Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

UNIVERSITY OF EASTERN PHILIPPINES

LAOANG CAMPUS
Laoang, Northern Samar

Modules in
Technology for Teaching
and Learning 1

Alejandro L. Giray, Jr.

1
Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Modules in Technology for Teaching and Learning 1

Alejandro L. Giray, Jr.
Copyright 2020

All rights reserved.

No part of this material can be reproduced without the
prior permission from the author.

Published by the
University of Eastern Philippines Laoang Campus

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

1 ICT in the Educational Landscape

OVERVIEW

The world has never been much complex in terms of knowledge explosion and sharing as today.
ICT has been a very essential tool in bringing the world closer every day. The use of ICT has permeated
all aspects of society, including education. Education with ICT has given so much promise that learners
can access as much information as they can. ICT has made teachers’ work a lot easier while deriving
the optimum benefits we expect from it.

In this module, you will be acquainted with the various concepts related to ICT in education and
how these terms are interrelated with each other. You will also discuss the roles of ICT in teaching and
learning and the various ICT policies that set the roadmap of technology in the country, cascaded to
different sectors, particularly, the educational system.

LEARNING OUTCOMES

Specifically, after learning the module, you are expected to:

 define basic concepts in understanding ICT in education
 determine the interrelation of concepts in ICT in education
 ascertain the roles of ICT in teaching and learning
 trace the development of ICT policies in the Philippines;
 describe the implementation of ICT policies, particularly in teaching-learning.

1.1 ICT – Some Basic Concepts

Just as many would think that technology for teaching and learning is synonymous to computers
and the use of it in teaching and learning, the phrase is a whole lot more than this concept.

Learning Task 1

TECHNOLOGY WORD HUNT

Find words related to technology for teaching and learning. The words are either in horizontal,
vertical, or diagonal arrangements. The words can also be found in inverted order. Encircle the words.
There are 15 words in the word hunt.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Did you find all the words? If not, then you may spend some more time looking for them.
Meanwhile, here are the terms related to ICT in the educational landscape that we need to learn in this
module.

Technology

Technology, which came from the Greek teknologia meaning systematic treatment or craft, is the
term for all the methods people develop to satisfy their needs and wants (The New Book of Knowledge:
2007). Technology is concerned with ways to improve life. Anything produced since civilization began
to satisfy the necessities of man is part of technology.

Greenwood Dictionary of Education (2003) defines technology as the practical apparatus,

methods, and systems with which a material enterprise or purpose is carried out. Technology is both a
tool and a catalyzer and it can become a medium through which change can happen
(www.edutechwiki.unige.ch/en). Newby, et al. (2000) posits that technology performs a bridging
function between research and theoretical explorations on the one side and the real-world problems
faced by practitioners on the other.

Assessment Task 1

 Explain the maxim “Necessity is the mother of invention” in the light of technology.

Information and Communication Technology

Information and communication technology, acronymed ICT, refers to:

 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 (Anderson, 2010).
 information-handling tools used to generate, store, process, spread and share information
(UNDP, 2001).
 something that allows teachers and students to create, share, connect and reflect on their
learning and that of others (UNESCO, 2011).
 the totality of electronic means to access, create, collect, store, process, receive, transmit,
present and disseminate information” (RA 10844, 2016).
 technologies associated with the transmission and exchange of data in the form of sound,
text, visual images, signals or any other form or any combination of those forms through
the use of digital technology. It encompasses such services as telecommunications, posts,
multimedia, electronic commerce, broadcasting, and information technology” (Technical
Education and Skills Development Authority (TESDA), n.d.).
 a broad subject concerned with technology and other aspects of managing and processing
information and its impact on how knowledge is disseminated in a society (Florencio &
Andong, 2008).
 all the technology used to handle telecommunications, broadcast media, intelligent
building management systems, audiovisual processing and transmission systems, and
network-based control and monitoring functions; the convergence of several technologies
and the use of common transmission lines carrying very diverse data and communication
types and formats (www.techopedia.com).
 a diverse set of technological tools and resources used to transmit, store, create, share or
exchange information which include computers, the Internet (websites, blogs and emails),
live broadcasting technologies (radio, television and webcasting), recorded broadcasting
technologies (podcasting, audio and video players and storage devices) and telephony
(fixed or mobile, satellite, video-conferencing, etc.) (www. uis.unesco.org)

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

There are six components of ICT, shown in

Figure 1, as presented by www.europeyou.eu, to wit:

1. Cloud computing. The term is generally

used to describe data centers available to
many users over the Internet.

2. Software. A set of instructions, data or

programs used to operate computers and
execute specific tasks. Opposite of hardware,
which describes the physical aspects of a
computer, software is a generic term used to
refer to applications, scripts and programs
that run on a device. Software is often divided
into application software, or user downloaded
programs that fulfil a want or need, and
system software, which includes operating
systems and any program that supports
application software.

3. Hardware. The term refers to the physical

elements that make up a computer or Figure 1. The components of ICT
electronic system and everything else Source: www.europeyou.eu
involved that is physically tangible. Hardware
works hand-in-hand with firmware and software to make a computer function.

4. Digital Transactions. This can be broadly defined as online or automated transactions that
take place between people and organizations—without the use of paper.

5. Digital Data. This term represent other forms of data using specific machine language systems
that can be interpreted by various technologies. The most fundamental of these systems is a
binary system, which simply stores complex audio, video or text information in a series of binary
characters, traditionally ones and zeros, or «on» and «off» values.

6. Internet access. This refers to the process of connecting to the internet using personal
computers, laptops or mobile devices by users or enterprises. Currently, broadband
technologies such as cable internet and ADSL are the most widely used methods for internet
access. The speed, cost, reliability and availability of internet access depends on the region,
internet service provider and type of connection.

Assessment Task 2

 Look back at the different definitions of ICT. What words are common in the definitions of
ICT?

EDUCATIONAL TECHNOLOGY

Educational technology is defined by authorities as:

 the development, application and evaluation of systems, techniques and aids to improve
the process of human learning. (Council for Educational Technology of the United
Kingdom)
 the application of scientific knowledge about learning and the conditions of learning to
improve the effectiveness and efficiency of teaching and training. In the absence of
scientifically established principles, educational technology implements techniques of
empirical testing to improve learning situations. (National Center for Programmed
Learning, United Kingdom)
 a systematic way of designing, implementing and evaluating the total process of learning
and teaching in terms of specific objectives, based on research in human learning and

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

communication and employing a combination of human and non-human resources to bring

about more effective instruction. (Commission on Instructional Technology, USA)
 the theory and practice of design, development, utilization, management and evaluation of
processes and resources for learning. (Association for Educational Communication and
Technology)
 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)
 the study and ethical practice of facilitating learning and improving performances by
creating, using and managing appropriate technological processes and resources.
(www.wikipedia.org.edu_technology)
 the field of study which is concerned with the practice of using educational methods and
resources for the ultimate goal to facilitate the learning process. (Lucido, 1997)
 a systematic, iterative process for designing instruction or training used to improve
performance. (Encyclopedia of Educational Technology)

The definitions of Educational Technology disclose in common that educational technology

encompasses the use of instructional media as part of the complicated process of teaching and learning
and stresses its ultimate goal of improving any teaching – learning situation. The meaning of educational
technology can be interpreted broadly or narrowly. In a narrow interpretation, educational technology
may mean the popular use of audiovisual aids and technological resources while broadly speaking,
educational technology covers the complicated process of teaching and learning.

