ROMBLON STATE UNIVERSITY

Cajidiocan Campus
Cajidiocan, Romblon
Teacher Education Department

ICT Policies and

Safety Issues in
Teaching and
Learning
Unit 2- Prof Ed 5- TTL 1
Technology for Teaching and
Learning 1
01
National and International
ICT Laws, Policies and Table of Contents
Regulations that are Applicable
to Teaching and Learning

Safety Issues in ICT: Policies,

02 Guidelines and Procedures

Uses of ICT Policies in

03 Teaching and Learning in
Basic Education
 LESSON OBJECTIVES
A. Enumerates the national ICT laws, policies and
regulations affecting classroom practices;
B. Describe the implementation of ICT laws, policies
and regulations in teaching- learning; and
C.Identify ICT laws, policies and regulations that are
incorporated into the design and implementation
of teaching- learning activities to promote learner
achievement and provide safe and secure
learning environments.
 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 also be a struggle for those
who do 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.”
 New technologies have become central to the lives of
every individual in this planet. Whether you are talking on the
phone, sending an electronic mail, going to the bank, using the
library, watching news on television, going to the doctor,
catching a flight, or seeing a movie, you are using ICT. Almost
everything that we do in the modern world is influenced by the
new technologies.

QUESTIONS:
Would your life as a teacher be also influenced by the new
technologies?
Should we leave our lives to be controlled by technology or
should we control the utilization of technology in our lives?
How?
 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.
Thus, 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.
 The New ICT Technologies

01 02 03
Information Telecommunication Networking
Technology technologies technologies
1. Information Technology
– includes the use of
computers, which has
become indispensable in
modern societies to
process data and save
time and effort.

What are needed will be

computer hardware and
peripherals, software and
for the user, computer
literacy.
2. Telecommunication
technologies –
include telephones
(with fax) and the
broadcasting of
radio and television
often through
satellites. Telephone
system, radio and TV
broadcasting are 45K
needed in this
category.
3. Networking technologies –
The best known of networking
technologies is Internet, but
has extended to mobile phone
technology, Voice Over Internet
Protocol (VOIP) satellite
communications and other
forms of communications are
still in their infancy. In addition,
to Internet, this category also
includes mobile telephone,
cable, DSL, satellite and other
broadband connectivity.
 A. National and
International
ICT Laws, Policies and
Regulations that are
Applicable to Teaching
and Learning
 “There can be infinite uses
of the computer and new-
age technology, but if
teachers themselves are not
able to bring it into the
classroom and make it work,
then it fails.”

-Nancy Kassebaum-
• The international policymakers join
forces to successfully implement ICT in
educational practice to address the
individual needs of students, the
implications of technology for student
assessment, and teacher learning to
successfully implement technology
(Voogt, 2013). A National ICT Policy is a
policy put into place so that the
government and stakeholders can
have access to information that is
committed to bringing digital
technology to all individuals and
communities.
• The provision of ICT to academic staff
and students is critical to recommend
them to more effective learning
environments. By overcoming the needs
and reinforcing the functional aspects, it
may help decision-makers to employ
academic staff on an investigation of the
status of the developments of ICT in
improving the teaching and learning
environment in educational institutions.
(Alzahrani, 2017).

The ability of policymakers to innovate Day 3

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.
 INTERNATIONAL POLICIES
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).
 THEME #1: VISION &
PLANNING
• Having a vision
• Linking ICT/ education
policies to other policies
• Providing a mechanism for
funding
• Authorizing authority to
lead or oversee
implementation
• Engaging the private
sector
 THEME #2: ICT
INFRASTRACTURE
• Ensuring adequate
power
• Providing sufficient
equipment and
networking
infrastructure
 THEME #3: TEACHERS
• Providing ICT- related training
(technical and pedagogical) for
teacher
• Identifying a set of related teacher
competency standards
• 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
 THEME #4: SKILLS &
COMPETENCIES
• Identifying ICT literacy/
digital competency
standards, and offering
related training, support,
assessment and
certification
• Articulating and supporting
ICT- enabled lifelong
learning opportunities
 THEME #5: LEARNING
RESOURCES
• Supporting the
development,
dissemination and
utilization of digital
learning resources
 THEME #6: EMIS
• Supporting the
collection, processing,
analysis, and
dissemination of
education- related data
to relevant stakeholders
THEME #7: MONITORING &
EVALUATION, ASSESSMENT,
RESEARCH & INNOVATION
• Monitoring ICT use in
education and
evaluating its impact
on teaching and
learning
• Utilizing ICTs to support
assessment activities
• Dedicated support for
exploring innovative
uses of ICTs in
education
 THEME #8: EQUITY,
INCLUSION & SAFETY
• Prioritizing “pro-equity”
provisions and approaches
related to the use of ICTs in
education
• Articulating and supporting
efforts to promote ethical
practices related to ICT use
in education, including the
safety and security of data
and appropriate privacy
provisions
 NATIONAL POLICIES
• In our country, the Department of
Information and Communication
Technology (DICT) has formulated
a roadmap to guide all agencies
in the utilization, regulation and
enhancement of ICT. Each project
has corresponding policy
statements and guidelines.
 NATIONAL POLICIES
• The ICT for Education (ICT4E) is a program
under the DICT that supports all the efforts
of the education sector 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.
 Among the policy recommended programs that have
applications to education teaching – learning are:

