Laguna State Polytechnic University Written Report on Developing Learning Plan Integrating ICT 2024 PDF

Republic of the Philippines Laguna State Polytechnic University Province of Laguna Santa Cruz Campus College of Teacher Education WRITTEN REPORT IN ENG 17: DEVELOPING A LEARNING PLAN INTEGRATING ICT FROM THE IDENTIFIED LANGUAG...

Republic of the Philippines Laguna State Polytechnic University Province of Laguna Santa Cruz Campus College of Teacher Education WRITTEN REPORT IN ENG 17: DEVELOPING A LEARNING PLAN INTEGRATING ICT FROM THE IDENTIFIED LANGUAGE COMPETENCIES Submitted to: Roma Raiza D. Violanta Submitted by: Francine Joy D. Gadaza Janisse S. Lim 2024 Topic: Developing a Learning Plan Integrating ICT from the Identified Language Competencies Objectives: At the end of the discussion, students should be able to: Differentiate the different standards and steps for incorporating technology into teaching and learning; Appreciate the importance of the guidelines as a roadmap for incorporating technology into teaching and learning; and Select which section or standard is appropriate in the given attributes. Motivational Activity The students will provide a small piece of paper on which they will write one Effective Strategy for Using ICT in Teaching that they plan to implement in the future, particularly when teaching English. When everyone is finished, they will place it in a box in front, and the discussants will select five (5) papers from the box, with the student who wrote them explaining the strategy written on the piece of paper. International Society for Technology in Education (ISTE) Standards The ISTE Standards, previously known as the National Educational Technology Standards (NETS), are guidelines for incorporating technology into teaching and learning. They are published by the International Society for Technology in Education (ISTE), a non-profit membership organization for educators interested in educational technology. It is divided into four sections: ISTE Standards for Students, Teachers, Educational Leaders, and Coaches. ISTE Standards for Students Students of the twenty-first century must be prepared to thrive in a rapidly evolving technological landscape. The student section of the ISTE Standards is intended to empower student voice and make learning a student-driven process. 1.1. Empowered Learner. Students use technology to actively choose, achieve, and demonstrate competency in their learning goals, guided by the learning sciences. 1.1.a. Learning Goals. Set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes. 1.1.b. Customized Learning Environments. Build networks and customize their learning environments to support the learning process. 1.1.c Feedback to Improve Practice. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 1.1.d Technology Fundamentals. Understand fundamental concepts of how technology works, demonstrate the ability to choose and use current technologies effectively, and are adept at thoughtfully exploring emerging technologies. 1.2. Digital Citizen Students recognize the responsibilities and opportunities for contributing to their digital communities. Students: 1.2.a Digital Footprint. Manage their digital identity and understand the lasting impact of their online behaviors on themselves and others and make safe, legal and ethical decisions in the digital world. 1.2.b Online Interactions. Demonstrate empathetic, inclusive interactions online and use technology to responsibly contribute to their communities. 1.2.c Safeguard Well-being. Safeguard their well-being by being intentional about what they do online and how much time they spend online. 1.2.d Digital Privacy. Take action to protect their digital privacy on devices and manage their personal data and security while online. 1.3. Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students: 1.3.a Effective Research Strategies. Use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits. 1.3.b Evaluate Information. Evaluate the accuracy, validity, bias, origin, and relevance of digital content. 1.3.c Curate Information. Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 1.3.d Explore Real-World Issues. Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 1.4. Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students: 1.4.a Design Process. Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. 1.4.b Design Constraints. Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 1.4.c Prototypes. Develop, test and refine prototypes as part of a cyclical design process. 1.4.d Open-Ended Problems. Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. 1.5. Computational Thinker Students develop and apply problem-solving strategies that make use of technological tools to create and test potential solutions. Students: 1.5.a Problem Definitions. Create problem definitions that are appropriate for using technology-assisted methods like data analysis, abstract models, and algorithmic thinking to explore and solve problems. 1.5.b Data Sets. Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision- making. 1.5.c Decompose Problems. Break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving. 1.5.d Algorithmic Thinking. Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. 1.6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students: 1.6.a Choose Platforms or Tools. Choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication. 1.6.b Original and Remixed Works. Create original works or responsibly repurpose or remix digital resources into new creations. 1.6.c Communicate Complex Ideas. Use digital tools to visually communicate complex ideas to others. 1.6.d Customize the Message. Publish or present content that customizes the message and medium for their intended audiences. 1.7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students: 1.7.a Global Connections. Use digital tools to connect with peers from a variety of backgrounds recognizing diverse viewpoints and broadening mutual understanding. 