http://cms.su.edu.

ph
ICT POLICY, TOOLS AND CONCEPTS
Dave E. Marcial, Ph.D.
Silliman Online University Learning
Silliman University
Jeambe Rendal
SU-PHERNet Project 6
University Graduate Programs
Silliman University

ello e-learners! Welcome to the second week discussion of the course FOUNDATIONS OF ICT IN EDUCATION.
I hope you enjoyed our first week! We would like to express our appreciation to those who actively
participated in the group discussion. I hope other learners will participate in this weeks discussion. By the
way, the group discussion is ungraded. However, we expect you to be participative, persistent, and please share
some tips, helps and questions.
Last week we presented some competency standards of ICT in Education. To note, integrating ICT policy in education
and technology operations and concepts are among the integral components of ICT in education. At the end of this
week, you are expected to:
1. Discuss the importance of ICT policy in education.
2. Identify the components of ICT policy in education.
3. Examine policy modules (curricular goals and teachers skills) and implementation strategies (objectives and
methods) useful in an educational system.
4. Describe the meaning of technology operations and concepts.
5. Analyze the program modules (curricular goals and teachers skills) and implementation strategies
(objectives and methods) according to a variety of tools and concepts.

ICT Policy in Education

It is a fact that most educational systems especially in developing countries are still practicing longestablished customs found in schools. Kosma (2010), in his article on ICT and Transformative Education Policy,
asserts to prepare students for 21st century challenges and opportunities, significant reform is needed in education,
world-wide: who goes to school, what is learned, how it is learned, how learning is assessed, and how schools are
organized. While it is true that ICT can support changes in pedagogy and improves in teaching-learning, providing
computers in the classroom does not improve outcomes. It should be well-planned. Aoki, Kim and Lee (2012) state
that educational level must be relevant to a nations ICT policy. An education policy for ICT in education should be
the primary policy in any institution (World Bank, 2003). Absence of these complementary reforms may result to
slow infusion of ICT in education.
Albion (2005) emphasized the recognition of roles for ICT in education. ICT in education is recognized as a legitimate
object of study with implications for future social roles and as a means to increase the overall standard of education.
ICT can have a greater impact when the policies and programmes support educational transformation, published in
the website of UNESCO. UNESCO explains that ICT can provide significant effects when designed in the broader
dimensions of social and economic goals. In order to support and empower transformation in education, an ICT
master plan must be formulated (Kosma, 2010).
1 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
There are many factors to achieve a successful ICT policy in education. First and foremost, an ICT policy in education
must contain a clear and a well-stated rationale. Appeared in the International Handbook on Information Technology
in Education by Kozma are the four policy rationales. These are: support economic growth, promote social
development, advance education reform, and support education management. Kozma pointed out that these
policies are not mutually exclusive. He explains
...a number of countries have used two or more of these rationales together in mutually
reinforcing ways. For example, Singapore combines an economic rationale with an education
reform one, arguing that by reforming the curriculum to provide students with learning skills,
creative thinking skills, and communication skills they will prepare a workforce of excellence for
the future. Similarly, Finland has combined the social and economic rationales by claiming that
the collaboration and knowledge sharing of the information society are key factors that support
a highly productive economy.
Another important component of ICT policy is operational components such as infrastructure development, teacher
training, technical support, pedagogical and curricular change, and content development (Kozma). Moreover, an ICT
policy in education must contain a clear vision, practical mission, achievable goals and objectives, implementation
methods, evaluation strategies and the like. Furthermore, curricular goals should include a plan to learn ICT policy.
ICT policy is one of the components in UNESCO ICT Competency Standards for Teachers (ICT CST). ICT CST project
encompasses all three of these approaches to educational change. Each approach addresses different policy goals
and visions. However, each approach has different implications for education reform and improvement. Likewise,
each approach in the ICT CST offers different curricular modules as well as implementation strategies. Shown in table
1 is the summary of curricular modules and implementation strategies in integrating ICT in educational policy.
Table 1. Summary of ICT Policy modules and implementation strategies
Approaches to
Educational
Change
Technology
Literacy

Modules

Implementation

Curricular Goals

Teacher Skills

Objectives

Example Methods

Policy
Awareness.
With this approach,
programs
make
direct connections
between policy and
classroom practices.

