Teaching and Learning with Technology:

An Introduction

Technology is one thing that changed the world so fast.

Lesson 1 :
ICT Competency Standards for Philippine Pre-Service Teacher Education

Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education

1.2 Comply with ICT policies as they affect teaching-learning
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 non-digital 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 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 tools to solve complex problems and support students collaborative
activities
3.3 Model collaborative knowledge construction in face to face and virtual
environments

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

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 Collaborate with peers, colleagues, and stakeholders to access information in
support of professional learning

Domain 7: Teacher Disposition

7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools
and resources
7.2 Show positive attitude towards the use of technology tools

The Department of Education issued Department of Education Order 42, s. 2017

mandating the use of the Philippine Professional Standard for Teachers (PPST) to
start with the beginning teachers who are fresh graduates from the teacher education
program. The document includes: Show skills in the positive use of ICT to facilitate
teaching and learning ans show skills in the selection, development and use of the
variety of teaching learning resources including ICT to address learning goals. These
competency standards to learn and master will assure the 21st century learners in your
class of a more enjoyable, creative, innovative ways in teaching and learning.

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR

TEACHERS (NETS*T)

An international organization for educational technology called International

Science for Technology in Education (ISTE), established standards for both
teachers and students.

These standards were also referred to in the development of the Philippine ICT
Competency standards which include the following:

Standard 1: Technology Operations and Concepts

- This means that teachers demonstrate a sound understanding of technology
operations and concepts.

Standard 2: Planning and Designing Learning Environment and Experiences

- This standard implies that teachers utilize the use of technology to plan and
design effective learning environments and experiences.

Standard 3: Teaching, Learning, and Curriculum

- Teachers should be mindful that in the implementation of curriculum plan,
they have to include strategies for applying technology to maximize student learning.

Standard 4: Assessment and Evaluation

- Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies to collect and analyse data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.

Standard 5: Productivity and Professional Practice

- Teachers use technology to engage in on-going professional development
and lifelong learning in support of student learning, increase productivity, and to build
community of learners.
Standard 6: Social, Ethical, Legal, and Human Issues
- Teachers understand the social, ethical, legal, and human issues surrounding
the use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology resources
and facilitate access to technology resources for all students.

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR

STUDENTS (NETS*T)

From how technology teachers facilitate learners, outcomes of student learning should
indicate that the following standards have been complied with.

Standard 1 : Creativity and Innovation

- This standard will produce student who demonstrate creative thinking,
construct knowledge, develops innovative products and processes using technology
from existing knowledge.

Standard 2 : Communication and Collaboration

- This standard requires students to use digital media and environments to
communicate and work collaboratively to support individual learning and contribute
to the learning of others. This includes the use of variety of media and formats for
global awareness with learners from other cultures.

Standard 3 : Research and Information Fluency

- Students are expected to apply digital tools to gather, evaluate, and use
information and plan strategies for inquiry. This standard expects the student to locate
, organize, evaluate, synthesize, and ethically use information from a variety of
sources and media.

Standard 4 : Critical Thinking, Problem-Solving, and Decision Making

- This standard expects the student to use critical thinking skills to plan and
conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools.

Standard 5 : Digital Citizenship

- It is required by this standard that every technology student becomes a digital
citizen who demonstrates ethical and legal behaviour, exemplified by the practice of
safe, legal, and responsible use of information. Further, the student exhibits positive
attitude towards the support of technology for collaboration, learning, and
productivity as a digital citizen.

Standard 6 : Technology Operations and Concepts

- Sound understanding of technology concepts, systems, and operation is a
standard that students should comply with. They too, are expected to further transfer
current knowledge to learning of technologies.

As pre-service teacher education students now, you will have to master the knowledge
and skills (learning to know) for the standards for students.However since you will
become teachers in the future, you should harness the same knowledge and skills to
become (learning to become) future teachers.
LESSON 2:
UNDERSTANDING THE BASIC CONCEPTS IN ICT

Here are some term and concepts that you need to know and understand.

1. Technology refers to a mix of processes and products used in the application of

knowledge. It includes tools from pencil and paper to the latest electronic gadgets
and tools for practical tasks.

2. Information and Communication Technology Literacy or ICT Literacy is the

use of digital technology, communication tools, and/or networks to access, manage,
integrate, evaluate, create, and communicate information in order to function in a
knowledge society. (Guro 21, 2011)

3. Educational Technology refers to the use of technology in teaching and learning.

Educational technology includes both the non-digital (flipcharts, pictures, models,
realias, etc.) and digital (electronic tools: hardware, software, and connections, etc.).

