ICT Competency Standards for Teachers

• Module 1 introduces teaching and learning with technology
• Focus is ICT competency standards for Philippine pre-service teacher education

Module Outcomes

• Identify ICT competency standards for teaching and learning in pre-service teacher education
• Unpack basic ICT concepts for teachers and learners
• Value the use of ICT in teaching and learning processes

Introduction

• Technology has rapidly changed the world
• Digital technology has shrunk the world, creating a new learning environment
• A divide initially existed between digital natives and immigrants
• This divide has narrowed, leading to an educational revolution, triggered by technology, resulting in better learning outcomes in the 21st century

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

• Aims to have pre-service teacher education identify ICT competency standards necessary for teaching
• Familiarize with the ISTE National Educational Technology Standards for Teachers

ICT Competency Standards (CHED-UNESCO)

• Provided in the 2017 Policy, Standards and Guidelines (PSG) for Pre-service Teacher Education
• Teacher education programs aim for future teachers to demonstrate proficiency in developing and utilizing Information, Communication and Technology (ICT) resources to promote quality teaching-learning processes
• Every pre-service teacher should develop these competencies to ensure ICT-related program outcomes
• These competencies are made up of seven domains with sets of competencies which are expressed as desired learning outcomes
• Proficiency in these competencies prepares teachers to handle 21st-century learners

The Seven Domains of ICT Competency Standards for Pre-service Teachers:

• Domain 1: Understanding ICT in Education
• Demonstrate awareness of policies affecting ICT in education
• Comply with ICT policies as they affect teaching-learning
• Contextualize ICT policies to the learning environment
• Domain 2: Curriculum and Assessment
• Demonstrate understanding of concepts, principles, and theories of ICT systems that apply to teaching-learning
• Evaluate digital and non-digital learning resources in response to diverse student needs
• Develop digital learning resources to enhance teaching-learning
• 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
• Apply relevant technology tools for classroom activities
• Use ICT knowledge to solve complex problems and support student collaborative activities
• Model collaborative knowledge construction in face-to-face and virtual environments
• Domain 4: Technology Tools
• Demonstrate competence in the technical operations of technology tools and systems, as applied to teaching and learning
• Use technology tools to create new learning opportunities that support the community of learners
• Demonstrate proficiency in the use of technology tools to support teaching and learning
• Domain 5: Organization and Administration
• Manage technology-assisted instruction in an inclusive classroom environment
• Exhibit leadership in shared decision-making using technology tools
• Domain 6: Teacher Professional Learning
• Explore existing and emerging technology to acquire additional content and pedagogical knowledge
• Utilize technology tools in creating communities of practice
• Collaborate with peers, colleagues, and stakeholders to access information in support of professional learning
• Domain 7: Teacher Disposition
• Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources
• Show positive attitude towards the use of technology tools
• Department of Education Order 42, s. 2017 mandates the use of the Philippine Professional Standard for Teachers (PPST) for fresh graduates from teacher education programs
• This includes skills for positive ICT use to facilitate teaching and learning and skills in selecting, developing, and using various teaching-learning resources, including ICT, to address learning goals
• Mastering these competency standards prepares 21st-century learners for more enjoyable, creative and innovative teaching and learning

ISTE National Educational Technology Standards For Teachers (NETS* T)

• The International Society for Technology in Education (ISTE) is an international organization for educational technology
• ISTE established standards for both teachers and students
• These standards were referred to in the development of the Philippine ICT Competency standards
• Standard 1: Technology Operations and Concepts - Teachers demonstrate a sound understanding of technology operations and concepts
• Standard 2: Planning and Designing Learning Environment and Experiences - Teachers utilize technology to plan and design effective learning environments and experiences
• Standard 3: Teaching, Learning and Curriculum - Teachers should include strategies for applying technology to maximize student learning in curriculum implementation
• Standard 4: Assessment and Evaluation - Teachers apply technology to facilitate effective assessment and evaluation strategies to collect and analyze data, interpret results, improve instructional practice and maximize student learning
• Standard 5: Productivity and Professional Practice - Teachers use technology to engage in professional development and lifelong learning to support student learning, increase productivity, and build learning communities
• Standard 6: Social, Ethical, Legal and Human Issues - Teachers understand social, ethical, legal, and human issues surrounding technology use to support student learning, promote diversity and facilitate access to technology resources
• The ISTE standards needed for students guide teachers in planning technology-based activities to achieve success in learning, communication, and life skills

ISTE National Educational Technology Standards For Students (NETS* S)

