Nics Teachers Presn (11-28)

National ICT Competency Standard (NICS) for Teachers

Emmanuel C. Lallana, PhD Commissioner Commission on Information and Communications Technology

NICS for Teachers

It defines the competency outcomes and the supporting knowledge and skills that are needed to utilize ICT in performing the job roles related to teaching. It provides the performance indicators to evaluate the level of knowledge and competence of teacher to apply ICT in the educational setting.

NICS for Teachers

It is an Open Standard – not just a specification, it follows “the concept of people working together openly to collaboratively develop solutions for addressing common requirements and goals.” goals. –openness in both 1) standard setting process and 2) access to the specifications

NICS for Teachers

It builds up from the knowledge and skills derived from the National ICT Competency Standard- Basic & Advanced. It is based on Int'l Best Practices It support the DepED's National Competency Based Teachers Standard

Did not reinvent the wheel Intl Standards on ICT Competencies for Teacher – reviewed for local application International Society for Technology in Education NETS for Teachers North Carolina Technology Competencies for Teachers UNESCO ICT in Teacher Education Models of teacher professional development for ICT integration into classroom practice - Australia

CICT Competency Standards

N I C S

Level 2

TEACHER JOB ROLE

1.Social 2.Technological 3.Pedagogical, and 4.Professional

1. ICT Foundation 2. Basic Productivity Software N.I.C.S. Basic & Advanced 3. Communication and Collaboration System 4. Computing Ethics and Acceptable Policies Level 1

Domain Areas*

Social - competencies related to social, ethical, legal and human issues, and community linkage Technological - competencies related to technical operations and concepts, and productivity

Domain Areas*

Pedagogical - competencies related to the use of technology in: – Planning & Designing learning environments and experiences – Teaching and learning strategies that integrate ICT to promote student learning – Assessing and evaluating student learning performance

Domain Areas*

Professional - competencies related to professional growth and development, research, innovation and collaboration

Next Steps • Finalization – Performance Indicators • 'Popularization'/Advocacy • Adoption by DepED, CHED, PRC – In-service training guide – Revision of Education curriculum – Incorporation in LET • Implementation

Public and Private Working Group

On-line collaboration site:

http://nicsforteacher.blogspot.com

nicsforteacher.blogspot.com

Commission on Information and Communications Technology

Social Domain - Elements • 10 domain elements, e.g. – Understand the social, ethical, legal and human issues surrounding the use of technology – Recognize and observe the use of licenses (commercial and open source) – Facilitate the use of technology that addresses social needs, cultural identity, diversity, and promotion of interaction with the global community back

Technological Domain - Elements • 9 domain elements, e.g. – Recognize different kinds of technological resource and their use – Evaluate appropriateness of technology to user requirements – Setup, operate, troubleshoot computer hardware and its peripherals, and other technology devices used for instruction – Install, configure and run operating system and application software back

Pedagogical Domain - Elements • 11 domain elements in 3 sub-domains • PLANNING AND DESIGNING – Plan strategies to facilitate student learning in a technology-enhanced environment – Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners

Pedagogical Domain - Elements • PLANNING AND DESIGNING (cont) – Identify appropriate media to accommodate various learning styles and select assistive technologies for learners with special needs – Access resources for instruction planning and/or design available via telecommunications technologies – Determine underlying pedagogical assumptions of particular technologies, bias, relevandce, social impact and sustainability

Pedagogical Domain - Elements • IMPLEMENTING AND MONITORING – Apply technology to develop students' higher order thinking skills and creativity – Provide performance tasks that require students to locate and analyze information and to use a variety of media to clearly communicate results – Conduct open and flexible learning environments where technology is used to support a variety of student interaction, cooperative learning and peer instruction

Pedagogical Domain - Elements • ASSESSING AND EVALUATING – Evaluate effectiveness and efficiency of ICT integration in the teaching-learning process and use results to refine the design of learning activities – Use ICT effectively and appropriately to collect and communicate information in variety of formats – Apply technology to facilitate a variety of appropriate assessment and evaluation strategies back

Professional Domain - Elements • 5 domain elements, e.g. – Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies – Model self-directed attitude towards new content, applications and software, etc. – Develop and share personal repository of resource materials back