4. Digital Literacy is the ability to find, evaluate, utilize, share, and create contents
using 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.og.downloaded 06-03-18).

5. Digital learning is any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. It encompasses the
application of a wide spectrum of practices which included blended or virtual
learning. It can come as online or off-line which utilizes digital technology.

6. On-line digital tools and apps use an internet connection to access the information
needed. A common example is Skype. It is a telecommunication an application
software product that specializes in providing video chat and voice calls between
computers, tablets, mobile devices via the internet and to regular telephones.

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) downloaded in Edtech review (July 03, 2017).

8. Instructional technology is 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 instruction and accompanying documentation;

stored on disks or tapes when not being used in the computer. By extension, the term
refers to any 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 or networks, a networking infrastructure. It
connects millions of computers together 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 (https://www.webopedia.com).

12. World Wide Web (www) is also called the Web which is a graphical
environment on computer networks that allow you to access, view, and maintain
documentations 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 in order to take advantage of the array of available education 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 refer 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
help 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 designs, creating and building. Included
here are Family Tree Maker, GollyGee, and Crazy Machines among others.

C. Discussion tools.
There are 4 different approaches that utilize 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, Ymail, Yahoo mail, and many more.
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 outline 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, is 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 basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).

22. Google apps is a cloud-based teaching tool that is stored in the Google server and
is available for students both at home and in school. It includes Gmail, a free email
for all; Google calendar- a tool used for organizational purposes; Google sites
provide options for developing blogs and wikis, and Google docs are used for
sophisticated word processing and editing of the document.

23. Vlog is a video blog where each entry is posted as a video instead of text.

24. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.

25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the internet as the transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

LESSON 3
ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

As future teachers of the 21st century, it is high time that you prepare yourself to
integrate technology in your classrooms. Using technology is a tool and a catalyst for
change.
As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to
Stosic (2015), educational technology has three domains:

Technology as a tutor. (1)

- Together with the teacher, technology can support the teacher to teach
another person or technology when programmed by the teacher can be a tutor on its
own. The teacher will simply switch on or switch off radio programs, television
programs, or play DVDs, or CDs that contain educational programs, too.
Technology as a teaching tool. (1)
- Like a tutor, technology is a teaching tool, but can never replace a teacher.
This is like the handyman, which is just to be reached. Like any other tool, it is being
used to facilitate and lighten the work of the teacher. It will be good if the teacher can
also create or develop technology tools that are needed in the classroom.

Technology as a learning tool. (1)

- While the teacher utilizes technology as the tool for teaching, likewise it is
an effective tool for learning. As a learning tool, it makes learning easy and effective.
It can produce learning outcomes that call for technology- assisted teaching. Even the
teachers who are teaching can utilize similar tools for learning. As a learning tool, it is
very interesting that even the elderly use these tools for learning for life.

A. FOR TEACHERS AND TEACHING

There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management
of learning. Likewise, it has modernized the teaching-learning environment in
schools. Here are some examples of the myriad of roles that technology can do for
teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator of

learning.
- It transforms a passive classroom to an active and interactive one, with
audio- visual aids, charts and models, smart classrooms, e-learning classrooms which
motivate and increase attention level of learners. Many of these can be searched on
the web.

2. Technology has modernized the teaching-learning environment.

- The teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. There are varied available technology-
driven resources that can be utilized for remedial lessons or activities. Likewise, there
are also a lot of technology-driven resources that can be used for enrichment
purposes. You may search for examples on the web.

3. Technology improves teaching-learning process and ways of teaching.

- This will make the act of teaching more efficient and effective. There are
arrays of teaching methods and strategies that can use technology that is found
compatible with learning styles. The multiple intelligence theory of Howard Gardner
tells us that there is a genius in every child. This implies that there must be varied
ways of teaching as there are many varied ways of learning. All the learning styles
can find support from technology, so that teaching will be more effective and
efficient.

4. Technology opens new fields in educational researches.

- The areas of teaching testing and evaluation are enhanced by technologies
for teaching and learning. Current educational researchers will no longer find
difficulty in interpreting tests, assessment, and other evaluation results. There are
available programs that can analyse and interpret results with speed and accuracy.
Reference retrieval is also hastened because many of the research materials are in
digital form. Technology has also provided access to big data that can be processed
for problem solving and inquiry.

