Module 1 – Lesson 3: ICT–Pedagogy Integration in 21st Century Skills

Individual Activity

Name: Abalos, Leila B. Degree and Year: BSE SST-III

Learning Outcomes: At the end of this activity, the student should be able to:
1. Explain important considerations in integrating ICT in teaching and learning
2. Create a simple ICT-integrated learning plan aligned with learning outcomes
3. Propose ICT-based activities that promote digital citizenship and 21st century skills

PART 1: CONCEPT UNDERSTANDING (30 minutes)

Instructions: Read the short descriptions of ICT integration from the following:
 John Pisapia
 ISTE
 UNESCO
 Wang (Pedagogy, Social Interaction, Technology)
Task:
Answer the questions in your own words (3–5 sentences each):
1. What does ICT integration mean according to the authors? (add space/s as necessary)

1. A. JOHN PISAPIA

When John Pisapia talks about ICT integration, he’s basically saying it’s way more than just
plugging in a computer or handing out tablets. To him, true integration means using technology to introduce
new ideas, reinforce what students already know, add extra depth to lessons, and stretch their skills further.
For example, if you just let kids play games on a laptop as a reward, that’s not integration – but if you use it
to explore concepts you’ve been teaching in class, then you’re on the right track. He also points out that
integrating tech can look different in practice, like teaching computer science courses, matching software to
specific skills, or even using word processors and presentation tools after teaching keyboarding. At the end
of the day, he wants us to see technology as a purposeful part of the learning process, not an afterthought.

1.B. ISTE

The International Society for Technology in Education (ISTE) has a really student-centered take on
ICT integration. They believe it’s all about giving learners the power to choose which tools work best for
them when they need to find information quickly. It also means helping students learn how to sift through
what they find, put it all together, and share their work in a polished, professional way. For ISTE, successful
integration happens when technology feels as natural and accessible in the classroom as markers,
whiteboards, or textbooks. Their big idea is that tech shouldn’t be a separate "subject" – instead, it should
blend seamlessly into how the whole classroom operates.

1.C. UNESCO

UNESCO makes it clear that ICT integration isn’t about teachers just learning how to use hardware
and software. They emphasize that the real goal is for educators to figure out how to arrange their
classrooms and structure learning tasks so tech becomes an automatic response to what students need. It’s
like how teachers don’t think twice about grabbing a marker to explain something – technology should feel
that intuitive and essential for creating effective learning environments. UNESCO wants us to shift our focus
from "learning the tools" to "using tools to support learning." In short, they see tech as a natural extension of
the resources teachers already use to help students grow.
1.D. WANG (Pedagogy, Social Interaction, Technology)

Qiyun Wang’s take on ICT integration is all about balancing three key pieces that work together like a
puzzle. First up is pedagogy – this is the art of teaching, where you pick the right content and activities, then
use tech to give students the support they need to learn. Next comes social interaction, which means creating
opportunities for learners to connect with each other and share ideas, whether in person or through computer
tools that let them collaborate from anywhere. The third piece is technology itself – this includes the devices
and platforms you use, but it also means making sure they’re easy to access and simple enough to use so
students stay motivated. For Wang, true integration happens when these three elements come together to
build a learning environment that’s both effective and engaging for everyone.

2. Why is simply using computers or gadgets not enough? (add space/s as necessary)

Using computers or gadgets alone just isn’t enough because it’s not about the tools themselves – it’s
about how we use them to help students learn. For example, if you only let kids play games on a tablet or
just show videos on a laptop without connecting it to what your teaching, it doesn’t really add to their
learning. The real goal is to make technology feel like a natural part of class - just like using a notebook
or a whiteboard – so it actually supports what students need to understand and do.

3. What should teachers always consider before using ICT in class? (add space/s as necessary)

Teachers should always think about how the tech will connect to what they’re teaching – it needs to
help students learn the actual lesson, not just be something extra. They have to make sure the technology
is easy for everyone to use and that there are enough tools or access for all students. Teachers need to
plan how the tech will fit into their way of teaching and how it will help students work together and
share ideas.

