UNIVERSIDAD DE MANILA

(Formerly City College of Manila)

One Mehan Gardens Ermita, Manila

READING MATERIAL NO. 2

MODULE 1: Learning Plans in the Context of the 21st Century

Reference: Technology for Teaching and Learning 2 by Dr. Felina P. Espique and Dr. Shirley
L. Ayao-ao
Lesson 2: ICT- Pedagogy Integration in Language Learning PLans
 Integrating Technology in Instruction. The following educators and
researchers provide 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 put the book in a 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: a.) computer science
courses, computer-assisted instruction, and/or computer enhanced or enriched
instruction, 2.) matching software with basic skill competencies, and c.) 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 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 infrastructural as well as pedagogical
considerations that are changing not only how learning occurs but what is learned.
4. Qiyun Wang (2007)- integrating 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.
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.
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.
7. Ratheeswari (2018)- ICT influence every aspect of human life. They play
salient roles in workplaces, in business, education, and entertainment. Moreover,
many people recognize ICTs as catalysts for change that include change in working
conditions, handling and exchanging information, teaching methods, learning
approaches, scientific research 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. It helps teachers perform their role
as creators of pedagogical environments. ICT helps teachers to present their teaching
attractively and helps learners to learn at any level of an educational program.

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 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
One Mehan Gardens Ermita, Manila

 Using ICT Integration Frameworks in Language Education Learning Plans-

there are many 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 processes. 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. Here is a need therefore, to enlighten the
teachers on the principles on how educational technology 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 in developing learning plans
or lesson plans in language education:
A. Conversational Framework of Laurillard (2002)- the teaching-learning
process poses very complex tasks to allow learning to understand their lessons
and master skills they are expected to demonstrate. Thus, it will be reassuring if
teachers will explore engaging different media to support various learning
activities in classroom. This is how conversational framework (Laurillard, 2002)
may support. The framework postulates a way of presenting teaching and
learning in terms of events. These are five (5) key teaching in learning events in
the framework which are identified as: 1. Acquisition; 2. Discovery; 3.
Dialogue; 4. Practice; 5. Creation.
Teaching- Teaching Learning Action Related Media Example of Non- Example of
Learning Event Action or or Experience Form computer -Based Computer-Based
Strategy Activity Activity
Acquisition Show, Attending, Narrative TV, Video, Film, Lecture Notes
Demonstrate, Apprehending, Lectures, Books, Online, Streaming
Describe, Listening Other Print Videos of Lectures,
Explain Publications DVD, Multimedia,
Audio Clips, And
Animations
Discovery Create/ Set Up/ Investigating, Interactive Libraries, Cd Based, DVD,
Find Out/ Exploring, Galleries, Web Resources.
Guide Through Browsing, Museums
Discovery Searching
Spaces And
Resources
Dialogue Set Up, Frame, Discussing, Communicativ Seminar, Emails, Discussion,
Moderate, Collaborating, e Tutorials, Forums, Blogs
Lead, Facilitate Reflecting, Conferences
Discussions Arguing,
Analyzing,
Sharing
Practice Model Experimenting, Adaptive Laboratory, Field Drill and Practice,
Practicing Trip, Simulation, Tutorial, Programs,
Role Play Simulations,
Virtual
Environments
Creation Facilitating Articulating, Productive Essay, Object, Creating of
Experimenting, Animation, Software Programs
Making, Model
Synthesizing

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 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
One Mehan Gardens Ermita, Manila

 The Laurillard’s Conversational Framework (LCF) is relevant in the field of

language education since this field requires appropriate complex use of various
technologies. The framework clearly presents the way teaching events in
language classrooms can be thoroughly related to thi language learning events.
Language teachers need to systematically match their teaching style to the
learning needs of their study. By this, the integration of ICT and pedagogy will be
done comprehensive and meaningful way.
 The usefulness of LCF in language education was analyzed in a study that was
conducted by Abeer Aidh Alshwiah (2016). the study investigated and evaluated
he effectiveness of LCF in developing the writing component of origin language
learners’ (FLLs’) communicative competence in blended learning (BL) context,
as compared to a face-to-face (F2F) context. The FLLs in the study comprised
three intact classes from a foundation course at a Saudi university. The three
skills addressed consisted of the use of the past tense to describe past events and
form wh-question, as part of grammatical competence, and writing a letter of
complaint, as part of sociolinguistics competence.
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 figure 1.
Interaction with content
Pedagogy
Interaction with people

Social Interaction Technology

Figure 1. The ICT Integration Framework
 The ICT integration Framework of Wang can be fully maximized in developing
learning plans for language learning. In a language learning context, pedagogy
often refers to the language teaching strategies or techniques that language
teachers use to deliver their lessons and to allow their learners to demonstrate the
curricular language competencies. The pedagogical element in language learning
is very important as it primarily reflects the art of teaching a teacher will employ
in the learning process.
 The pedagogical design a language teacher will use needs to include proper
selection of appropriate content and language learning activities. In the design,
the teacher needs to look into how the available technological resources will help
provide scaffolds that will assist their language learners during the learning
processes. Language teachers need to note that in developing learning plans that
embed the pedagogical design, it Is crucial to look into the learning environment
and ensure that it will provide help to fulfill the needs and objectives of the
language class with learners of diverse experiences and backgrounds. The
learning plans should also involve the appropriate use of learning resources and
activities that support learners’ learning and allow teachers to facilitate learning.
 Social interaction activities as one of the elements in the framework are crucial in
language learning. With social interaction, learners will naturally acquire a

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 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
One Mehan Gardens Ermita, Manila

language and develop language knowledge and skills that are important for them
to live and work in various communities. In the various learning events, the
language teacher may use computers which may allow the learners to interact and
demonstrate the language skills and competencies required from them. The
teacher and the learners may use computers to connect and learn through the
computers that are now connected world wide. With the advent of computer-
mediated communication (CMC), planned social interaction activities that aim to
enhance language learning becomes more convenient and flexible.
 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 modes may happen. Interaction does not solely
happen in a face-to-face environment. It may also happen online. In order for any
online interaction activities in a language classroom to be effective, there is a
need to consider the availability of the facilities they require and ease of access.
The human-computer interface design is also critical because this will define the
utility of the technology-based learning environment. It must be noted that in
language learning, the ease of learning in the interface design is essentials. It
needs to motivate the learners to fully participate.
 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 is a lot of researches that will prove that the integration
of ICTs can fully transform classroom instructions. Hadded in 2003 states that the
teachers’ use of ICT supports the development of higher-order-thinking skills
(HOTS) and promotes collaboration. This is the reason why training in ICT
pedagogy-integration are promoted. For a successful ICT-pedagogy integration
training to take place, it will help of a training framework will be used as a guide.
Jung (2005) was able to organize various ICT teacher training efforts into four
categories.

Core Technology

ICT as core
ICT as main
delivery
content focus
technology
Learning how to use ICT Learning via ICT

ICT as part of ICT as facilitating or

content or networking
methods technology

Complementary Technology
EDN 221- Technology for Teaching and Learning 2
 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
One Mehan Gardens Ermita, Manila

Task sheet #2:

Activity: Make a newspaper or journalistic article using the MS publisher
explaining the common issues/problems facing by the teachers and students in
this time of pandemic.
Mechanics:
1. At least 20 sentences and 2 paragraphs;
2. Observe correct usage of grammar; and
3. Only the screen shot/print screen will be submitted in my gmail.

EDN 221- Technology for Teaching and Learning 2