Kristian Paul A.

Espejo January 31, 2025

Task 1

1. How do the ICT standards for pre-service teachers in the Philippines align with
global trends in educational technology?
- The ICT competency standards for pre-service teachers in the Philippines as set by
the DepEd (PPST) and CHED (CHED-UNESCO) in the Policy, Standards,
Guidelines (PSG) align with the global trends in educational technology (ISTE)
through their goals in fostering digital literacy and competency on both teachers and
learners, the integration ICT in pedagogy or teaching strategies to enhance learning
and student engagement and digital ethics to ensure the responsible use of educational
technology. The ICT standards also call for developing 21st–century skills such as
critical thinking and problem-solving skills using ICT to combat the prevalent
problem of decline in our most vital skills.

2. What are the key competencies that pre-service teachers are expected to develop
according to the ICT standards in the Philippines?
- Pre-service teachers are expected to develop a variety of competencies according to
the ICT standards in the Philippines to effectively integrate the use of ICT in their
teaching practices. The ICT competency standards are made up of seven (7) domains,
each with a different set of competencies to be developed by pre-service teachers.
The first domain which is understanding ICT in education encourages the awareness,
compliance, and contextualization of policies affecting ICT in education and the
learning environment. The second domain centered around the curriculum and
assessment, calls for the demonstration of the ICT systems in the teaching-learning
process, utilization of ICT in response to the diverse needs of the students, develop
digital learning resources to enhance the teaching-learning process, and the
development of 21st-century skills. Domain 3 on pedagogy inspires the use of
relevant technology in teaching and classroom activities, and collaborative work
between learners in face-to-face and virtual environments. The 4th domain on
technological tools makes use of educational technology tools in creating new
learning opportunities to support the learners. Domain 5 on organization and
management addresses the use of technology in an inclusive classroom environment
and fosters leadership and decision-making skills using technology tools. Domain 6
focuses on Teacher professional learning which emphasizes pre-service teachers
keeping up with the global trends in educational technology and collaboration with
different stakeholders to bolster the creative use of ICT. Lastly, the 7th domain
centered around Teacher Disposition which encourages the ethical and responsible
use of ICT and shows a positive attitude in the use of educational technology.
3. How do the ICT standards support the development of digital literacy among pre-
service teachers in the Philippines?
- The ICT standards for pre-service teachers in the Philippines guided by CHED’s
Technology for Teaching and Learning (TTL) and the PPST support the development
of digital literacy by providing a structured framework that effectively integrates the
use of ICT in the teaching-learning process to ensure that future teachers are equipped
with the necessary skills and knowledge to use and teach ICT. Accordingly, pre-
service teachers are trained in the basic and advanced use of digital tools such as
productivity software/applications, learning management systems, and multimedia
and presentation applications. Through ICT standards, pre-service teachers are also
taught the use of technology for student-centered learning through interactive
teaching methods such as gamification of activities, online assessment tools such as
Quizizz and Kahoot, and online communication tools. The ICT standards also provide
continuous professional and technological learning development to further increase
their knowledge and skills in the use of ICT in the classroom.

4. In what ways do the ICT standards help pre-service teachers integrate technology
effectively into their future classrooms?
- The ICT standards ensure that pre-service teachers are equipped with the necessary
skills and are proficient with the use of technological tools in their future classrooms.
In addition, pre-service teachers are encouraged to use interactive tools, online
assessments, and multimedia applications to enhance student engagement and
learning. The ICT standards also ensure that student-centered learning is highly
utilized to support collaboration, creativity, and critical thinking skills among
learners.
5. What challenges do pre-service teachers in the Philippines face when trying to meet
the ICT standards in their training program?
- Pre-service teachers in the Philippines face challenges when meeting ICT standards.
Firstly, there is limited access to technology and the internet especially in rural areas
that are not equipped with modern computers, reliable internet, and updated
applications and software. In addition, pre-service teachers are burdened with
financial stress that makes it hard for them to practice ICT skills outside of the
classroom. There is also a lack of facilities and support for teacher education
programs to provide ICT training. As a result, there is insufficient digital literacy and
competency skills among the pre-service teachers which leaves the pre-service
teachers unprepared and lacking in technological classroom integration.

