1. TTL2 – MIDTERMS
21st Century Communication Skills – SPEAKING
Definitions
(Brown, 1994; Burns & Joyce, 1997) speaking is an interactive process
of constructing meaning that involves producing and receiving and
processing information.
(Chaney, 1998, p. 13) speaking is the process of building and sharing
meaningthrough the use of verbal andnon-verbal symbols, in a variety
of contexts.
(Quianthy, 1990) defines speaking as the process of transmitting ideas
and information orally in variety of situations.
(Nunan, 2006) defines speaking as the use of language quickly and
confidently with few unnatural pauses, which is called as fluency.
SALIENT FEATURES OF SPEAKING
Commanding yet friendly voice.
Perfect clarity of language, thoughts and ideas.
Listener friendly.
Compromising of wit and humor.
Avoiding Monotony.
Creating a bond between speaker and listener.
WHY IS SPEAKING IMPORTANT?
Speaking is a crucial part of second language learning and
teaching.
Today's world requires that the goal of teaching speaking
should improve students’ communicative skills, because, only in
that way, Learners can express themselves
SPEAKING IS CONSISTS OF 3 PARTS
Why to SPEAK?
Not just “presentation, but also persuasion (let the people
believe).
Get people’s mindshare
What to SPEAK?
1. Brain storming – Individual Brainstorming is the process of you
getting your ideas out on paper.
2. Speaking with the format –IBC (Introduction, Body, Conclusion)
3. Aiming to persuasion – being confident and passionate is the key
for persuasion.
4. Perfect clarity of thoughts
How to SPEAK?
STAR (Situation, Task, Attitude, Result)
LEVELS OF SPEAKING
Novice
Novice-level speakers can communicate short messages on highly
predictable, everyday topics that affect them directly. They do so
primarilythrough the use of isolatedwordsand phrases that have been
encountered, memorized, and recalled. Novice-level speakers may be
difficult to understand even by the most sympathetic interlocutors
accustomed to non-native speech.
Novice Low
Speakers at the Novice Low sublevel have no real functional ability and,
because of their pronunciation, may be unintelligible. Given adequate
time and familiar cues, they may be able to exchange greetings, give
2. their identity, and name a number of familiar objects from their
immediate environment.
Novice Mid
Speakers at the Novice Mid sublevel communicate minimally by using
a number of isolated words and memorized phrases limited by the
particular context in which the language has been learned. When
responding to direct questions, they may say only two or three words
at a time or give an occasional stock answer.
Novice High
Speakers at the Novice High sublevel are able to handle a variety of
tasks pertaining to the Intermediate level, but are unable to sustain
performance at that level. They are able to manage successfully a
number of uncomplicated communicative tasks in straightforward
social situations.
Intermediate
Speakers at the Intermediate level are distinguished primarily by their
ability to create with the language when talking about familiar topics
related to their daily life. They are able to recombine learned material
in order to express personal meaning. Intermediate-level speakers can
ask simple questions and can handle a straightforward survival
situation.
Intermediate Low
Speakers at the Intermediate Low sublevel are able to handle
successfully a limited number of uncomplicated communicative tasks
by creating with the language in straightforward social situations.
Conversation is restricted to some of the concrete exchanges and
predictable topics necessary for survival in the target-language culture.
Intermediate Mid
Speakers at the Intermediate Mid sublevel are able to handle
successfully a variety of uncomplicated communicative tasks in
straightforward social situations. Conversation is generally limited to
those predictable and concrete exchanges necessary for survival in the
target culture.
Intermediate High
Intermediate High speakers are able to converse with ease and
confidence when dealing with the routine tasks and social situations of
the Intermediate level. They are able to handle successfully
uncomplicated tasks and social situations requiring an exchange of
basic information related to their work, school, recreation, particular
interests, and areas of competence.
Advanced
Speakers at the Advanced level engage in conversation in a clearly
participatory manner in order to communicate information on
autobiographical topics, as well as topics of community, national, or
international interest. The topics are handled concretely by means of
narrationand descriptionin the majortimeframesof past, present, and
future.
Advanced Low
Speakers at the Advanced Low sublevel are able to handle a variety of
communicative tasks. They are able to participate in most informal and
some formal conversations on topics related to school, home, and
leisure activities. They can also speak about some topics related to
employment, current events, and matters of public and community
interest.
