Module 1: Learning Plans in

the Context of the 21st

Century
Lesson 1: The K-12
Curriculum Framework

Prepared by: Gladys P. Guzman

 LEARNING OUTCOMES
At the end of the lesson the students should have:

Discussed the role of Planned activities integrating

technology for teaching ICTs that would facilitate the
and learning in the light of development of 21st century
the K-12 Curriculum skills require in the
curriculum
Reviewed the K-12
Curriculum guide Brainstormed about digital
focusing on the citizenship and related this to
development of 21st the development of 21st
Century Skills century skills among learners

Reviewed learning
plans from various
sources that integrated Analyzed language
ICTs in the teaching learning plans in the
learning process context os 21st century
communication skills
 The basic education curriculum of the
country was enhanced with the implementation
of the K-12 Curriculum. It covers Kindergarten
and 12 years of basic education (six years of
elementary, four years of Junior High School
and two years of Senior High School) to provide
sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level
skills development, employment, and
entrepreneurship.
One of the important features of the K to 12
Curriculum is the requirement to equip every
graduate with the following skills:

• Information, media and technology skills;

• Learning and innovation skills;
• Effective communication skills; and
• Life and career skills
 The development of these skills can be
done with the aid of technologies for teaching and
learning which is the focus of this course. You
will learn to present activities that will prepare
pre-service teachers to integrate ICTs in the
teaching-learning processes in the various fields
of specialization. It also aims to expand
boundaries of creativity and enables teachers to
discover to discover the power of computer
technologies as teaching tools for greater
learning.
 Salient Features of the K-12 Curriculum
Ensuring Integrated and Seamless
Learning (Sprial Progression)

Strengthening Early Childhood

Education ( Universal Kindergarten)

Gearing up for the Future

Making the Curriculum Relevant to

Learners (Contextualization and
Enhancement)
Nurturing the Holistically Developed Filipino
(College and Livelihood Readiness, 21st
Century Skills
Building Proficiency (Mother-tongue Based
Multilingual Education)
Strengthening Early Childhood Education
( Universal Kindergarten)

Every Filipino child now has access to early

childhood education through Universal Kindergarten. At 5
years old, children start schooling and are given the means
to slowly adjust to formal education.

Education for children in the early years lays

the foundation for lifelong learning and for the total
development of a child. The early years of a human being,
from 0 to 6 years, are the most critical period when the
brain grows to at least 60-70 percent of adult size.
 What Kindergarten Students Learn

Numbers Colors

Alphabet Shapes

They learn through : Games, songs and dances in their MOTHER

TONGUE
 Research shows that learners will value a
curriculum that is relevant to their lives. Questions like
“How will I use this lesson in the actual workplace?” or
“What is the relevance of this to me?”

Making the Curriculum Relevant to

Learners (Contextualization and
Enhancement)

Examples, activities, songs, poems, stories, and

illustrations are based on local culture, history, and reality.
This makes the lessons relevant to the learners and easy to
understand. Students acquire in-depth knowledge, skills,
values, and attitudes through continuity and consistency
across all levels and subjects.
 1 Use suspense
and keep it fresh

Make it student-
2 directed

Connect it to
Tips for Making Learning
engaging and Relevant
(by: Willis, Faeth, and Immordino)
3 their lives and
what they
already know

Provide utility
4 time

5 Build relatedness
 Mother Tongue is used in instruction and
learning materials. 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.

Twelve (12) MT languages have been

introduced for SY 2012-2013: Bahasa Sug, Bikol,
Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan,
Maguindanaoan, Meranao, Pangasinense, Tagalog, and
Waray. Other local languages will be added in succeeding
school years.

Building Proficiency (Mother-tongue

Based Multilingual Education)
 Ensuring Integrated and Seamless
Learning (Sprial Progression)

Subjects are taught from the simplest concepts

to more complicated concepts through grade levels in
spiral progression. As early as elementary, students gain
knowledge in areas such as Biology, Geometry, Earth
Science, Chemistry, and Algebra. This ensures a mastery
of knowledge and skills after each level.

