for Langua ‘102 guy English/Filipino > A P. ESPIQUE, PhD a SH L. AYAO-AO, sd ia ey Cc yr 78AOR2- O4SCC for Language Education, oe eee 8/s hoza FELINA P. ESPIQUE, PhD © SHIRLEY L AYAO-AO, PhD /Title Page Copyright Page Preface Table of Contents iv vii Syllabi [Syllabus viii POVOGG! 4 | Learning Plans in the Context of the 21st 1 Century Materials in Language Teaching REFERENCES The K-12 Curriculum Framework 2 ICT Pedagogy Integration in Language 10 Learning Plans MYOYDYUYTYe), 2 Integrating Active Learning Approaches in 56 hh hd Language Learning Inquiry-Based Learning and Research-Based | 4 Learning {— Problem-Based Learning and Project-Based 65 Learning Using Open-Ended Tools in Facilitating n Language Learning Productivity Software Applications for a Language Teaching and Learning Student Sample Projects Using Open-Ended 401 Tools Producing Learning Resources Using 120 Technology Tools Characteristics of Appropriate Instructional t21 151‘Syllabus - Technology for Teaching and Leaming 2. xvi Mot Levin Parsi Crit 21*Certry Lowen -Tekiet2cureurnFanevar | 1 % VOOUGE Learning Plans in the Context of the 21# Century [ g At the end of the Module, the students should have: «discussed the role of technology for teaching and learning in the light of the K to 12 Curriculum Framework; e reviewed the K to 12 Curriculum Guide focusing on the » development of 21* Century skills; *, reviewed learning plans from various sources that integrated ICTs in the teaching learning process; « planned activities integrating ICTs that would facilitate the development of 21" Century skills required in the curriculum guide; and brainstormed about digital citizenship and related this to the development of 21* Century skills among learners. ee eo) 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 of 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 leamers, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The implementation of the K to 12 Curriculum is expected to contribute to the country’s development in various forms. It is believed to be necessary ¢ quality of our education which is critical to our progress as a to improve th nation.One of the features of the K to 12 curriculum the require every graduate with the following skills: auirement to Chip ¢ information, media and technology skills; e leaming and innovation skills; . . effective communication skills; and ills. The development of these skills can be done with the aid of tect aching and learning which is the focus of this course. to present activities that will prepare Pre-service teachers to the teaching-leaming processes in the various fields of speci: to help pre-service ‘and in-service teachers to expand the life and career s nologies This course ai integrate ICTs. in | alization. It aim boundaries of their | of the classrooms | iter technologies ag for t creativity and that of their students beyond the four walls It aims to enable teachers to discover the power of comput teaching tools for greater learning. The K to 12 Curriculum Framework 8 At the end of the lesson, the learner should be able to: * « discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills. analyze the learning competencies of every year level according to the field of specialization of the pre-service teachers. * review some units in the curriculum guide with focus on the development of 21% Century skills. Qrm Step 1: Knowing Each Other At this time, introduce yourself and meet other classmates choosing any kind of educational technology to represent your personal 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 introduced in TTL | on tea” why you selecte LT or dats SrOUP using 2 specific technology that was 4 thay cuit You have been using to represent you. Explain lat technology. Step 2: Recall Pe ae Tecnology for Teaching and Learning Lessons ables denonacae ey members, share the learning outcomes you were chien ergs ee TTL 1. Reflect and share why these learning intended learstas eosrited well in the class. Moreover, identify the thar fence id mtconies in terms of knowledge and skills in TTL 1 help yourcth ot Sole t0 demonstrate in the class. Discuss how you can “Ip, yourself as a class. Demonstrate these to ensure that you can cope with the requirements of Technology for Teaching and Learning 2, Step 3: Reflecting on Technology-based Learning Experience 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 leaming 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? mo 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 21* 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. 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. ecul = Learing Plans inthe Context afte 21¢Centary 3 Lesson -Thokto 12 Cuiodum FramerTe a - The use of technology in Kindergarten by various schools ig v 2 ‘| evident in teaching the kindergarten pupils the alphabet, num shapes, and colors through games, songs, and dances in their Mothe, Tongue a Making the Curriculum Relevant to and Enhancement) ners (Contextualization ; Research shows that learners will value a curriculum that is relevant to their lives, Students are often heard saying, “Do | need to know these to live a meaningful life?” “How will this lesson in the actual workplace?” “What is the relevance of thig to me?” and so on, The answer to the question of relevance is vita 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 | | | | | | use to their personal well-being and to their professional preparation Sara Bemard (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.” i Briggs (2014) shared some few tips for making leaming engaging and personally relevant as cited by Willis, Facth, and Immordino Yang: © 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 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.” © Connect it to their lives and to what they already know - Taking the time to brainstorm about what students already know and woiild slike to learn about a topic helps them 10 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 Teco fr Tatra ening? Winget Cg one a |- fo their future goals; explaining how the conte This helps students reali but also worth knowing. it then continues by showing or int fits into their plans for the future. ize the content is not just interesting . rte relatedness » Relatedness, on the other hand, answers inhettion. “What have these 1 do with me?" It is an Hid need students to feel close to the significant people in Wes, including teachers. Relatedness is seen by many as having non-academic and academic sides. a : able to apply the tips recommended by various experts nied i allow students to realize the value of theit curriculum, Stee tools can. be used. 21" Century learners are expected emonstrating 21" Century competencies such as collaboration, igital 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. 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 MTB- MLE 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. 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 = enhance mastery of topics and skills as they are revisited and consolidated time and again, This also allows learners 10 learn topics and skills appropriate to their developmental and cognitive skills. and Mee -Leamng Pans nite Corn tte 21¢Cantry YS Lesson Thekb 12 Cured FramewaTee a 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 (CR: and the new General Education (GE) Curriculum. Hence, the K to ig Curriculum focused on developing appropriate Specialization Subj for the Academic, Sports, Arts and Design, and Technical Vocationg Livelihood Tracks. All of these specialization subjects have to be supported by educational technology for better learning... 6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21" Century Skills) To nurture holistically developed Filipino, every K to 12 Braduate 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. @i=m 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 ultimatel students toward meaningful learning, Let us assess your prior knowledge on how technologies to enhance leaming, answer in the box provided: ly move, motivate, and support you can best use computer answer this question by writing your How can technology be used most effectively in the various fields of specialization to support and assess student learning? OU eats oes ee ee wsStep 2: Setting My Outcomes for this Course 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 Boals 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’ leaning. Collaborate with your teacher and 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? 2. How will I develop leaming plans for my classes to make sure that available technologies for teaching and leaming will be put to use for meaningful learning? 3. How will I ensure that my goals in this course will be achieved? Meu 1- amg Paraiba Conte 21+Certry 7 son -The Ko 12 Cursum FeameworTeachers play a very important role in the facilitation of student learn by designing, implementing and evaluating the curriculum, In the Philippines teachers are expected to actively engage themselves in curriculum design 1g cnsure that the K to 12 Curriculum will be best delivered to fully realize ig intended learning outcomes, i Teachers make decisions about how they will implement the curriculum of their specific field of specialteation, They decide on how they muy 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: 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). © Curriculum is the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives —Jadhav and Patankar (2013), * 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). * Teachers, on their part, have practical knowledge based on their daily work with students, This knowledge is useful to curriculum committees because teachers can assess whether the ideas being developed will work in the classroom (Young, 1988). Step-1: Considering my Role as Curriculum Designer _With the points of reference provided about curriculum and the teachet Participate in a face-to-face discussion with the whole group about how Your 8 | erence~~ field of specialization (Ex. Physical Education, English, Filipino, Social Studies, Mathematics, Science. and so on) was designed. In the discussion, you are asked to thoughtfully consider your role as 4 curriculum designer. Go over the Curriculum Guide and discuss together the essential features, focus, and the general content and performance standards of your field of specialization or major per grade or level. Step 2: Integrating Technologies for Teaching and Learning After having an in-depth understanding of the general nature, focus, and non-negotiable standards set for your field of specialization, share with the group some technological resources and tools that can help you deliver you Jesson to raise at a high level of excellence. Brainstorm on how these technologies can be integrated properly and how they will meet the important learning outcomes and the 21" Century skills, Share the results of your group discussion in the class. Answer the following: 1. How will technological tools for teaching and learning promote the salient features of the K ta 12 Curriculum? eee 2. What are the 21" Century skills that are highly required to be developed by your field of specialization? Rank them in terms of the identified standards and competencies of your curriculum guide.BUDOOUT ] ICT-Pedagogy Integration in | Language Learning Plans o ‘At the end of the lesson, the learner should be