MTTL MODULE 1 21st century education.pptx

lectures

1. MODULE 1: LEARNING PLANS IN THE CONTEXT OF THE 21 ST CENTURY

2. INTRODUCTION The basic education curriculum of the country was enhanced with the implementation of the K to 12 Program covers Kindergarten and 12 years of basic education (six years of elementary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

3. One of the features of the K to 12 curricular is the requirement to equip every graduate with the following skills: Information, media and technology skills Learning and innovation skills Effective communication skills Life and career skills

4. LESSON 1: THE K TO 12 CURRICULUM FRAMEWORK

5. At the end of the lesson, the learner should be able to: Discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills. Analyze the learning competencies of every year level according to the field of specialization of the pre-service teachers Review some units in the curriculum guide with focus on the development of 21 st Century skills

6. The implementation of the K to 12 Curriculum of the Department of Education paved 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 the 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.

7. The use of technologies is done in the different levels of learning and in teaching the various fields of specialization. 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 teachers’ 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, songs, and dances in their Mother Tongue.

8. 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 questions 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 to their personal well-being and to their professional preparation.

9. 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.” Briggs (2014) shared some few tips for making learning engaging and personally relevant as cited by Willis, Faeth , and Immordino - Yang: • 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 seating arrangements, and put up new and relevant posters or displays; all these can activate emotional signals and keep students interest piqued.

10. • Make it student-directed – Give students a choice of assignments on a particular topic or ask them to design one of their own. “ When students 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 teachers see the best points of departure for new ideas. Making cross- curricular connections also helps solidify those neural loops.

11. • Provide utility value – Utility value provides relevance first by piquing students and by telling them the content is important to their goals; it 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. 21st 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 this world (Rich, 2014). Contextualizing the curriculum of the students for meaningful learning poses challenges in enhancing teachers’ pedagogical skills as well as technological skills.

12. 3. Building Proficiency (Mother-tongue Multilingual Education) To be able to promote the child’s dominant language and to use it as a language of instructions, maximum use of technological tools is highly encouraged. Currently, a lot of teachers and schools are into developing learning materials to be able implement the MTB-MLE program properly especially that there is a dearth of printed and e-materials in the mother tongue of the students. Mother Tongue is used in instructions and learning materials of other learning areas. The learners retain their ethnic identity, culture, heritage and values. Children learn faster when they are first taught in a language they understand.

13. 4. Ensuring Integrated and Seamless Learning (Spiral Progression) Learning basic concepts that lead 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 areas of specialization will be aided by technologies for teaching and learning. This will further strengthen retention and will enhance mastery of topics and skills as they are revisited and consolidated time and again. This also allows learners to learn topics and skills appropriate to their developmental and cognitive skills.

14. 5. Gearing Up for the Future The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the College Readiness Standards(CRS) and the new General Education(GE) Curriculum. Hence, the K to 12 Curriculum focused on developing appropriate Specialization Subjects 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.

15. 6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills) To nurture holistically developed 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.

16. Teachers play a very important role in the facilitation of student learning by designing, implementing and evaluating the curriculum. In the Philippines, teachers 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 decisions about how they will implement the curriculum of their specific field of specialization. They decide on how they must structure the activities of their lessons and manage students’ responses and ideas. Hence the decision of teachers is very important. It has an impact on the students’ learning. The following are points to consider in identifying and understanding teachers’ roles as curriculum designers.

17. • Undoubtedly, the most important person in the curriculum implementation process is the teacher . With their knowledge, experiences and competencies, 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 ( Alsubaie , 2016) • Curriculum is the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives – Jadhav and patankar (2013).

18. Curriculum is content, but when contextualization, it comes alive for students. The role of teachers develop an engaged relationship with the content. Active learning increases the focus and retention of the curriculum, resulting in an exciting learning environment. Teachers build lessons that include simulations, experiments, case studies and activities to deliver a curriculum. This interactive approach intertwines 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 (Meier,1998). Teachers, on their part, have practical knowledge is useful to curriculum committees because teachers can assess whether the ideas being developed will work in the classroom (Young, 1988).

19. Step 1 : Considering my Role as Curriculum Designer 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 (ex. Physical Education, English, Filipino, Social Studies, Mathematics, Science and so on) was designed. In the discussions, you are asked to thoughtfully consider your role as a curriculum designer. Go over the Curriculum Guide and discuss together the essential features, focus, and the general content and performance standards of your field of specialization or major per grade or level.