Assessment Task 3

 . Educational technology can be viewed as a process and a product. How?

INSTRUCTIONAL SYSTEM

The classroom provides a myriad of teaching-learning situations. These situations are developed
by the teacher by considering the learning targets or objectives to be attained by students. Then the
teacher organizes the learning experience by thinking of the particular topics or learning experiences.
To make way for students to easily learn the lessons, the teachers carefully select methods or
strategies, utilizing appropriate instructional materials. Eventually, the teacher finds out through the
assessment tasks if the students have learned the lesson. This scientific process is termed instructional
system.

Loughary (n.d.) considers an instructional system as a scientific approach to education. It is an

attempt to design curriculum and develop instructional procedures and materials which reflect what
research has revealed about the teaching-learning process. He delineated the meaning of instructional
system as first, teaching-learning packages, and second, the use of systems concepts and procedures
as both tools and as a model for developing instructional programs. The general steps involved in the
procedures are:
1. defining learning objectives;
2. determining specifications for a system which would meet the objectives;
3. designing a system based on the specifications;
4. developing the system (e.g. instructional materials and routines, physical plant, training of
personnel);
5. system debugging (i.e., trial run and necessary corrections); and
6. system implementation and evaluation.

The design of instruction is described as systematic. Newby (2000) explains that instructional
design is a system as it is an orderly process with an internal logic, resulting in a coherent plan in which
the components of the plan closely match one another.

Instructional system design refers to a systematic development of instructional materials using

learning theories. It is the process of analyzing needs and developing materials to meet those needs. It

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

includes development of instructional activities and exercises; as well as the evaluation of learners'
progress (www.alison.com).

Lee (1975) considers instructional system design as a five-step process for curriculum
development using the systems approach. The interacting steps answer the questions, “What do we
teach,” “How do we teach it,” and “How do we know it has been taught.” The process includes the
following steps: (1) analyze system requirements; (2) define education or training requirements; (3)
develop objectives and tests; (4) plan, develop and validate instruction; and (5) conduct and evaluate
instruction.

Assessment Task 4

 Why is instructional design considered a system? What are the basic processes of this
system?

TECHNOLOGY TOOLS

Technology tools refers to software, primarily, that can be used to develop or support online
course content. Chalk, posters, and overhead projectors were once “technology tools”. Today, while we
think of technology only as computer related tools, technology includes all teaching tools that enhance
the delivery of instruction. Moreover, these tools have changed and will change over time (www.igi-
global.com).

Eduscapes.com presents a categorization of technology tools based on the uses of these tools,
to wit:
 data/calculation tools which include electronic databases and spreadsheets,
 design tools which include computer-aided designs (CAD),
 discussion tools which include blogs, forums, and video conferencing,
 communication tools which include e-mails,
 handheld devices which include palmtops and digital cameras,
 instructional tools which include instructional software,
 interactive tools which include interactive websites
 publishing/visual tools which include digital cameras, scanners, and graphics software
used for imaging,
 multimedia tools which include presentation tools incorporating texts, sounds, and
graphics; and
 writing tools which include word processing software.

Assessment Task 5

 Can the traditional classroom resources such as blackboard and chalk considered as
technology tools? Why?

Along with the foregoing concepts, several other terms are used to denote the scope of
technology in teaching and learning, such as instructional technology, instructional media, instructional
aids, audio-visual aids and instructional materials.

INSTRUCTIONAL TECHNOLOGY. Inclusive in this term are those aspects of educational

technology that are primarily concerned with instruction or the teaching – learning process rather than
the design and operation of educational institutions.

INSTRUCTIONAL MEDIA. These are the means of communication available for educational
purposes other than the teacher. The term media (plural for medium) emphasizes the intervention that
occurs between the teacher and the learner.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

INSTRUCTIONAL AIDS. The term aids emphasizes the assistance or help of the instructional
media in bringing out an effective teaching – learning situation.

AUDIO-VISUAL AIDS. The term emphasizes that these aids employ the use of the sense of
sight, hearing or a combination of these modalities.

INSTRUCTIONAL MATERIALS. The term emphasizes that most of these media used by
teachers to aid in teaching are tools or equipment.

Assessment Task 6

 Using circles, illustrate how the terms instructional technology, instructional media,
instructional aids, audio-visual aids and instructional materials may differ from each
other. Be able to show which term is within another term.

1.2 Roles of ICT in Teaching for Learning

Fingers touch a keyboard. One click of a mouse…and presto! Hundreds and even thousands of
useful links or sources are presented for a topic searched in the Internet. Such a fast way to access
information as compared to long hours one has to spend in libraries to research for topics. The field of
education is not an exception to the wonders of technology. Video cameras, computers, and projectors,
among others are but some of the products of technology which have been very useful in helping
teachers deliver instruction. The classrooms of today have never been so exciting and wonderful like
before with the various technologies at the reach of teachers.

Learning Task 2

Interview a teacher whom you know is integrating ICT in teaching his/her subject. Ask the
following questions as your guide.

1. How does the teacher integrate technology in the classroom?

2. What are the challenges that s/he encounter in the integration of technology?
3. What changes have s/he observed in the utilization of technology in the classroom?

As mentioned in the previous topic, the use of ICT in the classroom aims for the improvement of
the teaching – learning process. Integrating ICT can increase the quality of learning of students while
decreasing the time spent in learning. It can also increase the efficiency of teachers in the classroom
while decreasing educational costs in the long run, without sacrificing educational quality.

Hawkridge (1990) expounded four popular rationales of schools to adopt computers, as a form
of information technology, in schools:
1. The social rationale aims at preparing students for their place and functioning in society.
2. The vocational rationale focuses on how computers can help learners to prepare for jobs.
3. The pedagogical rationale focuses on the use of computers to improve teaching and learning.
4. The catalytic rationale sees that computers act as catalyst to enable educational innovations.

