ICT Competency Standards (CHED-UNESCO) as provided in the 2017,

Policy, Standards and Guidelines (PSG) for Pre-service Teacher Education

The program outcomes for teacher education degrees clearly state that every
future teacher: “demonstrate proficiency in the development and utilization of
Information, Communication and Technology (ICT) resources in promoting
quality teaching-learning process.”

To ensure that the program outcomes related to ICT shall be achieved,

competencies were identified to be developed by every pre-service teacher (CHED
UNESCO, Bangkok, 2009.)

The ICT Competency Standards is made up of seven domains. Each domain

has a set of competencies. The competencies are expressed in desired learning
outcomes. Becoming proficient in the different competencies will enable you to handle
learners of the 21 century in your future classroom.

These domains and corresponding competencies are found in the Table below:

Table 1: ICT Competency Standards for Pre-service Teachers

Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education

1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment

Domain 2: Curriculum and Assessment

2.1 Demonstrate understanding of concepts, principles and theories of ICT systems as

they apply to teaching-learning

2.2 Evaluate digital and non-digital learning resources in response to student’s diverse
needs

2.3 Develop digital learning resources to enhance teaching-learning

2.4 Use ICT tools to develop 21 century skills: information media and technology skills,
learning and innovation skills, career skills and effective communication skills

Domain 3: Pedagogy

3.1 Apply relevant technology tools for classroom activities

3.2 Use ICT knowledge to solve complex problems and support student collaborative
activities

3.3 Model collaborative knowledge construction in face to face and virtual

environments

Domain 4: Technology Tools

4.1 Demonstrate competence in the technical operations of technology tools and
systems as they apply to teaching and learning

4.2 Use technology tools to create new learning opportunities to support community of
learners

4.3 Demonstrate proficiency in the use of technology tools to teaching and learning
support

Domain 5: Organization and Administration

5.1 Manage technology-assisted instruction in an inclusive classroom environment

5.2 Exhibit leadership in shared decision-making using technology tools

Domain 6: Teacher Professional Learning

6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge

6.2 Utilize technology tools in creating communities of practice

6.3 Collaborate with peers, colleagues and stakeholders to access information in

support of professional learning

Domain 7: Teacher Disposition

7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools
and resources

7.2 Show positive attitude towards the use of technology tools

Likewise, the Department of Education issued Department of Education Order

42, s. 2017 mandating the use of the Philippine Professional Standard for Teachers
(PPST) to start with the Beginning Teachers who are the fresh graduates from the
teacher education program. The document includes: Shove skills in the positive use of
ICT to facilitate teaching and learning and Show skills in the selection, development
and use of the variety of teaching learning resources including ICT to address learning
goals.

These competency standards to learn and master will assure the 21 century
learners in your class of a more enjoyable, creative, innovative ways in teaching and
learning

With the use of Table I above, can you identify the domain to which each
given course learning outcome belong?

Course Learning Outcomes

1. Explain ICT policies and safety issues as they impact on the teaching-learning
process
2. Integrate media and technology in various content areas
 3. Apply learning theories and principles in the design and development of
lessons through appropriate media and technologies for teaching learning
4. Formulate teaching-learning experiences and assessment tasks using
appropriate and innovative technologies
5. Demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources

Let’s Explore More on the Web

With your group, search from the CHED website any of the following: CMO 74, or CMO
75.

ISTE National Educational Technology Standards For Teachers (NETS* T)

An international organization for educational technology called International

Society for Technology in Education (ISTE), established standards for both teachers
and students. These standards were also referred to in the development of the 26
Philippine ICT Competency standards which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology

operations and concepts.

Standard 2: Planning and Designing Learning Environment and Experiences.

This standard implies that teachers utilize the use of technology to plan and
design effective learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of curriculum plan, they

have to include strategies for applying technology to maximize student learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and

evaluation strategies to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional development

and lifelong learning in support of student learning, increase productivity and to build
community of learners.

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues surrounding
the use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology resources
and facilitate access to technology resources for all students.
 Likewise, ISTE also developed standards needed for students. These
standards will be used as a guide by teachers to plan technology-based activities in
which students achieve success in learning, communication and life skills.

ISTE National Educational Technology Standards For Students (NETS* S)

From how technology teachers facilitate learners, outcomes of student

learning should indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking.

Construct knowledge, develop innovative products and processes using technology
from existing knowledge.

Standard 2: Communication and Collaboration

This standard requires students to use digital media and environments to

communicate and work collaboratively to support individual learning and contribute to
the learning of others. This includes the use of variety of media and formats for global
awareness with learners from other cultures.

Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for inquiry. This standard expects the student to locate,
organize, analyze, evaluate, synthesize and ethically use information from a variety of
sources and media.