20. 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 od specialization, share with the group some technological resources and tools that can help you deliver you lesson to raise at a high level of excellences.

21. LESSON 2: ICT-PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS

22. At the end of the lesson, the learner should be able to: Discuss the essential points to consider when integrating any ICT in facilitating language education Present learning plans that integrate ICT in the learning procedures to be able to attain the learning outcomes Plan for some activities that will help develop digital citizenship and relate this to the development of 21 st century skills among learners.

23. 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.

24. Integrating Technology in Instruction Various educators and researchers provided the following concepts and principles about integrating technology in instruction. John Pisapia (1994) Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and extend skills.

25. John Pisapia (1994) 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 computer to reward children by allowing them to play game, the computer is not integrated. Integrating technology into curricula can mean different things: Computer science courses, computer-assisted instruction Matching software with basic skill competencies Keyboarding with word processing followed up with presentation tools.

26. 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.

27. 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 and Huay Lit Woo (2007) Integrating Information and Communication technology (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

28. 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. 6. UNESCO (2005) ICT integration is not merely mastering the hardware and software skills. Teacher 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

29. Information and Communication Technology (ICT) Before you can successfully integrate ICTs in your language instruction, there is a need to have a good grasp of what information and Communication Technology is all about. The following are the definitions of ICT from various sources. Moursund (2005) ICT includes all the full range of computer hardware, computer software, and telecommunications facilities. This includes computer devices ranging from handheld calculators to multimillion worth supercomputers. Includes digital cameras, computer games, CD’s, DVDs, cell telephones, telecommunication satellites, fiber optics, computerized robots, and etc.

30. 2. Tinio (2009) ICT is a diverse set of technological tools and resources used to communicate, create, disseminate, store, and manage information. These technologies include hardware devices, software applications, internet connectivity, broadcasting technologies, and telephony.

31. 3. UNESCO (2020) ICT is a diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These technological tools and resources include computers, the Internet (websites, blogs, emails), live broadcasting technologies, recorded broadcasting technologies and telephony. It is also a scientific, technological, and engineering discipline and management technique used. ICT also refers to handling information, its application, and association with social, economic, and cultural matters.

32. 4. 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 catalyst for change that include change in working conditions, handling and exchanging information, teaching methods, learning approaches and scientific research. ICT improves teaching and learning and helps teachers perform their role as creators of pedagogical environments.

33. Using ICT integration Frameworks in Language Education Learning Plans 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. 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.

34. Using ICT integration Frameworks in Language Education Learning Plans Conversational Framework of Laurillard (2002) The teaching-learning process poses very complex tasks to allow learners to understand their lessons and master the skills they are expected to demonstrate. It will be reassuring if teachers will explore on engaging various media to support various learning activities in classrooms. The framework postulates a way of presenting teaching and learning in terms of events. These are the 5 key teaching and learning events in the framework: (1) acquisition, (2)discovery, (3) dialogue, (4) practice, (5) creation.

35. Teaching and Learning Events and Associated Media Forms Czerniewicz & Brown (2005) adapted from Laurillard (2002) Teaching and Learning Event Teaching Action or strategy Learning Action or Experience Related media Form Examples of Non Computer- Based Activity Examples of Computer – Based Activity Acquisition Show, Demonstrate, Describe, Explain Attending, Apprehending, Listening Narrative: Linear presentationalUsually same text acquired simultaneously by many people TV, video, film, lectures, books, other print publications Lecture notes, online, streaming videos of lectures, DVD, multimedia including digital video, audio clips and animations

36. Teaching and Learning Event Teaching Action or strategy Learning Action or Experience Related media Form Examples of Non Computer- Based Activity Examples of Computer – Based Activity Discovery Create or set up or find out or guide through discovery spaces and resources Investigating, Exploring, Browsing, Searching Interactive: Non-linear Presentational, searchable, filterable etc. but no feedback Libraries, galleries, museums CD based, DVD or web resources including hypertext, enhanced hypermedia, multimedia resources, information gateways Teaching and Learning Events and Associated Media Forms Czerniewicz & Brown (2005) adapted from Laurillard (2002)

37. Teaching and Learning Event Teaching Action or strategy Learning Action or Experience Related media Form Examples of Non Computer- Based Activity Examples of Computer – Based Activity Dialogue Set up, Frame, moderate, lead, facilitate discussions Discussing, Collaborating, Reflecting, Arguing, Analyzing, Sharing Communicative: Conversation with other students, lecturer or self Seminars, tutorials, conferences Email, discussion, forums, blogs Teaching and Learning Events and Associated Media Forms Czerniewicz & Brown (2005) adapted from Laurillard (2002)

