ICT influences 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 the change in working conditions, handling and exchanging information, teaching methods, Learning approaches, scientific research, and in accessing information communication technologies. (Ratheeswari, 2018)
Indeed, ICT is essential in the modern classroom as it enables students to gain the skills necessary for the 21st century in a way that is both interesting and pertinent to their lives. For this reason, the teacher should establish or promote a balance between the pedagogical and technological aspects of incorporating ICT into classroom instruction. So, it enlightens me how implementing information and communication technologies improves the quality of the instructional process and makes it easier for teachers to carry out their duties. Additionally, ICT is helpful as it assists teachers in developing engaging classes and broadens the demographics of students who can benefit from an education.
In this lesson, I also discovered different frameworks that may serve as a guide in integrating ICTs in developing learning plans to lesson plans in the different subjects, particularly in developing learning plans or lesson plans in language education. It includes the Conversational Framework of Laurillard (2002), Three Fundamental Elements of ICT Integration by Wang (2008), and the Categories for Information Communication and Technology in Teacher Training.
Laurillard’s Conversational Framework presents how teaching events in language classrooms can be thoroughly related to their language learning events. There are five key teaching and learning events in the framework which are identified as acquisition, discovery, dialogue, practice, and creation. On the other hand, the Three Fundamental Elements of ICT Integration by Wang (2008) consist of pedagogy, social interaction, and technology. In 21″ Century classrooms, the three components: of pedagogy, social interaction, and technology are needed in an ICT-based learning environment. Lastly, the Categories for Information Communication and Technology in Teacher Training in which can serve as a guide in organizing various ICT teacher training efforts into four categories, including ICT as a main content focus, ICT as a core delivery technology, ICT as a part of content or methods, and ICT as facilitating or networking technology.
Incorporating the activity we did in this lesson, we read an example of ICT Integrated Learning Plan in English and Filipino. After reading it, we identify and describe the salient part of the learning plan. As a result, I came up with nine essential parts of the given sample learning plan, including the Reporter’s Notebook, Targeted Philippine Basic Education Curriculum Competencies, Unit Summary, Student’s Objectives/ Learning Outcomes, Daily Procedure, Pre-requisite Skills, Materials, and Resources Required for the Unit, Accommodation for Differentiated Instruction, and Student Assessment. It was actually my first time analyzing or assessing the parts of a learning plan. At first, I thought the lesson plan and learning plan were the same, but I found out they were not. I’m glad I had a chance to do this activity, as it helped me become more familiar with or analyze a learning plan. Furthermore, as part of my recommendation for this sample learning plan, I recommend that when developing a learning plan for language teaching and Learning Learning, it must be implemented on both the pedagogical and technological levels, with much emphasis on pedagogy. I believe ICT has the potential to enhance educational access, quality, and efficacy. Therefore, incorporating this principle of ICT integration into the pedagogy creates a dynamic environment in which both teachers and students may acquire the linguistic and technological competencies necessary to succeed in the 21st century.
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