TECHNOLOGY FOR TEACHING AND LEARNING 2 PDF

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Page1Institute of Education Sta. Maria, RomblonTechnology for Teachingand Learning 1Name:Year / Section:BEED-IIIWEEK1Page2Institute of Education Sta. Maria, RomblonIntroductionThe basic education curriculum of the country was enhanced with the implementation of the K to 12 Curriculum. The K to 12 Pr...

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Romblon State University Institute of Education Sta. Maria, Romblon

B Technology for Teaching E and Learning 1 E D III

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Name: Year / Section: “Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

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W E E K

Romblon State University Institute of Education Sta. Maria, Romblon

Module 1

Learning Plans in the Context of the 21st Century

Module Outcomes: At the end of the Module, the student should have: 1. discussed the role of technology for teaching and learning in the light of the K to 12 Curriculum Framework; 2. reviewed the K to 12 Curriculum Guide focusing on the development of 21st Century skills; 3. reviewed learning plans from various sources that integrated ICTs in the teaching learning process; 4. planned activities integrating ICTs that would facilitate the development of 21st Century skills required in the curriculum guide; and 5. brainstormed about digital citizenship and related this to the development of 21st Century skills among learners.

Introduction The basic education curriculum of the country was enhanced with the implementation of the K to 12 Curriculum. The K to 12 Program cover Kindergarten and 12 years of basic education (six years of elementary education, four years of Junior High school, and two tears of Senior High school) to provide sufficient time for mastery of concept and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment and entrepreneurship. The implementation of the K to 12 Curriculum is expected to contribute to the country’s development in various forms. It is believed to be necessary to improve the quality of our education which is critical to our progress as a nation.

Information, media and technology skills; Learning and innovation skills; Effective communication skills; and Life and career skills.

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One of the features of the K to 12 curriculum id the requirement to equip every graduate with the following skills.

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

Romblon State University Institute of Education Sta. Maria, Romblon

The development of these skills can be done with the aid of technologies for teaching and learning which the focus of this course. This course aims to present activities that will prepare pre-service teachers to integrate ICTs in the teaching-learning processes in various fields of specialization. It aims to help pre-service and in-service teachers to expand the boundaries of their creativity and that of their students beyond the four walls of the classrooms. It aims to enable teachers to discover the power of computer technologies as teaching tools for greater learning.

Lesson 1

The K to 12 Curriculum Framework

Learning Objectives: At the end of the lesson, the learners should be able to: 1. discuss the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration skills. 2. analyze the learning competence of every year level according to the field of specialization of the pre-service teachers. 3. review some units in the curriculum guide with focus on the development of 21st Century skills.

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The implementation of the K to 12 Curriculum of the Department of Education pave the way for the enhancement of the Teacher Education Curriculum of the Commission on Higher Education (CHED). The salient features of the K to 12 Curriculum have been thoroughly considered to ensure that all the courses in teacher education program will meet the demands of the 21st century classrooms. One of the considerations is the need to implement the following salient features of the curriculum through integrating technologies for teaching and learning. The use of technologies is done in the different levels of learning and in the teaching the various fields of specialization.

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Content Exploration

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

Romblon State University Institute of Education Sta. Maria, Romblon

1. Strengthening Early Childhood Education (Universal Kindergarten) With the Universal Kindergarten program of the Department, every Filipino child is expected to have access to early childhood education. This access can be facilitated using technological tools that are readily available to the school for teacher’s use. The use of technology in kindergarten by various schools is very evident in teaching the kindergarten pupils the alphabet, numbers, shapes, and colors through games, and dances in their Mother Tongue. 2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement) Research shows that learners will value a curriculum that is relevant to their lives. Students are often heard saying ‘’do I need to know these to live a meaningful life? ‘’ ‘’How will I use this lesson in the actual workplace?’’ ‘’What is the relevance of this to me?’’ and so on. The answer to the question of relevance is vital to help the teachers think of some ways by which they will be able to let their students realize that their daily lessons are of good use their personal well-being and to their professional preparation. Sara Bernard (2010) stressed that students need to have a personal connection to a lesson material that can be done through engaging them emotionally or through connecting the information with that which

they already know. This she calls ‘’Give It Context, and Make IT Count.’’

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Use suspense and keep it fresh- drop hints about a new learning unit before you reveal what it might be, leave gaping pauses in your speech, change setting arrangements, and put up a new and relevant poster or displays; all these can activate emotional signals and keep student interest piqued. Make it student-directed- Give student a choice of assignments on a particular topic, or ask them to design one of their own. ‘’When student are involved in designing the lesson, they better understand the goal of the lesson and become more emotionally invested in and attached to the learning outcomes. Connect it to their lives and to what they already know- taking the time to brainstorm about what students already know and would like to learn about a topic helps them to create goals. This also helps teacher see the best points of departure for new ideas. Making cross-curricular connections also helps solidify those neural loops. Provide utility value- utility value provides relevance first by piquing students and by telling them the content is important to their future goals; then continues by showing or explaining how the content fits into their plans for the future. This helps students realize the content is not just interesting but also worth knowing.

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

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Briggs (2014) shared some few tips for making learning engaging and personally relevant as cited by Willis, Faeth, and Immordino-Yang:

Romblon State University Institute of Education Sta. Maria, Romblon

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Build related ness- relatedness, on the other hand, answers the question, ‘’what have these to do with me?’’ it is an inherent need student to feel close to the significant people in their lives, including teachers. Relatedness is seen by many as having non-academic and academic sides.