38. Teaching and Learning Event Teaching Action or strategy Learning Action or Experience Related media Form Examples of Non Computer- Based Activity Examples of Computer – Based Activity Practice Model Experimenting, practicing adaptive: Feedback, learner control Laboratory, field trip, simulation, role play Drill an practice, tutorial programmes , simulations, virtual environments Teaching and Learning Events and Associated Media Forms Czerniewicz & Brown (2005) adapted from Laurillard (2002)

39. Teaching and Learning Event Teaching Action or strategy Learning Action or Experience Related media Form Examples of Non Computer- Based Activity Examples of Computer – Based Activity Creation Facilitating Articulating, Experimenting, making, Synthesizing Productive: learner control Essay, object, animation, model Simple existing tools, as well as especially created programmable software Teaching and Learning Events and Associated Media Forms Czerniewicz & Brown (2005) adapted from Laurillard (2002)

40. Conversational Framework of Laurillard (2002) The Laurillard’s Coversational Framework (LCF) is relevant in the filed of language education since this field requires appropriate and complex use of various of technologies. Language teachers need to systematically match their teaching styles to the learning needs of their students. By this the integration of the ICT and pedagogy will be done in a comprehensive and meaningful way.

41. Using ICT integration Frameworks in Language Education Learning Plans 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 (figure 1. see next slide)

42. B. Three Fundamental Elements of ICT Integration by Wang (2008) PEDAGOGY SOCIAL INTERACTION TECHNOLOGY Interaction with people Interaction with content Figure 1: The ICT Integration Framework

43. B. Three Fundamental Elements of ICT Integration by Wang (2008) The ICT Integration Framework of Wang can be fully maximized in developing learning plans for language learning. 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. 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.

44. B. Three Fundamental Elements of ICT Integration by Wang (2008) Social interaction activities as one of the elements in the framework are crucial in language learning. With social interaction, learners will naturally acquire a language and develop language knowledge and skills. The teacher and the learners may use computers to connect and learn through the computers that we are now connected world-wide. To engage the learners in the teaching-learning process fully and meaningfully, the social design of the ICT-based learning environment needs to deliver a secure and comfortable space.

45. B. Three Fundamental Elements of ICT Integration by Wang (2008) The third element of the framework is the technological component that generally uses computers to support various learning activities. Interaction does not only happen in a face-to-face environment, it may also happen online. The human-computer interface design is also critical because this will define the utility of the technology-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.

46. Using ICT integration Frameworks in Language Education Learning Plans C. Categories for Information Communities and Technology (ICT) in Teacher Training There is a lot of researches that will prove that the integration of ICTs can fully transform classroom instruction. Haddad 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 trainings in ICT pedagogy-integration are promoted. For a successful ICT-pedagogy integration training to take place, it will help if a training framework will be used as a guide.

47. Jung (2005) was able to organize various ICT teacher training efforts into four categories. ICT as main content focus ICT as core delivery technology ICT as part of content or methods ICT as facilitating or networking technology Learning How to Use ICT Learning VIA ICT Core Technology Complementary Technology

48. Using ICT integration Frameworks in Language Education Learning Plans D. UNESCO ICT Competency Framework for Teachers Having a society that is increasingly based on information and knowledge and with the ubiquity of ICT for instruction. UNESCO was able to develop ICT Competencies Framework for Teachers (UNESCO, 2018)

49. ICT Competencies Framework for Teachers (UNESCO, 2018)

50. ICT Competencies Framework for Teachers (UNESCO, 2018)

51. D. UNESCO ICT Competency Framework for Teachers Having a society that is increasingly based on information and knowledge and with the ubiquity of ICT for instruction. UNESCO was able to develop ICT Competencies Framework for Teachers (UNESCO, 2018) This Framework, which is part of a range of 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).

52. D. UNESCO ICT Competency Framework for Teachers The Framework also specifically aims to equip teachers to be able to do their roles achieving the following social goals: Build workforces that have ICT skills and are reflective, 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 participate fully in society and influence the decisions that affect their lives Foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.

53. D. UNESCO ICT Competency Framework for Teachers The Commission on Higher Education (CHED) through its policies, standards, and Guidelines (PSGs) requires the integration of ICTs in language teaching and learning. 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.