He added further that there are three other rationales, possibly being neglected, to wit:
1. The information technology industry rationale presumes a pressure from IT companies upon
governments and schools to prescribe and use their hardware and software.
2. The cost-effective rationale implies that the integration of ICT in schools will lead to cost savings
in education.
3. The special needs rationale asserts that children with special needs benefit greatly from using
computers, as they can motivate slow learners and compensate for disabilities.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Assessment Task 7

 Of the different rationales in using computers in school, what do you think is the most
reasonable one? Why?

Changing roles of a teacher in an ICT-led classroom

Resta and Patru (2010) presented a framework on how ICT in instruction brings about changes
in teacher and student roles. Figure 2 shows that the teacher transforms from the ‘sage in the stage’ to
the ‘guide by the side’. Teachers are not just dispensers of knowledge but a fellow learner who works
collaboratively with students.

Teachers’ roles shift from to

 knowledge transmitter  learning facilitator, collaborator,
 primary source of coach, knowledge navigator and
information teacher co-learner
controlling and directing all  teacher giving students more
aspects of learning options and responsibilities for their
own learning

Figure 2. Changing roles of a teacher in an ICT-mediated classroom

Kollias & Kikis (2005) analyzed case studies and suggested that pedagogic innovations with the
use of ICTs are likely to involve significant changes in the ‘traditional’ roles of the teacher. A large
majority of the case studies indicated that teachers act as organizers of students’ learning activities,
students’ guides and advisors, and collaborators with other teachers as part of the innovation process,
while only in a small minority of case studies, teachers also acted as lecturers.

Technology has provided a demand on a variety of roles of a teacher. Kaur (2017) listed some
important roles of 21st century teachers, to wit:
1. As a facilitator. The teacher helps the learners to develop the positive attitudes towards the
changes taking place in their environment and makes them ready to adjust and adapt to these
changes.
2. As a knowledge provider. The teacher exposes the learners to an unending process of
knowledge and make them capable to choose between the right and wrong at the same time.
3. As a guide. The teacher enables his learners to get acquainted with new ICT based digital
knowledge and advancements.
4. As a trainer. The teacher trains the learners to master new technological tools or instruments
and makes them ready to utilize the tools to the maximum.
5. As a capacity builder. The teacher capacitates the learners with practicum and life skills
necessary for living a happy life.
6. As a keen observer. The teacher observes the activities of the learners during the exposition
of new and vast world knowledge.
7. As a learner. The teacher updates his/her knowledge to keep pace with global knowledge.
8. As a team member. The teacher works collaboratively with fellow teachers.

Assessment Task 8

 How does ICT help in improving teachers’ capabilities as a 21st century professional?

Changing roles of a student in an ICT-led classroom

Resta and Patru (2010) presented a parallel framework on how students’ role in an ICT-integrated
classroom differs from the traditional one. Figure 3 shows that the learners are not just spectators in a

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sport event, but rather they are the players in the game. Learners are doing performance-based tasks
and creating products, and not just learning theories.

Students’ roles shift from to

 passive recipient of  active participant in the learning
information reproducing process
knowledge  learning collaboratively with
 learning as a solitary activity others

Figure 3. Changing roles of a student in an ICT-mediated classroom

In an analysis of case studies, Kollias & Kikis (2005) found out that pedagogic innovations using
ICTs provide a change in students’ roles to researchers (mainly in information seeking activities),
designers or creators of product, publishers and presenters of their work, and collaborators with other
students.

Roschelle, et al. (2001) posit that technology, when used effectively, can provide ways of
teaching that are much better matched to how children learn. ICT enhances how children learn through
the following characteristics of learning, to wit:

1. Learning through active engagement. Learning research has shown that students learn best
by actively “constructing” knowledge from a combination of experience, interpretation, and
structured interactions with peers and teachers. With learners having different learning styles,
the use of methods beyond lectures and books can help reach children who learn best from a
combination of teaching approaches. To enhance learning, more attention should be given to
actively engaging children in the learning process. The characteristics of computer-based
technologies make them a particularly useful tool for active, constructive learning. For example,
computer-based applications such as desktop publishing and desktop video can be used to
more actively involve students in constructing presentations that reflect their understanding and
knowledge on a variety of subjects.

2. Learning through participation in groups. Some of the most prominent uses of computers
today are communications-oriented, and networking technologies such as the Internet and
digital video permit a broad new range of collaborative activities in schools. Use of technology
to promote such collaborative activities can enhance the degree to which classrooms are
socially active and productive, and can encourage classroom conversations that expand
students’ understanding of the subject. Because a child’s social identity is enhanced by
participating in a community or by becoming a member of a group, involving students in a social
intellectual activity can be a powerful motivator and can lead to better learning than relying on
individual deskwork.

3. Learning through frequent interaction and feedback. Research suggests that learning
proceeds most rapidly when learners have frequent opportunities to apply the ideas they are
learning, and when feedback on the success or failure of an idea comes almost immediately.
Technology supports this learning principle in at least three ways. First, computer tools
themselves can encourage rapid interaction and feedback. Second, computer tools can engage
students in working for extended periods on their own or in small groups. This can create more
time for the teacher to give individual feedback to particular children. Third, in some cases,
computer tools can be used to analyze each child’s performance and provide more timely and
targeted feedback than the student typically receives.

4. Learning through connections to real-world contexts. To develop the ability to transfer

knowledge from the classroom to the real world, learners must master underlying concepts, not
simply memorize facts and solution techniques in simplified or artificial contexts. Technology
can provide students with an excellent tool for applying concepts in a variety of contexts,
thereby breaking the artificial isolation of school subject matter from real world situations.
Further, technology can bring unprecedented opportunities for students to actively participate

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

in the kind of experimentation, design, and reflection that professionals routinely do, with access
to the same tools professionals use.

Assessment Task 9

 . How does ICT enhance learners’ achievement?

The teaching-learning process in an ICT-mediated classroom

Technology has provided changes, not only to teachers’ and learners’ roles, but also to the whole
teaching-learning process, towards the attainment of educational goals. Amin (2016) listed some basic
effects of a digitalized environment on the teaching-learning process as follows:
1. Effect in the quality of student work and practical examples through visualization;
2. Improvement of poor handwriting and languages skills through word processing;
3. Students works at their own pace and intensity suitable to their needs;
4. Enables collaborative learning;
5. Encourages use of peer coaching and peer reviews;
6. Develops communication skills and awareness of different audiences;
7. Has impact on resource–based learning and access to real world information through the
Web
8. Enhances information consistency and accuracy adding to authenticity of learning tasks, with
pragmatic and advanced information;
9. Augments learner motivation through practical activity, visual demonstrations and improved
modes of presentation;
10. Promotes independent learning and individual preferences;
11. Furnishes learners more control;
12. Production of high quality multimedia products;
13. Transforms teachers’ practices, planning tools and assessment rubrics;
14. Boosts opportunities for classes to advance and for learners’ experiences to shape results;
15. Can inspire students to be committed to learning and to contribute in learning activities;
16. Can develop students higher-order thinking: their ability to apply knowledge and skills to
analyze challenging problems, grasp broader concepts, and devise new ideas and solutions.

