Module No.

Topic: ICT COMPETENCY STANDARDS FOR

PHILIPPINE PRE-SERVICE TEACHER
EDUCATION

Have a great day ahead, class! It’s time for our first
lesson. This is quite difficult for audio-visual learners, so,
just imagine I am speaking in front of you everytime you
read our modules, ok?
The first unit in our Reference Book covers three (3)
topics: namely, ICT Competency Standards for Philippine
Pre-Service Teacher Education, Understanding the Basic
Concepts in ICT, and Roles of Technology for Teaching and
Learning. Collectively, these are introductions to teaching
and learning with technology. I am looking forward that
after these three lessons, you will attain our target
outcomes:
1. Identify the competency standards of ICT for teaching
and learning in pre-service teacher education.
2. Unpack the basic concepts of ICT to provide common
understanding for teachers and learners.
3. Value the use of ICT
in the teaching and
learning process. We
will check on those
after the three
lessons.
If there is one thing that changed the world so fast,
class, it is TECHNOLOGY. Of course, there is already
technology in the past, the so-called non-digital
technology, such as refrigerators, erasers, chalkboards,
correction tape, among others; but now, we have digital
technology. It has provided a new environment for
learning; new ways teachers teach and also the new ways
of how learners learn. This has led to the new educational
revolution in teaching and learning which has been
triggered by technology and resulted to better learning
outcomes in the 21 century.
st
 LEARNING OUTCOMES

As indicated in the heading of this module, that will

be our lesson for today. These are our expected lesson
outcomes:

1. Identify the competency standards of ICT

necessary in teaching for pre-service teacher
education.
2. Familiarize the ISTE National Educational

Technology Standards for Teachers.

EXCITE

What are competency standards? What are the ICT

standards for teaching and learning in Philippine pre-
service teacher education? --- Do you have any idea about
this? If none, I hope you will be able to answer these
questions after this lesson.
Look at the two teachers in the pictures below. What
does picture A show of the teacher? What about picture B?
Picture A
 Image Source: IQBoard

Picture B
Image Source: PBS

Who is better equipped to handle the 21 Century

st

learners? Teacher A or Teacher B? Why? --- Which of the

two teachers would you like to become when you graduate?
---
 EXPLORE

We keep talking about ICT, class. Do you know or

remember what it stands for? --- That’s right!

Information and Communication Technology. Now, who are

the pre-service teachers? --- That is you!
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.”
This is what is expected from you --- the so-called
Competency Standards. That is why, let us work hand in
hand to achieve that goal so that you can become a tech
savvy teacher in the future.
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 21 century in your
st

future classroom.
These domains and corresponding competencies are
found in the table below. Domains are the
areas of focus. Now, reminder, this is quite many, you do
not need to memorize the competencies, instead, read with
your heart.
Table 1: ICT Competency Standards for Pre-service
Teachers
 1. Demonstrate understanding of concepts,
principles, and theories of ICT systems as they
apply to teaching-learning
2. Evaluate digital and non-digital learning
resources in response to students’ diverse
needs

3. Develop digital learning resources to enhance teaching-

learning
4. Use ICT tools to develop 21 century skills:
st

information media and technology skills,

learning and innovation skills, career skills,

and effective communication skills Domain
3: Pedagogy
1. Apply relevant technology tools for classroom
activities

2. Use ICT knowledge to solve complex problems

and support student collaborative
activities

3. Model collaborative knowledge construction

in face to face and virtual environments
Domain 4: Technology Tools
1. Demonstrate competence in the technical
operations of technology tools and systems as
they apply to teaching and learning
 2. Use technology tools to create new learning
opportunities to support community of
learners
3. Demonstrate proficiency in the use of technology tools
to support teaching and learning Domain 5:
Organization and Administration
1. Manage technology-assisted instruction in an
inclusive classroom environment
2. Exhibit leadership in shared
decision-making using
technology tools Domain 6:
Teacher Professional Learning
1. Explore existing and emerging technology to
acquire additional content and pedagogical
knowledge
2. Utilize technology tools in creating communities
of practice
3. Collaborate with peers, colleagues and
stakeholders to access information in support
of professional learning
Domain 7: Teacher Disposition
1. Demonstrate social, ethical, and legal
responsibility in the use of technology tools
and resources
2. Show positive attitude towards the use of
technology tools

