Course Code: TTL 2

Course Title: Technology for Teaching and Learning in Elementary Grade

COURSE DESCRIPTION

TTL 2 is a3 – unit course which will focus on the applications, design, production, utilization, and
evaluation of information and communications Technology (ICT) materials for teaching and learning
in Science Education Programs. The major requirements for this course are an ICT-integrated and
project-based learning plan aligned to the K to 12 curriculums. All the learning activities and course
requirements will revolve around the student-teacher development learning plan.

GENERAL OBJECTIVES

Upon completion of the course, the students must:

1. Explained the ICT Competency Standards for Teachers and the Roles of Technology for Teaching and
Learning
2. Explained ICT policies and safety issues as they impact on teaching-learning process
3. Described a flexible learning environment and the different platforms used for flexible learning
4. Developed and used the non-digital and digital tools in delivering technology-enhanced lessons
5. Applied the learning theories and principles related to media and technologies as these apply to the
design and development of lessons
6. Formulated teaching-learning experiences and assessment tasks using appropriate and innovative
technologies
7. Demonstrated socio-civic, ethical, and legal responsibilities in the use of technology tools and resources

TIME ALLOTMENT: 54 hours

CREDIT: 3 units

Antique's Pride
Antique's Pride
At the end of the unit, the students must have:
1. Identified the competency standards of ICT for teaching and learning in pre-service teacher
education
2. Unpacked the basic concepts of ICT to provide common understanding for teachers and learners
3. Valued the use of ICT in the teaching and learning processes

LESSON I
ICT COMPETENCY STANDARDS FOR PHILIPPINE
PRE-SERVICE TEACHER EDUCATION

Introduction

In this digital era, ICT use in the classroom is important for giving students opportunities to learn and
apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in
teaching and learning can assist teachers in overcoming the obstacles and become successful technology
users. (Ghavifekr, et. al)

Antique's Pride
ICT Competency Standards (CHED-UNESCO) as provided in the 2017,
Policy, Standards and Guidelines (PSG) for Pre-service Teacher Education

ICT Competency Standards (CHED- UNESCO) as provided in the 2017, Policy, Standards and
Guidelines (PSG) for Pre-Service Teacher Education “demonstrate proficiency in the development
and utilization of Information, Communication and Technology (ICT) resources in promoting
quality teaching-learning process.

Domain 1: Understanding ICT in Policies

1.1. Demonstrate awareness of policies affecting ICT in education
1.2. Comply with ICT policies as they affect teaching-learning environment
1.3. Contextualize ICT policies to the learning environment.

Domain 2: Curriculum and Assessment

2.1. Demonstrate understanding of concepts, principles and theories of
ICT systems as they apply to teaching-learning
2.2. Evaluate digital and nondigital learning resources in response to student’s diverse needs.
2.3. Develop digital learning resources to enhance teaching-learning
2.4. Use ICT tools to develop 21st century skills: information media and technology skills, learning skills,
learning and innovation skills, career skills and effective communication skills.

Domain 3: Pedagogy
3.1. Apply relevant technology tools for classroom activities
3.2. Use ICT knowledge to solve complex problems and support students’ collaborative activities
3.3. Model collaborative knowledge construction in face to face and virtual environment.

Domain 4: Technology Tools

4.1 Demonstrate competence in the technical operations of technology tools and systems as they apply to
teaching and learning
4.2 Use technology tools to create new learning opportunities to support community of learners
4.3 Demonstrate proficiency in the use of technology tools to support teaching and
learning

Domain 5: Organization and Administration

5.1 Manage technology-assisted instruction in an inclusive classroom environment
5.2 Exhibit leadership in shared decision-making using technology tools.

Domain 6: Teacher Professional Learning

6.1. Explore existing and emerging technology to acquire additional content and pedagogical
knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborative with peers, colleagues and stakeholders to access information in support
of professional learning.

Antique's Pride
Domain 7: Teacher disposition
7.1 Demonstrate Social, Ethical, and legal responsibility in the use of technology tools and resources.
7.2 Shows positive attitude towards the use of technology tools.

DepEd Order 42, s. 2017 “show skills in the selection, development and use of the variety of teaching
learning resources including ICT to address learning goals.”

ISTE – International Society for Technology in Education for Teachers

National Educational Technology Standards for Teachers (NETS* T)
Standard 1: Technology Operations and Concepts
Standard 2: Planning and Designing Learning Environment and Experiences
Standard 3: Teaching, Learning and Curriculum
Standard 4: Assessment and Evaluation
Standard 5: Productivity and Professional Practice
Standard 6: Social, Ethical, Legal and Human Issues

ISTE – International Society for Technology in Education for Students

National Educational Technology Standards for Teachers (NETS* S)

Standard 1: Creativity and Innovation
Standard 2: Communication and Collaboration
Standard 3: Research and Information Fluency
Standard 4: Critical Thinking, Problem-Solving and Decision Making
Standard 5: Digital Citizenship
Standard 6: Technology Operations and Concepts

Antique's Pride
TEST YOURSELF!

Direction: Choose the best answer from the options given:

1. The ICT Competency standards for teachers include all of the following EXCEPT
one. Which one?
a. Digital and Non-digital technology b. Enhance financial literacy skills
c. Ethical issues on the use of ICT d. Use of technology tools

2. All teachers in the 21st century should be ________________.

a. Digital citizens b. Digital natives c. Digital immigrant d. Digital police

3. The use of technology will enhance the 21st century skills along.
I. Development of tools
II. Critical thinking and problem solving
III. Designing learning environment and spaces
IV. All of the above
a. I only b. II only c. I, II and III d. IV only

4. A universal standard in the use of ICT in teaching and learning in the classroom
requires all teachers to __________ EXCEPT one.
a. Use gadgets when teaching b. Understand the issues and safety policies
c. Utilize the tools available in the environment d. Buy an expensive computer

5. One of the constraints in the application of ICT for enhancement of standards

among teachers and students is ___________________.
a. Training of technology teachers b. Connectivity of the school
c. Availability of qualified teachers d. Lack of awareness about the use of technology

Congratulations on the job well done. You can now proceed to the next
lesson ― Understanding the Basic Concepts in ICT.

Antique's Pride
 LESSON II
Understanding the Basic Concepts in ICT

Introduction

The history of the world is full of technological breakthroughs arising from new scientific discoveries
and technological innovations. What started out as a painfully slow process of discovery, invention,
innovation, and obsolescence has been replaced by what seems to be in permanent flux as one
development is superseded by another at breath taking rates. For instance, with the passing of time,
man’s ways of recording data and his manner of writing has to put it mildly, improved – from carvings
images on stone and then later, writing characteristics with ink onto paper and more recently,
encoding in practically weightless and intangible cyberspace.

Technology as defined by John W. Hill (1975), is the “sum total of the processes by which we modify the
materials of nature to better satisfy our needs and wants.” Technology, therefore, is the technical know-
how that results in the production of machines and gadgets that in turn often results in more ways and
means of gathering and analyzing data in more accurate and efficient ways, more means of producing
goods or performing services which often lead to greater production with less resources, and thus
increased productivity.

1. Are students of today interested to use technology in order to learn?

________________________________________________________
________________________________________________________
_________________________________________________

2. Do teachers have the skills to use the technology to enhance their teaching?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________

3. What then are the roles of technology for teaching and learning?
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________

Antique's Pride
 4. Write honestly the words you are familiar with. Write your idea on the box below about the
word/s you see from the picture.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________

❖ The impact of ICT on schools, teaching and learning

In quite a short period of time, ICT have had a marked effect on schools, on teaching and on learning. At the
institutional level, schools have similar needs to any small business and use the same kinds of computer
software for such tasks as accounting, inventory control, communicating, document preparation and printing
Schools also use specialist software for tasks like timetabling, electronic reporting,
behavior tracking and student profiling, monitoring attendance and library management.
In a whole number of ways, then, ICT tools are proving indispensable in making school
administration more efficient and responsive to community needs.

