Questionnaire on Information and Communications Technology (ICT) Competencies for

Secondary School Teachers

The researcher is grateful for your participation and assistance in answering this questionnaire.
We would like to know something about your computer experience, knowledge and skills. Your
responses will be treated in strict confidence and individual teachers/schools will not be identified in any
report or publication. Please answer all questions as accurately as you can.

This questionnaire has two sections and consists of seven pages. For each item, please mark
your responses with a check mark inside the box, unless otherwise indicated.

TEACHER’S PROFILE

Name (optional):_______________________________________________________________________
Name of School:________________________________________________________________________

PERSONAL PROFILE:
A. Age:_________
B. Length of Service (Check one)

 1 year and below  6-7 years

 2-3 years  8-9 years
 4-5 years  10 years and above

C. Designation (Check One)

 Teacher I  Master  Head  Head

 Teacher II Teacher I Teacher I Teacher IV
 Teacher III  Master  Head  Head
Teacher II Teacher II Teacher V
 Head  Head
Teacher III Teacher VI

ICT PROFILE:

A. Number of Seminar/s Attended on ICT within SY 2016-2017: Either School, Division, Regional,
National, International Level (Check one)

 None  5-6
 1-2  7-8
 3-4  9 and above
B. Accessibility to ICT Devices (Check all that apply)

 Desktop  Television
 Laptop  Radio
 Tablet PC  CD/DVD Reader-Writer
 Smartphone  Digital Camera
 Internet  Voice Recorder
 Scanner  Others (Please Specify):
 Printer __________________________

C. Purpose for ICT Use (Check all that apply)

 Preparing lesson plans  Research

 Developing instructional materials  Personal/Recreational
 Preparing assessment (e.g. quizzes,  Others (Please specify):
examinations, etc.) __________________________
 Computing grades
 Writing correspondences
 School projects and activities
INSTRUCTIONS:

In a scale of 1 to 4 with 1 as the lowest and 4 as the highest, assign rating points to each item on
the basis of your understanding and experience on the use of ICT. Read each item carefully before you
check the numeral which represent your response on the columns provided on the right side of the
sheet. Please try to answer all items honestly.

1 – Beginning Lacking competence and requires urgent training and development.

2 – Developing Fairly competent and need further training and development.
3 – Experienced Competent but would benefit from further training and development.
4 – Expert Very co pete t a d ca support other teacher’s i prove e t.

NATIONAL ICT COMPETENCY STANDARD (NICS) FOR TEACHERS

TECHNOLOGICAL OPERATIONS AND CONCEPTS

Domain 1: This domain includes competencies related to technical operations and concept, and
productivity of various ICT tools like computers and communication devices as well as applications
available online or offline.

Demonstrates knowledge and skills in basic computer operation and other

Strand 1.1 information devices including basic troubleshooting and maintenance. 1 2 3 4
1 Identify and define the functions of the main components (i.e. monitor,
system unit, keyboard, mouse) of the computer.
2 Identify and define the functions of computer peripherals (i.e. printer,
scanner, modem, digital camera, speaker, etc.).
3 Properly connect main components, configure peripherals, and install
drivers when required.
4 Configure computer settings of various software and hardware.
5 Understand the basic functions of the operating system.
6 Organize and manage computer files, folders, and directories.
7 Use storage devices (i.e. hard disk, diskette, CD, flash memory, etc.) for
storing and sharing computer files. Create back-ups and important files.
8 Protect the computer from virus, spyware, adware, malware, hackers,
etc.
9 Use online and offline help facilities for troubleshooting, maintenance,
and update of applications.
Strand 1.2 Use appropriate office and teaching productivity tools. 1 2 3 4
10 Use word processor to enter and edit text and images.
11 Format text, control margins, layout and tables.
12 Print, store, and retrieve text documents from a word processor.
13 Use a calculation spreadsheet to enter data, sort data and format cells
into tables.
14 Make computation, use formula, and create graphs using spreadsheets.
15 Print and store data tables using a spreadsheet application.
16 Use a presentation package to add text and sequence a presentation.
 17 Enhance slide presentations by adding sound, customizing animations,
and inserting images.
18 Print presentation handouts and store slide presentations.
19 Make effective class presentations using the slides and LCD projector.
20 To acquire digital images and other media from websites, make use of
CDs, flash drives, etc.
21 Crop, scale, color correct, and enhance digital images.
22 Play various media files using appropriate media players.
23 Stitch together video footage and soundtracks and add simple
enhancement-transitions, titles, etc.
24 Attach and configure scanners, cameras, cellphone to acquire digital
image.
25 Store digital images using optical media (CD, DVD, Flash disk) and online
repositories.
Strand 1.3 Understand and effectively use the internet and network applications and 1 2 3 4
resources
26 Connect to the internet via dial-up or LAN.
27 Configure and use Web browsers and Help applications.
28 Send and receive emails with attachments, manage emails and use LAN
and Web-based mail servers.
29 Effectively use synchronous and asynchronous web based communication
tools like instant messengers, voice and teleconferencing.
30 Connect and use shared printers, shared folders, and other devices within
a network.
31 Effectively user search engines, web directories and bookmarks.
32 Download and install relevant applications using freeware, shareware,
updates, patches, viewers, and support applications.
Strand 1.4 Demonstrate knowledge and skills in information and data management. 1 2 3 4
33 Effectively use search engines, directories, crawlers, and agent to locate
information sources.
34 Search and collect textual and non-textual information from online and
offline sources.
35 Efficiently store and organize collected information using directories,
drives, or databases.
36 Distribute, share, publish, and print information via print or web.
37 Properly acknowledge information source – online and offline.
 SOCIAL AND ETHICAL
Domain 2: This domain includes competencies related to social, ethical, legal and human issues, and
community linkage.

