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CHAPTER 3
Digital Literacy Skills and ICT Policies
in the Teaching and Learning Environment

INTRODUCTION

This chapter focuses on digital skills and digital literacy as a response to the
21st century developments.

The millennial students are generally tech-savvy, digital natives. They

practically know how to go about a tablet, an iPad, smartphones or laptops better than
anyone else. This suggests their digital skills. However, are all students’ digital
literates? Thinking on how to use the digital tools, accessing information, and
exhibiting ways of working in a globally competitive contexts, together with skills in
living in the 21st century refer to the digital literacies.

LEARNING OBJECTIVES
At the end of this Chapter 1, you are expected to:
1. describe the digital literacies and the 4C’s of the 21st Century Skills
2. discuss some ICT policies and issues with their implications to teaching
and learning
3. identify safety concerns on Internet including digital safety issues

LEARNING CONTENTS
A. Digital Literacy Skills in the 21st Century
B. Policies and Issues on the Internet and Implications to Teaching and
Learning
C. Safety Issues including Digital Safety Rules
----------------------------------------------------------------------------------------------------------------------------

A. DIGITAL LITERACY SKILLS IN THE 21ST CENTURY

Digital literacies are the individual’s capabilities to be able to effectively and
responsibly function and perform in a digital society. The term “Digital Literacy” was
coined by Paul Glister in 1997 and it came from the discussion of the concepts on:
a. Visual literacy when images and non-verbal symbols try to capture the knowledge;
b. Technological literacy requiring one to be able to use technology in addressing a
need;
c. Computer literacy which in the 1980s started to become a household item
manipulated to achieve one’s target;
d. Information literacy which refers to the finding, evaluating using and sharing of
information.

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In the teaching and learning context, digital literacy is an important competence.

In school, it has become a buzzword which refers to the ability to access, process,
understand, utilize, create media and content using information technologies and the
internet (Hsieh, 2012)

DIGITAL LITERACY
Digital literacy are those individual's capabilities to be able to effectively and
responsibly function and perform in digital society
.

Media Literacy- the ability of an individual to

critically read an information or content and
utilize multimedia in creatively producing
communications.

Information Literacy- is locating information

from the web and interpreting while evaluating
its validity in order that it can be shared.

ICT Literacy- is knowing how to select

and use digital devices, applications or
services to accomplish tasks requiring
the use of Internet.

Communication and Collaboration- are one's

capabilities in being able to participate in the
digital networks in the teaching and learning
context.

Identity Management- is being able to

understand how to ensure safety and security
in managing online identity and foster a
positive digital reputation.

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Learning Skills- this is knowing

how to utilize technology in
addressing the need to learn
efficiently.

Digital Scholarship- is being able to link

and participate in professional and
research practices.

Try to assess yourself.

Which of the Digital Literacies above do you believe you are already capable
of? Which of these do you think you still cannot do so?
Put a or an mark opposite your answer on the appropriate column.
Share in the class the reasons for your answers.

DIGITAL LITERACIES

MEDIA LITERACY
INFORMATION LITERACY
ICT LITERACY
COMMUNICATION AND COLLABORATION
IDENTITY MANAGEMENT
LEARNING SKILLS
DIGITAL SCHOLARSHIP

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According to Matthew Lynch (2017), “students need a broad variety of

fluencies to be prepared for the 21st-century workforce”. These are vital for them to
succeed in their career.
While reading the following essential digital literacy skills that the students
need to become digitally literate, assess yourself if you already have these skills.

The Eight Digital Literacy Skills Needed to Become Digitally Literate

(Lynch, 2017)

Coding – Coding is a universal language and one that is

useful whether a technical is pursued or not. Basic
understanding of HTML, CSS and the like will create a
shared understanding of what can and cannot be done with
the web pages.
Collaboration – the use of Google Docs among others
allows students to begin experimenting with effective
online collaboration. It is important for students to learn
basic project management and group work essentials to
navigate between multiple platforms.
Cloud Software – this is essential part of document
management. The cloud is used to store everything from
photos to research projects to term papers and even music.
Word Processing Software – is often used in
conjunction with collaboration and cloud software.
Google, Microsoft Online, Drop Box are available for
storage and management solution. Each of these platforms
works a little differently, and students should have the
opportunity to engage with several of them.
Screencasting – A screencast is a video recording
using the computer screen and usually includes an audio.
On the other hand when you take a picture on the screen
of your computer, it is called Print screen.
Makes it easy for the novice video creator to make simple
yet effective videos. This is a useful skill for explaining
a topic as well as articulating what you are thinking. Ideal tools for teaching students
how to screencast include Screencast-o-Matic and Camtasia. Through screencasting, a
student can learn more about making accessible content.

