Professional Documents
Culture Documents
FOCUS AREAS
1.0 ICT-related learning standards in Philippine basic education
2.0 ICT-curriculum integration models for the Philippines
3.0 Assessment models for ICT-supported learning in the Philippines
For each of these, we must set targets, identify the requirements for meeting these targets, and
identify strategies for meeting the requirements and achieving the targets
1.1 Framework
• The use of ICTs can make learning more effective by increasing learner motivation,
improving the mastery of basic concepts, fostering higher order cognitive skills,
developing communication skills, promoting collaboration among learners, and
developing learning to learn skills.
• A requisite for using ICTs to improve learning outcomes is developing ICT competencies,
which include knowledge, skills, and values and attitudes for appropriate and effective
use of ICTs.
• ICT competencies must be consistent with the general objectives of elementary and
secondary education (see Annex A). These competencies must complement and/or be
integrated with the learning standards for each learning area and year level; they should
help students meet the learning standards in the learning areas.
The Standards for Quality Elementary Education (SQEE) identifies five standards for the
elementary learner.
Standard 1: The learner is highly literate and adept in using technology available in the
community. His/Her technology skills are comparable with [those of] the children of his/her own
age in other countries.
Performance indicators for Standard 1:
• Shows mastery of knowledge and demonstrates improvement in skills, values and attitudes
for his/her grade level as stated in the national curriculum.
• Communicates effectively in oral and written forms in one or two languages.
• Exhibits ability to intelligently process, evaluate and utilize information obtained from multi-
media: press, movies, television, radio, videos, internet, and others.
• Demonstrates basic computer literacy skills and observes ethical practices in the use of word
processor, presentation software, electronic mail, internet, video camera, cell phone, fax
machines, overhead projectors, automated teller machines, and others.
• Upgrades his/her knowledge and skills continuously in the use of modern and/or appropriate
technology.
Standard 3: The learner is functionally literate and equipped with lifelong learning skills. He/She is
self-directed, highly motivated, and an effective problem solver.
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Performance indicator #8 for Standard 3:
• Uses varied data-gathering and processing techniques.
At the High School level, Computer Education is included under the unit on Entrepreneurship
(the last unit) of the Technology and Livelihood Education (TLE) curriculum. (see Annex B for
specific learning competencies). The emphasis is on computer applications for further skills
enhancement: word processing, spreadsheet, database, presentation using Powerpoint, and
using the Internet. Special science high schools and some private schools teach more complex
operations, such as programming and website development.
1.2.2 In other countries
Country Common Features Distinctive Features
United • The development of At key stage 1, there are no statutory
Kingdom ICT competencies requirements to teach the use of ICT in the
begins in the programmes of study for the non-core
primary/elementary foundation subjects. Teachers should use
grades. their judgement to decide where it is
• Emphasis on the appropriate to teach the use of ICT across
learning process; ICT these subjects at key stage 1. At other key
competencies as a stages, there are statutory requirements to
support to achieve the use ICT in all subjects, except physical
developmental education.
United States objectives and Standards cut across the grade levels while
attainment targets in performance indicators are specified for
the subject areas grade level clusters; the specific standard that
• Not only operational informs a performance indicator is specified.
Belgium skills but also social All basic ICT-competencies are acquired at
and ethical the end of primary education.
competencies
N.B. See Annex C for copies of the national ICT standards of the countries mentioned above.
1.3 Proposed ICT-Related Standards for Filipino Learners and the Philippine Basic
Education Curriculum
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2.0 ICT-CURRICULUM INTEGRATION MODELS FOR THE PHILIPPINES
2.1 Framework
• There must be a paradigm shift from teaching about technology to teaching and learning
with technology. ICTs should therefore be integrated in all subject areas—as a
springboard, in the development of the lesson, for application and enrichment, in
assessment of learning.
• Different technologies can be used in different ways to enhance learning—that is, for
presentation, demonstration, drill and practice, interactive activities, collaborative
activities. It is important to consider which technologies are better used for which
educational purposes. (see Annex D)
• A good mix of the three types of instructional application of ICTs is best. The three
approaches are:
o ICT-assisted instruction (drill and practice, tutorials, simulations, graphical
representations of math equations, and the like);
o resource-based learning (which involves the achievement of both subject and
information literacy objectives through exposure to and practice with diverse
resources, making students active learners); and
o ICT-supported collaborative learning (in which learners communicate and work
with their peers both inside the classroom and across classrooms and schools in
projects designed to solve real-world problems through the application of subject-
specific knowledge and skills)
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Biology, public school administrators
Chemistry, and teachers.
