Lesson 1: The K to 12 Curriculum Framework • Senior High School is two years of specialized upper secondary education;

The K to 12 Curriculum students may choose a specialization based on aptitude, interests, and school
This program covers Kindergarten and 12 years of basic education (six capacity. The choice of career track will define the content of the subjects a
years of primary education, four years of Junior High School, and two years of student will take in Grades 11 and 12. SHS subjects fall under either the Core
Senior High School [SHS]) to provide sufficient time for mastery of concepts and Curriculum or specific Tracks.
skills, develop lifelong learners, and prepare graduates for tertiary education, CORE CURRICULUM
middle-level skills development, employment, and entrepreneurship. • There are seven Learning Areas under the Core Curriculum. These are
Salient features of the k to 12 Curriculum Languages, Literature, Communication, Mathematics, Philosophy, Natural
1. Strengthening Early Childhood Education (Universal Kindergarten) Sciences, and Social Sciences. Current content from some General Education
• Every Filipino child now has access to early childhood education through subjects are embedded in the SHS curriculum.
Universal Kindergarten. At 5 years old, children start schooling and are given Senior High School Tracks
the means to slowly adjust to formal education. - Each student in Senior High School can choose among three tracks: Academic;
• Education for children in the early years lays the foundation for lifelong learning Technical-Vocational-Livelihood; and Sports and Arts.
and for the total development of a child. The early years of a human being, from - The Academic track includes three strands: Business, Accountancy,
0 to 6 years, are the most critical period when the brain grows to at least 60-70 Management (BAM); Humanities, Education, Social Sciences (HESS); and
percent of adult size.. [Ref: K to 12 Toolkit] Science, Technology, Engineering, Mathematics (STEM).
2. Building Proficiency through Language (Mother Tongue-Based 5. Nurturing the Holistically Developed Filipino (College and Livelihood
Multilingual Education) Readiness, let Century Skills)
• Students are able to learn best through their first language, their Mother Tongue After going through Kindergarten, the enhanced Elementary and Junior High
(MT). Twelve (12) MT languages have been introduced for SY 2012-2013: curriculum, and a specialized Senior High program, every K to 12 graduates will be
Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, ready to go into different paths – may it be further education, employment, or
Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local entrepreneurship.
languages will be added in succeeding school years. Every graduate will be equipped with:
• Aside from the Mother Tongue, English and Filipino are taught as subjects 1. Information, media and technology skills,
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and 2. Learning and innovation skills,
Filipino are gradually introduced as languages of instruction. Both will become 3. Effective communication skills, and
primary languages of instruction in Junior High School (JHS) and Senior High 4. Life and career skills.
School (SHS). Curriculum
• After Grade 1, every student can read in his or her Mother Tongue. Learning in • It is the planned interaction of pupils with instructional content, materials,
Mother Tongue also serves as the foundation for students to learn Filipino and resources, and processes for evaluating the attainment of educational objectives
English easily. (Jadhav and Patankar, 2013)
3. Ensuring Integrated and Seamless Learning (Spiral Progression) • Curriculum is content, but when contextualized, it comes alive for students. The
• Subjects are taught from the simplest concepts to more complicated concepts role of teachers in the curriculum process is to help students develop an engaged
through grade levels in spiral progression. As early as elementary, students gain relationship with the content… (Meier, 2018)
knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and
Algebra. This ensures a mastery of knowledge and skills after each level.
• For example, currently in High School, Biology is taught in 2nd Year,
Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these subjects are
connected and integrated from Grades 7 to 10. This same method is used in
other Learning Areas like Math.
4. Gearing Up for the Future (Senior High School)
From 4Cs to 7Cs It may also help to provide synchronous as well as asynchronous versions of
4Cs 7Cs your lectures. If you’re holding class meetings over a videoconferencing service like
• Critical Thinking - Critical Thinking Zoom or Skype, provide a recording for students who can’t attend. You can also
• Creative Thinking - Creativity
create your own instructional videos for students to view at their own pace.
• Communicating - Collaboration
 AUGMENTATION
• Collaborating - Communication, Information and Media Literacy
- Computing and ICT Literacy This level involves incorporating interactive digital enhancements and elements
- Cross-cultural Understanding like comments, hyperlinks, or multimedia. The content remains unchanged, but
- Career and Learning Self-reliance students can now take advantage of digital features to enhance the lesson.
