Pedagogical Contents: Teaching ICT in a Cross-Cultural Classroom

 

Pedagogical Contents: Teaching ICT in a Cross-Cultural Classroom

Teaching ICT (Information and Communication Technology) to Grade 9 students at Vicente Andaya Sr. National High School in Capiz, Philippines, was a valuable opportunity that deepened my pedagogical perspective. The lesson focused on one of the essential topics in the curriculum: Categories of Application Software and How to Install Them. This experience not only challenged me to adapt to a new educational system but also provided insight into how different pedagogical approaches shape learning environments.

Learning Goals and Objectives

The main objective of the lesson was to help students identify different categories of application software—such as freeware, shareware, custom software, open-source, and packaged software—and to demonstrate basic installation procedures. The learning outcomes were aligned with the official Philippine curriculum for ICT 9, specifically the competency code TLE_IACSS9-12ICCS-IIIa-e-31.

By the end of the session, students were expected to:

• Define and classify various types of application software.

• Successfully install an application software on their computers.

Instructional Strategies and Methods

The class followed a teacher-centered approach, where the teacher guided most of the discussion and flow of activities. Despite being structured, the delivery was far from monotonous. The lesson began with engaging warm-up routines, including a motivational game called Guess the Logo using Kahoot, which sparked students’ interest and contextualized the topic.

During the "Categorize Me" activity, students worked in groups to classify application software using digital tools such as drag-and-drop activities in Google Classroom. These interactive elements created an enjoyable and collaborative environment while maintaining a strong sense of classroom discipline.

Throughout the lesson, I integrated multimedia tools such as slide presentations, online quizzes, smart TVs, and video tutorials. This tech-rich environment supported students in visualizing concepts clearly and encouraged active participation.

Learning Resources Used

• Google Forms for assessments

• Google Classroom for activity submission

• Kahoot.it for gamified motivation

• Smart TV, laptop computers, and internet connection

• Activity sheets and presentation slides tailored to the topic

Assessment Techniques

Student learning was assessed both formatively and summatively:

• During the group activity, students presented their classifications and explained their choices.

• At the end of the session, an online quiz measured their understanding of the six software categories.

• Students were also tasked with installing freeware on their devices, documenting the steps, and submitting proof of completion via Google Classroom.

These assessments allowed me to gauge both conceptual understanding and practical application, which are equally important in ICT learning.

Reflections on Pedagogy and Curriculum

One of the most striking differences I observed was the structure of the curriculum itself. Unlike Indonesia’s Kurikulum Merdeka, which leans towards a student-centered approach and project-based learning, the Philippine system remains more traditional and teacher-driven. Every element of the lesson—from greetings to transitions and evaluations—was meticulously planned and executed.

However, despite the more centralized structure, the system allowed room for creativity, collaboration, and cultural relevance. The use of technology was purposeful and well-integrated, and students were highly responsive, respectful, and eager to learn.

Through this experience, I came to understand that pedagogical effectiveness is not determined solely by the curriculum model, but by how it is implemented with clarity, consistency, and connection to learners. As a future educator, this taught me the importance of adaptability, cross-cultural awareness, and thoughtful instructional design.