Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills

Lesson 1: K to 12 Curriculum Framework

Intended Learning Outcomes
✓ Analyze learning plans in the context of the 21st Century Skills; and
✓ Familiarize with the Intended Learning Competencies of every year level.
Introduction
Welcome to Lesson 1! Curriculum Framework is the bastion of education and using educational
technology plays a significant role in attaining access to quality education. As a teacher, it is essential
to know and interpret the intended learning competencies on how to devise the skills of 21st-century
learners utilizing Information and Communication Technology (ICT). Get ready.
Abstraction
Technology for Teaching and Learning 2 focuses on the application, design, production,
utilization, and evaluation of Information and Communications Technology (ICT) materials for
teaching and learning in basic education. The major requirement for this course is an ICT-integrated
and Project-based Learning Plan aligned to the K to 12 curriculum. All the learning activities and
course requirements will revolve around the student-teacher developed Learning Plan (CMO No. 75,
s. 2017).
Pandemic COVID-19 brings tremendous havoc to humanity. Due to this global crisis,
educational technology plays a significant role for both teachers and learners to attain accessibility and
quality education.
A lot of learning management system and educational platforms that provide ease of teaching
and learning. Slow connectivity and zero internet connection are among the significant issues for
teachers and learners who reside in the far-flung areas. However, there are many ways to connect
teaching and learning to students using the flexible learning approach.
Flexible learning is one of the teaching strategies to adapt the ability of the learners through
pace, place and mode of education. With pace, for example, students may take augmented lessons or
engage in a designed learning activity to meet the required time which is adjacent to their learning. In
place, learning can be learned anywhere provided that the Internet and communication is delivered as
part of a work-study program. Mode refers to the way that content is delivered by technology, typically
through blended learning, fully online courses, or technology-enhanced experiences (Top Hat, n.d.).
Off-line technology – This type of learning technology involves teachers and students having
limited access or no internet connection. The following educational technologies that can be used are
printed modules, audiotapes, videotapes, VCDs, storage devices (SD, flash drive, external HDD/SSD)
drives, and learning packets. Television and radio broadcasting networks can be also used for general
knowledge and dissemination of information. Portable Learning Management System or cloud storage
program is also part of off-line learning. Telephone and fax machines are also used for communication
and sending printed outputs. Snail mail and dropping points are other avenues for sending and
receiving educational requirements.
Blended technology - Another learning technology that teachers and students are having digital
accessibility but unstable connection. Desktop computers, laptops, tablets, smartphones, and
applications are primarily technologies for this teaching and learning development. Learning
Management System (LMS) can be employed if a virtual or collaborative way of learning.
On-line technology – This type of learning technology is controlled by or connected to a network.
Classnet or virtual class is the most effective way to deliver the instruction. Available resources like
e-modules, videos, audios, podcasts, Open Educational Resources (OERs), webcasts, and the others.
LMS plays a significant role which allows users to create, organize, and assign educational courses.
EDUCATIONAL PLATFORM is any computer software that exists online and serves an
educational purpose. Blackboard, Canvas, Schoology, and Brightspace are few examples of this
learning platform with proprietary or required premium of payment. Google Classroom, Moodle,
Sakai, LearnDash, and Edmodo are some of the educational platforms that are free and open-source to
use.

The Pedagogy Wheel ENG V5.0 Android is developed by Carrington (2020). This wheel
designs to help educators think systematically, coherently, and how they can use mobile apps in their
teaching for long term outcomes of education. This Padagogy Wheel is all about an outlook about
digital-age education that interconnects the features of mobile applications, learning objectives and
processes, motivations, and cognitive development, Figure 1 presents the Pedagogy Wheel which apps
are interactive http://bit.ly/PWENGV5.

Figure 1. The Pedagogy Wheel ENG V5.0 Android

 Use this Wheel to run these prompts or interconnected gears to check your teaching from
planning to implementation. The Attributes Gear: The core of learning design that involve ethics,
responsibility, and citizenship. Ask yourself the question of what will a graduate from this learning
experience ‘look like’ i.e. what is it that makes others see them as successful? Ask ‘how does
everything I do support these attributes and capabilities?’ The Motivation Gear: This is how you
build and teach autonomy, mastery, and purpose to the learners. The Blooms Gear: This gear helps
you craft learning objectives to attain the domains with HOTS or Higher Order Thinking Skills. Just
select one learning objective from each category prior to apply with technology enhancement. The
Technology Gear: This serves as your technological strategies where you may use the appropriate
app or a combination of more applications to attain the learning flexibility. The SAMR Model Gear:
This gear guides you on how to substitute, augment, modify, and redefine to its context of learning
Technological Pedagogical Content Knowledge (TPCK).