For example, students can create digital portfolios to create multimedia
Lesson 2: ICT-PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS presentations, giving them more options to demonstrate their understanding of a
Topic: Integrating Technology in Instruction topic. And instead of handing out paper quizzes, you can gamify your quizzes with
DISCUSSION tools like Socrative and Kahoot.
The SAMR model Teachers can also create virtual bulletin boards—using an app like Padlet—
It lays out four tiers of online learning, presented roughly in order of their where students can post questions, links, and pictures.
sophistication and transformative power: substitution, augmentation, modification,  MODIFICATION
and redefinition. When switching to an online format, teachers often focus on the At this level, teachers can think about using a learning management system like
first two levels, which involve replacing traditional materials with digital ones: Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of
converting lessons and worksheets into PDFs and posting them online or recording running a classroom, like tracking grades, messaging students, creating a calendar,
lectures on video and making them available for asynchronous learning, for example. and posting assignments.
Those are important steps, especially when teaching online for the first time, but in Teaching online opens up new channels of communication, many of which can
classrooms where tech integration has moved to the mastery level, the last two levels help students who have traditionally been marginalized. Research shows that girls
of the SAMR model—modification and redefinition—should also be in the mix. may be less likely to speak up in class, for example, so they may benefit from
Students in classes where this kind of mastery is embedded find more novel and backchannels—alternative conversations that can run alongside instruction—that
immersive uses for technology. They are creators and publishers of their own work encourage participation.
across multiple forms of media, for example, or they are inviting professionals to Zoom’s text chat feature, meanwhile, gives students an opportunity to write their
provide feedback on their work products, or participating in digital forums with other questions out, which can feel less intrusive if there are dozens of students
peers around the world. It’s tempting to think of SAMR as a mountain to be participating in the call. Also, students who prefer to collect their thoughts may
summited. But good technology integration isn’t about living at the top of the SAMR benefit from slower-paced, asynchronous discussions in an online forum or email
model; it’s about being aware of the range of options and picking the right strategy— threads.
or strategies—for the lesson at hand.  REDEFINITION
Here’s a closer look at good classroom practices at each level in the model: Learning is fundamentally transformed at the “redefinition” level, enabling
 SUBSTITUTION activities that were previously impossible in the classroom.
“Substitution” means replacing traditional activities and materials—like in-class For example, virtual pen pals can connect students to other parts of the world,
lectures or paper worksheets—with digital versions. There is no substantial change to whether it’s with other students or experts in a field. Virtual field trips enable
the content, just the way that it is delivered. students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian
The goal here is to keep things simple: there’s no need to reinvent the wheel. pyramids. After reading a book in class, you can invite the author to chat about their
Scan your lessons and worksheets, convert them into PDFs, and post them online work and answer questions.
using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think Technology also provides an opportunity to bring authentic audiences into your
about the information you have on your walls, such as the classroom norms, the daily virtual classroom, and can make publishers out of your students. Kids can write their
schedule, or vocabulary lists, and convert them into digital formats that students can own wikis or blogs for public consumption and feedback—and platforms like
easily reference.
Quadblogging can connect distant classrooms together so students both write and ICT includes all the full range of computer hardware, computer software, and
respond. Students can tackle local problems—like investigating the water quality of a telecommunications facilities. Thus, it includes computer devices ranging from
nearby river—and invite members of the community to assess their digital proposals. handheld calculators to multimillion worth supercomputers. It includes the full range
Integrating Technology in Instruction of display and projections devices used to view computer output. It includes local
1. Integrating technology with teaching means the use of learning technologies to area networks and wide area network that will allow computer systems in people to
introduce, reinforce, supplement and extend skills. (John Pisapia, 1994) communicate with each other.
2. Effective integration of technology is achieved when students are able to select It includes digital cameras, computer games, CDs, DVDs, cell telephones,
technology tools to help them obtain information in a timely manner; analyze telecommunication satellites, and fiber optics. It includes computerized machinery
and synthesize the information; and present it professionally. (ISTE) and computerized robots.
