This document outlines an ICT Competency Framework for Teachers that aims to train teachers in using technology in schools. It describes 6 dimensions of ICT competencies including understanding education policy, curriculum/assessment, teaching, digital skills, organization/administration, and professional learning. It also details 3 levels of pedagogical technology use - knowledge acquisition, advancement, and creation. New technologies discussed include open educational resources, social media, mobile devices, the internet of things, artificial intelligence, virtual/augmented reality, microdata, and coding. The conclusion emphasizes the importance of ongoing teacher training to integrate technology and pedagogy.

1. SELECTION OF
COMPETENCIES REQUIRING
ICT INTEGRATION

2. ICT INTEGRATION
- The rise of Information and Communication Technologies (ICT) in the educational field
led to a rethinking of the role of teachers in schools, and the need arose to further their
training in order to achieve a more effective education in the development of their
students’ skills.
- The framework incorporates inclusive principles of non-discrimination and equality, and
integrated recent technological advances: mobile technologies, open educational
resources, artificial intelligence, and so on.
- ICT Competency Framework for Teachers is a tool aimed mainly at training teachers in
the use of ICT in schools. It addresses teachers, education experts, providers of teacher
training courses, etc.

3. • To achieve the implementation of ICT, it is necessary to have a favorable environment. This involves
government, teacher training, and professional development of teachers and school principals.
18 ICT Competences Structured into Six Dimensions
1. Understanding the role of ICT in education policy
- Understand the role of ICT in accordance with national education policies. Teachers
need to consider and work towards the goals that should be achieved.
2. Curriculum and assessment
- This approach involves considering the use of these digital tools, and the
redefinition of specific objectives in the curriculum, as well as their related indicators
and assessment proposals.

4. 3. Teaching
- Teachers are encouraged to use ICT to improve teaching and learning methods. Accordingly, they
acquire skills and in, a final phase, implement alternative, student-focused teaching strategies based
on solving problems in a collaborative way.
4. Application of digital skills
- This involves integrating technology into teachers’ tasks linked to collaboration with other teachers
and to planning. The most important applications at this level are e-mail, social media and word
processing and presentation programmed.
5. Organization and administration
- This aspect involves the management of digital tools in the school. It involves organising
classrooms and the rest of the environment. The main objective is to build virtual environments to
promote learning outside the classroom.

5. 6. Professional learning of teachers
- To develop teachers’ digital literacy and train them professionally. By becoming
producers of knowledge, they use ICT to enhance classroom practices.
Three Levels of Pedagogical Use of Technologies by the Teachers in
the Classroom Setting
1.Knowledge acquisition
- This enables teachers to help students use ICT to learn effectively. At this level, the
classroom has technological resources and ICT laboratories, ensuring equal access.
This is the first phase of digital literacy.
Teachers who master the skills at this level can:
• Check whether their teaching practices are in line with national policies.
• Make pedagogical use of ICT in accordance with curricular standards.
• Choose the appropriate ICT for each of the teaching and learning methodologies.
• Define the functions of the technological tools to be used.
• Address inclusive learning through ICT

6. 2.Knowledge advancement
- At this level the aim is to improve teachers’ ability to help students. Teachers use ICT to work on
curricular content. This approach allows students to acquire a broad knowledge of the subjects
taught, and to apply what they have learned to collaborative problem solving in the real world. It
is a project-based approach to teaching and learning.
Teachers with skills at this level can:
• Implement teaching practices in accordance with education policies.
• Integrate ICT into the teaching and learning and assessment processes.
• Create project-based learning activities using ICT.
• Use the various technological tools and resources for problem solving.
• Use technology to facilitate collaborative learning.
• Interact with professional networks for the teacher’s own development.

7. 3. Knowledge creation
- This enables teachers to create knowledge, to devise activities for the classroom and
to develop programmers applicable outside the school in order to achieve the goals
set. New knowledge is created in order to make societies thrive.
At this level, teachers will be able to:
 Reflect on educational policies and contribute ideas for improvement.
 Establish the conditions for optimal student-focused collaborative learning.
 Use ICT to promote learning by creating communities for knowledge sharing.
 Develop a technological strategy for the school.
Share best practices on an ongoing basis, so that ICT improves school.

8. The innovations and technologies included in this third edition of the Framework include:
Open Educational Resources (OER): involving complete courses, videos, podcasts, course materials, etc. OER
has been established as a tool that can lead to educational transformation. This is learning based on
digitalised resources, easily shared and disseminated via the Internet.
Social Media: used to facilitate interactive learning, build communities and improve pedagogical
communication.
Mobile technologies: learners make use of tablets and mobile devices to access learning platforms These
devices promote productivity in the classroom and in distance learning.
The Internet of Things: involves all those applications and devices that affect the education sector, which can
work in an interconnected way, serving the scholastic needs of the education community.
Artificial Intelligence (AI): used in the form of personalised content adapted to students using AI
applications. Their biggest challenge is to adapt a learning sequence to a learner’s particularities and
possibilities.

9. Virtual Reality and Augmented Reality: using applications that simulate real learning
environments. These provide an alternative to in-person classroom attendance.
Microdata: showing the connections between people and devices, with the aim of improving
learning opportunities.
Coding: allows the creation of applications and programmers through programming languages that
foster the development of key competences.
Ethics and privacy protection: as technology advances, so must the reflection on ethics and human
rights. The use of ICT must take into account ethical values and safeguard users’ rights, privacy and
security.

10. CONCLUSION
• Teachers can use this tool to locate support content, as well as to connect with other educators
who use ICT to improve their teaching practices.
• The integration of ICT into learning environments requires the right balance of pedagogy and
technology in the classroom. Consequently, teacher training is a process that must take place
throughout a teacher’s career, in a process commonly known as “lifelong learning”.

11. THANK YOU!
Members:
Anegin M. Montesor
Hezel M. Malejana
Lanie S. Terencio
Mary Ann L. Aringo
Joseph B. Reloba
John Carlo M. Imperial
Syed Ramier Ganih III