UNIT I: INTRODUCTION TO TECHNOLOGY FOR TEACHING AND LEARNING

Lesson Objectives:

At the end of the lesson, the students are expected to:

• Identify the competency standards of ICT necessary in teaching for pre-service teachers
education;
• Make a graphic organizer of the industrial revolutions;
• Explain what ICT and its scope is; and
• Value the importance of technology in the classroom.

LESSON 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE- SERVICE TEACHER

EDUCATION
INTRODUCTION

If there is one thing that changed the world so fast, it is TECHNOLOGY. While there exists
technology in the past as non-digital technology, the current digital technology has been a factor
that shrunk the world and made it flat. It has provided a new environment for learning, new ways
teachers teach and also the new ways of how learners learn. In the beginning, it has created a divide
between the digital natives and the digital immigrants. However as the years go by, such divide has
become narrower and even blurred. This has led to the new educational revolution in teaching and
learning which has been triggered by technology and resulted to better learning outcomes in the
21st century.

1. Alignment with DepEd ICT framework and SEAMEO INNOTECH:

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 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 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 analyse 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 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.

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS:

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

Student’s exhibit constructive learning by generating new ideas out of the existing knowledge. They
create, explore, develop, and innovate products with the help of technology.

Standard 2: Communication and Collaboration

Students make use of a variety of technological tools and digital media to effectively converse,
interact, disseminate information, communicate, and collaborate with their peers to work on their
school projects and others tasks.

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, analyse, evaluate,
synthesize and ethically use information from a variety of sources and media.

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

Students use appropriate digital and technological tools in practicing their creative and critical
thinking skills to identify problems, plan, investigate, collect, process, analyse information in
developing solutions to help in decision making.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a digital citizen who
demonstrate ethical and legal behaviour, exemplified by the practice of safe, legal and responsible
use of information. Further, the students exhibits positive attitude towards the support of technology
for collaboration, learning and productivity as a digital citizen.
Standard 6: Technology Operations and Concepts

Student’s exhibit awareness and knowledge in the effective selection and usage of technology which
allow them to learn, improve, and innovate.
 UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS:

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 system

as they apply to teaching learning

2.2 Evaluate Digital and Non Digital learning Resources in response to students
diverse needs

2.3 Develop digital learning Resources to enhance teaching learning

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

Domain 3: Pedagogy

3.1 Apy relevant technology toolsfor 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: Teachnology 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 support teaching and
learning

Domain 5: Organization and Administration

5.1 Manage technology assisted instruction in an inclusive classroom

environment

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 stake holds 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 attitud toward the use of technology tools

References:
Bilbao Purita P (2019), Technology for Teaching and Learning 1, Quezon City Lorimar
Publishing, Inc. Buendia Maria Mercedes C. and Vindollo (2016), Educational Technology 2,
Quezon City Adriana Publishing, Inc.

LESSON II: UNDERSTANDING THE BASIC CONCEPTS AND HISTORICAL FOUNDATION OF

ICT

A. DEFINITIONS AND SCOPES OF ICT IN EDUCATION

INFORMATION & COMMUNICATION TECHNOLOGY
- Refers to technologies that provide access to information through telecommunication
- It is an integration of tele- communication such as telephone lines, wireless signals,
computers, necessary software, storage devices, audio-visual systems etc. which
enables us to access, retrieve, store, transmit and manipulate information.
- ICT in education is the processing of information it’s communication facilities and
features that variously support teaching, learning and a range of activities in
education.
B. SCOPE OF ICT IN EDUCATION
1. Classroom learning – with the introduction of ICT in education, classroom learning has become
more interesting and interactive. With the help of presentation, designing and the use of white
boards list tough topics and be learned and explain in easier way.
2. Publication – Many e-books are available on websites developed by different publishers. Notes
and other documents can be digitalized and hence, transmitted easily.
3. Evaluation – evaluation is a significant part of teaching which comprises the learning process and
also the provision feedback to learners.
4. Research – products and processes of ICT provide access to a lot of information on innumerable
topics produced by people of diverse area and fields across the globe .
5. Administration – ICT for administration purposes includes the preparation of school
announcement, report, letters and student registration. ICT makes the works of heads easy and
manageable and document storage saves a lot of space as physical files are replaced by electronic
files.
6. Personal – ICT is use for communication, personal development or entertainment purposes.
7. Professional Development – ICT uses for professional development are indicated in searching
information for self study and communication. This enhance teacher’s confidence in their
specialization. To further their teaching career, teacher uses ICT and consequently motivate others to
use ICT

Reference/s:

https://www.slideshare.net/slideshow/scope-of-ict-in-education-108552302/108552302
 HISTORICAL EVOLUTION OF TECHNOLOGY IN EDUCATION

INDUSTRIAL REVOLUTION

• the Industrial Revolution was a period of major technological and socioeconomic change
that began in Great Britain during the late 18th century and later spread to other parts of
the world. It involved a shift from an agrarian and handicraft economy to one dominated
by industry and machine manufacturing, with new inventions, power sources, and factory
systems transforming industries and leading to increased production and efficiency. This
period also brought about significant social and economic changes, including the growth
of cities, the development of working-class movements, and a wider distribution of wealth.

