Competency Standards and ICT Pedagogy Integration in the Pre-service Teacher Education PURITA P. BILBAO Chair, Technical Panel for Teacher Education Member, CHED TWG for ICT Integration

Use of ICT in Teacher Education 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 As College Subject for Teacher Education As Instructional Tools in Teaching and Learning

National Policies on the Use of ICT Government Agencies in the Philippines ( GO DIGITAL) 1. Department of Education 2. Commission on Higher Education 3. Commission on Information and Communication Technology 4. Department of Science and Technology 5 .Department of Budget and Management 7. Bureau of Internal Revenue 6. Other government agencies

Teacher Education and Development Program (TEDP) 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.

Source: Experiential Learning Courses Handbook, 2009

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

The Seven Domains of the 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

Components 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

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

Used by Other Agencies 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.

From NCBTS to NCBTS-TSNA 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))

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.

For the ICT concern 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.

ICT in the NCBTS Domain 4: Curriculm Strand 4.7: Demonstrates skills in the use of ICT in teaching and learning

Competency Indicators added in the NCBTS for TSNA Knows the nature and operations of technology systems as these apply to teaching and learning. Understands how ICT-based instructional/learning resources support teaching and learning. Understands the process in planning and managing ICT assisted instruction. Designs and develops new or modify existing digital and/or non-digital learning resources.

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

Integration and Enhancement of ICT in TE for FUTURE TEACHERS   RANK 1. 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.

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.  

Other information 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%

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

Challenges in the Implementation of the ICT Competency Standards 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

Suggestions to mitigate the challenges 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)

AS TEACHER EDUCATORS, HOW SHALL WE SUPPORT AND STRENGTHEN ICT-PEDAGOGY INTEGRATION? The CALL is NOW!! Thank You PPB