ICT4E Article - Manual

iSchools Computer & Internet Literacy Course for Teachers
Harnessing ICTs in Philippine Basic Education
“Harnessing ICTs for Philippine Basic Education”
Introduction
It has been said that a teacher from the 1900’s would adjust easily in
today’s classroom because despite the huge difference in content, the
teaching and learning processes remain the same – the teacher stays in front
and, with the typical chalk and blackboard, delivers her lectures to a bunch
of passive note-taking or book-toting students arranged in neat rows and
columns.
All of us have gone through such a scene. But should this be the scene
in our classrooms today? Is it still the appropriate mode of delivery for this
day and age when huge chasms of differences exist between yesterday’s
society and that of today? Does this type of educational environment deliver
the knowledge and competencies we need today?
We are in the Age of Information where human knowledge is growing

exponentially – made possible through the proliferation of various forms of
media, the personal computer and accompanying software (that allow
individuals to produce their own digital content in massive loads), huge
advancements in telecommunications, and the Internet (that allow all these
digital content to be globally exchanged in real-time). Information, as never
before, has become accessible to anyone who wants to access it to grow,
network, and participate in this fast-paced, ever-changing society.
Indeed, we are living in a new Learning can, of course,

knowledge-based, global economy that is take place in the classroom,
“powered by technology, fueled by but most of it doesn’t.
information, and driven by knowledge.” 1 Today’s learners are not just
Unlike in the past when the economy can students; learning has
survive with managers and laborers who suddenly become
have one-track “Assembly Line” everybody’s business. In
competencies, the economy of today fact, learning “how to learn”
requires multi-faceted knowledge workers may now be your most
who are flexible, innovative, multi-skilled, critical survival skill.
and lifelong learners.
The UCLA video on Information Literacy entitled “e-Literate” estimates

the amount of information stored in the Internet alone at 14 terabytes –
equivalent to a billion pages of text – and doubling every six months. The
film warns us, “Your ability to function effectively in the 21st century is
1
Secretary’s Commission on Achieving Necessary Skills (SCANS), US Dept. of Labor,
1991.
Commission on Information and Communications Technology – Human Capital Development
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directly linked to your ability to increase your spot knowledge in widely

varied and unanticipated areas quickly and efficiently. You must be able to
find out. If you don’t have the skills to find out, you will be left behind.”
Further, we must be able to competently negotiate, compete, and

collaborate in the international market where chunks of work on the same
output is being done simultaneously and collaboratively across continents in
real time through outsourcing of various goods and services like software
development, helpdesks, call centers, animation, back office processing (e.g.
accounting, finance, human resource management), journalism, e-
secretaries, e-tutoring, e-reservations, medical and legal transcriptions, etc.
Thomas Friedman, noted journalist, emphasizes this fact in his book

The World is Flat: A Brief History of the Twenty-First Century (Release 3.0)
when he notes that massive investments in technology has enabled,
empowered, and enjoined groups and individuals by leveling the global
playing field where “intellectual work and intellectual capital could be
delivered from anywhere – disaggregated, delivered, distributed, produced,
and put back together again” at incredible speeds and with great accuracy.
He points out that traditionally top-down organizations find that they are
increasingly becoming more horizontal and collaborative with corresponding
changes in rules of engagement, roles, and relationships. It has been
observed that marked gains in productivity have resulted from encouraging
individuals and small groups to initiate, engage, participate, collaborate, and
innovate.
Gone are the days when employees are required to just focus on one
task – the Global Information Revolution requires today’s knowledge workers
to develop, inculcate, apply, and enhance 21st Century Skills to be ready and
competitive for 21st Century economy. Adriana Vilela, World Links Executive
Director, estimates that the average 20th century worker takes on only one to
two jobs in his lifetime, while the average 21st century knowledge worker
changes jobs 10 to 15 times – thus requiring him to be flexible and
adaptable. She further expounds that the 20th century worker is good at
what was taught (i.e. mastery in one field) while the 21st century knowledge
worker must be good at what was not taught (i.e. critical thinking) to be able
to successfully compete in this complex economy.
A publication by the North Central Regional Educational Laboratory of

the US entitled enGauge 21st Century Skills: Literacy in the Digital Age 2 goes
beyond the more commonly known basic and functional literacies and
enumerates four major skills areas, as follows:
2
Available: http://www.ncrel.org/engaugeg/skills/21skills.htm. Accessed: March
2006. Refer to this article for a more detailed discussion of each 21st century skill
enumerated above.
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Digital Age Literacy Inventive Thinking

• Basic, Scientific, Technological • Adaptability, Managing
Literacy Complexity, Self-Direction
• Visual and Information Literacy • Curiosity, Creativity, Risk-Taking
• Multi-cultural Literacy and Global • Higher-Order Thinking and Sound
Awareness Reasoning
Effective Communication High Productivity
• Teaming, Collaboration, • Prioritizing, Planning, Managing for
Interpersonal Skills Results
• Personal, Social, and Civic • Effective Use of Real-World Tools
Responsibility • Ability to Produce Relevant, High
• Interactive Communication Quality Products
The challenge is then thrown to the education sector to ensure that

learners possess such Digital Age readiness – that they value self-direction,
adaptability, critical thinking, collaboration, and lifelong learning – to fill the
existing gap between the Knowledge-Skills-Attitudes (KSAs) of students
versus what is needed by today’s society. Policymakers are enjoined to adopt
appropriate policies and practices based on the requirements of a
“knowledge-based, global society”.
ICT in Education
Advocates in the education sector see information and

communications technology (ICT) as a driver for change to efficiently and
effectively leverage knowledge and skills and match these to current needs
and opportunities. Likewise, it serves as a door to educational opportunities
by making it easier to tap experts, to search for and visualize data, to link to
real-world contexts (i.e. make abstract concrete), to get and provide timely
feedback, to reflect, and to analyze. 3
Various studies4 have cited among the benefits of using ICT in

education as follows:
• transforms the teacher’s role from the “sage on the stage” to the
“guide on the side”;
• transforms the student’s role from passive receivers of content to
active and creative participants and collaborators in the learning
process towards becoming self-motivated and self-directed lifelong
learners;
3
Bransford et al (2003) in enGauge 21st Century Skills. Available:
http://www.ncrel.org/engaugeg/skills/21skills.htm. Accessed: March 2006.
4
Mehra, P. & Mital, M. Integrating technology into the teaching-learning
transaction: Pedagogical and technological perceptions of management faculty.
International Journal of Education and Development using ICT [Online], 3(1). March
2007. Available: http://ijedict.dec.uwi.edu/viewarticle.php?id=265. Accessed: March
23, 2007.
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• provides efficiency by making the teacher’s administrative work (i.e.

lesson planning, grade computations, materials development and
delivery) and school administration’s tasks (i.e. student records,
routinary reports, evaluation reports) less tedious and time-consuming
and more expanded in scope;
• widens access to an increased number of students in very diverse
locations and with different learning styles; and,
• opens up the learning process to a global orientation.
UNESCO further purports that when used appropriately, ICTs are

powerful tools that can: 5
• improve motivation and engagement in the learning process;
• develop multiple intelligences through multimedia presentation of
materials;
• facilitate comprehension of abstract concepts by making them more
concrete;
• develop basic skills (reading, writing, arithmetic) by giving learners
opportunities for practice;
• allow multi-channel learning and accommodate different learning
styles and individual learners’ needs;
• promote inquiry and exploration through the use of interactive learning
resources in cost-effective and safe ways – i.e. bringing the world into
the classroom;
• enhance information literacy, critical thinking, problem-solving, and
other higher order thinking skills;
• facilitate collaborative and cooperative learning by providing tools for
learners to communicate and work with other learners; and
• develop lifelong learning skills, including learning how to learn.
Several countries – USA, UK, Ireland, Australia, China, Malaysia,

