Polytechnic University of the Philippines
COLLEGE OF EDUCATION
Sta. Mesa, Manila
SUBMITTED BY:
Group 2
ALAPAN, TRISTAN RAY F.
CARRANZA, RUEBEN M.
FABRO,KIRBY PAUL E.
GALMAN, JALENE C.
PASCUAL, CAMILLE L.
SAPIŇO, RAYMART L.
TIMBOL, JOHN FRANCIS S.
BBTE-IT III-2N
SUBMITTED TO:
DR. DENNIS O. DUMRIQUE
|Pedagogy of Learning ICT 1
Table of
Contents
|Pedagogy of Learning ICT 2
TABLE OF CONTENTS
Acknowledgements
4
Objectives
6
Introduction
8
I. Introduction to ICT
12
II. Pedagogic Basis of ICT
23
III. Importance of ICT
26
IV. Pros and Cons of ICT in Education
33
VI. ICT in 21st Century Learning
38
Summary
46
References
49
Appendices (Curriculum Vitae
51
|Pedagogy of Learning ICT 3
Acknowledgements
|Pedagogy of Learning ICT 4
ACKNOWLEDGEMENTS
The authors would like to extend their gratitude first and foremost to the Almighty God, the
Creator and Savior, for all the infinite blessings and guidance; all the glory and honor to Him
alone.
To the people, institution, groups and creators that contributed their knowledge to this
manuscript.
To the people and institutions who facilitated the accomplishment of this research, the authors
extend their love, respect, and endless gratitude.
To the College of Education through Dr. Milagrina A. Gomez and the PUP coaches, for allowing
them to gather the needed data for this study;
To Dr. Dennis O. Dumrique, their professor, for his kindness, patience, assistance, guidance, and
valuable suggestions for the improvement of this manuscript;
To all their friends, partner, and most especially to their parents, for moral support, patience,
love and continuous encouragement.
|Pedagogy of Learning ICT 5
OBJECTIVES
|Pedagogy of Learning ICT 6
OBJECTIVES
ICT is changing the lives of everyone. Through learning ICT we equip ourselves to
participate in a rapidly-changing world where work and leisure activities are increasingly
transformed by technology. We able to find, explore, analyze, exchange and present
information. We also focus on developing the skills necessary to be able to use information in a
discriminating and effective way. By the end of this module, we aim solve the following
objectives regarding ICT:
1. To define what is the meaning of ICT and its importance to mankind.
2. To help the readers appreciate the richness and the historical value of ICT in improving
our way of living.
3. To determine what are the pedagogic basis or the learning principles behind teaching of
ICT to students.
4. To determine what is the role of ICT in education, and the pros and cons of applying ICT
in education.
5. To impart ways on utilizing ICT as an instructional tool in teaching.
6. To address the issues regarding the excessive use of ICT.
7. To encourage the readers to become critical and reflective users of ICT who can
evaluate the capabilities and limitations of the technology and of social, technical, and
economical principles associated with its use
|Pedagogy of Learning ICT 7
INTRODUCTION
|Pedagogy of Learning ICT 8
INTRODUCTION
Information and Communication Technology (ICT) has brought unimaginable changes to
the lives our people. It transformed the way we live in our day to day lives as an individual. ICT
made communicating with one another in as fast a blink of an eye. We are aware of this entire
holistic works of technology that has been provided to us by the numerous inventions and
discoveries in technology. Technology that made everything in the grasp of willing individuals
who wish to seek knowledge and information and facts. As technology becomes more and
more embedded in our culture, we must provide our learners with relevant and contemporary
experiences that allow them to successfully engage with technology and prepare them for life
after school.
This now becomes the major challenge to our educational system. This module is
designed for use of preservice and inservice teachers, and students who wish to know more
about ICT. This provides a brief overview of some of the key topics in the field of Information
and Communication Technology (ICT) in education. The mission of this book is to help improve
the knowledge of the reader on what is Information and Communications Technology. We aim
to determine what really is “ICT” and its importance to education. This module also discusses
the pros and cons of using ICT in education. The Goals of this module is to #1 to help you
increase your expertise as a teacher and knowledge as a student. Goal # 2 of this module is to
help increase your knowledge and understanding of various roles of ICT in curriculum
instruction, and assessment. In addition, ICT is now an important content area in each of the
disciplines that you teach or are preparing to teach. Goal # 3 of this module is to help you
increase your higher-order, critical thinking, problem-solving knowledge and skills. Special
attention is paid to roles of ICT as an aid to solving complex problems and accomplishing
complex tasks in all curriculum areas.
Now that we have stated goals for this book, we want to make clear a non-goal. This
module is not designed to help you learn specific pieces of software. This material is for the sole
|Pedagogy of Learning ICT 9
purpose of discussing what is ICT and the effects of its usage as a tools for teaching. The
information used in this module is based on the studies and opinions of authorities and persons
in the field of Information and Communications Technology and Education.
As you read this book, you will come to understand that ICT in education is a broad,
deep, and rapidly growing field of study. ICT has the potential to contribute to substantial
improvements in our educational system. To date, relatively little of this potential has been
achieved. Moreover, the pace of change of the ICT field currently exceeds the pace of progress
in making effective use of ICT in education. Thus, the gap between the potentials and the
current uses of ICT to improve education.
|Pedagogy of Learning ICT 10
cONTENT
|Pedagogy of Learning ICT 11
Introduction to ICT
By Camille L. Pascual
OBJECTIVES:

To help the students or the learners become competent and more confident users of ICT
which can make them a more effective, efficient and creative users of our technology in
their everyday activities.

To value the importance of having new discoveries by learning ICT, that can make work
much easier and faster.

To become a productive citizen of our community.
PREVIEW
Now a day’s technology and globalization really take place, even in our past centuries.
Everywhere you go you can see them, the products of them, and how it affects everyone’s life
in their daily activities. The application of ICT in our life really affects it most – which it includes
radio and television, as well as digital technologies such as computers and the Internet, because
it helps us to make our work more even and faster, that without the glance of these
technologies you cannot say that your day or your life is complete.