able to: «discuss essential points to consider when integrating any | ICT in facilitating language education; Jomty present learning plans that integrate ICT in the learning procedures to be able to attain the learning outcomes; and «plan for some activities that will help develop digital citizenship and relate this to the development of 21st Century skills among learners. . Crp STEP 1: Recalling ICT-integrated Activities Experienced Ponder on your background, educational experiences, and prior knowledge and skills on how information, communication, and technologies (ICTs) were successfully used by your teachers in the lower level. Recall the ICT tools that were used by your teachers in your language class, Filipino or English, and describe how these were used to help you understand your lessons. Get a paper to scribble your recollections. Write at least five lessons vis-a-vis the ICT tools and a short description of how these were used. STEP 2: Sharing of the ICT-Pedagogy Experiences With three (3) members in your group, each of you will share his/her scribbled experiences. To facilitate the group sharing, assign a facilitator, a recorder, and a reporter, STEP 3: Reporting To allow everybody in the class t sharing, assign a reporter frot small group sharing with the ‘0 learn from the small grouP m your small group to share the gist of you" whole class, 10] essere ts@rrm 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. 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 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. 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 occurs but what is learned. 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 No Leung Pantin he Goria ode 2i¢Contey P44 esto 2 CT. Pedagogy Integration Language Laaring Panelesson. 5, Bernard Bahati (2010) : ; The process of integrating ICT in teaching and learning hay 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 ang 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 ang whiteboards in the classroom. 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: 1, Moursund (2005) : ICT includes all the full range of computer hardwete, 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. 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, broadeasting technologies, and telephony. -) 3. UNESCO (2020) It (ICT ) is a diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These Cae tools and resources include computers, the Internet eee os and emails), live broadcasting technologies (radio. webcasting), recorded broadcasting technologies 12 | erm rane nate tawny?Saaraa | audio and video players and storage devices) and Phony (fixed or mobile, satellite, visio/video-conferencing, etc.) Somene a fies it also as a scientific, technological, and nae scipline and management technique used. ICT also “tS 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. 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, Using ICT Integration 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. 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. 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 i i i i learning activities in ‘on engaging various media to support various riches, This is how the Conversational Framework (Laurillard, 2002) may support. The framework postulates a way of presenting teaching and wen seomrmansrensrr | 13 Soe acer| 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; &. dialogue; d. practice; and €. creation. vis the five events are specific teaching strategies, learn actions or experiences, related media form, examples of non-compute, based activity, and examples of computer-based activity. Tesch ore Cry) a Seti Pa Cea ed Re pal Strategy Experience Ferert re Acquisition | Show, Attending, | Narrative: TV, video, | Lecture notes Demonstrate, | Apprehending, | ingar film, lectures, | online, st Pesarbe, "|Ustening "| rresentational, BOOKS, | videos of Explain Usually same other print DVD, mutt ‘er sented Publications | including simultaneously iteo, sudo by many people and anim —- Discovery | Create or set | Investigating, | interactive: Libraries, | CD bast ed, up fing | Exploring, "| Nonsinear galleries, | or Web trong | Browsing, | een sonal, | museums including Gay | Searching | Beeserttional, hypertext, spares tad filerable etc. but enhanced Tao no feedback hypermedia, multimedia resources, information oa a a gateways, ialogue | Set up, lscussing, | Communicative: | Se ‘are, | Saledorana, [Comercasen’® | Soninar fra ecu Moderate, | Reflecting, ~' | with other Conferences ms So Lead, Arguing, students, Faciitate Analyzing, | lecturot br sett discussions _| Sharing Practice | Model Experimenting, | Adaptive Laborator Practcng field tip.” |p and Feedback, simulation, ce, tutor leamer control | role play Simulates environmen Creation | Facilitating Ariouatng, | Poducive Essay, Simp -xperimenting, ‘object, 8xisti Making, emer cont | ton, ols, 28 wall Synthesizing model progela Teaching and Learning Events and Associated Media Forms (Czerniewicz & Brown (2008) adapted from Laurillard (2002) ‘eg aig ag? “4 | Toes‘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. The usefulness of LCF in language education was analyzed in 2 study that was conducted by Abeer Aidh Alshwiali in 2016. The study investigated and evaluated the effectiveness of LCF in developing the writing component of foreign language leamers’ (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 2 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. 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 leamers’ perceptions of the intervention and analyzing their engagement with the teacher, peers, tasks and language. The study revealed that LCF was more effective in the BL than in the F2F context, in terms of developing the leamers’ 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. 