If there is one thing that changed the world so fast, it is

TECHNOLOGY. While there exist the 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 na ves and the digital immigrants. However, as the years go by,

LESSON 1 such divide has become narrower and even blurred. This has led to the
new educa onal revolu on in teaching and learning which has been
triggered by technology and resulted to be er learning outcomes in the
TEACHING AND LEARNING WITH 21st century.
TECHNOLOGY: An Introduc on

TOPICS1in
1. ICT Competency Standards for Philippine Pre-Service
Teacher Educa on 2. Understanding the Basic Concepts in
ICT
3. Roles of Technology for Teaching and Learning

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. iden fy the competency standards of ICT for teaching
and learning in pre-service teacher educa on;
2. discuss the basic concepts of ICT to provide common
understanding for teachers and learners; and
3. value the use of ICT in the teaching and learning processes.

INTRODUCTION
TOPIC 1. ICT Competency Standards for Philippine
Pre-Service Teacher Educa on

ICT Competency Standards (CHED-UNESCO) as provided in

the 2017, Policy, Standards and Guidelines (PSG) for
Pre-Service Teacher Educa on.

The program outcomes for teacher educa on degrees clearly state that
every future teacher: “demonstrate proficiency in the development and
u liza on of Informa on, Communica on and Technology (ICT)
resources in promo ng g quality teaching-learning process.”

To ensure that the program outcomes related to ICT shall be achieved, competencies were iden fied 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 Educa on

1.1 Demonstrate awareness of policies affec ng ICT in educa on

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: informa on media and technology skills, learning and innova on skills, career skills and effec ve
communica on skills

Domain 3: Pedagogy

3.1 Apply relevant technology tools for classroom ac vi es

3.2 Use ICT knowledge to solve complex problems and support student collabora ve ac vi es

3.3 Model collabora ve knowledge construc on in face and virtual environments

Domain 4: Technology Tools

4.1 Demonstrate competence in the technical opera ons of technology tools and systems as they apply to teaching and learning

4.2 Use technology tools to create new learning opportuni es to support community of learners

4.3 Demonstrate proficiency in the use of technology tools to support teaching and learning

Domain 5: Organiza on and Administra on

5.1 Manage technology-assisted instruc on in an inclusive classroom environment

5.2 Exhibit leadership in shared decision-making using technology tools

Domain 6: Teacher Professional Learning

6.1 Explore exis ng and emerging technology to acquire addi onal content and pedagogical knowledge

6.2 U lize technology tools in crea ng communi es of prac ce

 6.3 Collaborate with peers, colleagues and stakeholders to access informa on in support of professional learning

Domain 7: Teacher Disposi on

7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources

7.2 Show posi ve a tude towards the use of technology tools

Likewise, the Department of Educa on issued Department of
Educa on Order 42, s. 2017 manda ng the use of the Philippine
Professional Standard for Teachers (PPST) to start with the Beginning
Teachers who are the fresh graduates from the teacher educa on
program. The document includes: Show skills in the posi ve use of ICT to
facilitate teaching and learning and Show skills in the selec on,
development and use of the variety of teaching and learning resources
including ICT to address learning goals.
Interna onal Society for Technology in Educa on (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 Opera ons and Concepts

These competency standards to learn and master will assure the This means that teachers demonstrate a sound
st
21 century learners in your class of a more enjoyable, crea ve, understanding of technology opera ons and concepts.
innova ve ways in teaching and learning.
= Standards 2: Planning and Designing Learning Environment and
Experiences

ISTE Na onal Educa onal Technology Standards For Teachers (NETS* T)

An interna onal organiza on for educa onal technology called

This standard implies that teachers u lize the use of Standard 3: Teaching, Learning and Curriculum
technology to plan and design effec ve learning
environments and experiences. Teachers should be meaningful that in the implementa on
 of curriculum plan, they have to include strategies for
applying technology to maximize student learning.
Standard 4: Assessment and Evalua on
Teachers apply technology to facilitate a variety of effec ve
assessment and evalua on strategies to collect and
analyze data, interpret results, and communicate findings
to improve instruc onal prac ce and maximize student
learning.
Standard 5: Produc vity and Professional Prac ce
Teachers use technology to engage in on-going professional
development and lifelong learning in support of student
learning, increase produc vity 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 ac vi es in which students achieve success in
learning, communica on and life skills.
As pre-service teacher educa on 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 B. ISTE STANDARD for STUDENTS

