Lesson 1: ICT competency standard for Philippine Standard 4.

Productivity and Professional Practice –Teachers

pre-service teacher education use technology to engage in on-going professional development
ICT competency standard and lifelong learning
CHED –UNESCO- as provided in the 2017 Policy Standard 5. Social, Ethical, Legal and Human Issues –teachers
standard and Guidelines for understand the social, ethical legal and human issues
PSG- Pre-service teacher education surrounding the use technologies
ICT – Information Communication Technology Standard 6. Social, Ethical, Legal and Human Issues.

CHED-UNESCO, Bangkok 2009- to ensure that the ISTE ( International Society for Technology in Education) For
program outcomes related to ICT shall achieved, Students
Standard 1. Creativity and Innovation-This will produce
ICT COMPETENCY STANDARDS SEVEN DOMAINS students who demonstrate creative thinking, creative
Domain 1. Understanding ICT in Education – knowledge.
demonstrate awareness of policies affecting ICT in Standard 2. Communication and Collaboration- this standard
education requires students to use digital media and environments to
Domain 2. Curriculum and Assessment - communicate and work collaboratively
demonstrate understanding of concepts, principle Standard 3. Research and Information Fluency –Students are
and theories of ICT system as they apply to teaching expected to apply tools to gather, evaluate, and use information
learning. and plan strategies for inquiry.
Domain 3. Pedagogy –apply relevant tools for Standard 4. Critical Thinking, Problem Solving and Decision
classroom activities Making- this standard expects the students to use critical
Domain 4. Technology Tools – demonstrate thinking skills to plan and conduct research.
competence in the technical operation of the Standard 5. Digital Citizenship- every technology students
technology tools and systems as they apply to becomes a digital citizen who demonstrate ethical and legal
teaching and learning behavior.
Domain 5. Organization and Administration- Standard 6. Technology Operations and Concept-sound
managetechnology-assisted instruction in an understanding of technology concepts, systems and operation is
inclusive classroom environment a standard that students should comply with.
Domain 6. Teacher Professional Learning-Explore
existing and emerging technology to acquire LESSON 2.Basic Concept in ICT
additional content and pedagogical knowledge ICT Covers any product that will store, receive, manipulate,
Domain 7. Teacher Disposition transmit or receive information electronically in digital form. For
Example, personal computers, digital television, email, robot.
ISTE ( International Society for Technology in 1. Technology – refers to a mix process and product use in the
Education) application of knowledge.
ISTE ( International Society for Technology in 2. Information and Communication Technology Literacy or ICT-
Education) For Teachers use of digital technology communication tools and/ or networks
Standard 1. Technology Operations and Concepts- to access manage, integrate, evaluate, create and communicate
This means that teachers demonstrate a sound information to function in a knowledge society (Guro 2011).
understanding of technology operations and 3. Educational Technology- use of technology in teaching and
concepts. learning. Includes both non-digital (flip arts, picture, models
Standard 2. Planning and Designing Learning realia, etc. and digital (electronics tools, hardware, software
Environment and Experiences – the standards and collections.
implies that teachers utilize the use of technology to 4. Digital Literacy - ability to find, evaluate, utilize, share, and
plan a design effective learning environments and create content using information technologies and the internet.
experiences. According to American Library Association(2018) it is the ability
to use information and communication requiring both cognitive
Standard 3. Assessment and Evaluation – teachers and technical skills.
apply technology to facilitate a variety of effective 5. Digital Learning-any type of learning accompanied by
assessment and evaluation strategies to collect and technology or by instructional practice that makes effective use
analyze data of technology.
Lesson 2….. Lesson 2….
6. Online Digital Tools and Apps – used an internet
connection to access the information needed. 18. Blog – online journal where posted information from both
Common example is Skype teachers and students
7. Online Digital Tools and Apps- can still be used 3 KIND OF BLOGS:
even if there is no internet access. Among these are: Blog used of communication, blog used for instruction and
Canary Learning, Pocket, Evertone, ibooks, KA LITE. blog used for both ( Ferries & Garry, 2010)
8. Instructional Technology- the theory and practice 19. Wiki – editable website usually with limited access, allows
of design, development, utilization, management students to collaboratively create and post written works or
and evaluation of the process and resources of digital files such as digital photos or videos. Wikepedia is one of
learning. the most widely recognized of all wikis
9. Software – refers to program control instruction 20. Flipped Classroom – utilized reversed instructional delivery
and accompanying documents. where the teachers required to use the web resources as
10. Multimedia – is a sequel or simultaneous use of homework or out of class activity as initial instruction of the
a variety of media formats in each presentation of lesson which will be discussed during the class time
self-study program (Smaldino, 2005) 21. Podcast – video or audio multimedia clip about a single topic
11. Internet – massive network of networks typically in the format of the radio talk show.
networking infrastructure. It connect millions of 22. Google Apps – a cloud based teaching tools which is stored
computers together globally. in the google and is available for students both at home and in
12. World Wide Web ( www) – also called the web school period.
which is araphical environment on computer 23. Vlog – a video blog in which each entry is posted as video
networks that allows you to access, view and instead of the text.
maintain documents 24. Facebook- popular networking site used by students and
13. Web Access – the ability of the learner to access adults worldwide to present information on themselves and to
the internet at any point during the lesson to take the world.
advantage of the array of available educational 25. VOIP ( Voice Over Internet Protocol) – a category of
resources. hardware and software that enables people to use the internet
14. WebQuest – an inquiry-oriented lesson format in as transmission medium for telephone calls by sending voice
which most or all information that learners work data and pocket using ip rather than traditional circuit
with comes from the web. transmission.