At the instructional level, too, the primary focus in this Guide, the use of ICT in classrooms,
lecture theatres and teaching labs across the Asia-Pacific region is bringing about change in
the way teachers teach and how students learn. An important and forward-looking book
from UNESCO, Teacher Development in an E-Learning Age (Resta and Patru, 2010),
describes how teachers’ roles are changing as a result of implementing ICT in their
classrooms (see Table 1.1).

Antique's Pride
The changing role of teachers is aptly summed up in the quip that teachers have moved from being
“sages on the stage” to becoming “guides on the side”. The teacher is no longer the all- knowing
authority. The new role can perhaps be likened to that of a team coach or the conductor of an
orchestra who tries to bring out the best performance in all players. In the same way that teachers’
roles are changing as a result of the use of ICT, so are the roles of students changing, as seen in
Table 1.2.

Students in classrooms where ICT are regularly found are likely to participate in virtual excursions and
be active researchers, searching the web for information to complete individual or group projects,
communicating via email, blogs and social networking with students and teachers in other schools, and
reaching conclusions on the basis of evidence gathered.

❖ A Technology-Use Rationale Based on Problem Solving

As recent research shows, the case for using technology in teaching is one that must be made not just by
isolating variables that make a difference, but by combining them. Educators have cited a number of reasons
why we should integrate technology into teaching. These are described here in three different categories
related to solving problems that limit learning, but it is when these contributions are combined that
technology seems to make the greatest difference.

Problem 1: How to motivate and engage students? Technologies, when properly

implemented, can use the following strategies to address the problem of unmotivated
students:

✓ Gaining their attention. Teachers say technology’s visual and interactive qualities can
direct students’ attention toward learning tasks.
✓ Supporting manual operations during high-level learning. Students are more
motivated to learn complex skills (e.g., writing compositions and solving algebraic equations)
when technology tools help them do the low-level skills involved (e.g., making corrections to
written drafts or doing arithmetic).

Antique's Pride
✓ Illustrating real-world relevance. When students can see video and online examples of high-
level math and science skills being used in real-life, it is no longer just “schoolwork”; they are more
willing to learn skills that have clear value to their future life and work.
✓ Engaging students through production work. Students who learn by creating their own
products with technologies such as word processing, multimedia, and other technology products
report higher engagement in learning and a greater sense of pride in their achievements.
✓ Connecting students with audiences for their writing. Educators say that students are
much more motivated to write and do their best writing when they publish it online, since others
outside the classroom will see their work.
✓ Providing support for cooperative work. Although students can do small group work without
technology, teachers report that students are often more motivated to work cooperatively on
presentation software and website production projects.

Problem 2: How to support students’ learning needs? The following are ways technologies can
support students’ learning by making their work more efficient and productive and by providing
access to sources and ways of learning that they would not otherwise have:

✓ Supporting effective skill practice. When students need focused practice in order to
comprehend and retain the skills they learn, drill-and-practice type software offers the privacy, self-
pacing, and immediate feedback that makes practice most effective.
✓ Visualizing underlying concepts in unfamiliar or abstract topics. Simulations and other
interactive software tools have unique abilities to illustrate science and mathematics concepts. Highly
abstract mathematical and scientific principles become clearer and easier to understand.
✓ Studying systems in unique ways. Students use tools such as spreadsheets and simulations to
answer “what if” questions that they would not be able to do easily by hand or that would not be feasible at
all without the benefits of technology.
✓ Giving access to unique information sources and populations. The Internet connects students
with information, research, data, and expertise not available locally.
✓ Supplying self-paced learning for accelerated students. Self-directed students
can learn on their own with software tutorials and/or distance learning materials. They
can surge ahead of the class or tackle topics that the school does not offer.
✓ Turning disabilities into capabilities. Students with disabilities depend on
technology to compensate for vision, hearing, and/or manual dexterity they need to read,
interact in class, and do projects to show what they have learned.
✓ Saving time on production tasks. Software tools such as word processing, desktop
publishing, and spreadsheets allow quick and easy corrections to reports, presentations,
budgets, and publications.
✓ Grading and tracking student work. Personalized learning systems and mobile,
handheld technologies help teachers quickly assess and track student progress, giving them
the rapid feedback, they need to make adjustments to their learning paths.

Antique's Pride
✓ Providing faster access to information sources. Students use the Internet and email to do
research and collect data that would take much longer to gather by other methods.
✓ Saving money on consumables. Software tools such as drill-and-practice and simulations
optimize scarce funds by taking the place of materials (e.g., worksheets, handouts, animals for
dissection) that are used and replaced each year.

Problem 3: How to prepare students for the future? As the discussion of CCSS and 21st-Century
Skills earlier in this chapter showed, skills that students will need in the future will focus more on
skills such as thinking creatively and reasoning effectively, than on memorizing facts, definitions,
and rules. To learn these skills, students will need the following:

✓ Digital literacy. As technologies are increasingly used to store and convey information, digital
literacy, or skills in using both technologies and the information they carry, are viewed as essential
(Pierce, 2013). For many library/media experts, digital literacy is becoming an umbrella term that
encompasses information literacy (Beach & Swiss, 2011; Jewett, 2011; Stripling, 2010). Also, images
and video are increasingly replacing text as communication media, requiring students to learn visual
literacy, or skills in interpreting, creating, and using images. Because images are usually carried via
digital media, visual literacy may be considered a subset of digital literacy.
✓ Digital citizenship. Schools are tasked with teaching students how to use technology resources in
safe, responsible and legal ways.

The following terms and concepts are related to technology that you need to digest.

1. Technology refers to methods, processes, and devices used for practical purposes. It includes
instruments from pencil and paper to modern electronic gadgets and tools for the practical task.
2. Information and Communication Technology and Literacy or ICT Literacy is the use of
digital technology, communication tools and networks to access, manage, integrate, evaluate, create and
communicate information in order to function in acknowledge society (Guro 21, 2011).
3. Educational Technology refers to the utilization of technology in teaching and learning, which
includes both the non-digital (flip charts, pictures, models, realia, etc.). And digital (electronic tools:
hardware, software, and connections, etc.).
4. Digital Literacy refers to the ability to discover, assess, utilize, share, and generate
content with the use of information technologies and the internet (Cornell University).
According to American Library Association (2018), digital literacy is the ability to use
information and communication, requiring both cognitive and technical skills
(https://edweek.org.downloaded06-13-18).
5. Digital Learning is an instructional practice that utilizes technology to reinforce students
learning experience. It covers the use of a broad spectrum of processes that comprises blended
or virtual learning. It can come as online or off-line, which utilizes digital technology.
6. Online Digital Tools and Apps use an Internet connection to access the information
needed, like Skype. It is a telecommunication application software product that focuses on
providing video chat and video calls between computers, tablets, mobile devices via the
Internet and to regular telephones.

Antique's Pride
7. Off-line Digital Tools and Apps can still be used even if there is no internet access. Among
these are Canary Learning, Pocket, Evertone, iBooks, KA LITE (Gupta, Prinyaka, 2017).
8. Instructional Technology refers to the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Seels, B.B. &Richey, P.C. 1994).
9. Software refers to program control instructions and accompanying documentation stored on
disks or tapes when not being used in the computer. By extension, the term refers to audiovisual
materials (Smaldino, 2005).
10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure. It connects millions of
computers globally, forming a network in which any computer can communicate with any other
computer as long as they are connected to the internet. It is generally defined as a global network
connecting millions of computers (http://www.webopedia.com).
12. World Wide Web (www) is also called a Web, which is a graphical environment on computer
networks that allow you to access, view, and maintain documentation that can include text, data,
sound, and videos (Smaldino, 2005). It is a way of accessing information over the medium of the
internet. It is an information-sharing model that is built on top of the Internet.
13. Web Access is the ability of the learner to access the Internet at any point during the lesson to
take advantage of the array of available educational resources.
14. WebQuest is an inquiry-oriented lesson format in which most or all information that learners work
with comes from the web. These can be created using various programs, including simple word
processing documents that include links to websites.
15. Productivity Tools refers to any type of software associated with computers and related technologies
that can be used as tools for personal, professional, or classroom productivity. Examples: Microsoft
Office, Apple Works – word processing, grade and record-keeping, web page production, presentation)
(KFIT-Unesco 2016).
16. Technology Tool is an instrument used for doing work. It can be anything that helps you accomplish
your goal with the use of technology. These technology tools can be classified as:
a. Data/Calculation Tools. Examples: spreadsheets, Excels, Sketchpads, probability
constructor
b. Design Tools. These are used to make models and design, creating, and building.
Included here are Family Tree Maker, GollyGee, and CrazyMachines, among others.
c. Discussion Tools. Four different approaches utilize discussion and interaction on the
Internet. These are threaded discussion forum, Blogging, Live chat, and Video
Teleconferencing, Netiquette, and Safety on the Net.
d. Email Tools. Emails are great communication tools for sending messages, photographs,
videos, and other files. It allows you to reach out to others around the world. Examples are
google mail, Yahoo mail, and many more.

