ICT-Pedagogy

Integration in
Mathematics
Learning Plans

Course Learning
Outcomes
At the end of the course, you as pre
service teachers should be able to:

discuss essential pointsto consider when integrating any

ICT in facilitating education;

Course Learning
Outcomes
At the end the course, youas pre
of
service teachers should be able to:

present learning plans that integrate ICT in the learning

procedures to be able to attain the
learning outcomes;and

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 Course Learning Slide 3 of 40
Outcomes
At the end of the course, you as pre
service teachers should be ableto:

plan for some activitiesthat will help develop digital

citizenship and relate this to the development of the 21st
Century Skills among learners.

Integrating
Technology
in
Instruction

Teaching has 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.
Various educators and researchers provided the
following concepts and principles about
integrating technology in instructions:

1. John Pisapia (1994)

Integrating technology with teaching means the use of
learning technologies to introduce, reinforce, supplementand
extend For example,if a teacher merely tells a
skills. student
to read a book without any preparation for follow up
activitiesthat put the book in pedagogical context, the book is
not integrated. In the same way, if the teacher uses the
computer is not integrated.

1. John Pisapia (1994)

On the other hand,integrating technology into curricula can
mean different things:
1)computer science courses, computer-assisted instruction,
and/orcomputer-enhancedor enriched instructions,
2) matching software with basic skill competencies, and
3) keyboarding with word processing followed up with
presentation tools.

2. International Society for

Teaching in Education (1STE)
Effective integration of technology when
is achieved

students are able to select technology them

tools to help
obtain information in a timely manner, analyzeand
synthesize the information, and present it professionally.
The technology should become an integral part of how the
classroom functions-asaccessible as all other classroom
tools.

3. Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader
curriculum reforms which include both infra-instructional as
well as pedagogical considerations that are changingnot
only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit
Woo (2007)
Integrating Information and Communication (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.

11

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.

17

6. UNESCo (2005)
ICT integration is not merely mastering the hardware and
software skills. Teachers need to realizehow 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.

13
Before you can successfully integrate ICTs in your language
instructions, there is a need to have a good grasp of what
Information and Communication Technology (1CT) is all
about.Specifically,there is a need also to determine the ICTs
that are available for language education. The following are
the definitions of ICTs from various sources:

15

1. Moursund (2005)
ICT includes all the full range of computer hardware,
computer software, and telecommunication facilities. Thus, it
includes computer devices ranging from handheld
calculators to multimillion worth supercomputers. It
includes the fullrange of display and projector devices used
to view computer outputs. It includes local area networks
and wide area networks that will allow computer systems in
people tocommunicate with each other. It includes digital
cameras, computer games, CD's, DVD's, cell telephones,
telecommunications satellites, and fiber optics.It includes
computerized machinery and computerized robots.
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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.

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 Slide 18 of 40

3. UNESCO (2020)
UNESCO defines it also as scientific, technological and
engineering discipline and management technique used. ICT
also refersto handling information, its application and
association with social,economic, and cultural matters.

19

4. Ratheeswari (2018)
Information Communication Technologies (1CT) 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, scientificresearch and in accessing information
communication technologies.

20

4. Ratheeswari (2018)
In this digital era, ICT is important in the classroom for
giving students opportunities to learn and apply the required
21stcentury skills. ICT improves teaching and learning and
helps teachers perform their role as creators of pedagogical
environment. ICT helps a teacher to present his/her teaching
attractivelyand enables learners to learn at any level of an
educational program.

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Conversational Slide 22 of 40
Framework of
Laurillard
(2002)

22

The teaching-learning process poses very complex tasks to

allow learners to understand their lessons and master the
skills they areexpected to demonstrate. Thus, it will be
reassuring if teachers will explore on engaging various
media to support various learning activities in classrooms.
This is how the Conversational Framework (Laurillard,2002)
may support. The framework postulates a way of presenting
teaching and learning in terms of events. These arethe five
(5)key teaching and learning events in the framework which
are identified as:acquisition;discovery; dialogue; practice;
and creation.