Those are all the competencies you have to attain,

class, in different domains or areas. You need to attain
these to become an effective teacher in the 21 century.
st

Domain 1 is an introduction to more complex

competencies, dealing with understanding of the concepts
in ICT. Pedagogy, if the word is new to you, means the
science and art of teaching. Therefore, basically, Domains
2, 3, 4, and 5 tells you the competencies you need to teach
and to measure learning more effectively. Domain 6 tells
you to make use of technology and online materials to
work with co- teachers and to gain new skills in order to
improve pedagogical and content knowledge. Last but not
the least, Domain 7 tells you all the morals and attitudes
you need to practice in the use of technology.
Likewise, the Department of Education issued
Department of Education Order 42, s. 2017 mandating the
use of the Philippine Professional Standard for Teachers
(PPST) to start with the Beginning Teachers who are 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
and learning resources including ICT to address learning
goals.”
These competency standards to learn and master
will assure 21 century learners in your class of a more
st

enjoyable, creative, innovative ways in teaching and

learning.

ISTE National Educational Technology Standards for

Teachers (NETS* T)

What is DepEd, CHED, and UNESCO’s basis of these

ICT competency standards? --- An international
organization for educational technology called
International Society for Technology in Education (ISTE),
established standards for both teachers and students.
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
communicate 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 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.
There. As you observe, class, it is similar to earlier ’s
ICT competency standards set by CHED- UNESCO. This is
because it is the basis. Now, we can somewhat relate to
these competencies because we are making use of
technology to support our distance learning.
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. There are also 6 standards, but I will not include
it anymore. To sum the standards for students up, we,
teachers, are encouraged to use technology in our
classrooms in order to develop students creativity and
innovation, digital citizenship, and technology operations
and concepts knowledge. We have to see to it that our
pupils or students will have a chance in technology
manipulation for communication and collaboration with
classmates, research and information fluency, critical
thinking, problem-solving, and decision making. I just hope
that the internet connectivity in our country will be
upgraded to more stable networks so that we can realize

these.

EXAMINE
 That’s it for today, class. Now, let’s check. Were you
able to:
O Identify the competency standards of ICT necessary in
teaching for pre-service teacher education?
O Familiarize the ISTE National Educational Technology

Standards for Teachers?

If so, GOOD JOB!! :-D

Come back next meeting for another lesson.

*End of Module*

REFERENCE:

Bilbao, Purita P., Ed. D., et al. Technology for Teaching and
Learning 1. (2019). Quezon City, PH: Lorimar Publishing,
Inc.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite

Ict Policies and Safety Issues: Implications to Teaching and

Learning

ICT POLICY

• The Oxford Dictionary has defined "policy" as a course of action

adopted and pursued by a government, party, ruler, statesman.

• Operational Definition, policy is a plan of action to guide decisions

and achieve outcomes.

Thus, ICT Policies are needed to put a roadmap of course of actions to

be pursued and adopted by various governments, organizations,
entities involving ICT. These include principles and guidelines in the
use of ICT which cover three main areas: Telecommunication
(telephone), broadcasting (radio and television), and internet.

THE NEW ICT TECHNOLOGIES

1. Information Technology

2. Telecommunication Technologies

3. Networking Technologies

THE DICT ROADMAP

The Department of Information and Communication Technology (DICT)
has formulated a roadmap to guide all agencies in the utilization,
regulation and enhancement of ICT.

The ICT for Education (ICT4E) Is a program under DICT that supports all
the efforts of the education sector in Incorporating the use of ICT as
well as in determining and gaining access to the infrastructure which
are necessary to use and deploy learning technologies at all levels of
education.

Among the policy recommended programs that have applications to

education teaching-learning are:

1. ICT IN EDUCATION MASTERPLAN FOR ALL LEVELS

• ICT in Education Masterplan for all levels, including a National

Roadmap for Faculty Development in ICT in Education. A National
Framework Plan for ICTs in Basic Education was developed.

