UNIT 2 - Developing Project-Based, ICT-Integrated Learning Plan

1. How to Integrate ICT and Project-based Learning Approach in a Math Learning Plan

    As teachers strive to prepare students for the twenty-first century, technology has become an integral part of education. Technology is a necessary tool for education to be relevant, productive, progressive, and proficient (Abbas, Lai-Mei, Ismail, 2013). The foundation of problem-based learning (PBL) is meaningful and experiential situations. PBL teaches students by solving problems, becoming active learners, situating them in real-world problems, and empowering them to direct their own learning paths (Hmelo-Silver, 2004). "Millennial students can benefit from this approach as they work collaboratively, construct integrated knowledge, develop problem-solving skills, experience self-directed learning, and become intrinsically motivated," say modern educators (Matthews & Dworatzek, 2012, as cited in Green, 2018).

    In problem-based learning, the teacher serves as a facilitator of student learning rather than as the sole authority figure. As students gain more experience with PBL, facilitators gradually reduce their scaffolding until the learners take on many of the facilitators' roles (Hmelo-Silver, 2004). Teachers are now regarded as partners with their students, and they are no longer required to teach by telling. Teachers should encourage creativity and real-world problem solving, as well as purpose and passion (Fullan, 2013, as cited in Green, 2018). Allowing students to demonstrate their technological knowledge is an excellent way for teachers to collaborate with students.

    PBL characteristics and how technology can best support them (Green, 2018) are as follows: (1) learner-centered; (2) collaborative; (3) real-life applications; and (4) engages critical thinking.

2. Components of a Learning Plan

The Project-Based Learning Plan must have the following components

1. Learning Competency 

• These are the skills that the students will be able to develop (know – cognitive processes AND do – demonstrate). Ensure that the competencies necessitate the use of ICT.

2. Learning Tasks

• These are the specific learning activities that students must complete in order to achieve the learning competency.

3. ICT Tools/Resources 

• These are ICT devices, mobile software, productivity software, networks, and web-based ICT that will be used to improve competency learning.

4. Evaluation Method

• These are summative assessment tasks designed to determine whether or not students have achieved the desired level of learning competency.

3. Project-based Learning Plan (Grade 8)

PATTERNS AND ALGEBRA

Learning Competency	Learning Tasks	ICT Tools/Resources	Evaluation Methods
factors completely different types of polynomials (polynomials with common monomial factor, difference of two squares, sum and difference of two cubes, perfect square trinomials, and general trinomials)	Students: 1.     Understand the PowerPoint Presentation 2.     Determine the steps in factoring perfect square trinomial 3.     Open Quizizz 4.     Solve and Identify the factors of perfect square trinomials 5.     Choose from the choices in the Quizizz test	Laptop Projector PowerPoint Presentation Quizizz Software	After filling out all of the options, the correct answers are displayed. The teacher will lead a discussion after identifying the items that the students did not correctly answer.
graphs a linear equation given (a) any two points; (b) the x – and y – intercepts; (c) the slope and a point on the line.	Students: 1.     Determine the properties linear equation graphs 2.     Open GeoGebra 3.     Plot the given any two points in a graph 4.     Graph using the x- and y- intercepts 5.     Graph a point and a slope of a line	Personal Computer GeoGebra	Peer evaluation whether the task done by the student is correct.

GEOMETRY

Learning Competency	Learning Tasks	ICT Tools/Resources	Evaluation Methods
illustrates triangle congruence.	Students: 1.     Define and identify triangle congruence 2.     Open GeoGebra 3.     Draw and label the corresponding parts of two congruent triangles	Personal Computer GeoGebra	Student-to-Student assessment whether the task done by the student is correct
illustrates the SAS, ASA and SSS congruence postulates.	Students: 1.     Determine the minimum requirements needed for congruent triangles 2.     Open GeoGebra 3.     illustrate the Side-Angle-Side (SAS) congruence postulates 4.     illustrate the  Angle-Side-Angle (ASA) congruence postulates 5.     illustrate the Side-Side-Side (SSS) congruence postulates	Personal Computer GeoGebra	Peer evaluation whether the task done by the student is correct

References

Fullan, M. (2013). Pedagogy and change: Essence as easy. Stratosphere (pp. 17-32).

Gilakjani, A. P., Lai-Mei, L., & Ismail, H. N. (2013). Teachers' use of technology and constructivism. International Journal of Modern Education and Computer Science, 5(4), 49.

Green, J. (2018). The Integration of Technology in Problem-Based Learning. Technology and the Curriculum: Summer 2018.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16, 235-266.

Matthews, J., & Dworatzek, P. (2012). Millennial Graduate Students’ Use Of Technology And Problem-Based Learning To Enhance Higher-Level Cognition In Health Promotion Program Planning. American Journal of Health Sciences (AJHS), 3(3), 195-200.