ILOCOS SUR

POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

MODULE 4.3 The Role of Technology in Delivering the Curriculum

Intended Learning Outcomes (ILO)

After going through this lesson, you are expected to:
 Discuss roles of technology in curriculum delivery
 Enhance the application of outcomes-based learning with technology both as an
aid and platform for learning
 Analyze the significance of systematic lesson planning in which the appropriate
choice of media comes to play

Let us now proceed with the module, remember

our study guide and follow our study schedule.

Take Off
After learning fundamental concepts about the curriculum-its nature and
development, comes the practical phase of curriculum implementation. Appropriately, the
significance of technology in curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e-
Philippine plan. Thus it is stated: “an electronically enabled society where all citizens live in
an environment that provides quality education, efficient government services, greater
sources of livelihood and ultimately a better way of life through enhanced access to
appropriate technologies”. This points to the need for an e-curriculum, or a curriculum which
delivers learning consonant with the Information Technology and Communications
Technology revolution. This framework presupposes that curriculum delivery adopts ICT as
important tool in education while users implement teaching-learning strategies that conform
to the digital environment. Following a prototype outcomes-based syllabus, this same
concept is brought about through a vision for teachers to be providers of relevant, dynamic
and excellent education programs in a post-industrial and technological Philippine society.
Thus among educational goals desired for achievement is the honing of competencies and
skills of a new breed of students, now better referred to as a generation competent in
literacies to the 3 Rs (reading, ‘riting and rithmetic) but influences, more particularly:
problem-solving fluency, information access and retrieval of texts/images/sound/video
fluency, social networking fluency, medical fluency, and digital creativity fluency.

Content Focus

Instructional media may also be referred to as media technology or learning

technology.
Technology plays a crucial role in delivering instruction to learners. Technology offers
various tools of learning and these range from non-projected media from which the teacher
can choose, depending on what he sees fit with the intended instructional setting. For
example, will a chalkboard presentation be sufficient in illustrating a mathematical
procedure; will a video clip be needed for motivating learners?

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
In the process, what ensues is objective-matching where the teacher decides on
what media or technology to use to help achieve the set learning objectives.

Non-Projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials Films
Visuals Video, VCD, DVD
Visual boards Computer/multimedia presentation
Audio materials

Table 1. Types of instructional media/technology

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors
on which to base selection are:

1. Practicality. Is the equipment or already prepared lesson material available? If

not, what would be the cost in acquiring the equipment or producing the lesson in audial or
visual form?

2. Appropriateness in relation to the learners. Is the medium suitab;e to the

learners’ ability to comprehend? Will the medium be a sources of plan amusement of
entertainment, but not learning?

3. Activity/suitability. Will the chosen media fit the set instructional event, resulting
in either information, motivation or psychomotor display?

4. Objective-matching. Overall, does the medium help in achieving the learning

objectives?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of
commerce, science and education, is fast developing such that it is difficult to foresee the
technological revolution in the millennium, inclusive of education changes. For certain
however, technological changes in education will make its impact on the delivery of more
effective. Efficient and humanizing teaching-and-learning.
But presently, we can identify three current trends that could carry on the nature of
education in the future. The first trend is the paradigm shift from teacher-centered to
students-centered approach to learning. The second is the broadening realization that
education is not simply a delivery of facts and information, but an educative process of
cultivating the cognitive, affective, psychomotor and much more the contemplative
intelligence of the learners of a new age. But the third and possibly the more explosive trend
is the increase in the use of new information and communication technology or ICT.
Already at the turn of the past century, ICT, in its various forms and manifestations
has made its increasing influence on education, and the trend is expected to speed up even
more rapidly. Propelling this brisk development is the spread of the use of the computer and
availability of desktop microcomputers affordable not only to cottage industries, businesses
and homes but also to schools.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
For now the primary roles of educational technology in delivering the school
curriculum’s instruction program have been identified.
 Upgrading the quality of teaching-and-learning in schools
 Increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses.
 Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning, such as Open Universities and lifelong
learning to adult learners.
 Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to students-centered and holistic learning.

