2nd Draft National ICT Competency Standard for Teachers (NICS Teacher)
August 30, 2006
Joint initiative of:
1. Human Capital Development Group -Commission on Information and Communications Technology
2. Department of Education
3. Private and Public Interest Groups
4. Intel
The Goals:
1. To define the infocommunications technology competencies, and the underlying performance indicators needed to support the job role performance of a teacher.
2. To come up with a National ICT Competency Standard for Teachers (NICS-Teachers) that consolidated the various references used by different interest groups, and align them to the DepEd drafted National Competency Based Teacher Standard (NCBTS).
3. To bring about the collective ownership of all the stakeholders by contributing to the formulation, advocacy, localization, and training implementation.
The Standard Components:
1. Standard Domain
2. Domain Element
NICS Domain 1: Social
The domain includes competencies related to social, ethical, legal and human issues, and community linkage
DOMAIN ELEMENTS:
1.1 Understand the social, ethical, legal and human issues surrounding the use of technology
1.2 Demonstrate the knowledge and skills for using technology in ethical, legal and secure ways
1.3 Promote fair use, privacy, and acceptable use policies
1.4 Recognize and observe the use of licenses (commercial and open source)
1.5 Facilitate the use of technology that addresses social needs, cultural identity, diversity, and promotion of interaction with the global community
1.6 Encourage the atmosphere of respect, honesty, self directed and collaborative learning
1.7 Facilitate the equitable access to technology resources for all
1.8 Plan, promote and model safe and health use of technology resources
1.9 Use tools and applications to communicated with students, parents, teachers, administrators
1.10 Create student learning groups that are meaningfully linked to the situation and aspirations of the community
NICS Domain 2: Technological
The domain includes competencies related to technical operations and concept, and productivity.
DOMAIN ELEMENTS:
2.1 Recognize different kinds of technological resource and their use
2.2 Evaluate appropriateness of technology to educational user requirements
2.3 Read and follow instructional manual and documentations
2.4 Setup, operate, troubleshoot computer hardware and its peripherals, and other technology devices used for instruction
2.5 Install, configure and run operating system and application software
2.6 Use productivity applications, communication and collaboration tools, learning system, and information management system
2.7 Recognize and work with user interfaces and data file types
2.8 Perform correct typing skills
2.9 Understand and use the technology that insure security and privacy
NICS Domain 3: Pedagogical
The domain includes competencies related to planning, designing learning environment and experience; teaching, learning and curriculum; assessment and evaluation; and educational technology.
DOMAIN ELEMENTS:
3.1 Plan and design effective learning environments and experiences supported by technology.
3.2 Plan strategies to manage student learning in a technology-enhanced environment.
3.3 Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
3.4 Use media and technology for facilitation of learning, instruction, facilitation and teaching Integrate technology with the subject matter areas
3.5 Apply technology to develop student’s higher order skills and creativity
3.6 Implement, facilitate and monitor teaching and learning strategies that integrate a range of information and communication technologies to promote and enhance student learning.
3.7 Identify and use assistive technologies for learners with special needs
3.8 Selection and use of appropriate media, technologies and integration strategies to accommodate various learning styles
3.9 Use technology for class preparation using various on line and off line sources (related to writing lesson plans and development of instructional materials
3.10 Utilize ICT tools (computer, radio, TV, hand-held electronic devices) to communicate and accomplish educational goals Establish learning environments that engage all students in focused learning experience and encourage interactions among teachers and students
3.11 Design appropriate learning activities that apply technology to support the needs of learners with diverse backgrounds, characteristics and abilities
3.12 Select technology resources that can be adapted to various learning environments created for diverse learners
3.13 Access resources for instruction planning and/or design available via technology, telecommunications, satellite, cable, and wireless technology
3.14 Access resources for instruction planning and/or design available telecommunications, satellite, cable, and wireless technology
3.15 Demonstrate understanding of the opportunities and implications of the uses of ICTs for learning and teaching in the curriculum context
3.16 Plan, implement and manage learning and teaching in open and flexible learning environments
3.17 Evaluate effectiveness and efficiency of ICT integration in the teaching-learning process
3.18 Determine underlying pedagogical assumptions, gender and ethnic bias, educational relevance, social impact and suitability for the classroom environment, for cooperative learning and peer instruction
3.19 Develop performance tasks that require students to locate and analyze information and to use a variety of media to communicate results clearly
3.20 Use computers and other technologies effectively and appropriately to collect and communicate information in a variety of formats on student learning to colleagues, parents, and others
3.21 Apply technology to facilitate a variety of appropriate assessment and evaluation strategies recognizing the diversity of learners, and use results to refine design of learning activities
NICS Domain 4: Professional
The domain includes competencies related to professional growth and development, research, innovation and collaboration.
