Module 3

ICT Policies and Safety Issues in Teaching and Learning

Module Overview

“There can be infinite uses of computer and new -age technology, but if teachers themselves
are not able to bring it into the classroom and make it work, then it fails.”
-Nancy Kassebaum-

Lessons in this Module

 ICT National or International Policies That are Applicable to Teaching and Learning
 Safety Issues in ICT
 Uses of ICT Policies in the Teaching and Learning Environment

Restrictions of distance have been by technology at present times. Now when we live in a
technology-based society, ICT learning is one of the best methods of teaching students through virtual
classrooms. The relationship between ICT and Education has been one of rapid change from technology
to learning. Schools increasingly determine new technologies and models for teacher professional
development in enhancing teaching and learning (Ndongfack, 2010). The importance of national policies
and programs for the realization of ICT’s can be essential tool in education. According to Schmidt, et al..,
(2009), the way teachers use ICT tolls for effective teaching can be important tool for information
communication technology development for teaching and learning.

At the completion of this module, you should be able to:

 Enumerate the national ICT policies affecting classroom practices
 Describe the implementation of ICT policies in teaching-learning
 Identify ICT policies that are incorporated to the design and implementation of teaching-
learning activities.

Lesson 1
ICT National or International Policies That are Applicable to Teaching and Learning

Introduction

Information and Communication Technology (ICT) can impact student learning when teachers
are digitally literate and understand how to integrate it into the new curriculum. When you want every
student to enumerate national ICT policies , each time you teach, understanding the existing and
planned national policies related to ICT, it may help you achieve your goal. You will find the answers to
this question in this lesson.

1. Write down the policies and suggest what to do to implement the ICT in education policy first at
the national level (all schools) and then how to implement the policy in our classroom.

2. Individuals prepare a presentation for class discussion.

Analysis

ICT’s are not only an instructional means to provide prerequisite learning activities; they offer an
exploratory space where the learner is in charge. Write down a list of the international and national ICTs
as a learning tool you think can improve quality in education.

Abstraction

The international policymakers join forces to successfully implement ICT in educational practice
to address the individual needs of students, the implication of technology for student assessment, and
teacher learning to successfully implement technology (Voogt, 2013). A National ICT Policy put into
place so that the government and stakeholders can have access to information that is committed to
bringing digital technology to all individuals and communities.
 The provision of ICT to academic staff students is critical to recommend them to more effective
learning environments. By overcoming the needs and reinforcing the functional aspects, it may help
decision-makers to employ academic staff on an investigation of the status of the developments of ICT in
improving the teaching and learning environment in educational institutions. The ability of policymakers
to innovate on related policy issues outperform technological innovations because it changes and
evolves. Lack of rigorous and significant evidence complicates the attempts to outline impact
ICT/education policies.
The World Bank Systems Assessment for Better Education Results (SABBER) initiative, as part of
their work, attempts to document national educational technology policies around the world and their
evolution over time. Policymakers try to benchmark their policy on ICT use in education against
international norms, so a related SABER-ICT policy framework has been developed. Likewise, of
comparator countries around the world, identify key themes and characteristics, draw on an analysis of
their policy document.

There are eight policy themes around the world that are commonly identified in educational
technology policies;
1. Vision and planning
2. ICT Infrastructure
3. Teachers
4. Skills and competencies
5. Learning resources
6. EMIS
7. Monitoring and evaluation
8. Equity, inclusion and safety.
The framework only considers policy intent but not the extent to which policies are realized in practice,
nor the impact of such policies. The policymakers are challenged to offer useful related policy guidance
for rapid developments and innovations in the technology sector (Trucano, 2016).

SABER-ICT policy framework may find useful by policymakers as a means to help their country
benchmark the current state of related policy development. It can look forward to potential future
policy directions and gain inspiration from other countries. There are two official documents wherein
Policy on the use of ICTs in the Philippine basic education system is articulated. The Medium-Term
Development Plan of the Philippines (MTPDP) 2004-2010. The MTPDP states: “ICT will be harnessed as a
powerful enabler of capacity development. It will, therefore, be targeted directly towards specific
development goals like ensuring basic education for all and lifelong learning, among others” (National
Economic Development Authority, 2004a, p. 2) and the 2002 Basic Education Curriculum (BEC), that
stipulates the following goal of Philippine primary education: “We must educate our Filipino learners to
filter information critically, seek credible sources of knowledge, and use data and facts creatively so that
they can survive, overcome poverty, raise their personal and national esteem, and realize a gracious in
life in our risky new world.