5. Technology adds to the competence of teachers and inculcates scientific

outlook.
- Through the utilization of theories of learning and intelligence, which are
explained in references uploaded in the net, the teachers are encouraged to imbibe
skills to source these information with speed and accuracy.

6. Technology supports teacher professional development.

- With the demand of continuing professional development for teachers, the
availability of technology provides alternative way of attending professional
development online. For those who are involved as providers of continuing
professional development like trainers, facilitators, or organizers, they can level up or
enhance their delivery systems with the support of technology tools.

B. FOR LEARNERS AND LEARNING

1. Support learners to learn how to learn on their own. All teachers fully understand
that subject matter or content is a mean to achieve the learning outcomes. There are
three categories of knowledge according to Egbert (2009): declarative knowledge,
structural knowledge, and procedural knowledge.

 DECLARATIVE KNOWLEDGE
- Consists of the discrete pieces of information that answers the question
what, who, when, and where. It is often learned through memorization of facts,
drills and practice. It can be learned by simple mnemonics or conceptual maps.
- Declarative knowledge is the fundamental knowledge necessary for
students to achieve more complex higher order thinking such as critical thinking,
creativity, inquiry, and production.

 STRUCTURAL KNOWLEDGE
- Consists of facts or pierces of declarative knowledge put together to
attain some form of meaning. An example of declarative knowledge is “pencil”.
- The idea that evolved from a pencil is an understanding that: “it is
something used to write.” This is referred to as structural knowledge. It can be
presented by concept maps, categorization, or classification.

 PROCEDURAL KNOWLEDGE
- is knowledge in action or the knowledge of how to do something. It is
based on facts but learned through the process of procedural knowledge.
Examples include how to drive a car, how to use a cell phone or how to speak
English. Procedural knowledge is indicated by a performance task or graphical
representation of a concept.

2. Technology enhances learners’ communication skills through social

interactions. (2)
- This is commonly described as the transmittal of information from one
person to another as a single individual or group of individuals.
According to Shirly (2003) and Egbert (2009), there are three basic communication
patterns:

a. Point to point, two-way, or one-to-one like Internet chat, phone conversation, or

even face-to-face conversation.

b. One-to-many outbound like a lecture, or television. There is no social interaction.

c. Many-to-many like group discussion, buzz session, heads together.

This kind of interaction provides opportunities for social interaction. Social

interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other, and work towards a common understanding. Social interaction
through communication occurs through technology (directly between two persons via
email, a cell phone, or other communication technology). It can also occur around
technology like students discussing a problem posed by a software program or with
support of technology like teachers, and students interacting about the worksheet
printed from a website. In all three modalities, communication occurs and technology
is involved.

FOR THIS PARTICULAR ROLE, WHAT ARE THE BENEFITS DERIVED

FROM TECHNOLOG Y- SUPPORTED COMMUNICATION?

A. Enables any teacher to guide the learners virtually and make learning unlimited
because communication and social interaction go beyond a school day or a school
environment.

B. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face.

C. Enables learners to construct meaning from joint experiences between the two or
more participants in communication.

D. Help learners solve problems from multiple sources since there are limitless
sources of information that the teacher can direct or refer to the learners.

E. Teaches learners to communicate with politeness, taking turns in sending

information and giving appropriate feedback.

F. Enhances collaboration by using communication strategies with the wider

community and individuals in a border less learning environment.

G. Develops critical thinking, problem solving, and creativity throughout the

communication.

3. Technology upgrades learners’ higher order thinking skills: critical thinking,

problem solving, and creativity.
- Twenty-first century learning requires the development of higher-order-
thinking skills. Technology has a great role in the development and enhancement of
these skills.
Critical thinking is a part of the cluster of higher order thinking skills. It refers to the
ability to interpret, explain, analyse, evaluate, infer, and self-regulate in order to make
good decisions. With the use of technology, one will be able to evaluate the credibility
of the source, ask appropriate questions, become open-minded, defend a position on
an issue and draw conclusion with caution. All of these competencies are covered by
Bloom’s Taxonomy of Analysis, Synthesis, and Evaluation.

Teachers play a significant role in supporting learners with technology. How? As a

role model, teachers should display and practice critical thinking processes, so that the
learners can imitate them.
Here are some ways that teachers can do to develop critical thinking.