15.Productivity Tools- any type of software LESSON 3

associated with computers and related technologies For Learners and Learning
that can be used as tools for professional or 1. Support learners to learn how to learn on their own. All
classroom productivity teachers fully understand that subject
Example Microsoft Office, apple works-word matter or content is a means to achieve the learning
processing, grade and record keeping, and outcomes. There are three categories of
presentation (KFIT-UNESCO, 2016) knowledge according to Egbert (2009) : declarative
16. Technology Tools – instrument used for doing knowledge, structural knowledge, and
procedural knowledge.
works. It can be anything help you accomplish your
a. Declarative knowledge - consist of the discrete pieces of
goal with the use of technology.
information that answers the
a. Data/calculation tools questions what, who, when, and where.
b. Design Tools b. Structural knowledge - consists of facts or pieces of
c. Discussion Tools declarative knowledge put together to
d. Email Tools attain some form of meaning.
e. Handheld Devices c. Procedural knowledge - is knowledge in action or the
knowledge of how to do something.
17.WebQuest – is a teacher structured research 2. Technology enhances learners' communication skills
experience for students that is primarily based on through social interactions.
the use of world wide web This is 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
Lesson 3….. Lesson 3…….
basic communication patterns: makers to choose
a. Point to point two-way or one-to-one like different solutions in order to reach the final action.
Internet chat, phone conversation or even 2. Combine
face-to-face conversation. The combined technique tends to analyze the possibility of
b. One-to-many outbound like a lecture, or merging two or more ideas, stages
television. There is no social interaction. of the process or product in one single more efficient
c. Many-to-many like group discussion, buzz output.
session, heads together. This kind of interaction 3. Adapt
provides opportunities for social interaction. Adapt refers to a brainstorming discussion that aims to
The benefits derived from technology supported adjust or tweak ideas for a better output.
communication
a. Enables any teacher to guide the learners 4. Modify, minify or magnify
virtually and making learning unlimited because The modified technique refers to changing the process in a
communication and social interaction go beyond way that unleashes more innovative
a school day or a school environment. capabilities or solves problems.
b. Enhances students' freedom to express and 5. Put to another use
exchange ideas freely without the snooping eyes This technique concerns how to put the current things or
of the teacher face to face. processes to another purpose or how
c. Enables learners to construct meaning from to use the existing material to solve problems
joint experiences between the two or more 6. Eliminate
participants in communication. As the name implies, this technique aims to identify the
3. Technology upgrade learners' higher-order- parts of the process that can be
thinking skills: critical thinking, problem solving eliminated to improve the process.
and creativity 7. Reverse
• Critical thinking is the part of the cluster of Finally, the reverse or rearrange technique aims to explore
higher order thinking skills. It refers to the ability innovative potential when changing
to the order of the process.
interpret, explain, analyze, evaluate, infer and
self-regulate in order to make good decisions. LESSON 4.
Here are some ways that teachers can do to
develop critical thinking. Learning Theories and Principles in: Dale’s Cone
• Problem-solving is a complex skill. It involves
critical thinking, decision-making, creativity, and
