Chapter 2

ICT Policies:
Roadmap for ICT Integration
 Lesson 4
ICT AND TEACHER STANDards

Teachers are the forefront of the march towards the full integration of ICT in the
educational system. Hence, it is imperative that the teachers possess the adequate and relevant
competence to partake in the gargantuan task of contributing to the country’s national
development through ICT.

In this lesson, the learners will be oriented on standards that teachers have to adhere to
in terms of ICT. Specifically, at the end of the lesson, the learners are expected to:

• explore different competency standards for teachers along ICT.

ENGAGE

MY ATTITUDE TOWARDS ICT

Read each statement below. Express the level of your agreement or disagreement by
checking the space corresponding to your answer.

Statements Strongly Agree Not sure Disagree Strongly

Agree Disagree
1. ICT is an essential tool for
21st century learning.
2. There can be good teaching
even without the use of ICT.
3. ICT plays an important role
in the professional
development of teachers.
4. I am comfortable in using
various ICT tools.
5. I spend time trying to learn
how to use new ICT tools.
6. New technologies are
intimidating.
 7. I feel embarrassed when
students are better at
computers than me.
8. I discuss ICT trends with
peers and colleagues.
9. I actively participate in
educational technology
trainings.
10. Technologies are
complicated and time-
consuming to use in the
classroom.

Assess your over-all attitude towards ICT by reflecting on statements which you agree or
disagree with. Do you favor the use of ICT in the teaching-learning process?

EXPLORE

UNESCO’s ICT CST

The ICT competency standards for teachers (ICT CST) have been designed by the United
Nations Educational Scientific and Cultural Organization (UNESCO), in cooperation with
Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE),
and the Virginia Polytechnic Institute and State University, to help educational policy-makers and
curriculum developers identify the skills teachers need to harness technology in the service of
education (UNESCO, 2008).

The standards consist of three parts: a policy framework explaining the rationale, structure
and approach of the project; a competency standards modules’ structure, which crosses the
components of educational reform with various policy approaches to generate a matrix of skill
sets for teachers; and implementation guidelines providing a detailed syllabus of the specific skills
to be acquired by teachers within each skill set or module.

The standards are based on three approaches to education reform that correspond to
approaches to improve a country’s workforce and fostering economic growth:
• Technology literacy approach. This is done by increasing the technological uptake of the
workforce by incorporating technology skills in the curriculum.
• Knowledge deepening approach. This is done by increasing the ability of the workforce
to use knowledge to add value to economic output by applying it to solve complex, real-
world problems.
 • Knowledge creation approach. This is done by increasing the ability of the workforce to
innovate and produce new knowledge and of citizens to benefit from this new knowledge.

The standards, shown in Table 1, also address six components of the educational system.
The standards, which do not merely focus on ICT skills, but also include training on ICT skills as
part of a comprehensive approach to education reform that includes: policy, curriculum and
assessment, pedagogy, the use of technology, school organization and administration, and
teacher professional development. Moving across the approaches, a country’s students and
ultimately its workforce and citizenry acquire increasingly sophisticated skills needed to support
economic growth and an improved standard of living.

Table 1. UNESCO competency standards for teachers (UNESCO, 2008)

