ICT-Pedagogy Integration in Language Learning

ICT-Pedagogy Integration in Language Learning Plans

• ICT-Pedagogy Integration is crucial for creating effective language learning plans.
• Integrating ICT into pedagogy is essential for preparing students for success in the digital world.
• Incorporating ICT tools and strategies into language learning empowers teachers as curriculum designers.
• After completing this module, one should be able to explain the salient features of the K to 12 Curriculum, realize the importance and benefits of its implementation, and recognize the role of teachers as facilitators within this framework.

Integrating Technology in Instruction

• John Pisapis (1994) defined integrating technology with teaching as using learning technologies to introduce, reinforce, supplement, and extend skills.
• The International Society for Technology in Education (ISTE) states that effective integration occurs when students can select technology tools to obtain, analyze, synthesize, and professionally present information in a timely manner.
• Margaret Lloyd (2005) sees effective integration as part of broader curriculum reforms, including infrastructural and pedagogical changes affecting how and what is learned.
• Qiyun Wang and Huay Lit Woo (2007) note that integrating ICT into teaching and learning is a growing area of focus, impacting curriculum, topic, and lesson design.
• Bernard Bahati (2010) suggests that integrating ICT in teaching and learning should occur at pedagogical and technological levels, with an emphasis on pedagogy.
• UNESCO (2005) emphasizes that ICT integration means more than mastering hardware and software; teachers need to organize classrooms and structure learning tasks so ICT resources become automatic and natural for learning environments.

Information and Communication Technology (ICT)

• ICT includes the full range of computer hardware, computer software, and telecommunication facilities, from handheld calculators to multimillion-dollar supercomputers.
• It includes display and projection devices for viewing output and allows computer systems to facilitate communication, including digital cameras, computer games, CDs, DVDs, cell phones, telecommunications satellites, fiber optics, computerized machinery, and robots.
• Tinio (2009) describes ICT as a diverse set of tools and resources for communicating, creating, disseminating, storing, and managing information, including hardware, software, internet connectivity, broadcasting, and telephony.
• UNESCO (2020) characterizes ICT as diverse technological tools and resources for transmitting, storing, creating, sharing, or exchanging information.
• These tools include computers, the internet, live/recorded broadcasting, and telephony.
• UNESCO also defines ICT as a scientific, technological, and engineering discipline and management technique for handling information, its applications, and its social, economic, and cultural implications.
• Information Communication Technologies (ICT) influence every aspect of human life.
• ICTs are catalysts for change in working conditions, information handling, teaching methods, learning approaches, scientific research, and accessing information communication technologies.
• ICT is important in classrooms, providing students opportunities to learn and apply 21st-century skills.
• ICT helps teachers to better perform their roles as creators of pedagogical environments, presenting their teaching attractively and enabling learners to learn at different levels.

Using ICT Integration Frameworks in Language Education Learning Plans

• Technologies should be integrated properly to facilitate the attainment of the intended learning outcomes set for a class.
• It's important to enlighten educators on the principles of how educational technologies contribute to facilitating the teaching-learning process, for the purpose of developing learning or lesson plans, particularly in language education.

Conversational Framework of Laurillard (2002)

• The teaching-learning process poses complex tasks to allow learners to understand their lessons and master necessary skills.
• Engaging various media to support learning activities in classrooms can be reassuring.
• The framework presents teaching and learning in terms of events, which include acquisition, discovery, dialogue, practice, and creation.
• The Laurillard's Conversational Framework (LCF) is relevant in language education because the field requires appropriate and complex use of various technologies.
• A study by Abeer Aidh Alshwiah in 2016 investigated and evaluated the effectiveness of LCF in foreign language learners' (FLLs') communicative competence in blended learning (BL).
• The study consisted of the use of the past tense, forming questions, and writing letters of complaint.
• The study revealed that LCF was more effective in the BL context in forming questions; however, both contexts developed skills in using the past tense and writing skills.
• It was also noted that there were considerations for language proficiency and a willingness for collaboration.

ICT Integration by Wang (2008)

• ICT integration consists of pedagogy, social interaction, and technology.
• Pedagogy refers to language teaching strategies or techniques teachers use to deliver their lessons and allow learners to demonstrate their curricular language competencies.
• Teachers need to select appropriate content and language learning activities and consider how available technological resources can assist language learners during learning processes.
• Learning plans should involve the appropriate use of learning resources to support learning and allow teachers to facilitate learning within the learning environment.
• Social interaction activities are important for language learning, thus teaching that naturally develops language knowledge and skills.
• Computer-mediated communication (CMC) can make social interaction activities more convenient and flexible.
• The third element of the framework is using the tech to support various learning activities; interaction does not always have to be face-to-face.
• It's important to consider the utility of technology, its availability, and easy facilitation.

Core Technology

• In 21st Century classrooms, pedagogy, social interaction, and technology are needed in an ICT-based learning environment.
• Haddad stated in 2003 that ICTs support the development of higher-order-thinking skills (HOTS) and promotes collaboration.
• Jung (2005) organized various ICT into four categories.

UNESCO ICT Competency Framework for Teachers (2018)

• This framework aims to promote educational reform and sustainable economic development, anchored on the principles, objectives, and the Millennium Development. Goals (MDG).
• Teachers have understanding ICT in education, curriculum and assessment pedagogy, application of digital skills, organization and administration, and teacher professional learning.
• There are three approaches to teaching based on human capacity development, which are knowledge acquisition, knowledge deepening, and knowledge creation.
• The goals of the society would hope to achieve includes building workforces with technology, enable informed choice, manage better lives, encourage, and foster cross-cultural understandings.
• The Commission on Higher Education (CHED) requires the integration of ICTs in language teaching and learning.
• The ICT Competency Framework for Teachers is very useful to integrate ICT into the language classroom, merge new teaching strategies and technology, encourage cooperative interactions, collaborative learning, and group work.