ICT Standard

WEST PRIME HORIZON INSTITUTE, INC.
San Francisco, Pagadian City
ICT STANDARDS AND COMPETENCIES FROM PEDAGOGICAL DIMENSION
COURSE DESCRIPTION:
This course provides a vision of the quality training

necessary for 21st century teachers to face the challenge of
teaching with knowledge and information about society
needs by improving the quality of education in schools
through ICTs and their educational uses.
This course is intended to produce mature,
highly-skilled and competent graduates who live with a
quality life locally and globally with holistic curriculum,
adaptive for the 21st century learners to become highly
competitive individuals who can apply theories into real-
life situation.
LEARNING OUTCOMES:
1. To constitute a common set of guidelines that professional

development providers can use to identify, develop and
evaluate learning materials or teaching training programs in
the use of ICT in teaching and learning.
2. To provide a basic set of qualifications that allows teachers

to integrate ICT into their teaching and learning, to advance
student learning and to improve other professional duties.
3. To extend teachers’ professional development so as to

advance their skills in pedagogy, collaboration, leadership
and innovative school development using ICT.
4. To harmonize different views and vocabulary regarding the

uses of ICT in teacher education
Teaching & Learning with Technology: An introduction
Lesson 1: ICT Competency Standard for Philippine

Pre-Service Teacher Education
LO 1: Identified the competency standards of ICT

necessary in Teaching for pre-service teacher
education.
LO 2: Familiarize with the ISTE (International Society
for Technology in Education) National Educational
Technology Standards for Teachers.
CHED Memorandum Order:
C:\Users\Migz\Desktop\MadeloFiles\WPHI\CMO-No.-78-s.-2017.pdf
D.1.1 : Understanding ICT in Policies:
National ICT policy exploits information and communication
technologies to further national economic and social goals. It matches the
economic and social environment in which it is to be implemented.
What are ICT policies?
A National ICT Policy is a policy put into place by governments' and
stakeholders' who are committed to the process of bringing digital technology
to all individuals and communities so that they can have access to information.
What are ICT policies?

A National ICT Policy is a policy put into place by governments' and
stakeholders' who are committed to the process of bringing digital technology
to all individuals and communities so that they can have access to information.
What is the main importance of an ICT policy for teaching and learning?
ICT in education improves engagement and knowledge retention:
When ICT is integrated into lessons, students become more engaged in their
work. This is because technology provides different opportunities to make it
more fun and enjoyable in terms of teaching the same things in different
ways.
What are examples of ICT policies?
Some Issue-specific IT policies
• Access control.
• Acceptable Use of IT.
• Use of Software.
• Protection from Malicious Software.
• Bring your own device (BYOD) or personally owned
devices.
• Mobility.
• Telecommuting.
• Computer use.
What is ICT acceptable use policy?
The School's Acceptable Use Policy (AUP) is part of a suite of
documentation which covers the safe and legal use of ICT within the school.
These include (but are not limited to) child safety, anti-bullying, health and
safety, data protection act, fair processing, mobile phone, social networking and
copyright.
Which is the latest ICT policy?
The ICT Policy-2015 aims to achieve the following objectives: -
Provide a clear ICT legal framework for every citizen and key stakeholders. -
Enhance the national level of awareness as to the role and potential of ICT, with
emphasis on sustainable development, in the empowerment of people and in
enhancing governance.
Why do we need to know the ICT policies and issues as a student and future
teachers?
ICT is important in schools and educational institutions as it assists in
carrying out their activities and functions such as record keeping, research
work, instructional uses, presentations, financial analysis, examination results
management, communication, supervision, MIS, teaching learning activities, and
general ..
What is the impact of ICT in education policy?

It improves the effectiveness of education. It aids literacy
movements. It enhances scope of education by facilitating mobile learning and
inclusive education. It facilitates research and scholarly communication.
D.1.2 : Comply with ICT as they affect teaching-learning environment
How ICT affect the education and the teaching/learning process?