FIRST INDUSTRIAL REVOLUTION (1760 – 1840 )

• The First Industrial Revolution was about mechanizing production using steam and water
power. It significantly changed industries and society, including education, by creating the
need for a more literate and skilled workforce. This led to the formalization of public
education systems and the mass production of books and learning tools.
• Steam-powered printing press, chalkboard, and mechanical pencils improved the delivery
of education.
• James Watt – Steam engine (Britain)
• Friedrich Koenig – Steam-powered printing press
• James Pillans – Classroom chalkboard
• Made learning materials cheaper and widely accessible
• Encouraged standardized instruction
• Supported the establishment of basic education systems

How is it applied in the educational field?

• Printing textbooks in schools

• Chalkboards for classwide teaching
• Technical training in vocational institutions

References:
Koenig's Press: https://www.britannica.com/biography/Friedrich-Koenig
Mechanics' Institutes: https://en.wikipedia.org/wiki/Mechanics%27_institute

SECOND INDUSTRIAL REVOLUTION (1870s, United States & Western Europe)

• The Second Industrial Revolution involved innovations in electricity, mass production, and
communication. In education, it brought electrically powered devices and communication
tools that allowed for greater classroom efficiency and educational reach.
• Typewriters, electric duplicators, light bulbs, and magic lantern projectors
• Thomas Edison & Joseph Swan – Light bulb
• Christopher Sholes – Typewriter
• Edison & Batchelor – Electric duplicator (pen)
• Facilitated extended study hours through lighting
• Enhanced teaching materials with duplication and visuals
• Allowed visual and auditory learning techniques

How is it applied in the educational field?

• Use of electric lights in classrooms

• Projectors and typewritten content for lectures
 • Reproducible worksheets and exams

References:
Magic Lantern: https://americanhistory.si.edu/collections/search/object/nmah_1183677
Electric Pen: https://en.wikipedia.org/wiki/Electric_pen

THIRD INDUSTRIAL REVOLUTION ( 1960s - DIGITAL REVOLUTION)

• The Digital Revolution introduced computing, telecommunications, and the internet. It

revolutionized education by making information and learning tools digital, interactive, and
more widely accessible.
• Personal computers, floppy disks, CD-ROMs, and early educational software like PLATO
• Douglas Engelbart – Computer mouse
• University of Illinois team – PLATO system
• Bill Gates & Steve Jobs – Promoted personal computing
• Enabled digital, self-paced learning
• Broadened access to educational resources
• Promoted computer literacy and new learning methods

How is it applied in the educational field?

• Use of computers and educational software in schools

• Teaching coding and digital literacy
• Computer labs and multimedia content

References:
PLATO System: https://en.wikipedia.org/wiki/PLATO_(computer_system)
Douglas Engelbart: https://www.britannica.com/biography/Douglas-Engelbar

FOURTH INDUSTRIAL REVOLUTION (2000s, GLOBAL)

• The Fourth Industrial Revolution merges the physical, digital, and biological worlds through
AI, robotics, VR, blockchain, and IoT. In education, it transforms teaching and learning
through smart technologies and personalized learning experiences.
• AI tutors, VR headsets, learning management systems (LMS), and blockchain certifications
• Klaus Schwab – Coined "Fourth Industrial Revolution"
• Google, IBM, and other tech firms – AI and EdTech tool
• Provides real-time, adaptive feedback to learners
• Increases global access to quality education
• Streamlines grading and resource distribution

How is it applied in the educational field?

• Use of Google Classroom, Moodle, and similar platforms

• AI-based tutoring systems
• VR labs and immersive virtual field trips

References:
WEF Article: https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-
means-and-how-to-respond/
CJLT: https://cjlt.ca/index.php/cjlt/article/view/28287
 FIFTH INDUSTRIAL REVOLUTION (2020S, GLOBAL)

• The Fifth Industrial Revolution emphasizes harmony between humans and technology. It
focuses on empathy, emotional intelligence, and ethics, aiming for technology to work
alongside humans, not just replace them. In education, this includes tools that support well-
being and social-emotional learning.
• Emotion-sensing AI, mental health support platforms, ethical AI tools
• Promotes human-centered, compassionate education
• Encourages creativity, empathy, and sustainability in learners
• Addresses mental health and social-emotional needs

How is it applied in the educational field?