3. ICT integration encompasses an integral part of broader curriculum reforms  Tinio (2009)
which include both infrastructural as well as pedagogical considerations that are ICT is a diverse set of technological tools and resources used to communicate,
changing not only on how learning occurs but what is learned. (Margeret Lloyd, create, disseminate, store, and manage information. These technologies include
2005) hardware devices, software applications, internet connectivity, broadcasting
4. Integrating ICT into teaching and learning is a growing area that has attracted technologies, and telephony.
many educators' efforts in recent years.Based on the scope of content covered,  UNESCO (2020)
ICT integration can appen in three different areas: curriculum, topic, and It (ICT) is a diverse set of technological tools and resources used to transmit,
lessons. (Qiyun Wang & Huay Lit Woo, 2007) store, create, share or exchange information. These technological tools and resources
5. The process of integrating ICT in teaching and learning has to be done at both include computers, the internet (website, blogs and emails), live broadcasting
pedagogical and technological levels with much emphasis put on pedagogy. ICT technologies (radio, television and webcasting), recorded broadcasting technologies
integration into teaching and learning has to be underpinned by sound (podcasting, audio and video players and storage devices) and telephony (fixed or
pedagogical principles. (Bernard Bahati, 2010) mobile, satellite, visio/video-conferencing, etc.)
6. ICT integration is not merely mastering the hardware and software skills. UNESCO defines it also as a scientific, technological, and engineering
Teachers need to realize how to organize the classroom to structure the learning discipline and management technique used. ICT also refers to handling information,
tasks so that ICT resources become automatic and natural response to the its application, and association with social, economic, and cultural matters.
requirements for learning environments in the same way as teachers use markers  Ratheeswari (2018)
and whiteboards in the classroom. (UNESCO, 2005) Information Communication Technologies (ICT) influence every aspect of
Topic: Information and Communication Technology (ICT) human life. They play salient roles in workplaces, in business, education, and
What is ICT? entertainment. Moreover, many people recognize ICTs as catalysts for change that
Information and communications technology (or technologies), is the include change in working conditions, handling and exchanging information,
infrastructure and components that enable modern computing. Among the goals of teaching methods, learning approaches, scientific research and in accessing
IC technologies, tools and systems is to improve the way humans create, process and information communication technologies. In this digital era, ICT is important in the
share data or information with each other. Another is to help them improve their classroom for giving students opportunities to learn and apply the required 21st
abilities in numerous areas, including business; education; medicine; real-world Century skills. ICT improves teaching and learning and helps teachers perform their
problem-solving; and even leisure activities related to sports, music, and movies. role as creators of pedagogical environments. ICT helps a teacher to present his/her
ICT in education is the mode of education that uses information and teaching attractively and enables learners to learn at any level of an educational
communications technology to support, enhance, and optimize the delivery of program.
information. Topic: Using ICT Integration Frameworks in Language Education Learning
DISCUSSION Plans
 Moursund (2005) INTRODUCTION
 There are a lot of concepts provided by experts relevant to integrating comprised three intact classes from a foundation course at a Saudi university. The
technology in instruction apart from the above citations. These concepts are very three skills addressed consisted of the use of the past tense to describe past events
helpful to clarify lingering issues on how technologies are properly integrated in the and form wh-questions, as part of grammatical competence, and writing a letter of
teaching-learning process. It must be noted that there are possible instances when complaint, as part of sociolinguistic competence.
technologies are used in the classroom but the way these are used does not promote To evaluate the effectiveness of LCF, a mixed-methods approach was used.
learning and does not help facilitate the attainment of the intended learning outcomes The quasi-experimental design was applied by measuring learners' development in
set for a class. There is a need. Therefore, to enlighten you on the principles on how the three aforementioned skills. The corresponding test results were then compared
educational technologies contribute to the facilitation of the teaching-learning with those of a control group. Moreover, the benefits of LCF were examined by
process. For this purpose, the following framework may serve as a guide in gathering the learners' perceptions of the intervention and analyzing their
integrating ICTs in developing learning plans or lesson plans in the different subjects engagement with the teacher, peers, tasks and language.
particularly in developing learning plans or lesson plans in language education. The study revealed that LCF was more effective in the BL than in the F2F
DISCUSSION context, in terms of developing the learners' skill in forming wh- questions.
A. Conversational Framework of Laurillard (2002) However, both contexts almost equally developed the learners' skills in using the past
The teaching-learning process poses very complex tasks to allow learners to tense and writing a letter of complaint. Moreover, interviews with volunteers from
understand their lessons and master the skills they are expected to demonstrate. Thus, the two experimental groups, observing their engagement, and analyzing their
it will be reassuring if teachers will explore on engaging various media to support conversations, revealed positive perceptions amongst learners with an intermediate
various learning activities in classrooms. This is how the Conversational Framework level of English language proficiency. On the other hand, two different factors
(Laurillard, 2002) may support. The framework postulates a way of presenting affected their perceptions of the intervention: language proficiency and the
teaching and learning in terms of events. These are five (5) key teaching and learning willingness of peers to collaborate. Another factor affecting perceptions of BL was
events in the framework which are identified as: lack of familiarity with the technology applied. It is therefore recommended that this
a. acquisition barrier be overcome and the use of BL. given its effectiveness for the development of
b. discovery more writing skills be encouraged.
