The document outlines objectives and directions for a lesson on identifying ICT and teacher standards. It includes definitions for terms like collaboration, International Society for Technology Education, analyst, and professional. It also discusses UNESCO's ICT competencies for teachers, the ISTE standards for educators, and the National ICT Standards for Teachers in the Philippines. The key points are that teachers should help students become collaborative problem solvers by using ICT, that technology literacy and knowledge creation are important stages for teachers, and that standards define competencies for the effective integration of ICT.

2. OBJECTIVES:
At the end of the lesson, the student are
expected to:
A. Identify the ICT and Teachers
Standards.
B. Appreciate the importance of seven
roles assumed by a teacher through essay.
C. Create a reflection about the different
competences and roles of teachers in ICT.

3. Direction on how to play Hot Seat
1.One student sits in the “Hot Seat”.
2.The other students describe the word on the
board.
Note: You cannot say the word in the board.

4. WORDS TO GUESS
1.Collaboration
2. International Society for Technology Education
3.Analyst
4.Professional
5.Learners
6.Use of Technology


5. Direction : Fill in the blank. Each group will identify the
answer based on the definition provided.
_____________1.Educators continually improve their
practice by learning from and with others.
_____________2.Educators collaborate with both
colleagues to create authentic learning experiences that
leverage technology.
_____________3.Sets the map to transform students to
become empowered learners.
_____________4.Educators understand and use data to
drive instruction and support students in achieving
their learning goals.
_____________5.The domain includes competencies
related to professional growth and development,
research, innovation and collaboration.
_____________6.Describe and demonstrate the purpose
and basic features of presentation software and other
digital resources.

6. UNESCO’S ICT COMPETENCIES FOR TEACHER
The United Nation Educational Scientific and
Cultural Organization (UNESCO) emphasizes that it is
not enough for teachers to have ICT competencies.
Teachers must help students become collaborative,
problem solver and creative students by using ICT to
be productive citizens and workforce members
(UNESCO , 2011 ).

7. Three successive stages of a teacher’s
development:
 Technology Literacy – enabling student to learn
efficient use to ICT.
 Knowledge Deepening – enabling student’s to
acquire comprehensive knowledge of school
subjects and apply it to real-world problems.
 Knowledge Creation – enabling students to
create new knowledge required for the progress
of societies .

8. SIX EDUCATIONAL SYSTEM COMPONENTS:
1.Policy
2.Curriculum and Assessment
3.Pedagogy
4.The use of technology
5.School organization and administration
6.Teacher Professional development

9. Components
Approach
Technology
Literacy
Knowledge
Deepening
Knowledge
Creation
Teachers should be able to
Policy
*Identify key
characteristics of
classroom
practices and
specify how these
characteristics
serve to implement
policies.
*Identify key
concepts and and
processes in content
areas, describe the
function and purpose
of
simulations,visualiza
tions,data collection
tools,and data
analysis software
and how they
support student’s
understanding of
these key concepts
and their application
to the world outside
the classroom.
*Design,
implement and
modify school
event education
reform programs
that implement key
elements of
national education
reform / policies.

10. Curriculum
And
Assessment
*Match specific
curriculum
standards to
particular software
packages and
computer
applications and
describe how these
applications
support these
standards.
*Identify the key
concepts and
processes in the
subject area, describe
the function and
purpose of subject
specific tools and how
they support student’s
understanding of this
key concepts and
processes and their
application to the world
outside the classroom.
*Identify and
discuss how
students learn and
demonstrate
complex cognitive
skills, such as
information
management,
problem solving,
collaboration and
critical thinking.
Pedagogy
*Describe how
didactic teaching
and ICT can be
used to support
students
acquisition of
school subject
matter knowledge.
*Describe how
collaborative project-
based learning and ICT
can support student
thinking and social
interactions as students
come to understand key
concepts processes and
skills in the subject matter
and use them to solve
real-world problems.

11. Use of
Technology
*Describe and
demonstrate the use of
common hardware
technologies.
*Describe and
demonstrate the basic
tasks and uses of word
processors.
*Operate various
opended software
packages appropriate
to their subject matter
area, such as
visualization, data
analysis, role play
simulations and online
references
*Describe the
function and
purpose of ICT
production tools and
resources
(multimedia
recording and
production
equipment, editing
tools, publication
software, design
tools) and use them
to support students
innovation and
knowledge creation.
School
organization
and
administration
*Integrate the use of
computer laboratory
into ongoing teaching
activities.
*Place and organize
computers and other
digital resources within
the classroom to
support and reinforce
learning activities and
social interactions.
*Play a leadership
role in creating a
vision of what their
school might be like
with ICT integrated
into the curriculum
and classroom
practices.

12. Teacher
Professional
Development
*Use ICT resources to
enhance their
productivity.
*Place and
organize
computers and
other digital
resources with in
the classroom to
support and
reinforce learning
activities and
social interactions.
*Continually
evaluate and
reflect on
professional
practice to engage
in ongoing
innovation and
improvement.