Advanced Mid
Speakers at the Advanced Mid sublevel are able to handle with ease
and confidence a large number of communicative tasks. They
participate actively in most informal and some formal exchanges on a
3. variety of concrete topics relating to work, school, home, and leisure
activities, as well as topics relating to events of current, public, and
personal interest or individual relevance.
Advanced High
Speakers at the Advanced High sublevel perform all Advanced-level
tasks with linguistic ease, confidence, and competence. They are
consistently able to explain in detail and narrate fully and accurately in
all time frames. In addition, Advanced High speakers handle the tasks
pertaining to the Superior level but cannot sustain performance at that
level across a variety of topics.
Superior
Speakers at the Superior level are able to communicate with accuracy
and fluency in order to participatefully and effectively in conversations
on a varietyof topicsin formal and informal settingsfrombothconcrete
and abstract perspectives. They discuss their interests and special fields
of competence, explain complex matters in detail, and provide lengthy
and coherent narrations, all with ease, fluency, and accuracy.
Distinguished
Speakers at the Distinguished level are able to use language skillfully,
and with accuracy, efficiency, and effectiveness. They are educated and
articulate users of the language. They can reflect on a wide range of
global issues and highly abstract concepts in a culturally appropriate
manner. Distinguished-level speakers can use persuasive and
hypothetical discourse for representational purposes, allowing them to
advocate a point of view that is not necessarily their own.
Activities to Promote Speaking with the aid of Technology
Role Play
Brain Storming
Interview
Story Telling
Picture Narrating
Information Gap
21st Century Communication Skills – READING
What is Reading?
A skill which enables us to get a message
Recognize the written words (written symbols)
Getting (understanding) the meaning.
Grasping information from texts.
It is a cognitive process of decoding symbols to derive meaning
from text (as in reading a book or reading music)
Three Components of Reading
DECODING
Decodingreferstothe processof translatinga printedwordinto
a sound.
Two Skills in Decoding
o Identification Skill
o Word Attack Skill
COMPREHENSION
It is defined as the level of understanding of a text/message.
This understanding comes from the interaction between the
words that are written and how they trigger knowledge outside
the text/message.
4. Comprehension relies on a mastery of decoding. Children who
struggle to decode find it difficult to understand and remember
what has been read. Because their efforts to grasp individual
words are so exhausting, they have very little mental energy left
for understanding.
RETENTION
The condition of retaining (keeping) something. It could be in
the Short term memory or Long term Memory.
The ability to retain, which relies heavily on a child’s decoding
proficiency and ability to comprehend what is read.
Required Skills in Reading
1. Skills Related to Eye Movement
2. Abilities Related to Visual Discrimination
3. Association Skills
4. Interpretation Abilities
Why is Reading important?
1. Reading is fundamental to function in today's society.
2. Reading is a vital skill in finding a good job.
3. Reading is important because it develops the mind.
4. It is how we discover new things.
5. Reading develops the imagination.
6. Reading develops the creative side of people.
7. Reading is fundamental in developing a good self-image.
Stages of Reading Development
Stage 0: Pre-reading
o Preschool (ages 6 mos. To 6 years)
o ”Pretending” to read, retelling story when looking at pages of
book previously read to the child
o Naming letters of alphabet; recognizing some signs
o Printing own name
o Playing with books, pencils, and paper
Stage1: Initial Reading and Decoding
o Grade 1 and beginning Grade 2 (ages 7-8)
o Learning relation between letters and sounds and between
printed and spoken words
o Being able to read simple text containing high frequency words
and phonically regular words
o Using skill and insight to “sound-out” new one syllable words
Stage 2: Confirmation and Fluency
o Grades 2 and 3 (ages 7-8)
o Child reads simple, familiar stories and selections with
increasing fluency.
o This is done by consolidating the basic decoding elements,
sight, vocabulary,andmeaningcontextinthe readingof familiar
stories and selections.
