LESSON 2: ICT-Pedagogy Integration in Mathematics curriculum reforms which include both infra-

and Science Learning Plans structural as well as pedagogical considerations

that are changing not only how learning
STEP 1: Recalling ICT-Integrated Activities Experienced occurred, but what is learnt.
Your background, educational experiences, & prior
knowledge skills on how information, communication, & 4. Qiyun Wang & Huay Lit Woo (2007) –
technologies (ICTSs) were successfully used by your integrating information & communication (ICT)
teachers in the lower level will be pondered. into teaching and learning is a growing area that
has attracted many educators’ efforts in recent
STEP 2: Sharing of the ICT-Pedagogy Experiences years. Based on the scope of content covered,
With three (3) members in a group, each will share their ICT integration can happen in different areas:
scribbled experiences. To facilitate the group sharing, curriculum, topic, & lesson.
assign a facilitator, a recorder and a reporter.
5. Bernard Bahati (2010) – the process of
STEP 3: Reporting integrating ICT in teaching & learning has to be
To allow everybody in the class to learn from the small done at both pedagogical levels with much
group sharing, the gist of the group sharing will be emphasis put on pedagogy: ICT integration in
reported to the whole class by the assigned reporter. teaching & learning has to be underpinned by
sound pedagogical principles.
Integrating Technology in Instruction
Various educators & researchers provided the following 6. UNESCO (2005) – ICT integration is not merely
concepts and principles about integrating technology in mastering the hardware & software skills.
instruction: Teachers need to realize how to organize the
1. John Pisa (1994) – integrating technology with classroom to structure the learning tasks so that
teaching means the use of learning technologies ICT resources become automatic and natural
to introduce, reinforce, supplement, & extend response to the requirements for earning
skills. environments in the same way as teachers use
markers & whiteboards in the classroom.
On the other hand, integrating technology into
curricula can mean different things: Information and Communication Technology (ICT)
1). computer science courses, computer-assisted 1. Moursund (2005) – ICT includes all the full range
instruction, and/r computer enhanced or of computer hardware, computer software, &
enriched instruction, telecommunications facilities. Thus, it includes
2) matching software with basic skills computer devices ranging from handheld
competencies, and calculators to multimillion worth super
3) keyboarding with word processing followed computers. It includes the full range of display
up with presentation tools. and projections devices used to view computer
output. It includes the local area networks and
2. International Society for Technology in wide area network that will allow computer
Education (ISTE) – Effective integration of systems in people to communicate with each
technology tools to help them obtain other. It includes digital cameras, computer
information in a timely manner, analyze, & games, CDs, DVDs, cell telephones,
synthesize the information, & present it telecommunication satellites, & fiber optics. It
professionally. The technology should become includes computerized machinery and
an integral part of how the classroom functions, computerized robots.
- as accessible as all other classroom tools.
2. Tinio (2009) – ICT is a diverse set of technological
3. Margaret Lloyd (2005) – ICT Integration tools & resources used to communicate, create,
encompasses an integral part of broader disseminate, store and manage information.
 These technologies include hardware devices, complex task to allow learners to understand
software applications, internet connectivity, their lessons and master the skills they are
broadcasting technologies and telephony. expected to demonstrate. Thus, it will be
reassuring if teachers will explore on engaging
3. UNESCO (2020) – ICT is a diverse set of various media to support various learning
technological tools and resources used to activities in classrooms.
transmit, store, create, share, or exchange
information. These technological tools and the framework postulates a way of presenting
resources include computers, the internet teaching and learning in terms of events. These
(website, blogs, & emails), broadcasting are five (5) key teaching and learning events in
technologies (radio, television & webcasting), the framework which are identified as:
recorded broadcasting technologies (podcasting, a. acquisition
audio, and video players and storage devices) b. discovery
and telephony (fixed or mobile, satellite, c. dialogue
visio/video-conferencing, etc.). d. practice; and
e. creation
UNESCO defines it also as scientific,
technological, and engineering discipline and vis-à-vis the five events are specific teaching
management technique used and handling actions or strategies, learning actions or
information, its application, and association with experience, related media form, examples of
social, economic, and cultural matters. non-computer-based activity and examples of
computer-based activity.
4. Ratheeswari (2018) – information
communication technologies (ICT) influence Teaching and Learning Events and Associated Media
every aspect of human life. They play salient Forms (Czerniewicz & Brown, 2005) Adapted from
roles in workplaces, business, education, and Laurillard (2002)
entertainment.
The Laurillard’s conventional framework (LCF) is relevant
Moreover, many people recognize ICTs as in the fields of mathematics education and science
catalysts for change: change in working education for it demands the use of appropriate
conditions, handling and exchanging technologies in the teaching and learning process. The
information, teaching methods, learning framework clearly underscores the importance of
approaches, scientific research, and in accessing collaboration between teachers and students.
information communication technologies. Mathematics and science subjects are abstract in nature;
thus, a lot of misconceptions arise among students that
In this digital era, ICT is important in the must be addressed by the teacher. As such, the
classroom for giving students opportunities to parallelism of the teaching styles of teachers with the
learn and apply the required importance for learning need f their students must be established. In
teachers in performing their role of creators of addition, prove to be especially important. All the
pedagogical environments. ICT helps a teacher teaching and learning events are used in mathematics
to present his/her teaching attractively and and science learning; through, practice is one particularly
enables the learners to learn at any level of important dimension especially in drill and practice
educational programmes. activities.