of Experience
information processing. Effective problem- The Eight(8) M’s of Teaching
solvers use a systematic approach that allows 1.) MILIEU - learning environment
them 2.) MATTER - content of learning
to break down difficult problems into smaller, 3.) METHOD - teaching and learning activities
more manageable parts. 4.) MATERIAL - the resources of learning
• Creativity-relevant skill, also known as 5.) MEDIA - communication system
creativity-related processes, include cognitive 6.) MOTIVATION - arousing interest in learning
styles, 7.) MASTERY - internalization of learning
divergent thinking, risk-taking and unique 8.) MEASUREMENT - evidence that learning took place
perspectives of personality traits, and creative BACKGROUND OF EDGAR DALE
work
styles and skills.  Was born on April 27,1900 in Benson Minnesota and died
Creativity- is characterized as involving the on March 8,1985
ability to think flexibly, fluently, originally, and  Served on OHIO state university in the Faculty in 1929 until
elaborately. 1970.
Creativity Strategies
1. SubstituteThe substitute technique tends to The Bands in Dale's Cone of Experience
provide alternative solutions for decision-
 Direct Purposeful Experiences
things or events that may be beyond the
Lesson 4…..
Brunner’s Three- tiered Model of Learning
Lesson 4…..
The Cone of Experience  Every area of knowledge can be presented and learned in
three distanced steps:
These refer to foundation of experiencing - Enactive: a series of actions
learning. Using the senses, meaningful knowledge - Iconic: a series of illustrations or icons
and understanding - Symbolic: a series of symbols
As you prepare to become a teacher, you can use the
 Contrived Experiences concept of Dale's Cone of Experience and ask the following
It is in this category that representations such questions:
as models, miniatures, or mock ups are used. There 1. What kind of learning experience will you
are
are established. This is experiential  Exhibits
These are displays of models such as pictures, artifacts,
posters, among others that provide the message or information.
These are basically viewed, however, there are currently
exhilgits that allow the viewers to manipulate or interact with the
display, and as a result, the exhibit becomes more engaging and
fun.

 Television and motion pictures

These technology equipment provide a two-dimensional
reconstruction of a reality.
These allow learners to experience the situation being
communicated through the mediated tools. They provide a feeling
of realism as viewers tr to understand the message portrayed by
actors in the films.

 Still pictures, Recordings, Radio

Still are pictures or images. Together in this category are
the audio-recorded materials or

choose for your students?

2. How will you use the ideas in the cone to enrich your
textbooks?
3. What instructional material (digital or non-digital) will you use
to enrich your student's learning experiences?
information broadcast through the radio.

 Visual Symbols
These are more abstract representations of the concept or
the information.
 First introduced in Dale's 1946 book "Audio- Examples of these are information presented through a
Visual Methods in Teaching" graph or a chart.
 Is a visual model that shows a continuum of For example, a process can be presented using a flow
learning. chart.
.

LESSON 5….
The Challenges of Teaching with Technology
Digital technologies—such as computers, handheld
devices, and software applications—by contrast, are protean
(usable in many different ways; Papert, 1980); unstable (rapidly
Lesson 4….. changing); and opaque (the inner workings are hidden from users;
Turkle, 1995).
 Also, complicating teaching with technology is an
 Verbal Symbols understanding that technologies are neither neutral nor unbiased.

