Xavier University

Ateneo de Cagayan
School of Education

ED 11 – Technology for Teaching and Learning

Facilitator/s: Bislig, Crysvenne

Lorono, Jessa
Tabigne, Samuel
Valmores, Grandel

Facilitation Day/s: January 30, 2020

Topic: Uses if ICT Policies in the Teaching and Learning Environment

I. CONTEXT:
 The students already have a background about the importance and the strategies in
which Information, Communication, and Technology (ICT) can be integrated in
teaching and learning.

 The students will learn about the uses if ICT policies in the teaching and learning
environment, its educational applications and inclusiveness consideration, and the
past ICT policies in the Philippines in the field of education.

Learning Objectives:
At the end of the session, the students will be able to:

A. Cognitive
 Identify the common educational applications of ICT in teaching and learning; and
 Identify the inclusiveness considerations of ICT in education.

B. Psychomotor
 Express understanding of the uses if ICT policies in the teaching and learning
environment.

C. Affective
 Compare the difference of other schools to Xavier-Ateneo in terms of the uses of ICT
Policies towards its learners; and
 Realize the importance of integrating ICT in teaching and learning environment.

References:

 IIEP Learning Portal (2013). Information and communication technology (ICT) in

education. Retrieved from https://learningportal. iiep.unesco.org/en/issue-
briefs/improve-learning/ curriculum-and-materials/information-and-
communication-technology-ict
  BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from
http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhi
teboard.aspx
 Goodwin, K. 2012. Use of Tablet Technology in the Classroom. Strathfield, New
South Wales: NSW Curriculum and Learning Innovation Centre.
 Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the
research.’ Presented at the 120th ASEE Annual Conference and Exposition.
Atlanta, Georgia.

Materials:

PLAN A (Electronic) PLAN B (Traditional IMs – in case of electricity problems)

Powerpoint Presentation
Projector

Curriculum Connection:
It aims to mold teacher-educators as “21 st Century Teachers”. It is to develop or enhance the
teacher`s skills and knowledge in using ICT that is eminently adaptable to any diverse
learners inside the classroom. It requires that teachers become as conversant as possible with
the context of each learner in the classroom, considering their individualities in integrating
ICT in the lesson. Moreover, it systematically incorporates methods from a variety of sources
which better contribute to the formation of the whole person. It does not only consider the
history ICT policies and ICT skills of the pre-service teachers, but also enabling them to
become aware of the current uses of ICT policy in the field of education.

II. STUDENT’S LEARNING EXPERIENCE

A. Prelection

Preliminaries:
Opening Prayer
Kamustahan
Review of the last meeting`s topic

Name of Activity:

Procedures:
1. The facilitators will
2.
3.
Processing:
The facilitators will ask the following questions:




B. Lesson Development
 The facilitators will ask the students to settle down.
 The facilitators will start the discussion by presenting first the objective for the lesson.
 The facilitators will start the discussion after presenting the objectives.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION

Information and Communications Technology (ICT) can impact student learning when
teachers are digitally literate and understand how to integrate it into curriculum.
Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage
information. In some contexts, ICT has also become integral to the teaching-learning
interaction, through such approaches as replacing chalkboards with interactive digital
whiteboards, using students’ own smartphones or other devices for learning during class time,
and the “flipped classroom” model where students watch lectures at home on the computer
and use classroom time for more interactive exercises.
When teachers are digitally literate and trained to use ICT, these approaches can lead to
higher order thinking skills, provide creative and individualized options for students to
express their understandings, and leave students better prepared to deal with ongoing
technological change in society and the workplace.
ICT issues planners must consider include: considering the total cost-benefit equation,
supplying and maintaining the requisite infrastructure, and ensuring investments are matched
with teacher support and other policies aimed at effective ICT use.
 