It is really great that technologies are have been created, how it grows faster and how it
turns are world to become modernized and globally competitive with one another.
|Pedagogy of Learning ICT 12
CONTENT
I.
What is ICT?
We hear a lot from people the term “ICT” is innovation in the technology but
often, all we did know about it is just an exert of what it is really about. According to the
studies, ICT is a coined term for (Information and Communications Technology - or
technologies).
It is an umbrella term that includes any communication device or
application, encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the various services and
applications associated with them, such as the Internet, videoconferencing and distance
learning. Due to innovations, our society has been provided different ways to
communicate with one another regardless of time and distance.
People can now communicate with other person in different countries or state
through the use of internet, email and instant messaging and video conferencing. Social
networking sites like Facebook, twitter, instagram, YouTube, tumblr, has become a
“Global Village” in which people can communicate with others across the world as if
they were living next door. This are just some proof of the how dependent we became
on the benefits of the innovations in Technology. It only shows that ICT (Information
and
Communications Technology) greatly affects our society.
What is ICT?
ICT (information and communications technology - or technologies) is an
umbrella term that includes any communication device or application, encompassing:
radio, television, cellular phones, computer and network hardware and software, satellite
systems, as well as the various services and applications associated with them, such as
videoconferencing and distance learning.
Founding History of ICT
 1604 Mechanical calculators are manufactured for sale
|Pedagogy of Learning ICT 13
Records exist of earlier machines, but Blaise Pascal invents the first commercial
calculator, a hand powered adding machine.
•
The implication of this in Education is that it makes the computation much easier , faster
and precise.
 1801 Punch cards used for programming a machine
Frenchman, Joseph-Marie Jacquard builds a loom that weaves by reading
punched holes stored on small sheets of hardwood. These plates are then inserted
into the loom which reads (retrieves) the pattern and creates (process) the weave.
Powered by water, this "machine" came 140 years before the development of the
modern computer.
•
The implication of this in Education is that it is a command used for
controlling data used for data processing applications.
 1820 Charles Babbage starts his research
Shortly after the first mass-produced calculator, Charles Babbage begins his
lifelong quest for a programmable machine.
•
The implication of this in Education; Since it is programmed for
automatic operations it is easy to used and make the work even more
faster. One good example of this are the computers.
 1822 Babbage's Difference Machine
Difference Machine was an automatic, mechanical calculator designed to tabulate
polynomial functions.
•
The implication of this in Education is that it is more advance.
 1842 Ada Lovelace
Although Babbage was a poor communicator and record-keeper, his difference
engine is sufficiently developed by 1842 that Ada Lovelace uses it to
mechanically translate a short written work. She is generally regarded as the first
programmer.
•
The implication of this in Education is that the calculators become more precise and
advance; it is also being used in data processing.
|Pedagogy of Learning ICT 14
 1854 George Boole - father of computer science
George Boole, while professor of Mathematics at Cork University, writes An
Investigation of the Laws of Thought (1854), and is generally recognized as the
father of computer science.
 1890 Punch cards used in 1890 Census
The 1890 census is tabulated on punch cards similar to the ones used 90 years
earlier to create weaves. Developed by Herman Hollerith of MIT, the system
uses electric power
(Non-mechanical). The Hollerith Tabulating Company is a forerunner of today's
IBM.
•
The implication of this in Education is that it is used for summarizing data or
information, then later on, accounting.
 1892 Printing Calculator
William Burroughs introduces a commercially successful printing calculator. It
is hand- powered but Burroughs quickly introduces an electronic model.
•
Designed to be that to ease the boredom, for clerical works.
 1918 Enigma Machine Invented
An Enigma machine is any of a family of related electro-mechanical rotor
machines used for the encryption and decryption of secret messages. The first
Enigma was invented by German engineer Arthur Scherbius at the end of World
War I
This machine was used by the Germans with great success in World War II, but
we had Bletchly Park Code Breakers!
 1927 Vannevar Bush of MIT builds his differential analyzer
The differential analyzer was a mechanical analog computer designed to solve
differential equations by integration, using wheel-and-disc mechanisms to
perform the integration. It was one of the first advanced computing devices to be
used operationally. Using a set of gears and shafts, much like Babbage, the
machine can handle simple calculus problems, but accuracy is a problem.
 1941 Konrad Zuse builds a mechanical calculator to handle the math involved in
his profession
|Pedagogy of Learning ICT 15
Konrad Zuse was a German engineer and computer pioneer. His greatest
achievement was the world's first functional program-controlled Turing-complete
computer, the Z3, in 1941 (the program was stored on a punched tape).
 1944 The Havard Mark I is introduced
The IBM Automatic Sequence Controlled Calculator (ASCC), called the Mark I
by Harvard University, was the first large-scale automatic digital computer in the
USA. It is considered by some to be the first universal calculator. It uses a paper
tape to store instructions.
 1945 Computer De-Bugging Invented
Early in 1945, with the Mark I stopped for repairs, Hopper notices a moth in one
of the relays, possibly causing the problem. From this day on, Hopper refers to
fixing the system as "debugging".
 1948 Working towards store programs
Teams around the world work on a "stored program" machine. The first,
nicknamed "Baby", is a prototype of a much larger machine under construction in
Britain and is shown in June 1948. The Manchester Small-Scale Experimental
Machine (SSEM), nicknamed Baby, was the world's first stored-program
computer. It was built at the Victoria University of Manchester by Frederic C.
Williams, Tom Kilburn and Geoff Tootill, and ran its first program on 21 June
1948.
 1952 IBM's first commercial scientific computer
The IBM 701, known as the Defense Calculator while in development, was
announced to the public on April 29, 1952, and was IBM’s first commercial
scientific computer
 1964 IBM introduces the System/360
While a technical marvel, the main feature of this machine is business
oriented...IBM guarantees the "upward compatibility" of the system, reducing the
risk that a business would invest in outdated technology.
 1969 Internet Invented
Arpanet was the first real network to run on packet switching technology (new at
the time). On the October 29, 1969, computers at Stanford and UCLA connected
for the first time. In effect, they were the first hosts on what would one day
become the Internet.