This category appears to be the most abstract because Approach to Thinking about Technology Integration
An approach is needed that treats teaching as an
they may not exactly look like the concept or object
interaction between what teachers know and how they apply what
they represent but are symbols, words, codes, or they know in the unique circumstances or contexts within their
formulae classrooms.
learning where one learns by doing. There is no “one best way” to integrate technology into
4. How many sense will your students employ when curriculum. Rather, integration efforts should be creatively
you use an instructional material taken from a band of designed or structured for particular subject matter ideas in
the cone? specific classroom contexts.

learners and so contrived experiences can The TPACK Framework

provide a substitute. The TPACK framework builds on Shulman’s (1987,
1986) descriptions of PCK to describe how teachers’
 Dramatized Experiences understanding of educational technologies and PCK interact with
These are commonly used as activities that one another to produce effective teaching with technology.
allows students to actively participate in a There are three main components of teachers’ knowledge:
reconstructed experience through role-playing or content, pedagogy, and technology. Equally important to the
dramatization. model are the interactions between and among these bodies of
knowledge, represented as PCK, TCK (technological content
knowledge), TPK (technological pedagogical knowledge), and
 Demonstrations
TPACK.
When one decides to show how things are
done, a demonstration is the most appropriate
experience. It is an actual execution of a procedure or
a Content Knowledge
process. It is a teachers’ knowledge about the subject matter to be
A demonstration of how to bake a cake or learned. Knowledge of content is of critical importance for
how to execute the dance step is an appropriate way teachers. This knowledge would include knowledge of concepts,
of making the learning experience meaningful. theories, ideas, organizational frameworks, knowledge of
evidence and proof, as well as established practices and
 Study trips approaches toward developing such knowledge.
These are actual visits to certain locations to
observe a situation or a case which may not be
available inside the classroom.
LESSON 5
Technological Pedagogical Content Knowledge?
According to Leinhardt & Greeno, 1986, it
requires them constantly to shift and evolve their
LESSON 5……
understanding. Teachers practice their craft in highly
complex, dynamic classroom contexts.
Technology, Pedagogy, and Content Knowledge
Glaser, 1984; Putnam & Borko, 2000;
TPACK is an emergent form of knowledge that goes
Shulman, 1986, 1987, says that it includes knowledge
beyond all three “core” components (content, pedagogy, and
of student thinking and learning, knowledge of
technology). Technological pedagogical content knowledge is an
subject matter, and increasingly, knowledge of
understanding that emerges from interactions among content,
technology.
pedagogy, and technology knowledge. TPACK is the basis of
LESSON 5……
effective teaching with technology, requiring an understanding of
Pedagogical Knowledge
the representation of concepts using technologies.
It is a teachers’ deep knowledge about the
processes and practices or methods of teaching and
Implications of the TPACK Framework
learning. This generic form of knowledge applies to
The three key components of teacher knowledge:
understanding how students learn, general classroom
understanding of content, understanding of teaching, and
management skills, lesson planning, and student
understanding of technology. It offers several possibilities for
assessment.
promoting research teacher education, teacher professional
Pedagogical Content Knowledge development, and teachers’ use of technology.
It is the notion of the transformation of the
subject matter for teaching. PCK covers the core
business of teaching, learning, curriculum,
assessment and reporting, such as the conditions that
promote learning and the links among curriculum,
assessment, and pedagogy.

Technology Knowledge
A person’s understanding of the function and
operation of currently available technology and
applications on that technology. Students develop
technological knowledge particular to technological
enterprises and environments and in relation to how
and why things work.

Technological Content Knowledge

Technology and content knowledge have a deep
historical relationship. It is the knowledge of how to
use technology within a specific content area. TCK,
then, is an understanding of the manner in which
technology and content influence and constrain one
another.

Technological Pedagogical Knowledge

TPK is an understanding of how teaching and
learning can change when particular technologies are
used in particular ways. This includes knowing the
pedagogical affordances and constraints of a range of
technological tools as they relate to disciplinarily and
developmentally appropriate pedagogical designs and
strategies.