Stage 3: Reading for Learning the New
o Grades 4-8 (ages 9-13)
o Reading is used to experience new feelings, to learn new
attitudes.
o Reading generally from one viewpoint
Stage 4: Multiple Viewpoints
o High School (ages 15-17)
o Reading widely from a broad range of complex materials, both
expository and narrative
o Reading a variety of viewpoints
Stage 5: Construction and Reconstruction
o College and beyond (ages 18+)
5. o Reading is used for one’s own needs and purposes professional
and personal)
o Readingservesto integrateone’sknowledgewiththat of others,
to synthesize it and to create new knowledge
o Reading is rapid and efficient
TYPES OF READING
SKIMMING
o Skimming is a quick reading:
- to know the general meaning of a passage;
- to know how the passage is organized;
- to get an idea of the intention of the writer.
o Skimming is a more complex task than scanning because it
requires the reader to organize and remember some of the
information given by the author, not just to locate it.
o Skimming is a tool in which the author's sequence can be
observed, unlike scanning in which some predetermined
information is sought after.
SCANNING
o Scanning is a quick reading, focusing on locating specific
information.
o Scanning involves quick eye movements, not necessarily linear
in fashion, in which the eyes wander until the reader finds the
piece of information needed.
o Scanning is used when a specific piece of information is
required, such as a name, date, symbol, formula, or phrase, is
required. The reader knows what the item looks like and so,
knows when he has located what he was searching for. It is
assumed then, that very little information is processed into
long-term memory or even for immediate understanding
because the objective is simply matching.
INTENSIVE READING
o READING FOR PURPOSE…… course books etc.
o It is a "detailed in-class" analysis, led by the teacher, of
vocabulary and grammar points, in a short passage.” (Long,
Michael & Richards, J.,1987)
o Intensive Reading, sometimes called "Narrow Reading", may
involve students reading selections by the same author or
several texts about the same topic.
o The success of "Narrow Reading" on improving reading
comprehension is based on the premise that the more familiar
the reader is with the text, either due to the subject matter or
having read other works by the same author, the more
comprehension is promoted.
EXTENSIVE READING
o READING FOR PLEASURE… story books, novels, magazines etc.
o extensive reading is carried out "to achieve a general
understanding of a text.“ (Brown, 1994)
o It occurs when students read large amounts of high interest
material, usually out of class, concentrating on meaning. (Long,
Michael & Richards, J.,1987)
o The aims of extensive reading are to build reader confidence
and enjoyment.
o Extensivereadingisalwaysdone forthe comprehensionof main
ideas, not for specific details.
READING DIFFICULTIES
Dyslexia
When a student has this type of learning disorder, he or she usually has
problems with letter and word recognition, as well as difficulties
pronouncing words. It also contributes to slow reading speed.
Remedial Vocabulary
Many students with reading comprehension problems have trouble
with vocabulary and may fall behind their peers. They typically perform
poorly on vocabulary tests, as well as on standardized tests.
6. Memory Problems
Short-term and long-term memory problems can be another aspect of
reading comprehension issues. When a student doesn't fully
understand what he or she just read, the student will have difficulties
remembering the information.
Omission of Words
Some students with reading comprehension problems omit words
when reading aloud or writing. This tendency could be a sign of other
disorders, such as dyslexia or vision problems.
Activities for teaching Reading
Activities for Students aged 8 to 12 years old
Story Talk
Talking about what you read is another way to help students develop
language and thinking skills.
Write and Draw On
Writing and drawing help student to become a better reader. Some
students love to be creative when it comes to drawing stories.
Cookbooking
Cookingis alwaysa delightfor some students, especiallywhenthey can
eat the results.
Read to me
It is important to read to the students but equally important to listen to
them read to you.
Attract students attention by their interests
Let the students read the books that have famous cartoon characters in
it or let them read about the video games they play.
21st Century Communication Skills – WRITING
7. Writing
It means putting letters or symbols on any surface.
In any communication writing have a very remarkable place.
Good writing skills allow you to communicate your message
with clarity and ease.
Writing is a creative skill as other skills proficiency comes with
practice same case in writing.
Writing as a skill
Writing is a one of important skills in communication.
Writing skills are highly essentials because organization needs
professional writers.
Some people develop writing skills as career like poets, writers,
novelist and historian etc.
Good writing skills allow you to communicate your message
with clarity and ease to a far larger audience to understand.
