CELEDIO, LENSY B.
BSED MATH 3-2
Technology for Teaching and Learning 2 (TTL2)
Learning Module No. 01
LESSON 1: The K To 12 Curriculum Framework
Lesson Objectives:
At the end of this lesson, you will be able to:
1. Discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration
skills;
2. Analyze the learning competencies of every year level according to the field of
specialization of the pre-service;
3. Review some units in the curriculum guide with focus on the development of 21st Century
skills; and
4. Recognize the birth of the Most Essential Learning Competencies (MELCs) in the new
normal of educational system.
GETTING STARTED:
Directions: Twit your thoughts about “Reflecting on Technology-based Learning Experiences
using the RIE Chart. Compose your message inside the illustrated cellular phones below. (15
points)
RECALL: Recall how your teachers in your field of specialization used information and
communication technologies to help you understand some concepts in your lessons.
IDENTIFY: Identify the specific lesson and learning objectives of your teacher. Were you able to
understand the lesson and demonstrate the learning objectives with the teacher’s integration of
ICT? Why?
ENHANCE: If you are to enhance the ICT used by your teacher, how will you do it? Will you use
the same ICT or will you modify how it was integrated?
The objective of this I will enhance and modify it by
performance task is to exploring 3D tools, live data
demonstrate an understanding of integration, or utilize
how mathematical functions can collaborative online platforms
be used to create a piece of art. where students can manipulate
Through this Interactive the data and simulations together,
graphing calculator tools, it discuss observations, and share
Last semester, in Calculus 3 allow visualizing functions, interpretations. This integration
subject, Dr. Analyn Pesidas manipulating variables, and and exploration of the ICT fosters
gave us a project entitled observing how changes affect teamwork, communication, and
“Artistic Calculus” were we their behavior. This Integration diverse perspectives which create
create a digital art piece using of ICT helps solidify an even more enriching and
software like Desmos and understanding of concepts like effective technology-based
GeoGebra. derivatives, integrals, and limits. learning experience for the
students.
IDENTIFY
RECALL ENHANCE
APPLICATION :
Visit[Link]
[Link] and read the Topic Brief titled: Education Policy and Strategy for Scaling EdTech in
Philippine Schools by Liezl F. Dunuan. Afterwards, compose a 500-word review of the Topic
Brief. Substantiate your review using scholarly references. Your article review shall entail
the following parts: Summary, Critique, Conclusion, and References (must be in APA
format).
Summary
The article, “Education Policy and Strategy for Scaling EdTech in Philippine Schools,” by Liezl
F. Dunuan, explores the development of a national information and communications technology
(ICT) policy for education in the Philippines. It highlights the challenges the country faces in
keeping pace with technological advancements in education and emphasizes the need for a central,
unifying framework to guide the implementation of EdTech initiatives.
Critique
Dunuan’s article provides a timely and insightful analysis of the Philippine education system’s
current state regarding EdTech integration. However, it would benefit from a more in-depth
exploration of several key areas:
Specificity of challenges: While the article acknowledges the challenges of keeping up with
technological advancements, it could delve deeper into the specific barriers hindering EdTech
adoption in Philippine schools. Dunuan’s article, while not directly cited, aligns with existing
research on barriers to EdTech adoption. Rogers (2000) and Attuquayefio (2014) both highlight
the lack of institutional support, financial resources, and time for training as significant obstacles.
Reid (2012) further categorizes these barriers into technology, process, administration,
environment, and faculty-related issues. Schneckenberg (2009) adds a cultural dimension,
emphasizing the need to address faculty interest and engagement. These studies collectively
underscore the multifaceted nature of the challenges hindering EdTech adoption, including
infrastructure limitations, inadequate teacher training, and resistance from stakeholders.
Policy recommendations: The article proposes the need for a national ICT policy for education.
However, it could provide more concrete recommendations on what such a policy should entail.