Teachers must be
aware of policies and
be able to specify
how
classroom
practices correspond
to
and
support
policy.

Teachers should be able to

identify key characteristics
of classroom practices and
specify
how
these
characteristics serve to
implement policies.

Knowledge
Deepening

Policy
Understanding. This
approach
often
involves teachers in
understanding
policies such that
they can design
lesson plans to
specifically
implement national
policies and address
high-priority
problems.

Teachers must have

a deep knowledge of
national policies and
social priorities, and
be able to design,
modify,
and
implement
classroom practices
that support these
policies.

Knowledge
Creation

Policy
Innovation.
With this approach,
teachers and school

Teachers
understand
intentions

Teachers should be able to

identify key concepts and
processes in content areas;
describe the function and
purpose of simulations,
visualizations,
data
collection tools, and data
analysis software and how
they support students
understanding of these key
concepts and processes and
their application to the
world
outside
the
classroom.
Teachers should be able to
design, implement, and
modify
school
level

Engage learners in a discussion

of both national policies and
common classroom practices.
Identify the characteristics of
practices that support policy.
Have learners identify and
analyze their own classroom
practices in terms of policy.
Demonstrate a variety of
software packages (and/or
applets,
interactive
applications, learning objects)
and describe how they support
student understanding of key
concepts and their application
to solve complex problems.
Have learners analyze specific
packages in their subject area
and describe how they support
concepts and complex problem
solving

must
the
of

2 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

Discuss the intentions of

national education reform
policies and ways that they

http://cms.su.edu.ph
staff
are active
participants in the
continuous
evolution
of
education
reform
policy.

national policies and

be able to contribute
to the discussion of
education
reform
policies
and
participate in the
design,
omplementation,
and
revision
of
programs intended
to implement these
policies.

education reform programs

that
implement
key
elements
of
national
education reform policies.

could be implemented in
school level programs. Have
learners work in teams to
design a school-level program
that would implement a
component of national reform
policy.
Have
learners
implement an initial phase of
this
program,
evaluate
progress, and share challenges
and strategies for overcoming
challenges.

Source: UNESCO ICT Competency Stan for Teachers

Indeed, developed and developing countries have formulated their policy on ICT in Education. However, research
shows that there are challenges in the implementation, and there is a need to increase awareness. The
implementation of advanced ICT in education remains uncoordinated in many countries if viewed in the broader
context (Evoh, 2010). In the paper entitled ICT in education policy and practice in developing countries by Blignaut,
Hinostroza, Els & Brunb (2010), reveals that the disparities in developing countries like South Africa and Chile are
explained through differences in their domestic agenda and corresponding ICT in education policies as well as
implementation period. ICT policies need to address human resource development needs in a broad educational
context, posted in the website of UNESCAP. Word Bank states that there is a realization that there is no policy in
place to help guide in the implementation.
In the Philippines, Marcial (2012) reveals that the level of prioritization of teaching and learning with technology in
higher education institutions (HEIs) in the Philippines is high. It implies that teaching and learning with technology is
highly prioritized in the HEIs and needs to be done in the next 3 years. The degree of implementation of teaching and
learning with technology is moderate. It entails that teaching and learning with technology is already in the strategic
plan of the HEIs; however, action has yet to be done. In the regional context, Marcial (2013) reveals that ICT policy in
education is described as understanding status in region 7, Philippines. This implies that the teacher educators have
a thorough understanding of national policies and social priorities. The teachers in region 7 believe that they can
create, modify, and implement classroom practices that support national and social priorities with the use of ICT. It is
worth reading the strategic plan of Silliman University for 2008-2016 that illustrates ICT integration policy. The
strategic plan shows initiative to ICT in the aspects of curriculum, teacher professional development, and
organization and management.
Marcial (2012) recommended that HEIs must evaluate their strategic plans and address the issues inherent in the
instructional use of emerging, user-focused, and e-learning technologies to ensure quality and innovative teachinglearning experiences. Similarly, Kozma recommended practical suggestions for policy makers. His first suggestion is
policy alignment with other strategic and operational national policies in three (3) different approaches: strategicoperational alignment, horizontal alignment, and vertical alignment. The second recommendation is the so-called
distributed policies by the national government through the ministry of education, Commission on Higher Education
(CHED) for the Philippines. Other recommendations he suggested are policy implementation, private public
partnerships, outcome-oriented policies, and comprehensive collection of resources from current ICT policies of
other countries. UNESCO-Bangkok, Academy for Educational Development, World Bank (infoDev) and Knowledge
Enterprise, LLC worked together and came up an ICT in education toolkit that provides education policy makers,
planners and practicioners with a systematic process to formulate, plan and evaluate education development
programs enhanced by ICTs. The Toolkit contains six toolboxes - a total of 19 tools - that provide interactive
instruments and step-by-step guidelines which assist users in a) mapping the national, technological, and
educational situation, b) formulating and assessing ICT-enhanced programs, c) planning for physical and human
3 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
requirements, d) planning for ICT-enhanced content, e) generating program costs, f) creating a master plan, and g)
monitoring implementation, effectiveness, and impact. The toolkit can be found at http://www.ictinedtoolkit.org.
Moreover, Miao recommended that policy makers should be reminded that ICT in education is not a matter of why
not. He asserts that ICT in education is a matter of how right, and how to make the right a right for all children
and all citizens.
The effectiveness of an ICT policy in one country does not guarantee that the same recipe would work in another
and many developing countries face similar constraints that need to be taken into account when ICT policies are
formulated (UNESCAP). In the blog of World Bank, Trucano & Iglesias (March 30, 2012) argue that to be successful in
developing national educational technology policy is to ignore international experience and forget about
international benchmarks and just concentrate on local knowledge and local experience to guide efforts. However,
they presented other options to pursue:
1. Call an academic or identify a consultant based on her/his cross-country knowledge, especially one who has
worked in this area before, and hire that person
2. Open your favorite search engine and search for things like ICT education policy and see what comes up (and
then use the resulting documents as international benchmarks)
3. Seek the assistance of an international organization (like the World Bank, UNESCO, the IDB, and others) or,
something we see happen more often in practice, a large vendor who supplies goods and services related to
ICT use in education
Moreover, InfoDev listed ICT in education policy issues as one of the topical research themes related to the uses of
ICT in education that related to the Millennium Development Goals. Specific factors includes: decision-making
processes, existing policies in place, decentralization process, combating corruption in the education sector,
implementing education management information systems, connectivity and information access.

