PCK4

TECHNOLOGY FOR TEACHING AND LEARNING 1

EVANGELINE R. GABRIEL, EdD
Associate Professor 1
1st Semester A.Y 2023 - 2024
 INTRODUCTION
• Technology is a fundamental structural change that can be integrated to achieve significant
improvement in productivity. It is used to support both teaching and learning, it infuses
classrooms with digital learning tools, such as computers and other devices; supports learning 24
hours a day; builds 21st-century skills; increases student engagement and motivation; and
accelerates learning. Technology also has the power to transform teaching. This model links
teachers to their students and to professional content, resources, and systems to help them
improve their own instruction and personalize learning.
• Online learning opportunities and the use of educational resources and other technologies can
increase educational productivity by accelerating the rate of learning; reducing costs associated
with instructional materials or program delivery; and better utilizing teacher time.
INTRODUCTION TO TEACHING AND LEARNING WITH
TECHNOLOGY
Digital computers have been around for some 50 years. Their influence has been felt in fits
and starts. Early significant applications were in science, engineering and mathematics. In
the last 20 years, we have seen computing become relatively universal with stand-alone PCs
and workstations commonplace in homes, offices and factories. Both computational power
and data storage capacity have become relatively cheap. Powerful application packages for
word-processing, numerical processing and graphical work are readily available. Data of all
kinds can now be represented and manipulated digitally, including photographs, video and
audio tracks. Increasingly all of this is possible not just on stand-alone computers but also
over networks and in particular the Internet. (Ryan, Scott, Freeman, & Patel, 2001, p. 9)
Lesson 1:
ICT Competency Standards and Guidelines for Philippine 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:
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 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 D.O. 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)
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 apply technology to facilitate a variety of effective assessment and evaluation
strategies to collect and analyze data, interpret results, and communication 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 standard 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.
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 process 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 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 new technologies.