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. 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 Figure 1. Moose }-.nang Parente Comet zrcarery | 45 anne 2 CT Pagan) ere 8 args Lawman PaesInteraction with people Social Interaction Technology Figure 1: The ICT Integration Framework The ICT Integration Framework of Wang can be fully maximized in developing learning plans for language learning. In a language leaning context, pedagogy often refers to the language teaching strategies ot 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 Teflects the art of teaching a teacher will employ in the learning process. 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 leamers of diverse experiences and backgrounds. | 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 leamers to interact and demonstrate the language skills and competencies required from them. The teacher and the learners may use computers to connect and leam through the computers that 16 | Techlogy for Teaching and Learning 2 ‘or Langage Eda Engh Fooc. are now connected world-wide, With the advent of computer-mediated SS elke it (CMC), Planned social interaction activities that aim Language leamnatt@® learning becomes more convenient and flexible Teo ccllabae mets May maximize computers individually but they may a'so collaboratively use them with other learners. As noted by Uribe, Klein, & Sullivan (2003), computer-supported collaborative learning has shown positive-effects on students’ performance. To engage the leamers 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 leamers to willingly share their thoughts and ideas to facilitate communication among them. 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. 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 21* 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. Categories for Information Communication and Technology (ICT) in Teacher Training 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 promates collaboration. This is the reason why trainings in ICT pedagogy-integration are promoted. For a successful ICT-pegadogy integration training to take place, it wll 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 is presented in this framework. Noi Learn Pasin Core of te 21-Cony 477 Lasson 2 -ICT-Pedagogy nigratonn Language Leaming PansCore Technology ICT as core delivery technology ICT as main content focus \ | | | | | Learning How to Use ICT Learning VIA Icy ICT as part of content or ICT as facilitating or methods. networking technology Complementary Technology D. UNESCO ICT Competency Framework for Teachers Having a society that is increasingly based on information and knowl and with the ubiquity of Information and Communication Technology (ICT) for instruction, UNESCO was able to develop ICT Competence Framework for Teachers (UNESCO, 2018). ‘Application of Digital Skills ICT Competency Framework for Teachers (U) NESCO, 2018) This framework, which is a art UN and its specialized agencies ling Ue of pried a s |, aims to pt 8 | eeprmeeeem >educational reform and,, sustainable de on the principtes and ny,usaimable, economic development anchored pied jectives of the Millennium Development Goals ieee ‘for All (EFA), the UN Literacy Decade (UNLD), and by the framewor nto” fF Sustainable Development (DESD). As shown ICT in’ education’ the teachers have six aspects of work: understanding digital skills st Curriculum and assessment pedagogy, application of leaning Antti cee and administration, and teacher professional jesching xen S a Six aspects of work are the three approaches to eo on human capacity development ~ knowledge acquisition, wledge deepening, and knowledge creation. 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 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 e foster cross-cultural understanding, tolerance and the peaceful resolution of conflict. The Commission on Higher Education (CHED) through its Policies, Standards, and Guidelines (PSGs) requires the integration of ICTs in language teaching and learning. Hence, the ICT Competency Framework for Teachers is very useful to support the standards as they will serve as a guide to assist the teachers to successfully integrate ICT into the language classroom. Through the framework, the language teachers may structure their learning environment in new ways, merge new technology and pedagogy, develop socially active classrooms, and encourage co-operative interactions, collaborative learning and group work. (Emm Step 1: Reading ICT Integrated Learning Plans in English and Fi Read the following examples of Learning Plans for language teaching. These sample Jeamning plans may help you develop your own learning plans that integrate ICT to attain your learning outcomes. After reading the learning plans, do the series of activities that follow. . Node - Leaning Paste Colette 21*Cany | 4Q) Lesson 2-1C-PacapyagrtonnLarquage Learn Plans_ — Learning Plan 1 Reporter's Notebook a iin F, Pulido and Melody C. Bao-in ‘Targeted Philippine Basic Education Curriculum Competencies i ‘er’s Notebook (Junior Edition), 12 days ENGLISH 8, Fourth Grading, Repor Content Standard ‘The learner demonstrates an wi : fp Asian literature as an expression 0) p belie information flow in various text types; reality, fantasy, and opinion jn terials; word decoding strategies; and use of listening and viewing materials ; u information sources, active/passive constructions, direcU/reported speech, perfect tenses, and logical connectors in journalistic writing. Performance Standard The learner transfers learning by composing a variety of journalistic be used