Technology Operations and Concepts

Due to the developments in technology and the growth and opportunities that it brought, ICT had become a
fundamental necessity in any educational institution, government and other businesses. Akkoyunlu (1995) (cited by
Taner Altum, 2010) point out educational institutions not only start and direct societal changes and developments
but also they have to monitor developments in technology, use technology and educate citizens how to use these
technologies. Using ICT is a crucial step for competitiveness of each economy. ICTs are key drivers for innovation
putting into action. In the foreword of UNESCO ICT Competency Standards for Teachers, state that: Traditional
educational practices no longer provide prospective teachers with all the necessary skills for teaching students to
survive economically in todays workplace. Hence, ICT in education provides various opportunities in terms of
accessing to information, sharing information and learning. The development and opportunities brought by ICT help
improve the quality of teaching and learning in educational institutions (Altum, 2010). ICT has assisted in preparing
students for later achievement in universities and workforce, and ICT has helped them to higher levels of
achievements and motivations in schools (Apple Computer Inc., 2002).
Within the context of the knowledge society, teachers and schools try to make use of ICT in their practices to
improve students twenty first century skills. ICT skills are essential for individuals in every area of life (Yilmaz,
2011). In this context, ICT is a tool to help students master the skills required for ICT systems (Anderson, 2008). ICT is
a tool to encourage self-regulated learning strategies (Karabenick, 2011). It is a tool to change the interaction within
the classroom and to involve people outside the classroom in students learning activities (Harris, in Anderson, 2002).
Baylor and Ritchie (2002) state that many researchers operationalize ICT use in terms of a basic dichotomy whereby
ICT is either used as the subject of study or as an instructional tool to teach other content.