 1970 Harvard, MIT & BBN Logon
|Pedagogy of Learning ICT 16
An Arpanet network was established between Harvard, MIT, and BBN
(the company that created the "interface message processor" computers used to
connect to the network) in 1970.
 1971 Books & Documents Appear in the Public Domain – Internet
Project Gutenberg is when they tried to create and store books and documents in
the public domain available electronically, for free, in various eBook and
electronic formats.
Michael Hart gained access to a large block of computing time and envisaged that
the future of computers wasn’t in computing itself, but in the storage, retrieval
and searching of information.
 1971 Texas Instruments introduces the first "pocket calculator
It weighs 2.5 pounds, just a bit more than a bag of sugar!! Big pockets then? It
was called the TI-58.
 1971 Email Invented
Email was developed by Ray Tomlinson, who also made the decision to use the
"@" symbol to separate the user name from the computer name (which later on
became the domain name).
 1975 the First Email Client – Internet
With the popularity of emailing, the first modern email program was developed by
John Vittal, a programmer at the University of Southern California. The biggest
technological advance this program was the addition of "Reply" and "Forward"
functionality.
 1975 the first personal computer is marketed in kit form
The Altair features 256 bytes of memory. Bill Gates, with others, writes a BASIC
compiler for the machine. The next year Apple begins to market PC's, also in kit
form. It includes a monitor and keyboard.
 1975 First Laptop
The IBM SCAMP project (Special Computer APL Machine Portable), was
demonstrated in 1973. This prototype was based on the PALM processor (Put All
Logic In Microcode). The IBM 5100, the first commercially available portable
computer, appeared in September 1975, and was based on the SCAMP prototype
|Pedagogy of Learning ICT 17
 1976 The First Royal Email is sent
We know that the email announced that the Royal Signals and Radar
Establishment in Malvern was on the Arpanet system, and was made from that
base, but nothing about the actual wording.
 1977 Stores begin to sell PC's
But they are very very expensive! Companies strive to reduce the size and price of
PC's while increasing capacity. Entering the fray, IBM introduces it's PC in
1981(it's actually IBM's second attempt, but the first failed miserably). Time
selects the computer as its Man of the Year in 1982. Tron, a computer-generated
special effects extravaganza is released the same year.
 1977 the First PC Modem – Internet
1977 was a big year for the development of the Internet as we know it today. It’s
the year the first PC modem, developed by Dennis Hayes and Dale Heatherington,
was introduced and initially sold to computer geeks!
 1978 SPAM Emailed – Internet
1978 is also the year that brought the first unsolicited commercial email message
(later known as spam), sent out to 600 California Arpanet users by Gary Thuerk.
 1981 BBC Computer
The BBC Microcomputer System, or BBC Micro, was a series of microcomputers
and associated peripherals designed and built by Acorn Computers for the BBC
Computer Literacy Project, operated by the British Broadcasting Corporation.
Designed with an emphasis on education it was notable for its ruggedness,
expandability and the quality of its operating system. We had these computers at
Denby Free in the Reception Classroom in 2000.
 1984 The Domain Name System was Created
Along with the first Domain Name Servers (DNS). The domain name system was
important in that it made addresses on the Internet more human-friendly
compared to its numerical IP address counterparts. DNS servers allowed Internet
users to type in an easy-to-remember domain name and then converted it to the IP
address automatically.
 1987 the Internet Grows
|Pedagogy of Learning ICT 18
By 1987, there were nearly 30,000 hosts on the Internet. The original Arpanet
protocol had been limited to 1,000 hosts, but the adoption of the TCP/IP standard
made larger numbers of hosts possible.
 1988 First Major Internet Virus
One of the first major Internet worms was released in 1988. Referred to as "The
Morris Worm", it was written by Robert Tappan Morris and caused major
interruptions across large parts of the Internet.
 1989 Proposal for the World Wide Web
Written by Tim Berners-Lee. It was originally published in the March issue of
MacWorld, and then redistributed in May 1990. It was originally called "Mesh";
the term "World Wide Web" was coined while Berners-Lee was writing the code
in 1990.
 1990 First Commercial Dial-Up Internet Access
1990 also brought about the first commercial dial-up Internet provider, The
World.
 1991 First Web Page – Internet
The first web page was created and, much like the first email explained what
email was, its purpose was to explain what the World Wide Web was.
 1991 First Webcam – Internet
One of the more interesting developments of this era, though, was the first
webcam. It was deployed at a Cambridge University computer lab, and its sole
purpose was to monitor a particular coffee maker so that lab users could avoid
wasted trips to an empty coffee pot.
 1995 Internet Shopping - Yeah!
First, SSL (Secure Sockets Layer) encryption was developed by Netscape, making
it safer to conduct financial transactions (like credit card payments) online.
In addition, two major online businesses got their start the same year. In addition,
two major
online businesses got their start the same year. The first sale on
"Echo Bay" was made that year. Echo Bay later became eBay. Amazon.com also
started in 1995, though it didn’t turn a profit for six years, until 2001.
|Pedagogy of Learning ICT 19
 1996 Hotmail Launched – Internet
Hotmail became the first web-based email service.
 1998 Google Launched – Internet
Google search engine launched
 1999 SETI@home project – Internet
1999 is the year when one of the more interesting projects ever brought online:
the SETI@home project, launched. The project has created the equivalent of a
giant supercomputer by harnessing the computing power of more than 3 million
computers worldwide, using their processors whenever the screensaver comes on,
indicating that the computer is idle. The program analyzes radio telescope data to
look for signs of extraterrestrial intelligence.
 2001 Wikipedia Launched
Wikipedia launched in 2001, one of the websites that paved the way for collective
web content generation/social media.
 2004 Web 2.0 Arrives – Internet
Coined by Darcy DiNucci, the term "Web 2.0", referring to taking part in the
internet, blogging, chatting and social networking, as opposed to just looking at
websites.
 2004 Social Networking – Internet
The term "social media", believed to be first used by Chris Sharpley, was coined
in the same year that "Web 2.0" became a mainstream concept. Social media–sites
and web applications that allow its users to create and share content and to
connect with one another–started around this period.
 2005 YouTube Launched – Internet
YouTube launched in 2005, bringing free online video hosting and sharing to the
masses.
