1. National Competency Standardsfor Teachers

2. The National ICT Competency Standard (NICS) for Teachersdefines the competency outcomes, and the supporting knowledgeand skills that are needed to utilize ICT in performing the job rolesrelated to teaching. It provides the performance indicators to evaluate the level ofknowledge and in general, this set of competencies aims to prepareteachers to become users of various ICTs to help both the studentsand themselves benefit from the technology. The prime benefits are:1)access to information and knowledge resources, 2)communicationand knowledge sharing, and3) work efficiency. Some of these competencies are expected to beacquired during the pre-service training while the rest are long-termcompetencies that teachers will have to acquire in-service. 3. 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:Slide 4 4. Undersecretaries, Directors, and Consultants fromCommission on Higher Education and Department ofEducation; Deans, Department Heads, and faculty members ofprivate and State Universities and Colleges; Faculty members of various public and privateelementary and secondary schools; ProjectDirectors of different Non-GovernmentOrganizations; and IT Officers, Head Programmers, and MIS Heads ofvarious National Government Agencies, GovernmentOwned and Controlled Corporations, and privateinstitutions. 5. Information & Communications Technology (ICT)Slide 6 ICT Integration in TeachingSlide 7 ICT Integration in LearningSlide 8 StandardSlide 9 CompetencySlide 10 6. Information and Communications Technology"(ICT) is defined as the totality of electronic meansto collect, store, process and present informationto end-users insupport of their activities. It consists, amongothers, of computer systems, office systems andconsumer electronics, as well as networkedinformation infrastructure , the components ofwhich include the telephone system, the Internet,fax machines and computersDEFINITION OF TERMS 7. Theutilization of ICT for theeffectiveperformance ofteaching tasksDEFINITION OF TERMS 8. Theutilization of ICTtofacilitate learning processDEFINITION OF TERMS 9. 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. DEFINITION OF TERMS 10. 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 11. The NICS is a wealth of information presented in a very compact formcomprising 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. 12. StatementsStandardDescriptorStatementsIndicators 13. DOMAIN A : TECHNOLOGY OPERATIONS AND CONCEPTSCompetency Descriptor: This domain includes competencies related to technical operations and concept, and productivity ofvarious ICT tools like computers and communication devices as well as application available on-line oroff-line.Standard 1: Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenanceIndicators:Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of thecomputer 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 computerfiles. 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 14. Standard 2: Use appropriate office and teachingproductivity toolsIndicators: 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 wordprocessor Use a calculation spreadsheet to enter data, sort data andformat cells into tables Make computation, use formula and create graphs usingspreadsheets Print and store data tables using a spreadsheet application Use a presentation package to add text and sequence apresentation 15. Enhance slide presentations by adding sound, customizinganimation and inserting images Print presentation handouts and store slide presentations Make effective class presentations using the slides and LCDprojector 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 addsimple enhancements -transitions, titles, etc. Attach and configure scanners, cameras, cell phones toacquire digital images Store digital images using optical media (CD, DVD, flash disk)and online repositories 16. Standard 3: Understand and effectively use the InternetIndicators: 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 useLAN and Web-based mail servers Effectively use synchronous and asynchronous web basedcommunication tools like instant messengers, voice andteleconferencing Connect and use shared printers, shared folders and other deviceswithin a network Effectively use search engines, web directories and bookmarks Download and install relevant applications including freeware,shareware, updates, patches, viewers and support applications 17. Standard 4: Demonstrate knowledge and skills ininformation and data managementIndicators: Effectively use search engines, directories, crawlersand agents to locate information sources Search and collect textual and non-textual informationfrom online and offline sources Efficiently store and organize collected informationusing directories, drives, or databases Distribute, share, publish and print information viaprint or web Properly acknowledge information sources onlineand offline 18. DOMAIN B: SOCIAL AND ETHICALCompetency Descriptor: This domain includes competencies related to social, ethical,legal and human issues, and community linkage.Standard 1: Understand and observe legal practices in theuse of technologyIndicators: Understand the legal implications of Software Licenses andFair Use Understand and explain the basic concepts of IntellectualProperty Rights Differentiate and identify the Copyright, Trademark, Patent ofvarious products 19. Standard 2: Recognize and practice ethical use oftechnology in both personal and professional levelsIndicators: Detect plagiarism in student work Properly acknowledge sources used in own work Be an Anti Piracy advocate for all products with IPRlike music, data, video and software Advocate the responsible use of various technologieslike computers, cell phones, etc. Show respect for privacy and cyber etiquette, phoneetiquette and similar use of technology 20. Standard 3: Plan, model and promote a safe and soundtechnology supported learning environmentIndicators: Demonstrate proper handling of computer devices and use ofapplications Monitor how students use the computer specifically onsoftware, hardware, computer games, and internet activities Maintain a clean and orderly learning environment forstudents Promote and implement rules and regulations on properlyusing computers Accurately report malfunctions and problems with computersoftware and hardware 21. Standard 4: Facilitate equitable