contents material/revised tech plan.pdf · contents introduction ... appendix b: school technology...
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Contents Introduction ....................................................................................................... 2
Vision .................................................................................................................. 4
Technology in Education – Global Context .................................................... 6
Technology Literacy and Leadership ............................................................................. 8
21st Century Framework ................................................................................................... 10
Digital Literacy – Students, Teachers, Administrators ........................................... 13
Promoting Active Learning and Knowledge Creation through Project-Based
Learning Approach............................................................................................................. 14
ICT in DepEd Marikina .................................................................................... 17
The Division Goals on ICT .............................................................................. 20
ICT Conceptual Framework ............................................................................ 23
Evidence of Success ........................................................................................ 29
Competency Standards and Assessment ...................................................... 33
ICT Learning Targets for K-12 Students
(Technical Skills and Digital Literacy) .......................................................................... 33
ISTE/NETS Standards for Students ............................................................................... 34
ICT Learning Targets for Teachers (DepED ICT Competency Standards for
Teachers) ................................................................................................................................ 36
ISTE/NETS Standards for Administrators ................................................................... 38
Program Design .............................................................................................. 41
Community Partnerships and Institutional Sponsorships .......................... 48
Glossary ............................................................................................................ 50
References ........................................................................................................ 52
Appendix A: Status Report on ICT ....................................................................... 55
Appendix B: School Technology Needs Assessment ............................................ 56
1
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Introduction 2014 Technology Plan – Division of Marikina City
2
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Introduction
Information and Communication Technology or ICT is now an integral part of
everyone’s workplace and personal life. It had grown from a simple program that
develops new products to a tool that can be used to transform educational
paradigms and eventually multiply knowledge. The international community had
recognized the positive effect of infusing ICT in the learning process and even
governments strive to have the best technologies in their schools, especially in
Marikina City.
The Department of Education came a very long way to create a seamless transition
from the traditional methods in teaching to the most provocative methods of
engaging students in learning. It has been known that progress in Philippine
education became very slow caused by insufficient funding and the lack of policies to
fully implement integrative programs like ICT. However, efforts has been made and a
partnership between governments, private organizations and the Philippine
government, and other institutions together with schools to cross the boundaries
and reinvent learning with the aid of technology.
The Division has always been the center for innovative leadership, which is, second to
none. Despite of the city’s reputation as the Philippine capital of shoe industry,
Marikina had thrived to achieve excellence in many forms. With the selfless motive of
creating a competitive environment, where technology is essential, Marikina came to
realize that there is more to offer.
The educational system of the City has been transformed several times with the goal
of improving its overall performance. There is a continued effort to master every
detail that will affect the paradigm of learning. The high hopes of achieving greatness
compared to other educational system have been placed as one of its top priorities.
With the aid of technology, DepEd Marikina hopes the best for its community. With a
well-defined curriculum and sufficient infrastructure, the Division aims to offer
education, easy and enjoyable.
3
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
.
Vision 2014 Technology Plan – Division of Marikina City
4
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Vision
DepEd Marikina City envisions to become the center for innovative leadership in
Information and Communication Technology.
As:
Students (S) are exposed to current trends in learning which fosters the use of ICT to
obtain a vast array of knowledge and skills which promote the development
and use of 21st century skills (critical thinking, creativity, communication,
collaboration, self-direction, teamwork, and cross-cultural understanding) in
life and learning.
Teachers (T) are well-equipped with knowledge and skills to design and develop
learning materials that will serve as gateways toward the creation of
knowledge and experiences in and outside the classroom.
Leaders (L) exhibit professional excellence in using technology to facilitate
education, manage resources, lead teachers to professional development, and
drive passion towards excellence and greatness of students.
Resources (R) (hardware and software) are acquired, distributed, used, properly
maintained, and improved to continue enjoying their benefits to improve
quality of education (teachers’ commitment to continuously improve teaching
approach; students’ academic performance; and leaders’ quality of service
and management).
5
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Technology in Education –
Global Context 2014 Technology Plan – Division of Marikina City
6
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Technology in Education – Global Context
Since ICT was recognized in education, the national government and the private
industry responded to the demands to adapt to the change in education by
formulating policies and standards in incorporating ICT in teaching and learning.
In 2000, the Software Information Industry Association (SIIA) commissioned a report
regarding the effects of using technology in education. The report states the positive
impact of software technology on the achievement level of students and the change
in instructional behaviour. It specified forms of technology and media that can be
used to have differentiated outcomes in different learning areas. One example of this
is distance learning which is specifically designed to provide a well-constructed, goal-
oriented approach in teaching and learning.
The Premier’s Technology Council (2007) identified technology and e-learning (can
also be blended learning if classes are both done online and face-to-face) is one way
of developing skills needed in the workforce. The eLearning program of the Division
of Marikina City has been successful in its first year of implementation. It has proved
that it’s possible to conduct and facilitate learning online achieving the same result,
or even greater, compared to traditional learning. Several researches proved that
eLearning provides better results in teaching and learning. In the case of NEPAD1 e-
Schools in Kenya (Ayere, Odera, & Agak, 2010), eLearning produced significant and
better results in teaching and learning. It was proven that access to ICT equipment
and facilities are better in NEPAD schools compares to non-NEPAD schools. This
proves that access to technology provides better opportunities to learn more in
schools and eventually improves achievement.
Technology-enhanced learning offers special opportunities for implementing learner-
centered principles (Bonk & Cunningham). To fully understand the impact of
incorporating technology in education, one must recognize the learner-centred
psychological principles in education. As elaborated by the Learner-Centred
Principles Work Group of the American Psychological Association (1997), an
educational system must holistically deal with learners in the context of real-life
scenarios taking into consideration the principles of cognitive and metacognitive,
motivational and affective, developmental and social, and individual difference
factors influencing learners and the conduct of instruction.
1 The New Partnership for Africa’s Development, http://www.nepad.org
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
There are several studies that present the impact of technology in learning. A
European study (ICT Cluster, 2010) reveals the positive influence of applying
innovation in teaching using ICT. The results related to ICT strategies were:
Increased access to and use of ICT in primary schools;
ICT-supported learning and ICT-enabled wider educational goals;
Higher levels of teacher and learner motivation, leading to
competence development and an engagement with lifelong
learning;
First steps towards systemic change and modernisation of planning
These results are more likely similar to other studies and would later be achieved.
On the other hand, the very slow transition and adaptation to technology in
teaching has been attributed to poor access to ICT facilities. To some, access to ICT
facilities was very problematic and the percentage of using ICT in teaching is very
small.
DepEd Marikina facilitated a division-wide School Technology Needs Assessment
(lifted from the Teacher ICT Skills survey of Evaluation and Accountability
Department of Education and Training) with 200 respondents from the elementary
level coming from 8 different schools. Figure 3 shows the partial result on teacher’s
perspective on the availability of ICT facilities in their respective schools.
Figure 1 STNA survey on ICT Facilities
8
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
There are no findings yet about reason why teachers find it hard to gain access to
technologies in school. Further studies will back up the survey and would lead to a
resolution.
Technology Literacy and Leadership
It has long been realized, even in others countries, the importance of ICT in
developing the capacity of students to handle academic and non-academic activities
in school and in personal life. Teachers themselves invested time and money to learn
and be at par in terms of technology and instructional competency. They attend
trainings and seminars related to infusing technology to instruction and they spend
money to buy personal computers or even new gadgets to learn and use technology
personally and professionally. However, not all teachers have equitable access to
technology and in-service programmes.
A report from Ireland (Minister's Strategy Group, 2008) concluded that there should
be a national scheme for teacher’s ICT education. This report was brought by the
observation on teachers’ capability in handling instruction using ICT. One observation
was that “ICT being seen as an add-on to a pre-service programme or as an optional
tool or curriculum module rather than a core element of curriculum delivery”. This
could result to an uneven effect on student’s performance. Policies and a structured
approach to ICT should be observed and implemented by school administrators to
avoid this kind of circumstances.
Included in the UNESCO ICT Competency Framework for Teachers (2011) are three
approaches that can be applied to develop the ICT competency of teachers. The
framework specifies technology literacy, knowledge deepening, and knowledge
creation as the approaches to bring teacher education into congruency with the
national developmental goals.
Figure 2 UNESCO - Three Approaches of ICT Framework for Teachers
These approaches generally apply in all levels of education; however, more emphasis
should be given to the elementary and secondary school teachers, especially in the
Philippines.
