Republic of the Philippines
Commission on Higher Education
Mystical Rose College of Science and Technology
Pogonlomboy, Mangatarem Pangasinan
College of Education
A.Y. 2024-2025
DISCUSSION PAPER
IN
Technology for Teaching 1
TTL
Submitted by:
Oseo, Gracey Mae
Tolete, Vanessa
BSEd-III
Submitted to:
Mr. Bon Bryan G. Escalona
Instructor
Lesson 3
ICT Policies in the Educational System
At the end of the lesson, the students are expected to:
1. Identify key ICT policies in education.
2. Explain how ICT is used in teaching and learning.
3. Recognize teacher standards for ICT use.
Introduction
ICT and National Policies
Maximizing the use of technology and its benefits is emphasized in the 1987
Philippine Constitution, which states the State shall “give priority… to science and
technology education, training, and services” and support “indigenous, appropriate,
and self-reliant” capabilities and their application to national life.
Over the past three decades, national policies were carried out to fulfill this. In
1992, the National Information Technology Plan (IT21) and the Medium-Term
Philippine Development Plan aimed for the Philippines to be “a newly industrialized
country” and “Asia’s Knowledge Centre.”
In 1998, the Government Information Systems Plan, promoted by ITECC and NCC,
along with the e-Philippines Strategy, envisioned an electronically enabled society.
In 2006, the Philippine Strategic ICT Roadmap was developed by CICT to achieve
ICT empowerment.
In 2011, the Philippine Digital Strategy (PDS) aimed to make the Philippines
digitally empowered and competitive.
In 2014, RA 10650 or the Open Distance Learning Law was enacted to expand
access to quality tertiary education.
In 2016, RA 10844 created the DICT to lead ICT development, working with DepEd,
CHED, and TESDA to promote ICT in education.
In 2019, the DICT promulgated the National ICT Ecosystem Framework (NICTEF) to
harmonize and coordinate national ICT plans and promote the national ICT agenda.
This provides the boundaries that will allow the players and elements within the
ecosystem to safely and productively inter-connect and inter-operate.
Human Capital- People who use ICT tools like applications, websites, or online
services.
Affordable Access and Devices- The gadgets and internet connection used to
access digital content and services.
Platforms- Online services or systems that help improve learning, work, or
daily life.
Infostructure/Infrastructure- The systems and connections that link people,
their devices, and online platforms securely.
ICT and the Trifocalized Educational System
To support its vision of "21st Century Education for All Filipinos, Anytime,
Anywhere," the Department of Education created the ICT4E Strategic Plan (DepEd,
2008). Recognizing ICT’s important role in improving teaching and learning, DepEd
aims to:
1. Fully integrate ICT in the curriculum,
2. Strengthen teacher training based on skills,
3. Build the needed ICT infrastructure and tools, and
4. Improve systems for better, transparent, and efficient governance.
DepEd integrated ICT in the curriculum to develop 21st-century skills. Grades 4–6
focus on basic digital skills, while Grades 7–12 cover ICT topics in TLE/TVL. ALS
includes digital literacy.
Senior High teaches media use and ICT tools. In college, ICT is part of general and
major courses. CHED requires tech subjects for education students.
TESDA offers ICT training and launched e-TESDA in 2012 for online learning.
Ham et al. (2002) identified three levels of ICT integration.
1. Curricular integration – the extent to which an ICT activity relates directly to
appropriate curriculum goals;
2. Spatial integration – the extent to which computers or ICT are independent
from other learning activities; and
3. Pedagogical integration – the extent to which the choice of ICT aligns with
teachers' pedagogical orientations and students' learning styles.
UNESCO (2002) introduced a model to show how schools improve in using
technology over time. It has two main parts: technology which refers to how much
and what kinds of ICT tools are used; and pedagogy, which means how teaching
methods change because of ICT. The model includes four stages that explain the
different levels of ICT use in schools.
Progression of ICT Integration Practices in Schools
Stage Schools Curriculum Administrato Teachers
rs
Emerging Schools Teaching Administrato Teachers
Stage start focuses on rs begin use basic
using basic ICT exploring ICT tools
basic skills and ICT for mainly for
computer knowledge teaching and profession
s and . school tasks. al tasks
tools. like email
and
worksheet
preparatio
n.
Applying Schools ICT is ICT is used Teachers
Stage add more applied in for use ICT to
ICT tools various organizing support
and subjects and lessons
equipmen using managing and
t. specific tasks. improve
software. subject
knowledge
.
Infusing ICT is ICT is Subjects Teachers
Stage integrate widely begin to use ICT to
d into all used connect with guide
aspects across real-world students in
of subjects ICT project-
teaching. and applications. based and
classrooms personaliz
. ed
learning.
Transformi ICT is a ICT Administrato Teachers
ng Stage regular supports rs lead ICT are ICT
part of learner- planning and experts
daily centered, innovation. and help
school real-life design
life. application advanced,
s. integrated
learning
experience
s.
ICT Policy Components
UNESCO (2011) identified nine key parts of an effective ICT policy in education:
1. Policy Goals and Vision – Explains the purpose, goals, and expected benefits
of using ICT in education.
2. Professional Development – Trains teachers to use ICT in teaching, create
content, and share best practices.
3. Pedagogical Change – Promotes student-centered learning through real-life,
project-based activities.
4. Curricular Development – Slowly integrates ICT into the curriculum as
experience increases.
5. Assessment Reform – Uses ongoing assessment like tasks and portfolios as
part of teaching.
6. School Restructuring – Changes how schools are organized socially and
physically through ICT.
7. Technological Infrastructure – Ensures proper tools, software, networks, and
funding for ICT use.