23

Vis-à-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.

24
 Teaching Teaching Learning Related Media Examples of Example of
and Learning Action or Action or Form Non Computer
Event Strateay Experience Compu Based Activity
Based
Activity
Acquisition Show, Attending, Narrative: TV,video, Lecture notes

fil,
Demonstrate. Apprehending. Linear lectures, online,
Describe. Listening presentational. |books, other streaming
Explain Usually same print video or
'text' acquredpublications DVD,
lectures,
simultaneously multimedia
by many people including
digital video,
audio clips

25

Teaching Teaching Learning Related Media Examples of Example of

and Learning Action or Action or Form Non Computer

Event Strategy Experience Computer Based Activity
Based
Activity

Discovery Create or set Investigating. Interactive: Libraries. CD based,

up or find our Exploring. Non-linear galleries. DVD or Web
or guide Browsing, presentational, museums resources

through Searching including

discovery Vteroole,
etc. hypertext,
spaces and but no enhanced
resources feedback hypermedia,
multimedia
resources.

Also.
information

gateways
26

Teaching Teaching Learning Related Media Examples of Example of

and Learning Action or Action or Form Non Computer

Event Strategy Experience Computer Based Acttvity
Based
Activity

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

27
 Teaching Teaching Learning Related Media Examples of Example of

and Learning Action or Action or Form Non Computer

Event Strategy Experience Computer Based Activity
Based
Activity

Acquisition Show, Attending. Narrative: TV, video, Lecture notes

fil,
Demonstrate. Apprehending. Linear lectures. online,

Describe. Listening presentational. books, other streaming

Explain Usually same print video or
'text'
acquired publications lectures, DVD.
simultaneously multimedia
by many people including
digital video,
audio clips

25

Teaching Teaching Learning Related Media Examples of Example of

and Learning Action or Action or Form Non Computer
Event Strategy Experience Computer Based Activity
Based
Activity

Discovery Create or set Investigating. Interactive: Libraries. CD based,

up or find our Exploring. Non-linear galleries, DVD or Web
or guide Browsing. presentational. museums resources
through Searching searchable. including
discovery filterable etc. hypertext,
spaces and but no enhanced
resources feedback hypermedia,
multimedia
resources.
Also,
information

gateways
26

Teoching Teaching Learning Related Media Examples of Example of

and Learning Action or Action or Form Non Computer

Event Strategy Experience Computer Based Activity
Based
Activity

Dialogue Set up. Discussing Communicative: Seminar, Email,

Frame., Collaborating. Conversation tutorials, discussion,

Moderate. Reflecting. with other conferences forums, blogs

Lead, Arguing. students,

Facitate lecturer or self

discussions Shong.

27
 Teaching Teaching Learning Related Media Examples of Example of
and Learning Action or Action or Form Non Computer
Event Strategy Experience Computer Based Activity
Based
Activity
Practice Model Experimenting. Adaptive: Laboratory. Drill and
Practicing Feedback, filed trip. practice,
learner control simulation, tutorial
role play programs,
simulations,
virtual

environments

28

Teaching Teaching Learning Related Medig Examples of Example of

and Learning Action or Action or Form Non Computer

Event Strategy Experience Computer Based Activity
Based
Activity
Creation Facilitating Articulating. Productive: Essay, object, Simple existing

Experimenting. Linear control animation. tools. aswell as

Making. model especially

Synthesizing created
programmable
software

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Teaching and Learning Events and Associated

Media Forms: (Czerniewicz & Brown (2005)
adapted from Laurillard (2002)
Laurillard's Conversational Framework (LCF) is
relevant in the field of language education since
this field requires appropriate and complexuse of
various technologies.

30
 Teaching and Learning Events and Associated
Media Forms: (Czerniewicz & Brown (2005)
adapted from Laurillard (2002)
The frameworkclearly presents the way teaching
events in language classrooms can be thoroughly
related to their language learning events. This is
more effective in Blended Learning than in the
Face-to-Facecontext in termsof developing the
learners' skill in forming wh-questions.

