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Country Presentation:
The PhilippinesSupporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration
Dr. Purita P. Bi lbao, Presentor
Chair, Technical Panel For Teacher Education, CHED Phil ippines
Outline1. Background on Implementation
2. Tools and Project Outputs
3. Plans for Curriculum Roll-out
4. Next Steps
Background on ImplementationThe Phil ippines - Supporting Competency-Based Teacher Training
Reforms to Facil itate ICT-Pedagogy Integration
Background on Implementation Trifocalization of the Administration of Philippine Education
Background on Implementation Composition of the National Task Force
1. Director, CHED Office of Program Standards and Development (OPSD)
2. Chair, Technical Panel for Teacher Education (TPTE)
3. Chair, Technical Panel for Information Technology Education (TPITE)
4. One member each, TPTE and TPITE
Background on Implementation Key agencies
AGENCY ROLE
CHED LEAD GOVERNMENT AGENCY
Teacher Education Institutions
(TEIs)
TECHNICAL EXPERTISE and LEAD FOR TRAINING AND
COURSE ROLL-OUT
Department of Education
(DepEd), UNESCO NATCOM,
other education stakeholders
SUPPORT AGENCIES
UNESCO Bangkok TECHNICAL and FUNDING SUPPORT
SEAMEO INNOTECH PROJECT MANAGEMENT and TECHNICAL SUPPORT
Background on Implementation Target Beneficiaries
1. TEIs starting academic year (AY) 2018-19
2. Students enrolled in undergraduate teacher education programs starting AY 2018-19
3. Philippine Basic Education Institutions (BEIs) starting AY 2022-23
4. Students enrolled in BEIs starting academic year (AY) 2022-23
Background on Implementation Project Activities
MAIN PROJECT ACTIVITIES TIMELINE
Rapid survey on the ICT readiness of basic education teachers
in 13 regions
June-Aug 2015
National workshop on supporting competency-based teacher-
training reforms to facilitate ICT-pedagogy integration
July 2015
Follow-up writeshop to draft enhanced ICT competency
standards for pre-service teachers
Sept 2015
2015 Regional Project Meeting Oct 2015
Background on Implementation Project Activities
MAIN PROJECT ACTIVITIES TIMELINE
Project TF endorsement + CHED TPTE deliberation of proposed
enhanced ICT competency standards, and additional program
and course outcomes
Feb-Mar 2016
Prep work + Public hearings/consultations on the proposed
PSGs for undergraduate teacher education programs with ICT-
pedagogy integration
Jun-Nov 2016
Orientation for Sample TTL 1 and 2 Syllabi Writers June 2016
National Workshop to Finalize Sample TTL 1 and 2 Syllabi July 2016
2016 Regional Project Meeting Dec 2016
Background on Implementation Future Activities (beyond the scope of the project)
MAIN PROJECT ACTIVITIES TIMELINE
Interface with DepEd on the proposed enhanced ICT
competency standards for pre-service teachers and TTL 1 and 2
TBD
Finalization of revised PSGs TBD
Official endorsement of the enhanced ICT teaching standards
for pre-service teachers
TBD
Faculty training for Teacher Educators teaching TTL 1 and 2 TBD
Tools and Project OutputsThe Phil ippines - Supporting Competency-Based Teacher Training
Reforms to Facil itate ICT-Pedagogy Integration
Tools and Project Outputs
ICT Competency Domains, Standards and Performance Indicators
Starting Point:
Review THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) vis-à-vis other existing frameworks.
Tools and Project Outputs
ICT Competency Domains, Standards and Performance Indicators
ICT-CFT NCBTS PROPOSED
IMPROVED PI
RECOMMENDATIONS
(aspect of a
teacher’s
work)
(performance
indicator in the TSNA
tool)
(outcomes-based) (based on gaps in
teacher education after
reviewing NCBTS and
other frameworks)
Tools and Project Outputs
ICT Competency Domains, Standards and Performance Indicators
ICT-CFT NCBTS PROPOSED
IMPROVED PI
RECOMMENDATIONS
Curriculum &
Assessment
use ICT resources for
planning and
designing teaching-
learning activities
use ICT tools to
process assessment
and evaluation data
and report results
Apply appropriate
ICT tools in
assessing, evaluating
and reporting
students’ learning.