A. Ask the right questions.

- Most often teachers ask questions to find out if the students can simply
repeat the information from the lesson. Although these are necessary questions like
what, who, when, and where, these do not develop critical thinking. Critical thinking
questions should ask for clarity, accuracy, precision, relevance, depth, breadth, and
logic

Clarity: Here are some examples: Can you give examples of...
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much...
Breadth: What do you think will the other group say about the issue?

B. Use critical thinking tasks with an appropriate level of challenge.

- Teachers should be mindful of the readiness of the students. Students who
have higher ability may find the task too easy, thus getting bored early, while those
who have low ability may find the task too difficult. Thus, there is a need to have
activities that are appropriate for the learners. These can be determined by interviews,
observations, and other forms to determine the level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.

2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature, learners are curious. They ask a lot of question all the time. Why is the sky
blue? Why do I have to learn geometry? How do people choose what will they
become in the future? Can robots solve the problems of climate change? How?

These questions will lead to critical thinking, but some of the questions cannot be
answered by the teacher. The unanswered questions are avoided or answered
unsatisfactorily. Sometimes teachers shut down the question that curtails the first step
in critical thinking. The internet as a problem solving and research tool can help find
answers to the questions.

Creativity
Creativity is characterized as involving the ability to think flexibly, fluently,
originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibility means able to use many points of view while fluently means able to
generate many ideas. Originally implies being able to generate new ideas and
elaborately means able to add details.

Creativity is not merely a set of technical skills, but it also involves feelings, beliefs,
knowledge, and motivation.

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 change, enlarge, decrease.

5. Put to another use- find other uses.

6. Eliminate- Reduce, remove.

7. Reverse- Turn upside-down, inside out, front-side back. All together, the strategies
will be labelled as SCAMPER.

What should teacher do to support student creativity?

1. Provide an enriched environment.

2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking,
problem- solving, and creativity. As a future teacher, try these suggestions.

1. Encourage students to find and use information from a variety of sources both on-
line and off-line.

2. Assist students to compare information from different sources.

3. Allow students to reflect through different delivery modes like writing, speaking, or
drawing.

4. Use real experiences and material to draw tentative decisions.

5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that the right questions are asked, students
should be appropriate to the levels of challenge and curiosity is encouraged.
There are several critical thinking tools and technology software that can support
critical thinking skills.

1. Encourages digital production projects

2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship

MODULE 2

ICT Policies and Issues: Implications to Teaching and Learning

Lesson 1
Policies and Issues on Internet and Implications to Teaching and Learning

Definition of ICT Policy

The Oxford English Dictionary has defined "policy" as a course of action,

adopted and pursued by a government, party, ruler, statesman. It is any course of
action adopted as expedient or advantageous. Its operational definition of policy is a
plan of action to guide decisions and achieve outcomes.

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

More recent technological innovations increased the reach and speed of
communications which can be grouped into three categories:

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 needed in
this category.

3. Networking technologies
- The best known of networking technologies is the 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 the Internet, this category also includes a mobile telephone, cable,
telephone cable, DSL, satellite, and other broadband connectivity.
The DICT Roadmap

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.

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,
telecommunication 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 Master plan 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.

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.

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.

4. Established Community eLearning Centers called eSkwela for out-of-school youth

(OSY) providing them with ICT-enhanced opportunities.

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.

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.

7. ICT skills strategic plan which develops and inter-agency approach to identifying
strategic and policy and program recommendations to address ICT skills demand-
supply type.

All the seven programs were guided by the roadmap that embeds policy statements
that relate to education specifically in the enhancement of human development for
teaching and learning.
Some Issues on ICT and Internet Policy and Regulations Global Issues

 Access and Civil Liberties are two sets of issues in ICT Policy which are
crucial to the modern society. The other concern is civil liberties which refer
to human rights and freedom. These include freedom of expression, the right
to privacy, the right to communicate and intellectual property rights.

 Access to the Use of Internet and ICT. Access means the possibility for
everyone to use the internet and other media. In richer countries, basic access
to internet is almost available to all with faster broadband connections. There
are still countries where access to internet is still a challenge.

Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights?
Let's study the examples that follow:

Issue No. 1: Freedom of Expression and Censorship

Under international human rights conventions, all people are guaranteed the
rights for free expression. However, with the shift from communicating through letter,
newspapers and public meetings to electronic communications 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 access to electronic networks.