1.7.b Multiple Viewpoints. Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. 1.7.c Project Teams. Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. 1.7.d Local and Global Issues. Explore local and global issues and use collaborative technologies to work with others to investigate solutions ISTE Standards for Educators The educator section of the ISTE Standards provides a road map for assisting students in becoming empowered learners. These standards will help you deepen your practice, foster collaboration with peers, challenge you to reconsider traditional approaches, and prepare students to drive their own learning. 2.1. Learner Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: 2.1.a Set Professional Goals. Set professional learning goals to apply teaching practices made possible by technology, explore promising innovations, and reflect on their effectiveness. 2.1.b Participate in PLNs (Personal Learning Network). Pursue professional interests by creating and actively participating in local and global learning networks. 2.1.c Keep Current on Research. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. 2.2. Leader Educators seek opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: 2.2.a Advance a Shared Vision. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. 2.2.b Advocate for Equitable Access. Advocate for equitable access to technology, high-quality digital content, and learning opportunities to meet the diverse needs of all students. 2.2.c Model Digital Tool Use. Model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. 2.3. Citizen Teachers inspire students to positively contribute and responsibly participate in the digital world. Educators: 2.3.a Create Positive Experiences. Create experiences for learners to make positive, socially responsible contributions and build inclusive communities online. 2.3.b Evaluate Resources for Credibility. Foster digital literacy by encouraging curiosity, reflection, and the critical evaluation of digital resources. 2.3.c Model Safe, Legal, Ethical Practices. Mentor students in safe, legal, and ethical practices with digital tools and content. 2.3.d Manage, Protect Data. Model and promote management of personal data, digital identity, and protection of student data. 2.4. Collaborator Teachers dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: 2.4.a Collaborate with Colleagues. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. 2.4.b Learn Alongside Students. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. 2.4.c Use Collaborative Tools. Use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. 2.4.d Demonstrate Cultural Competency. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as cocollaborators in student learning. 2.5. Designer Teachers design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: 2.5.a Accommodate Learner Differences. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. 2.5.b Design Authentic Learning Activities. Design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning. 2.5.c Innovative, Equitable Learning Environments. Apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning. 2.6. Facilitator Teachers facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators: 2.6.a Foster Student Ownership of Learning. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. 2.6.b Foster Classroom Management of Tech. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 2.6.c Teach Computational and Design Thinking. Create learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems. 2.6.d Model and Nurture Creativity. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections. 2.7. Analyst Teachers understand and use data to drive their instruction and support students in achieving their learning goals. Educators: 2.7.a Offer Alternative Assessments. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. 2.7.b Use Tech to Create Assessments. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. 2.7.c Use Data to Guide Progress. Use assessment data to guide progress, personalize learning, and communicate feedback to education stakeholders in support of students reaching their learning goals. ISTE Standards for Education Leaders The education leaders section of the ISTE Standards helps to implement both the student, educator, and coach sections of the ISTE Standards by focusing on the knowledge and behaviours that leaders need to empower teachers and coaches and improve student learning. This section focuses on equity, digital citizenship, visionary leadership, team and system building, continuous improvement, and professional development. 3.1. Equity and Citizenship Advocate Leaders use technology to increase equity, inclusion, and digital citizenship practices. Education leaders: 3.1.a Ensure Access to Skilled Teachers. Ensure all students learn from educators who are skilled in using technology to create authentic and engaging learning experiences. 3.1.b Ensure Access to Meet Student Needs. Ensure access to technology, connectivity, inclusive digital content and learning environments that meet the needs of all students. 3.1.c Model Inclusive, Healthy Use. Model the use of technology in inclusive, healthy ways to solve problems and strengthen community. 3.1.d Model Safe, Ethical, Legal Use. Model the safe, ethical, and legal use of technology and the critical examination of digital content. 3.2. Visionary Planner Leaders engage others in establishing a vision, strategic plan and ongoing evaluation cycle for transforming learning with technology. Education leaders: 3.2.a Develop, Sustain Vision. Include a wide range of perspectives from the community to develop and sustain a vision for using technology to advance student learning and success. 