DOMAIN ELEMENTS:
4.1 Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies
4.2 Model self-directed attitude towards new content, applications and software, etc.
4.3 Develop and share personal repository of resource materials
4.4 Continuously evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning
4.5 Join user groups and and participate on ICT projects that promote the open innovation and use of technology in education
Comments (6)
Anonymous said
at 2:36 am on Aug 23, 2006
I don't actually like the choice of using exactly the ISTE NETS domains (plus now a seventh domain was included for Ed Tech skills). I would include domains that are analagous to the 3 other NCBTS domains without a direct ISTE NETS counterparts. For example: "High regard for integrating technology in learning," "Using technology to address needs of diverse learners," and "Building information networks for community linkage". We already have some sample competencies that are mapped to the original NCBTS domains. I would also add a domain adapted from the earlier NICS draft "Selection and Implementation of Courseware"
- Fred Kintanar
Anonymous said
at 10:02 am on Aug 23, 2006
I think a re-mapping and contextual re-consolidation of the different indicators is needed to clearly show what ICT- related competencies are needed for NCBTS. I also believe that we have used BRUTE FORCE to match the ICT-skills to NCBTS. I actually fell more comfortable with the NICS rather than the ISTE since I find the labels easier for teachers to understand.
In my recent paper on E-skills for teachers, I mentioned three major task teachers need the ICT for - class preparation, delivery of lessons and class administration. I always believed that it is easier to direct the ICT-competencies if we first identify the task to be done and then determine how the technology can be use as support.
Lastly, we may want to use educational software as a generic term for courseware, games, software, etc. The selection and implementation should also include the search and evaluation of sites and online sources for teacher and student use. Lloyd
Anonymous said
at 11:45 am on Aug 24, 2006
Hi Lloyd, do you have a link to your e-skills paper? Or perhaps you could upload it as a file. I think NICS for Teachers is an opportunity to go beyond the current usual tasks, it should provide support to a transformative curriculum. I would expand your "class preparation" to "prepare classroom learning environmnent" to license a shift from lecture-centric to student-discovery. And perhaps rather than talk about class administration, focus on managing data and improving quality in classroom processes (I haven't come up with a sharper or succinct way to say that.) However, I think common tasks and competency domains are somewhat orthogonal. But for certain applications like teacher performance evaluation, it might be better to focus on the tasks first. For improving curricula (RBEC and teacher education) or planning in-service training) I think the competency domains are better.
- Fred Kintanar
Anonymous said
at 9:23 am on Aug 25, 2006
Hi Fred,
I just uploaded the file. It is the paper I presented at the Emerging Technologies for Philippines 2020 last April. I present a similar paper in an E-learning conference in Berlin in Sept 2005. Lloyd
Anonymous said
at 3:44 pm on Sep 4, 2006
The NICS version 2 appears to be redundant still. The distribution is too unveven. 10 items for Social, 9 items for Technological (think there are more) 21 items for Pedagocial (a lot are very similar) and only 5 items for the Professional.
I suggest that 3.7, 3.8, 3.10, 3.11, 3.12, 3.18 and 3.20 be moved to the social domain.
I also suggest that 3.13, 3.20 and similar items be considered at technological domain. Some are difficult since they too contain shades of the social domain.
Maybe we should focus on the pedagogical domain on UTILIZATION / INTEGRATION of the technology including the planning design and evaluation. We may want to identify or focus on the GENERIC TASKS that teachers will use the technology beyond just learning about.
For the Professional domain, I think that the issues relates to how the technology can be used to IMPROVE the teaching profession more than the INDIVIDUAL teacher. Will updating and sharing knowledge in the field be part of the indicators? Will setting up a portal or teacher resource site be considered professional growth.
For the technological domain, finding, evaluating and selecting education software, sites and tools should be considered technological instead of pedogical areas. Also the use of educational and content management systems is a technological not pedagogical area.
Let's aim to simplify and shorten the list. We can use the indicators to provide the details.
Lloyd
Anonymous said
at 9:54 am on Sep 6, 2006
Dear sir,
I corraborate with the same observation that there are some items that should be merge and needs further assessment, like 3.1, 3.2 and 3.3 can be lump into one. I suggest also that if the presentation can be written in accordance with their groupings, it will be better. Melo
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