Safety issues in ICT

Bryan L. Guibijar
Activity

Write a critique paper critically examining the implementation process of

technology integration about ICTs in education in not less than 200 words.
________________________________________________________________________________
________________________________________________________________________________
___________________________________.
Analysis

1. What is the impact of ICT in Education Policy to teaching and learning?

______________________________________________________________
______________________________________________________________
______________.

2. Interview a cyberbullied student. What are your suggestions to improve

student performance related to the discussion of safety issues in
cyberbullying?
______________________________________________________________
_____________________________________.
“Technological change is not additive; it is ecological. New technology does not merely add
something; it changes everything.”

Originally, with the active participation of the learner 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. 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.
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.
Application

Based on your activities, make a mind-map of the decisions you face

concerning the implementation of ICT policies in teaching-learning and the
safety issues in ICT regarding cyberbullying.
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________________________________________________.