Antique's Pride
e. Handheld Devices. Handheld devices have become popular among learners. These include
Personal Digital Assistants, global positioning system, (GPS) and Geographic Information system
(GIS) in the classroom, Portable electronic keyboards, Digital cameras, Mobile phones, Palm,
Handheld computers.
17. Webquest is a teacher structured research experience for the students that are primarily based
on the use of the World Wide Web and typically takes one or more instructional periods (Bender &
Waller, 2011).
18. Blog is an online journal where posted information from both teachers and students is
arranged. There are three kinds of blogs: blogs used for communication, blogs used for instruction,
and blogs used for both (Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to collaboratively create
and post written work or digital files, such as digital photos or videos. Wikipedia is one of the most
widely recognized of all the wikis (Watters, 2011).
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to
use the web resources as homework or out of class activity as initial instruction of the lesson, which
will be discussed during class time.
21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the
radio talk show. The two essential functions of a podcast are to retrieve information to disseminate
information (Eash, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available
for students both at home and in school. It includes the Gmail, a Google Apps is a cloud-based
teaching tool which is stored in the Google server and is available for students both at home and in
school. It includes the Gmail, a
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults worldwide to present
information on themselves and the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use
the Internet as a transmission medium for telephone calls by sending voice data in packets using IP rather
than traditional circuit transmission.

Activity 1
1. Identify three (3) concepts that you learned in this lesson. Write your ideas
about the terms or concepts.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________

Antique's Pride
TEST YOURSELF!
Direction: Choose the correct answer from the options given.

1. How best did you learn about the different concepts in ICT? n answer)
a) By memorizing the definition verbatim from the definition.
b) By understanding first, the meaning and memorizing.
c) By memorizing first, then understanding the meaning.
d) A and B

2. When did educational technology become part of teacher’s conversation in a

learning action cell (LAC) with their peers?
a) During the digital age with the use of computers
b) After World War II, when there were many inventions
c) During the 21st Century when there was digital superhighway
d) During the time instructional support materials were used.

3. What is the fastest way to find the meaning of a word in the Webster?
a) Ask a friend in the library. b) Text the teacher to ask.
c) Google the word in the internet. d) Use another dictionary in the library.

4. Which of the following encompasses all these concepts?

a) Technology b) Internet c) Computers d) Gadgets

5. What does digital literacy imply?

I. Financial and economic literacy
II. Media and digital literacy
III. Basic literacy
IV. All of the above
a) I b) II c) I and II d) I, II, and III

Congratulations on the job well done. You can now proceed to the next
lesson - Roles of Technology for Teaching and Learning

Antique's Pride
 Lesson III
Roles of Technology for Teaching and Learning

Introduction

The history of the world is full of technological breakthroughs arising from new scientific discoveries
and technological innovations. What started out as a painfully slow process of discovery, invention,
innovation, and obsolescence has been replaced by what seems to be in permanent flux as one
development is superseded by another at breath taking rates. For instance, with the passing of time,
man’s ways of recording data and his manner of writing has to put it mildly, improved – from carvings
images on stone and then later, writing characteristics with ink onto paper and more recently,
encoding in practically weightless and intangible cyberspace.

Technology as defined by John W. Hill (1975), is the “sum total of the processes by which we modify the
materials of nature to better satisfy our needs and wants.” Technology, therefore, is the technical know-
how that results in the production of machines and gadgets that in turn often results in more ways and
means of gathering and analyzing data in more accurate and/or efficient ways, more means of producing
goods or performing services which often lead to greater production with less resources, and thus
increased productivity.

Technology ushers in fundamental structural changes that can be integral to achieving significant
improvements in productivity. Used to support both teaching and learning, technology infuses classrooms
with digital learning tools, such as computers and handheld devices; expands course offerings, experiences,
and learning materials; supports learning 24 hours a day, 7 days a week; builds 21 st century skills; increases
student engagement and motivation; and accelerates learning. Technology also has the power to transform
teaching by ushering in a new model of connected teaching. This model links teachers to their students and
to professional content resources and systems to help them improve their own instruction
and personalize learning. (US Department of Education)

Online learning opportunities and the use of open educational resources and other
technologies can increase educational productivity by accelerating the rate of learning;
reducing costs associated with instructional materials or program delivery; and better
utilizing teacher time. (Source: www.ed.gov/oii-news/use-technology-teaching-and-
learning)

Antique's Pride
The word technology comes from two Greek words, transliterated techne and logos. Techne means
art, skill craft or the way or means by which a thing is gained. Logos means word, the utterance by
which inward though is expressed, a saying or an expression. So literally, Technology means words
or discourse about the way things are gained. Hence, the word Technology is more associated to
process than tools, which is very ironic because when one is asked “What is technology?”, the
common answer that one can get is more associated to machines or gadgets, and little to no answer
will be heard about technology as a process.

Instructional Media
Instructional media is anything used to send messages from the sender to the receivers to arouse the
learners’ thoughts, feeling, and
interest to gear the students’
learning. It refers to a general
term to mean television, radio,
and newspapers considered as a
whole and as ways of
entertaining or spreading or
information news to a large
number of people. The diagram
illustrates the classification of
instructional media and
examples that belong to each.

Information and Communications Technology

With computers came printers, floppy disk drives, scanners and the f irst digital cameras. We began to use
the term IT, or Information Technology, to describe
computers and these various peripheral devices.
Then the internet arrived together with computer
networks, the World Wide Web, email and
search engines. A new term entered the
language – ICT. The term ICT,
short for Information and
Communication Technologies,
embraces the many technologies
that enable us to receive
information and communicate
or exchange information with
others. You see what some
of these many technologies

Antique's Pride
(both devices and functions) are in Figure 1.1. The very air we breathe literally buzzes with all kinds
of information signals. ICT encompass all the technologies by means of which we can detect these
signals, interpret them and exchange information with others. The term ICT is plural, referring to a
great many technologies. To sum up, ICT is an all-encompassing term that includes the full gamut
of electronic tools by means of which we gather, record and store information, and by means of which
we exchange and distribute information to others.