This could involve outlining specific goals, strategies, and implementation mechanisms.
Evidence-based approach: While the article mentions some existing EdTech initiatives in the
Philippines, it could strengthen its argument by incorporating more empirical evidence on the
effectiveness of these initiatives. This could involve citing research studies or case studies that
demonstrate the positive impact of EdTech in Philippine schools. Niederhauser (2018) and
Espinosa (2011) both highlight the challenges of sustainability and scalability in educational
technology initiatives, with Niederhauser emphasizing the need for successful implementation and
Espinosa identifying the main actors and components of such initiatives. Bhattacharyya (2022)
and Mastul (2023) provide a more positive outlook, with Bhattacharyya discussing the impact of
emerging technologies on EdTech value chains and Mastul offering recommendations for effective
use of EduTech in the Philippines, including teacher training and infrastructure support. However,
while these studies provide valuable insights, they do not specifically address the effectiveness of
Danuan’s brief in demonstrating the impact of existing EdTech initiatives through research studies
or case studies.
Sustainability considerations: The article focuses on scaling EdTech initiatives, but it could also
address the issue of sustainability. This could involve exploring ways to ensure that EdTech
initiatives are not only implemented effectively but also maintained over the long term. The brief
of Danuan’s EdTech initiative should consider the long-term maintenance of the program beyond
initial implementation. Niederhauser (2018) emphasizes the need for sustainability and scalability
in educational technology initiatives, suggesting that the brief should include strategies for long-
term impact. Holgaard (2016) and Rowe (2007) further support this by highlighting the importance
of integrating sustainability practices and education for sustainable development into the initiative.
Stirman (2012) underscores the need for clear definitions and research guided by the conceptual
literature on sustainability, which should be incorporated into the brief to ensure the initiative’s
long-term success.
Conclusion
Dunuan’s article raises important questions about the role of EdTech in Philippine education. By
addressing the limitations mentioned in the critique and incorporating additional scholarly
references, the article could provide a more comprehensive and evidence-based roadmap for the
development and implementation of a national ICT policy for education in the Philippines.
References
Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of
Educational Computing Research, 22(4), 455–472. [Link]
Attuquayefio, Samuel & Addo, Hillar. (2014). REVIEW OF OBSTACLES WHICH INHIBIT ICT
ADOPTION IN HIGHER EDUCATION. European Scientific Journal. 10. 1857-7881
Reid, P. (2012). Categories for barriers to adoption of instructional technologies. Education and
Information Technologies. [Link]
Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in
higher education. Educational Research, 51(4), 411–424.
[Link]
Niederhauser, D.S., Howard, S.K., Voogt, J. Et al. Sustainability and Scalability in Educational
Technology Initiatives: Research-Informed Practice. Tech Know Learn 23, 507–523 (2018).
[Link]
Espinosa, K. J., & Jaime, D. L. (2011). Analysis of ICT Integration Initiatives in Basic Education
and Lessons Learned: The Case of the Philippines. Analysis of ICT Integration Initiatives in Basic
Education and Lessons Learned: The Case of the Philippines. [Link]
Bhattacharyya, S. S., Walke, A., & Shah, Y. (2022). Study of the impact of Emerging Technologies
across the Value Chain Function of Educational Technology (EdTech) Firms. In Advances in
business strategy and competitive advantage book series (pp. 221–237).
[Link]
Mastul, A. H. (2023). Understanding the use of EduTech in Schools in the Philippines:
Recommendations for Effectiveness. [Link]
Use-of-EduTech-in-Schools-in-the-Mastul-Vera/f7f132a328c5a1619d3f00963691daef88f127a5
Holgaard [Link] (2016). Strategies for education for sustainable development – Danish and
Australian perspectives. Journal of Cleaner Production, 112, 3479–3491.
[Link]
Rowe, D. (2007). Education for a sustainable future. Science, 317(5836), 323–324.