APP SELECTION CRITERIA

1. Remembering Criteria: Apps that fit into the "remembering" stage improve the user's ability
to define terms, identify facts, and recall and locate information. Educational apps fall into the
remembering guide for the students to select, find matches, and sequence the content out from
the line of applications.

2. Understanding Criteria: These mobile apps give opportunities for students to explain ideas
or concepts. Understanding apps pace the missing from the selection of a correct answer and
introduce a more open-ended format for students to summarize the content and translate
meaning.

3. Applying Criteria: This apps of “applying” provides opportunities for students to

demonstrate their ability to implement learned procedures and methods. They also highlight
the ability to execute ideas in an unfamiliar context of situations.

4. Analyzing Criteria: Analyzing apps improve the students’ ability to differentiate between the
relevant and irrelevant, determine relationships, and recognize the organization of content.

5. Evaluating Criteria: Apps belong to the “evaluating” phase increase the students’ ability to
critic facts and procedures based on the criteria they have set or outside sources. They help
students on how to weigh decisions, check the content quality through validity and reliability,
as well as the accuracy and effectiveness of claims.

6. Creating Criteria: This apps provide opportunities for students to generate new ideas, design
plans, and innovate and produce products.
Lesson 3: Learning Activities to Develop 21st Century Skills
Intended Learning Outcomes:
✓ Plan at least 1 to 2 activities that will facilitate for the development of 21st Century Skills in
your lessons; and
✓ Justify at least one of those activities in the class.
✓ 4Cs of 21st Century Learning and Technology
✓
✓ The key competencies of 21st Century Learning are identified and recognized by many
reputable organizations and scholars not only in the educational setting but in the whole world
of real work and life.
✓ Kivunja (2015) viewed 4Cs as ‘super skills’ for the 21st century: Creativity,
Communication, Critical Thinking, and Collaboration. He presented that 4Cs is the New
Learning Paradigm since teaching to the students who will become well-equipped with 21st-
century skills.
✓ This new learning paradigm is articulated by the Partnership for the 21 st Century Skills
(P21, 2019) known as Rainbow or Framework for 21st Century Learning in which
illustrated below:
✓

✓
✓ https://images.app.goo.gl/xMZVxeeBfwDhErbS8
✓
✓ The 4Cs also known as learning and innovation skills are placed at the apex of the
Rainbow or Framework for 21st Century Learning in order to provide learners the skills and
attributes they each need to meet their own goals. These skills are what learners learn about
mental processes required to adapt and improve upon the increasingly complex life and modern
work environments. These include critical thinking and problem solving (solving problems),
communication (understanding and communicating ideas), collaboration (working with
others), and creativity (producing high-quality work).
✓ On the right portion of the rainbow is how the Information, Media, and Technology
(IMT) skills play in the context of nowadays trends and phenomena. In this contemporary
world, digital tools and resources printed rapid growth and change the development of
humanity. The ability of the learners to collaborate, contribute, and think critically to an
 unprecedented scale of educational technology are accentuated in a form of IMT literacy skills.
Stauffer (2020) discussed that IMT skills are concerned with a different element in each digital
comprehension such as Information Literacy (Understanding facts, figures, statistics, and data),
Media Literacy (Understanding the methods and outlets in which information is published),
and Technology Literacy (Understanding the machines that make the Information Age
possible).
✓ Life and career skills are positioned at the left portion to develop thinking skills, content
knowledge, and social and emotional competencies. As such, learners must learn the intangible
elements of life to exist and survive based on the recent competitive phenomenon and necessary
requirement to achieve the desired job. The essential skills include are flexibility and
adaptability, initiative and self-direction, social and cross-cultural skills, productivity and
accountability, and leadership and responsibility.
✓ At the heart of the rainbow is the key subjects or core skills in which the learners are
grounded with the basic knowledge and mainly concentrate the efforts on the three “Rs” –
reading, writing, and arithmetic.
✓ The four pillars of contemporary learning are Standards and Assessments, Curriculum and
Instruction, Professional Development, and Learning Environments.

