Unit 1 Lesson B ICT Pedagogy Integration in Learning Plans
Unit 1 Lesson B ICT Pedagogy Integration in Learning Plans
Unit 1 Lesson B ICT Pedagogy Integration in Learning Plans
Teaching has always been a challenging profession since knowledge has been
expanding and essential skills have been 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 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.
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
Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
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.
Vis- a-vis the five events are specific teaching strategies, learning actions or
experiences, related media form, examples of non-computer-based activity, and
examples of computer-based activity.
Teachin Teaching Learning Related Example Examples
g and Action Action or Media Form s of Non of
Learning or Experience Compute Computer-
Event Strategy r Based Based
Activity Activity
Acquisition Show Attending Narrative TV, video, Lecture notes
Demonstrate Apprehending Linear film, online,
Describe Listening Presentational lectures, streaming
Explain Usually same books, other videos of
‘text ‘acquired print lectures, DVD,
simultaneously publications multimedia
by many people including
digital video,
audio
clips, and
animations
Discover Create or Investigating, Interactive: Libraries CD based,
y
set up or Exploring, Non-linear Galleries DVD or Web
find out or Browsing, presentational, Museums resources
guide Searching searchable, including
through filterable etc. hypertext,
discovery but no feedback enhanced
spaces and hypermedia,
resources multimedia
resources.
Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, Collaborating, Conversation tutorials, discussion,
Moderate, Reflecting, with other conferences forums, blogs
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting Adaptive: Laboratory, Drill and
, Feedback, field trip, Practice,
Practicing Learner control simulation, tutorial
role play programs,
simulations,
virtual
environment
Creation Facilitating Articulating, Productive: Essay, Simple
Experimenting Learner Control Object, existing tools,
Making, Animation as well as
Synthesizing model especially
created
Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
programmable
software
Republic of the Philippines
North Eastern Mindanao State University
Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph
Teaching and Learning Events and Associated Media Forms (Czerniewicz &
Brown (2005) adapted from Laurillard (2002)
The framework also specifically aims to equip teachers to be able to do their roles
achieving the following societal goals:
The Commission on Higher Education (CHED) through its Policies, Standards, and
guidelines (PSGs) requires the integration of ICTs in language teaching and learning.
Hence, the ICT Competency Framework for Teachers is very useful to support the
standards as they will serve as a guide to assist the teachers to successfully integrate ICT
into the language classroom. Through the framework, the language teachers may
structure their learning environment in new ways, merge new technology and pedagogy,
develop socially active classrooms, and encourage co-operative interactions,
collaborative learning and group work.