access to technologythat addresses learning, social and culturaldiversityIndicators: Design class activities to minimize the effect onstudents being disadvantaged or left-out Help minimize the effects of the digital divide byproviding access to digital materials for all students Prepare lessons and activities appropriate to the levelof learning and cultural background of students Adapt activities using specialized hardware andsoftware for physically disadvantaged students 22. DOMAIN C: PEDAGOGICALCompetency Descriptor: This domain includes competencies related to the use of technology in thefollowing components of an instruction process: 1) planning and designingeffective learning environments and experiences supported by technology;2)implementing, facilitating and monitoring teaching and learning strategiesthat integrate a range of information and communication technologies topromote and enhance student learning; and 3) assessing and evaluatingstudent learning and performances.Standard 1: Apply technology to develop students higher order thinking skills and creativityIndicators: 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 23. Standard 2: Provide performance tasks that require students to locate and analyze information and to use a variety of media to clearly communicate resultsIndicators: Use appropriately slide presentations,videos, audio and other media in theclassroom Teach students to use various multimediamaterials for the reports and classpresentations 24. Standard 3: Conduct open and flexible learningenvironments where technology is used tosupport a variety of interactions amongstudents, cooperative learning and peerinstructionIndicators: Use various synchronous and a synchronouscommunication tools (email, chat, white boards,forum, blogs) To facilitate cooperative learning and exchange ofideas and information 25. Standard 4: Evaluate usage of ICT integration inthe teaching-learning process and use resultsto refine the design of learning activitiesIndicators: Design rubrics for assessing student performancein the use of various technologies Use electronic means of administering quizzesand examinations Analyze assessment data using spreadsheets andstatistical applications 26. Standard 5: Use computers and othertechnologies to collect and communicateinformation to students colleagues, parents,and othersIndicators: Useemails, group sites, blogs, etc. fordisseminating information directly to students,colleagues and parents Use emails, group sites, blogs, etc. to collectinformation and feedback directly from students,colleagues and parents 27. Standard 6: Apply technology to facilitate a variety of appropriate assessment and evaluation strategies recognizing the diversity of learnersIndicators: Explore the use of electronic assessmenttools like on line testing, submission ofprojects via email or on line facilities Set up online databases or repositories ofstudent works 28. DOMAIN D: PROFESSIONALCompetency Descriptor: This domain includes competencies related to professional growthand development, research, innovation and collaboration.Standard 1: Proactively engage in exploring and learning new andemerging technologiesIndicators: Identify educational sites and portals suitable to their subject area Join online communities, subscribe to relevant mailing lists andonline journals Review new and existing software for education Recommend useful and credible web sites to colleagues 29. Standard 2: Continuously evaluate and reflect on the use of technology in the professionfor development and innovationIndicators: Conduct research on the use of technologyin the classroom Follow online tutorials or online degreeprograms Actively participate in online forums anddiscussions 30. Standard 3: Share experiences and expertise, and collaborate with peers and stakeholders in advancing the use of technology in education and beyondIndicators: Publish (formal /informal) research on theuse of ICT in education Share lesson plans, worksheets, templatesand teaching materials through course website 31. National ICT Competency Standard for CareerExecutive Service Officers (CESOs) 32. Informationandcommunicationstechnology services must enable thegovernment to realize its strategicbusiness and service goals, and face thedrivers of improvement. The developmentand implementation of ICT services aregeared towards improving the Quality ofExperience of the variousstakeholders and of the citizens. 33. Hence, the Commission on Information andCommunication Technology and the Career ExecutiveService Board collaborated to develop and implementthe National ICT Competency Standard for CareerExecutive Service Officers (NICSCESOs)into the Philippine government system. Adoption of anICT standard for CESOs would ensure the integrationof technology in designing appropriatecourses on ICT that will help executives developrequisite ICT skills, imbibe a strong and deepappreciation as well as advocate for the use andapplication of ICT in government. 34. The objectives of NICS-CESOs are:To define the core competencies needed bythe non-IT managers and executives in publicservice to actively participate in e-governmentinitiatives, and perform their functions andresponsibilities within the context of anegovernment environment; and To formulate and implement the trainingdesign that facilitates capability building. 35. The NICS-CESOs formulation process involved:1. Collection, review and presentation of best practices and/or standards from various sources;2. Conduct of Focus Group Discussions (FGD) with selected CESOs from different government agencies in Luzon, Visayas and Mindanao.Slide 353. Conduct of workshop to build stakeholder ownership of the drafted competency standards;4. Design and development of training modules to support the capability building programs resulting from the formulated NICS-CESOs; and5. Conduct of executive briefing on e-Government Awareness to introduce the core skills set of the NICS-CESOs. 36. The FGD identifies the knowledge andskills that will enable executives to realizethe efficient, effective and innovativedelivery of service through the use ofInformationand CommunicationsTechnology; 37. e-Government refers to the use bygovernment agencies of information andcommunication technologies (ICT) such asWide Area Networks, the Internetand mobile computing, that have the abilityto transform relations with citizens,businesses, and otherarmsofgovernment. 