Standard 4: Critical Thinking, Problem-Solving and Decision Making

This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed decisions
using appropriate digital tools.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a digital

citizen who demonstrates ethical and legal behavior, exemplified by the practice of
safe, legal and responsible use of information. Further, the student exhibits positive
attitude towards the support of technology for collaboration, learning and productivity
as a digital citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a

standard that students should comply with. They too, are expected to further transfer
current knowledge to learning of new technologies.

As pre-service teacher education students now, you will have to master the
knowledge and skills (Learning to Know) for the standards for students. However since
you will become teachers in the future, you should harness the same knowledge and
skills to become (Learning to Become) future teachers.

A. ISTE STANDARD for B. ISTE STANDARD for

TEACHERS STUDENTS
Technology Operations and Concepts Creativity and Innovation
Planning and Designing Learning Communication and Collaboration
Environment and Experiences
Teaching, Learning and Curriculum Research and Information Fluency
Assessment and Evaluation Critical Thinking, Problem-Solving &
Decision Making
Productivity and Professional Practice Digital Citizenship
Social, Ethical, Legal and Human Issues Technology Operations and Concepts

Lesson 2

Understanding the Basic Concepts in ICT

1. Defined conceptually or operationally terms that are basic to the

understanding of ICT.
2. Used the concepts and terms in communicating with peers for further
understanding.

In this modern and advancing age, technology is a powerful complement to traditional

teaching methods in higher education. Professors can help maintain students’ interest
and excitement by using technologies to provide a variety of instructional techniques
and presentations in the class.

A computer is powerful, indeed. Its power “derives from its capability of performing the
information processing cycle with speed, reliability, and accuracy; its capacity to store
large amounts of data and information; and its capability of communicating with other
computers” (Shelly, Cashman, Gunter, & Gunter, 2004, p. 1.11).

“I think we need to be careful not to get too specific (i.e. technology computers) while at
the same time not getting to broad that our definition of technology includes everything
from pencil and paper to lasers and computers. I’d like to see us define technology in a
manner that looks at electronics tools we use to enhance teaching and learning”. Sally,
grade teacher from Joy Egbert (2009).

Let us explore various resources to have a clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. You
can further find more explanation in this book as you go along with your lessons or in
other references in the library or in the web.

Here are some terms and concepts that you need to know and understand.
1. Technology refers to mix of process and product used in the application of
knowledge. It includes tools from pencil and paper to the latest electronic gadgets
and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is use of
digital technology, communication tools and/or networks to access, manage,
integrate, create and communicate information in order to function in a knowledge
society (Guro 21, 2011).
3. Education Technology refers to the use of technology in teaching and learning.
Educational technology includes both the non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools: hardware, software and connections,
etc.).
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents
using information technologies and the Internet (Cornell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring both cognitive and technical skills
(https://edweek.Org downloaded 06-03-18).
5. Digital learning is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. It encompasses the
application of a wide spectrum of practices which includes blended or virtual
learning. It can come as online or offline which utilizes digital technology.
6. Online digital tools and apps use an Internet connection to access the
information needed. A common example are Zoom and Google meet. It is a
telecommunication application software product specializes in providing video chat
and voice calls between computers, tablets, mobile devices via Internet.
7. Offline digital tools and apps can still be used even if there is no internet
access. A common example is canary learning.
8. Instructional technology is the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for
leaming (Association for Educational Communications and Technology, Seels, B.B.
& Richey, P.C. 1994).
9. Software refers to program control instructions and accompanying documentation;
stored on disks or tapes when not being used in the computer.
10. Multimedia is a sequential or simultaneous use of variety of media formats in a
given presentation of self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure, it can
connect millions of computers together globally, forming a network in which any
computer can communicate with any other computer as long as they are
connected to the Internet. It is generally defined as a global network connecting
millions of computers (https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical environment
on computer networks that allows you to access, view and maintain
documentations that can include text, data, sound and videos. (Smaldino, 2005). It
is a way of accessing information over the medium of the Internet. It is an
information sharing model that is built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point during
the lesson in order to take advantage of the array of available education
resources.
14. Webquest is an inquiry-oriented lesson format in which most of all information that
learners work with comes from the web. These can be created using various
programs including simple word processing documents that include links to
websites.
15. Productivity tools refer to any type of software associated with computers and
related technologies that can be used as tools for personal, professional or
Classroom productivity. Examples: Microsoft Office, Apple works word Processing,
grade and record keeping, web page production, presentation) (KFIT-Unesco
2016).
16. Technology Tool is an instrument used for doing work. It can be anything that
help you accomplish your goal with the use of technology. These technology Tools
can be classified as:
a. Data/Calculation tools. Examples: spreadsheets, excels, Sketchpads,
probability constructor
b. Design tools. These are used to make models and designs, creating and
building.
c. Discussion tools. There are 4 different approaches that utilize discussion
and interaction in the Internet. These are threaded discussion forum,
blogging, Live chat and Video Teleconferencing, Netiquette and Safety on
the Net.
d. Email tools. Emails are great communication tools for sending massages,
photographs, videos and other files. It allows you to reach out to others
around the world.
e. Handheld devices. Handheld devices have become popular among
learners. These include Personal Digital Assistants, global positioning
system, (GPS) and geographic information system (GIS) in the
classroom, Portable electronic keyboards, Digital Cameras, Mobile
phones, Palm, Handheld computers.