Kollias & Kikis (2005) enumerated significant pedagogical benefits of ICT such as promoting
active learning, providing students with competencies and technological skills, stimulating students in
collaborative and project-based learning, providing students with customized instructions, addressing
issues of equity for students, “breaking down the walls” of the classroom, and improving the social
cohesiveness and understanding.

Andong & Florencio (2008) enumerated the ways in which computers, as one form of ICT, is
used in classrooms, to wit:
 Gaming tools. Computers are used for games, especially in primary education where a
playful approach to computers helps students prepare for future computer use and
stimulates their creativity and imagination.
 Teacher tool. Teachers use computers for administration tasks, production of documents,
and creation of lessons.
 Research tool. Computers are used to provide students with access to information on the
Internet.
 Communication tool. The use of computers in the classroom helps students get used to e-
mail and facilitates communication among teachers and students.
 Training tool for repetitive tasks. This includes the use of drill and practice programs for
some fields of learning.
 Teaching tool for the development of intellectual and thinking skills. Computers may be used
for interactive games and real-world simulations.
 Teaching tool for computer use in itself. This includes word processing, and dealing with
spreadsheets, databases, as well, as graphic applications that students would likely
encounter in their future work place.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Assessment Task 10

 Present the benefits of using technology to the learners, teachers, and the teaching-
learning process in a tabular form, such as the one below.

Benefits of Technology
to the Learners to the Teachers to the Teaching-Learning
Process

Limitations on the use of technology

However, despite the many benefits derived from technology, limitations on the advantages of
technology in the teaching-learning process are also recognized. Kaur (2017) identified some limitations
of technology in the perspective of teachers, to wit:
1. Over- reliance on ICT limits students critical thinking and analytical skills
2. Learners often have only a superficial understanding of the information they download
3. Computer-based learning has negative physical side-effects such as poor vision and stiffness
problems
4. Learners may be easily distracted from their learning and may explore unwanted sites
5. Learners tend to explore internet for its easy access and neglect the other useful learning
resources
6. Learners tend to use copy-pasting techniques rather than using their creative powers
7. Learners feel pleasure in typing and printing and may have less opportunity to use oral and
written skills
8. Weak students may get difficulty with use of ICTs because they may have problems with
working independently and may need more support from their teachers

Similarly, from the perspective of teachers, limitations are as follows:

1. Negative attitude of teachers towards the use of ICTs.
2. Reluctance and hesitation to use the ICTs in classrooms.
3. Lack of proper technological skills in use of ICTs.
4. Lack of self-efficacy and enthusiasm among teachers.
5. Lack of professional training in field of ICTs implementation in education.
6. Poor critical and scientific temper.

Moreover, aside from the limitations on the part of the teachers and learners, there are also
concerns and issues on ICT use in education which are beyond the control of teachers and learners
such as the high cost of the technology and its maintenance, high cost of spare parts, high cost of anti-
virus packages, interruptions of internet connections, slow speed of internet connections, and poor
power supply.

Assessment Task 11

 How would you react to teachers who do not want to learn anymore about technology
because they claim they are too old to do the task?

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

1.3 ICT Policies and the Educational System

Aside from the pedagogical benefits derived from the use of ICT, generally, ICT is providing a
huge impact in almost any facet of society. Hence, the Philippine government recognized the role of
ICT enacting policies terms of laws, plans, frameworks, ordinances, among others.

Learning Task 3

Shown in the infographic below are some data from the Philippine Statistics Authority. What can you
imply from the data as far as Philippine ICT policies are concerned?

ICT and National Policies

The use of technology and harnessing its benefits has been emphasized in the fundamental law
of the country – the Philippine Constitution. In the 1987 constitution, “the State shall give priority to
research and development, invention, innovation, and their utilization; and to science and technology
education, training, and services. It shall support indigenous, appropriate, and self-reliant scientific and
technological capabilities, and their application to the country’s productive systems and national life.”

Efforts in bringing out innovation in teaching and learning and coming up with the mandate of the
constitutional provision have been carried out in the past three decades. In 1992, the National
Information Technology Plan for the 21st Century (IT21) was crafted vis-à-vis the Medium-Term
Philippine Development Plan as a response to the technological challenges of the 21 st century. It aimed
for the Philippines to be “a newly industrialized country” and “Asia’s Knowledge Centre."

In 1998, the “e-Philippines Strategy” and the “Government Information Systems Plan” were
respectively advocated by the Information Technology and e-Commerce Council (ITECC) and the
National Computer Center (NCC). The “e-Philippines Strategy” envisioned “an electronically enabled
society” while the “Government Information Systems Plan” aimed to “harness the full potential of ICT to
ensure wider public access to information and the faster and more efficient delivery of government
services.”

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

In 2006, the “Philippine Strategic ICT

Roadmap” was developed by the
Commission on Information and
Communications Technology (CICT). It
sought to achieve the vision of “empowering
the nation through ICT.”

In 2011, the Philippines’ Digital

Strategy (PDS) was formulated strategically
to make the country a “digitally empowered,
innovative, globally competitive, and
prosperous society where everyone has
established, affordable and secure
information access in the Philippines” Figure 4. NICTE Framework Elements
Source: https://www.ictecosystem.org.ph/
(Philippine Digital Strategy, 2011). Among
the many specific objectives, the PDS aimed
to use ICT in education and training to provide equitable access to opportunities. As a result,
empowered and improved lives of every Filipino can be attained.

In 2014, the Open Distance Learning Act was acted “to expand and further democratize access
to quality tertiary education through the promotion and application of open learning as a philosophy of
access to educational services, and the use of distance education as an appropriate, efficient and
effective system of delivering quality higher and technical educational services in the country” (Republic
of the Philippines, 2014).

Republic Act No. 10844 was enacted in 2016, creating the Department of Information and
Communications Technology, mandated to be “the primary policy, planning, coordinating,
implementing, and administrative entity of the Executive Branch of the Philippine government that will
plan, develop and promote the national ICT development agenda. (Republic of the Philippines, 2016).
One of the specific functions of the department is to formulate policies and initiatives, in coordination
with the Department of Education (DepEd), the Commission on Higher Education (CHED), and the
Technical Education and Skills Development Authority (TESDA), to develop and promote ICT in
education consistent with the national goals and objectives, and responsive to the human resource
needs of the ICT and ICT-ES sectors.

