LESSON 2:

PEDAGOGY
INTEGRATION IN
MATHEMATICS AND
SCIENCE LEARNING Presented by

Group 2
LESSON
OUTCOMES
01 Discuss the salient features of the K to 12 Curriculum
requiring ICT-Pedagogy Integration skills.
02 Analyze the learning competencies of every year
level according to the field of specialization of the
pre-service teachers.

03 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 demonstrate the intended
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,

INTEGRATI reinforce, supplement, and extend

skills.
For example, if a teacher merely

NG tells a student to read a book

without any preparation for follow
up activities that puts the book in

TECHNOLO pedagogical context, the book is

not integrated. In the same way,

GY IN
the teacher uses the computer to
reward children by allowing them
to play a game, the computer is
 2. INTERNATIONAL SOCIETY FOR
TECHNOLOGY IN EDUCATION
(ISTE)
Effective integration of
technology is achieved when

INTEGRATI students are able to select

technology tools to help them

NG
obtain information in a timely
manner, analyze and synthesize
the information, and present it

TECHNOLO professionally. The technology

should become an integral part
of how the classroom functions-

GY IN as accessible as all other

classroom tools.
 3. MARGARET LLOYD
(2005)
ICT integration
encompasses an integral

INTEGRATI part of broader curriculum

reforms which include

NG both infrastructural as
well as pedagogical

TECHNOLO considerations that are

changing not only how

GY IN
learning occured, but how
is learnt.
 4. QIYUNN WANG AND HUAY LIT
WOO (2007)
Integrating Information and
Communication Technology

INTEGRATI (ICT) into teaching

learning is a growing area
that has attracted many
and

NG educators' efforts in recent

years. Based in the scope of

TECHNOLO content covered,

integration can happen in
ICT

GY IN
three different areas:
curriculum, topic and lesson.
 5. BERNARD BAHATI
(2010)
The process of integrating
ICT in teaching and

INTEGRATI learning has to be done at

both pedagogical and

NG
technological levels with
much emphasis put on

TECHNOLO
pedagogy: ICT integration
into teaching and learning
has to be underpinned by

GY IN sound
principles.
pedagogical
 6. UNESCO (2005)
ICT integration is not merely
mastering the hardware and

INTEGRATI
software skills. Teachers need
to realize how to organize the
classroom to structure the

NG learning tasks so that ICT

resources become automatic

TECHNOLO
and natural response to the
requirements for learning
environments in the same way

GY IN as teacher use markers and

whiteboards in the classroom.
USING ICT INTEGRATION
FRAMEWORKS IN
MATHEMATICS IN
SCIENCE EDUCATIONAL
LEARNING PLAN
 There are a lot of concepts provided by experts relevant to integrating
technology in instruction apart from the above citation. These concepts
are very helpful to clarify lingering issues on how technologies are properly
integrated in the teaching-learning process. For this purpose, the following
framework may serve as a guide in integrating ICTs in developing learning plans
and lesson plans in different subjects particularly in mathematics and science.

A. CONVERSATIONAL FRAMEWORK of LAUJRELLARD (2002)

The teachinh -learning process poses very complex task to allow

learners
to understand their lessons and master the skills they sre expectged to
demonstrate. Thus, it will be reassuring if teachers will explore on
engaging
 A. CONVERSATIONAL FRAMEWORK OF
LAUJRELLARD (2002)
The teaching -learning process poses very complex task to allow learners
to understand their lessons and master the skills they sre expected to
demonstrate. Thus, it will be reassuring if teachers will explore on engaging
various media to support various learning activities in classroom. This is how
the Conversational Framewok (Laujrellard, (2002) may support learning. the
framework postulate a way of presenting teaching and learning in terms of
events.
Tese are five (5) keys in 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 exmple of computer-based activity.