Criteria for the Use of Visual Aids

Learners may say, we learn 83% through the use of sight, compared with less
effective ways to learn: hearing (10%), smell (4%), touch (2%) and taste (15). In the use of
visuals for a wide range of materials (visual boards, charts, overhead transparencies, slides,
computer generated presentations), there are basic principles of basic design.

Assess a visual material or presentation (a transparency or slide) using the following criteria:
Visual elements (pictures, illustrations, graphics)
1. Lettering style or font – consistency and harmony
2. Number of lettering style – no more than 2 in a static display (chart, bulletin board)
3. Use of capitals – short tiles or headlines should be more than 6 words
4. Lettering colors – easy to see and read. Use of contrast is good for emphasis.
5. Lettering size – good visibility even for students at the back of the classroom.
6. Spacing between letters – equal and even spacing
7. Spacing between lines – not too close as to blur at a distance
8. Number of lines – no more than 8 lines of next in each slide
9. Appeal – unusual/catchy, two – dimensional, interactive (use of overlays or movable
flaps)
10. Use of directional – devices (arrows, bold letters, bullets, contrasting color and size,
special placement of an item.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Intended Learning Activity # 1

Self-Check: Activity for Module 4 Lesson 3

Make a visual material or presentation (Power Point Slides Presentation) of
your chosen specific subject area, the module which you have made in your previous lesson
will be utilized here. Select a partner and evaluate your outputs.
Using the following criteria below answer YES if it complies with the criteria and NO if it does
not comply with the criteria.

 Visual elements (pictures, illustrations, graphics):

1. Lettering style or font – consistency and harmony
2. Number of lettering style- no more than 2 in a static display (chart, bulletin board)
3. Use of capitals – short title or headlines should be no more than 6 words
4. Lettering colors-easy to see and read. Use of contrast is good for emphasis
5. Lettering size – good visibility even for students at the back of the classroom
6. Spacing between letters-equal and even spacing
7. Spacing between lines – not to close as to blur at a distance
8. Number of lines – no more than 8 lines of text in each slide
9. Appeal – unusual, two-dimensional, interactive (use of overlays)
10. Use of directional – devices (arrows, bold letters, bullets, contrasting colors and
size placement of an item)

 Overall look: patterns of alignment, shape, balance, style, color scheme and color
appeal
 Give your overall impression about the PPT presentation of your partner.
Educators are now more keenly aware of their responsibility to deliver the highest
quality of education to learners. They also recognize the need to use and integrate
technology in the curriculum and the teaching-learning process of classroom instruction.
There is no doubt, however that the concept of education technology is a very complex one,
made more sophisticated with the advent of what is called hypermedia or multimedia
packages that include: text, audio, graphic image, animation and video clip.
Today, hypermedia find an application in what is known as Information and
Communication Technology or ICT that includes tutorial software packages, webpages,
simulation games, project management packages and others. An example is the hypermedia
package in Economics which can be accessed through the Internet site WinEcon.
Everyday technology including Information and Communication Technology,
advances by leaps and bound, thus as it advances we can be certain that educational
technology will continue to play an important role in education. In the traditional approach to

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
instruction, the teacher a. presents the lesson to the class, b. assesses the students and c.
moves to the next lesson.

Self-Reflect
In a proposed mastery approach to instruction, the teacher a. presents the lesson to
the whole class, b. assesses if learners attained mastery of the lesson, c. provides
enrichment activities with the of media technology, d. re-mediates the non-mastery student,
e. moves on the next lesson.

1. How is the mastery approach better than the traditional one?

2. The mastery approach appears time-consuming and difficult. Do you believe practice and
experience can overcome these difficulties?
3. How can technology help in enrichment activities?
4. Should the effective use of media be also assessed by the teacher? Why?

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Module 4 - Lesson 4: Stakeholders in Curriculum Implementation

Intended Learning Outcomes (ILO)

 Identify stakeholders of the curriculum
 Enumerate the role of each stakeholder

Let us now proceed with the module, remember our study

guide and follow our study schedule.