STAGES OF WRITING DEVELOPMENT
Audio Storytelling (3-4 years)
o This stage is based on the spoken language and gives the
youngest users the opportunity to tell stories by using the
recording function.
o Parents and teachers should ’translate’ children’s audio
recordingsintowritten languagebyaddingtextto the adulttext
field. This gives children valuable insight into the purpose of
writing, and shows similarities and differences between spoken
and written language.
Early Emergent Writing (4-5 years)
o The first writing stage is characterized by ’scribbling,’ where
children pretend that they are writing by hitting random keys
on the keyboard. It also includes ’logographic’ writing of high
frequency and easily recognizable words like the child’s name
and text logos like LEGO, McDonald’s, and Oreo.
o Turn on the key function that provides audio support for the
letter names. This allows children to make the connection
between the letter and its name while they ’scribble’.
o Continue to add conventional writing (’translation) in the adult
writingfield,which givesthe childthe chance to see the spelling
of familiar words.
Emergent Writing (5-7 years)
o By now, children have gained an initial understanding of
phonics, which is the correspondence between letters patterns
(graphemes) and sounds (phonemes). Some of the words may
have the correct initial letter and a few other letters.
o Set the audio support to letter sounds (phonemes). Continue to
provide conventional writing to help the child understand the
letter/sound relationship more fully.
o Children begin to make the reading-writing connection and are
much more awareof embeddedclues,such as picture andinitial
letter clues. When it comes to reading WriteReader books, be
sure that they read the conventional text to recognize and learn
from the correctly spelled words.
Transitional Writing (6-8 years)
o At this stage, there is a one-to-one relationship between the
letters and sounds represented in children’s writing. For
example, word like ’people’ could be spelled ’pepl’.
o Even though children’s writing has now reached a certain level
where it may be able to be read by others, providing
conventional writing is still very important to writing progress.
o Children will learn through comparison that many letters have
different sounds and that some are silent. At the same time,
8. children will start to notice and learn about the use of
punctuation and capital letters.
Fluent Writing (8-10 years)
o Around this age, children start to notice and learn all the
irregularities in written language. It’s the longest learning phase
in writing development and can extend over several years.
o Children can turn off the key sounds at this stage, if this support
is not needed.
o When children are able to spell more than 75% of the words
correctly, it no longer makes sense to ’translate’ their writing in
the adult text field. Instead, the teacher/parent can try these
suggestions:
o Write the misspelled words in the adult text field.
o Write a comment that can guide the children to correct
themselves. For example, ’Find and correct two misspelled
words’ or ’Remember to use punctuation and capital letters.’
THE WRITING PROCESS
Prewriting
Prewriting identifies everything you need to do before you sit
down to start your rough draft.
Find Your Idea: Ideas are all around you. You might draw inspiration
from a routine, an everyday situation or a childhood memory.
Build On Your Idea: Two of the most popular methods of fleshing out
your idea arefree writingand brainstorming.Free writingmeanswriting
every idea that comes into your head.
Plan and Structure: Piecing the puzzle together comes next. It's time
to sort through your ideas and choose which ones you will use to form
your story.
Writing
Now you have your plan and you’re ready to start writing.
Forget about word count and grammar. Don’t worry if you stray
off topic in places; even the greatest writers produce multiple
drafts before they produce their finished manuscript.
Revision
Your story can change a great deal during this stage. When
revising their work, many writers naturally adopt the A.R.R.R.
approach
Add:Haveyou givenyour readersall the informationtheyneed tomake
sense of your story? If not, go back to your notebook that you kept for
additional scenes and any additional details.
Rearrange: Consider the flow, pacing and sequencing of your story.
Would the plot be better served if some of the events occur in a
different order?
Remove: After making additions to your story, how is your word count
now? Are your readers experiencing information overload? You may
need to eliminate passages that don’t quite fit.
Replace: The most effective way to revise your work is to ask for a
second opinion. Do you need more vivid details to help clarify your
work?
Editing
You have overhauled your story. It’s time to fine tune your
manuscript line by line.
9. Check for repetition, clarity, grammar, spelling and punctuation.
Editing is an extremely detailed process and its best when
performed by a professional.
Nobody wants to read a book that is full of mistakes, and they
certainly won’t buy a book that is riddled with them.
Publishing
Publication may extend to a multimedia presentation or lead to
a public performance.