Aside from the growing demand to align technology competence of teachers, there
is one area that needs a radical improvement, technological leadership. Many school
TECHNOLOGY LITERACY
KNOWLEDGE DEEPENING
KNOWLEDGE CREATION
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
administrators are reluctant in using technology at their workplace. A research study
has been conducted in Anambra, a state in Nigeria, about Principal’s Readiness for
the Use ICT in School Administration, and the result, majority of the secondary school
principals are not ready for the use ICT in school administration (Unachukwu &
Nwankwo, 2012). This research partially proves that there is a disparity in terms of
using technology in school administration, regardless of gender and age, amongst
school administrators. The study also stipulates how school principals could use
technology in learning, teaching, management, and planning:
1. develop a vision for the development and integration of ICT across
the curriculum and promote this vision within and beyond the
school;
2. provide appropriate, sustained ICT professional development for all
levels of staff;
3. become an ICT learner along with staff and students;
4. use management information for school improvement; and
5. provide staff with personal access to ICT
According to Johnson and Bartleson (1999), school administrators should be able to
perform certain tasks with the aid of ICT. Such tasks include, but not limited to,
personal productivity, use of information systems, record keeping and budgeting,
communication, and online research. These tasks would likely be performed in their
workplace same as with other professionals.
A study involving the identification of specific dimensions of technological leadership
(Chang, 2011) directly relates to the technological literacy of teachers and students. It
was proven that a school administrator’s capability driven by technological
advancement could lead to the technological literacy of teachers and greater
academic achievements of students. The capability of school administrators to handle
certain tasks, with the aid of technology, will not only prove their competence as
administrators, but could also serve as motivation for others to develop their skills as
well.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
The 21st Century Learning Environment
Based on the report released by The Partnership for 21st Century Skills or P21 (2002),
educators, both in the local and national level, have focused on improving student
achievement. According to the report, there are six key elements to nurture 21st
century learning:
1. Emphasizing core subjects – the teaching of core subjects (e.g.
English, mathematics, science) should go beyond the basic
competencies of understanding;
2. Emphasizing learning skills – information and communication skills,
thinking and problem-solving skills, and interpersonal and self-
directional skills should be continually learned;
3. Use of 21st century tools – ICT literacy is an essential tool to access,
manage, integrate, and evaluate information, construct new
knowledge, and establish communication to participate effectively in
the society;
4. Teaching and learning in a 21st century context – students should be
taught in the context of real-world examples, applications and
experiences both inside and outside the school;
5. Teaching and learning 21st century content – global awareness,
financial, economic, business literacy, and civic literacy are some of
the most important content that should be taught with consistency;
6. Using 21st century assessment – sustainable and affordable,
sophisticated assessment at all levels must use new information
technologies to increase efficiency and timeliness.
It is evident that learning tools are essential to foster 21st century skills. Thus,
providing these 21st century learning tools will open up an opportunity for students
to connect real-world scenarios and develop habits of lifelong learning skills for
these tools are considered to be up-to-date and flexible in context.
21st Century Framework
P21 developed a framework (Figure 6) that could lead experts to integrate skills in
core academic subjects. The framework includes recognition and development for
curriculum and instruction, professional development and learning environments.
This is similar to what the Division envisions for its educational system—where
students, teachers, leaders, and infrastructure coincide to create a holistic approach
in developing a knowledge-based learning community.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
P21’s framework (see Figure 4) emphasizes the need to support 21st century skills by
developing and improving structural requirements starting with standardized
assessments to measure the effectiveness of modern teaching pedagogies and
classroom activities, a well-define curriculum and instruction which incorporates 21st
century strategies and associates skills with the requirements of the industry, a
continuous and rigorous professional development for teachers who directly
implements and delivers instruction to students, and finally, a conditioned and
cultured environment that provides a non-spatial workplace for students to acquire
and apply knowledge.
Figure 3. 21st Century Student Outcomes and Support Systems
The Kempster Group (2008) delineates the ICT vision of the California Emerging
Technology Fund (CETF) (Figure 2) using four descriptive policies: infrastructure,
regulation, digital literacy, and public services. These policies illustrate the
requirements for a 21st century workplace envisioned by the California government.
As they build the broadband infrastructure necessary to support other policies, it was
clearly understood that Internet serves as the information superhighway; the fastest
way to acquire information and communicate without worrying about time and
location.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Figure 4 California ICT Policy Framework
In the Philippine K-12 curriculum, it is expected that every graduate of Kindergarten,
elementary and Junior High School, and of the specialized Senior High School
program are equipped with information, media and technology skills, learning and
innovation skills, effective communication skills, and life and career skills. These set of
skills are consistent with the approach of the 21st century learning, thus, Philippine
education is on the right track.
Following the vision of the DepEd: “21st Century Education for All Filipinos, Anytime,
Anywhere”, it is necessary to build the infrastructure to support the demand for
change and shift towards a more advance way of teaching and learning. One primary
aspect to consider is the Internet connection. Provisions for Internet connectivity are
one of the necessities to develop, maintain, and sustain a dependable ICT
infrastructure. A reliable Internet service is essential to schools to support teaching,
learning, management, and academic research.
The Department of Education managed to provide schools, covered by DICP2
Internet connectivity program, a subsidy for Internet subscription. Such program
helped a lot in achieving the goal of providing access to free information across the
World Wide Web.
In this new age, where computing devices became so small that they can be carried
in a pocket, access to dynamic information requires connectivity. With a standard
2 DepEd Order No. 50 s.2009
21ST CENTURY ECONOMY POLICY AND STRATEGIC VISION
Broadband Infrastructure Development and Regulation
ICT Digital Literacy
Public Use of Applications e-government, health services,
education, environment
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
computing device at home, you can connect to the World Wide Web as long as there
is an available connection or means of connecting to the Internet. This situation
makes education more dynamic and enjoyable and therefore, online learning (as
individualized by methodologies and approaches) is very much indeed possible.
Digital Literacy – Students, Teachers, Administrators
With an average to a sufficient funding on building ICT infrastructure, digital learning
will no longer be a luxury to students who are adept to technology or students who
have access to personal or school ICT equipment. Nature of digital literacy has
abruptly changed, therefore, it is up to everyone to catch up and make and adapt to
the change.
Here are some issues hindering digital literacy (Hicks & Turner, 2013):
1. Counting slides (or images, links, or any other digital component of a task).
Presentations are one way of delivering the day-to-day instructional content
to students. However, the use of this type of multimedia does not ensure the
quality of learning ICT promises not even making your students work with
their own presentations. Digital literacy would be more effective if teacher will
not focus on content and message that will be projected on the screen.
Teachers should give more emphasis on how students could absorb and
process information even with a few or numerous number of slides and with
occasional animations and/or transitions.
2. Asking (only) questions that can be answered by a search engine. If students
are given tasks or assignments that can be answered using a simple search on
the web, the activity is considered to be useless when it comes to
understanding concepts. Teachers should teach students how to manage
information, answer complex questions, and include citations to avoid
plagiarism. More than that, students need to be taught on how to classify
information on the web.
3. Using “cool” technology to deliver a planned lesson. The main idea in
incorporating technology in facilitating teaching and learning is to motivate
and allow students to collaborate and develop problem solving and critical
thinking skills. If the objective of the teacher is to “use” technology for “trial”
purposes or just for “showing off”, the outcomes will be useless.
Based on ISTE3 Standards for Students, with the aid of technology, the following sets
of competencies can be met:
3 International Standards for Technology in Education, http://www.iste.org
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Division of City Schools – Marikina
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1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration
3. Research and information fluency
4. Critical thinking, problem solving, and decision making
5. Digital citizenship
6. Technology operations and concepts
With the proper use of technology and with the appropriate methodologies,
techniques, and approaches, there will be an effortless transition in incorporating ICT
in the day-to-day classroom experience.
Promoting Active Learning and Knowledge Creation through Project-Based
Learning Approach
The Buck Institute for Education (BEI)4 explained why PBL is an effective way to learn.
Today’s students, more than ever, often find school to be boring
and meaningless. In PBL, students are active, not passive; a
project engages their hearts and minds, and provides real-world
relevance for learning.
After completing a project, students remember what they learn
and retain it longer than is often the case with traditional
instruction. Because of this, students who gain content
knowledge with PBL are better able to apply what they know and
can do to new situations.
In the 21st century workplace, success requires more than basic
knowledge and skills. In PBL, students not only understand
content more deeply but also learn how to take responsibility
and build confidence, solve problems, work collaboratively,
communicate ideas, and be creative innovators.