1. ICT in Education Masterplan for all levels, including a

National Roadmap for Faculty Development in ICT in
Education. A National Framework Plan for ICTs in
Basic Education was developed.
 Among the policy recommended programs that have
applications to education teaching – learning are:

2. Content and application

development through the
Open Content in
Education Initiative (OCEI)
which converts DepEd
materials into interactive
multi-media content,
develop applications used
in schools, and conduct
students and teachers
competitions to promote
the development of
education-related web
content.
 Among the policy recommended programs that have
applications to education teaching – learning are:
3. PheDNET, is a “walled”
garden that hosts
educational learning and
teaching materials and
applications for use by
Filipino students, their
parents and teachers. All
public high schools will be
part of this network with
only DepEd – approved
multi-media applications,
materials and mirrored
internet sites accessible
from school’s PCs.
 Among the policy recommended programs that have
applications to education teaching – learning are:

4. Established
Community eLearning
Centers called
eSkwela for out- of
school youth (OSY)
providing them with
ICT-enhanced
alternative education
opportunities.
 Among the policy recommended programs that have
applications to education teaching – learning are:
5. eQuality Program for
tertiary education
through partnerships
with state universities
and colleges (SUCs)
to improve quality of
IT education and the
use of ICT in
education in the
country, particularly
outside of Metro
Manila.
 Among the policy recommended programs that have
applications to education teaching – learning are:
6. Digital Media Arts Program
which builds 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 government art
agencies, State Universities
and Colleges and local
government units.
 Among the policy recommended programs that have
applications to education teaching – learning are:
7. ICT skills strategic
plan which
develops an inter-
agency approach
to identifying
strategic and policy
and program
recommendations
to address ICT skills
demand-supply
type.
 NATIONAL POLICIES
CYBERCRIME
PREVENTION ACT
OF 2012 (RA 10175)
• It is intended to prevent
cybersex, online child
pornography, identify
theft and spamming but
it also makes libel a
cybercrime punishable
by up to 12 years in jail.
 NATIONAL POLICIES
DATA PRIVACY ACT
OF 2012 (RA 10173)
• Protects individuals from
unauthorized processing of
personal information that
is (1) private, not publicly
available; and (2)
identifiable, where the
identity of the individual is
apparent either through
direct attribution or when
put together with other
available information.
 NATIONAL POLICIES
SAFE SPACES ACT
(RA 11313)
• To address existing
gaps and issues on
equality, security,
and safety of both
women and men in
private and public
spaces.
 NATIONAL POLICIES
eCOMMERCE ACT
OF THE PHILIPPINES
(RA 8792)
• An act providing for the
recognition and use of
electronic commercial
and non- commercial
transactions and
documents, penalties
for unlawful use thereof
 NATIONAL POLICIES
EXECUTIVE ORDER
NO. 810 S. 2009
• Institutionalizing the
Certification Scheme
for Digital Signatures
and Directing the
Application of Digital
Signatures in
eGovernment
Services
B. SOME ISSUES ON
ICT & INTERNET
POLICY &
REGULATIONS
 GLOBAL ISSUES
ACCESS CIVIL LIBERTIES
- Access means the possibility for - Which refer to human rights
everyone to use the internet and and freedom. These include
other media. In richer countries, basic
freedom of expression, the right
access to internet is almost available
to all with faster broadband to privacy, the right to
connections. There are still countries communicate and intellectual
where access to internet is still a property rights.
challenge.
 What are specific
internet issues on
internet policy that have
relationship to civil
liberties or human
rights?
 ● Under international human rights
conventions, all people are guaranteed
the rights for free expression. However,
Issues No.1 Freedom with the shift from communicating
through letter, newspapers and public
of Expression and meetings to electronic communications
Censorship and on-line networking, a need to look
into how these new means modifies the
understanding of freedom of 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.
However there are practices that violate
these provisions in the use of internet.
 ● Some examples are the following:
1. Individual rights are given up in order to have