To be able to apply the need recommended by various experts and to allow students realize the value of their curriculum, technological tools can be used. 21 st century learners are expected to be demonstrating 21st century competencies such as collaboration, digital literacy, critical thinking, and problem solving to be able to thrive in the world. Contextualizing the curriculum of the students for meaningful learning poses challenges in enhancing teacher’s pedagogical skills as well as technological skills. 3. Building Proficiency (Mother-tongue Based Multilingual Education) To be able to promote the child’s dominant language and to use it as a language of instruction, maximum use of technological tools is highly encouraged. Currently, a lot of teachers and schools are into developing learning materials to be able to implement the MTBMLE properly especially that there is a dearth of printed and e-materials in the mother tongue of the students. Mother tongue is used in instruction and learning materials of other learning areas. The learners retain their ethnic identity, culture, heritage, 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. 4. Ensuring integrated and Seamless learning (Spiral Progression) Learning basic concepts that leads to a more complex and sophisticated version of the general concepts entail TPACK: technological knowledge, pedagogical knowledge, and content knowledge. Rediscovering concepts previously presented as students go up in grade level will be fully supported if all the areas of specialization will be aided by technologies for teaching and learning. This will further strengthen retention and will enhance mastery of topic and skills appropriate to their developmental and cognitive skills. 5. Gearing up for the future

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

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6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21 st Century Skills)

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The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the College Readiness Standard (CRS) and the new General Education Curriculum. Hence the K to 12 Curriculum focused on developing appropriate S specialization subject for the Academic, Sports, Arts and Design, and Technical Vocational Livelihood Tracks. All of these specialization subjects have to be supported by educational technology for better learning.

Romblon State University Institute of Education Sta. Maria, Romblon

To nurture holistically develop Filipino, every K to 12 graduate is expected to be ready to go into different paths- higher education, employment, or entrepreneurship. Every graduate is expected to be equipped with information, media and technology skills, and life and career skills. This may happen with the proper implementation of the curriculum and with the facilitation by excellent teachers. For teachers to maintain excellent performance, they need full support, one of which is technological support. Teachers play a very important role in the facilitation of student learning by designing, implementing and evaluating the curriculum. In the Philippines, teacher are expected to actively engage themselves in curriculum design to ensure that the K to 12 Curriculum will be best delivered to fully realize its intended learning outcomes. Teachers make decision about how they will implement the curriculum of their specific field of specialization. They decide on how they must structure the activities of their lesson and mange student responses and ideas. Hence the decision of teacher is very important. It is an impact on the student learning. The following are points to consider in identifying and understanding teachers’ roles as curriculum designers: 

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Undoubtedly, the most important person in the curriculum implementation process is the teacher. With their knowledge, experience and competences, teachers are central to any curriculum development effort. Better teachers support better learning because they are most knowledgeable about the practice of teaching and are responsible for introducing the curriculum in the classroom. Curriculum is the planned interaction of pupils with instructional content, materials, resources, and processes, for evaluating the attainment of educational objectives. Curriculum is content, but when contextualized, it comes alive for students. The role of teacher in the curriculum process is to help student develop an engage relationship with the content. Active learning increases the focus and retention of the curriculum, resulting in an exciting learning environment. Teacher builds lesson that includes simulations, experiments, case studies and activities to deliver a curriculum and practical experiences. That immerse students in learning. The curriculum process provides an opportunity for teachers to be creative and put their unique stamp on the classroom experience. Teachers, on their part have practical knowledge base on their daily work with students. These knowledge is useful to curriculum committees because teacher can assess whether the ideas being developed will work in the classroom.

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

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With the points of reference provided about curriculum and the teacher, participate in a face-to-face discussion with the whole group about how your field of specialization was designed. In the discussion, you are asked to thoughtfully consider your role as a curriculum

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Step 1: Considering my Role as Curriculum Designer

Romblon State University Institute of Education Sta. Maria, Romblon

designer. Go over the curriculum guide and discuss together the essential features, focus, and general content and performance standards of your field of specialization or major for grade or level. Step 2: Integrating Technologies for Teaching and Learning After having an in-depth understanding of the general nature, focus, and non-negotiable standards set for your field of specialization, share with the group lesson to raise at a high level of excellence. Brainstorm on how these technologies can be integrated properly and how they will meet the important learning outcomes and the 21st century skills. Answer the following: 1. How will technological tools for teaching and learning promote the salient features of the K to 12 Curriculum? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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2. What are the 21st Century skills that are highly required to be developed by your field of specialization? Rank them in terms of the identified standards and competencies of your curriculum guide.

Romblon State University Institute of Education Sta. Maria, Romblon

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ICT-Pedagogy in Language Learning Plans

Lesson 2

Learning Objectives: At the end of the lesson, the learners should be able to: 1. discuss essential points to consider when integrating any ICT in facilitating language education; 2. present learning plans that integrate ICT in the learning procedures to be able to attain the learning outcomes; and 3. plan for some activities that will help develop digital citizenship and relate this to the development of 21st century skills among learners.

Content Exploration 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 to assist them in the teaching-learning process. Engaging educational technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization. Integrating Technology in Instruction

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1. John Pisapia (1994)

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Various educators and researchers provided the following concepts and principles about integrating technology in instruction:

“Equal Opportunity of Quality Education for All through Flexible Learning Strategies.”

Romblon State University Institute of Education Sta. Maria, Romblon

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. On the other hand, integrating technology into curricula can mean different thing: 1) computer science courses, computer-assisted instruction, and/or computer-enhanced or enriched instruction, 2) matching software with basic skills competencies, and 3) 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 function- as accessible as all other classroom tools. 3. 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 occurs but what is learned. 4. Qiyun Wang Huay Lit Woo (2007) Integrating Information and Communication (ICT) into teaching and learning is a growing area that has attracted many educators’ effort 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. ICT integration into teaching and learning has to be underpinned by sound pedagogical principles. 5. 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 classro...