LESSON PLAN 2:
ICT-Pedagogy Integration in
Language Learning Plans
Integrating Technology in Instruction
Various educators and researchers provided the following concepts and principles about
integrating technology in instruction:
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 a pedagogical context, the book is not integrated. In
the same way, if the teacher uses the computer to reward children by allowing
them to play a game, the computer is not integrated.
● On the other hand, integrating technology into curricula can mean different
things: 1) computer science courses, computer-assisted instruction, and/or
computer-enhanced or enriched instruction, 2) matching software with basic skill
competencies, and 3) keyboarding with word processing followed up with
presentation tools.
2. International Society for Technology 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. 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-structural as well as pedagogical considerations that are
changing not only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
● 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 lessons.
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 an 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)
Through the integration of ICT in the field of education, it is also vital for us to know the
definitions and what are the scope, possible parts, and ways on how ICT will work.
MOURSOUND (2005)
● ICT revolves around the range of computer hardware, computer software and
telecommunications facilities, The scope is froICT is a diverse set of technological tools
and resources little to big scale items
TINIO (2009)
● ICT is a diverse set of technological tools and resources used to communicate,
disseminate, store, and manage information that includes hardware materials, software
inputs, and mass connections.
UNESCO (2020)
● used to transmit, store, create, share, or exchange information These technological tools
and resources include computers, the Internet (websites, 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, visio/video-conferencing, etc.)
● UNESCO also defines it as a scientific, technological, and engineering discipline and
management technique. ICT also refers to handling information, its application, and its
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 changes in
working conditions, handling and exchanging information, teaching methods, learning
approaches, scientific research, and accessing information communication technologies.
● In this digital era, ICT is important in the classroom for allowing students to learn and
apply the required 21St Century skills. ICT improves teaching and learning and helps
teachers perform their role as creators of pedagogical environments. ICT helps a teacher
to present his/her teaching attractively and enables learners to learn at any level of an
educational program.
Using ICT Integration Frameworks in Language Education Learning Plans
A. Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their
lessons and master the skills they are expected to demonstrate. Thus, it will be reassuring if
teachers will explore on engaging various media to support various learning activities in
classrooms. This is how the Conversational Framework (Laurillard, 2002) may support. The
framework postulates a way of presenting teaching and learning in terms of events. These are
five (5) key teaching and learning events in the framework which are identified as:
➔ Acquisition
➔ Discovery
➔ Dialogue
➔ Practice
➔ Creation
Vis-à-vis the five events are specific teaching strategies, learning actions or experiences, related
media form, examples of non-computer based activity, and examples of computer-based activity.
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
The Laurillard's Conversational Framework (LCF) is relevant in the field of language education
since this field requires appropriate and complex use of various technologies. The framework
clearly presents the way teaching events in language classrooms can be thoroughly related to
their language learning events. Language teachers need to systematically match their teaching
styles to the learning needs of their students. By this, the integration of ICT and pedagogy will be
done in a comprehensive and meaningful way.
The usefulness of LCF in language education was analyzed in a study that was conducted by
Abeer Aidh Alshwiah in 2016. The study investigated and evaluated the effectiveness of LCF in
developing the writing component of foreign language learners' (FLLs') communicative
competence in blended learning (BL) context, as compared to a face-to-face (F2F) context. The
FLLs in the study comprised three intact classes from a foundation course at a Saudi university.
The three skills addressed consisted of the use of the past tense to describe past events and form
wh-questions, as part of grammatical competence, and writing a letter of complaint, as part of
sociolinguistic competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was used. The
quasi-experimental design was applied by measuring learners' development in the three
aforementioned skills. The corresponding test results were then compared with those of a control
group. Moreover, the benefits of LCF were examined by gathering the learners' perceptions of
the intervention and analyzing their engagement with the teacher, peers, tasks and language.
The study revealed that LCF was more effective in the BL than in the F2F context, in terms of
developing the learners' skill in forming wh-questions. However, both contexts almost equally
developed the learners' skills in using the' past tense and writing a letter of complaint. Moreover,
interviews with volunteers from the two experimental groups, observing their engagement, and
analyzing their conversations, revealed positive perceptions amongst learners with an
intermediate level of English language proficiency. On the other hand, two different factors
affected their perceptions of the intervention language proficiency and the willingness of peers to
collaborate. Another factor affecting perceptions of BL was lack of familiarity with the
technology applied. It is therefore recommended that this barrier be overcome and the use of BL,
given its effectiveness for the development of more writing skills be encouraged.
B. Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three fundamental elements. These are
pedagogy, social interaction, and technology. These elements are diagrammatically represented
by Wang in
The ICT Integration Framework of Wang can be fully maximized in developing learning plans
for language learning. In a language learning context, pedagogy often refers to the language
teaching strategies or techniques that language teachers use to deliver their lessons and to allow
their learners to demonstrate the curricular language competencies. The pedagogical element in
language learning is very important as it primarily reflects the art of teaching a teacher will
employ in the learning process.
The pedagogical design a language teacher will use needs to include proper selection of
appropriate content and. language learning activities. In the design, the teacher needs to look into
how the available technological resources will help provide scaffolds that will assist their
language learners during the learning processes. Language teachers need to note that in
developing learning plans that embed the pedagogical design, it is crucial to look into the
learning environment and ensure that this environment will provide help to fulfill the needs and
objectives of the language class with learners of diverse experiences and backgrounds. The
learning plans should also involve the appropriate use of learning resources and activities that
support learners' learning and allow teachers to facilitate learning.
