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https://sites.google.com/view/iligan-j/home

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ICT Competency Standards for Pre-Service Teachers

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ICT Competency Standards for Pre-Service Teachers

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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 technology tools 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 competence 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 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 positive attitude towards the use of technology tools.

Department of Education issued Department of Education Order 42, s. 2017 mandating the use of the Philippine Professional Standard for Teachers (PPST)

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According to Stosic (2015), educational technology has three domains:

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According to Stosic (2015), educational technology has three domains:

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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, 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.

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There are three categories of knowledge according to Egbert (2009): 

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There are three categories of knowledge according to Egbert (2009): 

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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.

c. 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.

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According to Shirly (2003) and Egbert (2009), there are three basic communication patterns:

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According to Shirly (2003) and Egbert (2009), there are three basic communication patterns:

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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. Many-to-many

like group discussion buzz session, heads together. This kind of interaction provides opportunities for social interaction.

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