Prof. Ed.
7 – Technology for Teaching and Learning 1
MODULE 1: Teaching and Learning with Technology: An Introduction
Lesson 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE-SERVICE TEACHER
EDUCATION
I. 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 st century
in your future classroom.
Likewise, the Department of Education issued Dep Ed 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:
• Show skills in the 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 21st century learners
in your class of a more enjoyable, creative, and innovative ways in teaching and learning.
Table 1 presents the ICT domains and corresponding competencies.
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 21st 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 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 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
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
II. 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 Philippine ICT Competency standards
which include the following:
• Standard 1: Technology Operations and Concepts
• This standard requires teachers to demonstrate a sound understanding of technology
operation and concepts.
• Standard 2: Planning and Designing Learning Environment and Experiences
• This standard implies that teachers utilize technology to plan and design effective learning
environments and experiences.
• Standard 3: Teaching, Learning and Curriculum
• This means that teachers should include strategies for applying technology to maximize
student learning in the implementation of curriculum.
• 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 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 in the use of technology in
support of student learning with diverse background, affirm diversity, promote safe and
healthy use of technology resources and facilitate access to technology resources for all
students.
These standards developed by ISTE will serve as a guide by teachers to plan technology-based
activities in which students achieve success in learning, communication and life skills.
III. 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 students
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 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.