Educational Technology
Educational Technology is a broad field that covers interrelated areas of academic disciplines. Its very
nature and characteristics make it difficult for one to come up with a clear and acceptable definition.
The bulk of literature shows a considerable amount of information, views and opinions expressed by
scholars and researchers in their attempt to provide a universal understanding of Educational
Technology. The following are some of the notable contributions in the field that will guide
practitioners particularly teachers in understanding this field.
✓ “Educational technology involves the applications of systems, techniques and aids to improve the
process of human learning” (Colier et., 1971)
✓ “Educational technology is concerned with the overall methodology and set of techniques employed
in the application of instructional principles.” (Clearly et. al., 1976)
✓ “Educational technology is a complex, integrated process involving people, procedures, ideas, devices,
and organization, for analyzing problems, and devising, implementing, evaluating, and managing
solutions to those problems, involved in all aspects of human learning.” (Association for Educational
Communications Technology, 1977)
✓ “Educational Technology is a theory about how problems in human learning are identified and solved.”
(Association for Educational Communications Technology, 1977)
✓ “Educational technology is a profession made up of an organized effort to implement the theory,
intellectual technique, and practical application of educational technology.” (Association for Educational
Communications Technology, 1977)
✓ “Educational technology is the systematic approach to designing and evaluating learning and teaching
methods and methodologies and to the application and exploitation of media, and the
current knowledge of communication techniques in education, both formal and
informal.” (Scottish Council of educational Technology, as cited in Ballado, 2012)
✓ “Technology education is problem-based learning utilizing math, science, and technology
principles.” (International Technology and Engineering Educators Association, 2009)
✓ “Educational Technology is the full range of digital hardware and software used to support
teaching and learning across curriculum.” (International Society for Technology in Education,
2008)
✓ Educational technology is the study of and ethical practice of facilitating learning and
improving performance by creating, using and managing appropriate technological
processes.” (Association for Educational Communications Technology, 2008)

Antique's Pride
3 DOMAINS OF EDUCATIONAL TECHNOLOGY (STOSIC, 2015)
1. Technology as Tutor Technology can support the teacher to teach another person or technology
when programmed by the teacher can be a tutor on its own.
2. Technology as a teaching tool. Used to facilitate or lighten the work of the teacher.
3. Technology as a learning tool. It makes learning easy and effective. It can produce learning
outcomes that call for technology-assisted teaching.

FOR TEACHERS AND TEACHING

1. Technology provides enormous support to the teacher as the facilitator of learning.
2. Technology has modernized the teaching- learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational research.
5. Technology adds to the competence of teachers and inculcates scientific outlooks.
6. Technology supports teacher professional development.
7. Encourages scientific attitude.

FOR LEARNERS AND LEARNING

1. Support learners to learn how to learn on their own. There are three categories of knowledge according
to Egbert (2009):
a. Declarative Knowledge (consist of the discrete pieces of information)
b. Structural Knowledge (facts or pieces of declarative knowledge put together to attain meaning)
c. Procedural Knowledge (knowledge in action)
2. Technology enhances learners’ communication skills through social interactions. According to Shirly
(2003) in Egbert (2009), there are three basic communication patterns:
a. Point to point two way or one-to-one (internet chat, phone conversation and even face-to-face
conversation)
b. One-to-many outbound (lecture, or television, “there is no social interaction)
c. Many-to-many (group discussion, buzz session, heads together, provides opportunities for interaction)
3. Technology upgrades learners’ higher-order- thinking skills: critical thinking, problem solving and
creativity
A. Critical Thinking (higher order thinking skills)
• Ask the right question - clarity, accuracy, precision, breadth
• Use critical thinking tasks with appropriate level of challenge.
B. Creativity is characterized as involving the ability to think FELIXIBLY, FLUENTLY,
ORIGINALLY, and ELABORATELY (Guildford, 1986 & Torrance, 1974 in Egbert, 2009).

Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute – find something else to replace to do what it does.
2. Combine – blend two things that do not usually go together.
3. Adapt – look for other ways this can be used.
4. Modify/Magnify/Minify – make a change, enlarge or decrease.
5. Put to another use – find other uses

Antique's Pride
6. Eliminate – reduce or remove
7. Reverse – turn upside-down, inside out, front-side back

Further, teachers can do the following to develop and enhance critical thinking, problem solving and
creativity. As a future teacher, try these suggestions:
• Encourage students to find and use information from variety of sources both online and off-line.
• Assist students to compare information from different sources.
• Allow student to reflect through different delivery modes like writing, speaking, or drawing.
• Use real experiences and material to draw tentative decisions.
• Involve students in creating and questioning assessment.

HOW TECHNOLOGY INFLUENCED MY LIFE AS A LEARNER

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________

HOW WILL I USE TECHNOLOGY WHEN I BECOME A TEACHER

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Antique's Pride
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________
TEST YOURSELF!
Direction: Choose the correct answer from the options given.

1. Which statement about technology in teaching and learning is FALSE?

a) Technology has modernized teaching and learning.
b) Use of technology promotes higher order thinking.
c) Millennial teachers are not ready to use of technology in teaching.
d) To teach in the 21st century, technology use is indispensable.

2. How did technology open new fields of educational research?

I. Enabled researchers to process data faster and more accurate
II. Created research tools with rigor to collect data
III. Provided different ways of collecting information for evaluation
a) I only b) II only c) III only d) I, II, and III

3. What value does the use of technology give teachers?

I. Provides support for teachers as facilitators of learning
II. Transforms passive classroom to interactive classrooms
III. Enhances learners’ communication skills
a) I only b) II only c) III only d) I, II, and III

4. How can learners benefit most in the use of technology?

I. Enhances global awareness and citizenship
II. Enables the students to participate in the online gaming
III. Increases addiction in internet games
a) I only b) II only c) III only d) I and III

5. In which area of learning has technology given the most influence?

a) Distance Learning b) Face-to-Face learning c) On the job learning d) Blended learning

Congratulations because you gained knowledge of the roles of

technology in the teaching-learning process.

Antique's Pride
At the end of the unit, the students must have:
1. Discussed some ICT policies and explained their implications to teaching and learning
2. Enumerate the national ICT policies affecting classroom practices
3. Identify ICT policies that are incorporated to the design and implementation of teaching-learning
activities
4. Explained some issues that relate to ICT policies
5. Identified safety concerns on internet including digital safety rules

Introduction
Globalization is a reality and ICT has become a fundamental part of the process. A networked society
is one in which the entire planet is organized around telecommunicated networks of computers. The
powerful use of network has broken boundaries, provided opportunities for inclusion and
collaboration. However, there will be a struggle for those who did not have access or those who are
excluded, marginalized and powerless. Thus, a need to establish policies in the use of ICT is
imperative. As the Department of Information, Communication and Technology (DICT) says: “The
future has arrived. Now we have to ensure that we have a place in it. 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.

Antique's Pride
 LESSON I
ICT NATIONAL OR INTERNATIONAL POLICIES
THAT ARE APPLICABLE TO TEACHING AND LEARNING

Introduction
The Internet today has become a space where individuals can express their freedom of speech and
expression, as enshrined in Article 19 of the Universal Declaration of Human Rights and the
International Covenant on Civil and Political Rights (ICCPR). As former UN Special Rapporteur Frank
La Rue said, the Internet has become an “enabler” of rights. The internet is a new environment that
continues to evolve with constant technological advances, and remains an unchartered terrain for
many, especially in the realm of law, policy and governance. Thus, at times, both governments and
non-State actors still struggle to adjust to this new environment. This has sometimes resulted in
confusion with unfamiliar contexts, as ICTs and the Internet may be used both to advance human
rights, and to enable violations of these same rights.

Globalization is a complex concept that involves political, economic and socio-cultural orders and has
created new global ideologies. Globalization is a multifaceted word that does not refer to a single notion
but can be characterized as a systematic integration of commercial, cultural and technological
advancements. The information and communication revolution are one of the most important factors in
globalization and has changed people’s relations and the relative meaning of time and space, reducing
communicative distance, demolishing physical boundaries while increasing relations between people,
governments and cultures (Neyestani & McInturuff, 2006).

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.

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.

Antique's Pride
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 ‖

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

Antique's Pride
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).

WHAT IS ICT POLICY?

1. An ICT policy is a roadmap to ICT implementation strategies. Learn more in: Technology Integration
in Educational Administration
2. An ICT policy is a roadmap to ICT implementation strategies. Learn more in: Gender and ICT Policy
for Development and Empowerment: A Critique of a National ICT Policy
3. A road map of actions adopted and pursued by various governments involving issues in ICT such as
access and civil liberties that are crucial to civil society. ICT policy main aspects are telecommunication
(mainly telephone communication), broadcasting (radio and TV) and the internet.
4. A set of pre-defined actions with a view to encouraging the use of ICT in every socio-economic endeavor.
A policy is typically described as a deliberate plan of action to guide decisions and achieve rational
outcome(s). However, the term may also be used to denote what is actually done, even though it is
unplanned. Learn more in: An Evaluation of ICT Policy Developments in Botswana
5. 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.