Lesson 4: Promoting Digital Citizenship

Intended Learning Outcomes:
✓ Compare and contrast one’s role as a citizen of a community and that of a digital world; and
✓ Share ways on how one can observe social, ethical, and legal responsibilities in promoting
digital citizenship.
Introduction
Welcome to Lesson 4 of this module! This lesson improves your awareness and knowledge o f
information on the appropriate use of digital technology. This also guides you to learn the necessary
skills and elements to become responsible and productive netizens. Just buckle up and enjoy yourself
to work below the given activities for you to have a grasp of the topic in this lesson.
Digital Citizenship
In this digital world, learners today are currently surrounded by numerous devices and different
technologies to interact with social connection, education, employment, and other forms. Several
inventions and innovations to address accessibility and quality of life are developed and continue to
grow to find the novel and state-of-the-art technology solution. This lesson will unlock the meaning
of digital citizenship, digital citizen, netizen, and its elements with respect to 21 st-century learning.
Why digital citizenship matter? There was 34 percent of students reported that they have
experienced cyberbullying. There were 24 percent of teens do not know what to do if harassed online.
There were 39 percent of teens also who do not enable their privacy settings on social media.
Cyberbullying and other forms of digital dangers deeply affect the youth. Therefore, digital citizenship
matters. Digital citizenship goes beyond technology fluency or expert use of technology. It focuses on
a person’s digital actions and interactions with other people. Digital citizenship aims to empower
everyone especially the youth (https://youtu.be/h-VP58ncwJU).
Digital citizenship is the norms of appropriate and responsible use of technology. In a school
setting, digital citizenship covers concepts and skills that teachers, technology leaders, school
administrators, and parents should teach and develop in students or technology users for them to use
technology tools appropriately (Tuscano, 2017). Meanwhile, a digital citizen is one who knows what
is right and wrong, exhibits intelligent technology behavior, and makes good choices when using
technology (Costelo, 2020). Merriam-Webster (n.d.). defines netizen as an active member of the
digital world. It is also known as cybercitizen, cybernaut, or cybersurfer.

9 Elements of Digital Citizenship

(https://tinyurl.com/y3xol5vs)

The nine elements of digital citizenship, as defined by Ribble (2015) written on his book of
Digital Citizenship in Schools, provide a basis for educators, parents, and students to understand and
implement strategies for safe and responsible consumers and creators in the digital world. It serves as
a foundation and education for digital citizenship.
This framework identifies the current components of digital citizenship with nine elements such
as etiquette, access, law, literacy, communication, commerce, rights and responsibilities, security, and
health and wellness. These elements have been grouped into three all-encompassing known as REP
principles: Respect, Educate, and Protect.
“R” stands for respecting yourself and others. The elements categorized under the theme of
respect are:
Digital Access: advocating for equal digital rights and access is where digital citizenship starts
Digital Etiquette: rules and policies aren’t enough; we need to teach everyone about appropriate
conduct online
Digital Law: users understand it’s a crime to steal or damage another’s digital work, identity or
property

“E” stands for educating yourself and others, which includes learning in the classroom, at home,
and within the community. The elements categorized under the theme of educating are:
Digital Communication: with so many communication options available, users need to learn
how to make appropriate decisions
Digital Literacy: need to teach students how to learn in a digital society
Digital Commerce: as more purchases are made online, students must understand how to be
effective consumers in a digital economy
 “P” stands for protecting yourself and others, which includes protecting identity, information,
and ideas. The elements categorized under the theme of protecting are:
Digital Rights and Responsibilities: inform students of their basic digital rights to privacy,
freedom of speech, etc.
Digital Safety and Security: know how to protect your information from outside forces that
might cause harm; students must guard their tools and data
Digital Health and Wellness: from physical issues, such as repetitive stress syndrome, to
psychological issues, such as technology addiction, students should understand the health risks
of technology; about achieving a balance between the online world and the real world.
These REPs simply known as repetitions, mark the current model and facilitates to develop and
strengthen digital citizenship skills in proper time and place of context. As educators to this
contemporary world, these elements must be reviewed and proposed necessary captions to really
capture the existing phenomena. Educators can enable learning opportunities for students to apply this
model and may inject new digital discourse appropriate to avoid harm and provide a peaceful way of
digital living.

The modeling and facilitation of digital citizenship skills must learn within the classroom,
school, and community. The teaching and propagating this framework are the responsibility not only
for educators, but to all educational leaders, parents, community members, and the students themselves
who will form part to embrace the digital world.