It improves the effectiveness of education. It aids literacy movements.
It enhances scope of education by facilitating mobile learning and inclusive
education. It facilitates research and scholarly communication.
What are the uses of ICT in teaching and learning environment?
ICT helps Teacher to identify creative child in educational institute. ICT

helps Teacher to motivate students and growing interest in learning. ICT helps
Teacher for organizational preconditions (vision, policy and culture). It is also
helps Teacher for their personnel support (knowledge, attitude, skills).
How ICT help teachers make teaching/learning effective?
ICTs can be important tools to help meet such increased needs, by

helping to provide access to more and better educational content, aid in routine
administrative tasks, provide models and simulations of effective teaching
practices, and enable learner support networks, both in face to face and
distance
D.1.3: Contextualize ICT Policies to the Learning Environment
The contextualization of basic skills is defined here as an

instructional approach that creates explicit connections between
the teaching of reading, writing, or math on the one hand and instruction in
a discipline area on the other, as, for example, when writing skills are taught
with direct reference to topics
What is the importance of an ICT policy for teaching and learning?
The deployment of ICT into Education will result in the creation of
new possibilities for learners and teachers to engage in new ways of
information acquisition and analysis. ICT will enhance access to education
and improve the quality of education delivery on equitable basis.
What are the ICT resources used for teaching and learning within the learning
environment?
ICT is a broad term. It stands for Information Communication
Technology. ICT tools for teaching and learning cover everything from digital
infrastructures such as printers, computers, laptops, tablets, etc., to
software tools such as Google Meet, Google Spreadsheets, etc.
D.2 Curriculum and Assessment
Changes in the curriculum entailed by this approach often include
improving basic literacy skills through technology and adding the development
of ICT skills in different contexts, which will involve incorporating in other
subjects a range of relevant ICT resources and productivity tools.
D.2.1 Demonstrate understanding of concepts, principles and theories of ICT
systems as the apply to teaching – learning.
ICT propose new space for access, extend, transform and share
ideas in different styles and format. It helps the learner to share learning
resources and spaces, promote learner centered and collaborative learning
principles and enhance critical thinking, creative thinking and problem solving
skills
Learning Theories and Principles that support the use of ICT in education.
From the point of view information and communication technology

there were four learning theories that have been often utilized in the
creation of instructional environments: BEHAVIOURISM, COGNITIVISM,
CONSTRUCTIVISM, and CONNECTIVISM as learning theory for the digital age.
BEHAVIORISM is a theory of learning based on the idea that all behaviors are
acquired through conditioning, and conditioning occurs through interaction
with the environment. Behaviorists believe that our actions are shaped by
environmental stimuli.
COGNITIVISM is a learning theory that focusses on how information is received,

organized, stored and retrieved by the mind. It uses the mind as an information
processer, like a computer. Therefore, cognitivism looks beyond observable
behaviour, viewing learning as internal mental processes.
CONSTRUCTIVISM is the theory that says learners construct knowledge rather

than just passively take in information. As people experience the world and
reflect upon those experiences, they build their own representations and
incorporate new information into their pre-existing knowledge (schemas).
CONNECTIVISM is a relatively new learning theory that suggests students should

combine thoughts, theories, and general information in a useful manner. It
accepts that technology is a major part of the learning process and that our
constant connectedness gives us opportunities to make choices about our
learning.

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WEST PRIME HORIZON INSTITUTE, INC.

San Francisco, Pagadian City

ICT STANDARDS AND COMPETENCIES FROM PEDAGOGICAL DIMENSION

This course provides a vision of the quality training

1. To constitute a common set of guidelines that professional

2. To provide a basic set of qualifications that allows teachers

3. To extend teachers’ professional development so as to

4. To harmonize different views and vocabulary regarding the

Lesson 1: ICT Competency Standard for Philippine

LO 1: Identified the competency standards of ICT

What are ICT policies?

What is the impact of ICT in education policy?

How ICT affect the education and the teaching/learning process?

What are the uses of ICT in teaching and learning environment?

ICT helps Teacher to identify creative child in educational institute. ICT

How ICT help teachers make teaching/learning effective?

ICTs can be important tools to help meet such increased needs, by

The contextualization of basic skills is defined here as an

From the point of view information and communication technology

COGNITIVISM is a learning theory that focusses on how information is received,

CONSTRUCTIVISM is the theory that says learners construct knowledge rather

CONNECTIVISM is a relatively new learning theory that suggests students should

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