6. What are the fundamental concepts of ICT that pre-service teachers in the
Philippines need to understand?
- Pre-service teachers in the Philippines need to familiarize themselves with different
fundamental concepts of ICT. They need to have basic ICT literacy skills such as
understanding the hardware and software of a computer, understanding of different
operating systems, and different productivity services such as the different Microsoft
applications. Furthermore, pre-service teachers also need to be proficient with
different communication tools such as Learning Management Systems (LMS) and
other web conference tools. They also need to understand and integrate technology in
 their teaching strategies in line with the (Technology, Pedagogy, and Content
Knowledge) TPACK and Substitution, Augmentation, Modification, and Redefinition
(SAMR) model, develop lesson plans digitally, and make lessons and assessments
engaging using interactive tools and multimedia applications.

7. How can pre-service teachers effectively use ICT tools for classroom management
and student engagement?
- Pre-service teachers can effectively use ICT tools to conduct classroom management
and increase student engagement by utilizing technology to manage and organize
tasks and activities, enhance communication, and make lessons interactive and
engaging for the learners. LMS are effective tools for managing tasks and activities
and organizing lesson plans and modules. ICT also helps in keeping track of student
attendance and learner behavior through different third-party software such as
ClassDojo and Google Forms. On the other hand, game-based learning using
applications such as Quizizz and Kahoot can boost student interest and engagement
which can lead to higher learner retention. ICT also fosters a collaborative and
interactive environment for students even in the comforts of their homes. In addition,
virtual and augmented reality in the form of virtual field trips can increase student
interest, especially in the field of science without risking the safety of the students.

8. What role does ICT play in fostering critical thinking and problem-solving skills
among students in the classroom?
- ICT plays a critical role in fostering critical thinking and problem-solving skills
especially now that there is a prevalent decline in these crucial skills needed by
students. ICT provides an interactive, engaging, and real-life application of the
lessons taught by teachers. Through ICT, learners are asked to question and analyze
information and data using online resources that provide real-time data and
information. One example of this is Google Scholar where learners can access
published academic papers for research purposes. ICT also enhances problem-solving
skills through game-based learning and strategy games. In addition, ICT allows for
the analysis of data and interpretation of real-world data. Microsoft Excel is one of
the bread-and-butter applications when it comes to analyzing data.

9. How does ICT enhance collaborative learning and communication among the
students in the Philippines?
- ICT plays a vital role in enhancing collaborative learning and communication among
the students in the Philippines by providing tools that allow learners to engage in
meaningful discussion and work together whether they are in the same classroom
environment or the comfort of their homes. ICT will enable learners to collaborate in
real-time on projects and presentations using applications such as Google Docs or
Google spreadsheet and Canva. In addition, ICT also provides web conferencing apps
to conduct synchronous classes, especially in the Philippines where the country is
riddled with natural disasters such as typhoons and earthquakes which delays
learning. Through ICT, no days are wasted for teachers and learners. Furthermore,
ICT provides online lectures for students wherein they can develop different skills of
 their interest and at the same time also communicate with peers from various
locations and cultures.
10. In what ways can ICT be used to support inclusive education and cater to diverse
student needs in the Philippines?
- ICT makes education more accessible for all students, including those with
disabilities, learning difficulties, and from marginalized communities. By integrating
ICT into the teaching-learning process, teachers can create a more inclusive
environment that caters to the diverse needs and different learning styles of the
learners. Technology nowadays can assist students with virtual, hearing, and motor
impairments and provides alternative ways to read, write, and participate in class such
as text-to-speech and speech-to-text functions of smart devices. ICT also helps in
pacing the learning of students through adaptive learning and different learning
formats such as videos, modules, and e-books to cater to the different intelligences
and learning styles of learners. In addition, learners with difficulty in learning
languages can be supported by translation supports and apps that provide language
teaching such as Duolingo. Lastly, ICT provides access to quality education for
remote areas in the Philippines to bridge the digital gap with the areas with access to
ICT.

Reference:
[1] ICT Competency Standards (CHED-UNESCO) Policy, Standards and Guidelines (PSG) s.
2017 for Pre-Service Teacher Education.
[2] Technology for Teaching and Learning 1, Bilbao et.al (2019)
[3] Pacturan, D. B., Sabacajan, B. T. & Nahial, W. L. (2024). Integration of Gamification in
Teaching and Students’ Academic Performance: Basis for Action Plan. International Journal of
Multidisciplinary: Applied Business and Education Research, 5(3), 1013-1023.
https://10.11594/ijmaber.05.03.24
[4] https://taylorinstitute.ucalgary.ca/resources/SAMR-TPACK
[5] https://www.educationcorner.com/35-incredible-classroom-apps/
[6]https://opengovasia.com/2023/06/13/digital-platforms-for-inclusive-learning-in-the-
philippines/