Policy Directions

by Jesli A. Lapus

The Department of Education is fully committed to realizing the vision of “21st Century Education for All Filipinos Anytime, Anywhere.” This vision encapsulates the desire of the Department to bring about the transformation required to make the country more competitive in the age of technology. And this is the vision that the Department’s ICT4E Strategic Plan is designed to turn into reality.

 

Department of Education ICT Competency Standards for Teachers

by Jesus L.R. Mateo

Teachers need to embrace the changes that ICT will effect on teaching and learning. A major change is the shift in the teacher’s role from that of provider of knowledge to facilitator of learning in ICT-supported classrooms. In order to be able to effectively discharge this new role, teachers should become habitual users of ICT. They should seek out and take advantage of opportunities to upgrade their competencies, share their experiences, and create a culture of collaboration to support each other.

Toward this goal, the Department of Education ICT Competency Standards for Teachers will be adopted as part of the implementation of the ICT4E Strategic Plan. This set of standards has three levels (Basic, Proficient, and Advanced) in six domains (ICT; Pedagogy; Organization and Administration; Teacher Professional Development; Social, Ethical, Legal and Human Issues; and Evaluation and Assessment). It is based on existing national (NICS Teachers) and international (UNESCO, etc.) standards.

In the context of the implementation of the National Competency-based Teacher Standards, the DepEd ICT Competency Standards for Teachers will further professionalize the teaching profession and uplift the quality of education that Filipino students receive. It is hoped that the standards will be understood not as an additional burden for already overworked teachers but as benchmarks for improving practice to which all teachers can aspire.

 

International Best Practices in Teacher Professional Development in ICT Integration

by Philip Wong

A report by McKinsey & Company, a private consultancy firm, identified three factors that are commonly found in successful educational systems: recruiting the best teachers, getting the best out of the teachers, and helping pupils when they are starting to lag behind.

What must we do to get the best out of teachers? Do we simply increase teachers’ salary? The McKinsey report cited some countries where teachers are paid highly but there is no translation to better student performance. More than salary, what brings out the best in teachers are improving conditions and support for teachers, teacher training and professional development.

When it comes to ICT integration, professional development is critical as most of the skills required were not covered during the initial teacher training at university. The question is how can we get the most out of these professional training workshops? What are the different approaches to professional training? What strategies can trainers as well as teachers adopt to make training effective? What kinds of ICT integration courses should be conducted? The presentation will attempt to look at international practices and to draw out the best practices in teacher professional development in ICT integration.

 

New Technologies, New Pedagogies: Issues in Teacher Learning

by Jan Herrington

The increased availability and diversity of technologies in education has created many opportunities for teachers and learners to engage in authentic and innovative learning environments. However, the potential of these opportunities is often lost, with many teachers reverting to old methods of teaching that fail to adapt to the possibilities for learning that these new technologies present. It is now necessary for new pedagogies to be created and used to take advantage of the affordances of new technologies. In this presentation, ideas and strategies will be presented on how new pedagogies for new technologies can be created through teacher professional learning.
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Teaching with ICTs: New Technologies, New Pedagogies?

by Patricia B. Arinto

It has been argued that effective ICT-supported teaching and learning requires a shift from transmissionist and teacher-centred to constructivist and learner-centred pedagogies. However, simply using ICTs does not change the way a teacher teaches. A teacher’s pedagogical orientation influences how she/he will use ICTs in the classroom. At the same time, technologies come with certain affordances and constraints that impact on various aspects of the teaching and learning process.

This paper presents two sets of examples from Philippine teacher education classrooms of contrasting pedagogical applications of the same technology, and provides an analysis of the contrasts in terms of concepts drawn from research on the relationship between teacher knowledge and technology. The paper concludes with some implications for teacher professional development that would enable teachers to teach reflectively, critically, and creatively with technology.

Synthesis and Areas for Further Action

by Nemah N. Hermosa