Consistent with mandate of the Department to “harmonize and coordinate all national ICT plans
and initiatives,” the DICT promulgated in 2019 the National ICT Ecosystem Framework (NICTEF) in
order to promote the national ICT development agenda, and to serve as a blueprint for the
harmonization and coordination of national ICT plans, programs, and projects. To address these, the
Department of Information and Communications Technology (DICT), being the primary policy, planning,
coordinating, implementing, and administrative entity of the Executive Branch of the Philippine
government that will plan, develop, and promote the national ICT development agenda, seeks not only
to more substantively engage and provide for meaningful participation by a more diverse array of
stakeholders, but also to foster inclusive, bottom-up initiatives by encouraging the stakeholders
themselves to set the agenda, projects, and goals of the nation’s new digital strategy. The National ICT
Ecosystem Framework (NICTEF) is envisioned as a ‘living document,’ contributory to the realization of
an equitable, inclusive, and sustainable development for the nation, with ongoing reviews and updates
driven by inputs from stakeholders.

The National ICT Ecosystem is comprised of several interdependent framework elements, shown
in Figure 4:
 Human Capital: Talents and Skills. This refers to the individuals who access the
applications, services, content and data that are provided by the players in the ICT
ecosystem.
 Affordable Access and Devices. This refers to the interfaces through which humans
access the applications, services, content and data – these may include wearable
devices, cellphones, laptops, desktop computers, internet cafes, and other similar
devices or venues.
 Platforms (Apps/Services and Content/Data). This refers to the solutions (or portions of
a solution) which are accessed by users in the ecosystem in order to achieve equitable,

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

inclusive, and sustainable development in our society, and potentially to improve their
quality of life.
 Infostructure/Infrastructure. This refers to the physical and logical components which
collectively perform the function of providing secure connectivity between the users,
their devices, and the platform which they are accessing.
 Standards, Regulations and Policies. This provides the boundaries which will allow for
the players and elements within the ecosystem to safely and productively inter-connect
and inter-operate.

Assessment Task 12

 Create a timeline chart of the important highlights in ICT integration in the Philippine
educational system.

ICT and the Trifocalized Educational System

In the light of the vision of the Department of Education (DepEd) to provide “21st Century
Education For All Filipinos, Anytime, Anywhere,” the department came up with the ICT4E Strategic
Plan. DepEd, in recognition of the major role of ICT in creating a new and improved model of teaching
and learning, aims to:
1. completely integrate ICT into the curriculum, which includes the development of multimedia
instructional materials, and ICT enabled assessment;
2. intensify competency based professional development programs;
3. establish the necessary ICT infrastructure and applications; and
4. develop processes and systems that ensure efficient, transparent and effective governance.

The curriculum of basic education was also attuned to the demands for ICT integration. The
enhanced Basic Education curriculum of the Department of Education is aimed at producing holistically
developed learners with 21st-century skills, which include literacy in information, media, and technology.
In the elementary school curriculum, particularly in Grades 4 through 6 Edukasyong Pantahanan at
Pangkabuhayan (EPP), there are lessons focusing on ICT, particularly safe and responsible use of ICT,
gathering and organization of information through ICT, evaluation of information using ICT,
communication and collaboration using ICT, and knowledge products creation. ICT is also one of the
specializations in Technology and Livelihood Education (TLE) for Grades 7 to 10 and Technical-
Vocational-Livelihood (TVL) Track for Grades 11 to 12. In its curricular map, computer programming is
emphasized. Other specific specialization includes animation, medical transcription, technical drafting,
among others (Department of Education, n.d.). Moreover, in the Alternative Learning System program,
catering to the non-formal education component of the Department of Education, one of the strands is
digital literacy learning.

In the Senior High School (SHS) curriculum, ‘Media and Information Literacy’ is one of the core
subjects. The course introduces the learners to basic understanding of media and information as
channels of communication and tools for the development of individuals and societies. Likewise, it also
“aims to develop students to be creative and critical thinkers as well as responsible users and competent
producers of media and information” (Department of Education). Specific content includes the evolution,
types, and sources of media; the legal, ethical, and societal issues in media; opportunities, challenges,
and power, current and future trends of media and information, among others. Further, ‘Empowerment
Technologies’ is one of the subjects in the applied track of the SHS curriculum. The subject covers
information and communication technologies as a tool for curating, contextualizing, collaborating, and
creating content and experiences for learning in the professional tracks (Department of Education). The
primary learning competency is the development of a working prototype of an ICT Project for Social
Change integrating advanced productivity tools, image and graphics design tools, multimedia, and
online collaborative platforms.

In the curriculum for tertiary education programs, ‘Living in the IT Era’ is one of the elective
subjects in the New General Education component (Commission on Higher Education, 2013). The
course is about the science, culture, and ethics of information technology, its influence on modern living
and human relationships, and uses for personal, professional, and social advancement. The 2017

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

CHED Memorandum Orders specifying the Policies, Standards and Guidelines for Teacher Education
programs, a course ‘Technology for Teaching and Learning 1’ is mandated (Commission on Higher
Education, 2017). The course aims to introduce the basic knowledge, values, and skills in the use of
technology for teaching and learning. The course is prerequisite to another course, ‘Technology for
Teaching and Learning 2’ which provides opportunities to students to utilize technology tools to develop
project-based collaborative tools and learning plans as applied to their field of specialization. The said
CMOs also require that the school offering Teacher Education programs must have an ICT laboratory
as well as an educational technology laboratory. Other non-ICT courses also require ICT-based courses
such as Nursing Informatics in the case of Nursing, Telehealth in Medicine, IT Applications in Business
in Accountancy, and Computer-Aided Drafting for Civil Engineering, among others. ICT-related degree
programs include Information Technology, Computer Science, Information Systems, Multimedia and
Entertainment Computing, and Library and Information Science.

The third component of the trifocalized system of education in the Philippines, being the
transformational leader in the technical education and skills development of the Filipino workforce, the
Technical Skills Development Authority (TESDA), is offering ICT-related certificate courses. In 2012,
the e-TESDA, TESDA’s online program was launched. The program envisions to provide training
opportunities to all the Filipinos, at their own pace, at their own time, thru the online courses that would
be made available thru the TESDA online facility. These online courses will make technical education
and skills development more accessible to the citizens with internet technology. Courses in Agriculture,
Automotive, Electronics, Entrepreneurship, Heating, Ventilation, Air Conditioning, and Refrigeration,
Human Health/ Health Care, Information and Communication Technology, Lifelong Learning Skills,
Maritime, Social, Community Development and Other Services, Tourism, TVET, Processed Food and
Beverages and 21st Century Skills. Online ICT courses include animation, basic computer operations,
mobile apps development, and technopreneurship.