Philippine Roadmap for Digital Startups

The Philippine Roadmap For Digital Startups Is A Short And Long-Term Strategic Plan For
The Philippine Startup Community And The Department Information and Communication
(DICT) Technology Towards Developing digital Innovation In The Country. The Goal of
This Initiative Is to Generate Innovative Startups That Will Spur Economic Growth and to
Find Solutions to Society’s Most Pressing and Pervasive Issues. This Roadmap Is A
Framework That Clearly Defines Our Overall Direction To Push For Digital Innovation –
One That Can Leverage The Country’s Resources To Its Highest Potential.

The Roadmap is divided into three parts:

The Internet-Related (Digital) Startup Ecosystem – Provides A Clear Definition of

Terms, Goals, And Benchmarks. A Summary Of Current Internet-Related Technology
Ecosystems, As Well As One For The Current Philippine Startup Ecosystem, Is Included.

Antique's Pride
Patterns Of Technology Startup Ecosystem – Provides Insights From Various Startup
Ecosystems Around The World, Highlighting Key Features Of Each Ecosystem. It Also Explores The
Philippines’ Current Progress In Those Defined Key Areas As Well As A Swot Analysis Of The Local
Ecosystem.

Action Plan – Enumerates The Short And Long-Term Recommendations For All Stakeholders To
Improve The Philippine Digital Startup Ecosystem As Well As The Localized Programs Based On
Existing Programs From International Ecosystems.

Eight policy themes are commonly identified in educational technology policies around the world.
These relate to: (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.

A Philippine Declaration on Internet Rights and Principles was evolved and launched; it looked into
ten (10) core rights and principles: Internet access for all; democratizing the architecture of the
Internet; freedom of expression and association online; right to privacy and protection of personal data;
gender equality on the Internet; openness and access to information, knowledge and culture;
socioeconomic empowerment and innovation; ICT education and digital literacy; liberty, safety and
security on the Internet; and, Internet and information and communications technologies (ICTs) for
environmental sustainability.
(https://www.uprinfo.org/sites/default/files/document/philippines/session_27_may_2017/js11_upr
27_phl_e_main.pdf)

With these developments, laws and policies pertaining to the Internet have been enacted to address new
developments, especially in relation to technology. Some of these laws include, among others, the E-
Commerce Act of 2000 (RA 8792), the AntiChild Pornography Act of 2009 (RA 9775), the Anti-Photo and
Video Voyeurism Act of 2009 (RA 9995), the Data Privacy Act of 2012 (RA 10173), the Cybercrime
Prevention Act of 2012 (RA 10175), and the Expanded Anti-Trafficking in Persons Act of 2012 (RA 10364).
There are also a number of executive issuances related to legacy telecommunications regulation by the
National Telecommunications Commission (NTC).

a. Freedom of expression and online libel

Libel is being decriminalized by many States. The UN Human Rights Committee, in a
communication to the Philippine government declared that libel is "excessive" and
"incompatible" with the ICCPR, which the country ratified in 1986, and recommended that
"States parties should consider the decriminalization of defamation and, in any case the
application of criminal law should only be countenanced in the most serious of cases and
imprisonment is never an appropriate penalty. Article III Section 4 of the Philippine
Constitution of 1987 states that, "No law shall be passed abridging the freedom of speech,
of expression, or of the press, or the right of the people peaceably to assemble and petition
the government for redress of grievances." However, the crime of libel or defamation has
been used as a means to suppress freedom of expression and freedom of the press in the
Philippines. Cases of government officials and influential

Antique's Pride
people filing cases against the media have produced a chilling effect and could lead to self-
censorship. The fear of imprisonment or the imposition of fines has prevented media from criticizing
government officials.

b. Freedom of expression and sexual rights

Section 4(c)1 of Republic Act 10175 or the Cybercrime Prevention Act of 2012 defines cybersex as
"the wilful engagement, maintenance, control, or operation, directly or indirectly, of any lascivious
exhibition of sexual organs or sexual activity, with the aid of a computer system, for favor or
consideration." This was one of the provisions questioned by civil society groups when the law was
passed in 2012, questioning its constitutionality.

c. Online Gender-Based Violence

Violence against women (VAW) refers to "any act of gender-based violence that results in, or is likely
to result in, physical, sexual, or psychological harm or suffering to women, including threats of such
acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or in private life." It
likewise encompasses, among others, physical, sexual and psychological violence. With the advances
in technology, new forms of VAW have emerged. Even the Commission on the Status of Women (CSW)
has noted that the internet in particular has become "a site of diverse forms of violence against women,
in the form of pornography, sexist games and breaches of privacy.” What makes electronic VAW
different from offline VAW are universally accepted as part of the cyberspace’s nature: the anonymity
it affords the abuser; how the action of the abuser may be perpetrated ‘at a distance’; the affordability
and ubiquity of technologies; and, the impact of automation and sheer speed of propagation using
various digital platforms.

d. Online Child Sex Trafficking, Online Child Pornography

The Convention on the Rights of the Child (CRC) recognizes the right of the child to be protected from all
forms of harm, including sexual harm and exploitation, and that it is the duty of adults to guide the children.
As a signatory to the Convention, the Philippines has joined the community of nations with a protection
framework for children, as well as institutional structures to implement initiatives to fight abuse against
children. In 2009, the Philippines passed the Anti-Child Pornography Act (RA 9775), which penalizes "any
public or private representation, by whatever means, of child engaged or involved in real or simulated
explicit sexual activities," and this includes child pornography material "including real- time internet
communications or written text."

e. Privacy and Social Media

The right to privacy is guaranteed by the Philippine Constitution. Pursuant thereto, it affords
Filipinos protection against unreasonable searches and seizures, and renders inviolable the
privacy of their communication and correspondence, except where there is a lawful court
order or when prescribed by law. However, developments in technology have brought about
more challenges to informational privacy – the person's right to control information about
himself/herself.

Antique's Pride
 LESSON II
SAFETY ISSUES ON THE USE OF ICT

Introduction
The Internet is without a doubt one of the best resources available to us. Unfortunately, it's also
extremely dangerous if you aren't aware of who and what lurks behind the scenes. Everyone should
know how to be safe when surfing the web, but internet safety tips and tricks are spread out all over
the web without a go-to resource. Since the majority of internet scam and virus victims are students
and young people, Open Colleges is a perfect place to post the very first full guide to being safe on the
internet.

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. Hence as future teachers you
have to be aware of how to safeguard learners in the school communities where they spend most of their
waking hours and also in their homes of facilities that provide opportunities to use digital technologies
like Internet cafes. Safeguard and protection should be the primordial role of parents, teachers and
schools. There are so many risks that we have to be aware of in the use of digital technologies. (Bilbao,
et.al.)

Originally, with the active participation of the learner and instructor, the implementation of ICT in education
was to change the teaching and the learning process from the traditional instructional teacher-centered
endeavor to a learner-centered approach with the active participation of the learner coach (Voogt et al., 2013).
The most natural part for the effective integration of ICT into the educational system is given enough capital
although the process of integration is complex and multifaceted, like in curriculum and
pedagogy, teacher competencies, institutional readiness, and long-term financing, to
improve the quality of education, policymakers and implementation managers must have
a clear vision in investments of ICTs that requires a vast amount of money. Such massive
investments require not only careful planning for skills enhancement of both teachers and
learners but also thoughtful implementation. Both policymakers and implementation
managers at the national and institutional levels need to plan for the introduction of high
technology and understand the contextual complexities of the educational ecosystem of the
communities. Youths acquire ICT skills faster than adults, according to the studies of the
World Youth Report (2003) and more likely to share these skills with their peers either
intentionally or through interaction. Hu & McGrath (2012) study reports on the
implementation of the national reform in Chinese secondary schools.