 2007 Mobile Internet Access
|Pedagogy of Learning ICT 20
The biggest innovation of 2007 was almost certainly the iPhone, which was
almost wholly responsible for renewed interest in mobile web applications and
design.
LESSONS LEARNED
The Lessons that I have learned in Information Communication and technology is the
history of it, how it was formed from simple to complex from old to advance and from manual to
automatic. As you can see nowadays even in past years, technology really have a great impact on
us, technology have controlled us. Technology becomes part of our everyday life. Why? Simply,
because we use it in our every work, that without it you cannot do your work or that without it
you cannot say that your day is already complete. For example, I am sure in the morning
everyone one of us when we wakeup we will look for our cellular phones or other gadgets and
look what time is it, or look for any messages or even play with it. Another is that in offices you
cannot complete your certain work without using any computers or gadgets that will comply with
your work.
The history of Information Communication and technology, I can say that thanks to them
(the inventors) that they have invented this machines (the technologies), that it really helps us
now especially for us students that nowadays this technologies were being used and utilized in
school as a learning aid for an effective adaptation of learning and also for effective teaching.
Technology really helps us students in gaining more knowledge, critical, analytical and
comprehensive thinking, and to become more confident and socialize with other people.
Technology has a really big contribution not just in us humans but also in our nation.
EXERCISES
Matching type
Direction: Match column A to column B use the blanks provided for your answer.
|Pedagogy of Learning ICT 21
Column A
Column B
1. Mechanical calculators are manufactured for sale
A. 1918
2. Punch cards used for programming a machine
B. 1890
3. Charles Babbage starts his research
C. 1842
4. Babbage's Difference Machine
D. 1892
5. Ada Lovelace
E. 1854
6. George Boole - father of computer science
F. 1822
7. Punch cards used in 1890 Census
G. 1820
8. Printing Calculator
H. 1801
9. Enigma Machine Invented
I. 1604
10. Web 2.0 Arrives – Internet
J. 2004
11. YouTube Launched – Internet
K.2005
12. Mobile Internet Access2007
L.2007
13. Hotmail Launched – Internet
M.1975
14. Google Launched – Internet
N.1996
15. SETI@home project – Internet
O.1998
16. First Commercial Dial-Up Internet Access
P. 1987
17. The Internet Grows
Q.1990
18. The Havard Mark I is introduced
R.1971
19. Email Invented
S.1944
20. First Laptop
T. 1999
| Pedagogy of Learning ICT 22
Pedagogical Basis of ICT
By: Tristan Ray F. Alapan
OBJECTIVES:
At the end of the topic, the readers should be able to:
1. Learn the concepts of the pedagogical basis of ICT
2. Determine the new patterns of learning through ICT
3. Appreciate the value of learning pedagogical basis of ICT
PREVIEW
E-learning has combined as a new pattern for learning in the modern world.
However, nowadays, e-learning expects to use a lot of materials by means of ICT like
power point presentations, and prezzi presentations while studying a concrete
discipline. Besides the pedagogy of e-learning has still been a research theme. The
Educational process of discipline should be considered with a suitable pedagogy
associated with e-learning. Therefore, it is important to note the interconnection of
disciplines associated with the educational process of concrete subject.
CONTENT
With the development of powerful online technologies ICT is increasingly
becoming a key medium for many distance educational domains or disciplines; among
them is language learning and teaching or e-learning/teaching of foreign language on
the base of ICT. Several disciplines are usually involved in the educational process, i.e.
ICT, Course of Study and Pedagogy.
ICT is the means available for delivery of knowledge. Hence, it forms the base
subject or medium of information interchange, where search of information and
communication processes take place. Otherwise ICT (Fig 1, zone 1) is the use of
computers or electronic equipment to collect, store, use, and send data electronically.
ICT refers to technologies that provide access to information through
| Pedagogy of Learning ICT 23
telecommunications. It is similar to Information Technology (IT), but focuses primarily
on communication technologies. This includes the Internet, cell phones, and other
communication mediums. The ICT expression was first used in 1997 in a report by
Dennis Stevenson to the UK government and promoted by the new National Curriculum
documents for the UK in 2000.
Area of knowledge, which is studied in school, college or university, is called
Subject of Study (zone 2). It composes a key discipline which determines the purpose of
studying to acquire academic or professional skills.
Pedagogy is about how to teach/learn (zone 3), i.e. it is the study of teaching
methods, including the aims of education and the ways in which such goals may be
achieved. The field relies heavily on educational psychology, or theories about the way
in which learning takes place.
The zone 123 determines interdisciplinary subject, in other words a branch of
knowledge as a course of study, i.e. e-subject.
The broad range of terms and abbreviations are used to characterise this zone number
123. In case of subject ‘foreign language studying’ this e-subject is called e.g.:
NBLT – Network-Based Language Teaching;
CAVL – Computer Assisted Vocabulary Learning;
WELL – Web-Enhanced Language Learning;
CALL – Computer Assisted Langguage Learning;
TELL- Technology-Enhanced Language Learning.
Fig.1 Information and Communication Technologies, Study Course and Pedagogy
are the components of common e-subject
Where: 1 - Information and Communication Technologies; 2 – Subject of Study; 3
– Pedagogy; 123 – ICT and Study Course and Pedagogy
| Pedagogy of Learning ICT 24
IMPACTS OF ICT ON PEDAGOGY
In an analysis of the contributions of ICT to the teaching and learning process in the
university the following findings can be mentioned:
 New technology - ICT can stimulate the development of intellectual skills.
 Students using new technologies concentrate more than students in tradidtoional
settings.
 ICT promotes collaborative learning
 ICT can contribute to ways of learning knowledge, skills and attitudes, although this is
dependent on previously acquired knowledge and the type of learning activity.
 ICT spurs ‘spontaneous interest’more than traditional approaches.
The rapid growth of information and communication technologies has provided new
opportunities for knowledge acquisition. It is a new pedagogic reality, which empowers both
teachers and students and provides wide access to information and versatile sources of
knowledge. The leading role belongs to Pedagogy as an educator leads the teaching process
directed to the self-study of definite subject on the base of ICT application.