2. CONTENT AND APPLICATION DEVELOPMENT THROUGH THE OPEN

CONTENT TO EDUCATION INITIATIVE (OCEI)

• . Content and application development through the Open Content to

Education Initiative (OCEI) which converts DepEd materials into
interactive multi-media content, develop applications used in schools
and conduct students and teachers competitions to promote the
development of education-related web content.

3. PHEDNET THAT HOSTS EDUCATIONAL LEARNING AND

• PheDNET is a "walled garden that hosts educational learning and

teaching materials and applications for the use by Filipino students.
their parents and teachers.
4. TEACHING MATERIALS ESTABLISH COMMUNITY ELEARNING CENTERS

• Establish Community eLearning Centers called eskwela for out-of-

school youth (OSV) providing them with ICT-enhanced alternative
education opportunities.

5. EQUALITY PROGRAM FOR TERTIARY EDUCATION

• eQuality program for tertiary education through partnership with

universities and colleges (SUCS) to improve quality of IT education and
the use of ICT in education in the country, particularly outside of Metro
Manila.

6. DIGITAL MEDIA ARTS PROGRAM

• Digital Media Arts program which builds digital media skills for
government using Open source technologies.

Particular beneficiary agencies include the Philippine Information

Agency and the other government media organizations, the Cultural
Center of the Philippines, National Commission for Culture and Arts and
other government art agencies, State Universities and Colleges and
local government units.

SOME ISSUES ON ICT AND INTERNET POLICY

1. FREEDOM OF EXPRESSION AND CENSORSHIP

• The UN Universal Declaration of Human Rights provides that

everyone has the right to freedom of thought, conscience and religion.

2. PRIVACY AND SECURITY

• this includes Personal Privacy, Privacy of communication, and

Information Privacy
3. SURVEILLANCE AND DATA RETENTION

• this includes indirect surveillance. datavelliance, and data retention.

4. E-POLLUTANTS FROM E-WASTE

• These are in particular, terminal equipment used for computing (PCs.

laptops), broadcasting (television and radiosets), and many more.

IMPLICATIONS TO TEACHING AND LEARNING

TEACHERS

• Guide the teachers on what they should teach that relate to ICT, and
how to teach it. Since ICT development comes so rapid and fast,
teachers might be overwhelmed by its rapid speed. Temperance in its
use is a caution that should be looked at

• There are rules and regulations that govern the use of technology.
Caution should be observed to protect individual privacy As teachers,
you must be aware that the use of technology may jeopardize your
privacy and security.

LEARNERS

• Learners should not only know the benefits but they should also
know how they can be protected from the hazard that technology
brings to their lives.

• Learners should take advantage of the potential of learning support

they can derive such as the development of HOTS, the development of
learning communities through collaboration, the enhancement of skills
to manage the vast resources as 21st Century learners.
Teachers and learners should also be mindful of the e-waste that are
being thrown away to the land and to the atmosphere.

Non-digital and digital skills and tools in delivering technology-enhanced lessons

WHAT IS NON-DIGITAL TOOLS AND SKILLS?

- Non-digital teaching learning tools and skills , as the name suggests, means those
teaching learning tools and skills which are developed or used by a teacher or any other
individual, not with the help of digital technology.
EXAMPLE OF NON-DIGITAL SKILLS AND TOOLS
 Hand-outs which can be used to provide learners with data and facts.
 Drawings
 Posters
 Newspapers
 Magazines
 Chalk board
WHAT IS DIGITAL TOOLS AND SKILLS?
- Digital skills involve the critical and secure use of information technology for work,
leisure and communication.
- Digital resources are those materials that require computer access whether through a
personal computer or a hand held mobile device.
EXAMPLE OF DIGITAL SKILLS AND TOOLS
 Computer Literate
 Ipad
 Computer
 Laptop
 Websites
 Projector
ADVANTAGES OF NON-DIGITAL AND DIGITAL SKILLS AND TOOLS
NON- DIGITAL TOOLS AND SKILLS:
 It serves as alternative incase digital resources are not available or error occurs.
 Flexibility
DIGITAL TOOLS AND SKILLS:
 Convenient
 Engaging
 Relevant
 Efficient
 Long-term benefit
DISADVANTAGES OF NON-DIGITAL AND DIGITAL SKILLS AND TOOLS
NON- DIGITAL TOOLS AND SKILLS:
 Quality materials take time to produce and adequate staff time as well as
resources need to be allocated.
 COST, QUALITY, TRAINING
DIGITAL TOOLS AND SKILLS:
 Spread of disinformation
 Cheating
 Inaccessible
 Distract Students
SUMMARY
- Non-digital and digital skills and tools in delivering technology-enhanced lessons serve
as a guide for every teachers on what to teach and how to teach.

