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ICT in Philippine Education

Information and Communications Technology in Education (Edu 217)

Monica P

on 12 July 2015

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Transcript of ICT in Philippine Education

ICT in Philippine Education
Yenna Monica D. P.
MST Educational Technology

To come up with a national ICT Competency Standard for Teachers (NICS - Teachers) that consolidated the various references consolidated by different interest groups, and align them to the DepEd drafted National Competency Based Standards (NCBTS)
To come up with a unified policy on the required pedagogical domains with specific focus on ICT that can be adopted by different HEIs offering Teacher Education Programs
To bring about the collective ownership of all the stakeholder by contributing to the formulation, advocacy, localization, and training implementation.
Basic Education Challenges
To define the infocommunications technology competencies and the underlying performance indicators needed to support the job role
This domain includes competencies related to social, ethical, legal and human issuses, and community linkage.
-Understand and observe legal practices in the use of technology
-Recognize and practice ethical use of technology in both personal and professional levels
-Plan, model and promote a safe and sound technology-supported learning environment
-Facilitate equitable access to technology and addresses learning, social and cultural diversity.
-Demonstrate knowledge and skills in basic computer operation including basic troubleshooting and maintenance
Social Regard and Learning
Learning Environments
Assessment, Planning, and Reporting
Others 3%
This domain includes competencies related to technical operations and concept, and productivity of various ICT tools like computers and communication devices as well as application available online
or offline
-Use of appropriate office and teaching productivity tools
-Use of educational technology media that support the curriculum
-Demonstrate knowledge and skills in information and data management
-Use of various search engines and electronic media for research
-Understand and effectively use the Internet and network applications and resources for communication and collaboration with peers and colleagues
Two official languages: Filipino and English
This domain includes competencies related to professional growth and development, research, innovation and collaboration
-Proactively engage in exploring and learning new and emerging technologies
-Continuously evaluate and reflect on the use of technology in the profession for development and innovation
-Share experiences and expertise, and collaborate with peers and stakeholders in advancing the use of technology in education and beyond
Community Linkages
Diversity of Learners
Productivity and Professional Growth
The domain includes competencies related to the use of technology in the following components of an instruction process:
1) planning and designing effective learning environments and experiences supported by technology;
2) implementing, facilitating and monitoring teaching and learning strategies that integrate a range of information and communication technologies to promote and enhance student learning; and
3) assessing and evaluating student learning and performances.
3.1 Planning and Designing

3.1.1 Identify technology resources and evaluate them for appropriateness.

3.1.2 Plan strategies to facilitate student learning in a technology-enhanced environment.

3.1.3 Design developmentally-appropriate learning opportunities that use technologically-enhanced instructional strategies

3.1.4 Access technology resources for instruction planning and design

3.1.5 Utilize best practices and research results on teaching and learning with technology in designing learning environments and experiences

3.1.6 Plan strategies to manage learning in technology-enhanced environments
3.2 Implementing and Monitoring

3.2.1 Apply tech to develop students’ higher order thinking (HOTS) and creativity

3.2.2 Use technology to support learner-centered strategies

3.2.3 Facilitate technology-supported student learning experiences

3.2.4 Manage a technology-enhanced teaching-learning environment

3.3 Assessing and Evaluation

3.3.1 Use technology to collect, process and communicate information on student learning to students, parents, colleagues and other stakeholders.

3.3.2 Apply technology tools for rapid and accurate assessment and evaluation.

3.3.3 Apply a variety of methods to evaluate the appropriateness of students’ use of technology in learning.

3.3.4 Evaluate e & e of ICT integration in t-l proc
Learning Environment
Assessment, Planning and Reporting
NICS Teacher Domain
Competencies of the Domain
NCBTS Domain
Planning & Designing
Implementing & Monitoring
Assessing &Evaluating
Computer skills of school personnel
Existence of an enabling environment
Presence of computers in schools
Instructional or academic use of computers
ICT infrastructure
Hardware support
Integration and use of ICT in the curriculum
Integration of ICT in teaching and learning
key indicators for measuring implementation of ICT in Education in the Philippines
More learning institutions in the country are now connected online via fast, dedicated networks, signaling that the use of the Internet in education is becoming more pervasive in the Philippines.
Thank You!! :)
National ICT competency standards for teachers
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