The Common Core and other present-day standards emphasize
real-world application of knowledge and skills, and the
development of the 21st century competencies such as critical
thinking, communication in a variety of media, and
4 Why Project Based Learning (PBL)? http://bie.org/about/why_pbl
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
collaboration. PBL provides an effective way to address such
standards.
Modern technology – which students use so much in their lives –
is a perfect fit with PBL. With technology, teachers and students
can connect with experts, partners, and audiences around the
world, and use tech tools to find resources and information,
create products, and collaborate more effectively.
PBL allows teachers to work more closely with active, engaged
students doing high-quality, meaningful work, and in many cases
to rediscover the joy of learning alongside their students.
Current models of PBL are not like some past examples of “doing
projects” in which student learning outcomes were not clear.
More rigorous and effective models of PBL, such as BIE’s, have
been refined and tested in recent years in a variety of settings,
subjects, and grade levels.
According to BIE’s (2013) research, students develop and master 21st century learning
skills with PBL because teachers devote more time for their students to develop
critical thinking, problem-solving skills, collaboration, and opportunities to learn
more ideas bridging different learning areas into one dynamic and engaging learning
activity. In addition, PBL does not require a specific type of school, a learner, or a
strategy to incorporate multiple areas of learning. It provides equal distribution of
chances and can provide a reform for learning.
Project-based learning can be thought as an approach combining the Piaget’s theory
of development which undergoes the process of adaptation of intelligence in the
course of construction of its own course, which depends as much on progressive
internal coordination as on information acquired through experience (Inhelder,
Chipman, & Zwingmann, 1976); and Vygotzky’s belief that intelligence is the capacity
to learn from instruction (Eddy, 2010). With these two foundations, PBL is an
approach that fosters learning through experience and cognition and coincides with
combining several domains of learning and social understanding (mind, authentic
problems, use of raw materials, student autonomy, teach choice and common
interests, personal motivation, social dialogue, conceptual organization, group
processing, prior knowledge, teacher support, questioning, and multiple viewpoints).
With so many positive points of PBL, the Division would like to infuse and reinforce
the existing curriculum with PBL starting with the secondary curriculum where
students need to appreciate conceptual and experiential approach in teaching.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
ICT in DepEd Marikina 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
ICT in DepEd Marikina
For the last 10 years, the Division office ventured on several educational programs
that aim to improve students’ performance. There have been numerous
organizations who offered possibilities to bridge the gap between academic
performance and use of technology.
In 2002, Intel Teach to the Future Program5 invited selected teachers to be trained on
the use of ICT in teaching. The program concentrated on using productivity tools
included in the Microsoft Office suite. The program initially invited the attention of
teachers who would really like to learn ICT. With provisions for technology
infrastructure under the PC for Public Schools (PCPS)6 program of the Department of
Trade and Industry, teachers became engaged on learning how to use computer
applications to facilitate classroom instruction. Eventually, the program strength
faltered since most of the teachers involved had no resource at home and there
resources from the PCPS program concentrated more on computer literacy for
students. ICT integration was not achieved during that time.
As years went by, other organizations, even from the International community,
introduced other ICT integrative programs. The Partners in Learning7, sponsored by
Microsoft, aimed at connecting teachers to share teaching resources and best
practices in integrating technology in instruction. The Getting Started with Projects,
of Oracle Education Foundation8, shared and funded several professional
development programs on Project-Based Learning in the Division. Since the scope of
ICT integration programs are very limited to those schools with ICT facilities, the
program eventually died in the Division.
The City Government of Marikina launched their Cyber Education9 program in
February 2010. They provided ICT equipment (one desktop pc, DLP projector, audio
system, and air-conditioning units) in an attempt to fuse technology in teaching. The
program was embraced by schools and teachers who appreciate the value and effect
of incorporating different forms of media in their academic activities. However,
teachers who are really not inclined in using technology were left behind, the result, a
5 Intel Teach Program, http://www. intel.com/content/www/us/en/education/k12/intel-teach-ww.html 6 PCPS, http://www.dti.gov.ph/dti/index.php?p=443 7 PIL, http://www.pil-network.com/ 8 OEF, https://www.oraclefoundation.org/ 9 http://depedmarikina.ph/pages/prog.html
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Division of City Schools – Marikina
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bigger number of students both in the elementary and secondary are not benefited
by this program.
In November of 2012, the Division launched the first every eLearning program in the
National Capital Region (NCR) with the aim to provide an alternative mode of
learning for students of Marikina. Implementing the K-12 curriculum, the division
started with 256 enrolees coming from all over Marikina. During its first year of
implementation, the Division employed Technical experts to design and develop an
online learning platform. Then, a team of knowledge workers; eWriters, eDesigners,
and eTeachers, worked hand-in-hand to develop curriculum content for the platform.
Supported by trainings and refreshers, the Division was able to push the program for
the Grade 8 and, eventually, provide distance learning up to Grade 12.
Different program cycles every year, hopping from one school to another. But the
disparity in implementation, teachers’ technical skills, and facilities are holding the
Division in claiming the true benefits of ICT. Even with enough resource and a stable
infrastructure, still, a successful technology-based program can only be measured by
the effect it brings to teachers, students, and administrators.
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Division of City Schools – Marikina
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The Division Goals on ICT 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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www.depedmarikina.ph / [email protected]
The Division Goals on ICT
DepEd Marikina City envisions a technology-driven learning community that will
inspire innovative leadership in ICT to acquire and process information, develop and
create knowledge, and take part on the continuing development of the City.
Guided by research, reports, and studies on integrating ICT in education, DepEd
Marikina aims to redevelop and redesign the norms in which ICT plays an important
role. The Division, together with its key stakeholders, aims to address the following
issues and concerns (see Appendix A):
a. technology-based initiatives for instruction benefit only 22.98% of the
elementary school population and only 40.20% in the secondary.
b. computer-to-student ratio is at 1:228 for the elementary and 1:27 for the
secondary;
c. a very low 9.77% of the total student population in Marikina receive formal
ICT skills training; and
d. a whopping 47.32% of the total teacher population need ICT literacy training
to suffice the need for technology innovation in the classroom.
All of the issues and concerns can be rooted from an average to a poor level of
resource management and giving less priority to teaching innovation and planning.
School administrators need to conduct careful planning and resource management
to divert, concentrate, or even spread-out their resources to cover all the critical
areas where ICT can be used to cultivate 21st century learning.
To address issues and concerns, the following agenda are recommended:
a. promotion and advocacy of digital learning;
b. improving technical capability of teachers;
c. developing technological leadership amongst educational leaders; and
d. building and rehabilitation of ICT infrastructure to support educational
programs.
Information and communication technology plays a major role in transforming the
concept of teaching and learning where education happens anytime, anywhere. To
achieve the vision, DepEd Marikina will advocate the use of ICT to:
develop the habits of self-learning in a dynamic learning environment that
will nurture the 21st century learning skills of students for knowledge creation;
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Division of City Schools – Marikina
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develop a comprehensive competency-based professional development
program for teachers;
adopt or adapt processes to build a collaborative culture and structures in an
ICT-enabled workplace; and
build the necessary facilities, acquire ICT equipment and software, and
provide multimedia access to teachers and students.
The key thrust of the technology plan are:
Use of ICT resources to acquire information and skills
Strengthening tech-based competencies in use for learning environment
Developing technological leadership competencies to promote collaboration
and resource sharing
Ensuring sufficient ICT infrastructure for online communication and eLearning
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Division of City Schools – Marikina
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ICT Conceptual Framework 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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ICT Conceptual Framework
There are certain goals focused on achieving modernization in the Division’s
education system. Students need to be introduced to modern methods of learning;
teachers need to be equipped with technological skills; school administrators need to
exhibit a visionary leadership to motivate key stakeholders; and schools need to have
a sufficient and ideal ICT infrastructure to support educational programs and
learning.
The Division framework provides a wide-angle view of what needs to be done and be
provided for the students, teachers, school administrators, and ICT infrastructure.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Figure 5 Division of Marikina City - ICT Framework
NEEDS
Students
Use of ICT resources to acquire
information and skills thru self-
directed learning.
Teachers
Tech-based competencies in use for
learning environment.
Leadership
Technology leadership
competencies promoting
collaboration and resource sharing
Resource and Infrastructure
ICT hardware and software
upgrades, and maintenance for
online communication and learning
OBJECTIVES
Develop the habits of self-learning
that will nurture the attitude and
capacity of students for knowledge
creation.
