Competency Standards and ICT Pedagogy Integration in the

Pre-service Teacher EducationPURITA P. BILBAO

Chair, Technical Panel for Teacher EducationMember, CHED TWG for ICT Integration

Use of ICT in Teacher Education

As College Subject for Teacher Education

As Instructional Tools in Teaching and Learning

Basic Computer Education Educational

Technology 1 & 2

ICT 1 & 2 Computer Literacy ICT Applications to

Teaching

Use of Power Point Presentation

(overused, misused)

On-line Teaching-Learning

Digital data recording

Other multiple applications

1. Department of Education2. Commission on Higher Education3. Commission on Information and

Communication Technology4. Department of Science and

Technology5 .Department of Budget and

Management7. Bureau of Internal Revenue6. Other government agencies

National Policies on the Use of ICT Government Agencies in the Philippines ( GO DIGITAL)

A continuum that describes teacher’s career path from entry to exit of teachers.

Provided a framework of policy reforms related to education initiated by DepEd and adopted by CHED-TEIs, PRC, NCCA, PRC and CSC.

Used the National Competency-Based Teacher Standard (NCBTS) as the driver of the teacher education reforms.

Teacher Education and Development Program (TEDP)

Entry toTeacher

Education

DepED* / Civil Service

CHED/TEIs/Schools

TeacherLicensure

PRC

Teacher Human Resource Planning, Recruitment, Selection, Deployment

and Recognition System

DepED/CHED/TEIs

Teacher Induction

DepED/schools

In-Service Education and Professional

Development

DepEDRetirementPreparation

Pre-ServiceEducation

(BEEd/BSEd/PGCEd)National

Competency-Based Teacher Standards

The Teacher Education and Development Map

*Includes public and private schools

Source: Experiential Learning Courses Handbook, 2009

The National Competency-Based Teacher Standards (NCBTS) is the key element of the Teacher Education and Development Program (TEDP)

NCBTS

• Defines effective teaching as being able to help attain the different learning goals in the curriculum

• Guides the teacher to come up with Individual Plan for Professional Development. (DepEd)

Source: Experiential Learning Courses Handbook, 2009

The Seven Domains of the NCBTS

Seven Domains-represent the desired features of the teaching-learning processes

Twenty One (21)- Strands- describe the desired teaching performance

Eighty (80)

observable indicators of the desired teaching performance

Components of the NCBTS

NCBTS influenced the design, implementation and evaluation of the New Teacher Education Curricula - Planning (Syllabi preparation)

_ Implementation ( Teaching- Learning Experiences) - Evaluation (Formative and

Summative)

CMO 59, s. 1996; CMO 30, s.2004 & CMO 52,s. 2007 and the NCBTS

1. Professional Regulation Commission (PRC)- utilized NCBTS as a basis for the development of its Table of Specification in the Licensure Examination for Teachers.

2. Civil Service Commission (CSC) upheld the inclusion of a criterion in the teacher recruitment process which is the Experiential Learning component.

3. CHED-TEIs framed all Professional Education Courses on NCBTS.

Used by Other Agencies

NCBTS- Teacher Strengths and Needs Assessment (TSNA) is an evaluation tool developed by the Department of Education, which evolved from the mother document NCBTS.

Originally developed by BEAM (Basic Education Assistance for Mindanao and further enhanced by STRIVE ( Strengthening Basic Education in Selected Provinces of the Visayas))

From NCBTS to NCBTS-TSNA

NCBTS-TSNA –designed and developed to assess the strength and training needs of teachers for professional development.

Expanded the NCBTS by providing and observable and measurable indicators of competencies held or possessed by the teacher.

1.ICT is included in Domain 4- Curriculum

2. Domain 4, has only 1 strand (4.7).

3.NCBTS_TSNA clarified the one (1) strand by adding ten (10) competency indicators.

For the ICT concern

Domain 4: Curriculm

Strand 4.7: Demonstrates skills in the use of ICT in teaching and learning

ICT in the NCBTS

1. Knows the nature and operations of technology systems as these apply to teaching and learning.

2. Understands how ICT-based instructional/learning resources support teaching and learning.

3. Understands the process in planning and managing ICT assisted instruction.

4. Designs and develops new or modify existing digital and/or non-digital learning resources.

Competency Indicators added in the NCBTS for TSNA

RANK:5. Uses ICT resources for planning and designing

teaching-learning activities.6. Uses ICT tools to process assessment and

evaluation data and report results.7. Demonstrates proficiency in the use of

computer to support teaching-learning.9. Values and practices social responsibility,

ethical and legal use of ICT tools and resources.10.Shows positive attitude towards the use of

ICT in keeping records of the learners.

GLIMPSE on the ICT INTEGRATION in the Teacher Education Curriculum

anchored on the NCBTS ICT Indicators of the NCBTS-TSNA

Quick Survey

 

RANK1. Understands how ICT-based instructional materials/learning

resources support teaching and learning.

2. Shows possitive attitudes towards the use of ICT in keeping records of the learners.

3. Knows the nature and operations of technology systems as these apply to teaching and learning.

4. Uses ICT resources for planig and designing teaching-learning activities.

5. Uses ICT tools and resources to improve efficiency and professional practice.

Integration and Enhancement of ICT in TE for FUTURE TEACHERS

6. Values and practices social responsibility, ethical and legal use of ICT tools and resources.

7. Demonstrates proficiency in the use of computer to support teaching and learning.

8. Understands the process in lanning and managing ICT-assisted instruction.

9. Uses ICT tools to process assessment and evaluation data and report results.

10.Designs and develops new or modifies existing digital or non-digital learning resources.

 

ICT Skills of Faculty handling ICT related courses:

Excellent-24% Average- 74%

Poor - 2% Extent of how much they have

enhanced the ICT strand 4.7 and the 10 competencies Great extent- 41%

Average extent- 59%

Other information

Who teaches the ICT Courses? Professional Education Faculty- 38%

General Education Faculty- 31% ICT Faculty- 31%

Who participated in the survey? (103 TEIs) Luzon- 39 TEIs Visayas- 26 TEIs

Mindanao- 38 TEIs

Inadequacy to teach the subject of the faculty in less developed and developing TEIs.

Lack of appropriate ICT software and hardware. (outmoded, non-functional)

Connectivity

Challenges in the Implementation of the ICT Competency Standards

Provide capacity building and continuous professional development

Redesign curricula and assessment. Strengthen the TPCK driven pedagogy. (TPaCK)

Provide needed ICT infrastructure.

Create harmonized teamwork between and among ICT specialists and teacher educators. (Professional Community of ICT Driven Educators)

Suggestions to mitigate the challenges

AS TEACHER EDUCATORS, HOW SHALL WE SUPPORT AND STRENGTHEN ICT-PEDAGOGY INTEGRATION?

The CALL is NOW!!

Thank YouPPB