Singapore, Thailand, South Africa, to name a few – have been actively
engaged in finding ways to curb this slow uptake by pushing for and
implementing various ICT in Education programs and projects for their
respective constituents. International organizations, through special units
and/or programs, likewise run ICT in Education programs around the world –
such as UNESCO-Bangkok, InfoDev, Global eSchools and Community
Initiative (GeSCI), World Links, etc.
Based on their experience in using ICTs to improve their productivity

and efficiency, the Business Software Alliance (BSA) recommends a view of
21st Century Learning that would produce knowledgeable, skilled, savvy,
5
Haddad, W.D. and Jurich, S. ICTs for Education: Potential and Potency. In
Haddad, W.D. and Draxler, A. (Eds.) Technologies for Education: Potentials,
Parameters, and Prospects. Paris/Washington: UNESCO and the Academy fro
Educational Development, 2002.
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globally aware, engaged, and productive students for the global economy as
follows:
General Math, Science, and Engineering
Skills: marrying cutting-edge technology with
current problems and opportunities – analyze,
evaluate, make decisions, assessing and
evaluating, recommending enhancements, etc.
General Workforce Skills: use ICT to collaborate and
practice teamwork; to enhance self-direction,
adaptability, accountability; critical thinking and creative
problem solving; social responsibility and ethical
Global and Civic Awareness: use ICTs to search for relevant
information and interact with/ participate in government,
economic, and social institutions globally and locally
ICT Literacy: use of ICT tools to communicate and express ideas
effectively, to facilitate analysis and problem solving, to sort through
resources, to synthesize, to manage time and tasks effectively –
includes technological literacy and information literacy
Basic Literacy: functional proficiency in language and numeracy
adapted from the publication entitled Educating for the Future by the Business Software Alliance, June 2004
As seen from the skills pyramid, BSA sets ICT Literacy as one of the
foundation skills, second only to the 3Rs. This presents significant
implications for the education sector in terms of curriculum (what to teach),
pedagogy (how to teach), teacher and student roles, classroom
management, tools and resources, assessment, and the role of the
community.
Educators need to acknowledge Integrating technology into

that children of the NET Generation education in a meaningful way is
are techno-natives who can easily key to making learning relevant
navigate through new technology on to the generation of young
their own. They have been highly learners for whom technology is
exposed to various forms of media and an important part of their daily
technological tools, multi-sensorial lives.
stimulation, multi-tasking, “instant”
processes (e.g. click-of-a-button
access to information, “instant” products), and a barrage of information from
various sources – both accurate and inaccurate. As seen in the orientation of
children’s educational shows nowadays (e.g. Dora, Blue’s Clues, Math Tinik),
learners of today prefer activities where they can get involved, interact,
express themselves, and get immediate feedback.
Effective ICT in Education calls for a pedagogical framework fit for the
digital age - a new learning theory by George Siemens called Connectivism
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that is claimed to be Constructivism 6 in a connected environment. 7 It

recognizes that learning and knowledge is developed in a non-sequential,
iterative process of connecting with a diverse mix of opinions and making
decisions by articulating, reflecting on, and evaluating the connections and
options one sees in his environment.
In order to accommodate such a process, it thus requires a shift from

the traditional learning model to a lifelong learning model: 8
Traditional Learning Model Lifelong Learning Model

Teachers serve as the primary Educators serve as guides,
sources of knowledge facilitators, catalysts of learning
• planning for teaching • designing for learning
• rigid • flexible
Teacher-centered: learners Student-centered: learners learn
conform to / receive knowledge by asking/inquiring, doing, and
from teacher authentic learning
• chalk & talk • life skills, competency-based,
• rote-learning & repetition multiple intelligences & learning
• textbook-based styles
• exam-driven • vast information resources are
recognized and made available, if
possible
Learners work quietly by People learn in groups and from
themselves (Quiet = Discipline) each other – productive noise;
collaborative learning is valued
All learners do the same thing; Educators develop individualized
same outputs learning plans; varied outputs
(based on standards)
Tests are given to prevent a learner Assessment is regular and
to progress until complete mastery integrated into the lesson proper,
of facts/skills is attained, used as rather than an afterthought
culminating activity • 21st century skills assessed
• recall of facts and mastery • guides learning strategies and
of routine skills assessed identifies pathways for future
• used to ration access to further learning
learning • integrated with the lesson
6
Constructivism sees learning as an active, personal inquiry, interpretation,
and construction of meaning from prior knowledge and experience with one’s actual
environment.
7
White, G. Beyond the Horseless Carriage: Harnessing the potential of ICT in
education and training. Available:
http://www.educationau.edu.au/papers/horseless_carriages_GW.pdf Accessed:
October 2006
8
TechKnowLogia, Jan-March 2003, p. 78. Available:
http://www.TechKnowLogia.org Accessed: March 2006

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• tests are separate from the • rapid/immediate feedback

lesson
Grades are used to establish Rubrics with clear indicators are
ranking used to check if learning has taken
place and 21st Century Skills are
observed
“Good” learners are identified and People have access to learning
permitted to continue their opportunities over a lifetime
education
Teachers receive initial training plus Educators are lifelong learners:
ad hoc in-service training initial training and on-going
(extrinsically motivated) professional development are linked
and intrinsically motivated
The education sector is aware of this but is faced by the enormous task
of making it happen. Such a shift does not happen overnight. It definitely
requires time, conscious effort, commitment, and persistence on the part of
the teachers and the administration. There have been various initiatives and
programs – local and international - to assist the education sector in this
respect, such as efforts by UNESCO-Bangkok, World Links, Intel, DepEd, CICT,
FIT-ED, UP-NISMED, SEAMEO-INNOTECH, etc.
ICTs in Philippine Education
The National Framework Plan for ICTs in Basic Education (NFP-ICT-BE

2005) starts off by highlighting the fact that the current Philippine education
system is in crisis. “The poor performance of students across the country in
national and international achievement tests, and the consistently high
dropout rates at both elementary and secondary school levels, underscore
the deterioration of the quality of the Philippine schools system.”9
Much has been said about the low National Achievement Test results,
averages of which are way below the passing mark of 75%. In a recent High
School Readiness Test among 1.2 million Grade 6 examinees, only 8,000
passed. It was also found that 75% of elementary graduates cannot read
independently. Furthermore, dropout rates are staggering – out of 100 Grade
1 students, only 66 would reach Grade 6, and only 43 would reach High
School 4th year – 22% of whom drop out because of lack of personal interest
to education.
This sad state among Philippine learners have been attributed to big
class sizes (averaging 1:50 teacher:student ratio but sometimes reaching
1:70 or even 1:120 due to lack of teachers, lack of classrooms and other
9
National Framework Plan for ICTs in Basic Education, FIT-ED w/ CICT & DepEd, 2005,
p. 1.
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resources), the huge number of non-majors among teachers (most especially

among Science teachers), and low English proficiency among teachers (80%
of teachers rated themselves as having inadequate English proficiency in a
Self-Assessment Test).
On another note, CICT projects that, by 2010, at least 1,000,000

Filipinos will be in the ICT (i.e. electronics-manufacturing, software
development) and ICT-enabled (i.e. Call Centers, Graphic Design and
Animation, Business Process Outsourcing like medical transcription, Back
Office Operations, etc.) industry – from 2,000 employed in 2001 to over
200,000 today. However, the education sector has not been producing
enough qualified graduates to cover the personnel requirements – take-up
rate among applicants is currently at 30% only. Feedback from the
companies range from low English proficiency to below-par specialized
technical competencies among applicants.
As such, there is an urgent for the country to work double-time to

ensure that the industry and the education sector work hand-in-hand to
manage the workforce numbers to be able cover this shortfall lest the
Philippines lose the opportunities of this sunshine industry to other countries.
Towards this end, information and communication technologies (ICTs)

are seen to have the potential in supporting the qualitative shift in the
learning process that the Philippine educational system badly needs, in
broadening access to education, and in improving administrative and
instructional efficiency in our schools.
The Medium Term Development Plan of the Philippines (MTPDP) 2004-