Faculty in service
training on how to
construct ICT based
assessment
Ensure that ICT expertise
will be part of the
teachers’ evaluation
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles,
and theories of ICT systems as they apply to teaching-
learning
2.1.1 Discuss ICT concepts, principles and theories in
various teaching-learning processes
2.1.2 Use technology tools in the assessment process
2.2.1 Evaluate digital and non-digital learning resources in
response to student’s diverse needs
2.2.1.1 Select digital and non-digital learning resources in
reference to the student learning preferences
2.2.1.2 Revise digital learning resources in response to
varied needs of students
2.2.2 Develop digital learning resources to enhance
teaching-learning
2.2.2.1 Produce digital learning material designed to
enhance teaching-learning
2.3 Use ICT as a tool to develop 21st century skills:
Information, Media and Technology Skills, Learning and
Innovation Skills, Life and Career Skills, and Effective
Communications Skills
2.3.1 Integrate ICT in teaching plans that require learners
to connect the content of the lesson to society
Tools and Project Outputs
ICT Competency Domains, Standards and Performance Indicators
Tools and Project Outputs
Drafting Program and Course Outcomes based on New Standards
Teacher Education Program Outcomes with Inclusion of ICT: 1. Articulate the relationship of education to larger historical, social, cultural and political
processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
5. Demonstrate proficiency in the development and utilization of ICT resources in promoting quality (pedagogy) teaching-learning process.
6. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
7. Practice professional and ethical teaching standards.
8. Pursue lifelong learning for personal and professional growth.
Tools and Project Outputs
Drafting Program and Course Outcomes based on New Standards
Proposed Course Outcomes
Technology for Teaching and Learning 1 (3 units)◦ Explain ICT policies and safety issues as they impact on the teaching-learning process;
◦ Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies for teaching learning;
◦ Integrate media and technology in various content areas;
◦ Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies; and
◦ Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
Tools and Project Outputs
Drafting Program and Course Outcomes based on New Standards
Proposed Course Outcomes
Technology for Teaching and Learning 2 (3 units)◦ Use ICT to develop effective communication skills - viewing, listening, speaking, reading and
writing skills;
◦ Develop project/problem-based/inquiry-based collaborative plans and activities using technology tools;
◦ Use open-ended tools to support the development of the project-based collaborative activities in subject specific application;
◦ Produce learning resources using technology tools in various subject areas;
◦ Evaluate the relevance and appropriateness of ICT tools and resources based on the learning context, and
◦ Use technology tools to collaborate and share resources among communities of practice.
Tools and Project Outputs
Mapping Enhanced Standards against Proposed Courses TTL 1/2
Follow-through:
Determine which between TTL 1 and 2 will cover each proposed performance indicator to ensure that all PIs will be covered by the proposed courses.
Tools and Project Outputs
Mapping Enhanced Standards against Proposed Courses TTL 1/2
Follow-through:
Map proposed enhanced competency standards against course outcomes for TTL 1 and 2 to determine which course will cover which competency/PI.
Tools and Project Outputs
Drafting Sample Syllabi for TTL 1 and 2
Tools and Project Outputs
Drafting Sample Syllabi for TTL 1 and 2
Tools and Project Outputs
Endorsement Status
Passed scrutiny during zonal public consultations
Submission to CHED CEB and MANCOM for approval and promulgation still pending, but will follow after interface with DepEd on the Proposed Enhanced Competency Standards for Pre-Service Teachers and the Proposed TTL 1 and 2 courses for to be part of the undergraduate teacher education program
Plans for Curriculum Roll-outThe Phil ippines - Supporting Competency-Based Teacher Training
Reforms to Facil itate ICT-Pedagogy Integration
Plans for Curriculum Roll-outMaster Document:
The Policies, Standards and Guidelines serve as the main reference document for HEIs as they roll out their degree programs.
Plans for Curriculum Roll-out CMO: Policies, Standards and Guidelines for Teacher Education
◦ Main implementing agency: CHED
◦ Flexibility: TEIs must meet minimum requirements, but allowed flexibility.
◦ Roll-out modalities: TEIs have latitude in terms of curriculum delivery, provided program outcomes are attained and program objectives are satisfied.
◦ Schedule, Target No of Trainees: AY 2018-19 onwards, students enrolled in TEIs
◦ QA / Monitoring Mechanism: CHED Accreditation, CHED Recognition of TEIs as Center of Excellence/Development, nongovernmental accreditation bodies
Next StepsThe Phil ippines - Supporting Competency-Based Teacher Training
Reforms to Facil itate ICT-Pedagogy Integration
Next Steps Further procedures for endorsement:
MAIN PROJECT ACTIVITIES TIMELINE
Interface with DepEd on the proposed enhanced ICT
competency standards for pre-service teachers and TTL 1 and 2
TBD
Finalization of revised PSGs TBD
Official endorsement of the enhanced ICT teaching standards
for pre-service teachers
TBD
Faculty training for Teacher Educators teaching TTL 1 and 2 TBD
Next Steps Expected Challenges
◦ Coordination given trifocalization of Philippine education
◦ Implementation amid other massive reforms in the country’s education system
◦ Varying degrees of ICT readiness of teachers and schools in the Philippines
Country Presentation:
The PhilippinesSupporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration
Thank you for your t ime and attention .
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