ICT Literacy Skills Development Training of Trainers

EXPECTATION SETTING, WORKSHOP OBJECTIVES, ICT4E

Session Guide

ICONS USED IN THIS GUIDE: Materials and

 Things you need to state equipment needed
 Input/explanation has a corresponding Powerpoint slide for the entire morning:
 There are special process instructions for the activity  Laptop
 LCD projectors
*Paragraphs in bold are important messages which need to be  Masking tape
emphasized and clearly explained.  Manila paper
 (optional) Laser
pointer
Expectation Setting (15 minutes)
Powerpoint
Slide 1: Expectation Setting
Presentation:
• DepEd ICT Literacy
Ask the participants to answer the following questions:
Workshop Agenda
1. For me, ICT literacy is…
2. A concern I have about this training/workshop is…
3. After this workshop, I hope I’ll come away with…
4. The questions I would like answered during this training/workshop
are…

 The facilitator asks the participants to write their answers to each

question on the particular manila papers provided. Give them 10 minutes
to do this. After which, The facilitator can ask for volunteers to read the
answers to the questions.

The participants’ answers should be visible during the workshop. At the

end of the workshop, the facilitator should review the expectations with
the group to see if their expectations have been met.

Workshop Objectives/ICT4E (45 minutes) Powerpoint

Presentation:
Introduce this session and state the session objective as shown in Slide 1. • DepEd ICT Literacy
Workshop Agenda
Slide: Objectives

 State the objectives of the workshop and relate it with the

expectations of the participants

Slide: Agenda/Program
 Present the workshop agenda/program to the participants
 Present the Timeline of activities related to the ICT literacy skills
training

Slides: Appropriate use of technology can contribute

to the Agency’s thrusts and direction
 State that the DepEd recognizes that appropriate use of
technology is important for the efficient and effective delivery of its
mandate of providing quality education to its citizens; in the

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 planning, implementation, monitoring and evaluation of its
programs and projects; and in communicating with all its
stakeholders.
 DepEd’s ICT in education goals are anchored in the following 4
pillars:
o Improving Technology Infrastructure – this is done through
 provision of computers in schools through the DepEd
Computerization Program (DCP)
 internet connectivity for schools through the DepEd
Internet Connectivity Project (until 2015) and increase
in the maintenance and other operating expense
(MOOE) budget of schools in order that the schools
can purchase/subscribe for internet connectivity
 improve and secure office network in the DepEd
central, regional and division offices
o Strengthen Information Systems – this is done through
 Improvement of gathering of school information
through the Enhanced Basic Education Information
System (EBEIS). The EBEIS contains information on
 Improvement of gathering of learner data through
the Learner Information System (LIS)
 Improvement of gathering of DepEd personnel data
through the electronic Personal Data Sheet (ePDS) /
Human Resource Information System (HRIS)
 Gathering of geo-spatial analysis or mapping of
schools
o Enhancing Communication and Engagement – this is done
through
 DepEd email – for communication among
employees. There are many advantages in using the
DepEd email. Employees get up to date information
from the Central Office. DepEd email has unlimited
storage capacity in Google Drive. Employees can
make use of its other features such as Google Docs,
Sheets, and Forms. There is also a plan to use a single
sign on using the DepEd email credentials in order to
access the different DepEd systems.
 Social Media and online presence – for
communication with the general public. DepEd has
various social media accounts on Facebook, Twitter,
etc.
o Enhance Teaching and Learning – this is done through
 Curriculum Reform – via the K to 12 curriculum where
students 1) learn about ICT through the teaching of
digital literacy skills starting in Grade 4, and 2) learn
with ICT through the application of ICT in teaching
other subjects
 Professional Development – DepEd teachers and
employees will have opportunities to learn more
about how ICTs can help them develop in their
profession
 Learning Resource Development – the Learning
Resource Management and Development System
(LRMDS) is continuously being enhanced to provide
access to quality teaching and learning materials
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 The facilitator concludes the slide by saying that the 4 pillars will be
discussed in more detail in the succeeding slides.