Approach
Technology Literacy Knowledge Deepening Knowledge Creation
Teachers should be able to:
Components
• identify key • identify key concepts • design, implement,
characteristics of and processes in and modify school
classroom practices and content areas; level education reform
specify how these describe the function programs that
characteristics serve to and purpose of implement key
implement policies. simulations, elements of national
visualizations, data education reform
collection tools, and policies
Policy data analysis software
and how they support
students’
understanding of
these key concepts
and processes and
their application to the
world outside the
classroom.
• match specific • identify key concepts • identify and discuss
curriculum standards to and processes in the how students learn
particular software subject area, describe and demonstrate
packages and computer the function and complex cognitive
applications and purpose of subject- skills, such as
describe how these specific tools and how information
Curriculum and
standards are supported they support students’ management, problem
Assessment
by these applications. understanding of solving, collaboration,
• help students acquire these key concepts and critical thinking.
ICT skills within the and processes and • help students use ICT
context of their courses. their application to the to acquire the skills of
• use ICT to assess world outside the searching for,
students’ acquisition of classroom. managing, analyzing,
 school subject matter • develop and apply integrating, and
knowledge and to knowledge- and evaluating
provide students with performance-based information.
feedback on their rubrics that allow • design units and
progress using both teachers to assess classroom activities
formative and students’ that integrate a range
summative assessments. understanding of key of ICT tools and
subject matter devices to help
concepts, skills, and students acquire the
processes. skills of reasoning,
planning, reflective
learning, knowledge
building, and
communication.
• help student use ICT
to develop
communications and
collaboration skills.
• help students develop
both knowledge- and
performance-based
rubrics and apply
them to assess their
own understanding of
key subject matter and
ICT skills and concepts
and the understanding
of other students, as
well as use these
assessments to refine
their products and
learning.
• describe how didactic • describe how • explicitly model their
teaching and ICT, can collaborative, project- own reasoning,
be used to support based learning and problem solving, and
students’ acquisition of ICT can support knowledge creation
school subject matter student thinking and while teaching
knowledge. social interaction, as students.
• incorporate appropriate students come to • design online
Pedagogy ICT activities into lesson understand key materials and activities
plans so as to support concepts, processes, that engage students
students’ acquisition of and skills in the in collaborative
school subject matter subject matter and use problem solving,
knowledge. them to solve real- research, or artistic
• use presentation world problems. creation.
software and digital • identify or design • help students design
complex, real-world project plans and
resources to support problems and activities that engage
instruction. structure them in a them in collaborative
way that incorporates problem solving,
key subject matter research, or artistic
concepts and serves creation.
as the basis of student • help students
projects. incorporate
• design online multimedia
materials that support production, web
students’ deep production, and
understanding of key publishing
concepts and their technologies into their
application to real projects in ways that
world problems. support their ongoing
• design unit plans and knowledge production
classroom activities so and communication
that students engage with other audiences.
in reasoning with, • help students reflect
talking about, and on their own learning.
using key subject
matter concepts while
they collaborate to
understand, represent,
and solve complex
real-world problems,
as well as reflect on
and communicate
solutions.
• structure unit plans
and classroom
activities so that open-
ended tools and
subject-specific
applications will
support students in
their reasoning with,
talking about, and use
of key subject matter
concepts and
processes while they
collaborate to solve
complex problems.
• implement
collaborative, project-
based unit plans and
classroom activities,
while providing
 guidance to students
in support of the
successful completion
of their projects and
their deep
understanding and
key concepts.
• describe and • operate various open- • describe the function
demonstrate the use of ended software and purpose of ICT
common hardware packages appropriate production tools and
technologies. to their subject matter resources (multimedia
• describe and area, such as recording and
demonstrate the basic visualization, data production
tasks and uses of word analysis, role-play equipment, editing
processors, such as text simulations, and tools, publication
entry, editing text, online references. software, web design
formatting text, and • evaluate the accuracy tools) and use them to
printing. and usefulness of Web support students’
• describe and resources in support innovation and
demonstrate the of project-based knowledge creation.
purpose and basic learning with the • describe the function
features of presentation subject area. and purpose of virtual
software and other • use an authoring environments and
digital resources. environment or tools knowledge building
• describe the purpose to design online environments (KBEs)
and basic function of materials. and use them to
graphic software and • use a network and support increased
Use of technology
use a graphic software appropriate software knowledge and
package to create a to manage, monitor, understanding of
simple graphic display. and assess progress of subject matter and the
• describe the Internet various student development of online
and the World Wide projects. and face-to-face
Web, elaborate on their • use ICT to learning communities.
uses, and describe how communicate and • describe the function
a browser works and collaborate with and purpose of
use a URL to access a students, peers, planning and thinking
website. parents, and the larger tools and use them to
• use a search engine to community in order to support students’
do a keyword Boolean nurture student creation and planning
search. learning. of their own learning
• create an email account • use the network to activities and their
and use it for a support student continuous reflective
sustained series of email collaboration within thinking and learning.
correspondence. and beyond the
• describe the function classroom.
and purpose of tutorial • use search engines,
and drill and practice online databases, and
 software and how they email to find people
support students’ and resources for
acquisition of collaborative projects.
knowledge of school
subjects.
• locate off-the-shelf
educational software
packages and Web
resources and evaluate
them for their accuracy
and alignment with
curriculum standards
and match them to the
needs of specific
students.
• use networked record
keeping software to
take attendance, submit
grades, and maintain
student records.
• use common
communication and
collaboration
technologies, such as
text messaging, video
conferencing, and web-
based collaboration and
social environments.
• integrate the use of a • place and organize • play a leadership role
computer laboratory computers and other in creating a vision of
into ongoing teaching digital resources what their school
activities. within the classroom might be like with ICT
• manage the use of to support and integrated into the
supplemental ICT reinforce learning curriculum and
resources with activities and social classroom practices.
individuals and small interactions. • play a leadership role
School organization groups of students in • manage student in supporting
and administration the regular classroom project-based learning innovation in their
so as not to disrupt activities in a school and continuous
other instructional technology-enhanced learning among their
activities in the class. environment. colleagues.
• identify the appropriate
and inappropriate social
arrangements to use
with various
technologies.
 • use ICT resources to • use ICT to access and • continually evaluate
enhance their share resources to and reflect on
productivity. support their activities professional practice
• use ICT resources to and their own to engage in ongoing
support their own professional innovation and
acquisition of subject development. improvement.
matter and pedagogical • use ICT to access • use ICT resources to
knowledge. outside experts and participate in
learning communities professional
Teacher to support their communities and
professional activities and their share and discuss best
development own professional teaching practices.
development.
• use ICT to search for,
manage, analyze,
integrate, and
evaluate information
that can be used to
support their
professional
development.