in composing and delivering texts, the contents of which may of properly-acknowledged a memorized oral speech featuring the use 0! y nals for opinion-making, persuasion, information sources, grammatical sig! ‘ic features, stance, and behavior, ¢ By Heather A nderstanding of South and West hilosophical and religious beliefs; and emphasis, and appropriate prosod Learning Competencies Use active and passive construction in a journalistic context, Use past and perfect tenses in journalistic writing. Use direct and reported speech in journalistic writing. Use appropriate logical connectors for emphasis. Unit Summary: In this unit, the students will act like junior reporters as they learn the proper use of logical connectors, active and passive voices, past and perfect tenses, as well as direct and reported speech in journalistic writing. The teacher will utilize interactive PowerPoint presentations, sample printed and online articles as well as related web pages and videos in explaining the grammatical structure and journalistic content of news, opinion, and feature stories. Based on the discussed concepts, the students “will create their own Jounal articles. The students will then collaborate and make a newspaper : 7 — a6 bleh They will be evaluated by their group members, Teale er a te, Hoch This will be the students’ final output foe comet utd orgization and rela’ peas ne Summalisc ae will appreciate the role of journalism ia keenine a nile, Utimately, Se forwarding significant changes, ‘eeping the society informed and in 20 | resco eye agTT eee s| Technology for Teaching ae naming 2 (Myoy DYUYLYE) ?) Integrating Active Learning Approaches in Language Learning Samm At the end of the module, the students should be able to: * discuss the concepts of the different learning approaches in language teaching and learning; ¢ discuss how information and communication technologies will help develop and present language lessons using the different active learning approaches; ¢ brainstorm on the possible products, or outputs that will serve as an evidence of learning of the developed learning outcomes of the learning plan using Inquiry- Based Learning, Problem-Based Learning and Project- Based Learning; and integrate active learning activities in the development of language learning plans. L Cec) Language learning encompasses the development of the macro skills such as reading, writing, listening, speaking, and viewing. The eee | of the language teacher is how to teach these skills in a holistic eal these skills complement each other when used by people in communicatl |coal oe? The an ArBet More than 2 of 3 of the macro skills in one learning thd’ by the en r 18 yes. However, this largely depends on the approaches guage teacher in facilitating the development of learning competencies in the language classroom, One way to achieve this end is the utilization of active learning approaches, Pia date Approaches are characterized by learners’ engagement in 7 ire geared towards the generation of new knowledge or making meaning to an existing knowledge while developing other 21" Century skills (such as collaboration, media literacy, critical thinking) in the process. Four of the recent active learning approaches introduced to enhance the teaching learning process are Inquiry-Based Learning (IBL), Research-based Learning, Problem- ased Learning, and Project-Based Learning (PBL). These learning approaches are designed to give more depth and breadth in the learning of content in the K to 12 Curriculum. While these approaches are meant to provide opportunities for active exploration of content, each of these approaches has a distinct characteristic that needs to be considered by teachers in the realization of learning competencies especially in language teaching. Knowing the distinctions among these active learning approaches will help the language teacher in deciding what approach to adopt. Central to active learning approaches is the construction of framing questions that will guide the learners in. their investigation either on a specific topic or unit. Investigations become more meaningful when these are related to real life experiences or real world issues or problems. : ‘As learners become active participants in the process of generating new knowledge, technology whether digital or non-digital, plays an important role in the utilization of these active learning approaches. With the ubiquity of technology tools that learners are exposed to, it is the teacher's role to ensure the appropriateness and relevance of such tools in the development of leaming competencies. Aside from leaming language skills, it is also important to train learners of their responsibilities as they engage in digital them to discriminate digital tools that are useful learning activities and enable gital in hate their knowledge on the content of investigation.Inquiry-Based Learning and Research-Based Learning Summ At the end of the lesson, the learner should be able to: * discuss the salient features of inquiry-based learnin and research-based learning and their application to the attainment of language learning competencies and language learning outcomes; * analyze how technologies for teaching and learning languages can be maximized in inquiry-based learning and research-based learning; and * state some performance standards from the Curriculum Guide that can employ inquiry-based learning and research-based learning. Gr To be able to attain the above-stated lesson objectives, do the follow exercises step-by-step: Step 1: The KWL Chart Familiarize yourself with the concept of KWL chart. Analy? | contents of the charts and think of how you can use this chart in facili your language lessons.PE ates MCR card Pee) Step 2: Starting with an Essential or Big Question Since inquiry-based learning usually starts with essential or big questions that elicit varied answers from the respondents, think of a question that you would like to ask your students relevant to a specific lesson in your language class. Do this in a group with five (5) members. Some example questions may be: Why do we need to learn how to listen? a. b. Why is there a need to be engaged in public speaking? ¢. How do children with special learning needs communicate? 