• Focuses on students outcomes and how teachers facilitate learning with technology
• Standard 1: Creativity and Innovation - Students demonstrate creative thinking, knowledge construction, and development of innovative products and processes using technology from existing knowledge
• Standard 2: Communication and Collaboration - Students use digital media and environments to communicate and collaboratively support individual and shared learning. This involves the use of media and formats for global awareness with learners from other cultures
• Standard 3: Research and Information Fluency - Students apply digital tools to gather, evaluate, use information, and plan strategies for inquiry. They ethically use info from varied sources & media
• Standard 4: Critical Thinking, Problem-Solving and Decision Making - Students 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 - required every tech student becomes a digital citizen, demonstrates ethical behavior through safe, legal, and responsible use of information, exhibits a positive attitude towards technology for collaboration, learning and productivity
• Standard 6: Technology Operations and Concepts - Sound understanding of technology concepts, systems and operation is expected and transferred to learning new technologies

Lesson 2: Understanding the Basic Concepts in ICT

• Focus of the Lesson Outcomes is defining conceptually or operationally terms basic to the understanding of ICT
• Using the concepts and terms in communicating with peers for further understanding of ICT

Terms and Concepts

• Technology - is mix of process/product used in the application of knowledge (includes pencils/papers or latest electronic gadgets
• Information and Communication Technology (ICT) Literacy - is the use of digital technology, communication tools/networks to access, manage, integrate, evaluate, create, communicate in knowledge society
• Educational Technology - is the use of technology in teaching and learning which include both the non-digital and digital
• Digital Literacy - is the ability to find, evaluate, utilize, share and create contents using information technologies and the Internet
• Digital learning -is accompanied by technology or instructional practice that makes effective use of technology; encompasses blended/virtual learning which can be online/off-line digital technology
• Online digital tools/apps - use an Internet connection to access information (Skype, a telecommunication application software product)
• Offline digital tools/apps - are used with no internet access (Canary Learning Pocket, Evertone, ibooks, KA LITE )
• Instructional technology - is the theory and practice of design, development, utilization, management, and evaluation of learning processes and resources.
• Software - refers to program control instructions accompanying documentation; stored to memory when being used in the computer/audiovisual materials
• Multimedia - is a sequential or simultaneous use of different media formats in a presentation/self-study program
• Internet - is a massive network connecting computers globally for communication. Defined as global network connecting computers.
• World Wide Web (www) - is also called the Web that is a graphical environment on computer networks to access, view and maintain documentations
• Web access - is the ability of learner to access the Internet to take advantage of available eduction resources
• Webquest - is an inquiry-oriented lesson format from the web processing documents that include links to websites
• Productivity tools - Any software associated with computers/related technologies for personal, professional, classroom productivity
• Technology Tool - is an instrument for doing work with technology classified as
• Data/Calculation tools: spreadsheets, excels
• Design tools: create models/designs - Family Tree Maker
• Discussion tools: 4 approaches that utilize discussion/interaction (threaded discussion forum,blogging)
• Email tools: are great communications tools
• Handheld devices: Handheld devices popular among learners
• Webquest: a teacher structured research experience for students based on use of the World Wide Web that typically takes one or more instructional periods
• Blog: an online journal where posted information is arranged, used for communication/instruction
• Wiki: an editable website for students to collaboratively create and post written work or digital files.
• Flipped classroom: uses reverse instructional delivery and web resources
• Podcast : a video or audio multi-media clip about a single topic in the format of the radio talk show with functions to retrieve/disseminate information
• Google Apps: is a cloud-based teaching tool stored in Google’s server for student use which includes Google Docs, Google calendar, and Google sites
• Vlog: is a video blog of each entry posted as a video instead of the text
• Facebook - is a popular social networking site
• VOIP (voice over internet protocol): enables person to use the Internet as transmission medium for telephone calls by sending IP rather than traditional circuit transmission

Lesson 3: Roles of technology for teaching and learning

• Aims to identifying this lesson's outcomes is that this identifies roles of technology in teaching and learning
• Appreciating the value of technology in supporting student learning

Roles of Technology for Teachers and Teaching

• Technology provides enormous support to the teacher as the facilitator of learning
• It transforms a passive classroom to a more active and interactive environment.
• Technology has modernized the teaching-learning environment
• Technology improves teaching-learning process and ways of teaching making more efficient
• Technology opens new fields in educational researches
• Technology adds to the competence of Teachers and instills scientific outlook.
• Technology supports teacher professional development

Technology For Leaners and Learnings

• Support Learners to learn how to learn on their own
• Categories of Knowledge:
• Declarative knowledge
• Consists of the discrete pieces of information that answers the questions what who when and where
• Structural knowledge
• Consists of facts or pieces of declarative knowledge put together to attain some form of meaning
• Procedural knowledge
• Is knowledge in action or the knowledge of how to do something
• Technology enhances communication skills through social interactions
• Point to point two-way or one-to-one like Internet chat
• One-to-many outbound like a lecture -Many-to-many like group discussion
• Technology upgrades learners higher-order-thinking skills
• critical thinking
• Problem solving
• Creativity
• Enhancing 21st Century creative Skill, teacher can use -SCAMPER strategies
• Substitute, Combine, Adapt, Modify, Put to another Use, Eliminate, and Reverse