewitheachother.Itincludesdigitalcameras,computer
games,CDs,DVDs,celltelephones,telecommunicationsatellites,andfiberoptics.Itincludescomputerizedmachineryand
computerizedrobots.

11. InformationandCommunicationTechnology(ICT)
ICTisadiversesetoftechnologicaltoolsandresourcesusedtocommunicate,create,disseminate,store,andmanage
information.Thesetechnologiesincludehardwaredevices,softwareapplications,internetconnectivity,broadcasting
technologies,andtelephony.

12. InformationandCommunicationTechnology(ICT)
It(ICT)isadiversesetoftechnologicaltoolsandresourcesusedtotransmit,store,create,shareorexchange
information.Thesetechnologicaltoolsandresourcesincludecomputers,theInternet(website,blogsandemails),live
broadcastingtechnologies(radio,televisionandwebcasting),recordedbroadcastingtechnologies(podcasting,audio
andvideoplayersandstoragedevices)andtelephony(fixedormobile,satellite,visio/video-conferencing,etc.)
UNESCOdefinesitalsoasascientific,technological,andreferstohandlinginformation,itsapplication,andassociation
withengineeringdisciplineandmanagementtechniqueused.ICTalsosocial,economic,andculturalmatters.

13. InformationandCommunicationTechnology(ICT)
InformationCommunicationTechnologies(ICT)influenceeveryaspectofhumanlife.Theyplaysalientrolesinworkplaces,
inbusiness,education,andentertainment.Moreover,manypeoplerecognizeICTsascatalystsforchangethatinclude
changeinworkingconditions,handlingandexchanginginformation,teachingmethods,learningapproaches,Scientific
researchandinaccessinginformationcommunicationtechnologies.Inthisdigitalera,ICTisimportantintheclassroom
forgivingstudentsopportunitiestolearnandapplyherequired2lstCenturyskills.ICTimprovesteachingandlearning
andhelpsteachersperformtheirroleascreatorsofpedagogicalenvironments.ICThelpsateachertopresenthis/her
teachingattractivelyandenableslearnerstolearnatanylevelofaneducationalprogram.

15. Itmustbenotedthattherearepossibleinstanceswhentechnologiesareusedintheclassroom
butthewaytheseareuseddoesnotpromotelearninganddoesnothelpfacilitatetheattainment
oftheintendedlearningoutcomessetforaclass.Thereisaneed,therefore,toenlightenyouon
theprinciplesonhoweducationaltechnologiescontributetothefacilitationoftheteaching-
learningprocess.Forthispurposethefollowingframeworkmayserveasaguideinintegrating
ICTsindevelopinglearningplansorlessonplansinthedifferentsubjectsparticularlyin
developinglearningplansorlessonplansinlanguageeducation.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

16. Theframeworkpostulatesawayofpresentingteachingandlearningintermsofevents.These
arefive(5)keyteachingandlearningeventsintheframeworkwhichareidentifiedas:
a.acquisition;
b.discovery:
c.dialogue;
d.practice;and
e.creation.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

17. TeachingandLearningEvent TeachingActionorStrategy LearningActionorExperience RelatedMediaForm
ExamplesofNonComputerBased
Activity
ExamplesofComputer-Based
Activity
Acquisition
Show,Demonstrate,Describe,
Explain
Attending,Apprehending,
Listening
Narrative:
Linearpresentational.Usually
same'text'acquired
simultaneouslybymanypeople
TV,video,film,lectures,books.
otherprintpublications
Lecturenotesonline,streaming
videosoflectures,DVD,multimedia
includingdigitalvideo,audioclips
andanimation
Discovery
Createorsetuporfindoutor
guidethroughdiscoveryspaces
andresources
Investigating,Exploring,
Browsing,Searching
Interactive:
Non-linearpresentational,
searchable,filterableetc.butno
feedback
Libraries,galleries,museums
CDbased,DVDorWebresource
includinghypertext,enhanced
hypermedia,multimediaresources.
Alsoinformationgateways.
Dialogue
Setup,Frame,Moderate,Lead,
Facilitatediscussions
Discussing,Collaborating,
Reflecting,Arguing,Analyzing,
Sharing
Communicative:
Conversationwithother
students,lecturerorself
Seminar,tutorials,conferences Email,discussionforums,blogs
Practice Model Experimenting,Practicing
Adaptive:
Feedback,learnercontrol
Laboratory,fieldtrip,simulation,
roleplay
Drillandpractice,tutorial
programmes.simulations,virtual
environments
Creation Facilitating
Articulating,Experimenting,
Making,Synthesizing
Productive:
Learnercontrol
Essay,object,animation,model
Simpleexistinfmgtools,aswell
especiallycreateprogrammable
software
Vis-à-visthefiveeventsarespecificteachingstrategies,learningactionsorexperiences,relatedmediaform,examplesofnon-
computerbasedactivity,andexamplesofcomputer-basedactivity.
TeachingandLearningEventsandAssociatedMediaForms(Czerniewicz&Brown(2005)adaptedfromLaurillard(2002)

