1

M119/Technology for Teaching and Learning 2/Lecture Notes

Lesson Outcomes
• 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 in
the development of 21st Century skills.
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 to assist them in the teaching-
learning process. Engaging 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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

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 how is learnt.
4. Qiyunn 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 in 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

Before you can successfully integrate ICTs in your mathematics and science 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
mathematics and science 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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 3
M119/Technology for Teaching and Learning 2/Lecture Notes

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.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Using ICT Integration Frameworks in Mathematics and Science 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 the different subjects particularly mathematics and science.
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 noncomputer-based activity and examples of
computer-based activity.
Teaching Teaching Learning Related Media Examples Examples of
and Action or Action or Form of Non- Computer-
Learning Strategy Experience Computer- Based
Event Based Activity
Activity
Acquisiti Show, Attending, Narrative: TV, video, Lecture notes
on demonstrate apprehending, film, online,
, describe, listening Linear lectures, streaming
explain presentational, books, videos of
usually same other print lectures, DVD,
‘text’ acquired multimedia

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

simultaneously by publication including

many people s digital video,
audio clips,
and
animations.
Discover Create or set Investigating, Interactive: Libraries, CD based,
y up or find exploring, galleries, DVD, or web
out or guide browsing, Non-linear museums resources
through searching. presentational, including
discovery searchable, hypertext,
spaces and filterable etc. but enhanced
resources. no feedback. hypermedia
resources.
Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email,
frame, collaborating, tutorials, discussion,
moderate, reflecting, Conversation with conferences forums, blogs
lead, arguing, other students,
facilitate analyzing, lecturer or self
discussions. sharing.
Practice Model Experimenting Adaptive: Laboratory, Drill and
, practicing field trip practice,
Feedback, learner simulation, tutorial
control role play programmers,
simulations,
virtual
environments.
Creation Facilitating Articulating, Productive: Essay, Simple
experimenting, object existing tools,
making, Learner control animation, as well as
synthesizing model especially
created
programmable
software.

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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 6
M119/Technology for Teaching and Learning 2/Lecture Notes

The Laurillard's Conversational Framework (LCF) is relevant in the fields of mathematics

education and science education for it demands the use of appropriate technologies in the teaching
and learning process. The framework clearly underscores the importance of collaboration between
teachers and students. Mathematics and science subjects are abstract in nature; thus, a lot of
misconceptions arise among students that must be addressed by the teacher. As such, the
parallelism of the teaching styles of teachers with the learning need of their students must be
established. In addition, the integration of ICT in teaching mathematics and science concepts
would prove to be especially important. All the teaching and learning events are used in
mathematics and science learning; though, practice is one particularly important dimension
especially in drill and practice activities.
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
Technology
Interaction

Figure 1. Three Fundamental Elements of ICT Integration (Wang, 2008)

The ICT Integration Framework of Wang can be fully realized in developing learning plans
for mathematics and science learning. The pedagogy refers to mathematics and science teaching
strategies, approaches, or techniques that teachers use to deliver their lessons and also to address
the needs of their students. Aside from the content and strategies, pedagogy deals with how
teachers utilize resources that could help teachers facilitate learning in their classes. This is crucial

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 7
M119/Technology for Teaching and Learning 2/Lecture Notes

in mathematics and science teaching because of the nature of the courses, considering of course
computation skills and problem-solving skills. If the teachers are not able to deliver the lessons
well using appropriate resources and strategies, students will not be able to develop the necessary
competencies in mathematics and science learning.
Social interaction activities are crucial in mathematics and science learning, for students
are able to develop the necessary knowledge and skills for them to live and work in various
communities. Also, one important consideration for this theme is the ability of the students to seek
help from others when they encounter difficulties in understanding their lessons. Such is
manifested especially in topics that cover problem-solving activities. Although some students are
able to address their difficulties on their own using their individual computers, now they can
readily interact with their teachers, classmates, and other experts in mathematics and science
through the world wide web. Using computer-mediated communication (CMC), planned social
interaction activities that aim to enhance mathematics and science learning become more
convenient and flexible. As noted by Uribe, Klein, & Sullivan (2003), computer-supported
collaborative learning has shown positive effects on students’ performance.
To engage the learners fully and meaningfully in the teaching-learning process, the social
design of the ICT-based learning environment needs to deliver a secure and comfortable space.
This will allow the learners to willingly share their thoughts and ideas and will also facilitate
communication between and among themselves.
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
methods may happen in a face-to-face environment, but it may already happen online. To have an
effective online mathematics and science interaction environment, facilities must be available and
are easy to access. The human-computer interface design is also critical because this will define
the utility of the technology-based learning environment. The ease of learning in the interface
design is essential. It needs to motivate the learners to fully participate in the learning process.
In the 21st 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.

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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 8
M119/Technology for Teaching and Learning 2/Lecture Notes

development of higher order thinking skills (HOTS) and promotes collaboration. This is the reason
why it is recognized that 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

Learning how to use ICT Learning VIA ICT

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 Millennium 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 in
human capacity development-knowledge acquisition, knowledge deepening, and knowledge creation.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 9
M119/Technology for Teaching and Learning 2/Lecture Notes

Knowledge Knowledge Deepening Knowledge Creation

Acquisition
Understanding ICT in Policy Understanding Policy Application Policy Innovation
Education
Curriculum and Basic Knowledge Knowledge Application Knowledge Society
Assessment Skills
Pedagogy ICT-enhanced Teaching Complex Problem- Self-management
Solving
Application of Digital Application Infusion Transformation
Skills
Organization and Standard Classroom Collaborative groups Learning Organizations
Administration
Teacher Professional Digital Literacy Networking Teacher as Innovator
Learning

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 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.

The commission in Higher Education (CHED) through its Policies, Standards, and Guidelines (PSGs)
requires the integration of ICTs in mathematics and science teaching and learning. Hence, the ICT
competency Framework for Teachers is very useful to support the standards as it will serve as a guide to
assist the teachers to successfully integrate ICT into the mathematics and science teachers may structure
their learning environment in new ways, merge new technology and pedagogy, develop socially active
classrooms, and encourage cooperative interactions, collaborative learning and group work.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.