Integrating Technology in Instruction

Intended Learning Outcomes

By the end of this topic/chapter, you must 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 teachers
3. review some units in the curriculum guide with focus on the development of 21st century
skills

Activity 5. Recalling ICT-Integrated Activities Experienced

Recall the ICT tools that were used by your teachers in your Physical
and Health Education subjects and describe how these were used to help
you understand your lessons. Write at least five vis-a-vis the ICT tools and
a short description of how these were used.

Explore:
Teaching has always been a challenging profession since knowledge has
been precipitously expanding and essential skills have been incessantly
increasing and changing. With these challenges, teachers need to engage
educational technologies in teaching is based on theories, principles, and
philosophical foundations. Understanding these will help you successfully
integrate technologies to enable your students to demonstrate the intended
learning outcomes.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and
principles about 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 puts the book in 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.
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.

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.
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 occurred, but what
is learnt.

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)

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 Physical Education
and Health Education 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 Physical Education and Health Education. The following are the
definitions of ICT from various literatures.

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 super computers. It includes the full range of display and
projections devices used to view computer output. It includes the
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.

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.
 3. UNESCO (2020)
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.).
UNESCO defines it also as a scientific, technological, and
engineering discipline and management technique used and 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, business,
education, and entertainment. Moreover, many people recognize ICTs
as catalysts for change: 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 21st
Century Skills. ICT improves teaching and learning and its importance
for teachers in performing their role of creators of pedagogical
environments. ICT helps a teacher to present his/her teaching
attractively and enables the learners to learn at any level of
educational programmes.

Using ICT Integration Frameworks in Physical and Health

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 will
contribute to the facilitation of the teaching-learning process. For this
purpose, the following framework may serve as a guide in integrating
ICTs in developing learning plans or lesson plans in different subjects
particularly Physical Education and Health Education.

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

Vis-a-vis the five events are specific teaching actions or strategies,

learning actions or experience, related media form, examples of
non-computer-based activity and examples or computer-based
activity.

Teaching Teaching Learning Related Examples of Examples of

and Action or Action or Media Non-Computer Computer-Based
Learning Strategy Experience Form -Based Activity Activity
Event
Acquisition show, Attending, Narrative: TV, video, film, Lecture notes
demonstrate apprehending, lectures, online, streaming
, describe, listening Linear books, other videos of lectures,
explain presentatio print DVD, multimedia
nal. Usually publications including digital
same ‘text’ video, audio clips,
acquired and animations
simultaneo
usly by
many
people
Discovery Create or set Investigating, Interactive: Libraries, CD based, DVD, or
up or find exploring, galleries, Web resources
out or guide browsing, Non-linear museums including
through searching presentatio hypertext,
discovery nal, enhanced
spaces and seaarchabl hypermedia,
resources e, filterable multimedia
etc. but no resources. Also
feedback information
gateways.
Dialogue Set up, Discussing, Communic Seminar, Email, discussion,
frame, collaborating, ative: tutorials, forums, blogs
moderate, reflecting, conferences
lead, arguing, Conversati
facilitate analyzing, on with
discussions sharing other
students,
lecturer or
self
Practice model Experimenting, Adaptive: Laboratory, Drill and practice,
practicing field trip, tutorial
Feedback, simulation, role programmes,
learner play simulations, virtual
control environments
Creation facilitating Articulating, Productive: Essay, object, Simple existing
experimenting, animation, tools, as well as
 making, Learner model especially created
synthesizing control programmable
software

Teaching and Learning Events and Associated Media Forms (Czerniewicz &
Brown, 2005) adapted from Laurillard (2002)

B. Three Fundamental Elements of ICT Integration by Wang (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
the Figure below:

Interaction with content

Pedagogy

Interaction with people

Social Interaction Technology

Figure1. Three Fundamental Elements of ICT Integration (Wang, 2008)

C. Categories for Information Communication and Technology (ICT) in Teacher

Training

There are 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 it is recognized ast training in ICT pedagogy
integration is promoted.
For a successful ICT-pedagogy integration training to take place, a training
framework used as a guide will be of help. Jung (2005) was able to organize various ICT
teacher training efforts into four categories. This is presented in this framework.
It is imperative to note that when teachers are digitally literate, where they are able to
integrate such in the curriculum will promote better understanding of the lessons among
the learners.
 Core Technology

ICT as facilitating or ICT as core delivery

networking technology technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or ICT as main content focus

methods

Complementary Technology

Figure 2. ICT-Pedagogy Integration

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and

knowledge and with the ubiquity of Information and Communication
Technology (ICT) for instruction, UNESCO developed an ICT Competence
Framework for Teachers (UNESCO, 2018).
This framework which is a part of a range of initiatives by the UN and
its specialized agencies including UNESCO aims to promote educational
reform and sustainable economic development anchored on the principles
and objectives of the Millenium Development Goals (MDG), Education for
All (EFA), the UN Literacy Decade (UNLD), and the Decade of Education
for Sustainable Development (DESD). As shown by the framework, the
teachers have six aspects of work: understanding ICT in education,
curriculum and assessment pedagogy, application of digital skills,
organization and administration, and teacher professional learning. Across
the six aspects of work are the three approaches to teaching based on
human capacity development-knowledge acquisition, knowledge
deepening, and knowledge creation.

ICT Competency Framework for Teachers (UNESCO, 2018)

The framework also specifically aims to equip teachers to enable them

to perform their roles in achieving the following societal goals:
 Build work forces that have information and communications
technology (ICT) skills and are reflective, creative and adept 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.

Evaluate:

1. Teachers also work as curricularist. Anent this role, how do you intend to
make your ICT integration more responsive and relevant?