18. TheLaurillard'sConversationalFramework(LCF)isrelevantinthefieldlanguageeducation
sincethisfieldrequiresappropriateandcomplexuseoftechnologies.Theframeworkclearly
presentsthewayteachingeventsIanguageclassroomscanbethoroughlyrelatedtotheir
languagelearning.Languageteachersneedtosystematicallymatchtheirteachingstylesthe
learningneedsoftheirstudents.Bythis,theintegrationofICTandpedagogywillbedoneina
comprehensiveandmeaningfulway.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

19. TheusefulnessofLCFinlanguageeducationwasanalyzedinastudythatwasconductedbyAbeerAidhAlshwiahin
2016.ThestudyinvestigatedandevaluatedtheeffectivenessofLCFindevelopingthewritingcomponentofForeign
languagelearners'(FLLs')communicativecompetenceinblending(BL)context,ascomparedtoaface-to-face(F2F)
context.ThestudyrevealedthatLCFwasmoreeffectiveintheBLthanindeF2Fcontext,intermsofdevelopingthe
learners'skillinformingwh-questions.However,bothcontextsalmostequallydevelopedthelearners'skillsinusing
thepasttenseandwritingaletterofcomplaint.Ontheotherhand,twodifferentfactorsaffectedtheirperceptions
oftheintervention:languageproficiencyandthewillingnessofpeerstocollaborate.Anotherfactoraffecting
perceptionsofBLwaslackoffamiliaritywiththetechnologyapplied.Itisthereforerecommendedthatthisbarrierbe
overcomeandtheuseofBL,givenitseffectivenessforthedevelopmentofmorewritingskillsbeencouraged.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

20. IntegrationofICTconsistsof
threefundamentalelements.
Thesearepedagogy,
socialinteraction,andtechnology.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans
Interactio
n with
people
Interactio
n with
content
Pedagogy
Social
Interactio
n
Technolog
y

21. TheICTIntegrationFrameworkofWangcanbefullymaximizedindevelopinglearningplansfor
languagelearning.
Thepedagogicalelementinlanguagelearningisveryimportantasitprimarilyreflectstheartof
teachingateacherwillemployinthelearningprocess.
Thepedagogicaldesignalanguageteacherwilluseneedstoincludeproperselectionofappropriate
contentandlanguagelearningactivities.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

22. Socialinteractionactivitiesasoneoftheelementsintheframeworkarecrucialinlanguage
learning.Withsocialinteraction,learnerswillnaturallyacquirealanguageanddeveloplanguage
knowledgeandskillsthatareimportantforthemtoliveandworkinvariouscommunities.Withthe
adventofcomputer-mediated(CMC),plannedsocialinteractionactivitiesthataimtoenhance
languagelearningbecomesmoreconvenientandflexible.CommunicationLanguagelearnersmay
maximizecomputersindividuallybuttheymaycollaborativelyusethemwithotherlearners.Asnoted
byUribe,&Sullivan(2003),computer-supportedcollaborativelearninghaspositiveeffectson
students'performance.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