The Presentation Trait is emphasized during this phase of the
writing process as the writer works to make the piece appealing
and inviting to the audience
5 TYPES OF WRITING STYLE
a) Narrative Writing
Narrative writing is storytelling at its most basic: it’s all about sharing
something that happens to a character. It can be an epic tale or a small
anecdote; it can span years of time or a few minutes; it can be fact or
fiction.
Narrative writing uses many of the most common elements of
storytelling,such as plot,character,setting,conflict,emotion,and a core
message you’re trying to get across. There are also tried-and-true story
archetypes or narrative structures you can use to shape your narrative
writing, such as coming of age, rags to riches, or the hero’s journey.
b) Descriptive Writing
Descriptive writing involves capturing every detail of the place, person,
or scene you’re writing about. The goal is to really immerse the reader
in the experience, making them feel like they are there.
This usually involves crafting vivid descriptions using all five senses:
sight, smell, hearing, touch, and taste. But it could also involve use of
simile and metaphor to evoke a mood or feeling that’s too hard to
capture with physical descriptors. This can help elevate your writing
from a simple description to something that connects with others on a
deeper level.
c) Persuasive Writing
Persuasive writing is all about getting your point across. The goal is to
share your opinion in a thoughtful way—or, even better, to actually
convince the reader of a viewpoint or idea. Whether you have a strong
stance on an issue or need to inspire people to take action towards a
cause, persuasive writing is the way to do it.
d) Expository Writing
Expositorywritingexiststoexplaina subjectorinform abouta particular
topic area. The goal is simply to teach the reader something.
Expository writing should aim to answer any questions a reader might
have abouta subject:think aboutthe classic who, what, why, when, how
questions. You want to lay everything out clearly, avoiding any jargon
or overly technical language that may confuse people.
e) Creative Writing
As with any artistic medium, the rules are really only there to be
broken—and creative writing is any writing that exists outside of the
styles above, or even combines the styles in surprising new ways. The
goal of creative writing is really to find new ways to tell stories that can
surprise and delight readers.
Writing Activities using Technology
Imitate the Writing Style of a Favorite Author.
A class exercise. This activity can help students practice their ability to
write with a distinct voice as well as begin to understand what goes in
10. to making a given authorial voice “unique.” These considerations can
help students start to develop their own voice as well.
Describe a Conventional Object in a Non-Conventional Way.
In this activity, students must write a passage describing an everyday
object without using any of the vocabulary ordinarily used to describe
it. Given how many objects that can be chosen and how many
restrictions you can impose on students' responses, there are virtually
infinite variations of this project.
Experiment With Using Unusual Sentence Structures in Writing.
Having students write under unusual grammatical constraints can help
them become more flexible writers. This is another endlessly
customizable activity, though some choices will probably be more
generative than others.
Do a Memory Write.
This activity asks students to write about an aspect of a recent reading
that stuck in their memory. They should write “I don’t know why I
remember...” and then continue writing for fifteen minutes, or however
longfeelsnecessary. Writingaboutone's ownmemoriescansometimes
spark creativity in ways that students may not realize, as memory is a
key impetus for creative work, regardless of genre.
Free-Write Around a Made-Up Word.
Have students invent a completely fictitious word that sounds like it
could mean something, like “Snordricioius,” for instance. Havestudents
then write a short poem, or short scene, that uses that word. Instruct
them not to define their word explicitly in their writing. Instead, they
should try to make their writing connote the definition and “feel” of the
word via context.
PROMOTING DIGITAL CITIZENSHIP
Digital Citizenship
This is a concept which helps teachers, technology leaders and parents
to understood what technology users should know to use technology
appropriately.
Defined as the norms of appropriate, responsible behavior with regard
to technology use.
Digital Citizenship in the 21st Century
#1 Goal forDigital Citizenshipistoteachteachers, students and parents
what are the basics of technology issues are today (and help for
tomorrow).
Provides a Framework using Nine Elements and comes with teaching
resources.
Why Digital Citizenship?
Some would say we don’t need to teach Digital Citizenship just
citizenship as they are one in the same now.
Others arguethat weneed to have a commonlanguagesand resources
that we use with parents, students, and teachers.
Nine Elements of Digital Citizenship
Digital Access - Full electronic participation in society
Do all students have access throughout the day to technology?
