ICT Competency Standards for Philippine

Pre-service Teacher Education

Lesson Outcomes
1. Identified the competency standards of ICT necessary in Teaching for pre-service
teacher education
2. Familiarize with the ISTE National Educational Technology Standards for Teachers

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 and each domain
has a set of competencies. The competencies are expressed in desired learning
outcomes.

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 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
students collaborative activities
 3.3. Model collaborative knowledge construction in face to face and
virtual environment
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 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. Collaborative 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

DepEd Order 42, s. 2017 mandates the use of the Philippine Professional
Standard for Teachers (PPST) starting with the Beginning Teachers who are fresh
graduates from the teacher education program. It includes: “Show skills in the
selection, development and use of the variety of teaching learning resources including
ICT to address learning goals.”

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

An international organization for educational technology called International

Society for Technology in Education (ISTE), established standard for both teachers
and students.

The Philippine ICT Competency Standards

Standard 1: Technology Operations and Concepts

 Teachers demonstrate a sound understanding of technology operations and
concepts.
Standard 2: Planning and Designing Learning Environment and Experiences
  Teachers utilize the use of technology in planning and designing learning
environments and experiences.
Standard 3: Teaching, Learning and Curriculum
 In the implementation of the curriculum plan, teachers should include strategies
for applying technology.
Standard 4: Assessment and Evaluation
 To improve instructional practice and maximize earning, teachers should apply
technology for effective assessment and evaluation strategies in collecting,
analyzing, interpreting results and communicating findings.
Standard 5: Productivity and Professional Practice
 Teachers use technology to engage in on-going professional development and
lifelong learning.
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.

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

Standard 1 Creativity and Innovation

- Students demonstrate creative thinking, construct knowledge,
developed innovative products and processes.
Standard 2 Communication and Collaboration
- Students use digital media and environments to communicate
and work collaboratively.
Standard 3 Research and Information Fluency
- Students apply digital tools to gather, evaluate and use
information and plan strategies for inquiry.
Standard 4 Critical Thinking, Problem-Solving and Decision Making
- Students use critical thinking skills to plan and conduct research,
solve problems using appropriate digital tools.
Standard 5 Digital Citizenship
- Students become a digital citizen demonstrating ethical and
legal behavior, exemplified by the practice of safe, legal and
responsible use of information.
Understanding the Basic Concepts
in Information and Communications Technology
Information and communications technology (ICT) is an extensional term
for information technology (IT) that stresses the role of unified communications and the
integration of telecommunications (telephone lines and wireless signals) and computers,
as well as necessary enterprise software, middleware, storage, and audiovisual systems,
that enable users to access, store, transmit, and manipulate information.

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.

Here are some terms and Concepts that you need to know and understand.

1. Technology refers to a 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 task.

2. Information
and
Communicati
on
Technology
and Literacy
or ICT
Literacy is
the use of
digital technology, communication tools and/or
networks to access, manage, integrate, evaluate,
create and communicate information in order to
function in a knowledge society (Guro 21, 2011).
 3. Educational Technology refers to the
use of technology in 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
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:// [Link].
download 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 included
blended or virtual learning. It can come as online or off-line
which utilizes digital technology.

6. Online digital tools and Apps use an Internet connection to access

the information needed. A common example is Skype. It is a
telecommunication application software product that specializes in
providing a video chat and video calls between computers, tablets,
mobile devices via Internet and to regular telephones.

7. Off-line digital tools and Apps can still be used

even if there is no internet access. Among these are
Canary Learning, Pocket, Evertone, ibooks, KA LITE
(Gupta, Prinyaka, 2017) downloaded in edtech review
(July 03, 2017).
8. Instructional technology is the theory and practice
of design, development, utilization, management, and
evaluation of the processes and resources for learning
(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. By extension, the term refers to
audiovisual materials (Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use

of a variety of media formats in a given presentation
or self-study program (Smaldino, 2005).

11. Internet is a massive network of networks, a

networking infrastructure. It connects 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
([Link]

12. World Wide Web (www) is also called a 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 or all information that
learners work with comes from the web. These
can be create using various programs, including
simple word processing documents that include
links to websites.

15. Productivity tools refers 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
technolog
y 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 design, creating and building.
Included here are Family Tree Maker, GollyGee, and Crazy Machines among others.
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 messages, photographs, videos and other files. It
allows you to reach out to others around the world.

Examples are google mail, Ymail, Yahoo mail and many more.

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. Webquest is a teacher structured research experience for

the students that is primarily based on use of the World Wide
Web and typically takes one or more instructional periods
(Bender & Waller, 2011).

18. 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, 2010).

19. Wiki, an editable website usually with limited access, allows

students to collaboratively create and post written work or
digital files, such as digital photos or videos. Wikipedia is one of
the most widely recognized of all the
wikis (Watters, 2011).

20. Flipped classroom utilizes a reverse instructional

delivery, where the teacher is required to use the web
resources as homework or out of class activity as initial
instruction of the lesson which will be
discussed during class time.
21. Podcast is a video or audio multi-media clip about a single
topic typically in the format of the radio talk show. The two basic
functions of a podcast are to retrieve information & to
disseminate information (Eash, 2006).

22. 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-mail 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 for the document.

23. Vlog is a video blog where each entry is posted as a video

instead of the text.