3.2.b Build a Strategic Plan. Build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning. 3.2.c Evaluate Plan Progress. Evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning. 3.2.d Communicate with Stakeholders. Communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle. 3.2.e Share Experience with Peers. Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work. 3.3. Empowering Leader Leaders create a culture where teachers and learners are empowered to use technology in innovative ways to enrich teaching and learning. Education leaders: 3.3.a Empower Educators. Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. 3.3.b Build Educator Competency. Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice. 3.3.c Inspire a Culture of Innovation. Inspire a culture of innovation, creative problem-solving, and collaboration that allows the time to explore and develop teaching practices using digital tools. 3.3.d Use Tech to Meet Student Learning Needs. Support educators in using technology to advance learning that meets the diverse learning, cultural, and socialemotional needs of individual students. 3.3.e Use Analytics to View Student Progress. Develop learning assessments that provide a personalized, actionable view of student progress in real-time. 3.4. Systems Designer Leaders build teams and systems to implement, sustain and continually improve the use of technology to support learning. Education leaders: 3.4.a Establish Equitable Policies. Guide teams to establish equitable technology policies that support effective learning. 3.4.b Ensure Sufficient & Scalable Resources. Ensure that resources and infrastructure for supporting effective use of technology for learning are sufficient and scalable to meet future demand. 3.4.c Protect Student Privacy & Security. Protect privacy and security by ensuring that students and staff observe effective privacy and data management policies. 3.4.d Establish Strategic Partnerships. Establish partnerships that support the strategic vision, achieve learning priorities and improve operations. 3.5. Connected Learner Leaders model and promote continuous professional learning for themselves and others. Education leaders: 3.5.a Stay Current on Innovation in Learning. Set goals to remain current on emerging technologies for learning, innovations in pedagogy and advancements in the learning sciences. 3.5.b Participate in PLNs (Personal Learning Network). Participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals. 3.5.c. Use technology to regularly engage in reflective practices that support personal and professional growth. 3.5.d Navigate Continuous Improvement. Develop the skills needed to lead and navigate change, advance systems and promote a mindset of continuous improvement for how technology can improve learning. ISTE Standards for Coaches The coaches section of the ISTE Standards describes the characteristics, activities, philosophies, and mindsets of today's instructional technology coaches. Because coaches play a unique role as capacity builders and implementation experts, these standards help coaches ensure that technology-enabled learning is high impact, sustainable, scalable, and equitable for everyone. This section also helps to define the coach's role and how it relates to that of students, educators, and education leaders. 4.1. Change Agent Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning. Coaches: 4.1.a Create a Shared Vision. Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. 4.1.b Ensure Equitable Use of Tools & Content. Facilitate equitable use of digital learning tools and content that meet the needs of each learner. 4.1.c Cultivate a Supportive Coaching Culture. Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals. 4.1.d Recognize High-Impact Teaching. Recognize educators across the organization who use technology effectively to enable high-impact teaching and learning. 4.1.e Maximize Potential of Technology. Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. 4.2. Connected Learner Coaches model the ISTE Standards for Students and the ISTE Standards for Educators and identify ways to improve their coaching practice. Coaches: 4.2.a Deepen Expertise Through Professional Learning. Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders. 4.2.b Participate in PLNs (Personal Learning Network). Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences. 4.2.c Commit to Continuous Improvement. Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice. 4.3. Collaborator Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. Coaches: 4.3.a Cultivate Coaching Relationships. Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. 4.3.b Identify Relevant Learning Content With Educators. Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards. 4.3.c Evaluate Effectiveness of Tools for Learning. Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption. 4.3.d Personalize Support for Educators. Personalize support for educators by planning and modeling the effective use of technology to improve student learning. 4.4. Learning Designer Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students. Coaches: 4.4.a Collaborate on Learning Design. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency. 4.4.b Support Effective Assessments. Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. 4.4.c Collaborate to Accommodate Learner Needs. Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability. 4.4.d Model Instructional Design Principles. Model the use of instructional design principles with educators to create effective digital learning environments. 4.5. Professional Learning Facilitator Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning. Coaches: 4.5.a Design Quality Professional Learning. Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs. 4.5.b Build Capacity. Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback. 4.5.c Evaluate Professional Development (PD) Impact. Evaluate impact of professional learning and continually make improvements in order to meet schoolwide vision for using technology for high-impact teaching and learning. 