Assessment Task 13

 How are the three components of the trifocalized educational system of the Philippines
converging as far as ICT policy is concerned?

Levels of Technology Integration

Ham, et al. (2002) categorized levels of ICT integration into three, namely: curricular, spatial,
and pedagogical integration. Curricular integration refers to the extent to which, and ways in which, an
ICT activity relates directly to appropriate curriculum goals, and to the same or complementary
curriculum content or skills as other learning activities in a given unit of work or sequence of lessons.
Spatial integration is the extent to which the use of computers or ICT is separated in place or location
from other learning activities in a unit of work. Pedagogical integration refers to the extent to which the
choice of particular ICT, and the ways in which they are used in classes, are consistent with and
between the pedagogical philosophies, orientations and intentions of the teacher, and the learning
styles, abilities and motivations of the students.

UNESCO (2002) identified approaches to applying ICT in education. The model shown in
Figure 5 suggests that schools should be able to move from one phase to another as they continue to
adapt technology. The model has two dimensions: technology and pedagogy. Technology refers to all
the information and communication technologies that ICT comprise, and pedagogy is the art and
science of teaching. The technology dimension is a continuum that represents increasing amounts and
variety of ICT in use. The pedagogy dimension is also a continuum and represents changing teaching
practices resulting from adoption of ICT. Within these two dimensions are seen four stages that classes
or schools typically pass through in their integration of ICT. Though the number of stages vary, there is
a general consensus that the integration of ICT in education proceeds progressively in a series of broad
stages called in the model Emerging, Applying, Infusing and Transforming.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Figure 5. Stages of adoption and use of ICT

Emerging stage. Schools at the emerging stage have just begun to introduce computers.
Administrators and one or more pioneering teachers begin to explore the potential of ICT for school
management and for classroom teaching. The focus in the classroom is often on learning basic ICT
skills and identifying ICT components. Teachers frequently use available equipment for their own
professional purposes, such as word processing to prepare worksheets, spreadsheets for managing
class lists and, if the internet is also available, for locating information or communicating by e-mail. In
this way, teachers develop their ICT literacy skills and learn how to apply ICT to a range of professional
and personal tasks. The emphasis is on learning to use a range of tools and applications, and becoming
aware of the potential of ICT in their future teaching. Classroom practice is still very much teacher-
centered.

Applying stage. Schools at the applying stage have acquired additional ICT equipment
throughout their organization, and are usually in countries where there are national ICT policies in place
and where various ICT strategies are being trialed. School administrators use ICT for more
organizational and management tasks. Teachers begin to adapt the curriculum in order to increase the
use of ICT in different subject areas, applying specific software tools such as drawing, designing,
modelling and simulations in their teaching. ICT are used almost as a separate curriculum area.
Teachers still tend to dominate learning activities in the classroom. However, they use ICT for
professional purposes, focusing on improving their subject teaching in order to enrich how they teach
with a range of ICT applications. They gain confidence in using specialized ICT tools in teaching in their
subject fields. The opportunity to apply ICT in all their teaching is often limited only by a lack of ready
access to ICT facilities and resources.

Infusing stage. Schools at the infusing stage are incorporating ICT across the curriculum. Almost
all classrooms are equipped with computers and schools have internet connections. A wide variety of
other ICT is in evidence across the institution. ICT infuse all aspects of teachers’ professional lives in
such ways as to improve student learning and management of learning. The approach of senior staff is
to support active and creative teachers who are able to stimulate and manage the learning of students,
and to integrate a range of preferred learning styles in achieving their goals. Teachers easily integrate
different knowledge and skills from other subjects into project-based curricula. The curriculum begins
to merge subject areas to reflect real-world applications. While teachers integrate ICT in all aspects of
their professional lives to improve their own learning as well as the learning of their students, ICT are
not completely fused with other regular learning activities. Students, however, are slowly given more
control over their learning and a degree of choice in projects undertaken. Teachers use ICT to assist
their students to assess their own learning in achieving the aims of personal projects.

Transforming stage. The infusing stage is already leading to transformation. A major challenge
is to move teachers through the infusing stage to a point where ICT are tools used routinely to assist
learning in such a way that they are fully integrated in all classes. When ICT are fully integrated in all
regular classroom learning activities, when ICT is used to rethink and renew institutional organization
in creative ways, and when ICT are a regular part of the daily life of the institution, then schools are at
the transforming stage. ICT become an integral, though invisible part of daily personal productivity and
professional practice. The focus in classrooms has moved fully from teacher-centered to learner-
centered that integrates subject areas in real-world applications. ICT may be taught as a separate

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

subject at senior levels of secondary schools and incorporated into vocational areas. Teachers with
expertise in ICT may be on staff along with other subject specialists. With the school head, such staff
may assist in developing an ICT plan for the institution. When the transforming stage is reached,
teachers and other support staff regard ICT as a natural part of the everyday life of their institutions,
which have become centers of learning for their communities.

The four stages of ICT integration can be mapped onto learning and teaching. Shown in Figure
6 are the steps that learners typically pass through as they learn about ICT and, correspondingly, the
steps teachers generally progress as they teach with ICT.

Figure 6. Mapping the ICT stages onto teaching and learning

Assessment Task 14

 Using the descriptions on the levels of ICT integration, assess your school on what stage
does it fall.

ICT Policy Components

While policies can be strategic statements that provide a broader context for change, policies
can also be operational; action plans, programs, or projects that provide the mechanism and resources
by which the vision is to be realized. UNESCO (2011) laid out the various strategic and operational
components of ICT policies, to wit:

Articulating policy goals and a strategic vision. Policies can provide a rationale, a set of goals,
and a vision of how the education system might look with the introduction of change, and how students,
teachers, parents, and the general population might benefit from these changes in schools. Strategic
policies can promote the use of educational ICT to support economic growth, to promote social
development, or to advance pedagogical reform.

Professional development. Teacher professional development and initial teacher training are
an important component of ICT in education policy. ICT policies and programs related to teacher training
should be structured in a way that connects to specific classroom practices or engages teachers in a
community of professional practice and ongoing development. In the early phases of ICT introduction,
teachers need training in the operation of hardware, software, and, to some extent, networking. As ICT
use by teachers becomes more common, professional development shifts to the pedagogical
integration, the creation of content, and the development of shared knowledge and practice.

