Worksheets for National Workshop:
Supporting Competency-Based Teacher-Training Reforms
to Facilitate ICT-Pedagogy Integration
July 2015
ICT in Education
UNESCO Bangkok
Contents
Worksheet A: Reflecting national educational policy goals for the development of ICT teacher training ............................................................... 2
Worksheet B: Mapping NCBTS against UNESCO ICT CFT ........................................................................................................................................... 5
Worksheet C: Refining competencies ........................................................................................................................................................................ 7
Worksheet D: Work plan for the full development of the national ICT competency standards for teachers .......................................................... 8
1
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
UNESCO Bangkok/ICT in Education
July 2015
Worksheet A: Reflecting on national educational policy goals for the development of ICT teacher training
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Step 1: Please list in the first column the country’s national education policy goals related to ICT as stated in official policy documents.
Step 2: Within your group, identify the impact of each policy goal on the pre-service teacher education curriculum and the role of future
teachers in basic education. In addition, determine if the pre-service curriculum already addresses each impact identified.
Step 3: Identify gaps in the current pre-service teacher education and training in the Philippines when it comes to addressing needs
(pedagogical needs and teachers’ newly expected roles) arising from the education policy goals related to ICT.
National Education Policy Goals
Related to ICT
Expected Impact on the Preservice Curriculum and Teachers’
Role in Basic Education
Is this
addressed in
the current
pre-service
curriculum?
(Y/N)
TVET (TECHNICAL VOCATIONAL
EDUCATION & TRAINING) NATIONAL
CERTIFICATE
After finishing Grade 10, a student can
obtain Certificates of Competency
(COC) or a National Certificate Level I
(NC I). After finishing a TechnicalVocational-Livelihood track in Grade 12,
a student may obtain a National
Certificate Level II (NC II), provided
he/she passes the competency-based
assessment of the Technical Education
and Skills Development Authority
(TESDA).
NC I and NC II improves employability
2
Gaps in Pre-service Curriculum and
Training
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
of graduates in fields like Agriculture,
Electronics, and Trade.
NURTURING THE HOLISTICALLY
DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST
CENTURY SKILLS)
After going through Kindergarten, the
enhanced Elementary and Junior High
curriculum, and a specialized Senior
High program, every K to 12 graduate
will be ready to go into different paths
– may it be further education,
employment, or entrepreneurship.
Every graduate will be equipped with:
1. Information, media and
technology skills,
2. Learning and innovation skills,
3. Effective communication skills,
and
4. Life and career skills.
The National ICT Competency Standard
(NICS) for Teachers… aims to prepare
teachers to become users of various
ICTs to help both the students and
themselves benefit from technology.
Prime benefits are 1) access to
information and knowledge resources,
2) communication and knowledge
sharing, and 3)work efficiency.
3
UNESCO Bangkok/ICT in Education
July 2015
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
The Department of Education envisions
an ICT-supported system of quality
basic education for all. It is committed
to the appropriate, effective and
sustainable use of ICTs to broaden
access to and improve the quality and
efficiency of basic education service
delivery.
4
UNESCO Bangkok/ICT in Education
July 2015
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
UNESCO Bangkok/ICT in Education
July 2015
Worksheet B: Mapping NCBTS against UNESCO ICT CFT
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Step 1: The first column on the next page shows the six domains of UNESCO ICT CFT and the three approaches for each of them. Cross
out approaches which you think should not be covered by pre-service teacher education.
Step 2: Next, map the NCBTS ICT competencies into the the domains/approaches of UNESCO ICT CFT by drawing a line to connect each
NCBTS ICT competency to the relevant and applicable ICT-CFT domain.
Step 3: Copy the gaps identified in Worksheet A onto the first column of the table below and, with the results of your mapping exercise
as guide, place the ICT-CFT domains/approaches and NCBTS competencies alongside the gaps as relevant and applicable. Are all the gaps
covering the six domains well?
Step 4: If there are training gaps/needs left which haven't been covered by NCBTS and ICT-CFT, draft relevant and applicable domains
and/or competencies for them.
