I.

Knowledge Acquisition
1. T is able to support students’ different abilities,
age, gender, and socio-cultural and linguistic
background.
2. ICT to be used effectively and productively in
society.
3. T awares of national development goals,
correspond to education, and role in end
achievement.
4. T acquires basic digital literacy skills and
knowledge curriculum context.
5. Setting aside traditional curricula for relevant
productivity tools and technology resource.
6. Improvement to various digital tools for every
activity.
7. Little change in social structure of the classroom
or learning environment
8. Ensuring equitable access.
9. Early stage of development
10. Ability to select and use appropriate off the
shelf educational tutorials, games, drill-and-
practice.
 11. Complement standard curriculum
objectives, assessment approaches, unit plans
and traditional teaching methods.
12. T able to use ICT to manage classroom data
and support professional learning.

II. Knowledge Deepening

1. Goal = T increase the ability of teachers to
support students of different abilities, ages,
genders, and socio-cultural and ling.
Backgrounds.
2. T able to apply knowledge to solve complex,
high-priority problems encountered in real-
world situations of work, society and daily life.
3. T identifies best used ICT to support learning
and real world issues
4. T not only understand policy goals and social
priorities but to identify, design and use
activities to address the goals and priorities.
5. Interpretation of the curriculum paying
attention to the depths of understanding and
the use of appropriate and contextual relevant
assessment strategies.
 6. Collaborative problem-solving and project-
based learning, for student to explore a subject
deeply and bring their knowledge to complex,
everyday questions, issues and problems.
7. Student-centred
8. T’s role is to structure tasks, guide student
understanding and support students as they
tackle collaborative projects.
9. Students working in groups for extended
periods.
10. T guides students in understanding the key
concepts.
11. T employs openended digital tools that
are specific to their subject area, such as
visualizations in science, data analysis tools
in mathematics, and role-play simulations in
social studies. Teachers are also able to
access experts and collaborate with other
teachers to support their own professional
learning

III. Knowledge Creation

1.Goal = T engage in, and benefit from,
knowledge creation, innovation and lifelong
learning.
2.T not only design activities but develop
program to support students throughout
the school environment and beyond.
3.Curriculum goes a focus beyond on school
subjects creating new knowledge: problem-
solving, communication, collaboration,
experimentation, critical thinking and
creative expression.
4.Becoming educational goals requiring new
assessment methods.
5.Aim = be able to create their own learning
goals and plans to establish what already
know, asses their strength and weaknesses,
design a learning pathway, stay on task,
track progress, build successes and adjust
failures, and be part of peer-learning
community.
6.T role = model the processes to students of
different abilities, ages, genders, and socio-
 cultural and ling. Backgrounds, to structure
situations.
7.T builds learning community for students to
continuously engaged in developing their
own and one another’s learning skills.
8.All member are involved in learning.
9.T seen as master students and knowledge
facilitators and producers.
10. A variety of networked devices.
11. T will be able do design ICT-based
learning resources and environments
12. Use ICT ro create knowledge and
encourage students to think critically
13. T will be able to play a leading role in
creating and implementing a vision of their
school as a community based on innovation
and continuous learning, enriched by ICT>