2010, the National Framework Plan for ICTs in Basic Education (2005-2010),
and the 2002 Basic Education Curriculum (BEC) advocate the use of
information and communications technologies (ICTs) as “a powerful enabler
of capacity development…targeted towards specific development goals like
ensuring basic education for all and lifelong learning, among others.”
Furthermore, the MTPDP “provides for the wider use of computers to support
teaching-learning processes, the promotion of elearning and information
literacy, and the establishment of elearning competency centers.” 10
In response to this realization, the Department of Education, in

partnership with various organizations, have come up with ICT in Education
initiatives that provide computer access, connectivity, and relevant teacher
training to all the public high schools in the country.
During the 2nd National ICTs in Basic Education Congress held last
September 2006k, Secretary Lapus said, “The quality of and access to basic
education substantially remains as the overriding goal of educational
10
Medium Term Philippines Development Plan 2004-2010, NEDA, 2004, p. 2.
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development. Thus, all educational interventions shall be geared towards

the empowerment of learners with lifelong skills through the use of
appropriate technologies.” He then presented DepEd’s ICT for Education
(ICT4E) Master Plan in four areas:
• Improvement of quality and access to education

• Empowerment of teachers and learners towards lifelong learning
• Efficient and effective educational planning and governance
• Coordination and collaboration with stakeholders
…and DepEd’s ICT4E targets by 2010 are as follows:

• All public High Schools (4,729) with multimedia laboratories by 2010
• 20% of public Elementary Schools (7,500 of 37,492) with computer
labs, with multimedia equipment
• 50% of Community Learning Centers with computer labs
• All public schools with computer labs connected to Internet
• All recipient schools to be provided with appropriate software and
instructional resources
The development of responsive curriculum policies and guidelines to

the use of ICT in Education as well as the conduct of relevant training for
school administration, teachers, and staff shall accompany these
infrastructure targets.
Most recently, the World Bank funded, through the efforts of the
Educational Development Projects Implementing Task Force (EDPITAF) of the
Department of Education, the development of the Strategic Framework on
Information and Communication Technology for Education (ICT4E) under the
Basic Education Sector Reform Agenda (BESRA). The framework is
envisioned to provide “focus and coherence, validation and confirmation to
existing initiatives and plans within the reform platform.”11
The Strategic Framework classified the applications of ICTs on basic

education under three broad categories: ICT for Pedagogy, ICT for Teacher
Development, and ICT for Education Governance and Administration. The
group likewise came up with a Strategic Framework Matrix that states “The
Department of Education envisions an ICT-supported system of quality basic
education for all. It is committed to the appropriate, effective, and
sustainable use of ICTs to achieve nationwide information fluency and
broaden equal access to and improve the quality of equity and efficiency of
basic education service delivery for all.”12 It further states the Goal
Statement as follows, “The overriding goal of ICT4E in the Philippines is to
11
Flor, A. G. Executive Summary of the Draft Final Report: Strategic Framework
on Information and Communication Technology for Education (ICT4E) Under the Basic
Education Sector Reform Agenda. EDPITAF, Department of Education. August 2006.
12
- ditto -
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transform the teaching-learning landscape through: computerization of all

DepED workflows at the national, regional and district levels; seventy
percent connectivity among all public high schools by 2010; seventy percent
information fluency among basic education graduates; and one hundred
percent information fluency and computer literacy among school teachers all
of which will be achieved by 2010.”13
Issues & Challenges
Since the mid-1970’s, ICTs have been widely accepted by the public
especially for the benefits that these tools have contributed to business,
industry, government, and the home. Yet, even though there have been
well-documented developments and successes in these sectors, the
education sector has had a sluggish take-up rate of maximizing the use of
ICTs in education, “despite numerous reforms and increased investments in
computers and networks.” 14 Note that this is not just unique to the
Philippines.
It is globally recognized that planning for and implementing ICT in

Education programs and projects is not an easy thing to do. Advocates warn
that ICT must not be considered as a “magic bullet” for the myriad mix of
problems plaguing education.
Issues usually revolve around a common set of concerns, namely:

infrastructure and connectivity, teacher training, content, administrative
support, technical support, and sustainability.
Infrastructure & Connectivity
It is estimated that, as of August 2006, of the 4,769 (official count by

DepEd15) public high schools in the country, only 80% of public secondary
schools already have at least one computer (note: around 800 or 17% of
public secondary schools still have no electricity). On the other hand, With
regards to connectivity, it is estimated that 28% of the public secondary
schools are connected to the Internet as of March 2007.
The NFP-ICT-BE 2005 further puts “computer penetration at one

computer for every 25,000 elementary pupils (1:25,000), one for every 111
secondary school students (1:111), one for every 728 elementary teachers
13
- ditto -
14
US Department of Education (2004) in White, G. Beyond the Horseless
Carriage: Harnessing the potential of ICT in education and training. Available:
http://www.educationau.edu.au/papers/horseless_carriages_GW.pdf Accessed:
October 2006.
15
from
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/factsheet2006(Mar28).pdf
(data as of March 28, 2006). Accessed: August 2006
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(1:728), and one for every three secondary school teachers (1:3).“ DepEd
reports that only around 50% of public high schools have 10 or more units.
The agency estimates that by year-end, this figure will go up to 70% with the
deployment of the PCs for Public Schools Program Phase 3 by DTI.
As yet, there has been no study conducted to justify the 10-PC

allocation per school. The number of PCs deployed per school, normally
pegged at 10 PCs, is usually dictated by the respective project’s budget. But
looking at the ideal class size of 45, this means a 1:4.5 computer:student
ratio in the laboratory. At this rate, provided that students are given equal
hands-on time, at 40 minutes/session, this translates to a maximum of 9
minutes hands-on time/student per class session. This does not include
sessions wherein teachers use the lab equipment for computer-aided
lectures (i.e. no hands-on) nor travel time from classroom to the laboratory.
Big schools get the worst arrangement – with large student populations and
no mobile computers that may be transported from class to class, teachers
contend with much less ICT-supported activities (i.e. limiting laboratory
availability to the TLE-Computer Education classes) and/or hands-on time for
their students. Of course, cooperative group activities are always welcome
in view of the limitations. Some school divisions and districts have been
creative in finding solutions for their infrastructure constraints – a case in
point is the school division of Imus, Cavite that, through the local
government unit, taps the local internet cafés to provide computer and
Internet time for their teachers and students.
Teacher Training
Numerous research studies have cited the inadequate pedagogical

preparation and technical support given during pre-service and in-service in
the use of technology for education. Studies agree that it takes a
considerable amount of time and effort for teachers to imbibe ICT application
and integration into education, despite the provision and availability of ICT
infrastructure and resources. Considering that today’s teachers were
educated and trained in a traditional teacher-centered lecture-based
approach, it takes substantial effort and a major paradigm shift to move on
to a facilitative learner-centered approach that is espoused by an ICT-enabled
educational setting. Furthermore, it should be noted that there is a logical
progression of ICT development in Education through time, as put forward by
UNESCO and supported by ICT4E advocates. Teachers progress through
these stages with increasing levels of confidence and comfort in their use of
ICT.
Creating innovative
Specializing in the
Stage 4: Transforming learning
use of ICT
environments
Understanding how to Stage 3: Infusing Facilitating learning
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use ICT
Learning how to use Enhancing
Stage 2: Applying
ICT traditional teaching
Becoming aware of Supporting work
Stage 1: Emerging
ICT performance
Stages of ICT Stages of ICT Pedagogical
Usage Development Usages of ICT
From Padongchart, S. A Curriculum Framework for Integrating ICT and Pedagogy in
Teacher Education. National Training Programme for Teacher Educators on ICT-
Pedagogy Integration Training Manual. June 2006. Please refer to the section
on NICS-Teachers.
A study supports the assumption

