ICT-PEDAGOGY

INTEGRATION IN
SCIENCE LEARNING
PLANS
Lesson 2

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 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 top 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

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Integrating
technology in
instruction
CONCEPTS AND PRINCIPLES ABOUT
INTEGRATING TECHNOLOGY IN INSTRUCTION

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 explore

1. john pisapia (1994)

Integrating technology with teaching means the use of
learning technologies to introduce, reinforce,
supplement, and extend skills.

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explore

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.

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 explore

3. margaret lloyd (2005)

ICT integration encompasses an integral part of broader
curriculum reforms which include both infra-structural
as well as pedagogical considerations that are changing
not only how learning occurred, but what is learnt.

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4. Qiyun wang & huay woo (2007)

Integrating Information and Communication 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.

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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

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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 learn ng environments in the same way
as teachers use markers and whiteboards in the
classroom.

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information &
communication
technology
(ict)
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 explore

1. Moursund (2005)
ICT includes all the full range of computer hardware,
computer software, and telecommunications facilities.
Handheld computers, super computers
display and projection
LAN, etc.
Focuses on the hardware & software properties of ICTs.

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2. tinio (2009)
ICT is a diverse set of technological tools and resources
used to communicate, create, disseminate, store and
manage information.
Hardware devices, software applications, internet
connectivity, broadcasting technologies, and telephony.
Focuses on ICT as a dispensable tool for managing
information.

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3. unesco (2020)
ICT is a diverse set of technological tools and resources
used to transmit, store, create, share or exchange
information.
Computers, internet, live broadcasting technologies,
recorded broadcasting technologies, telephony
Focuses on ICT as medium of communication.

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4. ratheeswari (2018)
ICT influence every aspect of human life.
ICT plays salient roles in business, workplaces,
education & entertainment.
ICT as catalyst of change.
Focuses on ICT as a relevant tool in our society.

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using ict
integration
framework in
science education
learning plans
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a. conversational framework
laurillard (2002)
Teachers explore on engaging various media to support
various learning activities in classrooms.
Postulates a way of presenting teaching and learning in
terms of events.
5 key teaching and learning events in the framework
which are identified as: acquisition, discovery, dialogue,
practice, and creation.

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 explore
Teaching and learning Events and associated media forms
(czerniewicz & brown, 2005) Adapted from Laurillard (2002)
Examples of Examples of
Teaching & Teaching Learning Related Non- Computer-
Learning Action or Action or Media Computer-
based
Event Strategy Experience Form Based
Activity Activity
Narrative: Lecture notes
online,
ACQUISITION show, attending, Linear TV, video, film, streaming
demonstrate, apprehending, presentational. lectures, videos of
describe, listening Usually same books, other lectures, DVD,
explain text" acquired print multimedia
simultaneously publications including
by many digital video,
people audio clips,
and
animations.

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 explore
Teaching and learning Events and associated media forms
(czerniewicz & brown, 2005) Adapted from Laurillard (2002)
Examples of Examples of
Teaching & Teaching Learning Related Non- Computer-
Learning Action or Action or Media Computer-
based
Event Strategy Experience Form Based
Activity Activity
CD based,
DVD, or Web
DISCOVERY create or set investigating, Interactive: Libraries, resources
up or find out exploring, galleries, including
or guide browsing, Non-linear museums hypertext,
through searching presentational. enhanced
discovery and Searchable hypermedia
spaces and filterable etc. resources,
resources but no information
feedback gateways

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 explore
Teaching and learning Events and associated media forms
(czerniewicz & brown, 2005) Adapted from Laurillard (2002)
Examples of Examples of
Teaching & Teaching Learning Related Non- Computer-
Learning Action or Action or Media Computer-
based
Event Strategy Experience Form Based
Activity Activity

DIALOGUE set up, frame, discussing, Communicativ Seminar, Email,

moderate, collaborating. e: tutorials, discussion,
lead, facilitate reflecting, conferences forums, blogs
discussions arguing, Conversation
analyzing, with other
sharing students,
lecturers or
self

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 explore
Teaching and learning Events and associated media forms
(czerniewicz & brown, 2005) Adapted from Laurillard (2002)
Examples of Examples of
Teaching & Teaching Learning Related Non- Computer-
Learning Action or Action or Media Computer-
based
Event Strategy Experience Form Based
Activity Activity

PRACTICE model experimenting Adaptive: Laboratory, Drill and

, practicing field trip, practice,
Feedback, simulation, tutorial
learner control role play programmes,
simulations,
virtual
environment

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 explore
Teaching and learning Events and associated media forms
(czerniewicz & brown, 2005) Adapted from Laurillard (2002)
Examples of Examples of
Teaching & Teaching Learning Related Non- Computer-
Learning Action or Action or Media Computer-
based
Event Strategy Experience Form Based
Activity Activity

CREATION Facilitating Articulating, Productive: Essay, object, Simple

experimenting animation, existing tools,
, making, Learner model as well as
synthesizing control especially
created
programmable
software

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b. three fundamental elements of

ict integration, wang (2008)

Pedagogy

Social Interaction Technology

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c. categories for ICT in teacher

training
Teachers' use of ICT supports the development of
higher order thinking skills (HOTS) and promotes
collaboration (Haddad, 2005).
Jung (2005) organized various ICT teacher training
efforts into four categories.