PART 2: ICT SCENARIO ANALYSIS (30 minutes)

Instructions: Analyze the following classroom situations individually. (add space/s as necessary)
Tasks
Is ICT meaningfully Which ICT principle or How can the activity be
Scenarios
integrated? Why or expert supports your improved to promote
why not? answer? learning?
Scenario 1: No, the games are JOHN PISAPIA (1994) Choose educational
A teacher allows students just a reward, not – He says tech needs to games that match the
to play computer games linked to what they tie into lessons, not just worksheet’s focus. (e.g.
after finishing their learned. It’s not be a treat. history simulation
worksheets. helping them build games for social studies)
skills from the or let students even
worksheets. suggest games that tie to
the topic, and explain
how the game helps
them practice what they
learned.
Scenario 2: No, it’s basically a ISTE & UNESCO Let students use
A teacher uses PowerPoint digital version of a (2005) – both stress that PowerPoint (or tools
only to read long text textbook page, which tech should be an active like Canva) to create
during lectures. doesn’t engage high part of the classroom, their own mini-
schoolers or helping students access, presentations on parts of
encourage critical analyze, or discuss the topic.
thinking. They tune information.
out when just reading
off slides.
Scenario 3: Yes, this is ISTE (students should Have students create a
 Students use Google Docs meaningful. High use tech to create and shared feedback rubric
to collaboratively write an schoolers need to collaborate focused on high school
essay and give comments. learn how to professionally) and writing skills (e.g.,
collaborate WANG (2008) – social thesis clarity, evidence
professionally, and interaction is a key part use). Use the “version
Google Docs lets of effective ICT history” to see how each
them work in real integration. member contributed,
time, give and have groups present
constructive their essay-writing
feedback, and track process to the class. You
how their work could also have them
improves. submit their work to a
school writing blog or
peer review platform for
wider feedback.

PART 3: INDIVIDUAL ICT-INTEGRATED MINI LEARNING PLAN (40 minutes)

Instructions: Design a simple ICT-integrated learning plan for a topic in your major.

Format:
A. Subject: AP 10 – Mga Kontemporaryong Isyu
Paksa: Mga Isyu sa Paggawa: Ang kontraktuwalisasyon at Mga epekto nito sa Manggagawang Pilipino

B. Mga Layunin :

1. Natutukoy ang kahulugan ng kontraktuwalisasyon (Endo) at ang mga pangunahing epekto nito sa
mga manggagawang Pilipino;
2. Nasusuri ang mga tunay na halimbawa ng kontraktuwalisasyon gamit ang mga online na sanggunian;
3. Nakalilikha ng maikling materyal para sa adbokasiya upang itaas ang kamalayan tungkol sa patas na
mga gawi sa pagtatrabaho.

C. ICT Tool to be Used: PowerPoint, video, LMS, mobile phone

D. Learning Procedures (Based on Laurillard’s Framework):

 Acquisition :
Ang mga mag-aaral ay makakakuha ng impormasyon sa pamamagitan ng 3 minutong video
mula sa YouTube (maikling dokumentaryo tungkol sa kontraktuwalisasyon sa Pilipinas) at limang
minutong presentasyon s slide na ibinahagi sa Google Classroom. Ang presentasyon ay tumatalakay
sa mga kahulugan, legal na konteksto, at mga karaniwang sektor na apektado (tulad ng retail,
pagmamanupaktura at serbisyo.

 Discovery:
Ang mga mag-aaral ay maglilibot sa 2 paunang napiling online na artikulo (naka-link sa
Google Classroom) tungkol sa mga kamakailang kaso ng kontraktuwalisasyon sa mga lokal na
kompanya. Hahanapin at tatandaan ang mga partikular na epekto nito sa kabuhayan, seguridad sa
trabaho, at kagalingan ng mga manggagawa.

 Dialogue:
Ang mga mag-aaral ay sasali sa mga breakout room sa video call feature ng Google
Classroom para talakayin ang kanilang mga natuklasan sa maliliit na grupo (3-4 mag-aaral bawat
grupo). Sasagutin nila ang mga gabay na tanong:

 Ano ang pangunahing epekto ng kontraktuwalisasyon na natuklasan mo?

  Paano nakakaapekto ito sa pamilya ng manggagawa?
 Pagkatapos, ibabahagi ng mga grupo ang mga pangunahing punto sa buong klase.