that even if an appropriate amount of How does a teacher become a
training had been given to teachers on catalyst for transforming a
ICT in Education, teachers who have plagiarist into the artist? How
regular access to the technology are do we reach for Picasso, when
more open and motivated to explore and we are entrenched in a “paint
experiment with it than those who do by number” ideology?
not. But in the Philippine reality, while
16
the computer:teacher ratio is at 1:3 for ~~~~~

secondary school teachers, the
computers are the same ones allocated 75% of teachers are found to
for student use. There are usually no be sequential, analytical
computers dedicated for teachers’ use in presenters
the school – if they need to use BUT 70% of students do not
computers, they would have to wait for a learn best this way.
vacant unit in the laboratory or go to a neighborhood Internet café.
In view of these, it has been recommended that the education sector

take a serious look at more appropriate approaches to change management
among teachers, administrators, and support staff towards planning and
implementing ICT in Education initiatives. Research further suggests a more
comprehensive and iterative approach to teacher training that values
openness, innovation, modeling, mentoring, reflective experimentation, and
application. Special attention should be given on “learning rather than on
teaching” 17 as well as teachers’ readiness in terms of their
inclinations/perceptions, “attitudes, concerns, and motivation in [ICT]
integration, role of the teacher, classroom management, [assessment,]
support systems, and computer coping strategies.” 18 This includes a review
16
Mehra, P. & Mital, M. Integrating technology into the teaching-learning
transaction: Pedagogical and technological perceptions of management faculty.
International Journal of Education and Development using ICT [Online], 3(1). March
2007. Available: http://ijedict.dec.uwi.edu/viewarticle.php?id=265. Accessed: March
23, 2007.
17
- ditto -
18
- ditto -
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and structuring of existing trainer and teacher training activities that are
being conducted by various providers – at the pre-service and in-service
levels – vis-à-vis curriculum standards and the National Competency Based
Teacher Standard (NCBTS), to include a systematic mentoring and follow-
through mechanism in the teacher monitoring and assessment program.
Content
Teachers from the field regularly complain that there is a dearth in

appropriate and relevant educational content available for instructional use.
Only a small percentage of teachers are aware of the various digitized
education modules available from service providers or for free over the
Internet – and thus, the computers are used as “glorified typewriters”. Those,
however, who are aware of such modules find these too westernized for their
students or too expensive to be covered by their school funds.
There have been numerous efforts to incorporate content on the

different subject areas in the infrastructure packages given out to schools.
However, most of the time, these remain unused or ignored due to the
concentration of laboratory use to ICT Literacy (linked to computer:student
and computer: teacher ratios). Some teachers, though aware of available
content, were reluctant to use them due to various reasons – too much work,
content-topic mismatch, lack of laboratory time, lack of technical support.
For some, content is considered as an afterthought – something to

blame if the computers are not maximized.
Administrative & Technical Support and Sustainability
In some schools that were recipients of various initiatives, computers

remain underused (i.e. stuck in the Principal’s Office, laboratory is locked or
off-limits) or in disrepair – due to insufficient administrative, motivational,
and technical support towards using ICT in education. A number of schools
do not know how (nor even care) to sustain the ICT laboratories once the
external funding runs out.
The importance of school leadership and staff participation in ICT in

Education projects should not be taken for granted. Inasmuch as teachers
undergo relevant training, so do school officials, support personnel, and the
rest of the school community (school division officials, parents, community
leaders, etc.) in order to emphasize school-wide and/or community-wide
ownership of the project and thus gain full cooperation towards ICT4E efforts.
There is a clear need for proper documentation and sharing of best

practices and lessons learned as well as robust monitoring and evaluation
systems towards better planning, continuous improvement, and
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sustainability of programs. Active community involvement and other

strategic partnerships are likewise seen as necessary in co-sharing
responsibility and accountability to ensure program/project sustainability.
CICT’s Efforts
In recognition of the transformative role of Information and

Communication Technology (ICT) in learning towards building a strong and
sustainable Information Society, the Commission on Information and
Communications Technology (CICT), through the Human Capital
Development Group, has likewise initiated and implemented projects geared
towards capability-building by advocating the development of ICT
competency standards and the integration of ICT in education.
Educators Applications Infrastructure

Content Dev
Training Dev Deployment
Elementary Limited No No No
Secondary Yes Yes Yes Yes
(iSchools) iSchools + Content Development + Webboard
Alternative Yes Yes Yes Yes
Learning
System eSkwela
Yes Yes Yes No
Tertiary
eQuality
National ICT Competency Standards
All Levels Content Development + Philippine Education Portal
Multi-stakeholder Approach
The iSchools Project seeks to support the efforts of the Department

of Education to 1) ICT-enable all public high schools by 2010, 2) ensure that
all high school graduates are ICT literate, and 3) improve the quality of high
school education through the effective use of ICT in teaching and learning.
Its long-term goal is “to contribute to the efforts of the Philippine
government in bridging the digital divide by developing an Educational
Digital Network that will equip all Public High School teachers and students
with ICT literacy skills as well as provide them access to relevant digital
content and applications in education that they can use to enhance effective
learning”.
iSchools focuses on strengthening classroom learning and instruction

by expanding access to various sources of information. In so doing, the
project hopes to enhance the capability of public high school students
throughout the Philippines to successfully compete with their peers in the
rest of the country (as well as in the rest of the world) for jobs and other
opportunities in the expanding global knowledge economy.

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The project aims to assist DepEd in the provision of computer access

(20 PCs + 1 server: 15 units + 1 server in the student lab, 3 for the faculty, 1
for the library, 1 for the principal's office) and broadband Internet
connectivity to all public high schools throughout the country by 2010.
Efforts are being undertaken to research and evaluate low-cost alternatives
for hardware configurations and various Free and Open Source Software
(FOSS) for Education to bring down the investment costs for hardware.
In addition to this, a set of Educators’ Training will be conducted to

equip the stakeholders with necessary skills. This iSchools component
includes the following:
1. Executive Conference / Workshop to get project buy-in and support

from the school's administration by discussing program details and
benefits,
2. Laboratory Management Training Program to equip lab managers
and technicians with skills on networking systems and procedures as well
as proper equipment maintenance
3. ICT Literacy Training Program, based on the NICS-Teachers, to train
faculty members on basic ICT literacy skills so that they will be able to
effectively use ICT technology in their classes, lesson preparation,
assessment activities/instruments, and record updates
4. iSchools Webboard aims to jumpstart on-line learning services in the
basic secondary education by making use of Internet services to support
instruction and learning. Teachers are trained to navigate the World Wide
Web towards becoming self-directed learners and quality providers of on-
line instructional content and activity in English, Mathematics and
Science. The project empowers the teachers to transform the Web as the
virtual location of reviewed learning references, as an on-line medium to
publish instructional guidance, and as a venue to initiate activities that
will encourage students to search for knowledge and continue their
learning processes outside the physical classroom.
5. Project Sustainability Training Program to train school stakeholders
on how to sustain the project by their own means, in order to
maintain/upgrade laboratory units or provide additional laboratories.
Furthermore, CICT-HCDG plans to organize activities to build a digital

library of educational content applications that can be accessed and used by
schools nationwide. A mechanism for monitoring and evaluation will be
imposed to ensure optimal use of the laboratories and to check if the
project’s terminal objectives are being met.
The eSkwela Project, a word play on the Filipino equivalent of