• AI co-teaching tools
• Social-emotional learning apps and curriculum
• Personalized learning with ethical AI guidance

References:
AI & Blockchain in Education: https://arxiv.org/abs/2305.01185
Sustainable EdTech: https://link.springer.com/article/10.1007/s10639-021-10509-7

LESSON III : ROLES OF ICT IN TEACHING AND LEARNING

1. ICT AS A TOOL FOR ENHANCING PEDAGOGY: CONSTRUCTIVIST AND CONNECTIVIST

VIEWS

• Different ICT tools that support constructivist learning increases students’ ability to
participate in peer interactions, group reflection and discussion.
• Constructivist : is an approach that is bases on the premises that the student create their
own knowledge with the help of the previous knowledge, understanding and experiences (
International Journal of Creative Research Thoughts ( IJCRT) page 588)

Reference:
Md. Afroz Alam (2023) Connectivism Learning Theory and Connectivist Approach in Teaching and
Learning: A Review of Literature

2. ICT FOR PERSONALIZED AND INCLUSIVE LEARNING

• ICT enables adaptive learning technologies, allowing content to be tailored to individual

student needs, especially for learners with disabilities.
• Tools like STARBOOKS in the Philippines provide offline access to digital resources,
bridging gaps remote areas
• UNESCO emphasizes equity and inclusion as guiding principles, promoting open
educational resources and gender-transformative practices
• ICT fosters collaborative ecosystems that support diverse learners, including indigenous
communities and those in low-connectivity regions
Challenges:
• Infrastructure gaps and limited digital literacy remain barriers.
• Effective teacher training is essential for sustainable integration.
3. ICT AS A CATALYST FOR 21ST CENTURY SKILLS (4CS)
 • ICT supports the development of critical thinking, communication, collaboration, and creativity
through interactive platforms, simulations, and project-based learning
• Learning theories like constructivism and connectivism align with
• ICT-enhanced education, promoting student-centered and inquiry-based approaches
• ICT tools such as smartboards, LMS, and collaborative apps foster active learning and
teamwork, preparing students for real-world challenges
Trends:
• Integration of Al and data analytics to personalize learning and assess competencies.
• Emphasis on digital literacy as a foundational skill alongside the 4Cs.
4. TECHNOLOGY AS A CONTINUATION OF THE INDUSTRIAL REVOLUTION IN EDUCATION
• The Fourth Industrial Revolution (4IR) introduced AI, loT, blockchain, and cloud computing
into education, transforming instruction, assessment, and administration
• The emerging Education 5.0 paradigm focuses on personalized, immersive, and well-being-
centered learning, leveraging technologies like VR and adaptive systems
• UNESCO's strategy (2021-2025) promotes human-centered innovation, lifelong learning, and
well-being-centered learning, leveraging technologies like VR and adaptive systems
Implications:
• Education is shifting from rote learning to adaptive, skills-based models.
• Technology is not just a tool but the infrastructure for equity and innovation in future
classrooms
Reference/s:

• A-CATALYST-FOR-INNOVATION-IN -SCHOOLS.pdf De Guzman, A. (2021). The Fourth

Industrial Revolution and Education: Opportunities and Challenges. Journal of Systemics,
Cybernetics and Informatics, 19(1). https://www.iisci.org/journal/PDV
• Reese, M. (2022). Educational Implications of Industry 4.0 in Developing Economies. ERIC
Digest. https://eric.ed.gov/?id=EJ1286721 Khan, T., & Jamil, A. (2023). Education 5.0: The
Next Frontier in EdTech. arXiv Preprint. https:/larxiv.org/pdf/230715846 UNESC0. (2021).
• UNESCO's Future of Education Strategy 2021-2025. https://unesdoc.unesco.org/ark:
J48223/pfooo0375776/PDE 375776eng.pdf.multi Department of Education Bataan. (2025).
/CT as a Catalyst for Innovation in Schools. https://depedbataan.com/wp -
content/uploads/2025/02/|C-AS
Prepared by:
Group 1

Candido, Arnolfo M.

Hadoypa, Jessel L.

Lim-it, Ki Mart Jade

Pagaduan, Ana Isabel

BEEd III - 1