31

Three
Fundamental
Elements of ICT
Integration by
Wang (2008)

32

Wang in 2008 posited that integration of ICT

consists of three fundamental elements such as
pedagogy, social interaction, and technology.

Pedagogy

Social
Technology
Interaction
33
The ICT Integration Framework of Wang can be
fully maximized in developing learning plans for
language learning. Pedagogy often refers to the
teaching strategies or techniques used to deliver
lessons and to allow learners to demonstrate
competencies.

34

Social Interaction activities as one of the

elements in the frameworkare crucial. Through
these, learners will acquire and develop
knowledgeand skills that are important for them
to live and work in various communities. 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.

25

The third element of the frameworkis the

technological component that generally uses
computers to support various learning activities.
Through the use of computers, various teaching
modes may happen.

36
 In the 21st century classrooms,the three
componentsare needed in an ICT-based learning
environment. Due to the advent of technologies
which are fundamental requirements in ICT
pedagogy integration, the challenge among
learning institutions is to provide support for the
integration to happen.

37

The successful of ICT into the

integration
learning environment will dependon the ability
of teachers to structure learning in new ways,to
merge technology appropriately with a pedagogy,
develop socially active classrooms,and
encourage cooperative interaction and
collaborative learning and group work. For
many, this requires a different set of skills from
those they currently possess.

38

The table presented below entails the

different ICT tools that a teacher may use in
the teaching and learning process.
Qulzzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online

Igames Cartoons organizing creations collaboration

BookWidgets Buncee Animaker BookWidgets Answer BlendedPl Asana
Classkick Google Binumi GoCongr garden ay Edmodo
Classmarker Slides Biteable Gooru ChartGo Canva Google Docs
-
|
Classtools LessonUp ChatterPix |Coggle Easel.ly

Deck.Toys Mentimeter Clipchamp ReadWriteThinkHuzzaz Piktochart Google

ScribbleM
ERCDlay deck EDoze Schoolrik Aindome
Flubaroo Prezi Educreations Showbie - Note App Storybird Soregdsheets
Formative Prowise |TesTeach Padiet Wordie Meistertask

39
 The successful of ICT into the
integration
learning environment will dependon the ability
of teachers to structure learning in new ways,to
merge technology appropriately with a pedagogy,
develop socially active classrooms,and
encourage cooperative interaction and
collaborative learning and group work.For
many, this requires a different set of skills from
those they currently possess.

38

The table presented below entails the

different ICT tools that a teacher may use in
the teaching and learning process.
Quizzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online
Igames Cartoons organizing creationscollaboration
BookWidgets Buncee Animaker BookWidgets Answer BlendedPI Asana
Classkick Google Binumi GoCongr garden Edmodo
Sides Gooru ChartGo Canva
Classmarker Biteable Google Docs
Classtools Lesson Up ChatterfPix Coggle Eosel.ly
Deck.Toys Mentimneter Clipchamp ReadWiteThink Huzzaz Piktochart Google
Educaplay Nearpod Dolnk Lino it ScribbleM Slides
Flipgrid Peardeck EDpuzzle Schoolrijk Mindomo ap Google
Flubaroo Prezi Educreations Showbie Note App Storybird Spreadsheets
Formative Prowise TesTeach Padlet Wordle MeisterTask

39

Quizzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online

Igames Cartoons organizing creationscollaboration

Gen SideShare Oodle Thiemo - Venngag
Giemkit Sutori Masher Wikiwiisleermid Postermywal Stoode
odle
GOosechase Wooclap PlayPosit delenpleinen Taxedo Visme.co Talky
Gynzy Powtoon Thinglink Vizualize
HSP Shadow Timeglider
JeopardyLabs Puppet Timetoast
Kahoot TedEd Trello
Learnclick Toondo0 XMind
Lightsai Voki
MasteryConnec
t Plickers
Pol Everywhere ICT Tools for Teaching and LearningProcess
Purpose
Games

ean
Quizlet
Quizizz
Quizstud
Socrative
SurveyMonkey
Voxvote

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