Let’s have a self assessment or reflection of wh o we really are as an individual.

Prefer to talk in person? Always on, attached to phone or other

device
Logical Intuitive
Focusing on one task at a time
Multitask and rapidly task-switch
 Extremely social
Prefer to have interaction with one or few
people rather than many
Get info from traditional news site Multimedia Oriented
 Prefer to talk in person? Always on, attached to phone or other
device
Logical Intuitive

Focusing on one task at a time

Multitask and rapidly task-switch
Prefer to have interaction with one or few
Extremely social
people rather than many

Get info from traditional news site Multimedia Oriented

In the beginning , it has created a divide between
the digital natives and digital immigrants.
However as the years go by, such divide has
become narrower and even blurred.
Digital
Natives
• are a generation or
population growing up in the
environment surrounded by
digital technologies and for
whom computers and the
Internet are natural
components of their lives.

• They do not need to

familiarize themselves with
the technology by comparing
it to something else.
• A digital immigrant is a person who grew up before the
DIGITAL IMMIGRANTS
internet and other digital computing devices were
ubiquitous - and so have had to adapt and learn these
technologies.

• Generally those born before the year 1985 (those before the
Millennial generation) are considered to be digital
immigrants.
Digital citizen
• A digital citizen refers to a person who has the
knowledge and skills to effectively
use digital technologies to communicate with others,
participate in society and create and
consume digital content.
LET'S HAVE
A GAME.
IDENTIFY/ DESCRIBE
THE FOLLOWING
PICTURES
 LESSON 1
ICT COMPETENCY STANDARDS FOR
PHILIPPINE PRE- SERVICE TEACHER
EDUCATION
WHAT IS TECHNOLOGY?
 TECHNOLOGY
The application of scientific knowledge
for practical purposes, especially in
industry.
 If there is one thing that
changed the world so fast,
it is TECHNOLOGY.
• Look at the two teachers in the
pictures below. What does picture A
show of the teacher? What about
picture B?

PICTURE PICTURE
A B
 PICTURE A PICTURE B
• 1. Who is better equipped to
handle the 21st century learner? A
or B? Why?

• 2. Which of the two teachers

TRADITIONAL
TECHNOLOGY

DIGITAL TECHNOLO
TRADITIONAL
TECHNOLOGY

DIGITAL TECHNOLO

In this ever-evolving educational paradigm, the role of learners has become more
complex and demanding. With technologies like AI taking the world by surprise,
the ability to generate and access knowledge has become almost ubiquitous for
anyone with an internet connection.
TRADITIONAL
TECHNOLOGY

DIGITAL TECHNOLO
 ICT Competency Standards (CHED-UNESCO)as
provided in the 2017, Policy Standards and
Guidelines (PSG) for Pre Service Teacher Education

• 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.”
• The ICT competency standard is made up of Seven (7)
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 21st century in your future classroom.
ICT COMPETECY STANDARDS FOR PRE-SERVICE TEACHERS
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 environment

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 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 students collaborative activities

3.3. Model collaborative knowledge construction in face to face and virtual environment

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 Collaborative with peers, colleagues and stakeholders to access information in support of professional
learning

Module 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

• 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 the fresh graduates from the teacher education
program.

• The documents include: Show skills in the positive use of ICT to

facilitate teaching and learning and Show skills in the selection,
development and use of variety of teaching and learning resources
including ICT to address learning goals.

These competency standards to learn and

master will assure the 21st century learners
in your class of a more enjoyable, creative,
innovative ways in teaching and learning
ISTE (International Society for Technology in
Education)

• The ISTE Standards are a framework for innovation in education.

These standards help educators and education leaders worldwide
prepare learners to thrive in work and life.
ISTE National Educational
Technology Standards for
Teachers (NETS FOR TEACHERS)
• Educational Technology Standards and Performance Indicators for All Teachers
Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which
focus on preservice teacher education, define the fundamental concepts,
knowledge, skills, and attitudes for applying technology in educational settings.
All candidates seeking certification or endorsements in teacher preparation
should meet these educational technology standards. It is the responsibility of
faculty across the university and at cooperating schools to provide opportunities
for teacher candidates to meet these standards.
• The six standards areas with performance indicators listed below are designed
to be general enough to be customized to fit state, university, or district
guidelines and yet specific enough to define the scope of the topic. Performance
indicators for each standard provide specific outcomes to be measured when
developing a set of assessment tools. The standards and the performance
indicators also provide guidelines for teachers currently in the classroom.
1. TECHNOLOGY OPERATIONS
AND CONCEPTS
• Teachers demonstrate a sound understanding
of technology operations and concepts

• Teachers: demonstrate continual growth in

technology knowledge and skills to stay abreast
of current and emerging technologies.
2. PLANNING AND DESIGNING
LEARNING ENVIRONMENTS AND
EXPERIENCES.
• Teachers plan and design effective learning
environments and experiences supported by
technology.