Studying a Subject, i.e. Course of Study by means of ICT and impact of Pedagogy,
composes a united e-subject, which can not be considered and treated separately .
| Pedagogy of Learning ICT 25
Importance of ICT
By Jalene C. Galman
OBJECTIVES
1. Appreciate the importance of ICT.
2. Show respect for technologies and used wisely ICT.
3. Initiate worthwhile assignments with technologies.
PREVIEW
ICTs stand for information and communication technologies and are defined, for the
purposes of this primer, as a “diverse set of technological tools and resources used to
communicate, and to create, disseminate, store, and manage information.” ICT is increasing in
importance in people’s lives and it is expected that this trend will continue, to the extent that
ICT literacy will become a functional requirement for people’s work, social, and personal lives.
ICT includes the range of hardware and software devices and programs such as personal
computers, assistive technology, scanners, digital cameras, multimedia programs, and image
editing software, database and spreadsheet programs. It also includes the communications
equipment through which people seek and access information including the Internet, email and
video conferencing. The use of ICT in appropriate contexts in education can add value in
teaching and learning, by enhancing the effectiveness of learning, or by adding a dimension to
learning that was not previously available. ICT may also be a significant motivational factor in
students’ learning, and can support students’ engagement with collaborative learning.
| Pedagogy of Learning ICT 26
CONTENT
I. Importance of ICT
A. The use of ICT's help improve the quality of education?
ICTs can enhance the quality of education in several ways: by increasing learner
motivation and engagement by facilitating the acquisition of basic skills, and by
enhancing teacher training. ICTs are also transformational tools which, when used
appropriately, can promote the shift to a learner-centered environment.
a. Motivating to learn.
ICTs such as videos, television and multimedia computer software that
combine text, sound, and colorful, moving images can be used to provide
challenging and authentic content that will engage the student in the
learning process. Interactive radio likewise makes use of sound effects,
songs, dramatizations, comic skits, and other performance conventions to
compel the students to listen and become involved in the lessons being
delivered. More so than any other type of ICT, networked computers with
Internet connectivity can increase learner motivation as it combines the
media richness and interactivity of other ICTs with the opportunity to
connect with real people and to participate in real world events.
b. Facilitating the acquisition of basic skills.
The transmission of basic skills and concepts that are the foundation of
higher order thinking skills and creativity can be facilitated by ICTs through
drill and practice. Educational television programs such as Sesame Street
use repetition and reinforcement to teach the alphabet, numbers, colors,
shapes and other basic concepts. Most of the early uses of computers
were for computer-based learning (also called computer-assisted
| Pedagogy of Learning ICT 27
instruction) that focused on mastery of skills and content through
repetition and reinforcement.
c. Enhancing teacher training.
ICTs have also been used to improve access to and the quality of teacher
training. For example, At Indira Gandhi National Open University, satellitebased one-way video- and two-way audio-conferencing was held in 1996,
supplemented by print-materials and recorded video, to train 910 primary
school teachers and facilitators from 20 district training institutes in
Karnataka State. The teachers interacted with remote lecturers by
telephone and fax.
B. Benefits/Advantages of ICT
a. General Benefits
1. Greater efficiency throughout the school.
2. Communication channels are increased through email, discussion
groups and chat rooms
3. Regular use of ICT across different curriculum subjects can have a
beneficial motivational influence on students’ learning.
b. Benefits for Teacher
ICT facilitates sharing of resources, expertise and advice
1. Greater flexibility in when and where tasks are carried out
2. Gains in ICT literacy skills, confidence and enthusiasm.
3. Easier planning and preparation of lessons and designing materials
4. Access to up-to-date pupil and school data, anytime and anywhere.
5. Enhancement of professional image projected to colleagues.
6. Students are generally more ‘on task’ and express more positive
feelings when they use computers than when they are given other
tasks to do.
7. Computer use during lessons motivated students to continue using
| Pedagogy of Learning ICT 28
learning outside school hours.
c. Benefits for Students
1. Higher quality lessons through greater collaboration between
teachers in planning and preparing resources.
2. More focused teaching, tailored to students’ strengths and
weaknesses, through better analysis of attainment data
3. Improved pastoral care and behavior management through better
tracking of students
4. Gains in understanding and analytical skills, including improvements
in reading
5. Development
of
writing
skills
(including
spelling,
grammar,
punctuation, editing and re-drafting), also fluency, originality and
elaboration.
6. Students who used educational technology in school felt more
successful in school, were more motivated to learn and have
increased self-confidence and self-esteem
7. Students found learning in a technology-enhanced setting more
stimulating and student-centered than in a traditional classroom
8. Broadband technology supports the reliable and uninterrupted
downloading of web-hosted educational multimedia resources
9. Opportunities to collaborate on assignments with people outside or
inside school
d. Benefits for Parents
1. 1Easier communication with teachers
2. Higher quality student reports – more legible, more detailed, better
presented
3. Greater access to more accurate attendance and attainment
information
4. Increased involvement in education for parents and, in some cases,
| Pedagogy of Learning ICT 29
improved self-esteem
5. Increased knowledge of children’s learning and capabilities, owing to
increase in learning activity being situated in the home
6. Parents are more likely to be engaged in the school community
C. Disadvantages of ICT
a. Blatchford and Whitebread
One of the major barriers for the cause of ICT not reaching its full
potential in the foundation stage is teacher’s attitude. According to Hara
(2004), within the early years education attitudes towards ICT can vary
considerably. Some see it as a potential tool to aid learning whereas others
seem to disagree with the use of technology in early year settings. Blatchford
and Whitbread (2003:16), suggests that the use of ICT in the foundation stage
is “unhealthy and hinders learning”. Other early years educators who are
opposed to offering ICT experiences within the educational settings take a less
extreme view than this and suggest that ICT is fine, but there are other more
vital experiences that young children will benefit from, (Blatchford and
Whitebread, 2003). In theory some people may have the opinion that the
teachers who had not experienced ICT throughout their learning tend to have
a negative attitude towards it, as they may lack the training in that area of the
curriculum.
E. Lessons Learned
After reporting the Importance of ICT, for me, “ICT is very important!”