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. This will further
strengthen retention and will enhance mastery of topics
and skills over a matter of time.
 Senior High School is two years of specialized
upper secondary education; students may choose a
specialization based on aptitude, interests, and school
capacity. The choice of career track will define the content
of the subjects a student will take in Grades 11 and 12.
SHS subjects fall under either the Core Curriculum or
specific Tracks.
Gearing up for the Future

Research shows that learners will value a

curriculum that is relevant to their lives. Questions like
“How will I use this lesson in the actual workplace?” or
“What is the relevance of this to me?”
 After going through Kindergarten, the
enhanced Elementary and Junior High curriculum, and a
specialized Senior High program, every K to 12 graduate
will be ready to go into different paths – may it be further
education, employment, or entrepreneurship.

Every graduate will be equipped with:

1. Information, media and technology skills,

2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.

Nurturing the Holistically Developed

(Source: officialgazette.gov.ph) Filipino (College and Livelihood
Readiness, 21st Century Skills
Activity: Collaborate with your groupmates and discuss the following questions. After
discussing, make a short powerpoint presentation and deliver it to the class.

How can What are the 21st

technology be How will century skills that
used most technological are highly
effectively in the developed in your
What is the role tools for
field of
various fields of of the teacher as teaching and specialization? Rank
specialization to Curriculum learning promote them in terms of
support and designer? salient features identified standards
assess student of the K to 12 and competencies of
learning? Curriculum? your curriculum
guide.
Remembe
Points to consider in identifying and understanding teachers’ role as curriculum designers:

r:
• The teacher is the most important person in the curriculum. With their knowledge,
experiences and competencies, teachers are central to any curriculum development
effort (Alsubaie, 2016)
• Curriculum is the planned interaction of pupils with instructional content,
materials, resources, and processes for evaluation 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. (Meier, 2018)
• Teachers, 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)
Module 1: Learning Plans in
the Context of the 21st
Century
Lesson 2: ICT-Pedagogy
Integration in Language
Learning Plans

Prepared by: Gladys P. Guzman

Learning
At the end of the lesson, the learners should be able to :

Outcomes:
• Discuss essential points to consider when integrating
any ICT in facilitating learning;
• 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.
Activity
A. 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.

B. Share your scribbled experiences and someone to write/record the experiences and
your leader will serve as the facilitator.

C. To allow everybody in the class to learn from these experiences, the teacher will
select a reporter and will share the gist of your small group sharing to the whole class.
 Teaching is one of the most rewarding professions
in that it gives you an opportunity to make an impact on a
future generation. It is also extremely difficult and
draining—no one with actual teaching experience would
tell you otherwise. 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:

Jhon Pisapia (1994)

• A Professor of Leadership Studies at Florida Atlantic University (USA) and Founder
of the Strategic Leader Network (SLN) a global learning community focused on the
principles of strategic leadership.
• His mission is to develop and provide the tools which enable aspiring and practicing
leaders (in all contexts) to cultivate themselves and then their organization. He
attempts to fulfill this mission by focusing on theory, tool development, network
development, and community building.
• To support this work, he developed three validated research instruments and the
Strategic Leadership Methodology (SLM) which leaders use to produce high
performing organizations. The Strategic Thinking Questionnaire (STQ) measures the
leader’s use of systems thinking, reframing and reflection.
Integrating technology into curricula can mean
different things:

1.Computer science courses, computer-assisted

instructions, or computer-enhanced or enriched
instruction,
2.Matching software with basic skills competencies,
and
3.Keyboarding with word processing followed up with
presentation tools.
 Integrating Technology in
Instruction
Various educators and researchers provided the following concepts and principles about integrating technology in
instruction:

International Society for Technology in Education (ISTE)

The International Society for Technology and Education (ISTE) is a

nonprofit government organization which is the leading professional
organization for educators working in the field of educational technology.
ISTE has released technology standards for students, teachers and
administrators that address a range of technology-based competencies for
those groups.
 International Society for Technology in Education (ISTE)
Standards:
• The ISTE Standards work together to support educators, students and leaders with
clear guidelines for the skills and knowledge necessary to move away from the factory
model. They provide a framework for rethinking education, adapting to a constantly
changing technological landscape and preparing students to enter an increasingly
global economy.

