COMMISSION ON INFORMATION AND
COMMUNICATIONS TECHNOLOGY
N ATIONAL ICT C OMPETENCY S TANDARD (NICS)
FOR T EACHERS
INTRODUCTION
The National ICT Competency Standard (NICS) for Teachers 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.
In general, this set of competencies aims to prepare teachers to become users of various ICTs to help both the students and themselves benefit from the technology.
The prime benefits are: 1) access to information and knowledge resources, 2) communication and knowledge sharing, and 3) work efficiency. Some of these competencies are expected to be acquired during the pre-service training while the rest are long-term competencies that teachers will have to acquire in-service.
The NICS-Teachers is based on a broad comparative research on current industry practices in other countries, and was developed in consultation with various government and private agencies, institutions, and stakeholders. Knowledge and skills in competency areas are presented generally with specifics on essential areas of learning, but avoids reference to specific vendors, versions or equipment. Thus, it allows flexibility in the adoption of the standard while preserving the general requirements for competence.
A series of technical discussions and workshops were conducted in Luzon, Visayas, and Mindanao to ensure a concrete ICT Competency Framework for each major and specific area. Attendees to these workshops include:
• Undersecretaries, Directors, and Consultants from Commission on Higher Education and Department of Education;
• Deans, Department Heads, and faculty members of private and State Universities and Colleges;
• Faculty members of various public and private elementary and secondary schools;
• Project Directors of different Non-Government Organizations; and
• IT Officers, Head Programmers, and MIS Heads of various National Government Agencies, Government Owned and Controlled Corporations, and private institutions.
CONTENTS
DEFINITION OF TERMS... 1
UNDERSTANDING THE STRUCTURE... 2
DOMAIN A TECHNOLOGY OPERATIONS AND CONCEPTS ... 3
DOMAIN B SOCIAL AND ETHICAL ... 5
DOMAIN C PEDAGOGICAL ... 7
DOMAIN D PROFESSIONAL ... 9
REFERENCES... 10
DEFINITION OF TERMS
Information & Communications Technology (ICT)
Information and Communications Technology" (ICT) is defined as the totality of electronic means to collect, store, process and present information to end-users in support of their activities. It consists, among others, of computer systems, office systems and consumer electronics, as well as networked information infrastructure, the components of which include the telephone system, the Internet, fax machines and computers
ICT Integration in Teaching
The utilization of ICT for the effective performance of teaching tasks
ICT Integration in Learning
The utilization of ICT to facilitate learning process
Standard
Conventionally, a standard is defined as an accepted or approved example or technique against which other things are judged or measured, or which sets out a set of criteria that serves as a guideline for how something should be done;
accepted level and scope of attainment of proficiency; a reference point against which other things are judged or measured. In the handbook, the term is used to refer to concise statements that describe the key area of competency.
Competency
Knowledge, skill, ability, or characteristic associated with high performance on a job.
Some definitions of competency include motives, beliefs, and values. Competencies can also help distinguish high performance from average and low performance; a desirable quality or behavior; a performance indicator
UNDERSTANDING THE STRUCTURE
The NICS is a wealth of information presented in a very compact form comprising the following elements:
Standard Title
The Standard Title is a concise statement that describes the key area of competency.
Standard Descriptor
The Standard Descriptor is a brief description of the skills set covered by the standard.
Statements
Statements describe in outcome terms the key areas of competence covered by the standard. Statements are focused on performance and are demonstrable.
Indicators
The Indicators identify the actions an individual would normally take to perform the area of competence detailed in the relevant statement. They are specific evidence of the achievement of a defined skill or knowledge level or the competent completion of a task.
Sample Entry
Statements Standard
Standard Descriptor
Indicators
DOMAIN A TECHNOLOGY OPERATIONS AND CONCEPTS
Competency Descriptor:
This domain includes competencies related to technical operations and concept, and productivity of various ICT tools like computers and
communication devices as well as application available on-line or off-line.
Standard 1: Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance
Indicators:
• Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the computer
• Identify and define the functions of computer peripherals (i.e. printer, scanner, modem, digital camera, speaker, etc.)
• Properly connect main components, configure peripherals and install drivers when required
• Configure computer settings of various software and hardware
• Understand the basic functions of the operating system
• Organize and manage computer files, folders and directories
• Use storage devices (i.e. hard disk, diskette, CD, flash memory, etc.) for storing and sharing computer files. Create back-ups of important files
• Protect the computer from virus, spyware, adware, malware, hackers etc.
• Use online and offline help facilities for troubleshooting, maintenance and update of applications
Standard 2: Use appropriate office and teaching productivity tools
Indicators:
• Use a word processor to enter and edit text and images
• Format text, control margins, layout and tables
• Print, store and retrieve text documents from a word processor
• Use a calculation spreadsheet to enter data, sort data and format cells into tables
• Make computation, use formula and create graphs using spreadsheets
• Print and store data tables using a spreadsheet application
• Use a presentation package to add text and sequence a presentation
• Enhance slide presentations by adding sound, customizing animation and inserting images
• Print presentation handouts and store slide presentations
• Make effective class presentations using the slides and LCD projector
• To acquire digital images and other media from web sites, CD, flash drives, etc.
• Crop, scale, color correct and enhance digital images
• Play various media files using appropriate media players
• Stitch together video footages and sound tracks and add simple enhancements - transitions, titles, etc.