Information and Communication Technology has quickly become one of the basic blocks of
modern society. ICT supports learners like me and also in our society. I realize ICT is effectively
and efficiently to use in our country because without ICT we don’t have communication to each
other and we don’t know the issues in this world. We don’t need to stop using technology but
we can used this wisely to prevent the bad result of our over used the technology. As a learner,
I really appreciate the ICT it because of more resources for my assignments, projects and
| Pedagogy of Learning ICT 30
research. As an educator someday, I will motivate my students on how to use wisely and
effectively the technology and to appreciate the benefits of ICT. Nowadays, smartphones,
tablets, android phones and computers are the trends in our country. I have a smartphone with
free Internet in all sites and I’m so happy to have this because I have connection with my
Family, relatives, friends and of course to my boyfriend I’m very thankful in technology because
I do want I want to do but I learned I need to limit my myself to use technology before I being
obsessed in social media, games and others made by technology. I conclude there are good and
bad effects of using Technology.
F. Activities/Quiz:
1
I want to store the name, address and telephone number of all my friends. What should I use?
a.
b.
c.
d.
2
3
4
5
Graphics Program
Word Processor
Database
Web Browser
I am going to write a letter to my bank. Which piece of software do I need to use
a. Web Browser
b. Word Processor
c. Speadsheet
d. Database
I am going to send a message to my friend in America. What would be the best piece of software
I can use to send it?
a. Graphics Program
b. Spreadsheet
c. Database
d. Email
I want to write a story and keep it on my computer to read later. What will I need to use to save
it to?
a. Disk Drive
b. Monitor
c. Mouse
d. Printer
I now want to put the story on to paper to show my friends? What will I have to use to get the
story on to paper?
| Pedagogy of Learning ICT 31
a.
b.
c.
d.
Monitor
Mouse
Printer
Joystick
| Pedagogy of Learning ICT 32
ICT in Education
by Rueben M. Carranza
OBJECTIVES
At the end of the lesson students should be able to:
a.) Identify properly the advantage and disadvantage of ICT
b.) Differentiate between the Pros and Cons of ICT in Education
d.) Justify the importance of ICT in Education
PREVIEW
Information and Communication Technologies (ICTs) play a major role in
creating a new and improved model of teaching and learning. A great number of
studies have been conducted to examine the advantages and disadvantages of
integrating ICT in the 20th Century era; the main focus of this topic is to identify
both advantages and disadvantages of using ICT in Education
CONTENT
I.
Benefits/Advantages of ICT in Education
Here are some of the benefits which ICT brings to education according to recent
research findings.
General benefits
| Pedagogy of Learning ICT 33
·
Greater efficiency throughout the school.
·
Communication channels are increased through email, discussion groups and chat
rooms
·
Regular use of ICT across different curriculum subjects can have a beneficial
motivational influence on students’ learning.
Benefits for teachers
·
ICT facilitates sharing of resources, expertise and advice
·
Greater flexibility in when and where tasks are carried out
·
Gains in ICT literacy skills, confidence and enthusiasm.
·
Easier planning and preparation of lessons and designing materials
·
Access to up-to-date pupil and school data, anytime and anywhere.
·
Enhancement of professional image projected to colleagues.
·
Students are generally more ‘on task’ and express more positive feelings when they
use computers than when they are given other tasks to do.
·
Computer use during lessons motivated students to continue using learning outside
school hours.
Benefits for students
·
‘=
nd preparing resources.
·
More focused teaching, tailored to students’ strengths and weaknesses, through
better analysis of attainment data
·
Improved pastoral care and behavior management through better tracking of
students
·
Gains in understanding and analytical skills, including improvements in reading
·
Comprehension.
·
Development of writing skills (including spelling, grammar, punctuation, editing and
re-drafting), also fluency, originality and elaboration.
| Pedagogy of Learning ICT 34
·
Encouragement of independent and active learning, and self-responsibility for
learning.
·
Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
·
Development of higher level learning styles.
·
Students who used educational technology in school felt more successful in school,
were more motivated to learn and have increased self-confidence and self-esteem
·
Students found learning in a technology-enhanced setting more stimulating and
student-centered than in a traditional classroom
·
Broadband technology supports the reliable and uninterrupted downloading of webhosted educational multimedia resources
·
Opportunities to address their work to an external audience
·
Opportunities to collaborate on assignments with people outside or inside school
Benefits for parents
·
Easier communication with teachers
·
Higher quality student reports – more legible, more detailed, better presented
·
Greater access to more accurate attendance and attainment information
·
Increased involvement in education for parents and, in some cases, improved selfesteem
·
Increased knowledge of children’s learning and capabilities, owing to increase in
learning activity being situated in the home
·
Parents are more likely to be engaged in the school community
·
You will see that ICT can have a positive impact across a very wide range of aspects of
school life.
Disadvantages of ICT in Education
One of the major barriers for the cause of ICT not reaching its full potential in the
foundation stage is teacher’s attitude. According to Hara (2004), within the early years
| Pedagogy of Learning ICT 35
education attitudes towards ICT can vary considerably. Some see it as a potential tool to aid
learning whereas others seem to disagree with the use of technology in early year settings.
Blatchford and Whitebread (2003:16), suggests that the use of ICT in the foundation stage is
“unhealthy and hinders learning”. Other early years educators who are opposed to offering ICT
experiences within the educational settings take a less extreme view than this and suggest that
ICT is fine, but there are other more vital experiences that young children will benefit from,
(Blatchford and Whitebread, 2003). In theory some people may have the opinion that the
teachers who had not experienced ICT throughout their learning tend to have a negative
attitude towards it, as they may lack the training in that area of the curriculum.
Another important drawback to using ICT in schools is the fact that computers are
expensive. According to the IT learning exchange (2001), in most schools ICT will be the single
largest curriculum budget cost. This may be seen as a good thing but on the other hand there
will be little money left over for other significant costs.