Gaps in Pre-service Curriculum and Training
ICT-CFT
5
NCBTS
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
ICT-CFT Domains
ICT-Related Competencies in the NCBTS
Domain 4: Curriculum
1. Understanding ICT in Education
a.
b.
c.
UNESCO Bangkok/ICT in Education
July 2015
Policy awareness
Policy understanding
Policy innovation
Strand 4.7: Demonstrate skills in the use of ICT in teaching
and learning
Indicator: Utilizes ICT to enhance teaching and learning
2. Curriculum & Assessment
a.
b.
c.
Competencies
Basic knowledge
Knowledge application
Knowledge society skills
A. know the nature and operations of ICT systems as they
apply to teaching and learning
B. understand how ICT-based instructional
materials/learning resources support teaching and
learning
C. understand the process in planning and managing ICTassisted instruction
D. design, develop new or modify existing digital/and or
non-digital learning resources
E. use ICT resources for planning and designing teachinglearning activities
F. use ICT tools to process assessment and evaluation data
and report results
G. demonstrate proficiency in the use of computers to
support teaching and learning
H. use ICT tools and resources to improve efficiency and
professional practice
I. value and practice social responsibility, ethical and legal
use of ICT tools and resources
J. show positive attitude towards the use of ICT in keeping
records of the learners
3. Pedagogy
a.
b.
c.
Integrate Technology
Complex Problem Solving
Self-management
a.
b.
c.
Basic tools
Complex tools
Pervasive tools
4. ICT
5. Organization & Administration
a.
b.
c.
Standard classroom
Collaborative groups
Learning organizations
6. Teacher Professional Learning
a.
b.
c.
Digital literacy
Manage and guide
Teacher as model learner
6
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
UNESCO Bangkok/ICT in Education
July 2015
Worksheet C: Integrating ICT Pedagogy into the Revised PSGs for Undergraduate Teacher Education
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Step 1: Start with the second column. Copy each of the 10 NCBTS ICT competencies listed in Worksheet B beside the relevant and
applicable ICT-CFT domain/s.
Step 2: Copy the additional ICT-related competencies from Worksheet B.
Step 3: Check if these competencies can be further refined/consolidated/broken down to make them clearer, achievable, and
measurable. For example, one NCTBS competency can be broken down into two or three to cover different domains to provide clearer
guidance to TEIs as they enhance their teacher education curriculum. Write your observations in the third column.
Step 4: Based on your observations, formulate the group’s recommendations on ICT competency standards for incorporation to CHED’s
Revised Policies, Standards, and Guidelines for Undergraduate Teacher Education.
ICT CFT Domains
NCBTS competencies
Observations
1. Understanding ICT in
Education
2. Curriculum & Assessment
3. Pedagogy
4. ICT
5. Organization &
Administration
6. Teacher Professional
Learning
Additional ICT-Related Domains/Competencies
7.
8.
9.
7
Recommendations
Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration
UNESCO Bangkok/ICT in Education
July 2015
Worksheet D: Workplan for the ICT Competency-Based Enhancement of Educational Technology Curricula in the Philippines
1
2
3
Activity
Regional Meeting in
Bangkok
Finalizing the
recommendations to the
Revised PSGs
Status
Timeline
Oct 2015
Outputs
Main actors
CHED/UNESCO/SI
Oct 2015
Finalized ICT-pedagogy related
CHED/SI
provisions in the CHED memo on PSGs
for Undergraduate TE Curriculum
Validation by TEIs / Public
Hearing
Issuance of CHED
Memorandum Order on
the Revised PSGs
Nov 2015 – Jan 2016
Jan 2016
CHED memorandum order (CMO) on
PSGs for Undergraduate TE
Curriculum
CHED
5
Revision of curricula for
Education Technology
courses
Feb – Apr 2016
Proposed revised curricula for
Education Technology courses
CHED/SI
6
Conduct of consultation
workshop on the revised
version of Ed Tech curricula
Conduct training of
teacher educator on the
enhanced educational
technology curricula
Finalized revised curricula for
Education Technology courses
CHED
Mutual understanding of the revised
Ed Tech curricula, and proposed
implementation strategies for TEIs (if
any)
UNESCO/CHED/SI
4
7
June 2016
8
9
10
8
CHED/TEIs