• Attach and configure scanners, cameras, cell phones to acquire digital images
• Store digital images using optical media (CD, DVD, flash disk) and online repositories
Standard 3: Understand and effectively use the Internet and network applications and resources
Indicators:
• Connect to the internet via dial-up or LAN
• Configure and use Web Browsers and Help applications
• Send and receive emails with attachments, manage emails and use LAN and Web-based mail servers
• Effectively use synchronous and asynchronous web based communication tools like instant messengers, voice and teleconferencing
• Connect and use shared printers, shared folders and other devices within a network
• Effectively use search engines, web directories and bookmarks
• Download and install relevant applications including freeware, shareware, updates, patches, viewers and support applications
Standard 4: Demonstrate knowledge and skills in information and data management
Indicators:
• Effectively use search engines, directories, crawlers and agents to locate information sources
• Search and collect textual and non-textual information from online and offline sources
• Efficiently store and organize collected information using directories, drives, or databases
• Distribute, share, publish and print information via print or web
• Properly acknowledge information sources – online and offline
DOMAIN B SOCIAL AND ETHICAL Competency Descriptor:
This domain includes competencies related to social, ethical, legal and human issues, and community linkage.
Standard 1: Understand and observe legal practices in the use of technology
Indicators:
• Understand the legal implications of Software Licenses and Fair Use
• Understand and explain the basic concepts of Intellectual Property Rights
• Differentiate and identify the Copyright, Trademark, Patent of various products
Standard 2: Recognize and practice ethical use of technology in both personal and professional levels
Indicators:
• Detect plagiarism in student work
• Properly acknowledge sources used in own work
• Be an Anti Piracy advocate for all products with IPR like music, data, video and software
• Advocate the responsible use of various technologies like computers, cell phones, etc.
• Show respect for privacy and cyber etiquette, phone etiquette and similar use of technology
Standard 3: Plan, model and promote a safe and sound technology- supported learning environment
Indicators:
• Demonstrate proper handling of computer devices and use of applications
• Monitor how students use the computer specifically on software, hardware, computer games, and internet activities
• Maintain a clean and orderly learning environment for students
• Promote and implement rules and regulations on properly using computers
• Accurately report malfunctions and problems with computer software and hardware
Standard 4: Facilitate equitable access to technology that addresses learning, social and cultural diversity
Indicators:
• Design class activities to minimize the effect on students being disadvantagedor left-out
• Help minimize the effects of the digital divide by providing access to digital materials for all students
• Prepare lessons and activities appropriate to the level of learning and cultural background of students
• Adapt activities using specialized hardware and software for physically disadvantaged students
DOMAIN C PEDAGOGICAL Competency Descriptor:
This domain includes competencies related to the use of technology in the following components of an instruction process: 1) planning and designing effective learning environments and experiences supported by technology; 2) implementing, facilitating and monitoring teaching and learning strategies that integrate a range of information and communication technologies to promote and enhance student learning; and 3) assessing and evaluating student learning and performances.
Standard 1: Apply technology to develop students’ higher order thinking skills and creativity
Indicators:
• Make students use databases, spreadsheets, concept mapping tools and communication tools, etc.
• Encourage students to do data analysis, problem solving, decision making and exchange of ideas
Standard 2: Provide performance tasks that require students to locate and analyze information and to use a variety of media to clearly communicate results
Indicators:
• Use appropriately slide presentations, videos, audio and other media in the classroom
• Teach students to use various multimedia materials for the reports and class presentations
Standard 3: Conduct open and flexible learning environments where technology is used to support a variety of interactions among students, cooperative learning and peer instruction
Indicators:
• Use various synchronous and asynchronous communication tools (email, chat, white boards, forum, blogs)
• To facilitate cooperative learning and exchange of ideas and information
Standard 4: Evaluate usage of ICT integration in the teaching-learning process and use results to refine the design of learning activities
Indicators:
• Design rubrics for assessing student performance in the use of various technologies
• Use electronic means of administering quizzes and examinations
• Analyze assessment data using spreadsheets and statistical applications
Standard 5: Use computers and other technologies to collect and
communicate information to students colleagues, parents, and others
Indicators:
• Use emails, group sites, blogs, etc. for disseminating information directly to students, colleagues and parents
• Use emails, group sites, blogs, etc. to collect information and feedback directly from students, colleagues and parents
Standard 6: Apply technology to facilitate a variety of appropriate
assessment and evaluation strategies recognizing the diversity of learners
Indicators:
• Explore the use of electronic assessment tools like on line testing, submission of projects via email or on line facilities
• Set up online databases or repositories of student works
DOMAIN D PROFESSIONAL Competency Descriptor:
This domain includes competencies related to professional growth and development, research, innovation and collaboration.
Standard 1: Proactively engage in exploring and learning new and emerging technologies
Indicators:
• Identify educational sites and portals suitable to their subject area
• Join online communities, subscribe to relevant mailing lists and online journals
• Review new and existing software for education
• Recommend useful and credible web sites to colleagues
Standard 2: Continuously evaluate and reflect on the use of technology in the profession for development and innovation
Indicators:
• Conduct research on the use of technology in the classroom
• Follow online tutorials or online degree programs
• Actively participate in online forums and discussions
Standard 3: Share experiences and expertise, and collaborate with peers and stakeholders in advancing the use of technology in education and beyond
Indicators:
• Publish (formal /informal) research on the use of ICT in education
• Share lesson plans, worksheets, templates and teaching materials through course web sites
REFERENCES
ISTE National Educational Technology Standards for Teachers. Retrieved April 4, 2005, from http://cnets.iste.org/currstands/cstands-netst.html
IFIP Curriculum-Professional Development of Teachers. Retrieved April 4, 2005, from http://wwwedu.ge.ch/cptic/prospective/projets/unesco/en/teachers.html