LESSON LEARNED
I have learned that by the integration of ICT in Education there are a lot of things to
consider knowing what it can do and because I am a future teacher I must know the upside
down of ICT, the benefits and its drawbacks, and how it can help me as a student and as a
teacher in the near future and also to help my students the proper use of ICT, because
ignorance will lead to accidents we might be good at dealing with this subject but are we
knowledgeable about its true use?, just like as technology advances, unless it brings with it an
attitude shift towards learning, computers cannot be properly used to enhance education
quality. The old models of traditional method of learning do not optimize the integration of ICT
in education. To get maximum value from new technologies, there has to be a shift in the
attitudes governing education. Educators and teachers have to figure out new ways to take
advantage of the fast evolving technology, according to Gertrude Stein “Everybody gets so
| Pedagogy of Learning ICT 36
much information all day long that they lose their common sense”. I believe in this saying
because nowadays people tend to believe what they see without knowing the facts and
because of this ICT become useless so it’s up to us future educators to take a stand so that we
will be able to change the perspective about the use of ICT now that it is being integrated to the
curriculum.
EXERCISES
Hear Me
EXERCISES
Hear Me
Students need to keep their eyes closed and use their ears to listen to the pattern and
then copy.
Because now a days learners are now prone to just doing what they have heard without
proper comprehension that usually leads to confusion or conflict more with improper use of ICT
in Education, they hear they copy without knowing if it’s right or wrong. Just like with the copy
paste method. With this exercise I hope that learners will be enlighten by it.
| Pedagogy of Learning ICT 37
ICT in 21st Century Learning
Raymart L. SapiŇo
OBJECTIVES
At the end of the of the topic readers should be able to:
1. To imply the relevance of ICT in Education.
2. Enumerate the founding principles in using ICT in Education.
3. Appreciate the importance of using ICT as a tool in teaching.
Learning in an online world focuses on ICT as an enabler of good pedagogy. It highlights
issues for consideration when planning for integration of ICT in the learning environment.
21st century students
The current generation of students was born into a highly technological world.
They inhabit, navigate and communicate within a society which is both technologicallyrich and information-rich.
Families increasingly use ICT for learning, recreation, management and
communication. Technologies are cheaper, more mobile and able to be used by learners
of all ages.
| Pedagogy of Learning ICT 38
Our students’ worlds are increasingly being shaped by their abilities to acquire,
communicate, access and manipulate information using ICT and to respond creatively to
emerging technologies.
21st century schools
Education systems have responded to these needs and aspirations,
acknowledging that ICT capabilities are essential for participation in today’s society and
economy.
The productive engagement by teachers and schools with ICT is becoming part of
the everyday practices of all schools. This engagement is supported by:
• Curriculum frameworks grounded in student-centered learning
• High levels of interest and ICT skills among students
• increasing levels of connectivity, reliable hardware, software, quality content,
services and technical support in schools
• Smaller, functional, handheld, user-friendly technologies
• Professional learning and quality leadership.
Making technologies available does not of itself result in changed teaching
methods or in the level of learning outcomes. Effective use of ICT in education requires
appropriate pedagogies. The considered use of ICT can transform the teacher role,
creating new learning environments. Teacher pedagogies will determine the extent to
which the possibilities offered by technology are realized in education settings.
Pedagogies used by most teachers in reflect a long tradition of student-centered
theories of education. These theories require learning to
be:
• Individualized and collaborative
| Pedagogy of Learning ICT 39
• Experiential, building on prior learning
• Self-managed and cumulative
• Authentic
• directed to higher-order problem solving.
The use of information and communication technologies builds on, and extends
these pedagogical approaches.
Pedagogies integrating ICT can do more than enhance learning – they have the
potential to transform learning. ICT provide tools and environments that support
interactive conceptual learning, focused on constructing and creating knowledge.
Teachers integrate ICT to engage students in new dimensions in:
• Exploring and experimenting
• Thinking and working creatively
• Reflecting and planning
• Using feedback and self-assessment
• creating new knowledge
• communicating with others
• working interactively with local and global learning communities.
Teachers play a crucial professional role in ensuring that the integration of ICT
into pedagogies is educationally sound. They evaluate the appropriateness and
effectiveness of available technologies, deciding when and how to use them with their
students.
Teachers integrating ICT into their pedagogies select appropriate learning
activities, tools and resources to:
| Pedagogy of Learning ICT 40
• motivate and engage
• personalize learning
• engage with diversity to support inclusiveness
• develop ICT literacies
• establish communities of learning
• assess progress and evaluate teaching.
The effectiveness of integrating ICT pedagogies depends on high levels of
interactivity amongst and between students and teachers, and between students and
the technologies they use.
1. In teaching for conceptual development, teachers use ICT to:
• empower students to purposefully select activities, applications and modes of
communication
• gather and make electronic resources available to students for ‘anytime’ access
• use information from online sources
• select and use learning objects to create learning activities and sequences
• provide processing and presentation tools
• engage students in simulations, modeling and creative activities
• encourage the use of games and programs that contextualize concepts
• provide problem-solving challenges
• engage students with virtual objects and worlds.
2. In building learning communities, teachers use ICT to:
• provide communication and collaboration tools such as chat, email, messaging,
discussion forums, online meetings and video conferencing
• provide opportunities for students to be part of broader communities• support
student participation in online collaborative projects
| Pedagogy of Learning ICT 41
• make learning activities, information, courses and feedback available online
anywhere – anytime.
• support students using online resources to share with other students and
experts
• increase parent access to student work.
3. In planning, programming, assessing and reporting teachers use ICT to:
• align programs and resources with curriculum frameworks
• store, retrieve and adapt teaching materials and approaches
• facilitate informal and formal assessment
• provide students with more immediate feedback from teachers and their peers
• track progress and record completion and achievement.
Learner-centered theories stress the importance of the relationship between the
family, the school, and the community. Communication enabled by the use of ICT
facilitates this relationship. It provides new opportunities for parents to engage with
teachers, learning programs, and their children’s progress.
Principles
The following principles provide a framework for developing innovative
pedagogies for learning in an online world and for evaluating their effectiveness.
Learner Focus
Effective integration of ICT can transform pedagogies by empowering
teachers to:
• focus on student-centered, active and interactive learning
• connect with learner expectations, experiences and needs
| Pedagogy of Learning ICT 42
• provide opportunities for students to create, construct and communicate
knowledge
• develop critical and ethical understandings of the value of the use of ICT.