4. How do we know the language struggles and stories of the people of long ago? : What is one main characteristic of a young children that helps them to know about the world they live in? Write your big question on the KWL chart. |» Mode 2- Integrating Active Learring Approaches in Language Leeming ‘Lesson 1 -Inquiy-Based Leaming and Research-Based Learning7" Step 3: Finding Out What We Know a Eliciting from your collective lived experienc + Eom an answer to the big question you identified. Rec tent rt, In this step, each filling in the first column of the KWL Chat the KWL chert: As rl fully answer expected to actively participate to abe « activity, writing and speaking skills can be observed demonstra y ous | in your language classes le tivity can be done at any level in yo ‘ re to allow some students like in the pre-school leve} to ey, their answers in the chart if they cannot write their answers in verbal form, Step 4: Finding Out What We Want to Know : To allow you to freely explore about what is in store in the world you, fill-in the second column of the KWL chart. By answering the column, you will be able to think of other possible information that i beyong the knowledge that you have about the big question. This activity Contribute, to the development of inquisitiveness of students, ‘Step 5: Finding Out the Answer from Experts To be able ‘to learn better about the topic and big question, get on searching for an answer to the questions ftom reliable sources, Sources may refer to your language teachers or from the library resources (digital Printed). Conduct interview with some teachers or other human resources who may give an answer to the question or get information from your libray resources. Record your interview data or literature review data. Step 6: Finding Out What We Have Learned Finally, organize the results of your gathered data and write your answer in Column 3 of your KWL chart. Nature of Inquiry-Based Learning | ‘Coenen:eee ! the World Economic Forum, the top three of the ten skills n are complex problem solving, critical thinking and creativity (Gray, ‘which all start from the process of asking, eeded in this age 2016) Inquiry-based learning (IBL) as an approach essentially involves tasks requiring learners’ active participation in finding answers to curricular questions. The questions can run from very specific simple questions to more complex questions in relation to the curriculum. Learners are given opportunities to engage in self-regulated activities, as they pursue their investigation. Using this in the language classroom can facilitate the development of communication skills as it involves activities such as writing questions, deliberating on ways of finding answers to curricular questions, and presenting outputs as evidence of inquiry among others. This approach encourages students to work together in accomplishing their task. The process of inquiry starts from positing a question aligned to a content standard in the K to 12 curriculum for English. Investigation proceeds using various sources of information and presentation of outputs of the students using a productivity tool. Depending on the required output, the assessment tool that will be used should be given to the students before the inquiry commences. When to Use Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially appropriate approach to learning about language variation, identity, and power since IBI can provide students,with opportunities to learn about current issues in sociolinguistics through sharing and debating on a personal experience with language from multiple perspectives. Types of Inquiry VIU_ (2020) presented four types of inquiry that can be used in facilitatin; ses. These are: 1. Structured Inquiry — This lets the students follow the lead of the teacher as the entire class engages in one inquiry together. 2 Controlled Inquiry — The teacher chooses topics and identifies the resources that the students will use to answer questions. 3. Guided Inquiry — The teacher chooses topics or questions and students design the product or solution. — Students are allowed to choose their own topics to a prescribed outcome. 4. Free Inquiry without any reference BR ere ee a Te eeRole of the (eacher 4 The success of IBL largely depends on the careful Plannin, teacher in relation to the curriculum, The language teacher needs to loop the learning competencies that can be satisfied by a simple inquiry o ."