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 explore CORE TECHNOLOGY

ICT as facilitating ICT as core

or networking delivery
technology technology

LEARNING HOW TO USE ICT LEARNING VIA ICT

ICT as part of ICT as main

content or content focus
methods

COMPLIMENTARY TECHNOLOGY

ICT-PEDAGOGY INTEGRATION
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d. UNESCO ICT COMPETENCY

FRAMEWORK FOR TEACHERS
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).

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explore ICT COMPETENCY FRAMEWORK FOR TEACHERS (UNESCO, 2018)
Understanding ICT Understanding ICT Understanding ICT
in Education in Education in Education
Understanding ICT Understanding ICT Understanding ICT Understanding ICT
in Education in Education in Education in Education
Curriculum and Curriculum and Curriculum and Curriculum and
Assessment Assessment Assessment Assessment

Pedagogy Pedagogy Pedagogy Pedagogy

Application of Application of Application of Application of

Physical Skills Physical Skills Physical Skills Physical Skills
Organization and Organization and Organization and Organization and
Administration Administration Administration Administration
Teacher Professio- Teacher Professio- Teacher Professio- Teacher Professio-
nal Learning nal Learning nal Learning nal Learning

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The framework also specifically aims to equip teachers to
enable them to perform their roles in achieving the
following societal goals:
Build work forces that have information and
communications technology (ICT) Skills and are
reflective, creative and adept at problem-solving in order
to generate knowledge;
Enable people to be knowledgeable and resourceful so
they are able to make informed choices, manage their
lies effectively and realize their potential;

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The framework also specifically aims to equip teachers to
enable them to perform their roles in achieving the
following societal goals:

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.

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 READING ICT
INTEGRATED PLANS IN
SCIENCE

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 Learning Plan 1
Why don't we look and act alike?
By Henry Sergio, Jr., Just Earl M. Soriano, and Kristine V. Avecilla
Targeted Philippine Basic Education Curriculum
Competencies
Science 9, First Grading, Heredity: Inheritance and Variation, 15 days
Content Standard
The learner demonstrates understanding of: 1) how genetic information is
organized in genes on chromosomes; and 2) the different patterns of
inheritance.
Performance Standard
The learner transfers learning by formulating family pedigree that showcases
the genetic characteristics or diseases that run in their family to become
aware of the risks of possible genetic diseases.
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Learning Competencies
Describe the location of genes ion chromosomes
Explain the difference patterns of non-Mendelian
inheritance.
Unit Summary
In this unit, the students will demonstrate understanding of
the molecular basis of heredity. This includes discussions on
Mendelian genetics, the mechanism of passing traits from
one generation to the next, and the disorders or diseases
involved. Ultimately, students will apply their new or added
knowledge by creating their family pedigree analysis project
using a word document as written output and Powerpoint for
presentation.
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Student Objectives/Learning Outcomes
WEEK 1
Day 1
Through a refreshment activity, the students will be able
to:
recall the major points of Mendel's three laws of
inheritance;
appreciate the laws formulated by Mendel; and
make a timeline of Mendel's journey on his
experiment.

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Student Objectives/Learning Outcomes
WEEK 1
Day 2
Through a the activity entitled "DNA recipe", the
students will be able to:
identify the components of a DNA;
recognize the role of each DNA component
specifying the traits of an organism; and
perform the DNA recipe activity.

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Daily Procedures
Day 1
1. Start the class with a short prayer.
2. Let the students answer the KWHLAQ chart, a 21st
Century Style to assess their prior knowledge.
K - what I know
W - what do I want to do
L - how do I find out
A - what action will I take
Q - what new questions do I have

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Daily Procedures
3. Present an introductory video about heredity showing
an overview of what they are going to learn form this
unit.
4. Discuss Mendelian genetics using the teacher-made
Powerpoint presentation.
5. Let the students make a timeline about Mendel's
journey on his discovery of his laws.
6. Let the students choose one event in their timeline
and let them present their chosen event through a
"groufie" showing the things that happened during that
time.
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Daily Procedures
7. Show the animation on Mendel's pea experiments
and the principle of dominance.
8. Let the students answer the survey entitled "An
Inventory of My Traits"
a. Let the students compare and contrast the results
of the suyrvey to identify the combinations of traits
they have with their classmates.
b. Give the percentage difference of the traits as to
dominant and recessive.
c. Before the end of the class, let them pass their
outputs.
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Daily Procedures
Day 2
1. Start the class with a short prayer.
2. Let the students take an inventory of their own easily
observable genetic traits and compare their inventory
with their classmates.
3. Present a quick reference about human traits entitled
"Inherited Human Traits: A Quick Reference" to follow
up last meeting survey activity.

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Daily Procedures
Day 2
a. Widow's Peak g. Freckles
b. Earlobe attachment h. Naturally curly hair
c. Tongue rolling i. Allegies
d. Cleft chin j. Hand clasping
e. Dimples k. Hairline shape
f. Handedness
4. Let the students perform the activity "A Recipe for
Traits".
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