Take off

Who are involved in curriculum and curriculum development? These are the persons
who we call the stakeholders. Stakeholders are individuals or institutions that are interested
in the curriculum. They get involved in many different ways. You must be one of them.
Together with the teachers, school managers, parents and even the whole community have
interest in the curriculum. We will all meet them in this lesson.

Content Focus

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view
that students are mere recipients of the curriculum, is now changing. Learners have more
dynamic participation from the planning, designing, implementing and evaluating. However,
the degree of their involvement is dependent on their maturity. The older they are in high
school or college, the more they participate. From another angle, whether learners are in the
elementary or college level, they can make or break curriculum implementation by their
active or non-involvement. After all, learners together with the teachers, put action to the
curriculum.
At the end of the curriculum development process, the fundamental question asked
is: Have the students learned?
When some college students were asked about their role in curriculum development,
here are their answers.

Student 1: I never realize that a students, I have a participation in curriculum

development. It is true that as students, our learning is the basis of the success
or failure of the curriculum. For example, if all of us pass the board
examination, it means that the teacher education curriculum is a success.

Student 2: In high school our teachers would always look into what we are learning. The
whole year round, we have varied curricular and co-curricular activities inside
the class. I think, we as students, should be considered in writing the
curriculum.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
Student 3: When we were in the elementary level, our lessons were very simple. But now
that we are in college, the content we learn has become complicated. I learned
that actually, our curriculum is spiral, and that the difficulty of the subject matter
is also adjusted to our maturity level.
Why do curricularist place of lot premium on the students? It is because, the learners
make the curriculum alive. A written curriculum that does not consider the students, will have
a little chance to succeed.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the teacher.
Teachers’ influence upon learners cannot be measured. Better teachers foster better
learning. But teachers need to continue to the success of curriculum implementation.
Teachers should have full knowledge of the program philosophy, content and components of
curriculum and ways of teaching.
A teacher designs, enriches and modifies the curriculum to suit the learner’s
characteristics. As curriculum developers, teachers are part of textbook committees, teacher
selection, school evaluation committee or textbooks and module writers themselves.
When a curriculum has already been written, the teacher’s role is to implement like a
technician, however, teachers are reflective persons. They put their hearts into what they do.
They are very mindful that in the center of everything they do, is the learner.
Some of the roles that the teachers do in curriculum implementation are:
1. guiding, facilitating and directing the activities of the learners;
2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. evaluating the whole implementation process, and
5. making a decision whether to continue, modify or terminate the curriculum.
All these roles are crucial to achieve success in the implementation. Unsuccessful
implementation may even lead to educational failure.

Let us read how the teachers viewed as curriculum implementer.

Student: I believe my teachers know very well our curriculum. She knows what to teach
and how to teach it well. I do not miss my class everyday because she guides
us in all our lesson activities. Without out teacher, I am not sure if we can learn
more than what we are achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I

have to give action to the written curriculum. I have to see to it that my students
are provided experiences to learn from. I keep in my mind, how I can sustain the
interest of my students by using teaching strategies that are effective. At the
end of the day, I am very happy to know that my students have achieved the
intended learning outcomes. I do this because as a teacher, I am a curriculum
implementer.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing
and implementing are in the hands of a good teacher. In the educational setting, it is clear
that the teacher has a very significant role in curriculum development.
3. School leaders are curriculum managers.
Principals and school heads, too, have important roles in curriculum implementation
process in schools. They should understand fully the need for change and the
implementation process. They should be ready to assist the teachers and the student in the
implementation. Communication line should be open to all concerned should the school
leaders lead in curriculum teamwork. Convincing the parents on the merits of the new

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
curriculum is the job of the school heads. They should be committed to change and should
employ strategies to meet the needs of the teachers, and learners like building, books,
library and other needed resources.