™ complex inquiry, He/she controls and prepares the topic for investiga’ and guides the learners by setting the questions to be explored, Leamen™ allowed to design their own way of investigation and present their our i using technology tools that are afforded to them. When technology is comp with IBL, a gateway to information is opened and students can have ag, to information at anytime and anywhere. It is assumed that the teacher knowledgeable of the sources of information and whether the learners led access to these sources, . When designing an IBL, the teacher has to consider the following fey Proposed by Avsee and Kocijncic (2016): 1. Prior knowledge and capacity . Context — Learners require meaning from experience. . Content and learning materials Process. . Strategy of reactions and behavior . Course outcomes AuRwn Role of Technology The internet or the World Wide Web offers lots of platforms for mining information. It has become the most sought out source of information because of the variety of tools that abound, Language is no longer a barrier in one’s search for information. Depending on the unit of study in a language curriculum, there are many free educational websites that are available for the language teachers and learners. Due to the vastness of sources of information from the WWW, any language teacher who is using IBL has the responsibilty to direct learners to websites that Provide the proper information. The technology tools that are made available for the learners, whether online or offline, should support the object of inquiry which is aligned to the leaming competencies in the K to 12 Language Curriculum. It should be noted that the use of technology in IBL is just one of the many other sources of information in the process of inquiry. This does not exclude the other resources, human and non-human, in gathering information However, learners are undeniably familiar and probably more adept in exploring the internet. Guiding them in locating online resources that af relevant in developing their research and communication skills will let thet learn the importance of using educational resources in an explicit and implicit way.PSSSOUT: } Problem-Based Learning and Project-Based Learning Coan At the end of the lesson, the students should be able to: * discuss the salient features of problem-based learning and project-based learning and their application to the attainment of learning competencies and learning outcomes; analyze how technologies for teaching and learning can be maximized in problem-based learning and project-based learning; and share some performance standards from the Curriculum Guide that can employ problem-based learning and project-based learning. Step 1: Study a picture from the internet and create a meme or a question about it. r Step 2: Write 1-2 sentences about literature. Step 3: Between creating a meme oF a question about picture from the internet and writing sentences about literature, which did you find easier to write about? Explain your answer. obviously shows that it is easier to write about The activity above ea igen scad . aur real life situations because of our nriar: ing in the basic ywiedge or oo aEene eae aoa and other contents but ces oa hotel aoe cae to deal with real-life ba a pia fe problem-based learning is one of the approaches that eet meaningful learning experiences in and beyond the classroom. . Nature of Problem-Based Learning ot ints Problem-based learning is an approach that involves @ proses ¢ ion a and solving open-ended questions that serve as the ie eee learners will work on. The type of questions posited is ; eo content standard and its application to real life issues. It also aon more than one answer or solution. Learners are engaged in a collaborative task as they work towards the solution to the problem. This learning activity is done in small groups with each member assigned a certain task to accomplish. In the process of engaging in PBL, they leam several skills such as problem. solving, communicating, research, among others which are essential in the workplace. The end goal of PBL is to ensure that the target, the learning competencies, are achieved in the process. Ali (2019) described PBL as a process that is used to identify Problems with a scenario to increase knowledge and understanding. In her article, she Proposed the following five principles of PBL that may be considered by teachers in planning or using the approach: 1. Itis a power of independent and self-directed leaning. 2. Learning happens in a group and teacher is a facilitator. e 3. All groups have to participate equally. 4. Students’ leam about motivation, teamwork problem-solving and engagement with the task. Materials such as data, photographs, articles, can be used to solve the problem. (p. 73) ” the online PBL: 1. Identifying the problem—current issues that a: answer or one definite solution; do not have just one 2. Brainstorming—generate ideas: tackle vr pr P: 208) Proposed a six-stage process used in the adoption of a igning group they learned: collaborative collection of toch ce 2d > 4. Synthesizing —information—so} ‘trough synthesized relevant data; Inowledge xa 5 pak nie trestiestieey «| part en dra5. 6, Benefits of Probleme Several studies have revealed Positive they engage in the process, Among these are (Ghufron & Ermawati, 1, Pe INAARYN Co-building Teaming prepien 848 presentation of the solution to. the eM issue; and Refining the Outcomes. InStTUCtOF to help stude Biving of feedback and suggestions by the Presentation ‘nts improve; learning from other group's ed Learning the following: Promotes self-confidence and motivation Reduces students’ Nervousness during the learning process Increases students’ responsibility in learning 2018, p. 666—in n EFL writing class) impacts of PBL on learners as Makes students easily learn the material through sharing of ideas Promotes problem-solving skills Promotes self-directed learning Promotes active learning Makes students explore many learning resources Makes students develop positive attitude towards learning For Baresh, Ali, & Darmi, 2019—EFL students: For English as a Foreign Language (EFL) students, FBG Enhances fluency in communication Improves grammar Increases comprehension Enhances good pronunciations and intonations Enhances self-confidence Increases range of vocabulary Enhances fluency in communication Improves grammar Increases comprehension Enhances good pronunciations and