Lesson 1: ICT Competency Standards for Philippine Pre-Service Teacher Education

What are competency standards? What are the ICT standards for teaching
learning in Philippine pre-service teacher education?
Look at the two teachers in the pictures below. What does picture A show
of the teacher? What about picture B?

Picture A Picture B
Teacher with Traditional Technology Teacher with Digital Technology

Who is better equipped to handle the 21" century learners? Teacher A or

Teacher B? Why? Which of the two teachers would you like to become when you
graduate? Why?

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 21st 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 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 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 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

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: Show 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 21st century
learners in your class of a more enjoyable, creative, innovative ways in teaching and
learning.

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 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 ap ply 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 TEACHERS B. ISTE STANDARD for STUDENTS
1. Technology Operations and Concepts 1. Creativity and Innovation
2. Planning and Designing Learning 2. Communication and Collaboration
Environment and Experiences

3. Teaching, Learning and Curriculum 3. Research and Information Fluency

4. Assessment and Evaluation 4. Critical Thinking, Problem Solving &
Decision Making

5. Productivity and Professional Practice 5. Digital Citizenship

6. Social, Ethical, Legal and Human 6. Technology Operations and Concepts
Issues

Lesson 2: Understanding the Basic Concepts in ICT

"I think we need to be careful not to get too specific (i.e. technology = computers) while
at the same time not getting so 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 electronic 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.
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 tasks.
2. Information and Communication Technology 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 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
(hptts:// 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 included blended or virtual
learning. It can come as online or off-line which utilizes digital technology.
6. On-line 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 video chat and voice
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 any audiovisual material (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 (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 or 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. 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 classtime.
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 podcast are to retrieve
information and 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-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.
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.

Lesson 3: Roles of Technology for Teaching and Learning

Are students of today interested to use technology in order to learn? Do teaches
have the skills to use technology to enhance their teaching. With the 4th Industrial
Revolution, nobody can deny the influence of technology in our lives. As future teachers
of the 21" century, it is high time to you prepare yourselves to integrate technology in
your classrooms. Using technology is a tool and a catalyst for change What then are the
roles of technology for teaching and 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 other 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 on-line 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 uses 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 of 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 encouraged 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 providers 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
a 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 teachers say: "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 off-line or
on-line 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 learners' 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) in 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, buzz session, heads together.
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 cell phone 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, what are the benefits derived from technology supported
communication?
a. Enables any teacher to guide the learners virtually and making learning
unlimited because communication and social interaction go beyond a school
day or a school environment
b. Enhances students' freedom to express and exchange ideas freely without
the snooping eyes of the teacher face to face
c. Enables learners to construct meaning from joint experiences between the
two or more participants in communication
d. Help learners solve problems from multiple sources since there is limitless
sources of information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the
communication
There are several technology tools and software programs that you will learn
in the coming modules.

3. Technology upgrades learners' higher-order-thinking skills: critical

thinking, problem solving and creativity
Twenty-first 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. Let's discuss this in the lesson.

Critical thinking is 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 of
these competencies are covered by Bloom's Taxonomy of Analysis, Synthesis
and Evaluation.
Teachers play a significant role in supporting learners with technology.
How?
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 examples of ...
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much ...
Breadth: What do you think will the other group say about the issue?

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 too 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 the 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?
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners' grouping,
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature, learners are curious. They ask lots of questions all the time. Why is
the sky blue? Why do I have to learn geometry? How do people choose what will
they become in the future? Can robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions
cannot be answered by the teacher. The unanswered questions are avoided or
answered unsatisfactorily. Sometimes teachers shut down the question that curtails
the first step in critical thinking. The internet as a problem solving and research tool
can help find answers to the questions.

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

originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibly 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.
6. Reverse - Turn upside-down, inside out, front-side back.

All together, the strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.

Further, 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 student 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.