STANDARD for
TEACHERS

1. Technology 1. Crea vity and Innova on

Opera ons and
Concepts

2. 2. Communica on and Collabora on

Planning
and
Designing
Learning
 Environm
ent and
Experienc
es

3. Teaching, 3. Research and Informa on Fluency

Learning and
Curriculum

4. Assessment 4. Cri cal Thinking, Problem-Solving & Decision Making

and Evalua on

5. Produc vity 5. Digital Ci zenship

and Professional
Prac ce

6. Social, Ethical, 6. Technology Opera ons and Concepts

Legal and Human
Issues

TOPIC 2. Understanding the Basic Concepts of ICT
Let us explore various resources to have clear understanding of
this lesson. Let us unpack some concepts and terms related to
technology for teaching and learning. You can further find more
explana on as you go along with the lesson s or in other references in
the web.
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
applica on of knowledge. It includes tools from pencil and paper
to the latest electronic gadgets and tools for prac cal tasks.
2. Informa on and Communica on Technology Literacy or ICT Literacy
is the use of digital technology, communica on tools and/or networks
to access, manage, integrate, evaluate, create and communicate
informa on in order to func on in a knowledge society (Guro 21,
2011).
3. Educa onal Technology refers to the use of technology in teaching
and learning. Educa onal technology includes both the non-digital
 (flip charts, pictures, models, realias, etc.) and digital (electronic
tools: hardware, so ware and connec ons, etc)
4. Digital Literacy is the ability to find, evaluate, u lize, share and
create contents using informa on technologies and the Internet
(Cornell University). According to American Library Associa on
(2018), digital literacy is the ability to use informa on and
communica on, requiring both cogni ve and technical skills
(h ps://edweek.org.downloaded 06-03-18).
5. Digital learning is any type of learning that is accompanied by
technology or by instruc onal prac ce that makes effec ve use of
technology. It encompasses the
applica on of a wide spectrum of prac ces which included blended
or virtual learning. It can come as online or off-line which u lizes
digital technology.
6. On-line digital tools and apps use an Internet connec on to access
the informa on needed. A common example is Skype. It is a
telecommunica on applica on so ware 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 s ll 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. Instruc onal technology is the theory and prac ce of design,
development, u liza on, management, and evalua on of the
processes and resources for learning (Associa on for Educa onal
Communica ons and Technology, Seels, B.B & Richey, 1994).
9. So ware refers to program control instruc ons and accompanying
documenta on; stored on disks or tapes when not being used in
the computer. By extension, the term refers to any audiovisual
materials (Smaldino, 2005).
10. Mul media is a sequen al or simultaneous use of a variety of
media formats in a given presenta on 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 connec ng millions of
computers (h ps://www.webopedia.com)
12. World Wide Web (www) is also called the Web which is a graphical
environment on computer networks that allow you to access, view
and maintain documenta ons that can include text, data, sound
and videos (Smaldino, 2005). It is an informa on sharing model
that is built on top of 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 educa on resources.
14. Webquest is an inquiry-oriented lesson format in which most or all
informa on 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. Produc vity tools refer to any type of so ware associated with
computers and related technologies that can be used as tools for
personal, professional or classroom produc vity. Examples:
Microso Office, Apple works – word processing, grade and record
keeping, web page produc on, presenta on (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/Calcula on tools. Examples: spreadsheets, Excels,
Sketchpads, probability constructor
(b) Design tools. These are used to make models and designs,
crea ng and building. Included here are Family Tree Maker,
GollyGee, and Crazy Machines among others.
(c) Discussion tools. There are 4 different approaches that u lize
discussion and interac on in the Internet. These are threaded
discussion forum, blogging. Live chat and video
teleconferencing, ne que e and safety on the net.
(d) Email tools. Emails are great communica on 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 posi oning system, (GPS) and geographic informa on
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 instruc onal periods (Bender &
Waller, 2011).
18. Blog is an online journal where posted informa on from both
