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
Dec 26, 2015
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