ISTE Standards for Educators

In 2017, the International Society for Technology Education (ISTE) introduced the Standards
for Educators, a road map to help students become empowered learners. These standards deepen
the teacher’s practice, promotes collaboration with peers, challenges teachers to rethink
traditional approaches and prepares students to drive their own learning. In the standards, the
teacher assumes seven roles (ISTE, 2017), the first three of which features the educator as an
empowered profession while the latter four describes the educator as a learning catalyst.

1. Learner. Educators continually improve their practice by learning from and with others
and exploring proven and promising practices that leverage technology to improve
student learning. As a learner, educators:
1.1 set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness;
1.2 pursue professional interests by creating and actively participating in local and
global learning networks; and
1.3 stay current with research that supports improved student learning outcomes,
including findings from the learning sciences.

2. Leader. Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning. As a leader,
educators:
 2.1 shape, advance, and accelerate a shared vision for empowered learning with
technology by engaging with education stakeholders;
2.2 advocate for equitable access to educational technology digital content and learning
opportunities to meet the diverse needs of all students; and
2.3 model for colleagues the identification, exploration, evaluation, curation, and
adoption of new digital resources and tools for learning.

3. Citizen. Educators inspire students to positively contribute and responsibly participate

in the digital world. As a citizen, educators:
3.1 create experiences for learners to make positive, socially responsible contributions
and exhibit empathetic behavior online that build relationships and community;
3.2 establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency;
3.3 mentor students in safe, legal, and ethical practices with digital tools and the
protection of intellectual rights and property;
3.4 model and promote management of personal data and digital identity and protect
student data privacy

4. Collaborator. Educators dedicate time to collaborate with both colleagues and students
to improve practice, discover, and share resources and ideas, and solve problems. As
collaborator, educators:
4.1 dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology;
4.2 collaborate and co-learn with students to discover and use new digital resources and
diagnose and troubleshoot technology issues;
4.3 use collaborative tools to expand students’ authentic, real-world learning
experiences by engaging virtually with experts, teams and students, locally and
globally; and
4.4 demonstrate cultural competency when communicating with students, parents, and
colleagues and interact with them as co-collaborators in student learning.