Educational Soundness
Effective integration of ICT can transform pedagogies by empowering
teachers to:
• ensure that the use of ICT adds value to the intended learning
• design learning programs that ensure the integrity of the learning area and
the inclusion of all students
• scaffold learning using appropriate technologies, content, services and
environments
• appraise the effectiveness, efficiencies and ethics of the use of ICT in the
design of learning programs.
Professional Learning
Effective integration of ICT can transform pedagogies by empowering
teachers to:
• connect with and learn from colleagues and students and participating in
professional learning programs
• explore, understand and utilize the potential of ICT in teaching,
management and administration
• appraise pedagogies made possible by new technologies
• evaluate, create and share online learning resources with colleagues and
shape the development of resources and products.
| Pedagogy of Learning ICT 43
Diversity
Effective integration of ICT can transform pedagogies by empowering
teachers to:
• make connections with learning goals and prior knowledge
• provide culturally diverse perspectives
• motivate and support students whose learning is at risk
• provide a range of learning experiences, at varying levels of complexity,
including real and hypothetical problems, simulations, modelling, dialogue
and games.
Alignment
Effective integration of ICT can transform pedagogies by empowering
teachers to:
• use planning tools to connect learning programs with curriculum
assessment and reporting frameworks
• communicate in ways that cater for the diverse needs of students and their
families
• share information, practices and understandings across schools and
education systems
• incorporate learning practices used in the world beyond schooling.
Collaboration
Effective integration of ICT can transform pedagogies by empowering
teachers to:
• work with students and utilize their expertise to incorporate new
technologies to support their learning
| Pedagogy of Learning ICT 44
• support and develop collaborative projects
• provide opportunities for students to access and interact with community,
industry and educational specialists
• develop partnerships with local and global communities.
LESSON LEARNED
Since we are living in the 21st Century era where products of technology have been
widely available, it is only reasonable for teachers to utilize ICT in the education process. ICT in
education does not simply means integrating ICT in education. Using the information and
communications technology in education requires a set of processes, procedures and founding
principles. As an educator, it is important to know what ICT tools to use on a given situation. I
have learned that using these as an instructional aid affects greatly on the learning process it
does not simply makes learning faster but in fact it makes education a worthwhile experience.
With the ICT tools students can have fun while learning, utilize all information that they need in
wherever they are and whenever they need. Teacher with the help of ICT makes lesson
planning easier and time efficient. They made the lessons and class discussion interactive with
the use of television, multimedia and other ICT tools. Parents also benefits from the integration
of ICT in education can utilize information from their children’s school such as grades and
calendar schedules and can monitor the learning of their children.
| Pedagogy of Learning ICT 45
SUMMARY
| Pedagogy of Learning ICT 46
SUMMARY
Based on the stated facts and principles above, we can truly say that the ICT or the
Information and Communication Technology are very helpful tool in developing the Educational
Systems. Living in the era where products of Technology such as mobile phones, laptops,
computers, tablets, iPhones, radio, and television etc. Provided you the necessary tools that
are available at disposal to serve you with all the information that is needed therefore making
the transfer of information and knowledge available any time.
As a form of reformation on the pedagogical concept of today’s educational system. It is
generally identified the four fundamental skills that a 21st century learner must possess, one of
those is the competency of information technology and media. This is where the role of ICT
comes. The responsibility on the proper usage of the indicated new innovations and many
other stated above.
With the help of the ICT, the educational system of the country is slowly being changed
to adapt to the needs and available resources. ICT serves as a tool for teachers and other
educational institutions to aid them in teaching students. As the generation adapts to the
development of the technology, students no longer become very interested in reading books
and in studying. So the role of the ICT is to gain the attention of the students whose interest is
in the different gadgets and technology. Being a product of technology itself, ICT tools becomes
popular to the students especially to the younger ones because it is more interactive and eye
catching rather than the conventional methodologies used by the teachers.
| Pedagogy of Learning ICT 47
Above all the changes, in order to successfully integrate these to education. It is the
responsibility of the teachers and other educational institutions on how to implement the ICT
tool and base them on the set standards on the usage of each tool. Guiding principles and
theories always take part in each and every decisions and process involved in the emergence of
new idea. This serves as the rudiments where the birth of ICT based education has aroused.
As a 21st century learner of today it is therefore our sole responsibility with the proper
utilization of ICT based instruction in education. What is the use of this new innovation? When
the ones who have the ability of such don’t have the initiative of taking care with the treasure
of today’s fast changing of today.
| Pedagogy of Learning ICT 48
REFERENCES
| Pedagogy of Learning ICT 49
REFERENCES


What is ICT (Camille L. Pascual)
Denby_free in Science and Technology, History of ICT
Science and TechnologyWebsite: https://www.timetoast.com/timelines/27704
Pedagogical Basis of ICT (Tristan Ray F. Alapan)
Igor Ivashkin (2012) Pedagogy of ICT
Britannica Online website:
http://www.britannica.com/EBchecked/topic/448410/pedagogy or
http://www.britannica.com/search?query=pedagogy
Importance if ICT (Jalene C.Galman)

Rashmi Ranjan Mohanty, 2011, ICT Advantages and Disadvantages
website: http://ict-adv-disadv.blogspot.com/

Unknown Author, 2014 Naace, The Sir Colin Campbell Building University of Nottingham
Innovation Park website: http://www.naace.co.uk/1068
Email: office@naace.co.uk

ICT in Education (2011)
website: http://wikieducator.org/ICT_in_Education
Pros and Cons of ICT in Education (Rueben M. Carranza)

Rashmi Ranjan Mohanty, 2011, ICT Advantages and Disadvantages
website: http://ict-adv-disadv.blogspot.com/
ICT in 21st Century Learning (Raymart L. Sapiňo)

MCETEEYA (2005). Pedagogy Strategy: Learning in an Online World
Australia-New Zealand website: http://www.scseec.edu.au/
| Pedagogy of Learning ICT 50
APPENDICES
(CURRICULUM
VITAE)
| Pedagogy of Learning ICT 51