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Personal Archiving - takes into consideration that

we leave a massive digital footprint. Without a plan in
place to archive this information, it can quickly turn
into a web of unfindable and not useful information.
Students should be taught concepts such as metadata,
tagging, keywords, and categories succinctly and
directly to help them start thinking about how they are
represented online.
Information Evaluation – Critical thinking to
weed out fake news is a crucial in 21st century skills.
The tools and skills needed to process information
are very much needed. Staying abreast of
developments in information literacy and software
engineering will paint a holistic picture of online
information trends.
Use Of Social Media – is important because social
media serves different purposes depending on the user,
the technology, and the identified need. Students need to
be given instruction and an opportunity to practice using
various social media. For example, students should
realize that Twitter is particularly useful for staying
current on the latest news in the field while Flipgrid is
great at building a sense of community.

Focusing on the 8 skills described above will guide you to

increase digital fluency where you can act ethically, responsibly,
and productively.

Have you heard of the 4 Cs of the 21st Century?

Do you know what are these?

The 4 Cs are the Learning Skills of the 21st Century Skills the students need to develop
to better navigate their learning and their career in the modern workplace in the future.
(other skills of the 21st century skills are Literacy skills and Life skills)

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The 4Cs of the 21st Century

Critical Thinking – is learning how to solve problems. It teaches students not to
accept immediate claims without seeking the truth. It is ability to differentiate facts
from opinion and not only just learn a set of
facts or figures but also discover these for the
sake of knowing what you need to know.
Creativity – requires students to think out of
the box and to take pride in what is uniquely
theirs. It means that they will be able to look at
a problem from multiple perspective.
Creativity encourages students to think beyond
the expectations of conventions. However,
creativity may not ensure success all the time
but may lead to another direction that can
actually be a better way of figuring out how to
solve the problem
Communication- makes students express
their ideas in the clearest and organized
manner. Through varied modes – face to face,
technologically mediated or a blended
medium, they need to know how to efficiently
and clearly convey ideas.
Collaboration – When students know how
to work well with others to accomplish a given
task or to solve a problem at hand. This is a 21st
essential, when students are made to work with others in a pair or in a team. They are
given the chance to practice how to relate with others.

Activity 1 (non-graded but important)

Visit the link below to watch the video on the 4C’s of the 21st century and the
importance of digital literacy skills
https://www.commonsense.org/education/videos/introduction-to-the-4-cs
https://www.youtube.com/watch?v=A6k82xAK5ns

Activity 2 (15 points)

Based on the video you have watched, describe in your own words the digital literacies and
the 4Cs of the 21st Century skills. Describe also why these skills are essential for the
students. Present your answer through a song or a poem of your composition.
Print the copy of your composition and paste it onto the page with the label “Chapter 3,
Activity 2”. Refer in the Rubric for your guidance.

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Poetry Assessment Rubric

Name________________________________ Date_______________________
Course/Year/Section_________________

Category 4 3 2 1
Word Choice Writer uses Writer uses Writer uses Writer uses an
vivid words and great words and words that lack immature and
phrases that phrases that in variety and it limited
paint a picture sometimes paint is sometimes vocabulary that
in the reader’s a picture in the dull and boring. is not at grade
mind. Every reader’s mind. level.
word is in the
perfect place.
Grammar and If mistakes in Writer makes 1- Writer makes 3- Writer makes 5
Spelling grammar and 2 mistakes in 4 mistakes in or more
spelling are spelling and spelling or mistakes in
made it is clear grammar. grammar. spelling or
that they were grammar and/or
made on the project is
purpose to presented in
advance the pencil.
poem. Other
wise- no
mistakes were
made.
Adding The writer The writer may The writing The ideas and
Personality seems to be be writing from does not the way they
(voice) writing from experience, but “belong” to the are expressed
experience. The there is some writer. It is seem to belong
ideas are fresh lack of boring, dull, or to someone
and new! ownership. It seems rushed. else. There
does not always seems to be
sound fresh and little effort
new. shown and/or it
is presented in
pencil.
Literary The writer uses The writer uses The writer uses The writer does
Devices 3 or more 3 or more less than 3 little to attempt
literary devices literary devices. literary devices. identifying
and they are They attempt to The attempt to literary devices
clearly and label and label and or did not
correctly identify them, identify them is include any
labeled and but some incorrect, no literary devices
identified. mistakes were obvious or within their
made. rushed. poetry.
Length 15 or more lines 12-13 lines 10-11 lines Less than 10
lines
Total out of 20____________
Comments:__________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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B. POLICIES AND ISSUES ON THE INTERNET AND IMPLICATIONS