Create a flexible tech-based
learning environment using
constructivist pedagogy.
Build the necessary facilities, acquire IT
equipment and software, provide
multimedia access and ensure system
security and maintenance.
Develop a comprehensive competency-
based professional development
program and build a collaborative
culture and structure and adopting
processes for an ICT-enabled workplace.
GOAL To build an ICT-based learning
communities where learners
are equipped with 21st
Century skills for them to be
able to participate effectively
in a knowledge-based society.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
The Division framework is divided into four areas: Student Learning Needs, Faculty
Development, Leadership Needs, and Resource/Infrastructure Needs. The four areas
were built towards creating a knowledge-based society were 21st century skills and
technology are employed to achieve active learning.
The Division aims to build an ICT-enabled learning community where learners are
equipped with 21st century skills for them to be able to participate effectively in a
knowledge-based society. However, in order to achieve this, identified needs on
student learning, faculty development, leadership, resource and infrastructure must
be addressed by providing appropriate and relevant programs and projects.
The following objectives provided the four (4) major areas of the Division Technology
Plan:
1. Student Learning: develop the habits of self-learning through ICT that will
nurture the attitude and capability of students for knowledge creation
2. Faculty Development: create a flexible technology-based learning
environment using constructivist approach;
3. Leadership: develop a comprehensive competency-based professional
development program and build collaborative structure and culture, and
adopt ICT-enabled processes in the workplace; and
4. Resource/Infrastructure: build the necessary facilities, acquire ICT equipment
and software; provide multimedia access while ensuring system security and
maintenance.
Patterned from The UNESCO ICT Competency Framework for Teachers (Shawki,
2010), the Division will attempt to create a technology-enabled learning environment
and produce skilled and able teachers by combining the Infrastructure, ICT skills, and
Digital content. Not to mention that there is a significant need for leadership and
vision coming from educational leaders.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Figure 6 UNESCO's ICT Framework
The Division technology plan will be executed in three stages:
Knowledge Acquisition
Establishing requisites (ICT
literacy, building
infrastructure, initial
professional trainings)
20
14
Design and production of digital learning
materials
Providing access to online multimedia
contents
Conduct of professional development
trainings
KNOWLEDGE ACQUISITION
KNOWLEDGE DEEPENING
KNOWLEDGE CREATION
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Refurbishing ICT facilities in the Elementary
and High Schools
Rebuilding/Strengthening existing ICT
programs (Marikina eLearning Program)
Knowledge Deepening
Increasing the extent to which
technology is being used by
students, teachers, and school
administrators
Development and implementation of ICT-
enabled assessment
Introducing Project-Based Learning approach
Design and development of online
repositories for Senior High School
Knowledge Creation
Increasing the ability of students,
teachers, and school
administrators to produce new
knowledge, create unique
products, and benefit from created
knowledge using project-based
learning approach.
Infusing Project-Based Learning across
learning areas.
Building collaborative structure amongst
school administrators
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Division of City Schools – Marikina
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Evidence of Success 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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Evidence of Success
Unless otherwise stated, all targets and indicators are planned to be achieved after three-years of implementation.
Domain Target Objective Success indicators
Stu
den
t N
eed
s
Use of ICT resources to
acquire information and
skills through self-
directed learning
Nurture ICT-based learning
environment.
Implementation of local ICT
integration programs in all
schools in the division.
- (Elementary) A 26% annual increase on the
number of students engaged in digital learning.
- (Secondary) A 20% annual increase on the number
of students engaged in digital learning.
Design and standardize digital
learning materials
incorporating constructivist
approach to promote self-
learning.
Development and distribution of
digitized learning materials for
students
- All subject areas have provisions for digital
learning materials designed and developed by
teachers.
- Validate and standardize digital learning materials
by the end of April 2014.
- Developed an online learning resource center for
students.
- At least 50% of all digital learning materials have
been made available online at the start of school
year 2014-2015
Provide access to technology
and online resources.
All students are given
opportunities to learn and
master the use of technology in
improving their academic
- All digitized learning materials have been
uploaded and made available for student and
teacher use.
- An online repository has been developed for
digitized learning materials.
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performance.
Teach
er
Develo
pm
en
t
Strengthening tech-
based competencies in
use for learning
environments
Teachers acquire valuable
instructional technology skill
set.
Teachers exhibit essential skills,
knowledge, and practices in
integrating ICT to facilitate and
to encourage students to
perform better in school.
- At least 75% of the teaching population in every
school can:
o exhibit proficiency in using ICT in their
professional work;
o can design and develop digital learning
materials in different formats; and
o can create multiple technology-based learning
experiences and activities using the
constructivist approach.
Design a robust framework for
teacher development.
A well-defined teacher
development program based on
content, steps, and processes
related to teaching pedagogies
and use of technology.
- All teachers are engaged in continuous
professional development
- All teachers identified by STNA lacking
technological skills have been trained and
equipped with knowledge and skills in integrating
ICT in teaching during the first year of
implementation.
Lead
ers
hip
Need
s
Well-developed
leadership
competencies
promoting collaboration
and resource sharing
Develop digital leadership and
citizenship
Educational leaders model and
facilitate understanding on the
impact and benefits of using ICT
on the development of key
stakeholders.
- All school administrators are equipped with
multiple sets of technological skills and
capabilities to support the needs of their
workplace and develop proficiency in academic
and leadership.
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Harness technological
leadership.
Exhibit digital leadership
demonstrating technology
infusion in transforming
educational management,
leadership, and technological
skills of teachers.
- All schools will complete a technology plan, based
on School Technology Needs Assessment (STNA)
for school year 2014-2015, that will guide its
technology instructional model, technology
purchases, and needed support. The schools plans
will state how they will meet their goals within the
Division plan.
- All school heads are engaged in developing and
implementing a long-term technology-infused
strategic plan aligned with the Division’s shared
vision.
Reso
urc
e a
nd
In
frast
ruct
ure
Need
s
Sufficient ICT
infrastructure for online
communication and
learning
Acquire technology resource
for every school to sustain
academic programs that are in
need of a strong foundation
and support in ICT.
An adequate resource serves as
basis of a continuing effort to
alleviate conditions on ICT
programs
- Achieve a 1:50 computer-to-student ratio in the
elementary.
- Achieve a 1:10 computer-to-student ratio in the
secondary.
- All schools have Internet access for admin and
student use.
Distinct and strong ICT
policies to acquire, regulate,
and maintain all ICT resources
in every school.
- Policies and guidelines have been drafted to
support ICT programs of every school and the
Division.
- All schools have employed competent and reliable
teachers to oversee the use and maintenance of
ICT resources.
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Division of City Schools – Marikina
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Competency Standards and
Assessment 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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Competency Standards and Assessment
ICT Learning Targets for K-12 Students (Technical Skills and Digital Literacy)
Grades Knowledge
Acquisition
Knowledge
Deepening
Knowledge
Creation
K-3 Foundational operations
of computer(basic
procedures)
Text-data entry
procedures
Use of creativity
applications in classroom
activities
4-6 Knowledge and concepts
on computer hardware,
software, Internet,
productivity tools and
learning resources
Processes for productivity
(Basic operations on
productivity tools)
Selection and use of
productivity tools for
assignments, activities,
and projects
Ethical use of ICT for
learning
Use of ICT in learning
(simulations, digital
learning materials,
productivity tools, and
online resource)
Selection and use of
appropriate learning
resource for online and
offline learning
7-10 Intermediate to advanced
concepts and use of
online tools and
communication
Selection and use of
various sources of
information
Selection and use of
appropriate source of
information for problem-
solving, decision making,
creativity.
Intermediate to advanced
concepts and use of
productivity tools and
knowledge supporting
tools
Selection and use of
appropriate tools to
demonstrate learning
Design, develop and
produce learning
products that can be used
by peers, school, or
community
11-12 Selection and mastery of
a content-specific
learning area in ICT
Demonstrate and
advocate on the nature of
technology
Plan, create, and monitor
an ICT-enabled
environment that can be
used by peers, school, or
community
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Division of City Schools – Marikina
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ISTE/NETS Standards for Students
During the first year of implementing the Division Tech Plan, the Division will anchor
its competency standards based on the international standards like the ISTE/NETS*S
for students that will serve as basis for improving educational programs related to
ICT. Students’ performance will be rated using a rubric that will be developed and
validated at the start of Stage 4.