 Practice:
Gamit ang template na ibinigay sa Canva, bubuuin ng mga mag-aaral ang balangkas ng isang
pahinang infographic na naglalaman ng:
 Kahulugan ng kontraktuwalisasyon;
 2-3 pangunahing epekto
 1 tawag sa pagkilos para sa patas na pagtatarabaho

 Creation:
Pupunuin ng mga mag-aaral ang kanilang infographic sa canva, titiyaking malinaw, kaakit-
akit sa paningin, at may tamang pagsipi para sa anumang larawan o datos na ginamit. Isusumite nila
ang digital na file s Google Classroom para sa pagtatasa.

E. Digital Citizenship Component:

Responsableng paggamit ng ICT – Paalalahanan ang mga mag-aaral na gumamit lamang ng mga
lisensyadong larawan mula sa libreng librarya ng Canva o tamang pagbibigay ng pagsipi sa mga
panlabas na sanggunian para igalang ang mga Karapatan sa intelektuwal na ari-arian.

Wastong pag-uugali sa online – Ipapaalam sa kanila na talakayin ang mga isyu sa paggawa nang may
respeto, iwasan ang pagkalat ng maling impormasyon, at suriin lamang ang mga katotohanan mula sa
mga kagalang-galang na site ng balita.

Etikals na komunikasyon – Kapag nagbabahagi ng mga ideya sa mga grupo, dapat gumamit ang mga
mag-aaral ng wika na inklusibo at kilalanin ang magkakaiabang pananaw tungkol sa mga gawi sa
pagtatrabaho.

F. 21st Century Skills Developed:

(Check at least three)
 ☐ Critical Thinking
 ☐ Creativity
 ☐ Collaboration
 ☐ Communication
 ☐ Digital Literacy

PART 4: PERSONAL REFLECTION (20 minutes)

Instructions: Reflect on what you learned from this activity. Choose 2 questions from the 3 questions listed
below and answer in 5–7 complete sentences: (add space/s as necessary)

1. What is the role of ICT in developing 21st century skills?

ICT is really important for helping us learn the skills we need now. When we use tools like Canva
or Google Classroom, we get to be creative by making things like posters, and work together with
classmates even online. It also teaches us to think carefully—like when we have to check if what we
find on the internet is true. Plus, we get better at talking to others when we share our ideas online or
make stuff for people to see. Most of all, ICT helps us get good with technology, which we’ll need
for school and work later on. It makes learning feel more like real life, so the skills we pick up
actually make sense.

2. Which framework or concept helped you most in understanding ICT integration?

 Laurillard’s Conversational Framework made everything way clearer for me. It splits learning into
five simple steps—getting info, exploring on our own, talking about it, practicing what we learn, and
making something new. This helped me see that using tech isn’t just about showing videos or using
apps. It’s about making sure technology helps us learn better at every step. Like, instead of just
watching a video about labor issues, we got to look up news articles ourselves and chat about what
we found. This way, tech doesn’t just sit there—it actually helps us understand things deeper.

ASSESSMENT RUBRIC (INDIVIDUAL) MODULE 1. Lesson 3

Excellent Satisfactory Needs Improvement
Criteria Score
(20-25 pts) (10-19 pts) (1-10 pts)
Concept Clearly explains ICT integration Explains ICT integration Shows limited or
Understanding concepts using own words; shows concepts with minor unclear understanding
(Part 1) strong understanding of key inaccuracies; ideas are of ICT integration
principles and frameworks generally clear concepts
Scenario Correctly analyzes all scenarios; Analyzes most scenarios Analysis is incomplete,
Analysis identifies whether ICT is correctly; explanations inaccurate, or lacks
(Part 2) meaningfully integrated and or improvements lack justification
provides appropriate depth
improvements supported by
principles
ICT Learning Learning plan is complete, well- Learning plan is mostly Learning plan is
Plan (Part 3) organized, and meaningfully complete; ICT incomplete or shows
integrates ICT aligned with integration is present but weak ICT integration
objectives, pedagogy, and 21st not fully aligned with
century skills objectives or pedagogy
Reflection Reflection is clear, thoughtful, and Reflection addresses the Reflection is very brief,
(Part 4) shows strong personal insight on questions but lacks unclear, or off-topic
ICT, digital citizenship, and 21st depth or clarity
century skills
Highest Score: 100