The Philippine government, especially the Department of Education and Department of Science
and Technology, has forwarded ICT educations through policies and projects. The Restructured Basic
Education Curriculum launched in 2002 aimed to implement an interactive curriculum and to integrate
technology in instruction and education, with computer literacy emphasis. The act of 1998 (R.A. 8484)
was passed to generate the participation of companies and to engage the private sector. There are
programs with DepEd through streamline data collection to improve ICT education. To help schools to
participate in ICT-related programs, the DepEd Computerization Program (DCP) was implemented.

According to Arinto (2006), policy on ICT integration in Philippine primary education reflect a
human development perspective. However, critical ICTs for schools’ programs tend to be informed by a
human approach. The human development perspective joined the mainstream of education and
development in the 1990’s and it now reinforces the international consensus on Education for All and
the Millennuim Development Goals, However, many educational reform efforts. It continues to
influence the human capital perspective (Avalos, 2003).
 Lesson 2
Safety issues in ICT

Introduction

Understanding the safety issues in ICT would help students to understand why learners there
are issues of cyberbullying. This lesson will describe the implementation of ICT policies this information
in improving the delivery of teaching-learning.

Activity

1. Organize small groups to interview and explain how existing and planned national policies
impact classroom practices, their classroom practices correspond to, and support policies
related to ICT.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Interview a cyberbullied student and what are your suggestions to improve student
performance related to the discussion of safety issues in cyberbullying?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Abstraction

“Technological change is not additive; it is ecological. New technology does not merely add
something; it changes everything.”

Originally, with the active participation of the learner instructor, the implementation of ICT in
education was to change the teaching and the learning process from the traditional instructional
teacher-centered endeavor to a learner-centered approach with active participation of the learner
coach (Voogt et al.., 2013).

The most natural part for the effective integration of ICT into the educational system is given
enough capital although the process of integration is complex and multifaceted, like in curriculum and
pedagogy, teacher competencies, institutional readiness, and long-term financing.

To improve the quality of education, policymakers and implementation managers must have a
clear vision in investments of ICTs that requires a vast amount of money. Such massive investments
require not only careful planning for skills enhancement of both teachers and learners but also
thoughtful implementation. Both policymaker and implementation mangers at the national and
institutional levels need to plan for the introduction of high technology and understand the contextual
complexities of the educational ecosystem of the communities.

Youth acquire ICT skills faster than adults, according to the studies of the World Youth Report
(2003) and more likely to share these skills with their peers either implementation of the national
reform in Chinese secondary schools. The study focused on the use of ICT in teaching the English
language. Findings indicated that the majority of the teachers have a positive attitude towards ICT and
happy with the current ICT use in English. Moreover, results showed that some teachers find difficulties
in changing from the traditional pedagogical method of teaching to a technological based pedagogy. Hu
and McGrath (2012) suggested that continuous professional development programs that can motivate
the attitudes of teachers positively to equip them with new ICT skills.
 After substantial worldwide implementation ICT schools, studies have found out that those
teachers who are more proficient in using ICT focus on the internet search and word processing instead
of project-based teaching (Phepls, Graham, & Watts, 2011). Mingaine (2013) observed that despite the
benefits of ICT, the school management had not fully implemented the policies developed by the
ministry of Education in Kenya. They assert that some schools had developed guidelines on how to
implement ICT but no attempt was made to achieve them. This promted an invistagation of challenges
that hindered the efficient implementation of ICT in public secondary schools in Meru Country.

Mooij and Smeets (2001) suggested five successive phases of ICT implementation representing
different levels of ICT transformation of the educational and learning processes. These includes:
1. The incidental and isolated use of ICT by one or more teachers
2. Increasing awareness of ICT relevance at all levels.
3. Emphasis on ICT coordination and hardware
4. Focus on didactic innovation and ICT support
5. Use of ICT-integrated teaching and learning that is independent of time and place.

As a whole class, you plan to

organize a forum inviting a
resource speaker to
talk on ICT on national and
international policies applied to
teaching and learning Well
done! You have just finished
Lesson 1 of this module
As a whole class, you plan to
organize a forum inviting a
resource speaker to
talk on ICT on national and
international policies applied to
teaching and learning Well
done! You have just finished
Lesson 1 of this module