1. Creativity and innovation. Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration. Students use digital media and
environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with
learners of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency. Students apply digital tools to gather,
evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyse, evaluate, synthesize, and ethically use information
from variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making. Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyse data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship. Students understand human, cultural, and societal issues
related to technology and practice legal and ethical behaviour.
a. Advocate and practice safe, legal, and responsible use of information and
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts. Students demonstrate a sound
understanding of technology concepts, systems, and operations
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
ICT Learning Targets for Teachers (DepED ICT Competency Standards for Teachers)
Towards the achievement of these goals, the DepEd ICT Standards for Teachers will be employed to determine the needs and the
competency level of both the elementary and secondary teachers of the Division. The standard has six domains (ICT; pedagogy;
organization and administration; assessment and evaluation; teacher professional development; social, ethical, legal and human
issues).
Competency
Levels Domain: ICT
Domain:
Pedagogy
Domain:
Organization and
administration
Domain:
Assessment and
evaluation
Domain: Teacher
professional
development
Domain: Social,
ethical, legal and
human issues
Basic Have basic knowledge
of hardware and
software, web
browsers, and other
multimedia devices.
Use technology for
classroom activities
and presentations.
Select, use and
develop appropriate
instructional materials
using various online
and off line sources.
Use technology with
the whole class, small
groups, and individual
activities and assure
equitable access.
Use ICT to set
learning targets,
collect data for
assessment and
evaluation. Monitor,
evaluate and control
students’ use of
technology for
educational and
recreational purposes.
Acquire technological
skills for professional
development. Use
tools and applications
to: develop
instructional
materials;
communicate with
students, parents,
teachers,
administrators, and
others.
Understand and
demonstrate the
social, ethical, legal
and human issues
surrounding the use
of technology.
Proficient Monitor, evaluate and
facilitate students’ use
of tools and
applications to
collaborate, access
information, and
communicate to
analyze and solve
problems.
Make use of
networks, collaborate,
create and manage
complex projects.
Demonstrate
continual growth in
technology
knowledge and skills
to stay abreast of
current and emerging
Facilitate equitable
access to technology
resources for all
students. Plan,
promote and model
safe and healthy use
of technology
resources.
Apply technology to
facilitate a variety of
appropriate
assessment and
evaluation strategies
to recognize diversity
of learners, and use
results to refine
design of learning
activities.
Use computers and
other technologies to:
effectively and
appropriately to
communicate
information in a
variety of formats;
develop performance
tasks that require
students to locate and
Facilitate equitable
access to technology
resources for all
students. Plan,
promote and model
safe and healthy use
of technology
resources.
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Division of City Schools – Marikina
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Competency
Levels Domain: ICT
Domain:
Pedagogy
Domain:
Organization and
administration
Domain:
Assessment and
evaluation
Domain: Teacher
professional
development
Domain: Social,
ethical, legal and
human issues
technologies. analyze information;
and use a variety of
media to
communicate clearly.
Advanced Model ICT learning
processes, where
students: apply their
cognitive skills; need
special attention; fall
below average; need
tutorials; remediation;
and gifted that need
special organization
and advanced lessons.
Model and
continuously learn
and use ICT to create
applications and
software and
professional
knowledge
communities.
Facilitate students'
use of technology
that addresses their
social needs and
cultural identity.
Use computers and
other technologies to
effectively
communicate and
collect information on
student learning
using a variety of
methods for
assessment and
evaluation.
Model self-directed
attitude towards new
content, applications
and software.
Experiment and
continuously learn,
use and experiment
ICT to create
instructional materials
and models.
Facilitate students'
use of technology
that addresses their
social needs and
cultural identity.
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
ISTE/NETS Standards for Administrators
During the first year of implementing the Division Tech Plan, the Division will anchor
its competency standards for leaders based on the international standards like the
ISTE/NETS for administrators that will serve as basis for developing technological
leadership and for capability building.
1. Visionary leadership. Educational Administrators inspire and lead development
and implementation of a shared vision for comprehensive integration of technology
to promote excellence and support transformation throughout the organization.
a. Inspire and facilitate among all stakeholders a shared vision of purposeful
change that maximizes use of digital-age resources to meet and exceed
learning goals, support effective instructional practice, and maximize
performance of district and school leaders
b. Engage in an ongoing process to develop, implement, and communicate
technology-infused strategic plans aligned with a shared vision
c. Advocate on local, state and national levels for policies, programs, and funding
to support implementation of a technology-infused vision and strategic plan
2. Digital age learning culture. Educational Administrators create, promote, and
sustain a dynamic, digital-age learning culture that provides a rigorous, relevant,
and engaging education for all students.
a. Ensure instructional innovation focused on continuous improvement of digital-
age learning
b. Model and promote the frequent and effective use of technology for learning
c. Provide learner-centered environments equipped with technology and learning
resources to meet the individual, diverse needs of all learners
d. Ensure effective practice in the study of technology and its infusion across the
curriculum
e. Promote and participate in local, national, and global learning communities
that stimulate innovation, creativity, and digital age collaboration
3. Excellence in professional practice. Educational Administrators promote an
environment of professional learning and innovation that empowers educators to
enhance student learning through the infusion of contemporary technologies and
digital resources.
a. Allocate time, resources, and access to ensure ongoing professional growth in
technology fluency and integration
b. Facilitate and participate in learning communities that stimulate, nurture and
support administrators, faculty, and staff in the study and use of technology
c. Promote and model effective communication and collaboration among
stakeholders using digital age tools
d. Stay abreast of educational research and emerging trends regarding effective
use of technology and encourage evaluation of new technologies for their
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Division of City Schools – Marikina
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potential to improve student learning
4. Systemic improvement. Educational Administrators provide digital age leadership
and management to continuously improve the organization through the effective
use of information and technology resources.
a. Lead purposeful change to maximize the achievement of learning goals
through the appropriate use of technology and media-rich resources
b. Collaborate to establish metrics, collect and analyze data, interpret results, and
share findings to improve staff performance and student learning
c. Recruit and retain highly competent personnel who use technology creatively
and proficiently to advance academic and operational goals
d. Establish and leverage strategic partnerships to support systemic improvement
e. Establish and maintain a robust infrastructure for technology including
integrated, interoperable technology systems to support management,
operations, teaching, and learning
5. Digital citizenship. Educational Administrators model and facilitate
understanding of social, ethical and legal issues and responsibilities related to an
evolving digital culture.
a. Ensure equitable access to appropriate digital tools and resources to meet the
needs of all learners
b. Promote, model and establish policies for safe, legal, and ethical use of digital
information and technology
c. Promote and model responsible social interactions related to the use of
technology and information
d. Model and facilitate the development of a shared cultural understanding and
involvement in global issues through the use of contemporary communication
and collaboration tools
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Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Program Design 2014 Technology Plan – Division of Marikina City
41
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Program Design
To formally implement the Division Technology plan, a series of activities will be
conducted for the School year 2014-2015. This activities, methodologies, or
strategies, are specified on the second column with the corresponding specific
activities, dates, personnel, and resources needed.
The program is designed to be achieved and implemented only for the SY 2014-
2015. Programs and projects pertaining to knowledge creation will be developed
after assessment and evaluation of results of the 2014 Technology plan.
Legend:
Students (S)
S1 – Assist and support schools in developing ICT integration programs to increase
the number of students engaged in digital learning.
S2 – Assist and support schools in developing and standardizing digital learning
materials.
S3 - Provide opportunities for students to acquire technological skills and make use of
online learning resource.
Teachers (T)
T1 – Increase the number of technology-proficient teachers by providing support in
acquiring up-to-date skills and information in ICT that will help them seamlessly
integrate technology to increase productivity and provide opportunities for
professional growth.
T2 - Partner with stakeholders to assist and provide professional development
to teachers and school administrators to expand knowledge and deepen
understanding on the implications and benefits of integrating ICT in teaching
and learning.
Leadership (L)
L1 – Assist and support educational managers in increasing their capabilities of using
prevailing technologies in their workplace.
L2 – Assist and support schools in developing and implementing local technology
plan while monitoring accountability and appropriate actions.
Infrastructure/Resources (R)
R1 – Locate and allocate funds for improving, renewing, and maintaining ICT facilities
in every school.
R2 – Develop and implement ICT policies and strategies to provide equitable access
to technology and opportunities.
R3 - Assist and support schools in training personnel who will be responsible for
renewing and maintaining ICT resources of the school.
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Division of City Schools – Marikina
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Objectives Strategies or Activities Schedules Personnel Resource(s) Infrastructure
Nurture ICT-based learning environment Implementation of local ICT integration programs in all schools in the division.