"school", is a pioneering project with DepEd-Bureau of Alternative Learning
System (BALS) designed envisioned to provide ICT-enhanced educational
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opportunities for Filipino out-of-school-youth and adults, and assist them to

qualify them for an Accreditation and Equivalency Certificate (yes! the one
awarded to Manny Pacquiao recently for having passed the exam),
equivalent to the High School diploma. The initiative responds directly to a
national development priority and will bring e-learning opportunities and ICT
for learning resources to mobile teachers / instructional managers and out-of-
school learners in the Philippines in an exciting, innovative, and locally
meaningful way.
Under this project, community-based e-Learning Centers or eSkwelas

will be established in major centers around the country to conduct ICT-
enhanced alternative education programs for out-of-school youth and adults.
These centers will serve as venues where out-of-school learners and other
community members can learn new skills and competencies, review for the
Accreditation and Equivalency (A&E) Exam of the BALS, and/or help prepare
OSYs to rejoin the formal school system.
The Project utilizes an ICT-enabled, inquiry-based, interdisciplinary, and

thematic approach to learning and teaching. At the heart of the eSkwela
Project is its instructional design. It is a blended type of learner-centered
instruction where students will have one hour of computer-aided learning via
interactive elearning modules, one hour of teacher-led instruction (based on
the current needs of the learners), and one hour of collaborative group
activities and projects. Instructors, called mobile teachers, will be mainly
facilitative in a student-paced learning environment. They shall use
performance-based assessment, in coordination with the community, to
monitor the progress of students.
Partner communities will be provided with relevant educators’ training,

digitized versions of BALS’ core modules, and a customized learning
management system.
The eSkwela PMO will likewise spearhead project monitoring and

evaluation activities to ensure continuous enhancement of operations and
content towards building a stable model from which other eSkwela Centers
can pattern after.
The eQuality Program, on the other hand, is an educational

partnership among CICT and State Universities and Colleges (SUCs) that is
envisioned to:
1. accelerate ICT literacy, awareness, and skills development in the local

areas by building the capacities and capabilities of State Universities and
Colleges such that they will serve as local ICT experts/consultants in their
respective areas;

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2. help member SUCs to increase the skills and employability of their

graduates; and
3. assist regions to attain their economic development through the adoption
and incorporation of ICT technologies and tools in their daily operations.
The Program aims to develop quality ICT graduates and accelerate ICT
literacy, awareness, and skills development throughout the country by
building the capabilities of the IT, Education and Business faculties of partner
State Universities and Colleges (SUCs). The program further seeks to
enhance the capabilities of member-SUCs in delivering standards-based ICT
education in their areas, facilitate the development of digital schools, and
provide technical assistance in other ICT initiatives. It covers four areas:
1. Dynamic Faculty Development Program to continually build the

capability of key personnel
2. Curriculum Enhancement which includes the pre-graduation
assessment using the National ICT Competency Standards and the IT
Proficiency Exam in Programming” developed by CICT.
3. Infrastructure Development which includes assistance in the
development of SUC websites, connection to the internet, and
construction of their internet and computer laboratories.
4. Outreach Services which include the assistance of member SUCs in the
iSchools project of CICT, the conduct of training in their respective
localities, and the taking on the role of ICT consultants for their local
SMEs.
In the very near future, CICT will be working with recognized educators,
content experts, and experienced developers in mapping, compiling, and
producing appropriate, relevant, and meaningful educational multimedia
content that can be used by schools to improve teaching and enhance
learning, matched to national curriculum requirements and possessing
locally meaningful content. CICT’s Content Development Initiative aims
to provide learners with a diverse mix of high-quality, well-designed, and
well-produced interactive multimedia educational materials and national
heritage collections, as well as government information and other resources
deemed of practical importance. These materials will be easily replicated
and distributed at low cost, necessary for greater access to all Filipino
learners. The project will support effective access, selection, and
exploitation of commercial and non-commercial materials.
It is along this line that Philippine ICT4E Portal is being

conceptualized. The portal is envisioned to facilitate access to information,
resources, services, and networks on education in the country, similar to the
national online educational services of Australia, New Zealand, Ireland, and
Thailand. It will be a one-stop-portal for education policies, standards,
databases, professional development activities/events, news and updates,
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and other relevant information for the education and training sector. It will
provide Philippine educational institutions, teachers, and students with online
resources that have been collected and recommended by a competent group
of evaluators to further improve teaching and learning (i.e. strategies, best
practices, model lesson plans, content and applications). It will likewise serve
as venue for educators to put their content online, similar to the efforts being
done via the iSchool Webboard and the Pilipinas SchoolNet Projects.
An overarching project is the development of the National ICT

Competency Standards (NICS) that define the knowledge and skills an
individual must possess at a recognized level of competence in specific ICT
fields/areas. The standards are seen to guide the design and implementation
of ICT skills training programs. The National ICT Competency Standard -
Basic (NICS-Basic) defines the basic ICT skills for all Filipinos from high school
level onwards; the National ICT Competency Standard – Advanced (NICS-
Advanced) defines the additional ICT skills of all Filipinos who graduate from
college; and the National ICT Competency Standard for Teachers (NICS-
Teachers) goes beyond ICT literacy skills for teachers and defines the
fundamental set of knowledge and skills Filipino educators should be able to
demonstrate at given levels of proficiency.
The adoption and implementation of the National ICT Standard for

Teachers (NICS-Teachers) is meant to ensure the integration of technology
effectively into the education process, both in teaching and learning, thereby
enhancing teaching and student learning not only in computer subjects but
in other academic courses as well. It would likewise have significant impact
on “in-service” training (retooling) and school infrastructure deployment.
Refer to the section on NICS-Teachers and corresponding Professional
Development Program for Teachers, as formulated by DepEd.
President Macapagal-Arroyo addressed the 2nd National ICTs in Basic

Education Congress last September 2006 as follows: “We need more ICT-
competent teachers; this is why DepEd and CICT are currently drafting the
National ICT Competency Standard (NICS) for Teachers… Most teachers
should comply with NICS for Teachers by 2010.”
It has always been the practice of CICT to take on a multi-

stakeholder approach that advocates participatory community
involvement and support in planning and implementing its various programs
and projects. As such, CICT implements its programs and projects with
various agencies and organizations in government and in the civil society –
with DepEd in the forefront, in collaboration with the local communities. The
stakeholders’ mobilization and consultative meetings have been designed
and implemented to get the buy-in and support as well as clarify the
responsibilities of the stakeholders that are necessary for the projects’
continued success.
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Conclusion
ICT in Education does not stop with the provision of infrastructure and
connectivity to schools. Much bigger focus should be given to how ICTs can
be used effectively with regards to broadening access to and improving the
quality of education (through appropriate and relevant infrastructure,
training, content), empowering teachers and learners towards lifelong
learning, making educational governance more efficient, and improving
coordination and collaboration among stakeholders.
It is necessary to reiterate the need for champions, especially among

policymakers, school administration, and respected educators, who will
model openness to welcome educational innovations and embrace change
processes, though how challenging the road. Partnerships and a spirit of
collaboration among stakeholders are likewise vital in pursuing and
sustaining ICT in Education programs and projects. In addition, good
mentoring practices, continued research, documentation, and sharing of
good practices and lessons learned are seen to serve as signposts that will
guide policymakers and implementers in the challenging and iterative task of
harnessing the potentials of ICTs for Philippine Education.