4 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
As there is a wide range of ICT skills, the study of Umar (2012) aims to ascertain and determine the students basic
ICT skills, advanced ICT skills, Internet application for information access and Internet application for communication
purpose. Basic ICT skills, according to Umar (2012), referring to storage and data transfer, as well as the use of word
processing and electronic spreadsheet applications. Advanced ICT skills refer to graphics, animation, video and
multimedia design and development using certain software and authoring tools. Meanwhile, Internet application for
information access refers to the students skills in accessing the Internet including the use of search engines, as well
as recording and downloading/uploading materials. Another type of ICT skills is the Internet application for
communication purposes such as the use of social network, chat room, and emails to communicate with others,
either for learning or socializing activities. Internet improves research skills of students (Yilmaz, 2011). In addition,
with Web 2.0 technology that introduces all sorts of social network sites, students can always communicate, interact
and socialize with others without much difficulty (Umar, 2012). Nowadays, researchers do not consider ICT use as a
monolithic process, but emphasize that ICT can be integrated in many different ways in classrooms (Vanderlinde,
2014). For instance, Tondeur et al. (2007) make a distinction between three types of computer use in teaching and
learning: (1) the use of ICT as an information tool, (2) the use of ICT as a learning tool, and (3) learning basic
computer skills.
It can be noted that UNESCO (2008) defines three approaches of competency in terms of the concepts and operation
of ICT. These are basic tools, complex tools, and pervasive technologies. UNESCO ICT CST describe these tools as
follows: Basic tools include the use of computers along with productivity software; drill and practice, tutorial, and
web content; and the use of networks for management purposes. Complex tools are technologies include
visualizations in science, data analysis tools in mathematics, role play simulations in social studies. These
technologies are referred as open-ended technologies for knowledge deepening. The pervasive technology is a
variety of networked devices, digital resources, and electronic environments that are used to create and support this
community in its production of knowledge and anytime, anywhere collaborative learning. Shown in table 2 is the
summary of curricular goals, teacher skills, objectives and methods on each approach to educational change.
Table 1. Summary of ICT tools and operations and its program modules and implementation strategies
Approaches to
Educational
Change
Technology
Literacy

Modules
Curricular
Teacher Skills
Goals
Basic
Tools. Teachers must
The
know
basic
technologies
hardware and
involved in this software
approach
operations, as
include
the well
as
use
of productivity
computers
applications
along
with software,
a
productivity
web browser,
software; drill communicatio
and practice, ns software,
tutorial, and presentation
web content; software, and
and the use of management
networks for applications.
management
purposes.

Implementation
Objectives

Example Methods

Teachers should be able to:

1. Describe and demonstrate the use
of
common
hardware
technologies.

Discuss and demonstrate the basic

operation of various hardware
technologies, such as desktop
workstations, laptops, printers,
scanners, and hand-held devices.
Discuss and demonstrate the basic
tasks of word processors,
demonstrate how they are used in
instruction. Have students create
a text document in which they use
these in generating a text
document.
Discuss
the
purpose
of
presentation
software
and
demonstrate its general features
and function. Have students
create a presentation on a topic of
their
choice
using
digital
resources.
Discuss the purpose of graphics
software and demonstrate the

2. Describe and demonstrate the

basic tasks and uses of word
processors, such as text entry,
editing text, formatting text, and
printing.

3. Describe and demonstrate the

purpose and basic features of
presentation software and other
digital resources.

4. Describe the purpose and basic

function of graphic software and

5 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
use a graphic software package to
create a simple graphic display.
5. Describe the Internet and the
World Wide Web, elaborate on
their uses, and describe how a
browser works and use a URL to
access a website.

6. Use a search engine to do a

keyword Boolean search.

7. Create an email account and use it

for a sustained series of email
correspondence.

8. Describe the function and purpose

of tutorial and drill and practice
software and how they support
students acquisition of knowledge
of school subjects.

9. Locate off-the-shelf educational

software packages and Web
resources and evaluate them for
their accuracy and alignment with
curriculum standards and match
them to the needs of specific
students.

10.

Use
networked
record
keeping
software
to
take
attendance, submit grades, and
maintain student records.

11.

Use
common
communication and collaboration

6 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

creation of a graphics display.

