ICT Competency Based Standards (ICT-CBS) for Higher Education Faculty: A Faculty Development Framework
Harold John D. Culala
Coordinator, EDUTECH Center Far Eastern University-Manila
•Established in 1928 in the heart of Manila by
Dr. Nicanor Reyes Sr., first Accountant in the Philippines
•There are 7 institutes in the university –
Business and Finance, Nursing, Arts and Sciences, Tourism and Hotel Management,
Architecture and Fine Arts, Law and Education
•450 faculty members
•30, 000 combined undergraduate and
Faculty Development Programs are executed by both the respective institutes and
the Academic Development Office
The Academic Development Office is divided
into four units: University Research Center, Teachers Academy, Center for Continuing Education and
What should be the competencies of a Higher education lecturer?
According to UNESCO (2008), to live, learn, and work successfully in an increasingly complex,
information-rich and knowledge based society, students and
teachers must utilize technology effectively. Higher education faculty must model technology use to
prepare college students in the economically challenging workplace (Culala, 2010).
Snapshot of finding of Technology Ownership of FEU faculty members
About 80% of the regular faculty members own either a laptop or a netbook. About 62% own an Apple brand device (i.e. iPhone, iPad, iPod or Mac Book). There are 33% who own a Smartphone
and 8% of them own complex consoles and motion sensing
peripherals. Only about 2% do not own any gadget or device at
55% of faculty members use their gadgets less than 5 hours but more than 1 hour a day. Only about 13% of them use their gadgets
more than 10 hours but less than 24 hours and about 8% used
There are 83% of the regular faculty members who use either a laptop, netbook, or a notebooks in their daily instructional
activities. 75% use DLP or LCD projectors and 20% of the
respondents said they use Apple gadgets in their daily instructional and classroom activities. About 4% of the respondents said that
they use Android Tablets, Smartpen and eBook readers in their classes. Only about 1% use podcasting as an instructional
technology strategy. However, there are also 2% among the
faculty that do not use any instructional technology gadgets or devices in their classes.
When the respondents were asked on what instructional gadgets they “wish” to use in their daily instructional and classroom
activities, 68% said they wish to use a laptop, a netbook, a
notebook or an ultrabook. There are 66% who wish to use DLP
and LCD projectors and 41% wish to use Apple brand gadgets. Only about 13% said they want to use Android or Blackberry Tablets, 9% wish they can use eBook readers and 8% wish that
About 94% of the respondents are interested to own an
instructional technology gadget/device. Only 6% are not interested to own an instructional gadget/device
Among the 84% who want to avail of an instructional technology gadget/device, 48% prefer to buy Apple gadgets, specifically, the
New iPad, iPad, and Mac Book. There are 16% who prefer to purchase DLP/LCD projectors, and 15% prefer to purchase a laptop, a netbook, a notebook or an ultrabook. About 12% prefer
to purchase an Android Tablet, about 4% prefer SMARTPEN and only about 2% prefer to purchase a Podcast instrument.
The top five (5) brands that the respondents prefer to purchase are the following; (arranged according to most preferred to the least preferred brand) (1) Apple/Mac – 61%, (2) Samsung – 9%, (3)
Does Philippines really BEHIND in the use of technology in general?
Are these new skills for the future being
neglected by Filipino people?
Why is there a high resistance
percentage in the use of new technologies in the classrooms?
Or…
Filipino people would really like to see
intangible results or REAL learning from
I need
Key competencies of FEU teachers are classified into two
functions: (1) Management Function, (2) Instructional
Function.
The instructional function includes different
presentations and communication skills like lecturing,
questioning, explaining, dramatizing, USING
AUDIOVISUAL AIDS (Culala, Fernandez, Pulmones,
2012).
As a part of the Academic Development team,
Educational Technology Centre's main purpose is to
provide development for faculty in terms of the use of
technology in the classrooms. The following are the main
thrusts of EDUTECH:
1. Faculty development through the use of technology
in the instruction
2. Promote technology-based instruction
The FEU ICT-CBS are classified according to the following facets of teachers’ work:
The five facets of a teacher’s work:
Understanding ICT in Education Curriculum and Assessment
Pedagogical and Classroom Management Integrating ICT in the classroom
There are two documents that were considered in proposing the faculty development framework for higher education faculty member,. Both
Sub-Level 1: Technology Operations and Concepts Sub-Level 2: Social and Ethical use of Technology
Sub-Level 3: ICT integration in the Teaching-Learning Process
Sub-Level 1: Technology on the development of students’ H.O.T.S. Sub-Level 2: Pedagogical Approach on web-based programs in classrooms
Sub-Level 3: Collaborating and Sharing experience and expertise
SUB-LEVEL 1: Designing ICT based learning resources and environments
SUB-LEVEL 2: Problem Solving Based Teaching Strategies Using ICT SUB-LEVEL 3: Student Centered Facilitation of Learning through ICT
21st CENTURY TEACHER LEVEL III LEVEL II LEVEL I 2020 2017 2014 2012
Standards for LEVEL 1 faculty
member:
Demonstrate knowledge and skills in
basic computer operations and other
information devices including basic
troubleshooting and maintenance.
Teachers should be able to use
appropriate office and teaching
Standards for LEVEL 2 faculty member: This competency includes the use of technology in the different components of
the instruction process: (1) Planning and designing effective learning environments and experience supported by technology; (2)
implementing, facilitating and monitoring teaching and learning strategies that integrate a range of ICT to promote and enhance student learning; (3) assessing and
evaluating student learning and performances.
Standards for LEVEL 3 faculty member:
This level focus on the pedagogy of that teacher which focused on collaborative problem- and project-based learning in which students explore a subject deeply and
bring their knowledge to bear on complex, every-day questions, issues, and problems. Teaching is student-centered in this approach and the teacher’s role is to structure problem tasks, guide student understanding, and support student collaborative projects. In this role, teachers help students create, implement, and monitor
project plans and solutions. In guiding students’ understanding of key concepts, teachers will employ open-ended technology tools that are specific to their
subject area—visualizations in science, data analysis tools in mathematics, role play simulations in social
A 40-item instrument has
been developed to measure
the level of a faculty. From
that assessment,
there is a
program specified to the
identified level.
Things to consider in implementing the framework:
-POLICY
-ACADEMIC RANK / PROMOTION -INFRASTRUCTURE
-SUPPORT FROM ADMINISTRATION -CREATING CULTURE / WAY OF THINKING
POLICY, ACADEMIC RANK / PROMOTION Following the Military rule..
You cannot move to the next rank until you finish levels and series of trainings in the
But most importantly… Your personal motivation.
Some senior faculty doesn’t want to learn anymore because they are already counting
their days to retirement. Thus, resistance is high.
Harold John Culala
BSE Mathematics
MAEd Curriculum and Instruction Coordinator, EDUTECH
Far Eastern University Manila, Philippines [email protected] [email protected]