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ANNEX A
NICS-TEACHERS
from: http://nicsforteacher.blogspot.com/2006/08/nics-teachers-project.html
Final Draft (NICS Teacher)

National ICT Competency Standard for Teachers
Draft Version 3: September 26, 2006
NICS Domain 1: Social

The domain includes competencies related to social, ethical, legal and
human issues, and community linkage.
1. Understand and observe legal practices in the use of technology.
2. Recognize and practice ethical use of technology in both personal and
professional levels.
3. Plan, model and promote a safe and sound technology-supported
learning environment.
4. Facilitate equitable access to technology that addresses learning,
social and cultural diversity.
NICS Domain 2: Technological

The domain includes competencies related to technical operations and
concept, and productivity.
1. Demonstrate knowledge and skills in basic computer operation
including basic troubleshooting and maintenance
2. Use appropriate office and teaching productivity tools
3. Understand and effectively use the Internet and network applications
and resources
4. Demonstrate knowledge and skills in information and data
management.
NICS Domain 3: Pedagogical

The domain includes competencies related to the use of technology in the
following components of an instruction process:
a. planning and designing effective learning environments and experiences
supported by technology;
b. implementing, facilitating and monitoring teaching and learning strategies
that integrate a range of information and communication technologies to
promote and enhance student learning; and
c. assessing and evaluating student learning and performances.
1. Planning and Designing

1.1Identify technology resources and evaluate them for
appropriateness.
1.2Plan strategies to facilitate student learning in a technology-
enhanced environment.
1.3Design developmentally-appropriate learning opportunities that use
technologically-enhanced instructional strategies
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1.4Access technology resources for instruction planning and design

1.5Utilize best practices and research results on teaching and learning
with technology in designing learning environments and
experiences
1.6Plan strategies to manage learning in technology-enhanced
environments
2. Implementing and Monitoring
2.1Apply tech to develop students’ higher order thinking (HOTS) and
creativity
2.2Use technology to support learner-centered strategies
2.3Facilitate technology-supported student learning experiences
2.4Manage a technology-enhanced teaching-learning environment
3. Assessing and Evaluation
3.1Use technology to collect, process and communicate information on
student learning to students, parents, colleagues and other
stakeholders.
3.2Apply technology tools for rapid and accurate assessment and
evaluation.
3.3Apply a variety of methods to evaluate the appropriateness of
students’ use of technology in learning.
3.4Evaluate e & e of ICT integration in t-l process.
NICS Domain 4: Professional

The domain includes competencies related to professional growth and
development, research, innovation and collaboration.
1. Proactively engage in exploring and learning new and emerging
technologies.
2. Continuously evaluate and reflect on the use of technology in the
profession for development and innovation.
3. Share experiences and expertise, and collaborate with peers and
stakeholders in advancing the use of technology in education and
beyond.

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PROFESSIONAL DEVELOPMENT PROGRAM ANNEX B

Draft from DepEd

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ICT4E AND VARIOUS SOFTWARE APPLICATIONS ANNEX C
This section introduces you, the teacher, to the many things that you
can do with the computer – to whet your appetite. No need to panic! You will
be going through the different applications with your iSchools trainer as you
go along. Hopefully, this section will excite you to look forward to the
upcoming modules and even to explore the different applications on your
own, with the aid of this manual.
For each of these modules, we encourage you to reflect on the

following questions:
1. Will you be able to integrate what you've learned about ICT in your admin
tasks as well as in classroom teaching and learning?
 What? How? When? Why? With whom?
 Cite concrete examples: topics, strategies,
output/product/performance
2. What will you commit to (vis-a-vis monitoring)?
 Which will you use extensively? Why?
3. What kind of support will you need?
 From us? From others?
Internet
The word Internet evolved form the terms Inter for international
and Net for network. Internet refers to a global collection of interconnected
networks - a network of networks linking computers globally. Think of it as a
huge web spun digitally across the globe, providing access to information
stored in these individual computers to anyone who is “linked”.
The Internet offers tremendous educational potential to the

educational sector –to provide either access to information or venues for
learning, networking, and participation/collaboration. Below are some uses of
the Internet that you might find helpful:
• Educational Tools and Resources:
There are a number of resources on the Internet aimed specifically at

elementary and secondary students and teachers. You may use these to
enhance your lesson plans, get hold of visual aids, reading materials, and
interactive simulations, set up science experiments with classes in
another country, learn how to use computers in the classroom, or keep up
with the latest advances in teaching everything from physics to physical
education.

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 iSchools WebBoard: a Teacher Training program (stages 2 (applying)

& 3 (infusing)) of iSchools that equips teachers in the using the
Internet’s educational tools and resources to enhance the teaching and
learning process; the website serves as the repository of tools and
resources to further one’s professional development, DepEd’s
prescribed curriculum standards, and sample ICT-enhanced lesson
plans of teachers trained in the program; URL:
www.ischoolwebboard.orgfree.com (has an existing link on the DepEd
and CICT websites)
 ArtsEdge: Federally sponsored Online arts resources for students and
teachers, it's available on the web at
http://k12.cnidr.org/janice_k12/artsedge/artsedge2.html
 Ask Dr. Math: Math professors and college students help K-12
students with tough math questions. Students can ask questions by e-
mail and browse past answers on the Web. The e-mail address is
dr.math@forum.swarthmore.edu; the Web url
http://olmo.swarthmore.edu/dr-math/dr-math.html
 AskERIC: Run by the Educational Resource and Information Center,
AskERIC provides a way for educators, librarians and others interested
in K-12 education to get more information about virtually everything.
The center maintains an e-mail address (askeric@ericir.syr.edu) for
questions and promises answers within 48 hours. It also maintains a
Web site that contains digests of questions and answers, lesson plans
in a variety of fields and other educationally related information. The
Web address is http://ericir.syr.edu/
 Kidsphere: a mailing list for elementary and secondary teachers, who
use it to arrange joint projects and discuss educational
telecommunications. You will find news of new software, lists of sites
from which you can get computer-graphics pictures from various NASA
satellites and probes and other news of interest to modem-using
teachers. To subscribe, send a request by e-mail to kidsphere-
request@vms.cis.pitt.edu or joinkids@vms.cis.pitt.edu and you will
start receiving messages within a couple of days.
 skoool: www.skoool.com, subject matter content for elearning by
Intel; features ready-made lesson plans, interactive lessons, various
instructional materials, and assessment tools (interactive with
immediate feedback, includes simulations); customized for specific
curricula of partner countries such as Ireland (skoool.ie), United
Kingdom (skoool.co.uk), Thailang (skooolthai.net), among others – soon
to have a skoool.ph version!
 UNESCO-Bangkok ICT4E website: an ICT Portal for Teachers,
offering various materials on the effective use of ICTs in Education,
offers an ICT4E Toolkit that guides interested parties in the successfully
implementing ICT in Education in their respective schools

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 various groups, associations and networks to assist teachers:

provides lesson plans, recommended strategies, materials,
collaborative projects, support groups
 elib.gov.ph: online library system of the Philippines, information
may be accessed via prepaid cards
 http://www97.intel.com/education/: Intel’s Innovation in
Education website, repository of various materials and resources
on ICT in Education that are useful for teachers and learners alike
 www.teachers.net (offers a discussion forum for teachers to
network and share experiences and ideas)
 www.SchoolNet.org.ph: part of the SchoolNet consortium that
encourages and highlights online/tele-collaborative projects
among students and schools in the Asia-Pacific region
 EdNA.edu.au: educational portal of the Australian Ministry of
Education
 PhEdNet: planned educational portal for the Philippine
educational system
 www.teach-nology.com: very rich site offering lesson plans,
recommended strategies, ready-made worksheets, educational
games, visual aids, collaborative projects, etc.
 www.education-world.com
 school.discovery.com/teachingtools/teachingtools.html
 www.teacher.scholastic.com
 www.apple.com/education/whyapple/teacherresources.html
• Resource-Based Learning and Inquiry-Based Learning
Tom March’s model: from Best WebQeusts.com