S1 Assist and support
schools in developing
ICT integration programs
to increase the number
of students engaged in
digital learning.
a) Planning and consultation on
technology-based programs for
students.
b) Form an Educational Technology
Committee (ETC) in every school
to monitor and supervise the
development of digital learning
materials
c) Implement ICT programs.
d) Monitor and evaluate status of
ICT programs in schools.
e) Plan and consolidate to a
common program that supports
the emerging instructional and
technology systems.
March 2014
April 2014
June 2014
All-year-round
March-May
2014
SDS, ASDS, EPS, ICTU,
School Heads, MTs
School heads, MTs,
ICT coordinator
EPS, School heads
SDS, ASDS, EPS, DS,
ICTU
ICT Framework
ISTE NETS*S
ICT Assessment
Tool
Division Office
Design and standardize digital learning materials incorporating constructivist approach to promote self-learning.
S2 Assist and support
schools in developing
and standardizing digital
learning materials.
a) Checking and validation of digital
learning materials (DLMs)
submitted by teachers.
b) Conduct of seminar-workshops
to improve design and content of
DLMs.
c) Validate and improve DLMs
d) Design and develop DLMs in
different media formats
e) Upload DLMs in the Learning
Resource Center (LRC)
March-April
2014
March 2014
Ongoing
June 2014
April-June
2014
MTs, Selected
teachers (elementary
and secondary)
SEF, MOOE
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Division of City Schools – Marikina
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Objectives Strategies or Activities Schedules Personnel Resource(s) Infrastructure
Provide access to technology and online resources.
S3 Provide opportunities for
students to acquire
technological skills and
make use of online
learning resource
a) Develop and implement a
sustainable division-wide
Learning Resource Center (LRC)
to be utilized by teachers and
students.
b) Renew all e-classrooms in the
elementary.
c) Identify factors influencing the
performance of students enrolled
in eLearning and reinvent
methodologies and approaches
for online teaching
March 2014
onwards
March-May
2014
May 2014
ICT coordinators, ICT
teachers, MTs
eWriters, eTeachers
Teachers acquire valuable instructional technology skill set.
T1 Increase the number of
technology-proficient
teachers by providing
support in acquiring up-
to-date skills and
information in ICT that
will help them seamlessly
integrate technology to
increase productivity and
provide opportunities for
professional growth.
a) Facilitate technology-assessment
for teachers.
b) Train instructional and
technology facilitators through
the Division TOT program
c) Conduct seminar-workshops on
ICT for teachers who needs
improvement in technology skills
and ICT integration (online and
F2F, external providers)
d) Expand the Google Apps for
Education program
March 2014
Feb-April 2014
April 2014 –
August 2014
April-August
2014
ICTU, School heads,
Teachers
STNA Survey
Division MOOE
School MOOE
GEG Matrix
School ICT
Facilities
School ICT
Facilities
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Division of City Schools – Marikina
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Objectives Strategies or Activities Schedules Personnel Resource(s) Infrastructure
e) Facilitate a symposium on
Educational Technology
Awareness
f) Monitor and evaluate teacher
performance in ICT integration.
g) Require schools to submit a
technology portfolio to increase
probability of integrating
technology in teaching.
July 2014
All-year-round
Every semester
Technology
Portfolio
Design a robust framework for teacher development.
T2 Partner with stakeholders
to assist and provide
professional
development to teachers
and school
administrators to expand
knowledge and deepen
understanding on the
implications and benefits
of integrating ICT in
teaching and learning.
a) Locate sponsors and initiate talks
with HEIs who could support the
goals of the Division
b) Initiate programs with partners
March-May
2014
All-year-round
SDS, ASDS and ICT
Coordinator
MOOE
Division ICT
Facilities
Developing digital leadership and citizenship.
L1 Assist and support
educational managers in
increasing their
capabilities of using
prevailing technologies
a) Facilitate technology assessment
for educational leaders.
b) Utilize data, collected from the
technology assessment, to
design and implement training
March 2014
March 2014
All division
personnel, School
heads, ICTU
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Objectives Strategies or Activities Schedules Personnel Resource(s) Infrastructure
in their workplace. for educational leaders
c) Facilitate a series of seminar-
workshops to improve technical
capability and technology-
management skills of educational
leaders in the Division.
April 2014
SEF, MOOE
Harness technological leadership.
L2 Assist and support
schools in developing
and implementing local
technology plan while
monitoring
accountability and
appropriate actions.
a) Conduct consultation and
workshop for developing local
technology plan.
b) Monitor and evaluate the
implementation of local
technology plans.
c) Furnish school heads with means
to promote and sustain
technology programs in schools
March 2014
All-year-round
SDS, EPS, DS, ICTU,
School heads, MTs.
ICT coordinators
MOOE
Technology Plan,
ICT Framework
Acquire technology resource in every school to sustain academic programs that are in need of a strong foundation and support in ICT.
R1 Locate and allocate
funds for improving,
renewing, and
maintaining ICT facilities
in every school.
a) Allocate funds and procure
additional desktop computers
support computerization
program.
b) Plan and make provisions for
new ICT equipment.
c) Assist and support schools in
planning and establishing a
wireless infrastructure to support
Ongoing
Ongoing
May-June 2014
SDS, Accountant,
ICTU
ICTU, School heads,
PCs/PFC, ICT
coordinators
ICTU, ICT
coordinators
SEF
SEF, MOOE
MOOE
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Objectives Strategies or Activities Schedules Personnel Resource(s) Infrastructure
teacher duties.
d) Focus resources in areas critical
to the school’s performance (data
management, learning resource,
literacy programs).
May 2014
Distinct and strong ICT policies to acquire, regulate, and maintain all ICT resources in every school.
R2 Develop and implement
ICT policies and
strategies to provide
equitable access to
technology and
opportunities.
Facilitate meeting and workshop
to craft specific guidelines and
policies pertaining to ICT
programs and infrastructures.
August 2014 ICTU, School heads,
ICT coordinators
DepEd Orders,
Policies and
Guidelines
Distinct and strong ICT policies to acquire, regulate, and maintain all ICT resources in every school.
R3 Assist and support
schools in training
personnel who will be
responsible for renewing
and maintaining ICT
resources of the school.
Facilitate training on Computer
Hardware Servicing and related
skills for ICT coordinators
(priority: elementary)
April 2014 ICTU, ICT
coordinators
SEF
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Division of City Schools – Marikina
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Community Partnership and
Institutional Sponsorships 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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Community Partnerships and Institutional
Sponsorships
One of the goals of DepEd Marikina is to establish community linkages to ensure a
high value of educational service the Division has to offer. The Division investigates
on possible alliance with business sectors and with Higher Educational Institutions
(HEIs) to assist the development and promotion of digital learning within the city of
Marikina.
Initially, the Division plans to expand partnerships with HEIs including, but not limited
to, intern programs and sponsorships.
To date, DepEd Marikina had partnered with several institutions including:
City Government of Marikina – provides resource and infrastructure on ICT thru
their computerization program.
o Infrastructure development (Computerization program)
Rotary Club of Marikina – assists and supports the Division by providing
sustenance on basic ICT equipment in selected schools and specific division-wide
educational programs.
o Support for equipment
Technological Institute of the Philippines (TIP) – provides the Division with
professional development trainings on ICT Skills such as digital learning materials
designing and web development.
o Technical and Professional Development
(Computer applications and materials development)
Informatics College – answers the call for application specific training and
provides the Division with technology know-how students from their internship
program.
o Human Resource (Practitioners and consultants)
Philippine Normal University – conducts professional development on
educational technology in specific areas of learning.
o Teacher Development (Educational Technology)
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Glossary 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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Glossary
ASDS – Assistant Schools Division Superintendent
DCP – DepEd Computerization Program
DLM – Digital Learning Material
DLP – Digital Light Processing
DS - District Supervisor
EPS – Education Program Supervisor
ETC – Educational Technology Committee
F2F – Face-to-Face
GEG - Google Educators Group
HEI – Higher Educational Institutions
ICT – Information and Communications Technology
ICTU – Information and Communications Technology Unit
ISTE – International Standards for Technology Education
K-12 – Kindergarten to 12th Grade
LRC – Learning Resource Center
MOOE – Maintenance and Other Operating Expenses
MT – Master Teacher
NETS - National Educational Technology Standards
P21 – Partnership for 21st Century
PBL – Project Based Learning
PC – Property Custodian
PCPS – Personal Computers for Public Schools
PFC – Physical Facilities Coordinator
SDS – Schools Division Superintendent
SEF – Special Education Fund
STNA – School Technology Needs Assessment
TOT – Training of Trainers
UNESCO - United Nations Educational, Scientific and Cultural Organization
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References 2014 Technology Plan – Division of Marikina City
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Division of City Schools – Marikina
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References
Ayere, M. A., Odera, F. Y., & Agak, J. O. (2010). E-learning in secondary Schools in
Kenya: A Case of the NEPAD E-schools . Educational Research and Reviews,
218-223.