[Link]
Stirman [Link] (2012). The sustainability of new programs and innovations: a review of the
empirical literature and recommendations for future research. Implementation Science, 7(1).
[Link]
ASSESSMENT:
Throughout this course, you will be tasked to use various technological resources and tolls that
Can help you create your plans and materials, improve your instruction, and enhance your future .
Students’ learning.
Think about what you must do to be able to make the most out of this course. Answer the
Following questions:
1. How can technology be used effectively in various fields of specialization to support and
assess student learning? (4 points)
Technology possesses the potential to revolutionize learning and assessment across
diverse fields. From immersive simulations that bring abstract concepts to life to interactive
assessments that go beyond multiple-choice limitations, its benefits are extensive.
Students can explore ancient civilizations via VR tours in history, dissect virtual models
in biology, or receive targeted support in math through AI-powered platforms. Hence,
collaborative environments foster teamwork and communication skills while e-portfolios
showcase progress and encourage reflection. Additionally, Interactive assessments like
simulations and open-ended tasks empower students to apply knowledge in authentic contexts.
Thus, automated grading with personalized feedback accelerates progress, and peer review
platforms develop critical evaluation skills.
As a result, teacher training, equitable access for all students, focus on learning goals,
and data privacy are crucial considerations. By addressing these challenges and leveraging
technology strategically, educators can create more engaging, personalized, and meaningful
learning experiences across various fields, preparing students for success in a tech-driven
world.
2. How will I apply all the knowledge and skills that I learned I TTL 2 in teaching my field
of Specialization? (4 points)
As a math educator, I can leverage the insights from this subject “Teaching for
Technology and Learning 2” to revolutionize my classroom. Immerse my students in
captivating 3D simulations, gamified challenges, and collaborative tools, igniting curiosity and
fostering deeper understanding.
Move beyond traditional tests by designing engaging assessments that test real-world
application, providing immediate feedback, and empowering students to showcase their
progress through digital portfolios. Remember that technology supplements strong
foundations.
Therefore, use it strategically to enhance understanding, personalize learning, and stay
updated on innovative tools. Address individual needs and promote responsible technology
use. By embracing these strategies and continuous learning, I can transform my classroom into
a vibrant hub where technology empowers students to develop a true love for mathematics.
3. How will I develop learning plans for my classes to make sure that available technologies
for Teaching and learning will be put into use for meaningful learning? (4 points)
Embarking on a journey of technology integration in my math classroom requires careful
planning and deliberate choices. Here’s a three-step guide to ensure meaningful learning:
Initially, I should understand my Students and Goals. Analyze my students’ needs,
learning styles, interests and technology access. Set clear, measurable learning objectives
aligned with your curriculum and desired skills. Next, I will choose the Right Tools. Selecting
tools that directly support my goals and enhance existing methods. Prioritize engagement,
interactivity, differentiation, and accessibility. Then, I will Design Meaningful Activities.
Integrating technology into authentic contexts, encourage active learning and inquiry, and
utilize assessment tools for feedback and personalized learning. Lastly, is to embrace
Continuous Learning and Collaboration. Explore new tools, collaborate with colleagues, and
continuously reflect and adapt my approach based on student feedback and my observations.
By following this roadmap and embracing a growth mindset, I can transform my math
classroom into a dynamic space where technology empowers students to discover and build a
love for mathematics.
4. How will I ensure that my goals in this course will be achieved? (3 points)
This course promises a transformative journey, but achieving my personal goals requires
proactive steps. This roadmap will help me focus my efforts and structure my learning journey.
First, is ensuring Clarity and Prioritization. Clearly define my individual goals,
prioritizing them based on importance and my current needs. Secondly, I will possess Active
Participation and Experimentation. Be an active learner, engaging in discussions, asking
questions, and experimenting with new tools and strategies. Reflect on my experiences,
analyze their effectiveness, and adapt my approach as needed. Next, is building my Learning
Network. I will connect with peers and instructors, sharing experiences and seeking support.