4.6. Data-Driven Decision-Maker Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning. Coaches: 4.6.a Facilitate Data Collection and Analysis. Model best practices for educators and leaders for securely collecting, protecting and analyzing student data. 4.6.b Help Educators Interpret Data. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning. 4.6.c Support Student Data Use. Partner with educators to empower students to use learning data to set their own goals and measure their progress. 4.7. Digital Citizen Advocate Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world. Coaches: 4.7.a Encourage Civic Engagement. Encourage educators and students to use technology to address community challenges. 4.7.b Foster Inclusive, Balanced Use. Collaborate with educators, leaders and students to foster inclusive online spaces and healthy balance in their use of technology. 4.7.c Evaluate Online Content. Support educators and students to critically examine the sources and accuracy of online content and evaluate underlying assumptions, biases, and perspectives. 4.7.d Support Others in Protecting Personal Data. Empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect. SIX STEPS FOR INTEGRATING TECHNOLOGY IN YOUR LESSON PLAN: 1. Analyze the Benefits. You may be able to infuse one of your longstanding lessons with technology, but you must first determine whether doing so will benefit students' overall achievement. If, in your selected lesson plan, students will learn curricular objectives and achieve a new skill while meeting those objectives, you have a win-win situation, and you should go to the next step. 2. Start Brainstorming. Ideally, you won't be on your own in developing your project. A team approach (with teachers working either on individual lesson plans or on an integrated, multidisciplinary lesson plan) can add megawatts to your collective brainpower, especially if some of those colleagues are experienced technology users. 3. Map the Project. You and your team have selected the ideas, concepts and activities that you want to include in your lesson plan or plans, and you have the information needed to select the hardware, software and skills that will be used to complete the plan's tasks and produce the end product. Next, create a rough sketch or a storyboard of how the project will flow. If your project entails making a Microsoft PowerPoint presentation or shooting a video, use a simple template that lets you lay out what you would like on each page. 4. Create the Teaching Template. One of the most difficult tasks in planning a new technology project is to accurately predict how much time it will take. The best way to do that is to create a sample project. You can select a basic project — for instance, how to prepare a five-minute speech. It's a wonderful way to introduce students to public speaking, as well as to teach them how to use informative writing skills to develop a process model for doing a particular task, such as baking chocolate chip cookies. If you or your students are new to the technology, a good subject for your sample project is a step-by-step presentation on how to do the project — say, a PowerPoint presentation on how to do a PowerPoint presentation or a digital video on how to create a digital video. By making a model project yourself, you gain the needed background knowledge for instructing your students and fine-tuning the project's parameters. You'll also gain a clear sense of the time, materials, preparation and personnel needed to make the project a success. 5. Develop Assessment Tools. With the process still fresh in your mind, it's time to reflect on the skills and information the students will be responsible for demonstrating in their project. Create a rubric to construct a means for performance-based assessment of the students' work. Identify how much weight you'll give to grammar, spelling, content, specific technology skills, layout and presentation. By giving the rubric to the students before the project begins, you clearly lay out your expectations. Many resources are available online to help you create an ideal rubric. 6. Evaluation Mode. Having finished your sample project, it's time to evaluate what worked and what didn't. What resources or technology were missing or unnecessary? What did you learn along the way that you would have liked to  have known when you started? Is there any way to streamline the process of using the technology to achieve the lesson's goals or make the project more effective? Conclusion: By investing the time in creating that model, educators will not only incorporate technology into their lesson plans, but they will also create a tool that they will use repeatedly. As with any investment, you must invest sweat equity. If you've never used technology in the classroom, it's a good idea to attend a workshop to learn about IT tools and how they can be used in education. Evaluation: Direction. State the appropriate ISTE Standards for their given attributes. (ISTE Standards for Student/ ISTE Standards for Educators/ ISTE Standards for Educational Leaders/ ISTE Standards for Coaches) 1. Digital Citizen. ISTE Standards for Students 2. Connected Learner. ISTE Standards for Coaches 3. Professional Learning Facilitator. ISTE Standards for Coaches 4. Analyst. ISTE Standards for Educators 5. Empowering Leader. ISTE Standards for Educational Leaders 6. Systems Designer. ISTE Standards for Educational Leaders 7. Global Collaborator. ISTE Standards for Students 8. Facilitator. ISTE Standards for Educators 9. Change Agent. ISTE Standards for Coaches 10. Learner. ISTE Standards for Educators Reference Links: Iste. (2024, October 7). Standards. ISTE. https://iste.org/standards Miss Mars. (2023, April 14). Unit 4 Lesson 2I Developing Learning Plan Integrating ICT from the Identified Language Competencies [Video]. YouTube. https://www.youtube.com/watch?v=IAUU088AXlY