13. ISTE Standards for Educators
The International Society for Technology
Education (2017) standards for educators sets
the map to transform students to become
empowered learners. The standards create
opportunities for teachers to deepen their
practice to promote collaboration with other
teachers, to challenge them to rethink traditional
approaches and to prepare students to manage
their own learning.

14. Seven roles assumed by a teacher ( ISPE, 2017)
1.Learner
– Educators continually improve their practice by learning from and with others.
2.Leader
-Educators seek out opportunities for leadership to support student empowerment and
success to improve teaching and learning.
3.Citizen
-Educators inspire students to contribute positively and responsibly participate in the digital
world.
4.Collaborator
-Educators collaborate with both colleagues and students to improve practice, discover and
share resources and ideas and solve problem.
5.Designer
-educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability.
6.Facilitator
-Educators facilitate learning with technology to support student achievement of the ISTE
standars as for students.
7.Analyst
-Educators understand and use data to drive instruction and support student in achieving their
learning goals.

15. National ICT Standards for Teachers
National ICT Competency Standard for Teachers
or NICST Teacher for short, is a joint initiative
between the Department of Education and the
Human Capital Development Group Commission on
Information and Communication Technology that
defines the competency outcomes and the supporting
knowledge and skills needed to deploy ICT in
performing the job roles related to teaching ( NICTS,
2012).

16. The National ICT Competency Standards for Teachers (NICST,2012)
Domain Standards
1.Social and Ethical
-The domain
includes social,
ethical, legal and
human issues and
community linkage
competencies.
Teachers can:
1.1 Understand and observe legal practices in the use of
technology.
1.2 Recognize and practice ethical use of technology on
both personal and professional levels.
2.Technological
-The domain
includes
competencies
related to technical
operations and
concept and
productivity.
Teachers can:
2.1 Demonstrate knowledge and skills in basic
computer operation , including basic troubleshooting
and maintenance
2.2 Use appropriate office and teaching productivity
tools.

17. 3.Pedagogical
-The domain
includes
competencies
related to the use
of technology in
the following
components of an
instruction
process.
*Planning and
Designing effective
technology
supported learning
environments and
experience.
3.1 Planning and Designing
Teachers can:
3.1.1. Identify technology
3.1.2. Plan strategies to facilitate
3.1.3. Design
3.1.4. Access
3.1.5. Utilize
3.1.6. Plan strategies to manage

18. *Implementing,
Facilitating and
monitoring
teaching and
learning strategies
that integrate a
range of
information and
communication
technologies and
*Assessing and
Evaluating student
learning.
3.2 Implementing and Monitoring
Teachers can:
3.2.1. Apply
3.2.2. Use
3.2.3. Facilitate
3.2.4. Manage
3.3. Assessing and Evaluating
Teachers can:
3.3.1. Use Technology
3.3.2. Apply Technology
3.3.3. Apply various method
3.3.4. Evaluate

19. 4.Professional
-The domain
includes
competencies
related to
professional
growth and
development,
research,
innovation and
collaboration.
Teachers can:
4.1 Proactively engage in exploring and
learning new and emerging technologies.
4.2 Continously evaluate and reflect on the
use of technology in the profession for
development and innovation and;
4.3 Share experience and expertise and
collaborate with peers and stakeholders in
advancing the use of technology in
education and beyond.

20. PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
The Philippine Professional Standards for
Teacher (PPST), founded on the National Competency-
Based Teacher Standards (NCBTS), spells out descriptions
of an effective teacher in the k to 12 curriculum. The
standards lay out the knowledge, skills and values
expected to teachers to improve student learning outcomes
and to achieve quality education (DepEd, 2017).
Applying the stages of PPST to the particular
domains, particularly on the “positive use of ICT”, a
beginning teacher shows skills in the use of ICT to facilitate
the teaching and learning process, a highly proficient
teacher promotes effective strategies in the positive use of
ICT to facilitate the teaching and learning process; While a
Distinguished Teachers serves as a mentor of teaching in
implementing policies to positively use ICT within or
beyond the school (DepEd, 2017).

21. In developing teaching learning resources to include ICT,
the beginning teachers select,develop and use the variety
of teaching and learning resources, including ICT to
address learning goals. The Proficient Teacher select ,
develop, organize, and use appropriate teaching and
learning resources including ICT,to address learning goals.
The highly proficient teachers are engage in advising and
guiding colleagues in the selection, organization,
development and use of appropriate teaching and
learningresources including ICT, to address specific
learning goals. Lastly , the Distinguished Teachers serve
as models of exemplary skill and lead colleagues in the
development and evaluation of teaching and learning
resources, including ICT, for use within and beyond the
school (DepEd, 2017).

22. Thank you