Social interaction activities as one of the elements in the framework are crucial in language
learning. With social interaction, learners will naturally acquire a language and develop language
knowledge and skills that are important for them to live and work in various communities. In the
various learning events, the language teacher may use computers which may allow the learners
to interact and demonstrate the language skills and competencies required from them. The
teacher and the learners may use computers to connect and learn through the computers that are
now connected world-wide. With the advent of computer-mediated communication (CMC),
planned social interaction activities that aim to enhance language learning become more
convenient and flexible. Language learners may maximize computers individually but they may
also collaboratively use them with other learners. As noted by Uribe, Klein, & Sullivan (2003),
computer-supported collaborative learning has shown positive effects on students' performance.
To engage the learners in the teaching-learning process fully and meaningfully, the social design
of the ICT-based learning environment needs to deliver a secure and comfortable space. This will
allow the learners to willingly share their thoughts and ideas to facilitate communication among
them.
The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various teaching
modes may happen. Interaction does not solely happen in a face-to-face environment. It may also
happen online. In order for any online interaction activities in a language classroom to be
effective, there is a need to consider the availability of the facilities they require and ease of
access. The human— computer interface design is also critical because this will define the utility
of the technology-based learning environment. It must be noted that in language learning, the
ease of learning in the interface design is essential. It needs to motivate the learners to fully
participate.
In the 21st Century classrooms, the three components: pedagogy, social interaction, and
technology, are needed in an ICT-based learning environment. Due to the advent of educational
technologies which are fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to happen.
C. Categories for Information Communication and Technology (ICT) in Teacher Training
Figure 1. Jung (2005). Categories of ICT Teacher Training Efforts
1. ICT use as main content focus of teacher training
The first square in the first quadrant indicates the approaches based on ICT use as the main
content focus of teacher training. This approach has an emphasis on teacher training in how to
use ICT in the classroom. It addresses issues such as selecting appropriate ICT tools and
supporting students in the use of those tools, using ICT to promote learning activities, developing
new methods of facilitating learning and evaluating student performance, and so on.
2. ICT use as part of teaching methods
The second quadrant shows the ICT use as part of teaching methods. This approach integrates
ICT into teacher training to facilitate some aspects of training and focuses on the ability of
pre-service teachers to develop ICT-integrated pedagogies. ICT is adopted as part of effective
training methods, so teacher educators use ICT to train student teachers in using ICT in their
future classroom activities, showing and discussing descriptions and demonstrations of how
technology can be used in the classrooms.
3. ICT as core technology for delivering teacher training
The third square underlines ICT as core technology for delivering teacher training. In this
approach, ICT is used as the major way of providing the learning experience of teacher training
(mainly through e-learning platforms or internet-based courses). The content of this approach
does not necessarily focus on ICT skill itself but rather covers a variety of ICT applications.
4. ICT used to facilitate professional development and networking
The last square pinpoints the ICT use to facilitate professional development and networking.
Whereas the use of ICT as core technology for delivering teacher training can be found in limited
contexts, there are many examples of ICT, particularly Internet and web-based communication
technologies, being used to support teachers’ on-going professional development and
networking. Many countries have developed websites to provide on-line resources for teachers
and facilitate teachers’ networking based on the assumption that professional development
should be an integral part of daily practice for all teachers and the use of the Internet would
enhance continuous professional development activities of teachers, connecting teachers to larger
teaching communities and allowing for interaction with expert groups.
D. UNESCO ICT Competency Framework for Teachers
Having a society that is increasingly based on information and knowledge and with the ubiquity
of Information and Communication Technology (ICT) for instruction, UNESCO was able to
develop ICT Competence Framework for Teachers (UNESCO, 2018).
This framework, which is a part of a range of initiatives by the UN and its specialized agencies
including UNESCO, aims to promote educational reform and sustainable economic development
anchored on the principles and objectives of the Millennium Development. Goals (MDG),
Education for All (EFA), the UN Literacy Decade (UNLD), and the Decade of Education for
Sustainable Development (DESD). As shown by the framework, the teachers have six aspects of
work: understanding ICT in education, curriculum and assessment pedagogy, application of
digital skills, organization and administration, and teacher, professional learning. Across the six
aspects of work are the three approaches to teaching based on human capacity development knowledge acquisition, knowledge deepening, and knowledge creation.
The framework also specifically aims to equip teachers to be able to do their roles achieving the
following societal goals:
➔ build workforces that have information and communications technology (ICT) skills and
are reflective, creative and adept at problem-solving in order to generate knowledge;
➔ enable people to be knowledgeable and resourceful so they are able to make informed
choices, manage their lives effectively and realize their potential;
➔ encourage all members of society irrespective of gender, language, age, background,
location and differing abilities to participate fully in society and influence the decisions
that affect their lives; and
➔ foster cross-cultural understanding, tolerance and the peaceful resolution of conflict.
The Commission on Higher Education (CHED) through its Policies, Standards, and Guidelines
(PSGs) requires the integration of ICTs in language teaching and learning. Hence, the ICT
Competency Framework for Teachers is very useful to support the standards as they will serve as
a guide to assist the teachers to successfully integrate ICT into the language classroom. Through
the framework, the language teachers may structure their learning environment in new ways,
merge new technology and pedagogy, develop socially active classrooms, and encourage
cooperative interactions, collaborative learning and group work.