5. Designer. Educators design authentic, learner-driven activities and environments that

recognize and accommodate learner variability. As designer, educators:
5.1 use technology to create, adapt, and personalize learning experiences that foster
independent learning and accommodate learner differences and needs;
5.2 design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning; and
5.3 explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.

6. Facilitator. Educators facilitate learning with technology to support student

achievement of the ISTE Standards for Students. As facilitator, educators:
 6.1 foster a culture where students take ownership of their learning goals and outcomes
in both independent and group settings;
6.2 manage the use of technology and student learning strategies in digital platforms,
virtual environments, hands-on makerspaces, or in the field;
6.3 create opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems; and
6.4 model and nurture creativity and creative expression to communicate ideas,
knowledge, or connections.

7. Analyst. Educators understand and use data to drive their instruction and support
students in achieving their learning goals. As analyst, educators:
7.1 provide alternative ways for students to demonstrate their competency and reflect
on their learning using technology; and
7.2 use technology to design and implement a variety of formative and summative
assessments that accommodate learners’ needs, provide timely feedback to
students, and inform instruction.

NICS Teacher

A join initiative of the Department of Education and the Human Capital Development Group
– Commission on Information and Communications Technology, the National ICT Competency
Standard for Teachers, acronymed NICS Teacher, defines the competency outcomes, and the
supporting knowledge and skills needed to deploy ICT in performing the job roles related to
teaching (NICS Teacher, n.d.)

The NICS Teacher, shown in Table 2, is comprised of four domains. Each domain is
composed of standards, statements and indicators. The domains and standards are shown in the
table below.

Table 2. The National ICT Competency Standards for Teachers

Domain Standards
Social and Ethical. The domain Teachers can:
includes competencies related to 1.1 understand and observe legal practices in the use of
social, ethical, legal and human technology.
issues, and community linkage. 1.2 recognize and practice ethical use of technology in
both personal and professional levels.
1.3 plan, model and promote a safe and sound
technology-supported learning environment.
1.4 facilitate equitable access to technology that
addresses learning, social and cultural diversity.
Technological. The domain Teachers can:
includes competencies related to
technical operations and concept, 2.1 demonstrate knowledge and skills in basic computer
and productivity. operation including basic troubleshooting and
maintenance
2.2 use appropriate office and teaching productivity tools
2.3 understand and effectively use the Internet and
network applications and resources
2.4 demonstrate knowledge and skills in information and
data management.
Pedagogical. The domain 3.1 Planning and Designing
includes competencies related to
the use of technology in the Teachers can:
following components of an 3.1.1 identify technology resources and evaluate them for
instruction process: 1) planning appropriateness
and designing effective learning 3.1.2 plan strategies to facilitate student learning in a
environments and experiences technology-enhanced environment.
supported by technology; 2) 3.1.3 design developmentally-appropriate learning
implementing, facilitating and opportunities that use technologically-enhanced
monitoring teaching and learning instructional strategies
strategies that integrate a range 3.1.4 access technology resources for instruction
of information and planning and design
communication technologies to 3.1.5 utilize best practices and research results on
promote and enhance student teaching and learning with technology in designing
learning; and 3) assessing and learning environments and experiences
evaluating student learning and 3.1.6 plan strategies to manage learning in technology-
performances. enhanced environments

3.2 Implementing and Monitoring

Teachers can:
3.2.1 apply technology 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

Teachers can:
 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 effectiveness and efficiency of ICT
integration in the teaching-learning process.

Professional. The domain Teachers can:

includes competencies related to 4.1 proactively engage in exploring and learning new and
professional growth and emerging technologies.
development, research, 4.2 continuously evaluate and reflect on the use of
innovation and collaboration. technology in the profession for development and
innovation.
4.3 share experiences and expertise, and collaborate with
peers and stakeholders in advancing the use of
technology in education and beyond.