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 Online Scavenger Hunt (Stage 1: applying): requires students to visit

prescribed websites to gather information that would answer specific
questions – serves as an introduction to students in using search
engines as well as practice problem solving, improve reading and
comprehension skills, and learn how to search the Internet. Typically,
an activity such as this does not require the student to create a new
product from the information that is gathered. The questions can
range in difficulty depending on the age of the child and the
instructional goals. Visit the following sample sites:
 http://www.education-
world.com/a_lesson/TM/WS_invent_hunt2.shtml
 http://www.henry.k12.ga.us/pges/projects/around.htm

 Online Treasure Hunt (Stages 1 (emerging) & 2 (applying)):
“typically used when teachers want students to learn specific, often
factual, information about a selected topic, using multiple pre-screened
Web resources. Giving students pre-screened Web sites ensures "safe
surfing" on the Internet with developmentally appropriate and high
quality resources.”
ONLINE TREASURE HUNT Some samples online:

from the McGraw-Hill website, 2001. • Black History:
www.kn.att.com/wired/BH
M/bh_hunt_quiz.html
• My China:
www.kn.pacbell.com/wired
/China/sampler.html
• Hunting for Migrant
Workers: www.web-and-
flow.com/members/awolins
k/migrants/hunt.htm#intro
(make sure that you view
the rubric and guide)
http://www.mhhe.com/socscience/education/cybereducator/cybpart07c
.html
The steps below will provide you, the teacher, with guidelines and
helpful Web resources for designing the hunt.
1. What is the topic of your Treasure Hunt? (i.e., U.S. Westward
Expansion, female African-American writers)
2. Search for high quality Web sites that are relevant to your
selected topic.
3. Bookmark and organize your selected Web sites on your Web
browser (Microsoft Explorer, Mozilla Firefox, etc.).

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4. Select Web sites for your "Resource Bank" from your collection of
bookmarked sites. Provide both the titles and Web addresses of
Web sites in the "Bank".
• One of the goals of this type of activity is to help students feel
competent in using the Web. To avoid anxiety and frustration,
direct younger students to the exact Web page where answers
to your questions may be found. You may direct older or more
experienced students to the home page of a Web site and ask
them to search throughout the site to find the answers.
Finally, you may offer hints about where to look for the
answers as in the following sample Treasure Hunt.
5. Develop Treasure Hunt questions, using information within each
Web site one time.
6. Ask a final, evaluative question that asks students to synthesize
the information they have
learned and develop it into a Some samples online:
broad understanding of the • A WebQuest about
topic. Evaluating Websites:
• Learn more about asking http://mciunix.mciu.k12.pa.
purposeful questions at us/%7Espjvweb/evalwebstu
Levels and Types of .html
Questions: Bloom's • The WebQuest Place:
Taxonomy http://www.thematzats.com
(http://www.oir.uiuc.edu/di /webquests/page3.html
d/booklets/question/quest1 • Best WebQuests.com:
.html). Your final question http://bestwebquests.com/
should be a higher level • Look Who’s Footing the Bill
question within Bloom's - An Introductory WebQuest
taxonomy, requiring on Democracy and the
students to analyze, National Debt:
synthesize, or evaluate http://www.kn.pacbell.com/
information. wired/democracy/debtques
t.html
 Web Quest (Stages 3 (infusing) • So, you’re gifted! A
& 4 (transforming)): “an inquiry- Webquest of Self-Discovery:
oriented activity in which some http://www.ldcsb.on.ca/sch
or all of the information that ools/cfe/WebQuests/Gifted/i
learners interact with comes ndex.htm
from resources on the Internet” • Math and Baseball:
(discoveryschool.com) http://www.kn.pacbell.com/
wired/baseball/
WEB QUEST
• Buying your First Car -
Computer Application:
http://www.otsego.k12.oh.u
s/bernthisel/carshoppingwe
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from The WebQuest Place:

http://www.thematzats.com/webquests/page3.html
WebQuests consist of five main components: the introduction, task,

process, evaluation, and conclusion.
1. Introduction: usually a short paragraph that introduces the

activity to the students. It often has a role or scenario involved
2. Task: informs the learners of what their end-result or culminating
project will be
3. Process: identifies the steps the students should go through to
accomplish the task. It also includes the online resources they
will need, and provides scaffolding for organizing the information
gathered
4. Evaluation: describes to the students how their performance
will be evaluated, and is often in the form of a scoring rubric
5. Conclusion: summarizes what the learners will have
accomplished by completing the WebQuest, and often provides
additional opportunities to extend their thinking
Additional Elements:
1. WebQuests are usually a group activity. Often they are designed
to have 3 to 5 students per group, with the students working
cooperatively on the task. Usually the groups work on different
aspects of the task.
2. WebQuests often include role-playing, in tune with techniques
on catering to multiple intelligences. By incorporating role-
playing, students learn to look at issues from multiple
perspectives. Each group could represent a role; or each student
in a group could represent a role and become an expert on a
particular topic. The group then synthesizes the information they
find and creates a product that demonstrates their learning.
3. WebQuests can be single discipline or interdisciplinary.
WebQuest lessons can just focus on one subject, but they can
easily cover multiple subject areas.
• Educational Tools:
 Instant Messaging: similar to SMS/texting, allows real-time chatting
with online “friends”; Yahoo Messenger, Google Talk, Skype, etc.;
http://webmessenger.yahoo.com, http://meebo.com
 Email: electronic mail, asynchronous means of communication but
definitely preferred over snail mail; http://gmail.com,
http://mail.yahoo.com
 Blogs: online journals, used by many as venues to publicize opinions
and ideas; www.blogspot.com

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 Discussion forums: allow individuals and groups to participate in an

open, worldwide discussion on virtually any topic;
www.forumsplace.com, www.forumforfree.com
 Wikis: allow online collaboration (and comments) among members
and non-members on various topics, with guidelines set by the
group (popular example: Wikipedia); www.wikispaces.com
 Online quiz - http://quizstar.4teachers.org
 Onine survey – www.freesurveysonline.com
 Online Storage – www.esnips.com
 Online Albums – www.flickr.com, www.scrapblog.com
 Rubric maker - http://rubistar.4teachers.org
 MindMap - http://freemind.sourceforge.net
 Social Networking – http://teachers.net, www.teachersnetwork.org,
www.wschool.net, www.multiply.com, www.facebook.com
• Online Learning Content Management Systems (LCMS)

Online Learning Content Management Systems allow the school and
teachers to upload and manage their materials to the school server so
that students can access these (including their updated student records
and class schedules) and subsequently upload their work from remote
sites.
Distance Learning is a type of education delivery mode that allows

students on their own at home or at the office and communicate with
faculty and other students via email, electronic forums, videoconferencing
and other forms of computer-based communication – take for example the
UP Open University. This delivery mode, due to its nature, makes use of a
LCMS.
The Internet and World Wide Web serve as the foundation for LCMS and
other distance learning systems because they are accessible from
virtually all computer platforms. Internet provides links to online courses
and degree program providers as well as online study resources. There
are application software for the delivery of interactive live group learning
and training, and web-based training via the Internet or corporate
intranets.
Distance learning is becoming especially popular with organizations that

need to regularly re-train their staff. It is less expensive than bringing all
the students together in a traditional classroom setting.
Most distance learning programs include a computer-based training (CBT)

system and communication tools to set up a virtual classroom.
For sample free and open source LCMS, search for the following:
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 Moodle: needs coding, but robust; usual choice among universities)

 ATutor: features a user-friendly GUI interface that’s easy to learn
and use
 Manhattan Virtual Classroom
• Research and Development