c. dialogue B. Three Fundamental Elements of ICT Integration by Wang (2008)
d. practice Wang in 2008 posited that integration of ICT consists of three fundamental
e. creation elements. These are pedagogy, social interaction, and technology. These elements are
Vis-à-vis the five events are specific teaching strategies, learning actions or diagrammatically represented by Wang.
experiences, related media form, examples of non-computer based activity, and The ICT Integration Framework of Wang can be fully maximized in developing
examples of computer-based activity. learning plans for language learning. In a language learning context, pedagogy often
The Laurillard's Conversational Framework (LCF) is relevant in the field of refers to the language teaching strategies or techniques that language teachers use to
language education since this field requires appropriate and complex use of various deliver their lessons and to allow their learners to demonstrate the curricular
technologies. The framework clearly presents the way teaching events in language language competencies. The pedagogical element in language learning is very
classrooms can be thoroughly related to their language learning events. Language important as it primarily reflects the art of teaching a teacher will employ in the
teachers need to systematically match their teaching styles to the learning needs of learning process.
their students. By this, the integration of ICT and pedagogy will be done in a The pedagogical design a language teacher will use needs to include proper
comprehensive and meaningful way. selection of appropriate content and language learning activities. In the design,
The usefulness of LCF in language education was analyzed in a study that the teacher needs to look into how the available technological resources will help
was conducted by Abeer Aidh Alshwiah in 2016. The study investigated and provide scaffolds that will assist their language learners during the learning process.
evaluated the effectiveness of LCF in developing the writing component of foreign Language teachers need to note that in developing learning plans that embed the
language learners' (FLLs') communicative competence in blended learning (BL) pedagogical design, it is crucial to look into the learning environment and ensure that
context, as compared to a face-to-face (F2F) context. The FLLs in the study his environment will provide help to fulfill the needs and objectives of the language
class with learners of diverse experiences and backgrounds. The learning plans 4. Human-Computer Interface Design: The design of the software and tools used
should also involve the appropriate use of learning resources and allow teachers to in online learning is critical. A good design makes it easy for students to use the
facilitate learning. technology, which is especially important in language learning. The interface
Social interaction activities as one of the elements in the framework are crucial should be simple and engaging to motivate students to participate fully.
in language learning. With the social interaction, learners will naturally acquire a **21st Century Classrooms**
language and develop language knowledge and skills that are important for them to In today's classrooms, three main components are needed to create an
live and work in various communities. In the various learning events, the language effective ICT (Information and Communication Technology)-based learning
teacher may use computers which may allow learners to interact and demonstrate the environment:
language skills and competencies required for them. The teacher and the learners 1. Pedagogy: This refers to the methods and practices of teaching. Effective
may use computers to contact and learn through the computers that are now teaching strategies are essential for integrating technology into the classroom.
connected world-wide. With the advent of computer-mediated communication 2. Social Interaction: Interaction among students and between students and
(CMC), planned social interaction activities that aim to enhance language learning teachers is crucial. Technology can facilitate this interaction, making it easier for
become more convenient and flexible. Language learners may maximize computers students to collaborate and communicate.
individually but they may also collaboratively use them with other learners. As noted 3. Technology: This includes not only the computers and software but also the
by Uribe, Klein, & Sullivan (2003), computer-supported collaborative learning has infrastructure needed to support their use. The rise of educational technologies
shown positive effects on students’ performance. has made integrating ICT into classrooms more important than ever.
To engage the learners in the teaching-learning process fully and meaningfully, Topic: Categories for Information Communication and Technology (ICT) in
the social design of the ICT-based learning environment needs to deliver a secure Teacher Training
and comfortable space. This will allow the learners to willingly share their thoughts INTRODUCTION
and ideas to facilitate communication among them. ICT training for teachers refers to professional development programs that aim
Topic: The Three Fundamental Elements of ICT Integration by Wang ( 2008) to equip educators with the necessary skills and knowledge to effectively integrate
INTRODUCTION Information and Communication Technology (ICT) tools and resources into their
In modern education, technology plays a crucial role in supporting various teaching practices. The training enables teachers to leverage technology to enhance
learning activities. This paper discusses the importance of the technological the teaching and learning experience, improve student engagement, and promote
component in education, particularly in language classrooms, and the need for its effective communication and collaboration in the classroom.