Leverage external resources like online communities and professional development
opportunities to expand your knowledge. Then, Personalization and Persistence; Tailor my
learning to align with my specific goals and learning style. Embrace challenges as learning
opportunities and persist in my endeavors, seeking help when needed. Lastly, is to celebrate
Success and Track Progress. Acknowledge my achievements, big and small, to boost my
motivation. Regularly monitor my progress, reflect on my experiences, and adjust my approach
as needed.
By actively participating, building a learning network, personalizing my journey, and
embracing challenges, I can confidently navigate this course and achieve my aspirations. This
could be a great opportunity to grow as an educator and empower my students through the
transformative power of technology.
ENRICHMENT ACTIVITY:
Brainstorm on how technologies can be integrated properly and how they will meet the
important learning outcomes and the 21st century skills. Answer the following questions:
1. How will technological tools for teaching and learning promote the salient features of the
K to 12 Curriculum? (7 points)
The K-12 curriculum aims to prepare students for the dynamic, technology-driven
landscape of the 21st century. Integrating technology strategically can significantly advance
this mission by promoting its key features and nurturing crucial 21st century skills.
Initially, technology can deepen engagement and understanding through immersive
experiences. Imagine students dissecting virtual models in biology or exploring ancient
civilizations through AR tours. Personalized learning platforms further tailor the experience,
offering targeted support and fostering autonomy. Collaborative tools, meanwhile, encourage
teamwork, communication, and peer learning across disciplines.
Secondly, technology empowers students to develop essential 21st century skills. Coding
classes hone computational thinking, while digital storytelling tools unleash creativity and
innovation. Online platforms facilitate communication and collaboration, and activities can
address digital citizenship and information literacy. This equips students to think critically,
solve problems creatively, communicate effectively, and navigate the digital world responsibly.
However, successful integration requires addressing certain challenges. Educators need
training and support to leverage technology effectively. Equitable access for all students,
regardless of background, is crucial. Technology should enhance existing learning goals, not
replace them. Finally, data privacy and security must be prioritized.
By thoughtfully integrating technology and addressing these challenges, educators can
unlock its immense potential to transform the K-12 curriculum. This can create a more
engaging, personalized, and relevant learning experience, empowering students with the
knowledge, skills, and character to thrive in the 21 st century.
2. What are the 21st Century Skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards of Competencies of your
curriculum guide. (8 points)
As a math educatior, I understand the crucial role of preparing my students for success
in the 21st century workplace. This requires not only mastering subject-specific knowledge but
also developing essential 21st century skills. The mathematics curriculum guide emphasizes
the importance of skills like critical thinking, collaboration, and communication, all of which
are highly sought-after by employers.
I believe the top 5 most critical 21st century skills for my field to begin with Critical
Thinking and Problem-Solving. It ranked first due to its direct link to standards requiring
analyzing complex data, evaluating research, and developing innovative solutions, which
requires critical thinking skills. Secondly, is the Collaboration and Teamwork; essential for
collaborating with colleagues on projects, which necessitates teamwork and shared decision-
making. Next, Digital Literacy and Technology Integration; Ranked highly due to the
increasing reliance on technology in my field. Then, Communication and Interpersonal Skills;
raked fourth for its importance in conveying ideas effectively to diverse audiences and connect
with others. Lastly, Adaptability and Lifelong Learning; it ranked fifth due to the rapidly
changing nature of this field. It will emphasize continuous learning and adapting to new
situations, reflecting this skill.
Developing these 21st century skills is crucial for my students’ future success. I plan to
integrate technologies into my teaching to promote critical thinking through simulations,
encourage collaboration through online platforms, and enhance digital literacy through project-
based learning. By combining technology with effective teaching practices, I can prepare my
students to thrive in the dynamic and demanding environment of the 21st century.
