MC SCIENCE 6

Technology for
Teaching and
Learning 2
ALVIN M. MAHAWAN, LPT. MAEd.
Instructor I, DEBESMSCAT
[email protected]
+639101191075
 LEARNING PLANS IN
THE CONTEXT OF THE
2 1 S T C E N T U RY
P O I N T S T O TA L K A B O U T
The K to 12 Curriculum Framework
ICT-Pedagogy Integration in Science Learning Plans
OUR GOALS
AT T H E E N D O F T H E S E S S I O N , T H E S T U D E N T S
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 grade 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
21st century skills
 Recalling ICT-Integrated
Activities Experienced
Recall the ICT tools that were used by
your teachers in your Science subjects
and describe how these were used to
h e l p y o u u n d e r s t a n d y o u r l e s s o n s . Wr i t e
at least five lessons in relation to ICT
tools and a short description of how they
w e r e u s e d . B E R E A D Y TO S H A R E W I T H
THE CLASS
 I n t e g r a t i n g Te c h n o l o g y
in Instruction
Various educators and researchers
provided their concepts and
principles about integrating
technology in instruction
 JOHN PISAPIA (1994)
• The use of learning technologies to introduce,
reinforce, supplement, and extend skills.
• Integration of technology into curricula can mean
different things
• Computer science courses, computer-assisted
instruction, and/or computer enhanced or enrich
instruction
• Matching software with basic skill competencies
• Keyboarding with word processing followed up with
presentation skills
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 information,
and present it professionally.
• This technology should become an
integral part of how the classroom
functions – as accessible as all other
classroom tools.
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.
QIYUN WANG and HUAY LIT WOO
(2007)
• Integrating ICT into teaching and learning is a
growing area that has attracted many educators’
efforts in recent years.
• ICT integration can happen in three different
areas:
• Curriculum
• Topic, and
• Lesson
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

underprinned by sound pedagogical principles
UNESCO (2005)

• ICT resources become

• ICT integration is not
automatic and natural
merely mastering the
response to the
hardware and software
environments in the same
skills. Teachers need to
way as teachers use
realize how to organize
markers and whiteboards
the classroom to
in the classroom.
structure learning tasks
 Information and
Communication Technology
(ICT)
• Need to have a good grasp of what Information
and Communications Technology (ICT) is all
about.
• Determine the ICTs that are available for science
education.
 MOURSUND (2005)

• ICT includes all the full range of computer

hardware, computer software, and
telecommunications facilities
• It includes digital cameras, computer games,
CDs, DVDs, cellular phones,
telecommunication satellites, and fiber optics.
UNESCO (2020)
• ICT is a device set of technological tools and resources
used to transmit, store, create, share, or exchange
information.
• These includes 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.)
 RATHEESWARI (2005)
• Play salient roles in workplaces, business,
education, and entertainment.
• Catalysts for change: change in working
conditions, handling and exchanging
information, teaching methods, learning
approaches, scientific research, and in
accessing information communication
technologies
 CAN YOU MAKE YOUR OWN
DEFINITION OF INFORMATION
AND COMMUNICATIONS
TECHNOLOGY ALONG SCIENCE
EDUCATION?
 Using ICT Integration
Frameworks in Science
Education Learning Plans
• These concepts are very helpful to clarify lingering
issues on how technologies are properly
integrated in the teaching-learning process.
 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.
• There are five (5) key teaching and learning events in
the framework which are identified as:
• Acquisition
• Discovery
• Dialogue
• practice; and
• Creation
 Teaching Examples of
and Teaching Action or Learning Action Related Media Non- Examples of Computer-
Learning Strategy or Experience Form Computer- Based Activity
Event Based Activity
Lecture notes online, streaming
Narrative: TV, video, film,
Show, demonstrate, Attending, apprehending, videos of lectures, DVD, multimedia
Acquisition Linear lectures, books, other
describe, explain listening including digital video, audio clips,
Presentational print publications
and animations

Interactive: CD based, DVD, or Web resources

Create or set up or find out
Investigating, exploring, Non-linear Libraries, galleries, including hypertext, enhanced
Discovery or guide through discovery
browsing, searching presentational, museums hypermedia, multimedia resources,
spaces and resources
Searchable, filterable also information gateways

Communicative:
Discussing, collaborating,
Set up, frame moderate, conversation with Seminar, tutorials,
Dialogue reflecting, arguing, Email, discussion, forums, blogs
lead, facilitate discussions other students, conferences
analyzing, sharing
lecturer or self

Adaptive : Drill and practice, tutorial

Experimenting, Laboratory, field trip,
Practice Model Feedback, programmes, simulations, virtual
practicing simulation, role paly
Learner control environments

Articulating, Simple existing tools, as well as

Productive: learner Essay, object,
Creation Facilitating experimenting, making, especially created programmable
control animation, model
synthesizing software
 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
• Technology
 Interaction with
Content
Pedagogy
Interaction with
People

Social Interaction
Technology

Three Fundamental Elements of ICT Integration

(Wang, 2008)
 C. Categories for ICT in Teacher
Training

• Haddad in 2003 states that the teachers’ use of

ICT supports the development of higher order
thinking skills (HOTS) and promotes
collaboration.
• Jung (2005) organized various ICT teacher
training efforts into four categories
 Core Technology
ICT as facilitating or
networking ICT as core delivery
technology technology

ICT as facilitating or
ICT as part of
networking
content or methods
technology
Complementary Technology

ICT-Pedagogy Integration
 D. UNESCO ICT Competency
Framework for Teachers

• The framework aims to promote educational

reform and sustainable economic development
anchored on the principles and objectives of
the Millinneum Development Goals (MDGs),
Education for All (EFA), the UN Literacy
Decade (UNLD), and the Decade of Education
for Sustainable Development (DESD)
 ICT Competency
Framework for Teachers
(UNESCO, 2018)
 Reading ICT Integrated
Learning Plans in Science
• Go over the science curriculum guide from
Grade 7 to 10, then try to study the important
components which are presented. After that,
analyze the presentation of Most Essential
Learning Competencies in Science 7-10.
 Reading ICT Integrated
Learning Plans in Science
• Select from the grade level being mentioned and in
a group of 16, try to start drafting your Learning
Plans of a certain grading period. First you have to
identify the following:
• Grade Level, Grading period, Topic, No. of days
• Content Standard and Performance Standard
• From the these standards, identify the learning
competencies based on the ICT-Pedagogy
Integration
 Choice of Framework for
Science Education

Which of these Frameworks do

you think will be of great impact
to Science Teachers in Teaching
Science Curriculum? Why?
 TRY TO EVALUATE

1. How will technological tools

for teaching and learning
promote the salient features of
the K to 12 Curriculum?
 TRY TO EVALUATE

2. What 21st Century Skills that need

to be developed by your field of
specialization? Rank them in terms
of the identified standards and
competencies of your curriculum
guide.