Have students create and share a
graphic display.
Discuss the purpose and structure
of the Internet and the World
Wide Web and participants
experiences
with
these.
Demonstrate the use of a
browser; have students use a
browser to access popular
websites.
Demonstrate the use of a search
engine; discuss and demonstrate
simple keyword and Boolean
searches; have students search for
websites on their favorite topics
and
discuss
the
keyword
strategies they used with the
group for discussion.
Demonstrate the creation and use
of an email account; have
students create an email account
and create and send a series of
email messages.
Demonstrate a variety of tutorial
and drill and practice packages in
the subject domains of the
students and describe how they
support the acquisition of subject
matter knowledge. Have students
analyze specific packages in their
subject area and describe how
they support the acquisition of
specific
subject
matter
knowledge.
Have students search websites
and
catalogs
to
identify
appropriate software for specified
learning objectives or standards
and analyze these packages for
accuracy
and
curriculum
alignment. Have participants
discuss the criteria they used for
analyzing and evaluating the
software.
Discuss the purposes and
advantages of a networked
recording
keeping
system,
demonstrate the use of such a
system, and have students enter
record keeping data for their
class.
Discuss the purposes and
advantages
of
various

http://cms.su.edu.ph
technologies, such as text
messaging, video conferencing,
and web-based collaboration and
social environments.
Knowledge
Deepening

Complex Tools.
To understand
key concepts,
students
employ openended
technology
tools that are
specific
to
their subject
areasuch as
visualizations
in
science,
data analysis
tools
in
mathematics,
role
play
simulations in
social studies.

Teachers must
be aware of a
variety
of
subjects
specific tools
and
applications
and able to
flexibly
use
these in a
variety
of
problembased
and
project-based
situations.
Teachers
should be able
to
use
network
resources to
help students
collaborate,
access
information,
and
communicate
with external
experts
to
analyze and
solve
their
selected
problems.
Teachers
should also be
able to use ICT
to create and
monitor
individual and
group student
project plans.

Teachers should be able to:

1. Operate
various
open-ended
software packages appropriate to
their subject matter area, such as
visualization, data analysis, roleplay simulations, and online
references.
2. Evaluate
the
accuracy
and
usefulness of Web resources in
support of project-based learning
with the subject area.

3. Use an authoring environment or

tools to design online materials.

4. Use a network and appropriate

software to manage, monitor, and
assess progress of various student
projects.

5. Use ICT to communicate and

collaborate with students, peers,
parents, and the larger community
in order to nurture student
learning.

6. Use the network to support student

collaboration within and beyond
the classroom.

7. Use the network to support student

collaboration within and beyond
the classroom.

7 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

communication and collaboration

technologies; and have students
use these technologies to
communicate and collaborate
with others in the group.
Demonstrate the use of a variety
of software packages in the
subject domain; have students
explore and demonstrate these
packages.

Have students search websites

and
catalogs
to
identify
appropriate software for projectbased learning in their subject
field. Have participants develop
evaluation criteria and rubrics and
justify their selections based on
effectiveness for the intended
purpose.
Demonstrate the use of an
authoring environment or tools.
Have students work in groups to
design an online unit.
Demonstrate
the
use
of
networked project software that
allows the teacher to manage,
monitor, and assess student
project work; have students enter
project data for their students
work.
Discuss the use of online
communication and collaboration
environments by teachers to
support student learning; have
students keep a log, share
printouts,
and
demonstrate
examples
of
their
online
interactions, in this regard.
Discuss the use of online
communication and collaboration
environments by students to
support their collaborative project
work and learning; have students
keep a log, share printouts, and
demonstrate examples of student
online interactions, in this regard.
Discuss the use of online
communication and collaboration
environments by students to
support their collaborative project
work and learning; have students
keep a log, share printouts, and

http://cms.su.edu.ph

8. Use search
engines, online
databases, and email to find people
and resources for collaborative
projects.

Knowledge
Creation

Pervasive
Technology. A
variety
of
networked
devices, digital
resources, and
electronic
environments
are used to
create
and
support this
community in
its production
of knowledge
and anytime,
anywhere
collaborative
learning.

Teachers must
be able to
design
ICTbased
knowledge
communities
and use ICT to
support
the
development
of students
knowledge
creation skills
and
their
continuous,
reflective
learning.

Teachers should be able to describe

the function and purpose of ICT
production tools and resources
(multimedia
recording
and
production equipment, editing tools,
publication software, web design
tools) and use them to support
students innovation and knowledge
creation.

demonstrate examples of student

online interactions, in this regard.
Discuss the use of search engines,
online databases, and email to
find people and resources for
collaborative
projects;
have
students conduct searches related
to a project for their course;
engage in an online collaborative
project; have students reflect on
their experiences, share with
others, and discuss these.
Demonstrate a variety of software
packages and digital production
resources and describe how they
support and advance students
innovation
and
knowledge
creation practices. Have students
analyze specific examples of use
of these resources in their subject
area and describe how they
support student innovation and
knowledge
creation.
Have
students use and evaluate these
tools in a unit that they design.