Bonk, C. J., & Cunningham, D. J. (n.d.). Searching for Learner-Centered, Constructivist,
and Sociocultural Components of Collaborative Educational Learning Tools.
Retrieved from Publication Share:
http://www.publicationshare.com/docs/Bon02.pdf
Buck Institute for Education. (2013). Research Summary on the Benefits of PBL.
Retrieved from Buck Institute for Education:
http://bie.org/object/document/research_summary_on_the_benefits_of_pbl
Chang, I.-H. (2011, March 8). The Effect of Principals’ Technological Leadership on
Teachers’ Technological Literacy and Teaching Effectiveness in Taiwanese
Elementary Schools. Educational Technology & Society, pp. 328-340.
Department of Education. (n.d.). DepED Five-Year ICT4E Strategic Plan. Philippines:
DepED.
Eddy, S. J. (2010, November 3). Theories of Cognitive Development: Lev Vygotsky.
Retrieved from Psycho Hawks:
http://psychohawks.wordpress.com/2010/11/03/theories-of-cognitive-
development-lev-vygotsky/
Evaluation and Accountability Department of Education and Training. (n.d.).
Evaluation of the Information and Communication Technology (ICT) Knowledge
and Skills Levels of Western Australian Government School Teachers. Western
Australia.
Hicks, T., & Turner, K. H. (2013). No Longer a Luxury: Digital Literacy Can't Wait.
English Journal, 58-65.
ICT Cluster. (2010). Learning, Innovation and ICT. Europe.
Inhelder, B., Chipman, H., & Zwingmann, C. (1976). Piaget and His School.
Johnson, D., & Bartleson, E. (1999, April). Technological Literacy for Administrators.
Retrieved March 13, 2014, from The School Superintendents Association:
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=14658
53
Division of City Schools – Marikina
682-2472/994-5887
www.depedmarikina.ph / [email protected]
Kempster Group. (2008). California ICT Digital Literacy Policy and
California Basic Elements of ICT Digital Literacy – Continuum of Assessment
Skills.
Learner-Centered Principles Work Group. (1997, November). Learner-Centered
Psychological Principles: A Framework for School Reform and Redesign.
Retrieved from American Psychological Association:
http://www.apa.org/ed/governance/bea/learner-centered.pdf
Minister's Strategy Group. (2008). Investing Effectively in Information and
Communications Technology in Schools. Dublin: Department of Education and
Science.
Partnership for 21st Century Skills. (2002). Learning for the 21st Century.
Premierʹs Technology Council . (2007). 10th Report. Vancouver.
Shawki, T. (2010, July 8). The UNESCO ICT Competency Frameworks for Teachers.
Cairo, Egypt.
Software Information Industry Association. (2000). 2000 Research Report on the
Effectiveness of Technology in Schools: Executive Summary. SIIA.
Unachukwu, & Nwankwo. (2012). Principal's Readiness for the Use of ICT in School
Administration in Anambra State of Nigeria. n Organizational Psychology &
Educational Studies, 114-120.
UNESCO and Microsoft. (2011). UNESCO ICT Competency Framework for Teachers.
Paris: UNESCO.
International Standards for Technology in Education (NETS*S, NETS*T, NETS*A)
https://www.iste.org/standards/standards-for-students
https://www.iste.org/standards/standards-for-teachers
https://www.iste.org/standards/standards-for-administrators
Durham Public Schools Technology Plan 2012-2014
http://www.dpsnc.net/about-dps/departments/technology-services/e-rate-
requirements/dps-320-technology-plan-2012-14
Missouri Education Technology Plan: 2007-2011
http://dese.mo.gov/divimprove/instrtech/techplan/documents/2007-
11_METSP_Updated_Fall_2010.pdf
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Division of City Schools – Marikina
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Appendices 2014 Technology Plan – Division of Marikina City
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Appendix A: Status Report on ICT
Figure 7. Status Report on Instructional Computers and Access to Technology (Elementary)
Figure 8. Status Report on Instructional Computers and Access to Technology (Secondary)
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Appendix B: School Technology Needs Assessment
Welcome to the ICT Skills Survey
Dear Teacher,
We thank you for taking the time to answer this survey. Your comments are very
important.
Please take 15-20 minutes now to fill this out.
Why should I fill in this survey?
Because this is your chance to be part of the special project that will be used by the
Division to better focus ICT resourcing, including professional development, across
the education system.
Who should answer the question?
All elementary and secondary teachers including all school heads.
What if I need help?
Other teachers can help you in understanding the survey, or you can call ICTU, 238-
3469 to answer your question.
Are my answers confidential?
The survey is being carried out on all teachers across the Division. Your answers will
be kept completely confidential.
How do I answer the questions?
For most questions, all you need to do is tick the box which most applies to you.
Please read all the questions carefully and follow the instructions after each
questions.
Thank you very much!
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Q1. Which of the following best describes your role? YOU MAY TICK MORE THAN
ONE BOX
Administrative
Principal ☐01
GO TO QUESTION 2 Head of Department ☐02
Area/Program Coordinator ☐03
Teacher
Primary Teacher ☐04 GO TO QUESTION 3
Secondary Teacher ☐05
Q2. As an Administrator do you have a teaching role?
Yes ☐1
No ☐2
Q3. Which learning areas do you cover in your teaching programs?
TICK AS MANY AS APPLY.
English ☐01
Mathematics ☐02
Science ☐03
Health and Physical Education ☐04
Hekasi/Araling Panlipunan ☐05
Mapeh ☐06
EPP/TLE ☐07
EsP ☐08
Q4. Please indicate if any of the following levels apply to you:
Master Teacher II ☐01
Master Teacher I ☐02
Teacher III ☐03
Teacher II ☐04
Teacher I ☐05
Q5. How many years have you been teaching in the public school system?
0 to 1 year ☐01
2 to 3 years ☐02
4 to 5 years ☐03
6 to 9 years ☐04
10 to 19 years ☐05
20 years or more ☐06
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Q6. In which District in your school located?
District I ☐01
District II ☐02
Q7. Indicate your school name Click here to enter text.
Q8. What is your gender?
Male ☐01
Female ☐02
Q9. In which age group do you belong?
Less than 24 years ☐01
25 to 29 years ☐02
30 to 39 years ☐03
40 to 49 years ☐04
50 to 64 years ☐05
65 years and over ☐06
Q10. School ICT Capacity
Please indicate which of the ICT resource listed below are available for use at school
as a teacher and if you have used a resource, please also indicate whether you
found it to be easily accessible
ICT Resource Is it Available? If so, have you
used it?
Was it easily
accessible?
Yes No Yes No Yes No
Desktop/Laptop
computer for
personal use
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Notebooks/Tablet
PC
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Personal email
account
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Internet ☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Printer ☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Digital Cameras ☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Technical Support ☐1 ☐2 ☐1 ☐2 ☐1 ☐2
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Digital Projectors/
Interactive
whiteboards
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Desktop computers
for student use in
your classroom
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Laptop computers
for student use.
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Q11. Access to the Professional Development
Please indicate whether you have undertaken professional development in any of the
ICT areas listed below?
If so, please also indicate whether the professional development was arranged
through your school and if you found it to be effective?
Professional
Development
Have you
undertaken it?
If so, was it
arranged
through your
school?
Was if
effective?
Yes No Yes No Yes No
Training in the use of
computers/basic
computer
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Word processing (eg.
MS Word)
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Spreadsheets (eg.
Excel
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Presentation Software
(eg. PowerPoint)
☐1
☐2 ☐1 ☐2 ☐1 ☐2
Training on how to
integrate technology
within the curriculum
☐1 ☐2 ☐1 ☐2 ☐1 ☐2
Q12. Collaborative and Online Applications
Please indicate the extent to which you agree or disagree with each statement.