• The ISTE Standards for Students are designed to empower student voice and ensure
that learning is a student-driven process.

• The ISTE Standards for Educators are a road map to helping students become
empowered learners. These standards will deepen instructional practice, promote
collaboration with peers, challenge educators to rethink traditional approaches and
prepare students to drive their own learning.
 Integrating Technology in
Instruction
Various educators and researchers provided the following concepts and principles about integrating technology in
instruction:

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.

When teachers are digitally literate and trained to use ICT, these
approaches can lead to higher order thinking skills, provide creative and
individualized options for students to express their understandings, and leave
students better prepared to deal with ongoing technological change in society
and the workplace.
 Integrating Technology in
Instruction
Various educators and researchers provided the following concepts and principles about integrating technology in
instruction:
Qiyun Wang and Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching

and learning is a growing area that has attracted many educators’ efforts in
recent years. Based on the scope of content covered, ICT integration can
happen in three different areas: curriculum, topic, and lesson.
According to them, ICT integration is as old as other technologies
such as televisions or radios. They describe integration as having a sense of
completeness or wholeness by which all essential elements of a system are
seamlessly combined together to make a whole. Further, they claim that
integration does not only mean the placement of hardware in classrooms and
that technologies must be pedagogically sound and go beyond information
retrieval to problem solving.
 Integrating Technology in
Instruction
Various educators and researchers provided the following concepts and principles about integrating technology in
instruction:
Bernard Bahati (2010)
The process of integrating ICT in teaching and learning must be
done at both pedagogical and technological levels with much emphasis of
pedagogy. ICT integration into teaching and learning has to be underpinned
by sound pedagogical principles.
Pedagogical integration of ICT means not only the
implementation of networks and equipment, but also the use of a set of
innovative technological techniques (audiovisual, information processing and
telecommunications) to enhance learning at schools and in continuing
education programs and for economic, social and cultural
development (Karsenti et al., 2012)
 Integrating Technology in
Instruction
Various educators and researchers provided the following concepts and principles about integrating technology in
instruction:
UNESCO (2015)
ICT integration is not merely mastering the hardware and the
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.
For this purpose, a model based on UNESCO publication has been
developed and expanded which conceives of four stages: Emerging,
Applying, Infusing and Transforming.
Information
and
Communicat
ion
Technology
Before successfully integrating ICTs in your language instruction, there is a
need to have a good grasp of what Information and Communication
Technology is all about. Specifically, there is a need 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 hardware, software and
telecommunications facilities. It includes computer devices ranging from
handheld calculators to multimillion worth supercomputers. It includes
display and projection devices. It includes local area networks and wide area
networks that will allow computer systems in people to communicate with
each other. It also includes digital cameras, computer games, CDs, DVDs,
cell telephones, satellites and fiber optics.
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 (emails, blogs and
websites), live broadcasting (radio, television and webcasting), recorded
broadcasting technologies (podcasting, audio and video players and storage
devices) and telephony (fixed or mobile, satellite, visio/video-conferencing)
4. Ratheeswari (2018)
ICT play salient roles in workplaces, business, education and
entertainment. Many 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.
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 roles as creators of pedagogical environments.
Lastly, ICT helps a teacher present his/her teaching attractively and
enables learners to learn at any level of an educational program.
 Group
Activity
1. Discuss the different ICT Integration Frameworks in Language Education
Learning.
2. Create a PowerPoint Presentation about the following frameworks assigned per
group:
Group 1: Conversational Framework of Laurillard (2002)
Group 2: Three Fundamental Elements of ICT Integration by Wang
(2008)
Group 3: Categories for Information Communication and Technology in
Teacher Training
Group 4: UNESCO ICT Competency Framework for Teachers
3. Discuss the salient points of each framework.
4. The teacher will choose one (1) group member who will report the presentation to the
whole class.
5. Each group are given five (5) minutes each for the presentation.