Lesson 1: ICT COMPETENCY STANDARDS FOR
PHILIPPINE PRE-SERVICE TEACHER EDUCATION
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.
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.
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 technologies 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 competencies 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 a 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 a positive attitude toward the use of
technology tools.
Likewise, the Department of Education issued
Department of Education Order 42, s. 2017 mandating
the use of the Philippines Professional Standard for
Teachers (PPST) to start with the Beginning Teachers
who are fresh graduates from the teacher education
program. The document included: 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 more
enjoyable, creative, innovative ways of teaching and
learning.
ISTE National Educational Technology Standards for
Teachers (NETS* T)
An international organization for educational
technology called the 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 technological operations and
concepts.
Standard 2: Planning and Designing Learning
Environment and Experience
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 a curriculum plan, they must 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 communicate
findings to improve instructional practice and maximize
student learning.
Standard 5: Productivity and Professional Practice
Teachers use technology to engage in ongoing
professional development and lifelong learning in
support of student learning, increase productivity, and
to build a 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
backgrounds, 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, and 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 a variety of media and formals 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, and 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 a positive attitude toward the
support of technology for collaboration, learning, and
productivity as a digital citizen.
Standard 6: Technology Operations and Concepts
A sound understanding of technology concepts,
systems, and operations 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 a teacher in the future, you should
harness the same knowledge and skills to become
(Learning to Become) a future teacher.
Lesson 2: Understanding the Basic Concepts in ICT
1. Technology -refers to a mix of processes and products
used in the application of knowledge. It includes tools
from pencils and paper to the latest electronic gadgets
and tools for practical tasks.
2. Information and Communication Technology
Literacy or ICT Literacy - the use of digital technology,
communication tools, and/or networks to access,
manage, integrate, evaluate, create, and communicate
information to function in a knowledge society.
3. Educational Technology- refers to the use of
technology in teaching and learning.
- includes both the non-digital (flip charts,
pictures, models, realia’s, etc.) and digital
(electronic tools: hardware, software and
connections, etc.)
4. Digital Literacy - the ability to find, evaluate, utilize,
share, and create content using information
technologies and the Internet (Cornell University).
- According to the American Library Association
(2018), digital literacy is the ability to use
information and communication, requiring both
cognitive and technical skills.
5. Digital learning- 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
includes blended or virtual learning. It can come online
or offline which utilizes digital technology.
6. Online digital tools and apps use an Internet
connection to access the information needed.
- A common example is Skype. It is a
telecommunication application software
product that specializes in providing video chat
and voice calls between computers, tablets, and
mobile devices via the Internet and regular
telephones.
7. Offline digital tools and apps can still be used even if
there is no internet access.
Among these are:
• Canary Learning
• Pocket
• Everyone
• iBooks
• KA LITE
8. Instructional technology - is the theory and practice
of design, development, utilization, management, and
evaluation of the processes and resources for learning.
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.
10. Multimedia - a sequential or simultaneous use of a
variety of media formats in each presentation or self-
study program.
11. The 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 if they are connected to the Internet. It is
generally defined as a global network connecting
millions of computers.
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
documentation 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 - 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 educational
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)
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)
16. Technology Tool - is an instrument used for doing
work. It can be anything that helps 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) 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, email, yahoo and many
more
(e) Handheld devices. Handheld devices have become
popular among learners. These include Personal Digital
Assistants, global positioning systems, (GPS) and
geographic information systems (GIS) in the classroom,
Portable electronic keyboards, Digital Cameras, Mobile
phones, Palm, and Handheld computers.
17. WebQuest - is a teacher-structured research
experience for the students that is primarily based on
the use of the World Wide Web and typically takes one
or more instructional periods.
18. Blog - is an online journal where posted information
from both teachers and students is arranged.
There are three kinds of blogs:
• blogs used for communication.
• blogs used for instruction.
• and blogs used for both.
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.
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 - a video or audio multi-media clip about a
single topic typically in the format of a radio talk show.
The two basic functions of podcasts are to retrieve
information and to disseminate information.
22. Google Apps - is a cloud-based teaching tool that is
stored in the Google server and is available for students
both at home and in school.
- It includes 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 text.
24. Facebook - is a popular social networking site used
by students and adults worldwide to present
information about 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 a 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
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 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, and 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 use these tools for learning for life.
A. For Teacher and Teaching
There we modes that technology plays in the job of
teachers. As a tool, technology has opened willer
avenues in management of resources and management
of long Likewise 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 car 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 that can be
utilized for remedial lessons 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
4. Technology improves the 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 a encouraged to imbibe skills to source these
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 an alternative way of attending
professional development online. For those who are
involved as providers of continuing professional
development like trainers, facilitators organizers, they
can level up or enhance their delivery system 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.
e. 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.
Hoother, 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 utilize
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 group 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. Mans-to-many like group discussion, buzz session,
heads together.
This kind of intention 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 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 will team 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 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. Mody the leaners grouping
4. Modify the critical thinking task
5. Encourage curiosity
By nature leases and curious. They ask lots of questions
all the time. Why the sky be? Why do I have to learn
geometry? How do people choose what will they
become in the future? Can robots solve the problems
climate change? How?
The questions will lead to critical thinking, but some of
these questions cannot be answered by the teacher. The
unanswered questions are avoided or unsatisfactory.
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 original and elaborately
(Guildford, 1986 & Torrance, 1974 Egbert, 2009)
Flexibility 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 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. Pat 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 labeled as SCAMPER
What should teachers 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. Une real experiences and material to draw tentative
decisions.
5. Involve students in creating and questioning
assessment.
To do this, the teacher should see to it that the right
questions are asked, student's tasks should be
appropriate to the levels of challenge and curiosity is
Encouraged.
There are several critical thinking tools and technology
software that can support critical thinking skills. Some of
these you will encounter in the
succeeding modules.
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship