Contents material/Revised Tech Plan.pdf · Contents Introduction ... Appendix B: School Technology Needs Assessment ... education, manage resources, lead teachers to professional

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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

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Division of City Schools – Marikina

682-2472/994-5887

www.depedmarikina.ph / [email protected]

Introduction 2014 Technology Plan – Division of Marikina City

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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.

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.

Vision 2014 Technology Plan – Division of Marikina City

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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).

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Technology in Education –

Global Context 2014 Technology Plan – Division of Marikina City

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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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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

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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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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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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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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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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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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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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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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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ICT in DepEd Marikina 2014 Technology Plan – Division of Marikina City

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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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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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The Division Goals on ICT 2014 Technology Plan – Division of Marikina City

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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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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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ICT Conceptual Framework 2014 Technology Plan – Division of Marikina City

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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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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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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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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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Evidence of Success 2014 Technology Plan – Division of Marikina City

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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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Competency Standards and

Assessment 2014 Technology Plan – Division of Marikina City

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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)


appropriate learning

resource for online and

offline learning

7-10 Intermediate to advanced

concepts and use of

online tools and

communication


various sources of

information


appropriate source of

information for problem-

solving, decision making,

creativity.

Intermediate to advanced

concepts and use of

productivity tools and

knowledge supporting

tools


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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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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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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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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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


and models.

Facilitate students'

use of technology

that addresses their

social needs and

cultural identity.

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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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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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Program Design 2014 Technology Plan – Division of Marikina City

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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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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


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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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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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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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


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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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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Community Partnership and

Institutional Sponsorships 2014 Technology Plan – Division of Marikina City

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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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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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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

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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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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


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


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


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.

Documents

Contents material/Revised Tech Plan.pdf · Contents Introduction ... Appendix B: School Technology Needs Assessment ... education, manage resources, lead teachers to professional