Do all students have access to technology at home or in the
community?
o Open computer labs
o After school access in libraries
11. Teachers also need to encourage technology use in their
classrooms.
Special needs students – required equipment?
High speed access as opposed to dial up.
Digital Commerce - Buying and selling online
Online purchasing has become an important factor in student’s
lives.
Students (GEN Y) ages 8 – 24 now spend $196 billion per year
online.
Students often buy online without understanding the
consequences.
Digital Communication - Electronic exchange of information
Texting has become the preferred method of communication;
how does this change interpersonal communication.
Cellphones can be a major distraction in class but some phones
allow access to applications and internet access that could
improve learning.
Digital Literacy - Knowing when and how to use technology
Technology infused learning is becoming common place;
however, teaching how to use technology appropriately has not
kept pace.
Instruction on inappropriate and appropriate use has to be
taught as well as the technology itself.
Teachers need to learn how to create lessons with technology
that are engaging.
Digital Etiquette - Learning right from wrong in the Digital Age.
It is our job as educators to model proper digital etiquette so
that students understand the subtle and not so subtle rules
when using technology.
Students need to realize how their use of technology affects
others.
Digital Law - Legal right and restrictions governing technology use.
Are students using technology the way that it was intended or
are they infringing on the rights of other?
Have we taught Copyright procedures in our schools?
Digital Rights and Responsibilities - Privileges and freedoms
extended to all digital technology users, and the behavioral
expectations that come with them.
Students needto be givena clearunderstandingof the behavior
that is required from them.
Using online material ethnically, citing sources and requesting
permission.
Digital Health and Wellness - The elements of physical and
psychological well-being related to digital technology use.
Examples
o Carpel Tunnel Syndrome
o Eyestrain
o Poor posture
o Internet addiction
Digital Security - The precautions that all technology users must take
to guarantee their personal safety and the security of their network.
o Students need to learn how to protect their data.
o Virus protection software
o Firewalls
o Backups
o Password-protecting,
o Https sites
Digital Security Issues
12. o Protecting hardware and networks security.
o Protecting personal security, identity theft, phishing, online
stalking
o Protecting school security: hackers viruses.
o Protecting community security: terrorist
COPYRIGHT AND PLAGIARISM
Copyright
Copyright law is set out in a statute enacted by the United States
Congress.
Copyrightlawgrants authors and artists the exclusiveright tomake and
sell copies of their works, the right to create derivative works, and the
right to perform or display their works publicly.
A violation of the Copyright violation occurs when there is any
infringement upon the legal rights of the copyright holder.
If something has been copyrighted, you have to obtain permission
from the copyright holder to use it.
That may mean you may have to pay money to the copyright holder to
use something that is protected by copyright.
Of course, the copyright holder may grant permission without
demanding payment.
A person who has committed copyright infringement has violated a
federal statute and can be subject to criminal and civil penalties.
Plagiarism
The rules for plagiarism are not set forth in a statute.
The rules have been established in the academic setting to ensure that
when somebody creates something, that person will get credit if it is
used by another person.
You will not be prosecuted by the government for plagiarism.
You will not be fined or go to jail for plagiarism.
“A charge of plagiarism can have severe consequences, including
expulsion from a university or loss of a job, not to mention a writer's loss
of credibility and professional standing.”
Plagiarism is defined as taking the original works of another and
presenting it as your own.
When you use the work of someone else, you must acknowledge the
author or creator of the original work and cite the source where you
found it.
Even if only you paraphrase the words of another or summarize the
source, you must acknowledge the source it came from.
Anything that is seen as seen as an unethical and unattributed use of
another’s original creation can be defined as plagiarism.
Can you commit copyright infringement and plagiarism at the
same time?
YES. A person can commit plagiarism and copyright violation with
the same action.
That happens when a person uses something without getting the
necessary permission and does not cite the sources it came from.
BUT. An action may be a copyright violation but not plagiarism.
That happens when a person properly cites a source but does not
have the legal right to use the source material.
BUT. An action may be plagiarism but not a copyright violation.
That happens when a person uses material that is not protected by
copyright law but does not properly cite the source of the material.
PLAGIARISM COPYRIGHT
13. Plagiarism is a violation of
academic rules.
Copyright violation involves a
statute.
Plagiarism is an offence against
the author.