24. Facebook is a popular social networking site used

by students and adults worldwide to present
information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software
that enables people to use the Internet as transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

Source: [Link]
[Link]/wiki/Lesson_2:_Understanding_the_basic_concepts_in_(Information_and_Communication_Tech
nology)ICT

Roles of Technology
For Teaching and Learning

Using technology is a tool and a catalyst for change. According to Stosic (2015),
educational technology has three domains:
 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 plays DVDs, or CDs that contain educational
program.
 Technology as a teaching tool – like a tutor, technology is a teaching tool but
can never replace a teacher. Like any other tool,
it is being used to facilitate and lighten the work
of the teacher.
 Technology as a learning tool – As learning
tool, it makes learning easy and effective. It can
produce learning outcomes that call for
technology-assisted teaching.
A. Roles of technology for Teachers and
Teaching…
 Technology provides enormous support to the teacher as the facilitator
of learning - It transforms a passive classroom to an active and inter-active one,
with audio visual aids, charts and models, smart classroom and etc…
  Technology has modernized the teaching-learning environment –
teachers assisted and supplemented with appropriately structured instructional
materials for daily activities.
 Technology improves teaching - learning process and ways of teaching.
There are arrays of teaching methods and strategies that can use technology
which are found compatible with learning styles.
 Technology opens a new field in educational researches – the areas of
teaching testing and evaluation are enhanced by technologies for teaching and
learning.
 Technology adds to the competence of teachers and inculcates
scientific outlook -Teachers are encouraged to imbibe skills to source
information with speed and accuracy.
 Technology supports teacher professional development – the availability
of technology provides alternative way of attending professional development
online.
B. Roles of technology for Learners and learning…
 Support learners to learn how to learn on their own.
- Teachers fully understand that subject matter or content is a means to
achieve learning outcomes. According to Egbert (2009), there are three
categories of knowledge:

1. Declarative knowledge – often learned through memorization of facts,

drills and practice. It answers questions who, what, when and where.
- It is the fundamental knowledge necessary for students to achieve
more complex higher order thinking such as critical thinking and
creativity, injury and production.

2. Structural knowledge – consists of facts or pieces of declarative

knowledge put together to attain some form of meaning. It can be
presented by concept maps, categorization or classification.
Example: What is a “pencil”? – It is something used to write…

3. Procedural knowledge – known as the “knowledge in action” or the

“knowledge how to do something”. It is based on facts but learned
through the process of procedural knowledge.
Example: How to drive a car, how to use an IPhone, or how to
speak Japanese.
 Technology enhances learners’ communication skills through social
interactions – transmittal of information from one person to another as single
individual or groups of individuals.
There are three basic communication patterns according to Shirly (2003) in
Egbert (2009):
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, buzz session, heads together. This
kind of interaction provides opportunities for social interactions.
According to Bilbao, et al (2019), Social interaction through
communication occurs through technology (directly between two persons via
email, cellphone or other communication technology). It can also occur around
technology like students discussing about a problem posed a software program
or with support of technology like teachers and students interacting about the
worksheet printed from a website.
 Technology upgrades learners’ higher order thinking skills: critical
thinking, problem solving and creativity.
 Critical thinking – the ability to interpret, explain, analyze, evaluate, and self-
regulate to make a good decision.
 Teachers play a significant role in supporting learners with technology.
 Being a role model, teachers should display and practice critical thinking
processes, so that students can imitate them.
Ways on how teachers develop critical thinking of the learners:
1. Ask the right questions – ask questions that develop critical thinking.
- Critical thinking questions should ask for clarity, accuracy,
precision, relevance, depth, breadth and logic…
2. Use critical thinking tasks with appropriate level of knowledge
- Teachers should:
a. Vary the questions asked
b. Introduce new technologies
c. Modify the learner’s grouping
d. Modify the critical thinking task
e. Encourage curiosity
  Problem solving – a systematic approach to defining the problem and creating
a vast number of possible
solutions without judging
these solutions to solve
the problem.
 Creativity – evolving
the ability to think
flexibly, fluently,
originally, and elaborately
It involves feelings,
beliefs, knowledge and
motivation.
Flexibly means
able to use many points
of view.
Fluently means
able to generate more
ideas.
Originally means
able to generate new
ideas.
Elaborately
means able to add details.

Seven Creative Strategies (Osborn, 1963)

 Substitute – Find something else to replace to do what it does
 Combine – blend two things that do not usually go together
 Adapt – Look for other ways this can be used
 Modify/Magnify/Minify – Make a change, enlarge, decrease
 Put to another use – Find other uses
 Eliminate – Reduce, remove
 Reverse – Turn upside down, inside out, front-side back.
***All together, the strategies will be labeled as SCAMPER

A Model for Teaching Technology

From a systems approach, teaching with technology involves four major components:
the students, the instructor, course content, and technology tools (See Figure 1).
An examination of each component raises a set of issues that we need to consider in
order to make technology integration as successful as possible. For example, content
can be examined in terms of learning outcomes and the discipline being taught.
Instructors can think of their own experience with technology, the amount of time they
have for planning and teaching, and their view of their role in the teaching and learning
process.

We need to think carefully about our students, their exposure and access to
technology as well as their preferred learning styles. Finally, we can turn to the
technology itself and analyze it according to its functions. This approach to teaching
and learning with technology assumes that the four component parts are integrated
and that changes in one part will require adjustments to the other three in order to
achieve the same goals.
From Zhu & Kaplan (2001) McKeachie's Teaching Tips @ [Link]