National ICT Competency

Standard (NICS) for Teachers

Emmanuel C. Lallana, PhD

Commissioner

Commission on Information and Communications Technology

NICS for Teachers

It defines the competency outcomes

and the supporting knowledge and
skills that are needed to utilize ICT in
performing the job roles related to
teaching.

It provides the performance

indicators to evaluate the level of
knowledge and competence of
teacher to apply ICT in the
educational setting.
NICS for Teachers

It is an Open Standard – not just a

specification, it follows “the concept
of people working together openly to
collaboratively develop solutions for
addressing common requirements
and goals.”
goals.
–openness in both 1) standard
setting process and 2) access to
the specifications
NICS for Teachers

It builds up from the knowledge and

skills derived from the National ICT
Competency Standard- Basic &
Advanced.

It is based on Int'l Best Practices

It support the DepED's National

Competency Based Teachers
Standard
Did not reinvent the wheel

Intl Standards on ICT Competencies for

Teacher – reviewed for local application
International Society for
Technology in Education NETS
for Teachers
North Carolina Technology
Competencies for Teachers
UNESCO ICT in Teacher Education
Models of teacher professional
development for ICT integration into
classroom practice - Australia
CICT Competency Standards

1.Social
N
2.Technological
I
C 3.Pedagogical, and
S Level 2
TEACHER
4.Professional
JOB ROLE

Level 1
1. ICT Foundation
N.I.C.S. 2. Basic Productivity Software
Basic & Advanced 3. Communication and Collaboration System
4. Computing Ethics and Acceptable Policies
Domain Areas*

Social - competencies related to

social, ethical, legal and human
issues, and community linkage

Technological - competencies
related to technical operations and
concepts, and productivity
Domain Areas*

Pedagogical - competencies related

to the use of technology in:
– Planning & Designing learning
environments and experiences
– Teaching and learning strategies
that integrate ICT to promote
student learning
– Assessing and evaluating student
learning performance
Domain Areas*

Professional - competencies related

to professional growth and
development, research, innovation
and collaboration
Next Steps

• Finalization
– Performance Indicators
• 'Popularization'/Advocacy
• Adoption by DepED, CHED, PRC
– In-service training guide
– Revision of Education curriculum
– Incorporation in LET
• Implementation
Public and Private Working Group

On-line collaboration site:

http://nicsforteacher.blogspot.com
nicsforteacher.blogspot.com

Commission on Information and Communications Technology

Social Domain - Elements

• 10 domain elements, e.g.

– Understand the social, ethical, legal
and human issues surrounding the
use of technology
– Recognize and observe the use of
licenses (commercial and open
source)
– Facilitate the use of technology that
addresses social needs, cultural
identity, diversity, and promotion of
interaction with the global community
back
Technological Domain - Elements

• 9 domain elements, e.g.

– Recognize different kinds of
technological resource and their use
– Evaluate appropriateness of
technology to user requirements
– Setup, operate, troubleshoot
computer hardware and its
peripherals, and other technology
devices used for instruction
– Install, configure and run operating
system and application software
back
Pedagogical Domain - Elements

• 11 domain elements in 3 sub-domains

• PLANNING AND DESIGNING
– Plan strategies to facilitate student
learning in a technology-enhanced
environment
– Design developmentally appropriate
learning opportunities that apply
technology-enhanced instructional
strategies to support the diverse needs of
learners
Pedagogical Domain - Elements

• PLANNING AND DESIGNING (cont)

– Identify appropriate media to accommodate
various learning styles and select assistive
technologies for learners with special needs
– Access resources for instruction planning
and/or design available via
telecommunications technologies
– Determine underlying pedagogical
assumptions of particular technologies,
bias, relevandce, social impact and
sustainability
Pedagogical Domain - Elements

• IMPLEMENTING AND MONITORING

– Apply technology to develop students'
higher order thinking skills and creativity
– Provide performance tasks that require
students to locate and analyze information
and to use a variety of media to clearly
communicate results
– Conduct open and flexible learning
environments where technology is used to
support a variety of student interaction,
cooperative learning and peer instruction
Pedagogical Domain - Elements

• ASSESSING AND EVALUATING

– Evaluate effectiveness and efficiency of ICT
integration in the teaching-learning process
and use results to refine the design of
learning activities
– Use ICT effectively and appropriately to
collect and communicate information in
variety of formats
– Apply technology to facilitate a variety of
appropriate assessment and evaluation
strategies back
Professional Domain - Elements

• 5 domain elements, e.g.

– Demonstrate continual growth in
technology knowledge and skills to
stay abreast of current and emerging
technologies
– Model self-directed attitude towards
new content, applications and
software, etc.
– Develop and share personal
repository of resource materials
back