Antique's Pride
The study focused on the use of ICT in teaching the English language. Findings indicated that the
majority of the teachers have a positive attitude towards ICT and happy with the current ICT use in
English. Moreover, results showed that some teachers find difficulties in changing from the
traditional pedagogical method of teaching to a technological based pedagogy. Hu and McGrath
(2012) suggested that continuous professional development programs that can motivate the
attitudes of teachers positively to equip them with new ICT skills After substantial worldwide
implementation ICT in schools, studies have found out that those teachers who are more proficient
in using ICT focus on the internet search and word processing instead of project-based teaching
(Phelps, Graham, & Watts, 2011). Mingaine (2013) observed that despite the benefits of ICT, the
school management had not fully implemented the policies developed by the Ministry of Education
in Kenya. They assert that some schools had developed guidelines on how to implement ICT, but no
attempt was made to achieve them. This prompted an investigation of challenges that hindered the
efficient implementation of ICT in public secondary schools in Meru County.

Mooij and Smeets (2001) suggested five successive phases of ICT implementation representing
different levels of ICT transformation of the educational and learning processes. These include: (1) the
incidental and isolated use of ICT by one or more teachers (2) increasing awareness of ICT relevance at
all levels (3) emphasis on ICT co-ordination and hardware (4) focus on didactic innovation and ICT
support (5) use of ICT-integrated teaching and learning that is independent of time and place. The
study of Tondeur et al. (2008) entitled -ICT integration in the classroom: challenging the potential of
school policy. Findings showed that there is a potential impact of policy-related factors on the actual
integration of ICT in teaching-learning in daily classroom instruction. Results suggested that success
in ICT integration is related to activities at the school level, like, ICT support, the development of an
ICT plan, and ICT training. The results also suggest that principals have a big role in facilitating the
policies put in place when defining this policy.

Implementing ICT safety issue policies regarding cyberbullying

You might have heard the term cyberbullying, and it means to try to hurt someone ‘s feelings by using ICT such
as the internet, email, chatrooms, and texting to deliver demeaning messages at any time and through a variety
of avenues. Today ‘s children with online access and equipped with digital mobile phone or social network
account can receive cyberbully messages anywhere and at any time and these digital messages can
also be anonymous, that increase the amount of fear experienced by the target child. This intense
psychological stress of victims of bullying unfavorably affects a child ‘s ability to concentrate
on schoolwork, and school lessons or activities. Children who experience classic bullying and
cyberbullying adversely affects their academic performance. Those who experience classic
bullying are likely to avoid locations and activities they associate with negative experiences;
likewise, cyberbullied victims try to avoid the technological spaces. In cyberspace,
technological areas such as social media networking sites, online websites, social networks,
chat programs, and school computer rooms are all vital elements in the educational
development and social lives of students relevant to their academic success. As technology
and technological skills become more critical in modern academics and professional
training, cyberbullied, students face several academic and career difficulties.

Antique's Pride
The Government today unveiled tough new measures to be like the UK that is the safest
place in the world to be online.

These are the suggested safety policy measures:

• Independent regulator will be appointed to enforce stringent new standards
• Social media firms must abide by mandatory duty of care‖ to protect users and could face hefty fines
if they fail to deliver
• Measures are the first of their kind in the world in the fight to make the internet a safer place

In the first online safety laws of their kind, social media companies and tech firms will be legally
required to protect their users and face severe penalties if they do not comply. The eSafety Toolkit for
Schools is designed to support schools to create safer online environments. The resources are backed
by evidence and promote a nationally consistent approach to preventing and responding to online
safety issues.
The resources are categorized into four elements: Prepare, Engage, Educate, and Respond. Each
contributes to creating safer online environments for school communities, whether the resources
from each element are used on their own or collectively, each contributes to creating safer online
environments for school communities.
• Prepare
Prepare resources to help schools evaluate their willingness to deal with online safety issues and deliver
suggestions to improve their practices. They are useful for strengthening school policies and procedures
in online safety.
• Engage
All members of your school community should be active participants in creating and maintaining safe
online environments. Engage resources to encourage the participation of the school community in creating
a safe online environment. They help engage school community members as involved and valued
participants, and they facilitate the real involvement of students.
• Educate
Preventing an online incident is always better than having to respond to one. The Educate resources support
schools in developing the knowledge, skills, and capabilities of students, staff, and parents to have positive
and secure online experiences. They bid best practice guidance for online safety education and sit alongside
eSafety‘s complement of curriculum-aligned teaching-learning activities.
• Respond
There must be processes in place in case an incident happens so that it is controlled
appropriately. The Respond resources support schools to evaluate and respond to online
incidents effectively. They preserve digital evidence, offer guidance to understand reporting
requirements, minimized more harm, and supporting wellbeing. eSafety developed the
Toolkit in consultation across every state and territory with government and non-government
education sector representatives. It was established in response to the Royal Commission into
Institutional Responses to Child Sexual Abuse and the Education Council ‘s work program to
report bullying and cyberbullying.

Antique's Pride
• Some Risks in the Use of ICT
1. Exposure to inappropriate content, including on-line pornography,
extremism (exposure to violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and well-being (amount of time spent on-line, internet gaming and many more;
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online network via texting and social networking sites.

• Technology Safety Quick Tips

Spyware: Computer & Phone Monitoring Software
Description/Risks
• It enables a person to secretly monitor someone else’s entire computer activity.
• It can be installed remotely by sending an email, photo, or instant message.
• It runs hidden on a computer. It is very difficult to detect and almost impossible to remove.
• It can record and send screenshots (pictures of what’s on the screen), all keystrokes typed, web sites
visited, emails sent, instant messages (IM), accounts accessed, passwords typed, and more.

Safety Strategies
• When you first get a new computer or phone, increase security by enabling firewalls for your computer,
network or phone (see settings) and install or run anti-spyware and anti-virus software; set your
computer or device to automatically install updates.
• Don’t open any attachments if you don’t know the sender, or you suspect abuse. Instead delete the
attachment or have IT staff look at it.
• Trust your instincts. If someone knows too much about your computer activity, your computer may be
monitored. Use a “safer” computer (one the abuser does not have any access to) for private
communications and web browsing.
• Consider changing passwords and creating new accounts on another computer. Do not
access those accounts or use those passwords on the monitored computer.

Keystroke Logging Hardware

Description/Risks
• It provides a record of all keystrokes typed on a keyboard.
• Someone needs physical access to the computer to install and later retrieve the device with
the data log of all your keystrokes.
• An abuser may use it to see the passwords you type and then be able to access your email,
credit card, or bank accounts, etc.

Antique's Pride
Safety Strategies
• Has someone fiddled with, fixed, or given you a new part for your computer?
• Look for a small piece that connects the keyboard cord to the computer; it can also be part of an
external keyboard, or something installed inside a laptop.
• Change passwords on accounts from another computer and do not access those accounts from the
compromised computer. With some services, you can ask to get an alert (e.g. fraud alert) if your
password gets changed or your account gets changed.

Global Positioning System (GPS) Devices

Description/Risks
• They are small, easily hidden, and affordable devices that provide the ability to monitor someone’s
location.
• Many cell phones also have GPS devices.
• They might be used to track your location real-time (as you move) and to map your location history.
• Depending upon the service or application used to access GPS data, the stalker may be able to
secretly monitor your location via websites or sometimes via their phone. Some devices must be
physically retrieved for the abuser to review your location data.

Safety Strategies
• Trust your instincts. If someone seems to know too much or show up in random places, check for
hidden GPS devices or other location tracking services. Consider notifying law enforcement.
• A device can be hidden in your belongings or vehicle. Check the trunk, under the hood, inside the
bumper and seats. A mechanic or law enforcement can also do a search.
• Safety plan around/before removal of any location tracking device, as it may alert the abuser.

