04 ICT Integration

ICT in Education
Policies, Standards and

Guidelines for Teacher
Education Programs
Program Outcome and the
enhanced ICT Competency
Standards for Pre-service teachers.
• Teacher Education Program Outcome from

2017 CMO
e. Apply skills in the development and

utilization of ICT to promote quality, relevant
and sustainable educational practices.*
 TRANSLATED PROGAM OUTCOME ON ICT to
ICT COMPETENCY STANDARD FOR
TEACHERS
• TO ADDRESS THE PROGRAM OUTCOMES,

(ANNEX C of ALL TEACHER EDUCATION
DEGREE CONTAINS THE ICT COMPETENCY
STANDARDS FOR TEACHERS.) The specific
competencies were the outcomes of the
UNESCO-KFIT and CHED Project.
CMOs ICT COMPETENCY STANDARDS for TEACHERS
SEVEN DOMAINS OF THE ICT COMPETENCIES FOR PRE-SERVICE
TEACHER
Domain 1: Understanding ICT in Education. (Demonstrate awareness of policies affecting
ICT in education)
Domain 2: Curriculum and Assessment. (Evaluate digital and non-digital learning

resources in response to student’s diverse needs.)
Domain 3: Pedagogy. (Apply relevant technology tools for classroom activities)
Domain 4: Technology Tools (Demonstrate proficiency in the use of technology tools to

support teaching and learning.)
Domain 5: Organization and Administration (Manage technology-assisted instruction in an

inclusive classroom environment.)
Domain 6: Teacher Professional Learning (Utilize technology tools in creating communities of

practice.)
Domain 7: Teacher Disposition (Show positive attitude towards the use of technology tools.)
Technological
Pedagogical
Content Knowledge
(Tech-PACK)
• Tech-PACK, previously known as TPCK, later
TPACK, is a framework that integrates
technology in education to help encapsulate the
complex interactions among content, pedagogy,
and technology.
• According to Mishra & Koehler (2006), the TPACK

Framework emphasizes the connections,
interactions, affordances, and constraints
between and among content, pedagogy, and
technology.
Content Knowledge (CK)
• Teacher’s knowledge about the subject matter.
• Includes concepts, theories, ideas, organizational

frameworks, evidences and proofs, established
practices and approaches toward developing
such knowledge (Shulman, 1986).
• Having no comprehensive knowledge in content

may cause erroneous information to learners,
thus may develop misconceptions about the
subject matter.
Pedagogical Knowledge (PK)
• Teacher’s deep knowledge about the process and
practices or methods of teaching and learning.
• This includes lesson planning, classroom management
skills, understanding how students learn, and student
assessment.
• A teacher will profound pedagogical knowledge
facilitates student’s construction of knowledge and
acquisition of skills, and helps students in developing
habits of mind and positive dispositions toward learning.
• Therefore, understanding of cognitive, social, and
developmental theories of learning and how they apply
to students in the classroom are requisites of
pedagogical knowledge.
Pedagogical Content
Knowledge (PCK)
• Covers conditions that promote learning:

teaching, learning, curriculum, assessment,
reporting, and pedagogy.
• There is transformation of the subject matter for

teaching which happens when teacher interprets
the subject matter.
Technology Knowledge (TK)
• The definition of TK is fluid due to its fast updates
and upgrades that happens time to time. However,
technology applies to all technological tools and
resources.
• Understanding of technology which is beyond the

definition of computer literacy is a must in TK.
Thus, essential appreciation and mastery of
information technology for information
processing, communication, and problem solving
are important.
Technological Content
Knowledge (TCK)
• TCK is an understanding of the way in which technology
and content affect and restrict one another.
• This overlap explains that teaching is more than the

subject matter they teach; they must also have a
profound knowledge on the way how subject matter can
be taught through the use of particular technologies.
• Teachers need to figure out which specific technologies

are appropriate in delivering the subject-matter to have a
better understanding and appreciation of the lesson.
• This allows us to determine the suitable pairing of

appropriate technology to the content or vice versa.
Technological Pedagogical
Knowledge (TPK)
• TPK is an understanding of how teaching and learning
can change when particular technologies are used in
particular methods.
• The focus of this TPK is to have an understanding of the

affordances of technology and how they can influence
differently the context and intentions of the teaching.
• Teachers have to look beyond the normal functions of

technology, they have to be creative and think of other
advancement in the learning and understanding of the
students.
Technological Pedagogical
Content Knowledge (Tech-PACK)
• Tech-PACK shows interactions among the main
components of knowledge-content, pedagogy, and
knowledge.
• Tech-PACK is the basis of effective teaching with

technology.
• The relationship among the components of knowledge are

interfaced with one another to have a stronger content,
more effective pedagogy and efficient technology that may
remedy difficulties in teaching and learning to develop
higher comprehension and better learning.
“Context”
• This is the outer-dotted circle which highlights

the understanding that technology, pedagogy,
and content do not exist in a vacuum, but rather,
are represented in specific learning and teaching
contexts.
TECHNOLOGY INTEGRATION
PLANNING (TIP)
Technology Integration Planning (TIP) is a model
created for teachers as a guide that ensures the
efficiency of integration of technology in
education. TIP gives teachers a systematic way to
identify and address challenges involved in
integrating technology into teaching practices
(Roblyer & Doering, 2013, p.52).
In the earlier editions of TIP Model, there
were five to six phases to enable the
teachers successfully integrate technology
in instruction. In the recent edition (6th), it
boils down into three phases with sub steps
in each phase (as shown in Figure 2.3).
Assignment: Answer this
TPACK Questionnaire

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ICT in Education

Policies, Standards and

• Teacher Education Program Outcome from

e. Apply skills in the development and

• TO ADDRESS THE PROGRAM OUTCOMES,

Domain 2: Curriculum and Assessment. (Evaluate digital and non-digital learning

Domain 3: Pedagogy. (Apply relevant technology tools for classroom activities)

Domain 4: Technology Tools (Demonstrate proficiency in the use of technology tools to

Domain 5: Organization and Administration (Manage technology-assisted instruction in an

Domain 6: Teacher Professional Learning (Utilize technology tools in creating communities of

• According to Mishra & Koehler (2006), the TPACK

• Includes concepts, theories, ideas, organizational

• Having no comprehensive knowledge in content

• Covers conditions that promote learning:

• There is transformation of the subject matter for

• Understanding of technology which is beyond the

• This overlap explains that teaching is more than the

• Teachers need to figure out which specific technologies

• This allows us to determine the suitable pairing of

• The focus of this TPK is to have an understanding of the

• Teachers have to look beyond the normal functions of

• Tech-PACK is the basis of effective teaching with

• The relationship among the components of knowledge are

• This is the outer-dotted circle which highlights

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