Microsoft Network's (MSN's contracts provide protection of individuals like "upload,
or otherwise make available files that contain images, photographs or other materials
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 "blacklist” of certain Internet address, location or email addresses while filtering is
sifting 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.

Warning!!!!
“When you are surfing the web, you may think you are anonymous, but there are
various ways that information about you or your activities can be collected without
your consent.”

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

Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a privacy policy.
When someone uses a site and clicks "I agree" button, it is as if you have turned over
private information to any authority that may access it.

There are 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 home, private life or personal life interfered with.

2. Privacy of communication refers to the protection from interference with

communication over the phone or internet. Respect for privacy of communications is
an essential prerequisite for the maintenance of human relationship via technological
communications media.

3. Information privacy is related to the use of computers 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.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of

indirect surveillance. In the indirect surveillance, there is no direct contact between
the agent and the subject of surveillance but evidence of activities can be traced. The
new and powerful form of indirect surveillance is dataveillance. Dataveillance is the
use of information to monitor a person’s activities while data retention is the storage
and use of information from communicating systems.

There is very little that can be done to prevent surveillance. What can be done
is to change the method of working to make surveillance difficult. This is called
“counter-surveillance” or “information security” if it refers to computers and
electronic communication.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are in particular, terminal

equipment used for computing (PCs, laptops), broadcasting (television and 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 measures to increase the life cycle of
equipment before they 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.

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. A few of these are as follows:

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.

Both the teachers and learners should be mindful of the e-waste that are being thrown
away to the land and to the atmosphere.

Lesson 2:

Safety Issues on the Use of ICT including e-Safety Rules

Using technology is not a risk by itself, but how it is used will be vulnerable to risks.
When improperly used, it will pose danger to the users in school and at home. What
are the safety issues that are needed to be addressed by safety policy and guidelines?
As future teachers, do you need to know all of these?

Some Risks in the Use of ICT and e- Networking

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 an
also in their homes or 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. These may include the following:

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 networks via texting and social
networking sites.
Minor Misuse of ICT

In school, some minor misuse made by learners includes the following:

 Copying information into the assignment and failing to acknowledge the

source (plagiarism and copyright infringement)

 Downloading materials not relevant to their studies

 Misconduct associated with subject logins, such as using someone else’s

password

 Leaving a mobile phone turned on during class period

 Unauthorized taking of pictures or images with mobile phone camera,

still or moving.

e-Safety

With all of the above concerns and many more, how do we confront all of these so as
to protect our future generation?

e-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology. It
highlights the need to educate children and young people about the benefits, risks and
responsibilities of using information technology. Here are some issues of e-safety:

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

 e-safety emphasizes learning to understand and new technologies in a

positive way;

 e-safety educates children about the risks as well as the benefits so we

can feel confident online; and

 e-safety supports young learners and adults to develop safer online

behaviours, both in and out of school.

Network Management

1. Safety in the use of Network in Schools

1.1 Make clear that no one should log on as another user.

1.2 Require all users to always log off when they have finished working.
1.3 Maintain equipment to ensure health and safety.
1.4 Provide students with access to content and resources through guided e- learning.
1.5 Set us a clear disaster recovery system in place for critical data that include
secure, remote back up of critical data.
1.6 Secure wireless network to appropriate standards suitable for educational use.
1.7 Install all computer equipment professionally and meet health and safety
standards.
1.8 Review the school ICT system regularly with regard to health and safety and
security.

2. Password Policy

2.1 Only authorized users will have individual passwords. Users are not permitted to
disclose their passwords unless they got permission from the owner or from the
management. The equipment that keeps the personal information shall be locked
when unattended to prevent unauthorized access.

Computers should be set to a time out if they become unused for a certain period of
time.

3. Personal mobile phones and mobile devices

3.1 All mobile phones shall be kept away in a box away from the children or learners
and access is only allowed at break time or at the end of classes or when needed
during the class period.

4. Cameras

4.1 Taking pictures only from parents or caregivers and not from any other family
member or friend while the child attends class.
4.2 Any picture taken of children shall be on cameras solely for the purpose.

Setting Up An Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies for
learning should include the following basic safety rules:

1. Provide tiltable tables. These tables can be tilted and adjusted to the height of
the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped.
7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working
stations should include:

1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be over-loaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.