In today’s knowledge-based economy, the competitiveness of a country depends on the

efficiency of its information and communications technology (ICT) sector. As such, the
Philippines needs to have a reliable ICT infrastructure and an ICT-competent workforce to keep
up with the digital economy.
Currently, roughly three in every five (58%) Filipinos have access to the internet, according to the
report, Digital, in 2017.

This places the Philippines fifth in Southeast Asia in terms of the number of internet users, and
slightly above the average global ranking based on internet penetration level, which is at 50
percent.
However, while the Philippines has experienced an incredible internet population
growth since 2000, researchers from the Philippine Institute for Development Studies
(PIDS) still noted a relatively weak uptake of ICT services in the country.
In a study conducted , Examining Trends in ICT Statistics: How Does the Philippines Fare in
ICT?, Albert et al. attributed this to the high cost of ICT services. In terms of telephone services,
for instance, users usually pay around PHP 1,800 for their monthly fees, currently the most
expensive in the region.

They observed the same scenario in other ICT services, such as mobile cellular and fixed
broadband services, where the Philippines has the second and third highest retail prices,
respectively, in Southeast Asia.
To achieve an ideal ICT environment, Albert et al. urged the government to explore
partnerships with the private sector for building new and better infrastructures and
for upgrading the capacities of ICT staff to keep up with the fast-changing
technologies.
Meanwhile, Serafica et al. encouraged the creation of an independent regulatory
body that has both decision-making powers and a stable and reliable source of
revenue for their operations.

They added that it should likewise have officials who have fixed terms of office that
should not coincide with the tenure of the executive and legislative branches of
government.
Ultimately, PIDS researchers recommend the formulation of better laws, rules, and
regulations; increasing ICT investments to upgrade infrastructures; monitoring and
regulation of network interconnectivity; and enhancements in the capacity and
accountability of offices that manage the ICT sector like the Department of
Information and Communications Technology.
 COMPETENCIES PERFORMANCE INDICATORS
Domain 1: Understanding ICT in Education

1.1.1 Demonstrate awareness of policies 1.1.1.1Discuss national ICT policies affecting

affecting ICT in education classroom practices

1.2.1 Comply with ICT policies as they affect 1.2.1.1 Implement ICT policies in teaching-
teaching-learning learning

1.3.1 Contextualize ICT policies to the learning 1.3.1.1 Incorporate ICT policies in the design
environment and implementation of teaching-learning
activities.
 COMPETENCIES
Domain 2: Curriculum and Assessment
2.1.1 Demonstrate understanding of concepts,
principles and theories of ICT systems as they
apply to teaching-learning.
PERFORMANCE INDICATORS
2.1.1.1 Discuss ICT concepts, principles and
theories in various teaching-learning processes

2.2.1 Evaluate digital and non-digital learning 2.2.1.1 Select digital and non-digital learning
resources in response to student’s resources in reference to the student learning
diverse needs. preferences

2.2.2 Use of ICT tools to develop 21st century 2.2.1.2 Revise digital learning resources in
skills: information media and technology response to varied needs of students
skills, learning and innovation skills,
career skills and effective communication skills.

2.3.1 Use ICT tools to develop 21st century skills, 2.3.1.1 Integrate ICT in teaching plans that
information and media& technology skills, require learners to connect the content of the
learning & innovation skills, career skills lesson to society
and effective communication skills.
 COMPETENCIES
Domain 3: Pedagogy
3.1.1 Apply relevant technology tools for
classroom activities
3.2.1 Use ICT knowledge to solve complex
problems and support student collaborative
activities.
3.3.1 Model collaborative knowledge
construction in face to face and virtual
environments
PERFORMANCE INDICATORS
3.1.1.1 Design a technology-enhanced lesson to
support learning.
3.1.1.2 Deliver the lesson using appropriate tools
or applications.
3.1.1.3 Assist students to reflect on their own
learning using technology tools.
3.2.1.1 Use varied teaching strategies like
project-based learning that integrate technology
tools to support thinking and collaboration.
3.3.1.1 Initiate flexible learning through online
communications (synchronous/asynchronous
modality)
 COMPETENCIES
Domain 4: Technology Tools
4.1 Demonstrate competence in the
technical operations of technology tools and
systems as they apply to teaching and learning.
4.2 Us technology tools to create new
learning opportunities to support community of
learners.
4.3 Demonstrate proficiency in the use
of technology tools to support teaching and
learning.
PERFORMANCE INDICATORS
4.1.1.1 Perform basic trouble-shooting and
maintenance of technology tools and systems.
4.2.1.1 Make technology tools-based
instructional materials to improve student
learning
4.2.1.2 Produce ICT-based teaching and learning
tools in collaboration with students
4.2.2.1 Propose or recommend technology and
policy innovations related to promoting
continuous learning among students
 COMPETENCIES
Domain 5: Organization and Administration
5.1 Managed technology-assisted
instruction in an inclusive classroom
environment.
5.2 Exhibit leadership in shared
decision-making using technology tools.
PERFORMANCE INDICATORS
5.1.1.1 Facilitate flexible learning environment
that enhances collaboration with the use of
technology tools.
5.2.1.1 Lead group activities using technology-
tools
 COMPETENCIES
Domain 6 – Teacher Professional Learning
6.1.1 Explore existing technology to acquire
additional content and pedagogical knowledge
6.1.3 Utilize technology tools in creating
communities of practice
6.2.1 Collaborate with peers, colleagues and
stakeholders to access information in support of
professional learning.
PERFORMANCE INDICATORS
6.1.1.1 Use technology tools to search for,
manage, analyze, integrate and evaluate
information that can be used to support
professional learning.
6.1.1.2 Evaluate technology resources in terms of
appropriateness, quality, usability, accessibility
and cost effectiveness
6.1.3.1 Use technology tools to collaborate and
share resources among communities of practice
6.2.1.1 identify educational sites and portals
suitable to their subject areas
6.2.1.3 Use resources from relevant mailing list
and online journals
6.2.1.4 Evaluate and compare useful and
creditable web resources to be shared with other
students
6.2.1.5 Active membership to local and global
learning communities to maintain access to
creative applications of technology that help
enhance student-learning.
 COMPETENCIES
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and
legal responsibility in the use of technology tools resource materials from local area network-
and resources.
7.2 Show positive attitude towards the
use of technology tools.
PERFORMANCE INDICATORS
7.1.1.1 Discuss safety issues in obtaining
based and the internet.
7.1.1.2 Comply with intellectual property laws
including the fair use of educational content
7.1.1.3 Institute mechanisms to ensure child
online safety and prevent cyberbullying
7.1.2.1 Practice standard netiquette in sharing
and utilizing shared materials among learning
communities
7.1.2.2 Provide support to learners’ digital
culture and behaviors
7.1.2.3 Utilize smart devices for building the
positive relationships between teachers and
students.
International Society for Technology in Education (ISTE) established standards for both
teachers and students. These standards were also referred to in the development of the
Philippine ICT Competency standards which include the ff:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology
operations and concepts.

