This chapter id all about the ICT Competency Standards for Teachers and the

International Society for Technology in Education (ISTE) National Educational

Technology Standards. This will inform the user what ICT requirements both local
and international are set before them. Further, the introductory module includes the
basic concepts of ICT and the Roles of Technology in Teaching and Learning.

ICT Competency Standards for Philippines Pre-Service Teacher

Education

LESSON:

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.
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

DepEd Order 42, s. 2017 “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.”.
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
Standard 2: Planning and Designing Learning Environment and Experiences
Standard 3: Teaching, Learning and Curriculum
Standard 4: Assessment and Evaluation
Standard 5: Productivity and Professional Practice
Standard 6: Social, Ethical, Legal and Human Issues
ISTE National Educational Technology Standards for Students (NETS*S)
Standard 1: Creativity and Innovation
Standard 2: Communication and Collaboration
Standard 3: Research and Information Fluency
Standard 4: Critical Thinking, Problem-Solving and Decision Making
Standard 5: Digital Citizenship
Standard 6: Technology Operations and Concepts

LEARNING OUTCOMES:
At the end of the lesson, you will be able to:
 identify the competency standards of ICT necessary in teaching for
pre-service teacher education; and
 familiarize with the ISTE National Educational Technology Standards
for Teachers

LEARNING ACTIVITY/TASK:

Directions: Below is the Annex C in CMO 74 s. 2017 (ICT Competency

Standards for Teachers). Review the Competencies and read the corresponding
Performance Indicators under each of the 7 Domains. Identify one Performance
Indicator for each cluster that you consider as most important, and that you are
excited to do. Identify also one Performance Indicator that you consider least
important and that you are not excited to do. Place your answer on the matrix below:

ICT Performance Indicator Most Performance Indicator Least

Domain Important for Us to Do Important
Domain 1

Domain 2

Domain 3
Domain 4

Domain 5

Domain 6

Domain 7

INSTRUCTION ON SUBMISSION:
1. Use short-sized bond paper in answering the activity/task given, with your
name at the upper left corner.
2. Screenshot or picture your output and submit/send it thru e-mail
aiza.macalalag@evsu.edu.ph or messenger Maam Aiza N. Macalalag.
3. Compilation of all given activities will be collected before the Examinations
schedule.

REFERENCES AND ADDITIONAL ACTIVITY RESOURCES:

 https://www.youtube.com/watch?v=uCkwUemr4AY MODULE 1:
LESSON 1 ICT Competency Standards for Philippine Pre-Service Teacher
Education
 https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf
CMO-No.-74-s.-2017.pdf
 Purita P. Bilbao, EdD, Ma. Asuncion Christine V. Dequillo, PhD, Daisy A.
Rosario, PhD, Helen B. Boholano, LIB,EdD,. (2019). Technology for
Teaching and Learning 1. LORIMAR PUBLISHING, INC.
 Understanding the Basic Concepts in ICT

LESSON:

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 Literary 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, model, 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 include
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 aps can still be used even if there is no internet
access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA
LITE (Gupta, Priyanka, 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 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 (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. Include 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 the 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 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 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 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.

LEARNING OUTCOMES:
At the end of the lesson, you will be able to:
 define conceptually or operationally terms that are basic to the
understanding of ICT;
 use the concepts and terms in communicating with peers for further
understanding;

LEARNING ACTIVITY/TASK:

A. Explore with a Partner.

With your partner, explore in the web or reference book how other terms are
defined and understood. Make a glossary of terms of at least 20 ICT-related terms
with each having a conceptual or operational definition or description. Cite the
source of your definition
B. Direction: With an ICT gadget, find a friend on FB, Twitter or Instagram who
is also a college student. Preference should be given to a pre-service teacher
from the Philippines. Choose at least 3 important concepts that you can
discuss with him/her. Record your thoughts in the discussion and also your
friend’s thoughts. Are they similar or different? If they differ, why?

My Friend’s Thought
My Thoughts about the about the Concept (Ask
Concepts Identified
Concept your friend to get an
answer)
Example: Concept about
borderless classroom
because of technology

Concept A

Concept B

Concept C

INSTRUCTION ON SUBMISSION:
1. Use short-sized bond paper in answering the activity/task given, with your
name at the upper left corner.
2. Screenshot or picture your output and submit/send it thru e-mail
aiza.macalalag@evsu.edu.ph or messenger Maam Aiza N. Macalalag.
3. Compilation of all given activities will be collected before the Examinations
schedule.

REFERENCES AND ADDITIONAL ACTIVITY RESOURCES:

 Purita P. Bilbao, EdD, Ma. Asuncion Christine V. Dequillo, PhD, Daisy A.
Rosario, PhD, Helen B. Boholano, LIB,EdD,. (2019). Technology for
Teaching and Learning 1. LORIMAR PUBLISHING, INC.
 https://www.youtube.com/watch?v=FhcHrmc3AGQ Lesson 2 -
Understanding Basic Concepts in ICT
 Roles of Technology for Teaching and Learning

LESSON:

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. These 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.

Benefits of Technology

A. 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. Supports 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 cellphone, or how to speak English. Procedural
knowledge is indicated by a performance task or graphical
representation of a concept.
2. Technology enhances learners’ communication skills through social
interactions. This is a commonly described as the transmittal of
information from one person to another as single 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.

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.

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

thinking, problem solving and creativity.

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.

How 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.
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 learner’s grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

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.
7. Reverse – Turn upside-down, inside out, front-side back.

Altogether, 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 online and offline.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like speaking,
writing or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.
There are several critical thinking tools and technology software that can support
critical thinking skills. Some of these you will encounter in the succeeding chapters:
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship.

LEARNING OUTCOMES:
At the end of the lesson, you will be able to:
 identify roles of technology in teaching and learning; and
 discuss the value of technology in supporting student learning.

LEARNING ACTIVITY/TASK:

A. Experience as a Learner
Tell us about your experience on the role of technology as a learner.
Write a paragraph about your personal experience on how technology has
influenced your life as a learner from elementary, high school and college. Write
your answer on the box below.
How Technology Influenced My Life as A Learner
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________

B. Expectations as a Future Teacher

Write a paragraph on how you are going to use technology when you will become
a teacher? Write your answer on the box below.
How will I Use Technology When I Become a Teacher?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 __________________________________________________________________
__________________

INSTRUCTION ON SUBMISSION:
1. Use short-sized bond paper in answering the activity/task given, with your
name at the upper left corner.
2. Screenshot or picture your output and submit/send it thru e-mail
aiza.macalalag@evsu.edu.ph or messenger Maam Aiza N. Macalalag.
3. Compilation of all given activities will be collected before the Examinations
schedule.

REFERENCES AND ADDITIONAL ACTIVITY RESOURCES:

 https://www.youtube.com/watch?v=AuptsWueseE Technology for
Teaching and Learning 1 || Roles of Technology for Teaching and Learning
 Purita P. Bilbao, EdD, Ma. Asuncion Christine V. Dequillo, PhD, Daisy A.
Rosario, PhD, Helen B. Boholano, LIB, EdD., (2019). Technology for
Teaching and Learning 1. LORIMAR PUBLISHING, INC.