integration with pedagogy and social interaction in 21st-century classrooms. DISCUSSION
DISCUSSION There are a lot of researches that will prove that the integration of ICTs can fully
Technological Component in Education transform classroom instruction. Haddad in 2003 states that the teachers' use of ICT
The third element of the framework is the **technological component**, supports the development of higher-order- thinking skills (HOTS) and promotes
which leverages computers to support various learning activities. This component collaboration. This is the reason why trainings in ICT pedagogy-integration are
allows for diverse teaching modes beyond the traditional face-to-face environment, promoted.
facilitating online interactions. For a successful ICT-pedagogy integration training to take place, it will help if a
Here are key points to consider: training framework will be used as a guide. Jung (2005) was able to organize various
1. Various Teaching Modes: Computers enable different ways of teaching. For ICT teacher training efforts into four categories. This is presented in this framework.
example, teachers can use videos, interactive exercises, and online discussions. ICT use as main content focus of teacher training
2. Online Interaction: Learning doesn't have to be face-to-face. Students and  It emphasis on teacher training in how to use of ICT in the class room.
teachers can interact online through video calls, chat rooms, and discussion  Selecting appropriate ICT tools, supporting students in the use of the tools, using
forums. ICT to promote learning activities, developing new methods of facilitating
3. Availability and Access: For online learning to be effective, students need learning and evaluating student performance.
access to the necessary facilities, like computers and internet connections. ICT use as part of teaching methods
Schools must ensure these resources are available and easy to use.
 This approach integrates ICT into teacher training to facilities some aspects of knowledge acquired in the previous level to allow teachers continual growth and
training. development.
 Teachers are provided with examples of ICT - pedagogy integration in their I - Aspect: Understanding ICT in Education Policy
training process.  This aspect encourages teachers to be aware of how ICT might be aligned to
ICT as core technology for delivering teacher training national education priorities as expressed within the policy environment.
 ICT is used as the major way of providing the learning experience of teacher Teachers are encouraged to understand their significant role in preparing the
training. next generation to be effective and productive members of society. At the
 The content of this approach does not necessarily focus on ICT skill itself but Knowledge Acquisition level, teachers are made aware of ICT in Education
rather covers a variety of ICT applications. policies. They are later encouraged to understand and apply policy directives
 The digital technology is frequently becoming the core technology of ICT within the Knowledge Deepening level, and then critique national education
teacher training. reform policies and suggest enhancements in the Knowledge Creation level.
ICT used to facilitates professional development and networking II - Aspect: Curriculum and Assessment
 Internet and web based communication technologies, being used to support  This aspect explores how ICT might support the specific objectives as identified
teacher's ongoing professional development and networking. in the curriculum, and play a role in supporting assessment. This aspect initially
 Many countries have developed a website or websites to provide online demonstrates how ICT might offer benefits to teaching the curriculum and
resources for teachers and facilitate teacher's networking based on the conducting assessment in the Knowledge Acquisition level, then encourages
assumptions that professional development should be an integral part of daily application of these tools in the Knowledge Deepening level and, ultimately, in
practice for all teachers and the use of internet would enhance continuous the Knowledge Creation level, calls on teachers to reinterpret the curriculum to
professional development activities of teachers, connecting teachers to larger function effectively within a Knowledge Society and devise authentic
teaching communities and allowing for interaction with expert groups. assessment strategies to monitor development.
Topic: UNESCO Competency Framework for Teachers III - Aspect: Pedagogy
INTRODUCTION  This aspect encourages teachers to acquire ICT skills to support effective
ICT Competency Framework for Teachers (UNESCO, 2018). This framework, teaching and learning methods. In the Knowledge Acquisition level, ICT is
which is a part of a range of initiatives by the UN and its specialized agencies integrated into traditional teaching methods. While in the Knowledge
including UNESCO, aims to promote educational reform and sustainable economic Acquisition level teaching methods are often didactic in character, subsequent
development anchored on the principles and objectives of the Millennium levels encourage teachers to take up alternative student-centred pedagogies –
Development Goals (MDG), Education for All (EFA), the UN Literacy Decade ideally project and problem-based methodologies that incorporate collaboration
(UNLD), and the Decade of Education for Sustainable Development (DESD). As and cooperation.