17. Blog is an online journal where posted information from both teachers and
students are arranged. There are three kinds of blogs: blogs used for communication,
blogs used for instruction, and blogs used for both (Ferriter & Garry, 2011).

18. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos and
videos. Wikipedia is one of the most widely recognized of all the wikis (Watters, 2011).

19. Vlog is a video blog where entry is posted as a video instead of the text.

20. Podcast is a video or audio milt-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).
21. Google Apps is a cloud-based teaching tool which is stored in the Google server
and is available for students both at home and in school. It includes the gmail, a free-
email for all; Google calendar a tool used for organizational purposes; Google sites that
provide options for developing blogs and wikis; and Google docs is used for
sophisticated word processing and editing of the document.

22. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.

LESSON 3

ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

3. Identified roles of technology in teaching and learning

4. Appreciated the value of technology in supporting student learning

As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic
(2015), Educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the
teacher to teach another person or technology when programmed by the teacher
can be a tutor on its own. The teacher will simply switch on or switch. Off radio
programs, television programs or play DVDs, or CDs that contain educational
programs. There are online tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but
can never replace a teacher. This is like the handyman which is just there to be
reached. Like any other tool, it is being used to facilitate and lighten the work of
the teacher. It will be good if the teacher can also create or develop technology
tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool
for teaching, likewise it is an effective tool for learning. As a learning tool, it makes
learning easy and effective. It can produce learning outcomes that call for
technology-assisted teaching. Even the teachers who are teaching can utilize
similar tools for learning. As a learning tool, it is very interesting that even the
elderly used these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management
of learning. Likewise, it has modernized the teaching-learning environment in schools.
Here are some examples of the myriad of roles that technology can do for teachers
and teaching.
1. Technology provides enormous support to the teacher as the facilitator of
learning. It transforms a passive classroom to an active and interactive one, with
audio-visual aids, charts and models, smart classrooms, e-learning classrooms
which motivate and increase attention level of learners. Many of these can be
searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers
are assisted and supplemented with appropriately structured instructional
materials for daily activities. There are varied available. Technology-driven
resources which can be utilized for remedial lesson or activities. Likewise, there
are also a lot of technology-driven resources that can be used for enrichment
purposes. You may search for the examples on the web.
3. Technology improves teaching-learning process and ways of teaching. This
will make the act of teaching more efficient and effective. There are arrays of
teaching methods and strategies that can use technology which are found
compatible with learning styles. The multiple intelligence theory of Howard
Gardner tells us that there is a genius in every child. This implies that there must
be varied ways of teaching as there are many varied ways or learning. All the
learning styles can find support from technology, so that teaching will be more
effective and efficient.
4. Technology opens new fields in educational researches. The areas of
teaching testing and evaluation are enhanced by technologies for teaching and
learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment and other evaluation results. There are available
programs that can analyze and interpret results with speed and accuracy.
Reference retrieval is also hastened because many of the research materials are
in digital form. Technology has also provided access to big data that can be
processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific
outlook. Through the utilization of theories of learning and intelligence, which are
explained in references uploaded in the net, the teachers are encourage to imbibe
skills to source this information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of
continuing professional development for teachers, the availability of technology
provides alternative way of attending professional development online. For those
who are involved as provides of continuing professional development like trainers,
facilitators or organizers, they can level up or enhance their delivery systems with
the support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand
that subject matter or content is a means to achieve the learning outcomes. There are
three categories of knowledge according to Egbert (2009): declarative knowledge,
structural knowledge, and procedural. Knowledge.
 a. Declarative knowledge consists of the discrete pieces of information that
answers the questions what, who, when, and where. It is often learned
through memorization of facts, drills and practice. It can be learned by simple
mnemonics or conceptual maps. Declarative knowledge is the fundamental
knowledge necessary for students to achieve more complex higher order
thinking such as critical thinking and creativity, inquiry and production.
b. Structural knowledge consists of facts or pieces of declarative knowledge
put together to attain some form of meaning. An example of Declarative
knowledge is “pencil”. The idea that evolved from a pencil is An understanding
that: “it is something used to write.” This is referred to as structural
knowledge. It can be presented by concept maps, categorization or
classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or
how to speak English. Procedural knowledge is indicated by performance by
performance task or graphical representation of a concept.