TO TEACHING AND LEARNING

The integration of Information & communication technology in schools

promotes an effective teaching and learning process. It helps in developing
technological knowledge among students and impact student learning when teachers
themselves understand how to integrate it into the curriculum.

As a future teacher, it is essential for you to equip yourself with ICT skills and
also understand the existing and planned national policies related to ICT inorder to
help students realize the impact of ICT in their learning.

Let us now study the ICT Policies that are applicable to teaching and learning.

ICT POLICIES APPLICABLE TO

TEACHING AND LEARNING

Definition of ICT Policy

The Oxford English Dictionary has defined “policy” as a course of action, adopted and
pursued by a government, party, ruler, statesman. It is any course of action adopted as
expedient or advantageous. Its operational definition of policy is a plan of action to
guide decisions and achieve outcomes. ICT policies are needed to put a roadmap or
course of actions to be pursued and adopted by various governments, organizations,
entities involving ICT. These include principles and guidelines in the use of ICT which
cover three main areas: telecommunications (telephone), broadcasting (radio and
television) and Internet.

ICT & Education Policies

While the potential and promise of ICT use in education is clear in many regards, so
too are 'perils' related to the disruption of existing traditional teaching and learning
practices, high costs, increased burdens on teachers, equity and issues around data
privacy and security.

Policies related to technology use in change and evolve over time, often along a
somewhat predicable path, and technological innovations often outpace the ability of
policymakers to innovate on related policy issues. Such policies take different forms
and are formulated and proposed by different institutions in different countries.
No matter the country, a lack of rigorous, relevant evidence typically complicates
attempts to draft impactful ICT/education policies.

As part of the work under the World Bank's Systems Assessment for Better Education
Results (SABER) initiative, the World Bank is attempting to document national
educational technology policies around the world and their evolution over time. A
related SABER-ICT policy framework has been developed to assist policymakers as

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they attempt to analyze and benchmark their own policies on ICT use in education
against international norms and those of comparator countries around the world,
identifying key themes and characteristics, drawing on an analysis of a related policy
documents.

International Policies
The following are the eight themes that are commonly identified in educational
technology policies around the world:

a) Vision and Planning e) Learning Resources

b) ICT Infrastructure f) EMIS
c) Teachers g) Monitoring and Evaluation
d) Skills and Competencies h) Equity, Inclusion, and Safety

Theme Key Elements

Having a vision
Linking ICT/education policies to other policies
Providing a mechanism of funding
Theme #1 – Vision and
Authorizing authority to lead or oversee
Planning
implementation
Engaging the private sector

Ensuing adequate power

Providing sufficient equipment and networking
Theme #2 – Infrastructure
infrastructure

Providing ICT-related training (technical and

pedagogical) for teacher
Identifying a set of related teacher competency
standards
Theme #3 – Teachers Supporting teachers in their use of ICT
Building awareness among and support for school
administrators, as a support for ICT use by
teachers and learners

Identifying ICT literacy/digital competency

standards, and offering related training support,
Theme #4 – Skills and assessment and certification
Competencies Articulating and supporting ICT-enabled lifelong
learning opportunities

Supporting the development, dissemination and

Theme #5 – Learning
utilization of digital learning resources
Resources
Supporting the collection, process, analysis, and
Theme #6 – EMIS dissemination of education-related data to
Education Management Information
System
relevant stakeholders

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Monitoring ICT use in education and evaluating

its impact on teaching and learning
Theme #7 – Monitoring & Utilizing ICTs to support assessment and
Evaluation, Assessment, activities
Research & Innovation Dedicated support for exploring innovative uses
of ICTs in education

Prioritizing “pro-equity” provisions and

approaches related to the use of ICTs in education
Theme #8 – Equity, Inclusion Articulating and supporting efforts to promote
& Safety ethical practices related to ICT use in education,
including the safety and security of data and
appropriate privacy provisions

A National ICT Policy is a policy put into place by governments’ and stakeholders’
who are committed to the process of bringing digital technology to all individuals and
communities so that they can have access to information.