Use of ICT at School Strongly
Agree
Agree Disagree Strongly
Disagree
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My school has a clear
sense of direction in how
to use ICT to enhance the
learning of students
☐1 ☐2 ☐3 ☐4
My school encourages the
use of ICT by all teachers
and puts support
strategies in place for
everyone
☐1 ☐2 ☐3 ☐4
The use of ICT is
encourage in the teaching
and learning of students
at my school and
appropriate access and
support is provided
☐1 ☐2 ☐3 ☐4
Teachers at my school are
encouraged and
supported in participating
in professional learning
opportunities
ICT is used to monitor,
evaluate and report on
student achievement at
my school
☐1 ☐2 ☐3 ☐4
Sufficient ICT resources
are available to meet the
ICT requirements of
teachers and students
☐1 ☐2 ☐3 ☐4
ICT KNOWLEDGE AND SKILL
Listed in this section are various ICT skills relating to different software applications.
The skills range from basic to advance ICT skills. You not expected to have the full
range of skills listed.
For each type of software, please indicate of which of the skills you have, or if
applicable, tick the “I have never used” box on the right hand side.
Q13. With Computer File Navigation (e.g. windows explorer) I can:
Save files in a selected folder ☐01
☐02
☐03
☐00 I have never used Create and name new folders
Navigate between existing folders
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Copy, delete and renames files ☐04
☐05
☐06
☐07
☐08
☐09
☐10
☐11
Select and navigate between Drives and
Directories
Navigate into a network
Use appropriate help files
Install software
Recognise different file types
Zip and unzip files
Do complex searches for files
Q14. With Email I can:
Access emails ☒01
☐95 I have never
used
Create and send emails ☐02
Access and use address book entries ☐03
Add to address book entries ☐04
Locate sent and deleted messages ☐05
Store messages in folders ☐06
Add attachments to emails ☐07
Add a signature to emails ☐08
Creating a mailing list ☐09
Set up a discussion list ☐10
Q14. With the World Wide Web/Internet I can:
Navigate to known websites ☐01
☐95 I have never used
Create favourites or bookmarks ☐02
Do basic searches ☐03
Use advanced search tools ☐04
Organise favourites or bookmarks ☐05
Alter browser preferences ☐06
Save images and text ☐07
Conduct complex searches ☐08
Download and install software and plug-ins ☐09
Use different browsers ☐10
Q15. With a Word Processor (e.g. Microsoft Word, Microsoft Publisher) I can:
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Create a new documents ☐01
☐00 I have never used
Open an existing document ☐02
Format a document ☐03
Change fonts ☐04
Spell check ☐05
Insert text ☐06
Insert page numbers ☐07
Add headers and / or footers ☐08
Print ☐09
Insert images ☐10
Create tables ☐11
Change page set up ☐12
Change margins ☐13
Use columns and sections ☐14
Set up styles ☐15
Use mail merge ☐16
Q16. With Presentations (e.g. Microsoft PowerPoint) I can:
Create a new slide show ☐01
☐00 I have never used
Edit an existing slide show ☐02
Insert images ☐03
Change font and layout ☐04
Can navigate back and forth during a
presentation
☐05
Add animation and transitions ☐06
Insert hyperlinks ☐07
Create an original master ☐08
Can use master slide functions ☐09
Include sound ☐10
Print handouts ☐11
Add navigation buttons ☐12
Q17. With Spreadsheets (e.g. Microsoft Excel) I can:
Create a new spreadsheet(enter data) ☐01 ☐00 I have never used
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Enter data into an existing spreadsheet ☐02
Insert some calculations ☐03
Format cells ☐04
Sort cells ☐05
Insert and delete rows and columns ☐06
Create new chart(graphs) ☐07
Modify existing charts(graphs) ☐08
Apply complex formulae ☐09
Use absolute and relative cell references ☐10
Refer to multiple worksheets ☐11
Use to filtering ☐12
Use conditional formatting ☐13
Import and / or export data ☐14
Q18. Attitudes to ICT. Please indicate the extent to which you agree or disagree
with each statement about ICT.
Statement about ICT Strongly
Agree
Agree Disagree Strongly
Disagree
Student use of ICT has
the capacity to strongly
support student-centred,
inquiry based learning
☐1 ☐2 ☐3 ☐4
ICT provides valuable
resources and tools to
support student learning
☐1 ☐2 ☐3 ☐4
ICT provides students
with efficient
presentation and
communication tools
☐1 ☐2 ☐3 ☐4
ICT has a limited capacity
to provide benefits in the
classroom
☐1 ☐2 ☐3 ☐4
I like the challenge of
exploring technology and
new software and its
possibilities
☐1 ☐2 ☐3 ☐4
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Q19. Application of ICT in the classroom. Below is a list of statements about the
extent to which you apply ICT within your teaching practice, please choose the one
description that best describes your situation.
In my current teaching, ICT is:
☐01 Having an extensive impact on what students learn and how they
learn
☐02 A useful resource impacting on some areas of the curriculum
☐03 Improving student skills in the use of ICT
☐04 Having a little impact on student learning
☐05 Not applicable to my role
Q20. Please indicate how frequently factors outside your control restrict your use of
ICT. Factors include things like condition of equipment, access to equipment,
technical support etc.
☐01 Daily
☐02 Weekly
☐03 At least once a term
☐04 Never
☐05 Not applicable
Q21. Please estimate how often you incorporate student use of ICT to achieve the
following learning outcomes.
Learning Outcomes Daily Weekly At least once
Per grading
Never
Mastering skills just
taught
☐1 ☐2 ☐3 ☐4
Remediation of skills not
learned well
☐1 ☐2 ☐3 ☐4
Expressing themselves
clearly
☐1 ☐2 ☐3 ☐4
Communicating with
other people
☐1 ☐2 ☐3 ☐4
Finding out about ideas
and information
☐1 ☐2 ☐3 ☐4
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Analyzing information ☐1 ☐2 ☐3 ☐4
Presenting information to
an audience
☐1 ☐2 ☐3 ☐4
Improving computer skills ☐1 ☐2 ☐3 ☐4
Learning to work
collaboratively
☐1 ☐2 ☐3 ☐4
Q22. Assessing Student Outcomes Using ICT
Please estimate how often you use the listed ICT activities when assessing student
outcomes.
Daily Weekly At least once
Per grading
Never
Student assignments that
incorporate a learning
experience involving use
of an ICT application
☐1 ☐2 ☐3 ☐4
Digital artefacts, from
student assignments, as
evidence toward student
achievement
☐1 ☐2 ☐3 ☐4
ICT programs, materials
and applications that
enable assessment to be
customized towards
specific learning needs
☐1 ☐2 ☐3 ☐4
SIS curriculum manager
to monitor, evaluate and
report on student
achievement
☐1 ☐2 ☐3 ☐4
Other ICT applications to
monitor, evaluate and
report on student
achievement
☐1 ☐2 ☐3 ☐4
Q23. Personal/Professional Use of ICT
Please estimate how often you use ICT to achieve the listed personal/professional
objectives.
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Personal/Professional
Objective
Daily Weekly At least once
Per grading
Never
Create materials for
student use(e.g. handouts,
test)
☐1 ☐2 ☐3 ☐4
Access research and best
practices for teaching
☐1 ☐2 ☐3 ☐4
Curriculum
administration(e.g.
planning, monitoring,
evaluating, and reporting
☐1 ☐2 ☐3 ☐4
Communicate with
colleagues/other
professionals
☐1 ☐2 ☐3 ☐4
Communicate with
student(s) and /or
student`s parent(s)
☐1 ☐2 ☐3 ☐4
Post information to a
website to assist your
students in their work
☐1 ☐2 ☐3 ☐4
Online professional
learning
☐1 ☐2 ☐3 ☐4
Q24. Utilize ICT to enhance teaching and learning.
Indicators Levels
Expert Experienced Developing Beginning
Identify the nature, use
and operation of ICT
tools as they apply to
teaching and learning
☐1 ☐2 ☐3 ☐4
Use ICT-based
instructional materials
and learning resources to
support teaching and
learning
☐1 ☐2 ☐3 ☐4
Apply the processes ☐1 ☐2 ☐3 ☐4
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involved in planning,
selection, and managing
ICT-assisted instruction
Design, develop, or
modify existing digital
and/or non-digital
learning resources
☐1 ☐2 ☐3 ☐4
Use ICT resources for
planning and designing
teaching-learning
activities
☐1 ☐2 ☐3 ☐4
Use of ICT tools to
conduct assessment,
evaluation of data and
report results
☐1 ☐2 ☐3 ☐4
Comments
Please describe any factors that would increase your use of ICT in the classroom?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Thank you very much for your time in completing this survey.