PPST standards

The Philippine Professional Standards for Teachers (PPST), which was founded on the
National Competency-based Teacher Standards (NCBTS), articulates what constitutes teacher
quality in the K to 12 curriculum. This set of standards makes explicit what teachers should know,
be able to do and value to achieve competence, improved student learning outcomes, and
eventually quality education (DepEd, 2017).

The PPST is expressed through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement. The PPST
standards which are bases of how a teacher should be competent as far as technology integration
is concerned are reflected on Domain 1 on Content Knowledge and Pedagogy, composed of seven
strands, one of which is that teachers should be able to nurture “positive use of ICT” and Domain
4 on Curriculum and Planning, which includes five strands, part of which is the teachers’
development of “teaching and learning resources including ICT”.

The PPST also describes the competence of a teacher in a progression of four stages, from
a novice to an expert. The Beginning teacher has gained the qualifications recognized for entry
into the teaching profession. The Proficient Teacher is professionally independent in the
application of skills vital to the teaching and learning process. The Highly Proficient Teacher
consistently displays a high level of performance in their teaching practice. The Distinguished
Teacher embodies the highest standard for teaching grounded in global best practices.

Applying the stages of PPST to the particular domains, particularly on the “positive use of
ICT”, a Beginning teacher shows skills in the positive use of ICT to facilitate the teaching and
learning process; a Proficient teacher ensures the positive use of ICT to facilitate the teaching and
learning process.; a Highly proficient teacher promotes effective strategies in the positive use of
ICT to facilitate the teaching and learning process, while a Distinguished teacher mentors
colleagues in the implementation of policies to ensure the positive use of ICT within or beyond
the school.

In developing teaching-learning resources to include ICT, the Beginning teacher shows skills
in the selection, development and use of a variety of teaching and learning resources, including
ICT, to address learning goals; the Proficient teacher selects, develops, organizes and uses
appropriate teaching and learning resources, including ICT, to address learning goals; the Highly
proficient teacher advises and guides colleagues in the selection, organization, development and
use of appropriate teaching and learning resources, including ICT, to address specific learning
goals; while the Distinguished teacher models exemplary skills and lead colleagues in the
development and evaluation of teaching and learning resources, including ICT, for use within and
beyond the school.

EVALUATE

EXTEND
 v

Lesson Resources

Anderson, J. (2010). ICT Transforming Education: A Regional Guide. UNESCO Bangkok Asia and
Pacific Regional Bureau for Education

Florencio, E. I. & Andong, R. M. (2008). Information and communication technology in basic

education: A strategic approach for educators. Pasig City, PH: Anvil Publishing, Inc.

ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-

educators

Marcial, D.E. (2017) ICT social and ethical competency among teacher educators in the
Philippines. Information Technologies and Learning Tools, 57(1), 96-102.

National Information and Communications Technology Ecosystem Framework. Retrieved from

https://www.ictecosystem.org.ph/

National ICT Competency for Teachers. (n.d.) Retrieved from

https://www.slideshare.net/ischoolwebboard/national-ict-competency-standards-for-
teachers

Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional technology for
teaching and learning: Designing instruction, integrating computers, and using media. NJ,
USA: Prentice-Hall, Inc.

Philippine Professional Standards for Teachers. Retrieved from

https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-
implementation-of-the-philippine-professional-standards-for-teachers/

SEAMEO INNOTECH (2010) Report Status of ICT Integration in Education in Southeast Asian
Countries. Retrieved from
https://www.seameo.org/SEAMEOWeb2/images/stories/Publications/Project_Reports/SEA
MEO_ICT-Integration-Education2010.pdf

UNESCO. (2011). Transforming Education: The Power of ICT Policies. UNESCO. Retrieved from
http://unesdoc.unesco.org/images/0021/002118/211842e.pdf
UNESCO Competency standards for teachers. (2008)
Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf00
00156207