ICT Policies and Safety Issues in Teaching and Learning

Module Overview

“There can be infinite uses of the computer and new-age technology, but if teachers themselves are not
able to bring it into the classroom and make it work, then it fails.”

Restrictions of distance have been broken by technology at present times. Now when we live in a
technology-based society, ICT learning is one of the best methods of

teaching students through virtual classrooms. The relationship between ICT and

Education has been one of rapid change from technology to learning. Schools

increasingly determine new technologies and models for teacher professional

development in enhancing teaching and learning (Ndongfack, 2010). The importance of

national policies and programs for the realization of ICTs can be an essential tool in

education. According to Schmidt, et al., (2009), the way teachers use ICT tools for

effective teaching can be an important tool for information communication technology

development for learning and teaching.

At the completion of this module, you should be able to:

• enumerate the national ICT policies affecting classroom practices

• describe the implementation of ICT policies in teaching-learning

• identify ICT policies that are incorporated to the design and implementation of

teaching-learning activities

Are you ready? Then start the lessons now!

Module 2

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At the end of the lesson, you should be able to:

• Define basic concepts in understanding ICT in Education

• Enumerate the national ICT policies affecting classroom practices

Lesson 1

ICT National or International Policies That are

Applicable to Teaching and Learning

Learning Outcomes

Time Frame 2 days

Introduction

Information and Communications Technology (ICT) can impact student learning

when teachers are digitally literate and understand how to integrate it into the curriculum.

When you want every student to enumerate national ICT policies, each time you teach,

understanding the existing and planned national policies related to ICT, may help you

achieve your goal. You will find the answers to this question in this lesson.

Activity

1. Write down the policies and suggest what to do to implement the ICT in

Education policy first at the national level (all schools) and then how to

implement the policy in our classroom.

Analysis

ICTs are not only an instructional means to provide prerequisite learning activities;

they offer an exploratory space where the learner is in charge. Write down a list of the
international and national ICTs as a learning tool you think can improve quality in

education.

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Abstraction

The international policymakers join forces to successfully implement ICT in

educational practice to address the individual needs of students, the implications

of technology for student assessment, and teacher learning to successfully implement

technology (Voogt, 2013). A National ICT Policy is a policy put into place so that the

government and stakeholders can have access to information that is committed to

bringing digital technology to all individuals and communities.

The provision of ICT to academic staff and students is critical to recommend them

to more effective learning environments. By overcoming the needs and reinforcing the

functional aspects, it may help decision-makers to employ academic staff on an

investigation of the status of the developments of ICT in improving the teaching and

learning environment in educational institutions. (Alzahrani, 2017).

The ability of policymakers to innovate on related policy issues outperform

technological innovations because it changes and evolves. Different institutions in

different countries formulated and proposed policies in various forms. Lack of rigorous

and significant evidence complicates the attempts to outline impactful ICT/education

policies.

The World Bank‘s Systems Assessment for Better Education Results (SABER)

initiative, as part of their work, attempts to document national educational technology

policies around the world and their evolution over time. Policymakers try to benchmark

their policies on ICT use in education against international norms, so a related SABER-

ICT policy framework has been developed. Likewise, those of comparator countries
around the world, identify key themes and characteristics, draw on an analysis of their

policy documents.

There are eight policy themes around the world that are commonly identified in

educational technology policies; (1) vision and planning; (2) ICT infrastructure; (3)

teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring

and evaluation; and (8) equity, inclusion, and safety. The framework only considers

policy intent but not the extent to which policies are realized in practice, nor the impact

of such policies. The policymakers are challenged to offer useful related policy guidance

for rapid developments and innovations in the technology sector (Trucano, 2016).

SABER-ICT policy framework may find useful by policymakers as a means to help

their country benchmark the current state of related policy development. It can look

forward to potential future policy directions and gain inspiration from other countries.

There are two official documents wherein Policy on the use of ICTs in the

Philippine basic education system is articulated. The Medium-Term Development Plan

of the Philippines (MTPDP) 2004-2010. The MTPDP states:

―ICT will be harnessed as a powerful enabler of capacity development. It will,

therefore, be targeted directly towards specific development goals like ensuring basic

education for all and lifelong learning, among others‖ (National Economic Development

Authority, 2004a, p. 2)

and the 2002 Basic Education Curriculum (BEC), that stipulates the following goal of

Philippine primary education:

―We must educate our Filipino learners to filter information critically, seek credible

sources of knowledge, and use data and facts creatively so that they can survive,

overcome poverty, raise their personal and national esteem, and realize a gracious life in

our risky new world.‖ (p. i)

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At the end of the lesson, you should be able to:

• Know and understand existing and planned national policies related

to ICTs in Education

The Philippine government, especially the Department of Education and

Department of Science and Technology, has forwarded ICT educations through policies

and projects. The Restructured Basic Education Curriculum launched in 2002 aimed to

implement an interactive curriculum and to integrate technology in instruction and

education, with computer literacy much emphasis. The Act of 1998 (R.A. 8484) was

passed to generate the participation of companies and to engage the private sector. There

are programs with DepEd through streamline data collection to improve ICT education.

To help schools to participate in ICT-related programs, the DepEd Computerization

Program (DCP) was implemented.

According to Arinto (2006), policy statements on ICT integration in Philippine

primary education reflect a human development perspective. However, critical ICTs for

schools‘ programs tend to be informed by a human capital approach. The human

development perspective joined the mainstream of education and development in the

1990s, and it now reinforces the international consensus on Education for All and the

Millennium Development Goals, However, many educational reform efforts. It continues

to influence the human capital perspective (Avalos, 2003).

Closure

Now if you are ready, please proceed to Lesson 2 of this module which

will discuss safety issues in ICT.