ICT in Education – The Philippines

Policy: past and present

Philippine Government has shown serious commitment to ICT in education by

announcing a series of initiatives to apply ICT in teaching and learning. These were
aligned to the Millennium Development Goals (MDG) and the Education For All
(EFA) movements. They have provided a global policy environment for the directions
and nature of interventions towards the achievement of improved access to and quality
of basic education. Other key policy documents have identified the need for ICT reform
within the education sector and these have resulted in more prioritizing from regions,
schools and teachers regarding the incorporation of ICT into the education system. It is
within this context of policy initiatives
that this Five-Year ICT Strategic Plan has been developed.

The current situation

Current ICT integration in education remains a large task. For example, student-
computer ratios and teacher-computer ratios can be improved. The education system as
a whole lacks infrastructure for connectivity and access to technologies. While most of
the teacher training institutions (TEIs) have incorporated computer courses into their
curriculum as a requirement for graduation, computer literacy is not a requirement for
teacher certification/licensure. Partly due to this reason, in-service training is generally
limited to basic computer literacy. Therefore, there is a need for more training on
integrating ICT into the curriculum.

DICT Roadmap
In our country, the Department of Information and Communication Technology
(DICT) has formulated a roadmap to guide all agencies in utilization, regulation and
enhancement of ICT. Each project has corresponding guidelines.

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The ICT for education (ICT4E) is a program under DICT that supports all the
efforts of education sectors in incorporating the use of ICT as well as in determining
and gaining access to the infrastructure (hardware, software, telecommunications
facilities and others) which are necessary to use and deploy learning technologies at all
levels of education.

Policy Recommended Programs that have Applications to Education in Teaching

and Learning

1. ICT in education master plan for all levels, including a national road map for
faculty development in ICT in education. A national framework plan for ICT in Basic
Education was developed.

2. Content and application development through the Open Content in Education

Initiative (OCEI) which converts DepEd materials into interactive multimedia content,
develop applications used in schools, and conducts students and teachers’ competitions
to promote the development of education- related web content.

3. PheDNET, is a “walled” Garden that hosts educational learning and teaching

materials and applications for used by Filipino students, their parents and teachers. All
public high schools will be part of this network with only DepEd-approved multimedia
applications, materials and mirrored internet sites accessible from school’s PCs.

4. Establish community learning centers called eSkwela for out-of-school youth

(OSY) providing them with ICT enhanced alternative education opportunities.

5. eQuality Program for tertiary education through partnerships with state universities
and colleges (SUCs) to improve quality of education in the use of ICT in education in
the country, particularly outside of Metro Manila.

6. Digital Media Arts program which yields digital media skills for government using
open source technologies. Particular beneficiary agencies include the Philippine
information agency and the other government media organizations, the cultural center
of the Philippines, national commission for culture and arts and other art agencies.
SUCs and local government units.

7. ICT skills strategic plan which develops an inter-agency approach in identifying

strategic and policy program recommendations to address ICT skills demands-supply
type.

All the 7 programs were guided by the roadmap that embeds policy statements that
relate to education is specifically in the enhancement of human development for
teaching and learning.

ICT Policies: Implications to Teaching and Learning

How do the policy, guidelines, projects and issues, relate to the teaching and
learning?

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For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.

2. Technology should never replace any human teacher.

3. There are rules and regulations that govern the use of technology.
Caution should be observed to protect individual privacy.

4. All the issues and many more shall be part of the teaching content as each teacher
will be
encouraged to use technology in teaching.

For the Learners and Learning

1. The learners of the 21st century are even more advanced than some of the teachers.
However, learners still need guidance on how to use, regulate technology use.

2. As there are positive and negative effects of technology use, learners should know
the difference. Learners should not only know the benefits of technology use, but they
should also know how they can be protected from the hazards that technology brings to
their lives.

3. Learners should take advantage of the potential of learning support they can derive
such as development of higher order thinking skills, the development of learning
communities through collaboration, the enhancement of skills to manage the vast
resources as 21st century learners and many more.