Strand 2.1 Understand and observe legal practices in the use of technology 1 2 3 4
38 Understand the legal implication of Software Licenses and Fair Use.
39 Understand and explain the basic concepts of Intellectual Property Rights
40 Differentiate and identify the Copyright, Trademark, Patent of various
products.
Stand 2.2 Recognize and practice ethical use of technology on both personal and 1 2 3 4
professional levels.
41 Detect plagiarism in student work.
42 Properly acknowledge sources used in own work.
43 Be an Anti-Piracy advocate for all products with IPR like music, data,
video, and software.
44 Advocate the responsible use of various technologies like computers,
cellphones, etc.
45 Show respect for privacy and cyber etiquette, phone etiquette, and
similar use of technology.
Strand 2.3 Plan, model, and promote a safe and sound technology-supported 1 2 3 4
learning environment.
46 Demonstrate proper handling of computer devices and use of
applications
47 Monitor how students use the computer specifically on software,
hardware, computer games, and internet activities.
48 Maintain a clean and orderly learning environment for students.
49 Promote and implement rules and regulations on proper usage of
computers.
50 Accurately report malfunctions and problems with computer software
and hardware.
Strand 2.4 Facilitate equitable access to technology that addresses learning, social 1 2 3 4
and cultural diversity.
51 Design class activities to minimize the effect on students being
disadvantaged or left-out.
52 Help minimize the effects of digital division by providing access to digital
materials for all students.
53 Prepare lessons and activities appropriate to the level of learning and
cultural background of the students.
54 Adapt activities using specialized hardware and software for physically
disadvantaged students.
 PEDAGOCIAL
Domain 3: This domain includes competencies related to the use of technology in the following
component 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 range of information and communication technologies to promote and
enhance student learning; 3) assessing and evaluating student learning and performances.

Strand 3.1 Apply tech ology to develop stude ts’ higher order thinking skills and 1 2 3 4
creativity.
55 Make students use database, spreadsheets, concept mapping tools, and
communication tools, etc.
56 Encourage students to do data analysis, problem solving, decision making,
and exchange of ideas.
Strand 3.2 Provide performance tasks that require students to locate and analyze 1 2 3 4
information and to use a variety of media to clearly communicate results.
57 Use appropriately slide presentations, videos, audio, and other media in
the classroom.
58 Teach students to use various multimedia materials for the reports and
class presentations.
Strand 3.3 Conduct open and flexible learning environments where technology is
used to support a variety of interactions among students, cooperative 1 2 3 4
learning and peer instruction.
59 Use various synchronous and asynchronous communication tools (email,
chat, whiteboards, forum, blogs)
60 To facilitate cooperative learning and exchange of ideas and information.
Strand 3.4 Evaluate usage of ICT integration in the teaching-learning process and use 1 2 3 4
results to refine the design of learning activities.
61 Design rubrics for assessing student performance in the use of various
technologies.
62 Use of electronic means of administering quizzes and examinations.
63 Analyze assessment data using spreadsheet and statistical applications.
Strand 3.5 Use computers and other technologies to collect and communicate 1 2 3 4
information to students, colleagues, parents, and others.
64 Use emails, group sites, blogs, etc. for disseminating information directly
to students, colleagues, and parents.
65 Use emails, group sites, blogs, etc. to collect information and feedback
directly from students, colleagues, and parents.
Strand 3.6 Apply technology for facilitate a variety of appropriate assessment and 1 2 3 4
evaluation strategies recognizing the diversity of learners.
66 Explore the use of electronic assessment tools like online testing,
submission of projects via email or online facilities.
67 Set up online databases or repositories of student works.
 PROFESSIONAL
Domain 4: This domain includes competencies related to professional growth and development,
research, innovation, and collaboration.

Strand 4.1 Proactively engage in exploring and learning new and emerging 1 2 3 4
technologies.
68 Identify educational sites and portals suitable to their subject area.
69 Join online communities, subscribe to relevant mailing lists and online
journals.
70 Review new and existing software for education.
71 Recommend useful and credible website to colleagues.
Strand 4.2 Continuously evaluate and reflect on the use of technology in the 1 2 3 4
profession for development and innovation.
72 Conduct research on the use of technology in the classroom.
73 Follow online tutorials or online degree programs.
74 Actively participate in online forums and discussions.
Strand 4.3 Share experiences and expertise, and collaborate with peers and 1 2 3 4
stakeholders in advancing the use of technology in education and beyond.
75 Publish (formal/informal) research on the use of ICT in education
76 Share lesson plans, worksheets, templates, and teaching materials
through course websites.