The traditional sources of knowledge are printed books, modules and journals. Other
sources are primary sources such as information taken from research. However,
knowledge or content can be learned in many ways.

But how can technology support the learning of declarative, structural or procedural
knowledge? To teach content, time is always an issue of teachers. Oftentimes, we hear
teacher says: “Too many things to teach, too little time to do.” Technology may be the
answer; however, the challenge is for teachers to use technology to learn the
technology first. As a facilitator of learning, the teacher can guide the students to look
for the resources and to utilized them appropriately, there are varied programs that can
be used by students offline or online for students. What should be necessary is that the
students are engaged, the tasks should focus on questions like how, why and which in
addition to who, what, when and where.

2. Technology enhances Learner’s Communication Skills through Social

Interactions. This is commonly described as the transmittal of information from one
person to another as single individual or groups of individuals. According to Shirly
(2003) and Egbert (2009), there are three basic communication patterns:

a. Point to point two-way or one-to-one like Internet chat, phone conversation or

even face to face conversation.
b. One-to-many outbound like a lecture, or television. There is no social
interaction.
c. Many-to-many like group discussion. This kind of interaction provides
opportunities for social interaction.
Social Interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding. Social Interaction
through communication occurs through technology (directly between two persons via
email, a cellphone or other communication technology). It can also occur around
technology like students discussing about a problem posed by a software program or
with support of technology like teachers and students interacting about the worksheet
printed from a website. In all the three modalities, communication occurs and
technology is involved.

For this particular role, the benefits derived from technology supported communication
are as follows:

a. Enables any teacher to guide the learners virtually and making leaming
unlimited because communication and social interaction go beyond a school
day or a school environment.
b. Enhances learners to construct meaning from joint experiences between the
two or more participants in communication.
c. Help learners solve problems from multiple sources since there is limitless
sources or information that the teacher can direct or refer to the learners.
d. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback.
e. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment.
f. Develops critical thinking, problem solving and creativity throughout the
communication.
3. Technology upgrades learners’ higher-order thinking skills: critical
thinking, problems solving and creativity. 21” century learning requires the
development of higher order thinking skills. Technology has a great role to
play in the development and enhancement of these skills.

Critical Thinking is a part of the cluster of higher order thinking skills. It refers to
the ability to interpret, explain, analyze, evaluate, infer, and self-regulate in order to
make good decisions. With the use of technology, one will be able to evaluate the
credibility of the source, ask appropriate questions, become open-minded, defend a
position on an Issue and draw conclusion with caution. All these competencies are
covered by Bloom’s Taxonomy of Analysis, Synthesis, and Evaluation.

As a role model, teachers should display and practice critical thinking processes. So
that the learners can imitate them. Here are some ways that teachers can do to
develop critical thinking.

a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply repeat the
information from the lesson. Although these are necessary questions like, what
who, when and where, these do not develop critical thinking. Critical thinking
questions should ask for clarity, accuracy, precision, relevance, depth breadth and
logic.

Clarity: here are some examples: Can you give example of …

Precision: exactly how much…

Accuracy: what pieces of evidence support your claim?

Breadth: what do think with the issue with regards to…

b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students who
have higher ability may find the task to easy, thus getting bored early, while
those who have low ability may find the task too difficult. Thus, there is a need
to have activities that are appropriate for learners. These can be determined
by interview, observations and other forms to determine the level of readiness.

What are some simple ways that teachers should do?

a. Vary the question asked

b. Introduced new technologies
c. Modify the leaners’ grouping
d. Encourage curiosity

Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guilford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibility means able to use many points of view while fluently means able to
generate many ideas. Originally implies being able to generate new ideas and
elaborately means able to add details. Creativity is not merely a set of technical
skills, but it also involves feelings, beliefs, knowledge and motivation.

Seven Creative Strategies (Osborn, 1963). These have been simplified into
fewer categories. To be creative, one can use any of these strategies.

1. Substitute. Find something else to replace to do what it does.

2. Combine. Blend two things that do not usually go together.
3. Adapt. Look for other ways this can be used.
4. Modify/Magnify/Minify. Make a change, enlarge, decrease.
5. Put to another use. Find other uses.
6. Eliminate. Reduce, remove.
7. Reverse. Turn up-side down, inside out, front-side back.

What teacher should do to support student creativity? Here are some suggestions:
 a. Provide enriched environment.
b. Teach creative thinking strategies.
c. Allow learners to show what they can do.
d. Use creativity with technology.

Further, the teachers can do the following to develop and enhance critical thinking,
problem solving and creativity. As a future teacher, try these suggestions.

1. Encourage students to find and use information from variety of sources both
on-line and off-line.
2. Assist students to compare information from different sources.
3. Allow students to reflect through different delivery modes like writing,
speaking, or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s
tasks should be appropriate to the levels of challenge and curiosity is encourage.