Research and development work has never been most comprehensive
and productive than in this period of Internet explosion.
The Internet is synonymous with the Information Superhighway, and as

such provides access to a wealth of archived information in several
formats, among them, documents, images, technical papers, sound, and
animations.
 Numerous databases are publicly available over the Internet.
 Free software is widely available over the Internet, including
software for LINUX machines, PCs, and APPLE computers.
 Numerous university and public libraries are now accessible over
the Internet, providing their own electronic card catalogs. Many
libraries share books electronically.
 Numerous computer centers are accessible over the Internet, for
use by scientists, researchers, students, businesses and other
organizations. The Internet makes it possible for users to work on
computers thousands of miles away as though they were sitting on
the desk.
 The professions, interests, hobbies, research and development work
of millions of people globally are represented or published on the
Internet.
Word Processing
A Word Processor is a tool for writing, editing, formatting and printing

of documents. It makes document creation simple and easier with the use of
mouse, menus, toolbars, wizard & templates. You, the teacher, may use a
Word Processor in writing/producing letters, lesson plans, test instruments,
forms / templates, reports, Minutes of meetings, Project Proposals, CVs /
resumés, Information Sheets, Class Schedules, student records, brochures,
leaflets, posters, webpages, and any piece of work that needs documenting
separately from other work.
Using a Word Processor has distinct advantages over using pen-and-

paper or typewriters, namely:
• you will be able to save your work for future retrieval and editing
• ready-made templates are available – or you may choose to create your
own – for all future documents of such type (e.g. lesson plans, testpapers,
answer keys, seatplans, class schedule)
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• bullets and tables may be used for lists and test items like multiple
choice, true or false, analogies, matching type, enumeration, short
answers, essays, etc.
• graphics and other layouting tools (i.e. columns, tables, text boxes, etc.)
may be used to make your documents more effective and interesting –
sample products: announcements, newsletters, brochures, leaflets,
posters, class information, worksheets, textbooks, etc.
• graphics and other elements from the Internet may likewise be inserted
into your document – just be sure to acknowledge appropriately
• the Mail Merge tool may be used to produce just one letter template and
send individualized copies to your students’ parents or perhaps potential
event sponsors
• may be uploaded as attachments to emails or as linked files to websites
• may be saved and uploaded as webpages
Electronic Spreadsheet
An Electronic Spreadsheet is a tool for setting up tables, entering,

recording and processing data, and producing graphical representations of
the data. You, the teacher, may use an Electronic Spreadsheet in recording,
computing, and graphing grades for all your classes; tabulating financial
records; logging experiment results and getting statistical findings; graphing
mathematical formulas; and many many more. Alternatively, you can enter
data and then use Calc in a ‘What If...’ manner by changing some of the data
and observing the results without having to retype the entire workbook or
sheet.
Using an Electronic Spreadsheet has distinct advantages over using

pen-and-paper or calculators, namely:
• you may enter just one formula and copy it across cells so that when you
enter data, the spreadsheet automatically shows corresponding results
• you may protect cells to safeguard formulas, layouts, and formats
• you may create your own templates that may be used for similar needs in
the future (e.g. gradebook, experiment result sheet, Q&A-type review
sheet with auto-scoring, class collections)
• graphics and charts/graphs may be used to make your documents more
effective and interesting (e.g. comparative class performance – bar graph,
peso-dollar exchange – line graph, 3-year comparative sales – multiple bar
graph, %survey responses - pie chart)
into your document – just be sure to acknowledge appropriately

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Slide Presentation
A Slide Presentation is a tool for producing multimedia visual

presentations. You, the teacher, may use a Slide Presentation in creating
visually attractive presentations to add life to any discussion, seminar,
trainings, workshops, and the like. You may use it to produce visual aids for
your class discussions, multimedia presentations for various topics, photo
essays to get ideas across, educational games with immediate feedback
functionalities, or even as a sing-along videoke presentation.
With the various tools in a Slide Presentation, you can express your
ideas in a variety of ways. With text, bulleted and numbered lists, tables,
charts, clip art, and a wide array of graphic objects along with background,
animation, transitions and effects, any visuals can heighten attention and
interest.
Using a Slide Presentation has distinct advantages over using

cartolinas, manila paper, and markers, namely:
• it’s multimedia and may be made interactive (especially if you wish to use
it for educational games like jeopardy, matching game, etc.)
• you may create your own templates (i.e. master slides) that may be used
for similar needs in the future (especially for
department/topic/organization-specific presentations)
• graphics, charts/graphs, sound, voice (recordings), and videos may be
used to make your presentations more effective and interesting – follow
the prescribed guidelines/tips to ensure that your presentation remains
effective (exercises in the section on Impress will encourage you to
critique sample and even your own presentations)
into your presentation – just be sure to acknowledge appropriately

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Page 32 of 32

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iSchools Computer & Internet Literacy Course for Teachers

Harnessing ICTs in Philippine Basic Education

“Harnessing ICTs for Philippine Basic Education”

We are in the Age of Information where human knowledge is growing

Indeed, we are living in a new Learning can, of course,

The UCLA video on Information Literacy entitled “e-Literate” estimates

directly linked to your ability to increase your spot knowledge in widely

Further, we must be able to competently negotiate, compete, and

Thomas Friedman, noted journalist, emphasizes this fact in his book

A publication by the North Central Regional Educational Laboratory of

Digital Age Literacy Inventive Thinking

The challenge is then thrown to the education sector to ensure that

Advocates in the education sector see information and

Various studies4 have cited among the benefits of using ICT in

• provides efficiency by making the teacher’s administrative work (i.e.

UNESCO further purports that when used appropriately, ICTs are

Several countries – USA, UK, Ireland, Australia, China, Malaysia,

Based on their experience in using ICTs to improve their productivity

Educators need to acknowledge Integrating technology into

that is claimed to be Constructivism 6 in a connected environment. 7 It

In order to accommodate such a process, it thus requires a shift from

Traditional Learning Model Lifelong Learning Model

Commission on Information and Communications Technology – Human Capital Development

• tests are separate from the • rapid/immediate feedback

ICTs in Philippine Education

The National Framework Plan for ICTs in Basic Education (NFP-ICT-BE

resources), the huge number of non-majors among teachers (most especially

On another note, CICT projects that, by 2010, at least 1,000,000

As such, there is an urgent for the country to work double-time to

Towards this end, information and communication technologies (ICTs)

The Medium Term Development Plan of the Philippines (MTPDP) 2004-

In response to this realization, the Department of Education, in

development. Thus, all educational interventions shall be geared towards

• Improvement of quality and access to education

…and DepEd’s ICT4E targets by 2010 are as follows:

The development of responsive curriculum policies and guidelines to

The Strategic Framework classified the applications of ICTs on basic

transform the teaching-learning landscape through: computerization of all

Issues & Challenges

It is globally recognized that planning for and implementing ICT in

Issues usually revolve around a common set of concerns, namely:

Infrastructure & Connectivity

It is estimated that, as of August 2006, of the 4,769 (official count by

The NFP-ICT-BE 2005 further puts “computer penetration at one

As yet, there has been no study conducted to justify the 10-PC

Numerous research studies have cited the inadequate pedagogical

A study supports the assumption

the computer:teacher ratio is at 1:3 for ~~~~~

In view of these, it has been recommended that the education sector

Teachers from the field regularly complain that there is a dearth in

There have been numerous efforts to incorporate content on the

For some, content is considered as an afterthought – something to

Administrative & Technical Support and Sustainability

In some schools that were recipients of various initiatives, computers

The importance of school leadership and staff participation in ICT in

There is a clear need for proper documentation and sharing of best

sustainability of programs. Active community involvement and other

In recognition of the transformative role of Information and

Educators Applications Infrastructure

The iSchools Project seeks to support the efforts of the Department

iSchools focuses on strengthening classroom learning and instruction

Commission on Information and Communications Technology – Human Capital Development

The project aims to assist DepEd in the provision of computer access