Source: UNESCO ICT Competency Standards for Teachers

Technology operations and concepts are one of the skill domains described in the Philippines National ICT
Competency Standards (NICS) for Teachers. This domain includes competencies related to technical operations and
concept, and productivity of various ICT tools like computers and communication devices as well as application
available on-line or off-line. It has four (4) competency standards: 1) demonstrate knowledge and skills in basic
computer operation and other information devices including basic troubleshooting and maintenance, 2) Use
appropriate office and teaching productivity tools, 3) understand and effectively use the Internet and network
applications and resources, 4) Demonstrate knowledge and skills in information and data management. See table 3
for the list of competency indicators of each competency standard of technology operations and concepts as
described by NICS.
Table 3. Competency Indicators of Technology Operations And Concepts
Standard 1: Demonstrate knowledge and skills in basic computer operation and other information devices including basic
troubleshooting and maintenance
1. Identify and define the functions of the main components of the computer
2. Identify and define the functions of computer peripherals
3. Properly connect main components, configure peripherals and install drivers when required
4. Configure computer settings of various software and hardware
5. Understand the basic functions of the operating system
6. Organize and manage computer files, folders and directories
7. Use storage devices for storing and sharing computer files. Create back-ups of important files
8. Protect the computer from virus, spyware, adware, malware, hackers etc.
9. Use online and offline help facilities for troubleshooting, maintenance and update of applications

8 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
Standard 2: Use appropriate office and teaching productivity tools
1. Use a word processor to enter and edit text and images
2. Format text, control margins, layout and tables
3. Print, store and retrieve text documents from a word processor
4. Use a calculation spreadsheet to enter data, sort data and format cells into tables
5. Make computation, use formula and create graphs using spreadsheets
6. Print and store data tables using a spreadsheet application
7. Use a presentation package to add text and sequence a presentation
8. Enhance slide presentations by adding sound, customizing animation and inserting images
9. Print presentation handouts and store slide presentations
10. Make effective class presentations using the slides and LCD projector
11. To acquire digital images and other media from web sites, CD, flash drives, etc.
12. Crop, scale, color correct and enhance digital images
13. Play various media files using appropriate media players
14. Stitch together video footages and sound tracks and add simple enhancements - transitions, titles, etc.
15. Attach and configure scanners, cameras, cell phones to acquire digital images
16. Store digital images using optical media (CD, DVD, flash disk) and online repositories
Standard 3: Understand and effectively use the Internet and network applications and resources
1. Connect to the internet via dial-up or LAN
2. Configure and use Web Browsers and Help applications
3. Send and receive emails with attachments, manage emails and use LAN and Web based mail servers
4. Effectively use synchronous and asynchronous web based communication tools like instant messengers, voice and
teleconferencing
5. Connect and use shared printers, shared folders and other devices within a network
6. Effectively use search engines, web directories and bookmarks
7. Download and install relevant applications including freeware, shareware, updates, patches, viewers and support
applications
Standard 4: Demonstrate knowledge and skills in information and data management
1. Effectively use search engines, directories, crawlers and agents to locate information sources
2. Search and collect textual and non-textual information from online and offline sources
3. Efficiently store and organize collected information using directories, drives, or databases
4. Distribute, share, publish and print information via print or web
5. Properly acknowledge information sources online and offline