shown by the framework, the teachers have six aspects of work: understanding ICT IV - Aspect: Application of Digital Skills
in education, curriculum and assessment pedagogy, application of digital skills,  This aspect is sizeable in the Knowledge Acquisition level because basic ICT
organization and administration, and teacher professional learning. Across the six skills are a prerequisite for integrating technology into a teacher’s duties. The
aspects of work are the three approaches to teaching based on human capacity digital tools identified in the level are commonplace and popular, such as word
development — knowledge acquisition, knowledge deepening, and knowledge processors, presentation packages, e-mail clients and social networking apps.
creation. However, the other levels tend to be less specific about which tools teachers
DISCUSSION deploy, allowing for the learning community to determine tools appropriate to
ASPECTS the task at hand. In these subsequent levels, the function of the digital tools –
Each level shares six aspects that reflect the typical duties of a practising rather than the tools themselves – might be identified, to reinforce and enhance
teacher, namely: Understanding ICT in Education Policy; Curriculum and learning.
Assessment; Pedagogy; Application of Digital Skills; Organization and V - Aspect: Organization and Administration
Administration; and Teacher Professional Learning. Each level builds on skills and
 This aspect suggests ways to manage the school’s digital assets as well as Across the six aspects of work are the three approaches to teaching based on
safeguard the people who use them. In the Knowledge Acquisition level, the human capacity development
emphasis is on organizing the physical environment, such as computer labs and A. Knowledge acquisition
classrooms, to support effective use of ICT for learning. In the subsequent B. Knowledge deepening
levels, the emphasis moves to creating an environment to facilitate collaborative C. Knowledge creation
learning, turning the school into a learning organization, supporting learning The framework also specifically aims to equip teachers to be able to do their roles
outside the classroom and even building virtual learning environments that achieving the following societal goals:
support flipped classrooms and pervasive education. This aspect also  Build workforces that have information and communications technology (ICT)
encompasses how teachers can support the development of ICT plans to skills and are reflective, creative and adept at problem-solving to generate
actualize the school’s technology strategy. knowledge.
VI - Aspect: Teacher Professional Learning  Enable people to be knowledgeable and resourceful so they can make informed
 The final aspect is designed to suggest ways that ICT can empower teachers to choices, manage their lives effectively and realize their potential:
embark on lifelong professional development. Initially it looks at how teachers  Encourage all members of society irrespective of gender, language. Age,
can develop their digital literacy and use ICT for their professional background, location and differing abilities to participate fully in society and
improvement. Subsequently, the emphasis is on how teachers can engage with influence the decisions that affect their lives; and
educator networks and access resources. In the final level, the emphasis shifts to  Foster cross-cultural understanding, tolerance and the peaceful resolution of
how teachers – as master students and knowledge producers – can innovate and conflict.
model best practice, even acting as coach and mentor to their school colleagues. The Commission on Higher Education (CHED) through its Policies, Standards, and
Topic: UNESCO- ICT Competency Framework for Teachers Guidelines (PSGs) requires the integration of ICTs in language teaching and
INTRODUCTION learning.
Having a society that is increasingly based on information and knowledge and Topic: The Four Societal Goals of UNESCO ICT Competency Framework for
with the ubiquity of Information and Communication Technology (ICT) for Teachers
instruction, UNESCO was able to develop ICT Competence Framework for INTRODUCTION
Teachers. These are interconnectedness of education, technology, and societal goals. It
DISCUSSION argues that the ICT Competency Framework for Teachers is crucial for achieving
This framework, which is a part of a range of initiatives by the UN and its these goals by equipping educators with the skills to effectively integrate information
specialized agencies including UNESCO, aims to promote educational reform and and communications technology (ICT) into language teaching and learning.
sustainable economic development anchored on the principles and objectives of the DISCUSSION
following: Here’s a breakdown of the key points:
 Millennium Development Goals (MDG)  Developing a skilled workforce
 Education for All (EFA),  Empowering individuals
 UN Literacy Decade (UNLD)  Promoting inclusivity
 Decade of Education for Sustainable Development (DESD)  Fostering peaceful coexistence
As shown by the framework, the teachers have six aspects of work: The framework also specifically aims to equip teachers to be able to do their roles
1. Understanding ICT in education achieving the following societal goals:
2. Curriculum and assessment  build workforces that have information and communications technology (1CT)
3. Pedagogy skills and are reflective, creative and adept at problem-solving in order to
4. Application of digital skills generate knowledge;
5. Organization and administration  enable people to be knowledgeable and resourceful so they are able to make
6. Teacher professional learning 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 participate fully in society and
influence the decisions that affect their lives; and
 foster cross-cultural understanding, tolerance and the peaceful resolution of
conflict.
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 c0-
operative interactions collaborative learning and group work.