Physics,
Integrated
Science
e-Curricula for High School Interactive multimedia At least one ICT-assisted
Philippine High Science, Math, courseware (CD-ROMs) for Pentium PC with instruction
Schools Project Araling each of the three subject a CD-ROM drive (includes drill
by FIT-ED Panlipunan areas in each year level and practice
For whole-class exercises and
Intended for multiple use: instruction, simulations)
for direct whole-class computer and
instruction, for student self- LCD projector
study/tutorial/enrichment, and screen or TV
as a teacher’s resource monitor or a
computer lab with
10 PCs with LAN
The Electronic Communication An interactive, multimedia ICT-assisted
Storybook Arts (Reading) – e-book to facilitate reading instruction
elementary comprehension
Educational Elementary 32 curriculum-based, ICT-assisted
Software Modules Araling interactive, multimedia instruction
for Grade School Panlipunan and modules for middle school:
Araling Filipino 16 for Araling Panlipunan
Panlipunan and
Filipino (ESMGS
and 16 for Filipino
AP/Fil) Project
(Ateneo de Manila
University)
Genyo High School Interactive multimedia ICT-assisted
(BatoBalani Science, Math, courseware (CD-ROMs) for instruction
Foundation) English each subject area
Learning High School Teachers design a 1- or 2- A computer lab Resource-based
Centered all subjects (?) week LCLE module in for online learning; ICT-
Learning which students work on activities; the supported
Environment (La task sheets and use classroom for collaborative
Salle Greenhills various resources: offline activities learning
Grade School audiovisual and computer- (but each
Department) based resources, classroom has a
collaboration with PC that is
classmates, consultation connected to the
with the teacher, and Internet)
hands-on activities
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Intel Teach to High School 10 adaptable hands-on Resource-based
the Future Science and modules emphasizing the learning; ICT-
Math inquiry approach, project- supported
based learning, and collaborative
authentic assessment learning
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2.3 Proposed Targets with Respect to ICT-Curriculum Integration Models for Philippine
Schools
• Development of ICT-enhanced learning resources for all learning areas in all grade/year
levels
• Establishment/Expansion of a (virtual) library of ICT-enhanced learning materials
• Compilation of best practices in ICT-supported learning
• Integration of ICT into special programs and projects (e.g., Every Child a Reader
Program)
• Incentives (for learners, teachers, and schools) for the implementation of ICT-supported
learning
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g of basic health knowledge and the regards one’s career and for specialized
formation of desirable health habits and training in one’s occupation;
practices; 5. Obtain knowledge, form desirable
5. develop attitudes, and imbibe moral and spiritual
ment of functional literacy; in Pilipino values for understanding the nature and
and in English as basic tools for further purpose of the human person and thus of
learning; and one’s self, one’s own people, and other
6. acquisit peoples, cultures and races both in our
ion of fundamental knowledge, country and in the community of nations;
attitudes, habits and skills in science, 6. Heighten one’s abilities in and
civics, culture, history, geography, appreciation for the arts and sports.
mathematics, arts, and home
economics and livelihood education and
their intelligent application in
appropriate life situations.
First Year:
1. Naipamamalas ang batayang kaalaman sa pagmamakinilya
1.1 Natutukoy ang iba’t ibang uri at gamit ng bawat bahagi ng makinilya
1.2 Natutukoy ang batayang kaalaman sa paggamit ng makinilya
1.3 Natatakay ang kahalagahan ng bilis at kawastuhan sa pagma-makinilya
1.4 Nasusunod ang tamang pamantayan sa pagmamakinilya
1.5 Naiisa-isa ang mga puntos na dapat tandaan sa araw-araw na pangangalaga ng
makinilya
1.6 Naipakikita ang tamang pag-upo at tamang posisyon ng mga kamay sa
pagmamakinilya
2. Naipamamalas ang kaalaman sa kompyuter
2.1 Naipaliliwanag ang kahalagahan ng edukasyong pangkompyuter
2.2 Nailalahad ang kasaysayan ng kompyuter
2.3 Naiisa-isa ang iba’t ibang uri ng kompyuter
2.4 Naipaliliwanag ang iba’t ibang katangian ng kompyuter
2.5 Natatalakay ang mga kakayahan ng kompyuter
2.6 Naibibigay ang pagkakaiba ng hardware sa software
2.7 Natutukoy ang mga bahagi ng micro-computer
2.8 Natatalakay ang sistemang pangkompyuter
Second Year:
1. Naipakikita ang kakayahan sa pagsisimula sa pagmamakinilya at pagkokompyuter
1.1 Nakikilala ang mga teklado (keys) ng makinilya
1.2 Nailalagay ang mga daliri sa tamang tekladong pang-alfabeto
1.3 Nakapagsasanay nang ganap sa pamamagitan ng dril na homekeys at reaches
1.4 Napaghahambing ang mga teklado ng makinilya sa keyboard ng kompyuter
1.5 Naipalililiwanag ang mga gamit ng function keys
2. Naipakikita ang kahalagahan sa pagpapaandar ng kompyuters
2.1 Naibibigay ang kabutihan at di-kabutihan ng kompyuter
2.2 Natatalakay ang iba’t ibang uri ng disk
2.3 Nakikilala ang mga bahagi ng disk
2.4 Natatalakay ang wastong paggamit ng data diskette
2.5 Naipaliliwanag ang mga hakbang pangkaligtasan na napapaloob sa operasyon ng
mikro-kompyuter
2.6 Naipakikita ang wastong booting ng mikro kompyuter
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Annex D. Uses of ICTs
Research
Demonstration
of a concept,
phenomenon,
or theory
Communication
Social Collaboration
Interaction interaction
Community