38. The NICS - CESOs is a wealth of information presented in a verycompact formcomprising the following elements:Standard Title The Standard Title is a concise statement that describes thekey area of competency.Standard Descriptor The Standard Descriptor is a brief description of the skills setcovered by the standard.Statements Statements describe in outcome terms the key areas ofcompetence covered by the standard. Statements are focusedon performance and are demonstrable. 39. Indicators The Indicators identify the actions an individual would normallytake to perform the area of competence detailed in therelevant statement. They are specific evidence of theachievement of a defined skill or knowledge level or thecompetent completion of a task.Underpinning Knowledge Underpinning Knowledge identifies the essential areas oflearning and understandings that underpin the area ofcompetence described in the standard. It also indicates broadareas of learning and development that an individual mightconsider to strengthen this specific area of competence. 40. StandardStandardDescriptorStatementsIndicatorsUnderpinningKnowledge 41. SKILL SET DIVISION A: e-Government AwarenessCompetency Descriptor: This standard comprises the core competencies. The corecompetencies define the requisite ICT skills to set a broad e-Government vision and show commitment to that vision by: 1)articulating the positive impact of e- Government on efficiency,service quality, and customer service; and 2) to identify the potentialbenefits of e-Government and how to achieve them. Thesecompetencies are required for entry to the Career Executive Service.Standard 1: Effectively and efficiently manage the resources of theagency towards attainment of organizational objectives 42. Indicators: Review current policies and procedures Scan best practices Formulatee-Government policies andprocedures Advocate the policies Orientemployees andclients onorganizational policies and procedures Provide feedback mechanism and informationcampaign Conduct a periodic review of agency policies 43. Standard 2: Document and understand the information and process flowsIndicators: Scan for trends Comply with EO 428 Document existing business process Conduct a continuous review of businessoperations Adopt best practices 44. Standard3: Determineappropriate information technology applications that will address inadequacies in business processesIndicators: Define user requirements and appropriatetechnology Assess existing IT hardware and applications Ensure continuous personal development onICT 45. Standard 4: Comply with existing rules and regulations affecting ICT development and applicationsIndicators: Be a model in adhering to standard policieson security Promote transparency in the government Build library of organizational rules andregulations Set up appropriate committee as prescribed 46. Underpinning Knowledge: Organizations Mission and Vision e-Government standards and core values e-Government policies and procedures Knowledge Management Business Process Reengineering Change Management Best Practices IT Resource Acquisition Policies and Rules and its impact to the workflow Clear definition of deliverables and its reusability Competitive e-solutions Emerging ICT solutions Occupational Safety Laws and regulations governing ICT in government Ethics in using ICT Emerging technology for security Intellectual Property Rights e-Commerce Act 47. SKILL SET DIVISION B: Management and Implementation of e-Government InitiativesCompetency Descriptor: This standard defines the advanced competencies. Theadvanced competencies define the qualifications of Executives toeffectively develop, implement, and manage e-Governmentprograms and initiatives.Standard 1: Identify appropriate strategies intheachievement of organizational goalsDevelop a blueprint for implementing IT programs in theorganization 48. Indicators: Validateperiodic review, monitoring of ISPs, and identify success indicators Encourage strategic partnerships with industry and the academe Institutionalize QMS/SM processes Plan and manage the strategic plan Conduct strategic planning sessions Integrate ISP with organizational plan 49. Standard 2: Attain organization objectives in a responsive,timely, and cost effective wayDevelop an integrated IT applications to interface allbusiness units within and outside the organizationIndicators: Develop a mechanism for interaction/interoperability amongstakeholders Promote ownership of developed Enterprise Architecture Develop competencies for planning and assessing EnterpriseArchitecture Identify kinds of data generated and how it is shared 50. Standard 3: To define targets and milestones To define and monitor performance indicatorsIndicators: Develop Communities of Practice (COP) Develop systems and procedure manual Conduct periodic monitoring and user acceptancetesting Conduct regular monitoring and evaluation ofprojects 51. Standard 4: To use appropriate tools in providing efficientdelivery of servicesTo set standards for accurate and reliable delivery ofservicesIndicators: Develop interoperability among agencies through e-solutions Advocate common service framework for e-government Determine clients needs and satisfaction through surveys andother means Determine and establish customer feedback mechanism Conduct regular monitoring and evaluation of Terms ofReference (TOR) to assure compliance 52. Underpinning Knowledge: Strategic Information System Planning Financial Management Resource Mobilization Partnership ICT Trends Interrelationships with other agencies, industry, and NGOs Best Practices Organizational Structure and Services Enterprise Architecture Methodology and Tools Relationship of Enterprise Architecture to other IT Disciplines Enterprise Architecture Frameworks Project Management Techniques Drafting of Contract Project Monitoring and Evaluation Project Management Life Cycle Code of Conduct/Ethics for Government Employees Clients Needs Parameters for measuring client satisfaction Service Standards/TOR Outsourcing Insourcing 53. REFERENCESISTE National Educational Technology Standards forTeachers. Retrieved April 4,2005, fromhttp://cnets.iste.org/currstands/cstands-netst.htmlIFIP Curriculum-Professional Development ofTeachers. Retrieved April 4, 2005,fromhttp://wwwedu.ge.ch/cptic/prospective/projets/unesco/en/teachers.html 54. NELLEDONIA H. ANTESMA-Ed