Copyright is an offence against
the person who owns the
copyright.
Plagiarism is about the failure to
properlyacknowledgetheauthor
of a source that you used.
Copyright violation is about the
failure to pay the copyright
holder for the use of the material
or the failure to obtain
permission.
Plagiarism can be avoided by
citing the sources that you use.
Copyright violation can be
avoided by obtaining permission
in advance to use something and
making payment for the use.
K – 12 Learning Plans: Integration of 21st Century Skills and ICTs
Integrating Technology in Instruction
Various educatorsandresearchersprovidedthe followingconceptsand
principles about integrating technology in instructions:
1) John Pisapia (1994)
Integrating technology with teaching means the use of learning
technologies to introduce, reinforce, supplement and extend skills. For
example, if a teacher merely tells a student to read a book without any
preparation for follow up activities that put the book in pedagogical
context, the book is not integrated. In the same way, if the teacher uses
the computer is not integrated.
On the other hand, integrating technology into curricula can mean
different things:
computer science courses, computer-assisted instruction,
and/or computer-enhanced or enriched instructions,
matching software with basic skill competencies, and
keyboarding with word processing followed up with
presentation tools.
2) International Society for Teaching in Education (ISTE)
Effective integration of technology is achieved when students are able
to select technology tools to help them obtain information in a timely
manner, analyze and synthesize the information, and present it
professionally. The technology should become an integral part of how
the classroom functions—as accessible 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
considerationsthatarechanging not onlyhow learningoccurs but what
is learned.
4) Qiyun Wang and Huay Lit Woo (2007)
14. 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.
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.
6) UNESCO (2005)
ICT integration is not merely mastering the hardware and software
skills. Teachers need to realize how 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.
Information and Communication Technology (ICT)
The following are the definitions of ICTs from various sources:
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 full range 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 to
communicate 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.
Tialo (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.
UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to
transmit, store, create, share, or exchange information. These
technological tools and resources include computers, the Internet
(website, blogs, and emails), live broadcasting technologies (radio,
television and webcasting), recorded broadcasting technologies
(podcasting, audio, and video players and storage devices) and
telephony (fixed or mobile, satellite, vision/video-conferencing, etc.)
UNESCO defines it also as scientific, technological and engineering
discipline and management technique used. ICT also refers to handling
information, its application and association with social, economic, and
cultural matters.
Ratheeswari (2018)
Information Communication Technologies (ICT) 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, scientific research and in accessing information
communication technologies.
In this digital era, ICT is important in the classroom for giving students
opportunities to learn and apply the required 21st century 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 attractively and enables learners to learn at any level
of an educational program.
Conversational Framework of Laurillard (2002)
16. Pedagogyoftenrefersto the teachingstrategiesor techniquesused
to deliver lessons and to allow learners to demonstrate
competencies.
Social Interaction activities as one of the elements in the framework
are crucial. Through these, learners will acquire and develop
knowledge and skills that are important for them to live and work
in various communities. To engage the learners in the teaching-
learningprocessfullyand meaningfully,thesocial designof the ICT-
based learning environment needs to deliver a secure and
comfortable space.
Technological componentthatgenerallyusescomputersto support
various learning activities. Through the use of computers, various
teaching modes may happen
Reading ICT-Integrated Lesson Plans Using IDEA Lesson Exemplar
Format – the New Normal Way Learning Plan in the New Normal
IDEA LESSON EXEMPLAR
Beforethe pandemic,teachersin publicand privateelementaryand
secondary schools had been using the 4As format in crafting their
Daily Lesson Plan (DLL) or Daily Lesson Plan (DLP). This format
entails Activity, Analysis, Abstraction, and Application.
Now that we are in the new normal, a lot of things have changed in
the educational system brought about by the pandemic. One of the
salient changes is the preparation of the DLL/DLP of teachers. To
better facilitate the teaching-learning process today, teachers are
now requiredto crafttheir DLL/DLPusingthe IDEA Lesson Exemplar
format as prescribed by the Department of Education.
This exemplar includes the following: Introduction – the I Phase,
Development – the D Phase, Engagement – the E Phase, and
Assimilation – the A Phase. The IDEA instructional process design is
an abridged and refined format. All parts of the original DLL/DLP
are subsumed in PIVOT 4A lesson exemplars.