teachers and students are arranged . These are three kinds of
blogs: blogs used for communica on, blogs used for instruc on,
and blogs used for both (Ferriter & Garry, 2010)
19. Wiki, an editable website usually with limited access, allows
students to collabora vely create and post wri en work or digital
files, such as digital photos or videos. Wikipedia is one of the most
widely recognized of all the wikis (Wa ers, 2011)
20. Flipped classroom u lizes a reverse instruc onal delivery, where
the teacher is required to use the web resources as homework or
out of class ac vity as ini al instruc on of the lesson which will be
discussed during class me.
21. Podcast is a video or audio mul -media clip about a single topic
typically in the format of the radio talk show. The two basic
func ons of podcast are to retrieve informa on and to disseminate
informa on (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 organiza onal purposes; Google calendar – a tool
used for organiza onal purposes; Google sites that provide op ons
for developing blogs and wikis; and Google docs is used for
 sophis cated word processing and edi ng 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 informa on on themselves and to the
world.
25. VOIP (voice over internet protocol) is a category of hardware and
so ware that enables people to use the Internet as transmission
medium for telephone calls by sending voice data in packets using
IP rather than tradi onal circuit transmission.
TOPIC 3. 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), educa onal 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 tutor on its own. The teacher
will simply switch on or switch off radio programs, television
programs or play DVDs, or CDs that contain educa onal
programs. These are on-line tutorial educa onal 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. Liked 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 u lizes
technology as the tool for teaching, likewise it is an effec ve tool
for learning. As a learning tool, it makes learning easy and
effec ve. It can produce learning outcomes that call for
technology-assisted teaching. Even the teachers who are teaching
can u lize similar tools for learning. As a learning tool, it is very
interes ng that even the elderly use 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
ac ve and interac ve one, with audio-visual aids, charts and
models, smart classrooms, e-learning classrooms which mo vate
and increase a en on 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 instruc onal materials for daily ac vi es. There are
varied available technology-driven resources which can be
 u lized for remedial lesson or ac vi es. 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
effec ve. There are arrays of teaching methods and strategies
that can use technology which are found compa ble with
learning styles. The mul ple 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 effec ve and
efficient.
4. Technology opens new fields in educa onal researches. The areas
of teaching tes ng and evalua on are enhanced by technologies
for teaching and learning. Current educa onal researchers will
no longer find difficulty in interpre ng tests, assessments and
other evalua on 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
scien fic outlook. Through the u liza on of theories of learning
and intelligence, which are explained in references uploaded in
the net, the teachers are encouraged to imbibe skills to source
these informa on with speed and accuracy.
6. Technology supports teacher professional development. With the
demand of con nuing professional development for teachers,
the availability of technology provides alterna ve way of
a ending professional development online. For those who are
involved as providers of con nuing 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 ma er or content is a means to
achieve the learning outcomes. There are three categories of
knowledge according to Egbert (2009): declara ve knowledge,
structural knowledge, and procedural knowledge.
a. Declara ve knowledge consists of the discrete pieces of
informa on that answers the ques ons what. Who,
when, and where. It is o en learned through
memoriza on of facts, drills, and prac ce. It can be
learned by simple mnenomics or conceptual maps.
Declara ve knowledge is the fundamental knowledge
necessary for students to achieve more complex higher
order thinking such as cri cal thinking and crea vity,
inquiry and produc on.
b. Structural knowledge consists of facts or pieces of
declara ve knowledge put together to a ain some form
of meaning. An example of declara ve 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, categoriza on or classifica on.