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C. SAFETY ISSUES IN ICT AND SAFETY RULES

There are many issues raised by the use of ICT. These include: the invasion
of privacy, intellectual property rights, personal and societal rights, values
preservation, and accountability.

Let’s now look into the global issues related to the use of ICT.

Global Issues
Access and Civil Liberties are two sets of issues in ICT policy which are crucial to
modern society.

Civil liberties refer to human rights and freedom. These include: freedom of
expression, the right to privacy, the right to communicate, and intellectual property
rights.

Access to the use of Internet and ICT. Access means the possibility for everyone to
use the internet and other media. In richer countries, basic access to internet is almost
available to all with faster broadband connections. There are still countries where
access to internet is still a challenge.
The following are some specific internet issues on internet policy that have
relationship to civil liberties or human rights.

ISSUE NO. 1: Freedom of Expression and Censorship

Under International Human Rights Convention, conventions
guarantee for Free expression. However, with the shift from
communicating through letter, newspapers and public meetings to
electronic communications and online networking, we need to
look into how these new means modifies the understanding of freedom and expression
and censorship. The UN universal declaration of human rights provides that everyone
has the right to freedom of thought, conscience, and religion, likewise the right to
freedom of opinion and expression.

Examples:
a. Individual Rights are given up in order to have access to electronic networks.

b. Censorship restricts the transmission of information by blocking it or filtering the

information. “Blocking” is preventing access to all areas of internet based on the
blacklist of certain internet address, location or email addresses while filtering is sifting
the packets of data or messages as they have move across computer networks and
eliminating those considered undesirable materials. The selection of sites that are
blocked or filtered has been considered as an issue.
WARNING!!!
“When you are surfing the web, you may think you are anonymous, but there are various ways
that the information about you or your activities can be collected without your consent.”

c. Defamation actions may be used to silence critics. This action deters the freedom
of expression

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ISSUE NO. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a
privacy policy. When someone uses the site and clicks “I
agree” button, it is as if you have turned over private
information to any authority that may access it.
There are types of privacy as shown by the following examples:
a. For most, Privacy means personal privacy, the right of individuals not to have their
home private life or personal life interfered with.
b. Privacy of communication refers to the protection from interference and with
communication over the phone or internet. Respect for privacy of communications is
an essential prerequisite for the maintenance of human relationship via technological
communications media.
c. Information privacy is related to the use of computers and which communications
are able to hold and process information about large numbers of people at a high speed.
It is important to ensure that information will only be used for purposes for which it
was gathered and will not be disclosed to others without consent of the individuals.

ISSUE NO. 3: Surveillance and Data Retention

The use of electronic communications has enhanced

development of indirect surveillance. Indirect surveillance,
there is no direct contact between the agent and the subject of
the surveillance but the evidence of the activities can be traced.
The new and powerful form of indirect surveillance is dataveillance. It is the use of
personal information to monitor a person's activities well data retention is the storage
and use of information from communication systems. To make surveillance difficult,
there is so called “counter surveillance” or information security which refers to
computers and electronic communication.

ISSUE NO. 4: E-Pollutants from E-Waste

Large amount of E-Waste is generated by ICT. These are in
particular, terminal equipment used for computing (pcs,
laptops), broadcasting (television and radiosets), telephony
(fixed mobile phones), and peripherals (fax machines, printer
and scanners). The accumulated e-waste is due to rapid turnover of equipment due to
rapid improvement of software. While a material way can be destroyed by crushing,
toxic material brought about by the different equipment requires utmost management.
Remedies include standardization and regulatory measures to increase the life cycle of
equipment before they become obsolete. Efficient extraction of toxic components and
requiring the recycling of both consumers and equipment vendors are selling must be
required.
If not controlled then, e-waste will tremendously affect climate change, damage human
lives, and overload the capacity of earth in carrying solid waste.

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We all know that technology is a phenomenon that seems to be uncontrollable.

Despite the so many benefits for teaching and learning there are also negative effects
or influence on the learners.

After analyzing some global issues related to Internet use and ways on how we
can address them, let’s try to look at the risk in the use and minor misuse of ICT that
may affect learners.

Since you will be a teacher in the future, you must be aware of these risks and
be able to apply possible solutions to help learners be safe in the use of ICT.