Source: Philippines NICS for Teachers

Efforts have been made in order to prepare students with ICT skills, as well as to train them to be creative and
innovative. One of the most popular initiative is One Laptop Per Child program with its mission to empower the
world's poorest children through education. Generally, all government through its ministry of education introduced
several ICT-related initiatives. For example, Malaysian government introduced several ICT-related initiatives in its
school system (Umar, 2012). Smart Schools, MySchoolNet, computer labs, educational web TV, teaching
mathematics and science in english using ICT, Access Centre are some of the examples of their initiatives. Other
examples are Pakistans mobile phones program, Mongolias radio for Gobi womens literacy, Indias self filming by
children of Nomadic Tribes, Chinas ICT equalizer program, Indias National Open School program, Korea U-Learning
program, the UNESCO Open Educational Resources (OER). ICT skills enhancement framework is necessary to all
levels of education system.
However, there are many factors and constraints faced by most educational institutions in achieving high
competency in ICT and one of the key factor is to be equipped with adequate ICT resources and infrastructure which
is most likely expensive to invest. Hamzah, Ismail and Embi (2009) have reported limited ICT facilities and
equipment, Internet access problem, time constraints and study-load faced by students in Malaysia. To support this
dilemma, the Ministry of National Education (MNE) in Turkey spends a lot of effort to improve conditions of state
9 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
schools in terms of technology and other arrangements. It is reported that approximately 90% of state schools in
Turkey had internet connection by the end of 2009. Over 600 thousand computers were distributed to schools
across the country. In the Philippines, 65.6% of the school-respondents reveals that their school has only 1-5mbps
internet connectivity (Marcial, 2012). Aside from infrastructure and organizational constraints, ICT integration to
teaching and learning activities depends on teachers attitudes and beliefs (Altun, 2002; Alev, 2003; Tezci, 2010). The
teachers role within the process of ICT integration and gaining ICT competency is essential as this potential depends
upon teachers ability and willingness to integrate technology into everyday classroom teaching activities (Pisapia,
1994). To integrate ICT investments into ICT curricula, teachers knowledge, level of use and attitudes towards ICT
should be identified and guided (Tezci, 2010). According to Zaho and Cziko, (cited by Altum, 2010) teachers are to
meet three requirements before they start using technology in the classroom:
1. The teacher must believe that it will meet a higher-level goal than before.
2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that
he or she thinks are more important than the one being maintained.
3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology.
Moreover, Normala, Zaliha & Kamil (2005) found that there is a significant relationship between the parents level of
education and income with the students computer literacy. In addition, it was found that there were no significant
gender differences for word processing, presentation, spreadsheet, Web use, database, social networking and utility
(Hew & Lai, 2011). However, Hew and Lai reported that male students demonstrated a significantly superiors skill
than their female counterparts in the aspect of computer maintenance. Similarly, in the study conducted by Umar
(2012), in terms of the four ICT skills namely: (a) basic ICT skills, (b) advanced ICT skills, (c) Internet application for
information access, (d) Internet application for communication purposes, there is no significant difference between
the male and female students. Similarly, the level of competency in ICT operations and concepts is affected by the
respondents age, status and number of years in teaching (Marcial, 2014). Desktop, tablet and laptop ownership,
including internet capability, influence also teachers competency in ICT operations.
In summary, ICT in education policy serves as a blueprint for any ICT integration success. New technological
innovations are rapidly increasing. Consequently, barriers and challenges are growing, and tools are getting complex
and complicated. ICT tools vary according to the level of use and integration. It can be categorized as basic, complex
and pervasive. Educational institutions must carefully evaluate each device and consider those tools that are
scalable, adaptable, and suitable in their system. In conclusion, ICT in education is not about the-state-of-the-art
technology tools and operations. It is described according to its level of integration such as awareness,
understanding and Policy innovation. ICT in education policy is not about following ICT trends, but it is about setting
the educational trends inspired and enabled by ICT (Miao). Planning ICT in education policy should not drive
education to follow ICT trends or let it driven by ICT. Planning ICT in education policy should build education to
harness ICT.
For next week, we will discuss the pedagogic use of ICT in education. We will discuss the different theories in the
pedagogical integration of ICT in teaching and learning.
References Cited
Albion, P. (June 28, 2005). Policies for ICT in education. University of Southern Queensland. Retrieved from
http://www.usq.edu.au/course/material/EDU5472/content/mod05.htm
Alev, N. (2003). Integrating Information and Communications Technology (ICT) into Pre-service Science Teacher Education: The
Challenges of Change in a Turkish faculty of Education, unpublished EdD Thesis, University of Leicester, School of
Education, UK.
Altun, A. & Bektas, E. (2010). Views of Regional Boarding School teachers about the use of ICT in education. Procedia Social and
Behavioral Sciences. 1-2. 462-467.