4. Parents
Parents are significant school partners. Besides the students, teachers and school
administrator, play an important role in curriculum implementation. When children bring
home a homework from school, some parents are unable to help. Schools need to listen to
parents’ concerns about school curriculum like textbooks, school activities, grading system
and others. Schools have one way of engaging parents’ cooperation through Brigada
Eskwela. In this event, parents will be able to know the situation in the school. Most often
parents volunteer to help. They can also be tapped in various co-curricular activities as
chairpersons to children in Boy and Girl Scouting, Science Camping and the like, Parents
may not directly be involved in curriculum implementation, but they are formidable partners
for the success of any curriculum development endeavour.
How do parents help shape the curriculum in schools? Here are some observations.
 The school composed of parents who are positively involved in school activities have
better achievement than schools with uninvolved parents. Disciplinary problems are
minimal and students are highly motivated. When parents take interest in their child’s
learning, they become close to the school.
 The home is the extended school environment. In lifelong learning, the achieved
learning in schools are transferred at home. Thus, the home becomes the laboratory
of learning. Parents see to it that what children learn in school are practiced at home.
They follow up lessons, they make available materials for learning and they give
permission for the participation of their children.
 In most schools, parent associations are organized. This is being encouraged in
School Based Management. In some cases, this organization also includes teachers
to expand the school learning community. Many school projects and activities are
supported by this organization. This is considered as the best practice in most
performing schools.

5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child” goes the statement of former First
Lady Hillary Clinton. What do you think of this statement?
Yes, it is true that the school is in the community, hence the community is the
extended school ground, a learning environment. All the barangay leaders, the elders, others
citizens and residents of the community that becomes the venue of learning. The rich natural
and human resources of the community can assist in educating the children. The community
is the reflection of the school’s influence and the school is a reflection of the community
support.

6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These
are agencies and organizations that are involved in the planning, design, implementation
and evaluation of the school curriculum. To name a few, the list follows.
6.1 Government Agencies
- DepEd, TESDA, CHED- trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.
- Professional Regulation Commission and Civil Service the agency that certifies and
issues teacher licenses to qualify one to teach and affirms and confirms the
appointment of teachers in the public schools.
- Local Government Units include the municipal government officials and the
barangay officials. Some of the teachers are paid through the budget of the LGUs.
They also construct school buildings, provide equipment, support the professional

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
development teachers and provide school supplies and books. They are the big
supporters in the implementation of a school curriculum.
6.2 Non-Government Agencies
Non-Government agencies are organizations and foundations that have the main
function to support education. To name a few, this includes the following:
-Gawad Kalinga – to build communities means to include education. The full support
of GK in early childhood education is very and out-of-school youth have been
established.
-Synergia – an organization/foundation that supports basic education to elevate
education through Reading, Science, Mathematics and English.
-Metrobank Foundation – supports continuing teacher development programs.
-Professional Organizations like Philippine Association For Teachers and Educator
(PAFTE), State Universities and Colleges Teacher Educators Association (SUCTEA),
National Organization of Science Teachers and Educators (NOSTE), Mathematics
Teachers Association of the Philippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many stakeholders. Each

one has a contribution and influence in what should replace, modify and substitute the
current curriculum. Each one has a significant mark in specific development and change
process of curriculum development.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Intended Learning Activity # 2

Activity for Module 4 Lesson 4

Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex: 1 student and 1
teacher or 1 teacher and one LGU) among the Stakeholders. Record your interview data and
report to the class.
Interview Protocol on the Roles of Stakeholders

Name of the Interviewee: ____________________________ Interviewer:

_______________________
Name of School: __________________________________________
Category: (check only)
Student: ___ Teacher: ___ School Head: ____ Parent: _____
Community___ LGU___ Gov’t Agency ____ Non-Gov’t Agency ____

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the students? Give specific
example.
6. Would you like to continue what you are doing for the school curriculum? Why?

Note to interviewers:
1. You may use tape or write on your field notebook their answers
2. Consolidate the answers and writ I paragraph form your report for two individual samples.

Self-Check
Stakeholders: How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in Curriculum
Implementation

Stakeholders Involvement

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Self-Reflect
Reflect on this question and answer.

If all the stakeholders contribute positively in curriculum implementation, do you think,

curriculum change or development will succeed? Why? or why not?

Did you do well? Go on to the

next topic if you did. If not, re-
read this unit, giving emphasis to
the lessons you did not fully
understand.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School Curriculum
Professor: Dr. Shirley P. Palma