Pedagogical change. An important component of ICT in education policies, particularly for

policies that promote education reform, is the articulation of ICT-related changes with innovative
pedagogical practices. Early applications of ICT in schools included tutorial or drill-and-practice software

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that focused on the memorization of facts and the application of simple procedures, associated with
traditional pedagogical models. But more advanced applications, such as simulations, games are
associated with pedagogical changes that treat the students as active agents who are engaged in
collaborative projects to solve complex, real-world problems, or sustained investigations.

Curricular development. In the initial stages of ICT use in education, the focus has often been
on the introduction of courses on ICT literacy in the curriculum. Students learn how to operate
equipment and common productivity software. But as education systems become more experienced in
the use of ICT and as it becomes more embedded in schools and classrooms, the curricular emphasis
can shift to the integration of ICT throughout the curriculum to support the learning of school subjects.

Assessment reform. Traditional assessments are focused on the memorization of facts and the
application of simple procedures to set up, one-step problems. Assessment reform emphasizes the
need to assess a new set of twenty-first century skills not traditionally measured by standardized
assessments. It also emphasizes the need for continuous assessment that is integrated into regular,
ongoing instructional activity and involves new assessment methods that include performance tasks
and portfolio assessments. ICT can be a crucial enabler of these changes and assessment should be
an important part of ICT policy.

Restructuring the school. ICT can play an important role in restructuring the social and physical
organization of the school. ICT can make an even more profound impact on school organization, as
pervasive technology and social networks are used to support “anytime, anywhere” knowledge
production, collaboration, and knowledge sharing, in and out of school.

Technological infrastructure. The technology is itself a key part of ICT policy, although many
policies err in focusing exclusively on this. ICT policies must address issues related to hardware,
software and content development, networks, and technical support.
1. Hardware. ICT policies include the provision of and budget allocation for computer hardware.
This is typically a policy emphasis in the early stages of a country’s use of ICT in education.
Such plans often include the amounts and type of computer and multimedia hardware that
will be purchased.
2. Software and content development. ICT in education policies often address the kinds of
software that should be available to schools and teachers. The power of computers is
expressed in the software applications that they can run.
3. Networks. Wireless networks provide more flexibility in numbers and locations. In some
school systems, with limited resources for equipment, wireless networks have been combined
with carts of laptop computers that can be wheeled to classrooms for scheduled use.
Bandwidth will depend on the number and amount of users, the kind of content to be used,
and the origin of the content. Wireless networks would support the generation and sharing of
students’ digital content.
4. Technical support. Another important component of ICT in education policies and programs
is the provision of ongoing technical assistance. Teachers need this support not only in early
phases of ICT use, when they need help operating the equipment, but also as hardware and
networking technologies become more sophisticated and educational applications become
more complex. As with teacher training, assistance is needed to support teachers’ operation
and connection of hardware and software, as well as help in integrating the use of ICT across
the full range of curricular subjects.

Assessment Task 15

 Interview a school head (either in a public or private school) in your area. Ask if there is
a school ICT policy. Assess where in the ICT policy components mentioned above do
the school ICT policy fall. What components are missing in the policies the school head
mentioned.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Feedback

How did you go on so far with this module? What were your realizations regarding ICT? Is it a
blessing or a curse for society? Well, whatever your answer will be will really depend on how we
intentionally use ICT in our daily lives.

As a future elementary school teacher, there is a lot of promise on ICT to aid you in carrying out
your functions. You should not be afraid to use technology, rather you should be at the forefront of
leading the change in your schools with technology as your dependable tool.

Summary

To aid you in reviewing the concepts in this module, here are the highlights:

 Technology is the term for all the methods people develop to satisfy their needs and
wants. It serves as a bridge between research and theoretical explorations and real-
world problems.
 Information and communication technology (ICT) is a diverse set of technological tools
and resources used to transmit, store, create, share or exchange information. The
components of ICT are cloud computing, software, hardware, digital transactions, digital
data, and internet access.
 Educational technology is the study and ethical practice of facilitating learning and
improving performances by creating, using and managing appropriate technological
processes and resources.
 Instructional system design refers to a systematic development of instructional materials
using learning theories. The process includes the steps: analysis of system
requirements; defining education or training requirements; developing objectives and
tests; planning, developing and validating instruction; and conducting and evaluating
instruction.
 Technology tools refers to software that can be used to develop or support online course
content.
 Instructional technology covers aspects of educational technology that are primarily
concerned with instruction or the teaching – learning process rather than the design and
operation of educational institutions.
 Instructional media are the means of communication available for educational purposes
other than the teacher.
 The term instructional aids emphasizes the assistance or help of the instructional media
in bringing out an effective teaching – learning situation.
 The term audio-visual aids emphasizes that these aids employ the use of the sense of
sight, hearing or a combination of these modalities.
 Instructional materials is a term that emphasizes that most of these media used by
teachers to aid in teaching are tools or equipment.
 Schools adopt computers because of the social, vocational, pedagogical, and catalytic
rationales.
 In an ICT-led classroom, teachers’ roles shift from transmitter of learning to facilitator of
learning while the students’ roles shift from being a passive recipient of information to
an active participant in the learning process.
 While technology provides significant pedagogical benefits to the teaching-learning
process, there are also limitations in the use of technology.
 Some of the legal bases of ICT in the Philippine educational system include the National
Information Technology Plan for the 21st Century (IT21) in 1992, the e-Philippines
Strategy and the Government Information Systems Plan in 1998, the Philippine
Strategic ICT Roadmap in 2006, the Philippines’ Digital Strategy (PDS) in 2011, the
Open Distance Learning Act in 2014, Republic Act No. 10844 creating the Department
of Information and Communications Technology in 2016, and the National ICT
Ecosystem Framework (NICTEF) in 2019.

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

 ICT was also streamlined in the various levels of education. The Department of
Education came up with the ICT4E Strategic Plan. The curriculum of the basic education
was attuned to the demands of ICT integration as seen in the inclusion of IT topics in
elementary subjects like EPP, TLE, senior high school subjects such as Media and
Information Literacy and Empowerment Technologies, the Alternative Learning System
program. In the tertiary education programs, there is an elective subject on IT in the New
General Education component. ICT subjects are also embedded in the various curricular
programs. The Technical Skills Development Authority (TESDA) is offering ICT-related
certificate courses.
 UNESCO identified approaches to applying ICT in education. In applying ICT, an
educational institution proceeds to four stages: Emerging, Applying, Infusing and
Transforming stages.
 ICT policy components include Articulating policy goals and a strategic vision,
Professional development, Pedagogical change, Curricular development, Assessment
reform, Restructuring the school, Technological infrastructure, Hardware, Software and
content development, Networks, and Technical support.