intonations Enhances self-confidence Increases range of vocabulary 1) revealed statistically that the PBL participants 017) . The sendy of Maa in their reading comprehension than the non-PBL showed more ai dy further looked into the PBL active English learning Participants. The st waregtrmom murgan | Active Leaning a7 oie 2- neg 4 Learn and Project Baseseo attitudes of the two groups and found that the PBL Participants’ “motivation intensity, their desire to lear English, and communication inside and oute: the classroom were significantly higher than those of the Participants of non-PBL group” (p. 116). The research also found that the PBL Participany active English leaming attitudes are significantly related to their Teading comprehension. The acceptability of PBL as an approach to teaching and learning not only involve the leamers but also the teachers. In the study of Markutie and Sabljic (2019), they sought to establish the teachers’ attitudes on the Problem-based teaching of literature. Their data revealed that PBL ig" an “acceptable methodological system” because they saw “greater interest and activity of students, development of student's critical thinking ang communication skills, encouraging curiosity and exploratory thinking, developing love of reading, and developing the skills of connecting teaching topics” (p. 27), Role of Technology How is technology integrated in the PBL activity? As the leamers embark on an open-ended question collaboratively, there be done outside the regular class hours. These online tools will allow the leamers to be actively connected and engaged in the group task whil enabling hinvher to give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara 2010) stress that technology is simply the mediator for collaboration and representation and that itis the type of task and thinking Processes in which Students engage that determine the quality of learning (p. 181) The WWW has opportunities for PBL that can be uti learners to accomplish their tasks. Web 2.0 technolo, collaboration, sharing and networking. These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages. In the study of Kung (2018), it was found that advanced language leamers had positive Perception about the use of Web 2.0 technology in writing instruction, Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers, citations and others are also available to assist learners and teachers in accomplishing required tasks and outputs from a PBL mare There are free tools that can be downloaded for mobile Phones, laptops or desktops. Before using or recommending these tools to leamers, it is important that teachers take note or try Out the tools first to be familiar with the most appropriate tool for the PBL activity. ‘d by the sles are characterized by "Soran acy nag? 68 Language Eaucator - Engin Foneoe the leaming competencies must be the primary ue integra it: Outenk acd pecfarmancs, semadardy beSics saning outcomes in yy, 75008 85 these are in place, the staicment Se Coa PBL or M6 lan mest be stated in bebevioral end re, the laxonemy, & SEM Seveloping higher ender thinking. skills; Tepeting. the ee oe SeSiven should be unio w cate ner you bony ty Anson ri ened Consider uitag we aces toe omy ty Anderson and Krathwohl in creating your leaming outcomes. Fast and more recent researches have proven PrBL to be beneficial in the velopment of various skills such as: 1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using student feedback questionnaire given to 99 students, it was revealed that students knowledge of the topic taken, searching review for the topic, communication skills, data collection skills, and analytical and presentation skills were enhanced. The teachers also Perceived that PrBL could cause 100% enhancement of knowledge on the various components of research methodology, update of the knowledge on a particular topic, and increase in interaction with students. Oral communicative competence (Bakar, Noordin, & Rali, 2019). The researchers investigated the effectiveness of using PrBL activities in the improvement of oral communicative competencies of 4 Malaysian English language leamers. The study revealed a significant improvement in the leamers’ overall oral communicative competence i is effective and Iso Juded that PrBL as a teaching strategy is ef 5 pemeereere as suitable English language teaching strategy especially for leamers with low proficiency in the English language. ve kills (Wurdinger & Qureshi, 2015). The : ayer erated to examine the development of life ly employ’ ce 2- aang Ace Learing Apaches Language Leamng | * ment Poona nega Pomserticany | 68 after a 12-week intervention lessons using PrBL as a strategy. They -PrBL. Their findings revealed iat cabal taking the pp, was a significant difference a ata sa forty following life skills: responsibility. problem Pens sire : communication, and creativity skills. tt ea at Pry indeed promotes further development of life skills. : Based on the stated inputs, it is your tum to prepare igs ee Pry. activity in your future classroom. Follow the steps and the instructions given, skills through course, there Step 1. Using Notetaking Applications : Find a peer that you can work with for this activity. Bring out your K to 12 Curriculum in English, Use any notetaking app oF tool for recording your output. Step 2. Constructing Key Questions for PBL. Using your K to 12 Curriculum in English, choose 3 learning competencies from different quarters, identify the content standards and construct key questions that can motivate students to engage in a PrBL activity, Use the table provided. et Ong rey CeCe) Renee CRTC Step 3. Group Sharing Assign who will share the gr0up Output after 20 minut utes, a ee ceuteaste