Mobile Phones
Description/Risks
• Phones can be a lifeline for victims.
• Phones can be hidden inside vehicles as listening devices by using the “silent mode” and “auto answer”
features.
• Most phones have GPS chips and location tracking abilities, which can be used to determine someone’s
location.
• Logs showing phone usage may be monitored on the actual phone or over the Internet
via the phone company’s online billing record.
• Joint phone plans with an abuser may give that person access to phone features and calling
log information.
• If your phone has a Bluetooth device, the stalker might try to connect with your phone using
the Bluetooth to access information on your phone or intercept your communications.

Safety Strategies
• For additional privacy and safety, consider getting a separate donated phone from a shelter
or purchasing a new phone (e.g. a pay-as-you-go phone).
• Mechanics or law enforcement can check the vehicle to determine if a phone has been
hidden somewhere.

Antique's Pride
• Contact carrier to add a password or code to account to protect from wrongful access.
• You can change the phone’s location setting to “E911 only” or “911 only” so that the phone company
only access your GPS if you dial 911.
• Also check if your phone has any applications installed that separately ask to access and use your
real-time location, such as for mapping directions. Settings such as “show all/hidden applications”
might unveil some hidden applications. Consider turning off or uninstalling these applications.
• Use phone settings to change your default Bluetooth password, set Bluetooth to hidden, and turn
Bluetooth off.
• Always give location information to 911 in an emergency.

Email
Description/Risks
• It is like a postcard and is not a private form of communication.
• Can be monitored and intercepted in a variety of ways, many times without your knowledge.
Stalkers can intercept and monitor email using spyware or by getting your password; they
might change your email settings so they can get secretly forwarded or secretly copied
PHISHING - phishing is one that is geared specifically toward retrieving someone's personal
information and using it to harm them. An identity thief, known as the phisher, will lure victims
using emails and websites that seem harmless or secure. designated as bcc) on every email you
send or receive from that account.

Safety Strategies
• Avoid filling out the information that the email asks you to give.
• If you think your email is being monitored, consider creating an additional new email account on a safer
computer.
• Avoid opening suspicious emails especially email from unknown sender.
• When setting up a new email account, don’t use any identifying information.
• Avoid passwords that others can guess.
• If you receive threats by email, save the electronic copies. Keep the emails in the system, but also consider
forwarding a copy to another email account. You can also print copies of the email; see if the print version
can display the full email header.
• Consider reporting email threats or hacked accounts to law enforcement. These are crimes and the police
can use email header information to help trace emails to the original sender.

Hidden Cameras
Description/Risks
• Affordable, accessible, and easy to install, cameras come hidden in various items (clocks,
plants, etc.).
• Can be wired into your house or transmit wirelessly.
• Can be very difficult to detect.
• Can create image files that include time, date and location data.
• Abuser can install camera surveillance and monitor all your activity remotely over the
Internet.

Antique's Pride
Safety Strategies
• Trust instincts. If abuser knows something that can only be seen, a camera may be being used.
• Camera detectors can help to find wireless cameras that are giving off a signal but will not detect a
wired camera.
• Law enforcement may help to search for hidden cameras.

Personal Information & the Internet

Description/Risks
• All kinds of public and private organizations, agencies, services, and businesses collect and share
information about people. These can include government and nongovernmental organizations,
community groups, schools and online sites such as social networking, gaming or job sites. Search
engines index the web and create virtual card catalogs. Some search deep into online databases and
compile extensive profiles on people.
• Identifying information may be online without victims’ knowledge. Stalkers use the Internet to find
information about the victim including the location and contact information of victim. They also use
online spaces to defame, target and damage the reputation of the victim.

Safety Strategies
• Do searches on yourself to see what information is available.
• Be cautious and creative when providing personal information: only provide information that you feel
is critical and safe for things like store discount cards.
• Ask schools, employers, courts and government services about Internet publications. Request that your
information and photos not be posted in public directories or online. In court systems, ask up front how
your court records can be sealed and not posted online for safety reasons.
• If you have a restraining order, providing that can expedite these requests.

CYBER BULLYING
"Cyber Bullying is the use of the Internet and related technologies to harm other people in a deliberate,
repeated, and hostile manner." – Wikipedia

FORMS OF CYBER BULLYING

Whether it's posting public pictures, social statuses, or personal messages, cyber bullying
takes many forms. The most popular cyber bullying tactics are:

1.FLAMING - Online fights using electronic messages with angry and vulgar language.
2.HARASSMENT - Repeatedly sending nasty, mean, and insulting messages.
3.DENIGRATION - "Dissing" someone online. Sending or posting gossip or rumors about
a person to damage his or her reputation or friendships.

Antique's Pride
4. IMPERSONATION - Pretending to be someone else and sending or posting material to
get that person in trouble or danger or to damage that person's reputation or friendships.
5. OUTING -Sharing someone's secrets or embarrassing information or images online.
6. TRICKERY -Talking someone into revealing secrets or embarrassing information, then
sharing it online.

7. EXCLUSION -Intentionally and cruelly excluding someone from an online group.

8. CYBERSTALKING -Repeated, intense harassment and denigration that includes threats or
creates significant fear.

LEGAL ISSUES
Cyberbullying is not to be handled lightly and can quickly become a serious problem. There have been
many cases where cyberbullying has resulted in victims fearing for their lives and even committing
suicide. There are specific actions that can actually cause a bully to break civil or criminal laws.

CIVIL LAWS
In this case, a victim should try to resolve this problem by seeing a bully's parents or asking an attorney
for advice on how to handle the situation.
A. Defamation - Someone publishes a false statement about a person that damages his or her
reputation
B. Invasion of privacy/public disclosure of a private fact - Someone publicly discloses a
private fact about a person under conditions that would be highly offensive to a reasonable person.
C. Invasion of personal privacy/false light -Publicly disclosing information that places an
individual in a false light.
D. Intentional infliction of emotional distress -Someone's intentional actions are outrageous
and intolerable and have caused extreme distress.

CRIMINAL LAWS
When a bully is accused of breaking criminal laws, they can be subject to prosecution and even arrest.
Hate or bias crimes
Making violent threats to people or their property.
Engaging in coercion. Trying to force someone to do something they don't want to do.
Making harassing telephone calls, sending obscene text messages, and stalking.
Sexual exploitation and sending sexual images of children under 18.
Taking a photo of someone in a place where privacy is expected (locker room, bathroom,
etc.) and exploiting it on the internet.

PREVENTION
Luckily, there are practices you can put in place today to prevent cyber bullying from
happening. Even though there's no "one size fits all" solution, here are some of the steps
you can take:
1. Tell someone.

Antique's Pride
2. Don't instigate.
3. Block them.
4. Be aware.
5. Always log out.

PLAGIARISM
"Plagiarism is the wrongful appropriation and purloining and publication of another author's
language, thoughts, ideas, or expressions, and the representation of them as one's own original work."
- Wikipedia

Plagiarism is such a dirty word; you spend your entire life hearing about how bad it is and all of the
awful things that happen if you do it. In reality, your entire educational career is founded on some
form of plagiarism. All of your research papers and presentation involve information that you learned
from somewhere else. While directly copying someone else's work can land you in some serious
trouble, paraphrasing and citing your sources will end up saving your life someday.

Quick Examples of Plagiarizing

a. Failing to put a quotation in quotation marks.

b. Giving incorrect information about the source of a quotation.
c. Claiming someone else's work as your own.
d. Changing words but copying the sentence structure of a source without giving credit.
e. Copying words or ideas from someone else without giving credit.
f. Having the majority of your work come from a specific source, whether you give credit or not.
g. Misplacing a citation in your work.

CONSEQUENCES OF PLAGIARIZING
Plagiarizing is a very serious situation so before we get into safely using copyrighted works, let's go through
some things that might happen if you directly copy another's work.

a. Expulsion - Almost every school from high school to college has zero tolerance for plagiarism.
b. Court - Stealing someone else's work is called copyright infringement and depending on the circumstances you
might end up in front of a judge and jury.
c. Fines - Infringement penalties are very harsh, fines can be anywhere from $500 to $150,000 for each act of
willful infringement.