Some Risks in the Use of ICT and Networking

➢ exposure to inappropriate content including online pornography or extremism

➢ lifestyle websites like self-harms and suicide sites and hate sites
➢ cyber bullying in all forms, receiving sexually explicit images
➢ privacy issues including disclosure of personal information
➢ health and well-being (amount of time spent online, internet gaming and many
more)
➢ prolonged exposure to online technologies particularly at an early age
➢ addiction to gambling and gaming
➢ theft and fraud from activities such as phishing

Minor Misuse of ICT

❖ copying information into assignment and failing to acknowledge the source

(plagiarism and copyright infringement)
❖ downloading materials not relevant to their studies
❖ misconduct associated with subject logins such as using someone else's
password
❖ leaving a cell phone turned on during class period
❖ unauthorized taking of pictures or images with cell phones, camera (sill or
moving)

With all the above concerns, safeguard and protection should be the primary
role of parents, teachers and schools.
But how do we confront all of these so as to protect our future generation?
The answer is, we must be aware of the e-safety.
E-safety is often defined as the safe and responsible use of technology. This
includes the use of the internet and also other means of communication using electronic
media (e.g. text messages, gaming devices, email, etc).

In practice, e-safety is as much about behaviour as it is electronic security.

www.e-safetysupport.com/stories/166/what-is-e-safety

✓ e-safety helps safeguard children and young people in the digital world

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✓ e-safety emphasizes learning to understand a new technologies in a positive

way
✓ e-safety educates children about the risks as well as the benefits
✓ e-safety supports young learners and adults to develop safer online behaviors
both in and out of school

Safety in the use of network in schools (network management)

make clear that no one should log on as another user
require all users to always log off when they have finished working
maintain equipment to ensure health and safety provide students with access
to content and resources through guided e-learning
set up a clear disaster recovery system in place for critical data that includes
secure kind of a remote backup of critical data
secure wireless network to appropriate standard suitable for educational use
install all computer equipment professionally and meet health and safety
standards
personal cell phones and mobile devices shall be kept away in a box away
from the children or learners and access is only allowed at break time or at the
end of classes or when needed during the class period

Activity 3 – 15 pts.

Read the Article on ICT laws in the Philippines by Darren De Jesus through the
link below:

http://www.science.ph/full_story.php?type=News&key=126716:ict-laws-in-
the-philippines

After reading the article, do the following:

1. Write your insight about the issue discussed in no less than five sentences
and share it in the class.
2. Summarize in a tabular form the ICT laws mentioned.
3. Paste your output for item 2 on the page labeled
“My Chapter 3, Activity 3”

Refer to the Rubric for guidance on how you can get the maximum points in
this activity.

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Criteria Excellent Good Fair Poor Score

5pts. 4pts 3pts. 2pts. Points
Content Content is Content is Content is Content is
accurate accurate but either inaccurate.
and all some questionable Information
required required or is
information information incomplete. incomplete,
is presented is missing Information inaccurate,
in a logical and/or not is not or not
order presented in presented in presented in
logical a logical a logical
order, but is order, order,
still making it making it
generally difficult to difficult to
easy to follow. follow.
follow
Organization Information Information Information Information
is very is organized is organized is generally
organized, and but disorganized.
clear and complete. incomplete. Very few
complete. Some parts Few parts parts have
Reader can have logical have logical logical
easily connections. connections. connections
follow
logical
connections
of points.
Visual It is greatly It is It is still It is not
Appeal appealing in appealing in appealing in appealing in
terms of terms of terms of terms of
layout, layout, layout, layout,
neatness, neatness, neatness and neatness and
and overall and overall overall overall
appearance. appearance. appearance appearance.
but with Major visual
minor flaws. may be
noted.

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FURTHER READINGS

For additional information and explanations, visit the links below:

https://en.unesco.org/icted/content/icts-education-policies-and-plans-worldwide
https://www.bing.com/search?q=padayonfutureteachers.weebly.com%2Ftechnology-
for-teaching-and-learning%2Fict-policie%E2%80%A6&form=IPRV10
https://www.youtube.com/watch?v=do8dYhAk4Pc

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REFERENCES

TTL1/ABSIMON & RJMACABALLUG

 Technology for Teaching and Learning 1 Page| 19

Importance of Digital Literacy Skills

Chapter 3, Activity 2

TTL1/ABSIMON & RJMACABALLUG

 Technology for Teaching and Learning 1 Page| 20

“My Insights on ICT Laws”

Chapter 3, Activity 3

TTL1/ABSIMON & RJMACABALLUG