 DepEd aims to provide all schools and learners access to technology

 The DepEd has pushed for the increase in the school

computerization budget in order to be able to reduce the
computer provision cycle. The school computerization initiated by
the Department of Trade and Industry through the PCs for Public
Schools Program saw that the first batch of recipients receive their
computer replacement only after 10 years. With the increase in the
computerization budget, the DepEd will be able to reduce the
computer provision cycle from 10 to 5 years.
 The increase in the school computerization budget has also
allowed DepEd to provide at least one (1) computer package to
all the public schools with electricity (up to DCP FY2014 budget).
And with the significant increase in the computerization budget
from PhP500M to PhP8B in FY2015, it has allowed DepEd to provide
1) computer packages even for schools without electricity, and 2)
multiple computer packages for schools with large enrolments.

Slide 7: DepEd had numerous manual forms with repetitive data fields

 The DepEd conducted a study to improve its data gathering

process. In the study it was found that there are numerous manual
forms where the same information is being asked multiple times.
Because of the manual forms’ tedious process, the data from the
schools gathered at the beginning of the school year is received
by Central Office at the end of the school year.

Slide 8: A study was conducted to reduce these forms

 The study that was conducted saw the significant reduction in the
number of forms, the number of data elements, and even the
hours spent by teacher and school heads in filling out the forms. In
addition, the actual forms need not be purchased from printing
presses or bookstores and may just be printed using regular printer
and paper

Slide 9: An information strategy was required to get to know the schools

better
 The information strategy does not only give information on the
summary or consolidated data but also data on individual schools,
learners, school buildings and employees.

Slide 10: Technology allows us to communicate to a bigger audience

 This is done through the various social media accounts of DepEd.
The DepEd Philippines Facebook (FB) Page has more than 1.2
million likes (as of 23 November 2015). DepEd’s social media
acocunts are used mainly to communicate with the general public
on DepEd’s programs, projects, announcements, press releases,
etc.

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Slide 11: Technology allows us to communicate with the people
concerned faster
 This is done through the various social media accounts of DepEd.
The DepEd Philippines Facebook (FB) Page has more than 1.2
million likes (as of 23 November 2015). DepEd’s social media
acocunts are used mainly to communicate with the general public
on DepEd’s programs, projects, announcements, press releases,
etc.

Slide 12: Technology allows us to communicate with the people

concerned faster
 Hashtags (word or phrase preceded by hash or pound sign) are
also used by DepEd to help locate messages on a certain topic.
These are some of the hashtags being looked into by DepEd during
typhoons, disasters, traffic, etc.

Slide 13: Technology allows us to communicate even while we’re

asleep
 The DepEd has a new website that is easier to navigate and where
data is easily searchable, accessible and downloadable. The
DepEd website also has links to our various systems such as LIS,
EBEIS, LRMDS, school mapping data, etc.

Slide 14: ICT enhances teaching and learning

 The DepEd is addressing the implementation of ICTs in teaching
and learning on three fronts (3):
o ICT in the curriculum: ICT literacy used to be introduced in
high school but is now being introduced in Grade 4 under
the new curriculum
o Teacher Development: ICT is already being introduced in
the pre-service level. In the in-service level, capacity
building for effective T/L through technology is also being
implemented
o Learning Resources: The DepEd has already made available
not only printed materials but also access to digital materials
through the LRMDS

Slide 15: Capacity building activities aim to raise the ICT literacy of
school heads and teachers
 We need to build on the skills in using ICT to perform job roles
related to teaching and school administration
 Our capacity building activities aim to prepare teachers to
become users of various ICT to help both the students and
themselves benefit from the technology

Slide 16: ICT Competencies for Teachers

 Here are the general domains of the competencies that teachers
need to learn:
o Technological Operations, Concepts, Productivity –
competencies related to computer operation,
troubleshooting, maintenance, use of productivity tools,
internet
o Social and Ethical - competencies related to social, ethical,
legal and human issues, and community linkage, such as
Understand and observe legal practices in the use of
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 technology; Recognize and practice ethical use of
technology in both personal and professional levels; Plan,
model and promote a safe and sound technology-
supported learning environment; Facilitate equitable access
to technology that addresses learning, social and cultural
diversity
o Pedagogical - competencies related to the use of
technology in the following components of an instruction
process: planning and designing effective learning
environments and experiences supported by technology;
implementing, facilitating and monitoring teaching and
learning strategies that integrate a range of ICTs to promote
and enhance student learning; and assessing and
evaluating student learning and performances
o Professional - competencies related to the use of ICT for
professional growth and development, research, innovation
and collaboration

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