WHAT IS COPYRIGHTED?
The seven categories that copyright law covers are:

Literary works - Both fiction and nonfiction, including books, periodicals, manuscripts, computer
programs, manuals, phonorecords, film, audiotapes, and computer disks.

Musical works and accompanying words, songs, operas, and musical plays.

Antique's Pride
Dramatic works - Including music, plays, and dramatic readings

Pantomimed and choreographed works - Like dances or routines in shows.

Pictorial, graphics, and sculptural works - Final and applied arts, photographs, prints and art reproductions, maps,
globes, charts, technical drawings, diagrams, and models.

Motion pictures and audiovisual works - Slide/tape, multimedia presentations, filmstrips, films, and videos.

Sound Recordings - Tapes, cassettes, and computer disks.

FAIR USE
There are some sources that you can copy from without having to cite. This method of copyrighting is called fair
use. There is a large gray area for which works fall under fair use, though.

Here are a couple examples of things that are free to use:

Works that lack originality (phone books).
Works in the public domain. - The public domain contains creative works that aren't protected bay any copyrights
and may be freely used by anyone.
• Works end up in the public domain because:
The copyright for that work has expired.
The author failed to copyright their work.
The work is owned by the Government.
Any work published on or before December 31, 1922
Freeware - Software found online that the author has chosen to make available to anyone without any restrictions
Commonly known facts Ideas, processes, methods, and systems described in copyrighted works.

USING COPYRIGHTED WORKS SAFELY

a. WORKS CITED
An easy and foolproof way to safely use someone else's work is to cite all of your sources and quotations and then
include a works cited at the end of your work. In a nutshell, your works cited is a brief description of where you got
your quote. It includes information like the author's name, the work you used, the publisher, the date their work
was created, and so on.

The most popular examples of citation formats are as follows:

APA (American Psychological Association)
Example
Zabar, A. (1989). . New York, NY: Stewart, Tabori, & Chang, Inc.
CSE (Council of Science Editors)
Example
Muir, J, Armstrong L, Hillary E. 1998. Exploring San Luis Obispo and nearby areas: a guide to biking and hiking
on the Central Coast. San Luis Obispo, (CA): SLO Going Press. 224 p.

MLA (Modern Language Association)

Antique's Pride
Example
Hoffa, James. Solid Cement Mortuary Designs. New York: East River Press, 2009. Print.

Chicago
Example
Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four Meals. New York: Penguin, 2006.

The examples given above were citing books only. Citing works in medias other than printed in a book will look
different but will follow the same structure.

b. PARENTHETICAL CITATIONS
Parenthetical Citations are used in the middle of your work and are placed directly after a quotation. They refer to
your works cited by briefly indicating which source that specific quotation came from.

Example:
The St. Martin's Handbook defines plagiarism as "the use of someone else's words or ideas as [the writer's] own
without crediting the other person" (Lunsford and Connors 602).
Lunsford, Andrea, and Robert Connors. St. Martin's Handbook. 3rd. ed. New York: St. Martin's Press, 1995.

As you can see, the parenthetical citation always comes directly after the quoted material. It can contain the
author's name, the page number from where the quote came from, or both.

c. PARAPHRASING
Paraphrasing is when you take in an outside source's information and put it into your work using your own words.
All of the information will stay the same, but the sentence structure will change. Even though you aren't directly
copying the author, you are using their information so you still must cite them.

Example:
Original work "But Frida's outlook was vastly different from that of the Surrealists." (258)
Paraphrase As Herrera explains, Frida's surrealistic vision was unlike that of the European Surrealists. (258)
Hayden Herrera, Frida: A Biography of Frida Kahlo (258)

Because paraphrases don't quote the author directly and they are your own words, they
do not need quotation marks.

Antique's Pride
• Anderson, J. (2010). ICT transforming education: A regional guide. Published by UNESKO
Bangkok, 120.
• Alzahrani, M. G. (2017). The Developments of ICT and the Need for Blended Learning in Saudi
Arabia. Journal of Education and Practice, 8(9), 79-87.
• Arinto, P. B. (2006, September). Reflections on ICTs in basic education policy and practice in the
Philippines. In 2nd National ICTs in Basic Education Congress (pp. 6-7).
• Bilbao, P. et al. (2019). Technology for teaching and learning 1. Quezon City, Philippines: Lorimar
Publishing, Inc.)
• Blurton, C.,―New Directions of ICT-Use in Education‖. Available online
http://www.unesco.org/education/educprog/lwf/dl/edict.pdf; accessed 7 August 2002.
• Dzidonu, C. (2010). An analysis of the role of ICTs to achieving the MDGs. United States of America:
Division for Public Administration and Development Management, United Nations Department of
Economic and Social Affairs (UNDESA).
• Gloria, R. T., DECS Memorandum 90, s. 1997, Department of Education, Culture, and Sports, Pasig
City, 18 March 1997.
• Hu, Z., & McGrath, I. (2012). Integrating ICT into College English: An implementation study of a
national reform. Education and Information Technologies, 17(2), 147- 165.
• Jannah, M., & Higgins, S. Islamic Studies Teachers ‘Perceptions of Using a Blended Learning Approach
for Teaching the Islamic Education Curriculum in Saudi Arabia. DOING EDUCATION DIFFERENTLY,
59.

Antique's Pride
• Khattak, R., & Jan, R. (2015). The impacts of ICT on the students’ Performance: A Review of Access to
Information. Res Human Soci Sci, 5(1), 85-94.
• Mingaine, L. (2013). Challenges encountered by Principals during implementation of ICT in public
secondary schools, Kenya. Journal of Sociological Research, 4(2), 1.
• Mooij, T., & Smeets, E. (2001). Modelling and supporting ICT implementation in secondary schools.
Computers & Education, 36(3), 265-281.
• Ng, W. K., Miao, F., & Lee, M. (2009). Capacity-building for ICT integration in education. Digital Review of
Asia Pacific, 2010, 67-76.
• Nkwenti Ndongfack, M. (2010). ICT Integration in Cameroon Primary Schools: A Case
Study of Government Primary Practicing School Angele, South Region. Master's
Dissertation, Kuala Lumpur: Open University Malaysia.
• Pellegrino, J.W. and M.L. Hilton (eds.) (2012), Education for Life and Work: Developing
Transferable Knowledge and Skills in the Twenty-First Century, National Academies
Press, Washington, DC.
• Phelps, R., Graham, A., & Watts, T. (2011). Acknowledging the complexity and diversity of
historical and cultural ICT professional learning practices in schools. Asia- Pacific Journal of
Teacher Education, 39(1), 47-63.
• Rimando, T. P. (2001). -Senate, DECS set computer project for public schools‖, in Manila
Bulletin, 13.

• Rodrigo, M. M. T. (2001). Information and communication technology use in Philippine public

and private schools. Loyola Schools Review: School of Science and Engineering, 1, 122-139.
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009).
Technological pedagogical content knowledge (TPACK) the development and validation of an
assessment instrument for preservice teachers. Journal of research on Technology in Education,
42(2), 123-149.
• Tondeur, J., Van Keer, H., Van Braak, J., & Valcke, M. (2008). ICT integration in the classroom:
Challenging the potential of a school policy. Computers & education, 51(1), 212-223.
• https://dotcomplicated.co/content/2014/10/21/life-technology/
• http://blogs.hct.ac.ae/foundations/2014/11/11/back-in-the-day/
• https://exploreportlandnature.wordpress.com/2012/02/23/cartoons-aboutchildren-and-nature/
• https://www.quora.com/How-has-technology-changed-our-lives
• https://learningportal.iiep.unesco.org/en/tags/ict-in-education
• https://www.youtube.com/watch?v=d_TiPQ60Zuo
• http://cte.sfasu.edu/wp-content/uploads/2015/04/Rubric-for-Infographic-orPoster.pdf

Antique's Pride