• Teachers: design developmentally appropriate

learning opportunities that apply technology
enhanced instructional strategies to support the
diverse needs of learners.
3 TEACHING, LEARNING, AND
THE CURRICULUM.
• Teachers implement curriculum plans that include
methods and strategies for applying technology to
maximize student learning.

• Teachers: facilitate technology-enhanced experiences

that address content standards and student
technology standards
4. ASSESSMENT AND
EVALUATION.
• Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies.

• Teachers: use technology resources to collect and

analyze data, interpret results, and communicate
findings to improve instructional practice and
maximize student learning.
5 PRODUCTIVITY AND
PROFESSIONAL PRACTICE.
• Teachers use technology to enhance their productivity and
professional practice.

• use technology resources to engage in ongoing professional

development and lifelong learning.
• apply technology to increase productivity.
• use technology to communicate and collaborate with peers, parents,
and the larger community in order to nurture student learning.
6 SOCIAL, ETHICAL, LEGAL, AND
HUMAN ISSUES.
• Teachers understand the social, ethical, legal, and human issues surrounding the
use of technology.

• Teachers:
• model and teach legal and ethical practice related to technology use.
• apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
• identify and use technology resources that affirm diversity
• promote safe and healthy use of technology resources.
• facilitate equitable access to technology resources for all students.
National Educational Technology
Standards for Students (NETS-
S)
• The National Educational Technology Standards for
Students are divided into six broad categories. Standards
within each category are to be introduced, reinforced, and
mastered by students. Teachers can use these standards as
guidelines for planning technology-based activities in which
students achieve success in learning, communication, and
life skills.
1. Basic Operations and
Concepts
• Students:
• a. demonstrate a sound understanding of the nature and
operation of technology systems.
• b. are proficient in the use of technology.
2. Social, Ethical, and Human
Issues
• Students:
• a. understand the ethical, cultural, and societal issues related to
technology.
• b. practice responsible use of technology systems, information and
software.
• c. develop positive attitudes toward technology uses that support
life-long learning, collaboration, personal pursuits and productivity.
3. Technology Productivity Tools
• Students:
• a. use technology tools to enhance learning, increase productivity,
and promote creativity.
• b. use productivity tools to collaborate in constructing technology-
enhanced models, preparing publications, and producing other
creative works.
4. Technology Communications
Tools
• Students:
• a. use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
• b. use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
5. Technology Research Tools
• Students:
• a. use technology to locate, evaluate, and collect information from a
variety of sources.
• b. use technology tools to process data and report results.
• c. evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
6. Technology Problem-Solving
and Decision-Making Tools
• Students:
• a. use technology resources for solving problems and making
informed decisions.
• b. employ technology in the development of strategies for solving
problems in the real world.
ACTIVITY 1.
• 1. Pick your partner
• 2. Use the survey instrument on the Use of ICT in the Classroom that I
will provide.
• 3. Ask permission to teachers to conduct the survey (minimum of 10
Teachers)
 THE SURVEY on the Use of ICT in the
Teaching and Learning for Teachers
Dear teachers, please mark check ( ) your answer to the following questions. YES NO

1. Do you use technology in teaching?

2. Are you aware of policies that guide you in the use of ICT?
3. Do you use digital learning resources in your teaching?
4. Do you develop digital resources for your learners?
5. Do you use technology tools for classroom activities?
6. Are you expert in the use of technology in teaching?
7. Do you have facilities to use technology tools in your classes?
8. Are you aware of the ethical and legal responsibilities in the use of ICT tools?
9. Are your students learning better with the use of technology tools?
10. Do you enjoy using ICT tools in your teaching?
• 4. How many answered yes or no for each item? What percent is
yes?
• 5.Which of the 10 items has more YES than NO aswers? Rank item
with more YES and item with more NO?
• 6. How many are digital native and digital migrant of your
respondents.?
• 7. What meaning can you derive from the result.
• 9. Provide a graph of the result using excel.
• 8. Report to the class the result of your survey.