10 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s

http://cms.su.edu.ph
Altun, T. (2002). Factors Influencing Teachers Change in Classroom Practice due to Introduction of Information and
Communications Technology (ICT) in Turkey, Unpublished EdD Thesis, University of Nottingham, School of Education,
Nottingham, UK.
Anderson, R. E. (2002). Guest editorial: International studies of innovative uses of ICT in schools. Journal of Computer Assisted
Learning. Retrieved from http://www.jcal.info/abstracts/2002/v184/index.htm#anderson
Apple Computer Inc. (2002). The impact of technology on student achievement. Retrieved from
www.oten.info/conferences/jukes/ResearchSummary.pdf
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in
technology-using classroom? Computers & Education. 39, 395414.
Blignaut, A. S., Hinostroza, J. E., Els, C, and Brunb, M. (2010). ICT in education policy and practice in developing countries: South
Africa and Chile compared through SITES 2006. Computers & Education, 55, 15521563.
doi:10.1016/j.compedu.2010.06.021
Evoh, C. (2010). ICT in Education Development in Africa: Policy and Institutional Frameworks. (Abstract) Appeared in Handbook
of Research on Information Communication Technology Policy: Trends, Issues and Advancements. Retrieved from
http://www.igi-global.com/chapter/ict-education-development-africa/45391
Hamzah, M.I., Ismail, A. & Embi, M.A. (2009). The impact of technology change in Malaysian Smart Schools on Islamic Education
teachers and students. World Academy of Science, Engineering and Technology, 49, pp. 379-391.
Karabenick, S. A. (2011). Classroom and technology-supported help seeking: the need for converging research paradigms.
Learning and Instruction, 21, 290296.
Kozma, R. B. (2010). EDUCATION POLICY : ICT and Transformative Education Policy. Commissioned by Intel. Retrieved from
http://cache-www.intel.com/cd/00/00/46/95/469536_469536.pdf
Marcial, D. E. (2012). Teaching and learning with technology in higher education institutions in the Philippines.PeLS Online
Journal, 3 (1), 50-66. Retrieved from http://elearning.ph.
Miao, F. ICT in Education Policy Development and Review: A Sector-wide Framework and Good Examples. PowerPoint
Presentation. UNESCO.
Ministry of National Education (MNE) (2008) Education statistics, Retrieved on 30. January, 2014. URL:. www.meb.gov.tr
National ICT Competency Standard (NICS) For Teachers. Retrieved From Http://Www.Ncc.Gov.Ph/Nics/Files/Nics-Teachers.Pdf
Pisapia, J. (1994) Teaching with Technology: Exemplary Teachers. Research Brief, Metropolitan Educational Research
Consortium, Richmond, VA, USA, May 1994.
Republic of the Philippines - Commission on Information and Communications Technology.
Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. International Journal of
Human Sciences. Retrieved from http://www.jhumansciences.com/ojs/index.php/IJHS/article/view/797/570#.UvVbBmJdV0E.
Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer
Assisted Learning, 23, 197206.
Transforming Education: The Power of ICT Policies. UNESCO. retrieved from
http://www.unesco.org/new/en/education/resources/online-materials/singleview/news/transforming_education_the_power_of_ict_policies-1/#.Uu3uHfmSySo
Trucano, M. & Iglesias C. J. (March 30, 2012). Developing a national educational technology policy. EduTech. Retrieved from
http://blogs.worldbank.org/edutech/edtech-policy-database
Umar, I. N. & Jalil N. A. (2012). ICT skills, practices and barriers of its use among secondary school students. Procedia Social and
Behavioral Scinces. 1-2. 5672-5676.
UNESCO 2008 - UNESCO. (2008). ICT Competency Standards for Teachers Towards ICT Skills for Teachers. Retrieved from
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
United Nations Economics and Social Commission for Asia and the Pacific. http://www.unescap.org/stat/gc/box-ch8.asp
Vanderlinde, R., Aesaert, K. & Braak, A. V. (2014). Institutionalized ICT use in primary education: A multilevel analysis. Computers
& Education. 1-2.
Waterhouse, S. and Rogers, R. O. ( January 1, 2004). The Importance of Policies in E-Learning Instruction. Educause Review
Online. Retrieved from http://www.educause.edu/ero/article/importance-policies-e-learning-instruction
Yilmaz, M. B. (2011). Opinions of Primary School Teachers on Their Students ICT Skills and Information Technologies Course.
Procedia Social and Behavioral Sciences. 1-2. 503-509.

-end-

11 |I C T P o l i c y G o a l s , T o o l s a n d C o n c e p t s