23. Toengagethelearnersintheteaching-learningprocessfullyandmeaningfully,thesocialdesignoftheICT-based
learningenvironmentneedstodeliversecureandcomfortablespace.Thiswillallowthelearnerstowillinglyshare
theirthoughtsandideastofacilitatecommunicationamongthem.
Thethirdelementoftheframeworkisthetechnologicalcomponentgenerallyusescomputerstosupportvarious
learningactivities.Inorderforanyonlineinteractionactivitiesinalanguageclassroomtobeeffective,thereisa
needtoconsidertheavailabilityofthefacilitiestheyrequireandeaseofaccess.Thehuman-computerinterface
designisalsocriticalbecausethiswilldefinetheabilityofthetechnology-basedlearningenvironment.Itmustbe
notedthatinlanguagelearning,theeaseoflearningintheinterfacedesignisessential.Itneedstomotivatethe
learnerstofullyparticipate.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

24. ThereisalotofresearchesthatwillprovethattheintegrationofICTscanfullytransformclassroom
instruction.Haddadin2003statestheteachersuseofICTsupportsthedevelopmentofhigher-order-
thinkingskills(HOTS)andpromotescollaboration.ThisisthereasontrainingsinICTpedagogy-
integrationarepromoted.
ForasuccessfulICT-pegadogyintegrationtrainingtotakeplace,itwillhelpifatrainingframeworkwill
beusedasaguide.Jung(2005)wasabletoorganizevariousICTteachertrainingeffortsintofour
categories.Thisispresentedinthisframework.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

25. ICT as main content
focus
ICT as core delivery
technology
ICT as facilitating or
networking technology
ICT as part of content of
methods
Core Technology
Complementary
Technology
Learning How to Use
ICT
Learning VIA ICT

26. Digital
Literacy
Standard
Classroom
Application
Networking
Collaborative
Groups
Infusion
Teacher as
Innovative
Learning
Organization
Transformatio
n
Self-
management
Complex
Problem-
Solving
ICT-
Enhanced
Teaching
Basic
Knowledge
Policy
Understandin
g
Knowledge
Application
Policy
Application
Knowledge
Society Skills
Policy
Innovation
Knowledge
Acquisition
Knowledge
Deepening
Knowledge
Creation
Understandin
g ICT in
Education
Curriculum
and
Assessment
Pedagogy
Application of
Digital Skills
Organization
and
Administration
Teacher
Professional
Learning
ICTCompetencyFrameworkforTeachers(UNESCO,2018)

27. Thisframeworkaimstopromoteeducationalreformandsustainableeconomicdevelopmentanchored
andobjectivesoftheMillenniumDevelopmentGoalsMDG),EducationforAll(EFA),theUNLiteracy
Decade(UNLD),andtheDecadeofEducationforSustainableDevelopment(DESD).Asshownbythe
framework,theteachershavesixaspectsofwork:understandingICTEducation,curriculumand
assessmentpedagogy,applicationofdigitalskills,organizationandadministration,andteacher
professionallearning. Acrossthesixaspectsofworkarethethreeapproachesthingthepening,
andcapacitydevelopment-knowledgeacquisition,knowledgedeepening,knowledgecreation.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

28. Theframeworkalsospecificallyaimstoequipteacherstobeabletotheirrolesachievingthefollowingsocietal
goals:
-buildworkforcesthathaveinformationandcommunicationstechnology(ICT)skillsandarereflective,creative
andadeptatproblem-solvinginordertogenerateknowledge;
-enablepeopletobeknowledgeableandresourcefulsotheyareabletomakeinformedchoices,managetheir
liveseffectivelyandrealizetheirpotential;
-encourageallmembersofsocietyirrespectiveofgender,language,age,background,locationanddiffering
abilitiestoparticipatefullyinsocietyandinfluencethedecisionsthataffecttheirlives;and
-fostercross-culturalunderstanding,toleranceandthepeacefulresolutionofconflict.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans

29. TheCommissiononHigherEducation(CHED)throughitsPolicies,Standards,andGuidelines
(PSGs)requirestheintegrationofICTsinageteachingandlearning.Hence,theICT
CompetencyFrameworkTeachersisveryusefultosupportthestandardsastheywillserve
asaguidetoassisttheteacherstosuccessfullyintegrateICTintothelanguageclassroom.
UsingICTIntegrationFrameworksinLanguageEducationLearningPlans