DIGITAL CONTENT FOR
DIGITAL CONTENT FOR TEACHER
TEACHER SUPPORT
SUPPORT
Module 4 Assessment in CBC
Module 7 ICT Integration
Session 3 Linking real world to teaching and learning
Session 1 The Role of ICT in Enhancing Teaching and Learning Experiences
Session Code TS4.4
Session Code TS 7.1
Video Title Linking teaching and learning to real-life situations
Video Title ICT Integration
Online Video
Link toLink
Video [Link]
[Link]
Full Access Available
Assessment Yes [Link]
Time Commitment
Assessment Available 60 Minutes Yes
Time Commitment 60 minutes
PDFs, Videos, Simulations, Games, Website Links, Images Quizzes,
Other Resources
Other Relevant materialsDiscussion Forum
Video, pdf, slides, website links
Full
Key Access
words competency-based learning, Scenario-based learning, scenario-
[Link]
based activity, learner-centred, real-life
Key Words ICT, ICT Integration, ICT Tools, ICT Devices
1) Session Overview
1) Session Overview
This session highlights the focus of competency-based learning. It explores the importance of
This Session
linking emphasises
teaching the integration
and learning of You
to real-life. Information and Communication
will discover Technologies
practical strategies (ICTs)
such as use of
scenarios
into in teaching
teaching and learning
and learning withinto aenhance learner conceptualisation
Competency-Based of real-life
Curriculum (CBC). situations.
It explores theIt
will enable you
importance, help the
benefits, andlearner to transfer
practical strategieslearning from the classroom
for incorporating to the
ICT in lesson community.
planning, The
delivery,
guidance in this session is supported by two main theories; Constructivism
and assessment to create interactive, reflective, and inclusive learning experiences. theory and Kolb’s
Experiential Learning Theory.
You will learn when, why, and how to effectively use ICT tools to simplify abstract concepts, engage
learners,
Enjoy and develop essential 21st century digital skills. The Session aligns with national
the reading.
education frameworks promoting digital transformation and supports the broader goal of
2) Session
nurturing Outcomes
critical thinkers, problem solvers, and lifelong learners. The guidance in this Session is
supported by the following three main models of ICT integration in education; TPACK, SAMR and
By the end of this session, you will be able to;
ASSURE.
i) understand the benefits of linking teaching and learning to real-life situations.
You can access the full interactive session via the Learning Management System (LMS) on the NCDC
ii) create learning activities that enable learners to link concepts learnt in your
website.
subject to real-life situations.
Enjoy your learning experience!
iii) develop skills in creating and using scenario-based learning activities.
2) Session
Example One Outcomes
By theatend
Look theof this Session,
following you will
examples be able
of tasks to:in a knowledge-based curriculum:
used
i) understand the benefits of ICT integration in teaching and learning.
ii) 1)explore
Convert
ICT30 ten to
tools base
that seven.
can enhance the teaching and learning experience in CBC.
2) Convert 30 to base five.
iii) use ICT tools in lesson planning, delivery and assessment.
ten
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3) Benefits of ICT Integration
In the context of competency-based teaching and learning, ICT is not merely a tool for content
dissemination but a transformative force that supports the development of competencies such as
critical thinking, collaboration, digital literacy, creativity, and lifelong learning.
The integration of ICT enables you to transition from teacher-centered methods to more
personalised and learner-centred approaches, thereby creating flexible and inclusive learning
environments.
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The benefits of ICT integration in teaching and learning can be articulated in the following key areas:
ICT Application Key Benefits Key Tools
Enhancing Lesson Access to rich resources: A wide range of open Google Docs,
Preparation educational resources, digital libraries, and online Trello, Microsoft
repositories (OERs, MOOCs), for up-to-date content Word,
ICT supports you in presentation
and teaching strategies.
designing well- software,
structured, data- Efficiency and planning: Lesson-planning software Canva, Padlet
informed, and and digital templates help streamline preparation, (for
engaging lessons enabling you to create interactive content more brainstorming),
that align with efficiently. among others.
learning outcomes
Collaborative planning: Cloud-based platforms
and meet the needs
(e.g., Google Drive, Microsoft OneDrive) facilitate
of learners.
team teaching, peer feedback, and sharing of lesson
materials.
Improving Lesson Interactive pedagogy: Multimedia elements (audio, PowerPoint
Delivery video, animations, and simulations) foster learner with embedded
ICT allows for engagement and promote a deeper understanding media,
differentiated of abstract concepts. Zoom/Google
instruction, Meet,
multimodal content Learner participation: Tools such as polls, digital
interactive
delivery, and real- whiteboards, and virtual classrooms encourage
whiteboards,
time learner active involvement and collaboration.
PhET
engagement. Differentiated learning: ICT supports tailoring of simulations,
content to meet diverse learning styles, paces, and YouTube,
abilities. Jamboard,
ClassPoint
Transforming Immediate feedback: Digital assessment tools Kahoot,
Assessment provide instant feedback, supporting self-regulation Socrative,
Practices and mastery learning. Google Forms,
Quizizz,
ICT enables Data-driven decisions: You can analyse
Edmodo,
ongoing, authentic, performance data to inform instruction and targeted
Seesaw,
and formative support.
ePortfolio
assessment
Creative and authentic assessment: Learners can platforms
practices aligned
demonstrate competencies through digital
with CBC principles.
storytelling, video presentations, e-portfolios, and
online quizzes.