Suggested Readings
To further your understanding on some of the topics, you can refer to the following links:

ICT Statistics in the Philippines: A Situationer. Retrieved from https://www.itu.int/en/ITU-D/Regional-

Presence/AsiaPacific/Documents/Events/2018/aspidi2018/ Session_4.2_Philippines_PSA.pdf

SEAMEO INNOTECH (2010) Report Status of ICT Integration in Education in Southeast Asian
Countries. Retrieved from
https://www.seameo.org/SEAMEOWeb2/images/stories/Publications/Project_Reports/SEAMEO_ICT-
Integration-Education2010.pdf

National Information and Communications Technology Ecosystem Framework. Retrieved from

https://www.ictecosystem.org.ph/

References

Amin, J. (2016). Redefining the role of teachers in the digital era. International Journal of Indian
Psychology, 3(3).

Anderson, J. (2010). ICT Transforming Education: A Regional Guide. UNESCO Bangkok Asia and
Pacific Regional Bureau for Education

Ballado, R. (2012). Basic concepts in educational technology 1. Manila, PH: Rex Bookstore, Inc.

Constitution of the Republic of the Philippines. Retrieved from

https://www.officialgazette.gov.ph/constitutions/1987-constitution/

DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepEd
ICT4E Strategic Plan) Executive Summary. Retrieved from
https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/philippines_ict4e_strategic_pla
n_summary.pdf

Edukasyong Pantahanan at Pangkabuhayan Curriculum Guide. Retrieved from

https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf

Empowerment Technologies. Retrieved from https://www.deped.gov.ph/wp-

content/uploads/2019/01/SHS-Applied_Empowerment-Technologies-for-the-Strand.pdf

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Florencio, E. I. & Andong, R. M. (2008). Information and communication technology in basic

education: A strategic approach for educators. Pasig City, PH: Anvil Publishing, Inc.

General Education Curriculum. Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/CMO-

No.20-s2013.pdf

Ham et al. (2002). Ministry of Education, Wellington, New Zealand

www.educationcounts.govt.nz/publications/ict/5807

Hawkridge, D. (1990) Who needs computers in schools, and why? Computers & Education, 15(l – 3),
1 – 6 doi:10.1016/0360-1315(90)90121-M

https://educationaltechnology.net/definitions-educational-technology/

https://edutechwiki.unige.ch/en/Educational_technology

https://www.igi-global.com/dictionary/transforming-from-the-classroom-to-an-online-nursing-
educator/47297

ICT Statistics in the Philippines: A Situationer. Retrieved from https://www.itu.int/en/ITU-D/Regional-

Presence/AsiaPacific/Documents/Events/2018/aspidi2018/ Session_4.2_Philippines_PSA.pdf

Instructional System Design. Retrieved from https://www.alison.com/topic/learn/38145/introduction-

and-objectives

Instructional System. Retrieved from http://www.nwlink.com/~donclark/history_isd/glaser.html

Kaur, S. (2017). ICT integrated education: Shifting role of teachers. Scholarly Research Journal for
Humanity Science & English Language, 4(23), 6035-6042. doi.org/10.21922/srjhsel.v4i23.9647

Kolias, A & Kikis, K. (2005) Pedagogic innovations with the use of ICTs: From wider visions and policy
reforms to school culture. Universitat de Barcelona, p. 21. Retrieved from
http://www.publicacions.ub.es/refs/indices/06319.pdf

Lee, B. N. (1975) Instructional system development (ISD)—An air force way of life. Journal of
Educational Technology Systems. 4(1), 33-40. Retrieved from
https://journals.sagepub.com/doi/abs/10.2190/TUUG-NJW7-JBPU-A6H6?journalCode=etsa

Loughary, J. W. (n.d.) Instructional Systems – Magic or Method? Retrieved from

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196805_loughary.pdf

Media and Information Literacy. Retrieved from https://www.deped.gov.ph/wp-

content/uploads/2019/01/SHS-Core_Media-and-Information-Literacy-CG.pdf

National Information and Communications Technology Ecosystem Framework. Retrieved from

https://www.ictecosystem.org.ph/

Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional technology for
teaching and learning: Designing instruction, integrating computers, and using media. NJ, USA:
Prentice-Hall, Inc.

Philippine Digital Strategy. Retrieved from

https://www.gov.ph/documents/820828/1076083/Philippine+Digital+Transformation+Strategy_2
0190208.pdf/74f4f221-2915-8136-a4c0-e6829c47dce9?t=1549932892309

Policies, Standards and Guidelines for Bachelor of Elementary Education. Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf

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Modules in Technology for Teaching and Learning1 Alejandro L. Giray, Jr.

Republic of the Philippines. (2016). Republic Act No. 10844 – An Act Creating The Department of
Information and Communications Technology, Defining its Powers and Functions, Appropriating
Funds Therefor, and for Other Purposes. Retrieved from
https://www.officialgazette.gov.ph/2016/05/23/republic-act-no-10844/

Resta, P. and Patru, M. (Eds). (2010). Teacher Development in an E-learning Age: A Policy and
Planning Guide. Paris, UNESCO as cited in Anderson, J. (2010). ICT Transforming Education:
A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education.

Roschelle, J., Pea, R., Hoadley, C., Gordin, D., Means, B. (2001). Changing How and What Children
Learn in School with Computer-Based Technologies. The Future of Children, 10(2). Los Altos,
CA: Packard Foundation. 76-101

Sangrà, A. & Sanmamed, M.G. (2010) The role of information and communication technologies in
improving teaching and learning processes in primary and secondary schools, ALT-
J, 18:3, 207-220, DOI: 10.1080/09687769.2010.529108

SEAMEO INNOTECH (2010) Report Status of ICT Integration in Education in Southeast Asian
Countries. Retrieved from
https://www.seameo.org/SEAMEOWeb2/images/stories/Publications/Project_Reports/SEAMEO
_ICT-Integration-Education2010.pdf

Sec Joel Villanueva Launches TESDA Online Program. Retrieved from https://www.e-tesda.gov.ph/

Technical Education and Skills Development Authority (TESDA). (n.d.). The Country's ICT Industry in
Focus (Issue No. 19). Retrieved from Republic of the Philippines - Technical Education and
Skills Development Authority (TESDA): http://www.tesda.gov.ph/About/TESDA/63

TLE and TVL Track. Retrieved from https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-

curriculum/technology-and-livelihood-education-tle-and-technical-vocational-livelihood-tvl-track/

UNDP, Evaluation Office. (2001). Information Communications Technology for Development.

ESSENTIALS. Retrieved from http://web.undp.org/evaluation/documents/essentials_5.PDF

UNESCO. (2011). Transforming Education: The Power of ICT Policies. UNESCO. Retrieved from
http://unesdoc.unesco.org/images/0021/002118/211842e.pdf

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