REFERENCES:
https://prezi.com/p/p9sie_5bzkvi/non-digital-and-digital-skills-and-tools-in-
delivering-technology-enhanced-lessons/

Republic of the Philippines

CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite

FLEXIBLE LEARNING ENVIRONMENT

What is Flexible Learning Environment?

 Addresses how physical space is used

 It gives freedom to the students to choose how, when and where they learn.

How does a flexible learning environment help teachers be more effective?

Flexibility allows teachers to work in an environment where they can collaborate with
their peers more; they can have a closer relationship with students and understand their needs.
They can see each student's growth.

Flexibility in learning environments can be achieved in several ways, including:

1. PERSONALIZED LEARNING - An educational approach that aims to customize
learning for each student's strengths, needs, skills, and interests.
2. BLENDED LEARNING - Combination of face-to-face and online learning.
3. SELF-PACED LEARNING - Allowing learners to work through learning materials at their
own pace.
4. COLLABORATIVE LEARNING - Working in groups or pairs

Benefits of a flexible learning environment

 Increased engagement
 Personalized learning experiences
 Improved learning outcomes

What is Flexible Learning?

 refers to methods of learning

 provides control and accountability for learning

SYNCHRONOUS AND ASYNCHRONOUS

Synchronous Learning

Synchronous online classes are those that require students and instructors to be online
at the same time.

The benefits of synchronous learning:

  Interaction between participants
 Exchange of knowledge and experiences between participants
 Real-time feedback for the teacher

Asynchronous Learning

As opposed to synchronous learning (as most classrooms are designed), Asynchronous

Learning occurs when students learn the same thing at different times and from different places.

The benefits of asynchronous learning:

 Never miss a class

 Learn at any place
 Revisit lessons as needed to improve comprehension and retention.

Advantages of Flexible Learning

it delivers more scheduling options. Enhanced personalization of degree programs. More

just-in-time learning options for career learners. Improved learning experiences, including more
experiential and community-based learning options.

Disadvantages of Flexible Learning

Lack of physical social interaction in a typical, traditional classroom. Students can only
engage and share opinions through virtual means in chatrooms or broadcasts, but cannot
physically interact with each other. It does not fit all types of learners.

REFERENCES:

https://www.mastersdegree.net/what-is-distancelearning/#:~:text=The%20disadvantages%20of
%20distance%20learning,fit%20all%20types%20of%20learners.

https://flexible.learning.ubc.ca/for-students/benefits-forstudents/#:~:text=Day%20or%20night
%3B%20on%20campus,and%20community%2Dbased%20learning%20options

https://prezi.com/p/9brci72khrxr/flexible-learning-environments/

https://www.onlinebusinessschool.com/how-the-flexibility-of-online-learning-is-helping-
onlinelearning/#:~:text=Rather%20than%20having%20to%20show,learning%20at%20the
%20best%20time.
https://www.easy-lms.com/knowledge-center/learning-training/synchronous-vs-asynchronous-
learning/item10387

https://www.google.com/imgres?imgurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.elearners.com%2Fsites%2Fall
%2Ffiles%2Fpublic%2Fimages%2Fsynchronousvs-asynchronous-classes.jpg&tbnid=-
4zh70p2BmRXcM&vet=1&imgrefurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.elearners.com
%2Feducationresources%2Fdegrees-and-programs%2Fsynchronous-vs-asynchronous-classes
%2F&docid=YoVjSe0tSF6lvM&w=727&h=1200&hl=enUS&source=sh%2Fx%2Fim

https://www.mightynetworks.com/encyclopedia/self-pacedlearning#:~:text=Self%2Dpaced
%20learning%20is%20a,often%20as%20they%20need%20to.

https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-
learning