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Supporting Self- Learner autonomy: Platforms support goal setting, Moodle,
Regulated Learning progress tracking, and reflection, which are central Edmodo,
to CBC. Notion, Google
ICT empowers
Classroom,
learners to take Anytime, anywhere learning: ICT extends learning
Duolingo, Khan
ownership of their beyond the classroom, accommodating learners
Academy,
learning through with diverse schedules or constraints.
assistive apps
personalised tools
Inclusive learning: Assistive technologies support (e.g., text-to-
and flexible access
learners with special needs, enabling them to speech)
to content.
participate equitably.
4) Some Factors to Consider When Selecting ICT Tools for use in teaching
i) Alignment with Learning Outcomes: Ensure the ICT tool supports the achievement of
specific syllabus learning outcomes.
ii) Availability and Accessibility: Consider the availability of the ICT tools and devices in
the school context and learners’ ability to access them both in and out of school.
iii) Usability and User-Friendliness: Select tools that are intuitive and easy to use for both
you and the learners. This will reduce the time spent on navigation and allow for more
focused learning.
iv) Learner-Centeredness and Engagement Potential: Choose tools that promote active
learning, creativity, collaboration, and personalisation.
v) Inclusivity and Support for Diverse Needs: Consider whether the tool accommodates
learners with disabilities or special educational needs, such as using screen readers,
captioning, or adaptive interfaces.
vi) Technical Requirements and Compatibility: Assess hardware and software
requirements, internet connectivity needs, and compatibility with existing infrastructure.
vii) Cost and Sustainability: Consider the cost of acquisition, licensing, and maintenance,
as well as whether the tool is open-source, free, or comes with ongoing financial
obligations.
viii) Data Privacy and Security: Ensure the tool adheres to ethical standards, protects
learner data, and complies with national or institutional data protection guidelines.
ix) Support for Assessment and Feedback: In competency-based settings, tools that
facilitate formative (especially triangulation) and summative assessment and real-time
feedback should be prioritised.
x) Teacher Digital Literacy and Support: Assess the level of ICT competence required to
use the tool and the availability of training or technical support for teachers.
xi) Cultural and Contextual Relevance: Ensure the tool’s content, language, and design are
appropriate for the learners' cultural and socio-educational backgrounds.
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5) Conclusion
Integrating ICT into the teaching and learning process is no longer optional—it is essential. It
enhances learner engagement, supports the mastery of complex concepts, and equips learners
with the digital skills needed for the 21st century. When thoughtfully applied, ICT transforms
classrooms into interactive, learner-centred environments that promote critical thinking,
creativity, and lifelong learning.
FURTHER READING
a) Theories Guiding ICT Integration in CBC
The integration of ICT in a CBC is best supported by theoretical models and instructional design
frameworks that align pedagogy, technology, and subject matter. The following models provide a
structured foundation for you to thoughtfully and effectively integrate digital tools into the
teaching and learning process.
TPACK Model by Mishra & Koehler (2006)
The Technological Pedagogical Content Knowledge (TPACK) framework emphasises the interplay
between three critical domains of teacher knowledge:
i) Content Knowledge (CK): Mastery of the subject matter on the side of a teacher is key.
ii) Pedagogical Knowledge (PK): Understanding of teaching methodologies.
iii) Technological Knowledge (TK): Knowledge of digital tools and their practical use.
The model underscores that effective ICT integration occurs at the intersection of all three
domains. For example, a teacher using a dynamic geometry tool not only understands the
mathematics (CK) but also the best strategies to teach it (PK) and how to apply the software
effectively (TK).
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TPACK aligns closely with the demands of CBC, where teachers must create learner-centred,
technology-enhanced environments that develop competencies such as critical thinking,
collaboration, and creativity.
SAMR Model by Ruben Puentedura (2006)
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model provides a
continuum for evaluating the degree to which technology is integrated into teaching. It helps
teachers assess whether their use of technology merely enhances existing practices or transforms
them.
i) Substitution: Technology acts as a direct substitute with no functional change.
E.g., typing a worksheet instead of handwriting it.
ii) Augmentation: Technology functions as a substitute with some functional improvements.
E.g., using a word processor with spell check and templates.
iii) Modification: Technology allows for significant task redesign.
E.g., learners collaboratively writing in Google Docs with real-time feedback.
iv) Redefinition: Technology allows for creating new tasks that were previously inconceivable.
E.g., learners producing podcasts or interactive simulations to explain concepts.
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Teachers should aim to move from enhancement (Substitution, Augmentation) to transformation
(Modification, Redefinition) to foster competencies such as creativity, communication, and digital
fluency.
ASSURE Model
This model focuses mainly on integrating media and technology in instruction. It eencourages
active learner participation and continuous improvement.
Stages of ASSURE Model:
ASSURE model is especially suitable for lesson planning in CBC, where technology must be
purposefully chosen to support specific learning competencies and assessment strategies. It builds
on Constructivism theory in Technology-Mediated Learning where learners actively construct
knowledge through experience and reflection with aid of the available tools.
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REFERENCES
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Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and
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Bajracharya, J. R. (2019). Instructional design and models: ASSURE and Kemp. Journal of Education
and Research, 9(2), 1-8.
Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12 Teachers. Computers
in the Schools, 33(3), 153-168.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for
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Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
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Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation
modification redefinition (SAMR) model: A critical review and suggestions for its
use. TechTrends, 60, 433-441.
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating
mLearning. Journal of Asynchronous Learning Networks, 18(2), n2.