c. Procedural knowledge is knowledge in ac on 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 representa on of a concept.
2. Technology enhances learner’s communica on skills through
social interac ons. This is commonly described as the transmi al
of informa on from one person to another as single individual or
groups of individuals. According to Shirley (2003) in Egbert
(2009), there are three basic communica on pa ern:
a. Point to point two-way or one-to-one like Internet chat, phone
conversa on or even face-to-face conversa on.
b. One-to-many like group discussion, buzz session, heads
together. This kind of interac on provides opportuni es for
social interac on.
Social interac on occurs in two ways where the
par cipants ask for clarifica on, argue, challenge each other and
work towards common understanding. Social interac on through
communica on occurs through technology (directly between
two persons via email, a cell phone or other communica on
technology). It can also occur around technology like students
discussing about a problem posed by a so ware program or with
support of technology like teachers and students interac ng
about the worksheet printed from a website. In all the three
modali es, communica on occurs and technology is involved.
For this par cular role, what are the benefits derived from
technology supported communica on?
a. Enables any teacher to guide the learners virtually and making
learning unlimited because communica on and social
interac on 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 par cipants in communica on.
d. Help learners solve problems from mul ple sources since there is
limitless sources on informa on that the teacher can direct or
refer to the learners.
e. Teaches learners to communicate with politeness, taking turns in
sending informa on and giving appropriate feedback.
f. Enhances collabora on by using communica on strategies with
wider community and individuals in a borderless learning
environment.
g. Develops cri cal thinking, problem solving and crea vity
throughout the communica on.
3. Technology upgrades learners’ higher-order thinking skills:
cri cal thinking, problem solving and crea vity
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.
Cri cal 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. With the use of technology, one will be able to
evaluate the credibility of the source, ask appropriate ques ons,
become open
minded, defend a posi on on an issue and draw conclusion with
cau on. All of these competencies are covered by Bloom’s
Taxonomy of Analysis, Synthesis and Evalua on.
Teachers play a significant role in suppor ng learners with
technology. How?
As a role model, teachers should display and prac ce
cri cal thinking. Processes, so that the learners can imitate
them. Here are some ways that teachers can do to develop
cri cal thinking.
a. Ask the right ques ons.
Most o en teachers ask ques ons to find out if the
students can simply repeat the informa on from the lesson.
Although these are necessary ques ons like what, who,
when and where, these do not develop cri cal thinking.
Cri cal thinking ques ons 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 cri cal 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, ge ng bored early, while those who have
low ability may find the task too difficult. Thus, there is a
need to have ac vi es that are appropriate for the learners.
These can be determined by interview, observa ons and
other forms to determine the level of readiness.
What are some simple ways that teachers should do?
1. Vary the ques ons asked.
2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the cri cal thinking task.
5. Encourage curiosity.

By nature, learners are curious. They ask lots of ques ons all the
me. Why is the sky blue? Why do I learn geometry? How do people
choose what will they become in the future? Can robots solve the
problem of climate change? How?
These ques ons will lead to cri cal thinking, but some of these
ques ons cannot be answered by the teacher. The unanswered
ques ons are avoided or answered unsa sfactorily. Some mes teachers
shut down the ques on that curtails the first step in cri cal thinking.
The internet as a problem solving and research tool can help find
answers to the ques ons.
Crea vity is characterized as involving the ability to think flexibly,
fluently, originally, and elaborately (Guildford, 1986 & Torrance, 1974 in
Edbert, 2009). Flexibly means able to use many points or view while
fluently means able to generate many ideas. Originally implies being
able to generate new ideas and elaborately means able to add details.
Crea vity is not merely a set of technical skills, but it also involves
feelings, beliefs, knowledge and mo va on.
Seven Crea ve Strategies (Osborn, 1963). These have been simplified
into fewer categories. To be crea ve, one can use any of these
strategies.
1. Subs tute – 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.
All together, the strategies will be labelled as SCAMPER.
What should teacher do to support student crea vity? Here are some
sugges ons:
1. Provide an enriched environment.
2. Teach crea ve thinking strategies.
3. Allow learners to show what they can do.
4. Use crea vity with technology.
Further, teachers can do the following to develop and enhance
cri cal thinking, problem solving and crea vity. As a future teacher,
try these sugges ons.
1. Encourage students to find and use informa on from variety of
sources both on line and off-line.
2. Assist students to compare informa on from different sources.
3. Allow student to reflect through different delivery modes like
wri ng, speaking, or drawing.
4. Use real experiences and material to draw tenta ve decisions.
5. Involve students in crea ng and ques oning assessment.
To do these, the teacher should see to it that right ques ons are
asked, student’s tasks should be appropriate to the levels of challenge
and curiosity is encouraged.

There are several cri cal thinking tools and technology so ware
that can support cri cal thinking skills. Some of these, you will
encounter in the succeeding modules:

1. Encourages digital produc on projects.

2. Popularizes e-learning modali es.
3. Enhances global awareness and ci zenships.