Using ICT Integration Framework in Mathematics and B. Three Fundamental Elements of ICT Integration
Science Education Learning Plans by Wang (2008) – Wang in 2008 posted that
integration of ICT consists of three fundamental
A. Conversational Framework of Laurillad (2002) – elements. These are pedagogy, social interaction
the teaching-learning process poses very and technology. These elements are
 diagrammatically represented by Wang in the learning has shown positive effects on students’
figure below. performance.

C. Categories for Information Communication and

Technology (ICT) in Teacher training – Haddad
(2003) states that the teachers’ use of ICT
supports the development of higher order
thinking skills (HOTS) & promotes collaboration.
This is the reason why it is recognized that
training in ICT pedagogy integration is promoted.

the ICT integration framework of Wang can be fully Jung (2005) was able to organize various ICT
realized in developing learning plans for mathematics teacher training efforts into four categories.
and science learning.
• The pedagogy refers to mathematics and science
teaching strategies, approaches, or techniques
that teachers use to deliver their lessons and also
to address the needs of their students.
• Aside from the content and strategies, pedagogy
deals with how teachers utilize resources that
could help teachers facilitate learning in their
classes. This is crucial in mathematics and
science teaching because of the nature of the
courses, considering of course computation skills
and problem-solving skills. D. UNESCO ICT Competency Framework for
Teachers – having a society that is increasingly
If the teachers are not able to deliver the lessons well based on information and knowledge and with
using appropriate resources and strategies, students will the ubiquity of information and communication
not be able to develop the necessary competencies in technology (ICT) for instruction, UNESCO and ICT
mathematics and science learning. Competence framework for teachers (UNESCO,
2018).
Social interaction activities are crucial in mathematics
and science learning. For students are able to develop This framework which is a part of a range of
the necessary knowledge and skills for them to live and initiative by the UN and its specialized agencies
work in various communities. Also, one important including UNESCO aims to
consideration for this theme is the ability of the students • Promote educational reform and
to seek help from others when they encounter sustainable economic development
difficulties in understanding their lessons. Such is anchored on the principles and
manifested especially in topics that cover problem- objectives of the Millennium
solving activities. Although some students are able to Development Goals (MDG)
address their difficulties on their own using their • Education for all (EFA)
individual computers, now they can readily interact with • The UN Literacy Decade (UNLD)
their teachers, classmates, and other experts in • The Decade of Education for
mathematics and science through the world wide web. Sustainable Development (DESD)
Using computer-mediated communication (CMC)
planned social interaction activities that aim to enhance As shown by the framework, the teachers have
mathematical and science learning become more six aspects of work:
convenient and flexible. As noted by Uribe, Klein, & 1. Understanding ICT in education,
Sullivan (2003), computer-supported collaborative 2. Curriculum and assessment
 3. Pedagogy
4. Application of digital skills
5. Organization and administration
6. Teacher professional learning

Across the six aspects of work are the three approaches

to teaching based on human capacity
1. Development-knowledge acquisition
2. Knowledge deepening
3. Knowledge creation

The framework also specifically aims to equip teachers to

enable them to perform their roles in achieving the
following societal goals:
• Build work forces 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 different 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 mathematics and science teaching
and learning. Hence, the ICT competency framework for
teachers is very useful to support.