Standard 2: Planning and Designing Learning Environment & Experiences

This standard implies that teachers utilize the use of technology to plan and
design effective learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of curriculum plan, they
have to include strategies for applying technology to maximize student learning.
Standard 4: Assessment and Evaluation
Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies to collect and analyze data, interpret results and communicate
findings to improve instructional practice and maximize student learning.
Standard 5: Productivity and Professional Practice
Teachers use technology to engage in on-going professional development &
lifelong learning in support of student learning, increase productivity and to build
community of learners.
Standard 6: Social, Ethical, Legal and Human Issues
Teachers understand the social, ethical, legal and human issues surrounding
the use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology resources
and facilitate access to technology resources for all students.
Likewise, ISTE National Educational Technology Standards for Students (NETS S)
From how technology teachers facilitate learners, outcomes of student learning
should indicate that the following standards have been complied with:
Standard 1: Creativity and Innovation
This standard will produce students who demonstrate creative thinking,
construct knowledge, develop innovative products and processers using technology
from existing knowledge.
Standard 2: Communication and Collaboration
This standard requires students to use digital media and environments to
communicate and work collaboratively to support individual learning and contribute
to the learning of others. This includes the use of variety of media and formats for
global awareness with learners from other countries.
Standard 3: Research and Information Fluency
Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for inquiry. This standard expects the students to
locate, organize, analyze, evaluate, synthesize and ethically use information from a
variety of sources and media.
Standard 4: Critical Thinking, Problem-Solving and Decision Making
This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed decisions
using appropriate digital tools.
Standard 5: Digital Citizenship
It is required by this standard that every technology students becomes a
digital citizen who demonstrates ethical and legal behavior, exemplified by the
practice of safe, legal and responsible use of information. Further, the student
exhibits positive attitude towards the support of technology for collaboration,
learning and productivity as a digital citizen.
Standard 6: Technology Operations and Concepts
Sound understanding of technology concepts, systems and operation is a
standard that students should comply with. They too, are expected to further transfer
current knowledge to learning of new technologies.
 A. ISTE STANDARDS FOR B. ISTE STANDARDS FOR
TEACHERS STUDENTS
1. Technology Operations and Concepts 1. Creativity and Innovation

2. Planning and Designing Learning Environment

2. Communication and Collaboration
and Experiences

3. Teaching, Learning and Curriculum 3. Research and Information fluency

4. Critical Thinking, Problem-Solving & Decision

4. Assessment and Evaluation
Making

5. Productivity and Professional Practice 5. Digital Citizenship

6. Social, Ethical, Legal and Human Issues 6. Technology Operations and Concepts
 In Annex C in CMO74 s. 2017. Review the competencies and read the corresponding
Performance Indicators under each of the 7 Domains. Identify one Performance Indicator for
each cluster that you consider as most important and that you consider important to do.
Identify also one Performance Indicator that you consider least important and that you are not
excited to do.Write your answer on the matrix provided for you.

ICT Domain Performance Indicator most important Performance Indicator least

for us to do important for us to do
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
Domain 6
Domain 7
 Survey on the Use of ICT in the Teaching and Learning for Teachers

Dear Teachers, please mark (✓) your answer to the following questions below:
1. Do you use technology in your teaching?
2. Are you aware of policies that guide you in the use of ICT?
3. Do you use non-digital learning resources in your teaching?
▪CMO 74
▪CMO 75