8. Networks – Provides strong internet and wireless access to support digital
learning and sharing.
9. Technical Support – Gives teachers the help they need to use and apply ICT in
all subjects.
Lesson 4
ICT and Teacher Standards
Introduction:
ICT plays a key role in helping teachers improve how they teach and support student
learning. By using technology, teachers can make lessons more engaging, interactive, and
relevant to real-life situations. This overview explains the different standards that guide
teachers in using ICT effectively, responsibly, and professionally in the classroom.
Components Approach
Technology Knowledge Knowledge
Literacy Deepening Creation
Teachers should be able to:
Identify key Understand Create and
features of key concepts improve
classroom and show school
practices how tools programs
Policy and how like that follow
they help simulations national
apply and data education
education software reform
policies. help policies.
students
apply
learning to
real life.
Use suitable Understand Use ICT
software to key tools, deep
support concepts, learning
curriculum use helpful tasks, and
goals, teach tools for rubrics to
Curriculum and ICT skills, real-life build
Assessment and assess application, students’
and give and create critical
feedback on rubrics to thinking,
student assess problem-
progress. student skills solving, and
and learning. teamwork
skills.
Use direct Use project- Guide
teaching and based students in
ICT tools like learning and problem-
presentation ICT to solving and
s and digital engage project
resources in students in creation
Pedagogy lesson plans teamwork, using online
to help deep tools,
students thinking, and multimedia,
understand real-world and
and learn problem- teamwork,
school solving while
subjects through supporting
better. planned reflection
activities and idea
and open- sharing.
ended tools.
Explain and Use Use ICT
use basic software, tools like
hardware, online multimedia,
software, resources, virtual
internet and ICT tools environmen
tools, and to support ts, and
Use of communicati learning, planners to
Technology on manage help
technologies projects, and students
to support enable create,
learning, communicati collaborate,
collaboration on and plan, and
, and record- collaboration reflect on
keeping. in and their
beyond the
classroom. learning
Use and Arrange Lead the
School manage digital tools use of ICT
Organization computer in the to shape
and labs and ICT classroom to their
Administration resources support school’s
smoothly in learning and future,
teaching, social support
organizing interaction, innovation,
students and manage continuous
properly to students’ learning,
avoid project work and manage
disrupting using information
the class. technology. for their
own
professional
growth.
ISTE Standards for Educators
The International Society for Technology Education (2017) Standards for Educators
guide teachers to transform students into empowered learners by encouraging
teachers to improve their practice, collaborate with peers, rethink traditional methods,
and help students take charge of their own learning.
In the seven roles assumed by a teacher (ISTE, 2017), the first three of which
feature the teacher as an empowered professional while the latter four describe the
teacher as a learning catalyst, to wit:
1 Learner. Educators continually improve their practice by learning from and with
others. As a learner, educators
1.1 Set goals to learn new tech methods, join learning groups, and stay
updated on research.
2 Leader. Educators seek out opportunities for leadership to support student
empowerment and success and to improve teaching and learning. As a leader,
educators:
2.1 Collaborate to promote technology in learning, ensure fair access for
all, and guide colleagues in using new digital tools.
3 Citizen. Educators inspire students to contribute positively and responsibly
participate in the digital world. As citizens, educators:
3.1 Teach students to act kindly online, think critically about digital
info, use tools safely and ethically, and protect their privacy.
4 Collaborator. Educators collaborate with both colleagues and students to improve
practice, discover and share resources and ideas, and solve problem. As
collaborators, educators:
4.1 Plan with colleagues, collaborate with students on tech, connect
learners globally, and communicate respectfully with all partners.
5 Designer. Educators design authentic, learner-driven activities and environments
that recognize and accommodate learner variability. As designers, educators:
5.1 Use technology to create personalized, standards-based learning
that engages students through creative digital environments.
6 Facilitator. Educators facilitate learning with technology to support student
achievement of the ISTE Standards for Students. As facilitators, educators:
6.1 Help students lead their learning, use tech tools, apply design
thinking, and express creativity.
7 Analyst. Educators understand and use data to drive Instruction and support
students in achieving their learning goals. As analysts, educators:
7.1 Use technology to offer varied assessments that help students show
learning, get feedback, and guide teaching.
National ICT Standards for Teachers
The National ICT Competency Standard for Teachers (NICS Teacher) is a DepEd and
CICT initiative that outlines the skills and knowledge teachers need to use ICT in their
teaching roles.
As can be seen in Table 3, the NICS Teacher is divided into four distinct categories.
Standards, statements, and indicators make up each field. Below is a table detailing
the various domains and standards that apply to them.
Domain standards
Social and Ethical. The domain Teachers understand legal and
includes social, ethical, legal, and ethical tech use, promote safe
human issues and community learning environments, and ensure
linkage competencies fair access for diverse learners.
Technological. The domain Teachers can operate computers,
includes competencies related to use productivity tools, navigate the
technical operations and concepts internet, and manage information
and productivity effectively.
Pedagogical: This domain covers Teachers design and manage tech-
using technology to plan, based learning to boost thinking,
implement, and assess effective creativity, and student-centered
tech-supported teaching and skills.
learning.
Professional: This domain covers Teachers actively learn, reflect on,
growth, research, innovation, and and share new technologies to grow
collaboration skills. and collaborate professionally.
Philippine Professional Standards for Teachers
The Philippine Professional Standards for Teachers (PPST) define the skills and values
teachers need to improve student learning and ensure quality education.
The PPST measures teachers’ skills, including using technology in teaching. It says
teachers should encourage positive ICT use and create learning materials with
technology.
