 Educational technology is a field

of study that investigates the

process of analyzing, designing,
developing, implementing, and
evaluating the instructional
environment and learning
materials in order to improve
teaching and learning.
What is the purpose
of Educational
Technology?
 It is important to keep in mind that
the purpose of educational
technology (also referred to as
instructional technology) is to
improve education.
 The application of technology to
any process of educational
enterprise.
 Use of the technological
advancement in terms of various
equipment, materials, and
machines for educational
purposes.
 It involves the increasingly complex
range of audiovisual equipment,
sophisticated electronic devices like
projectors, films, radios, TV, computers,
etc., for individualized or group
learning.
 The development, application and
evaluation of systems, techniques, and
aids to improve the process of human
learning.
 Empowers educators to efficiently
personalize learning with access
to data, content and the cloud.
 Prepares students for the 21st
century workforce with modern
technology skills and
competencies.
 Helps educators create blended
learning environments that make
learning relevant to students’ lives.
 Gives educators access to real-
time feedback through digital
formative and summative
assessments and data.
▪ Are a cluster of related knowledge,
skills and attitudes that affects a major
part of one’s job (role or responsibility),
that correlates with performance on
the job, that can be measured
against well accepted standards, and
that can be improved via training and
development. – APCICT Report 2015
▪ The confident and critical use of
electronic media for work, leisure
and communication. These
competencies are related to logical
and critical thinking, to high level
information management skills, and
to well-developed communication
skills. – UNESCO Bangkok Communication and
Information Unit, 2008
(CHED-UNESCO) as provided in the 2017
Policy Standards and Guidelines (PSG) for
Pre-Service Teacher Education (CMO No.
77 s. 2017)
▪ “Demonstrate proficiency in the
development and utilization of
Information, Communication and
Technology (ICT) resources in promoting
quality teaching-learning process.
➢ Thisaspect encourages teachers to
be aware of how ICT might be aligned
to national education priorities as
expressed within the policy
environment.
➢ Teachers are encouraged to
understand their significant role in
preparing the next generation to be
effective and productive members of
society.
1. Demonstrate awareness of
policies affecting ICT education.
2. Comply with ICT policies as they
affect teaching-learning
environment
3. Contextualize ICT policies to the
learning environment.
 This aspect explores how ICT might
support the specific objectives as
identified in the curriculum, and play a
role in supporting assessment.
 This aspect initially demonstrates how
ICT might offer benefits to teaching
the curriculum and conducting
assessment.
1. Demonstrate understanding of
concepts, principles and theories
of ICT systems as they apply to
teaching-learning.
2. Evaluate digital and non-digital
learning resources in response to
students’ diverse needs.
3. Develop digital learning
resources to enhance learning.
4. Use ICT tools to develop 21st
Century Skills: information media
and technology skills, learning skills,
learning and innovation skills,
career skills and effective
communication skills.
 This aspect encourages teachers to
acquire ICT skills to support effective
teaching and learning methods.
 Encourage teachers to take up
alternative student-centered
pedagogies – ideally project and
problem-based methodologies that
incorporate collaboration and
cooperation.
1. Apply relevant technology tools for
classroom activities.
2. Use ICT knowledge to solve complex
problems and support students
collaborative activities.
3. Model collaborative knowledge
construction in face to face and
virtual environment.
 ICT skills are a prerequisite for
integrating technology into a
teacher’s duties.
 The technology tools identified are
commonplace and popular, such as
word processors, presentation
packages, e-mail clients and social
networking apps.
1. Demonstrate competence in the
technical operations of technology
tools and systems as they apply to
teaching and learning.
2. Use technology tools to create new
learning opportunities to support
community of learners.
3. Demonstrate proficiency in the use of
technology tools to support teaching
and learning.
 This aspect suggests ways to manage
the school’s digital assets as well as
safeguard the people who use them.
 The emphasis is on organizing the
physical environment, such as
computer labs and classrooms, to
support effective use of ICT for
learning.
1. Manage technology-assisted
instruction in an inclusive
classroom environment.
2. Exhibit leadership in shared
decision-making using
technology tools.
 This aspect is designed to suggest ways that
ICT can empower teachers to embark on
lifelong professional development.
 Initially it looks at how teachers can develop
their digital literacy and use ICT for their
professional improvement.
 The emphasis shifts to how teachers – as
master students and knowledge producers –
can innovate and model best practice, even
acting as coach and mentor to their school
colleagues.
1. Explore existing and emerging
technology to acquire additional
content and pedagogical
knowledge.
2. Utilize technology tools in creating
communities of practice.
3. Collaborate with peers, colleagues
and stakeholders to access
information in support of professional
learning
1. Demonstrate social, ethical, and
legal responsibilities in the use of
technology tools and resources.
2. Show positive attitude towards
the use of technology tools.
1. Do you think you possess
these competencies?
2. How will you develop these
competencies as a future
teacher? In what way?
https://www.open.edu/openlearncreate/pluginfile.php/306820/
mod_resource/content/2/UNESCO%20ICT%20Competency%20Fr
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standards-for-philippine-preservice-teacher-education-
180676999

https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-77-
s.-2017.pdf

https://www.unapcict.org/sites/default/files/2018-
12/Briefing%20on%20ICT%20Competency%20Standards_FINAL.p
df