Examples Example
Learning Learning Related of Non- of
Learning
Action or Action or Media computer- Computer-
events
Strategy Strategy Form Based Based
Activity Activity

Lecture notes
Narrative: online,
TV, video, streaming
Linear
film, videos
Show, presentational,
Attending, lectures, DVD,
demonstration usually same lectures,
Acquisition apprehending, multimedia
, described, text acquired books, other
listening including
explain simultaneously print digital video,
by many publications audio clips,
peopple and
animations.
 CD based,
DVD, or web
Create or set resources
Interactive; including
up or find out
Investigating, Non-linear
or guide Libraries, hypertext,
exploring, presentational,
Discovery through galleries, enhanced
browsing, searchable,
discovery museums hypermedia
searching. filterable etc. but
spaces and resources.
no feedback.
resources. Also
information
gateways.

Discussing, Communicative;
Set up, frame,
collaborating, Conversation Seminar, Email,
moderate, lead,
Dialogue reflecting, with other tutorials, con discussion,
facilitate
analyzing, students, ferences forums, blogs
discussions.
sharing. lecturer or self
 Drill and practice,
Adaptive: tutorial
Laboratory, field
Experimenting, programmers,
Practice Model trip simulation,
simulations,
practicing Feedback,
role play virtual
learner control
environments.

Simple existing
Articulating, Productive ; tools, as well as
Essay, object
Creation Facilitating experimenting,
animation, moldel
especially created
making, synthesizing. Learner control programmable
software.
 Teaching and Learning Events and Associated Media
Forms (Czerniewicz and Brown, 2005) adapted from
Laurillard
The Laurillard's Framework (2002)
(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 are among students with the learning need of their students must
be established. In addition, the integration of ICT in teaching mathematicsand
science concepts would prove to be especially important.

B. Three Fundamental Elements of ICT Integration by Wang (2009)

Wang in 2008 posited that integration of ICT consist of three elements. These
are pedagogy, social interaction and technology. These elements are
diagrammatically represented by Wang in the figure below:
 Interaction
with conent
Pedagogy

Interaction
with
people

Technolog
Social y
Interaction
Figure 1: Three Fundamental Elements of ICT Integration
(2008)

The ICT Integration Framework of Wang can be fully realized in

developing ledarning plans for mathematics and science
learning. The pedagogy refers o 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 facilitae learning in their classes.
 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. 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, and Sullivan (2003), computer
supported collaborative learning has shown positive effects on
student's performance.
C. Categories for Information Communication and Technology( ICT)
in Teaching Training
There are a lot of researchers that will prove that the integration of ICT can
fully transform classroom instruction. Haddad in 2003 staes that the
teachers’use of ICT supports the development of higher order thinking
skills (HOTS) and promotes collaboration. this is the reason why it is
recognized that training in ICT pedagiogy integration is promoted.

Core
Technology

Learning how to use Learning VIA

ICT ICT

Complementary
 D. UNESCO ICT Contemporary Framework for
Teachers

Having a society that is increasingly based on information and

knowledge and with the abiquity of Information and Communication
Technology (ICT) for instruction, UNESCO developed an ICT
Competence Frameworkfor Teachers 9UNESCO, 2018).
This framework which is a part of a range bof 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 Leteracy Decade (UNLD), and the
Decade of Education fotr Sustainable Development (DESD).
 Knowledge Knowledge
Knowledge Creation
Aquisition Deepening

Understanding ICT in Policy

Policy Application Policy Innovation
Education Understanding

Curriculum Knowledge Knowledge Society

Basic Knowledge
Assessment Application Skills

ICT enhanced Comlex Problem-

Pedagog Self-management
Teaching Solving
 Application of
Digital Skills
Application Infussion Transformation

Organization and Collaboration Learning

Standard Classroom
Administration groups Organization

Teacher
Teacher as
Professional Digital Literacy Networking
Learning Innovation
 ICT Competency Framework
for Teachers (UNESCO, 2018)
 The framework also specifically aims to equip teachers to enable them to
perform their roles in acheiving the following societal goals;

-Build work forces that have information and communication technology (ICT)
skills are reflecive 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 paeticipate fully in society and
influence thr decisions that affect their lives;