Issues No.1 Freedom access to electronic networks. Microsoft Network’s

(MSN’s contracts provide protection of individuals
of Expression and like “upload, or otherwise make available files that
contain images, photographs or other materials
Censorship protected by intellectual property laws, including
but not limiting to copyright or trademark laws,
unless you own or control the rights thereto or have
received all necessary consents to do the same.”
However Microsoft reserves the rights, in its sole
discretion, to terminate access to any or all MSN
sites or services.
2. Censorship restricts the transmission of information
by blocking it or filtering the information. Blocking is
preventing access to whole areas of internet based
upon the packets of data or messages as they
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.
3. Defamation actions may be used to silence critics.
This action deters the freedom of expression.
 ● Privacy policies are an
Issues No. 2 Privacy issue. Most
commercial sites have
and Security
a privacy policy. When
someone uses a site
and clicks ‘’I agree’’
button, it is as if have
turned over private
information to any
authority that access
it.
 ● There are several types of privacy as shown
by the following examples:
1. For most, privacy means “personal privacy”
the right of individuals not to have their
Issues No. 2 Privacy home, private life or personal life interfered
with.
and Security 2. Privacy of communication refers to the
protection from interference with
communication over the phone or internet.
Respect for privacy of communication is an
essential prerequisite for the maintenance of
human relationship via technological
communications media.
3. Information privacy is related to the use of
computer and communications system
which 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.
 ● The use of electronic communications
has enhanced the development of

Issues No. 3 indirect surveillance. In the indirect

surveillance, there is no direct contact

Surveillance and Data between the agent and the subject of

surveillance but evidence of activities
Retention can be traced. The new and powerful
form of indirect surveillance is
dataveillance. Dataveillance is the use
of personal information to monitor a
person’s activities while data retention is
the storage and use of information from
communication systems.
● There is very little that can be done to
prevent surveillance. What can be done
is to change the methods of working to
make surveillance difficult. This is called
“counter surveillance” or “information
security” if kit refers to computers and
electronic communication.
 ● Large amount of e-waste is generated by
ICT. These are in particular, terminal
Issues No. 4 E- equipment’s used for computing (PC’s
laptop’s), broadcasting (television and
pollution from E- waste radio sets), telephony (fixed and mobile
phones), and peripherals (fax machines,
printers and scanners).
● The accumulated e-waste is due to rapid
turnover of equipment due to rapid
improvement of software. While material
waste can be destroyed by crushing, toxic
material brought about by the different
equipment requires utmost management.
The quantities of e-waste are increasing in
both developed and developing countries. A
very dismal state is that there is a
significant amount of electronic waste that
has been shipped from industrial countries
to developing countries, using less
environmentally-responsible procedure.
 ● Remedies include
standardization and regulatory
Issues No. 4 E- measures to increase the life
cycle of equipment before they
pollution from E- waste become obsolete. Efficient
extraction of toxic components
and requiring the recycling by
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
the earth in carrying solid
waste.
C. USES OF ICT POLICIES
IN TEACHING AND
LEARNING IN
BASIC EDUCATION
Implications
to Teaching
and Learning
How do the policy guidelines,
projects and issues relate to the
teaching and learning?
There are great implications of this
lesson to both the teachers who are
teaching and the learners who are
learning.
 For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate
to ICT, and how to teach it. Since ICT development comes
so rapid and fast, teachers might be overwhelmed by its
rapid speed. Temperance in its use is a caution that
should be looked at.
2. Technology should never replace any human teacher. The
tools are support instructional materials for the teachers
which are available for use. The teacher should learn how
to appropriately use them. The human touch of the
teacher is still a vital component in teaching. Teachers
should always be reminded that there are always
limitations in the use of the different gadget and tools.
3. There are rules and regulations that govern the use of
technology. Caution should be observed to protect
individual privacy. As teachers, you must be aware that
the use of technology may jeopardize your privacy and
security.
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
● 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. 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.
● Learners should take advantage of the
potential of learning support they can derive such
as the 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.