Issues and Discussion
Digital culture and digital literacy: Computer technologies and other aspects of digital culture
have changed the ways people live, work, play, and learn, impacting the construction and
distribution of knowledge and power around the world. Graduates who are less familiar with
digital culture are increasingly at a disadvantage in the national and global economy. Digital
literacy—the skills of searching for, discerning, and producing information, as well as the
critical use of new media for full participation in society—has thus become an important
consideration for curriculum frameworks.
In many countries, digital literacy is being built through the incorporation of information and
communication technology (ICT) into schools. Some common educational applications of
ICT include:

 One laptop per child: Less expensive laptops have been designed for use in school on a
1:1 basis with features like lower power consumption, a low cost operating system, and
special re-programming and mesh network functions. Despite efforts to reduce costs,
however, providing one laptop per child may be too costly for some developing countries.
 Tablets: Tablets are small personal computers with a touch screen, allowing input without
a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto
tablets, making them a versatile tool for learning. The most effective apps develop higher
order thinking skills and provide creative and individualized options for students to
express their understandings.

 Interactive White Boards or Smart Boards: Interactive white boards allow projected
computer images to be displayed, manipulated, dragged, clicked, or copied.
Simultaneously, handwritten notes can be taken on the board and saved for later use.
Interactive white boards are associated with whole-class instruction rather than student-
centered activities. Student engagement is generally higher when ICT is available for
student use throughout the classroom.

 E-readers: E-readers are electronic devices that can hold hundreds of books in digital
form, and they are increasingly utilized in the delivery of reading material. Students—
both skilled readers and reluctant readers—have had positive responses to the use of e-
readers for independent reading. Features of e-readers that can contribute to positive use
include their portability and long battery life, response to text, and the ability to define
unknown words. Additionally, many classic book titles are in e-book form.

 Flipped Classrooms: The flipped classroom model, involving lecture and practice at

home via computer-guided instruction and interactive learning activities in class, can
allow for an expanded curriculum. There is little investigation on the student learning
outcomes of flipped classrooms. Student perceptions about flipped classrooms are mixed,
but generally positive, as they prefer the cooperative learning activities in class over
lecture.

ICT and Teacher Professional Development: Teachers need specific professional

development opportunities in order to increase their ability to use ICT for formative learning
assessments, individualized instruction, accessing online resources, and for fostering student
interaction and collaboration. Such training in ICT should positively impact teachers’ general
attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT
teaching and learning within each discipline. Without this support, teachers tend to use ICT
for skill-based applications, limiting student academic thinking. To support teachers as they
change their teaching, it is also essential for education managers, supervisors, teacher
educators, and decision makers to be trained in ICT use.
Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit
students, additional conditions must be met. School policies need to provide schools with the
minimum acceptable infrastructure for ICT, including stable and affordable internet
connectivity and security measures such as filters and site blockers. Teacher policies need to
target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific
uses. Successful implementation of ICT requires integration of ICT in the curriculum.
Finally, digital content needs to be developed in local languages and reflect local
culture. Ongoing technical, human, and organizational supports on all of these issues are
needed to ensure access and effective use of ICT.
Resource Constrained Contexts: The total cost of ICT ownership is considerable: training
of teachers and administrators, connectivity, technical support, and software, amongst
others. When bringing ICT into classrooms, policies should use an incremental pathway,
establishing infrastructure and bringing in sustainable and easily upgradable ICT. Schools in
some countries have begun allowing students to bring their own mobile technology (such as
laptop, tablet, or smartphone) into class rather than providing such tools to all students—an
approach called Bring Your Own Device. However, not all families can afford devices or
service plans for their children. Schools must ensure all students have equitable access to ICT
devices for learning.
 __________________________________________________________________________

INCLUSIVENESS CONSIDERATIONS
Digital Divide: The digital divide refers to disparities of digital media and internet access
both within and across countries, as well as the gap between people with and without the
digital literacy and skills to utilize media and internet. The digital divide both creates and
reinforces socio-economic inequalities of the world’s poorest people. Policies need to
intentionally bridge this divide to bring media, internet, and digital literacy to all students, not
just those who are easiest to reach.
Minority language groups: Students whose mother tongue is different from the official
language of instruction are less likely to have computers and internet connections at home
than students from the majority. There is also less material available to them online in their
own language, putting them at a disadvantage in comparison to their majority peers who
gather information, prepare talks and papers, and communicate more using ICT. Yet ICT
tools can also help improve the skills of minority language students—especially in learning
the official language of instruction—through features such as automatic speech recognition,
the availability of authentic audio-visual materials, and chat functions.
Students with different styles of learning: ICT can provide diverse options for taking in
and processing information, making sense of ideas, and expressing learning. Over 87% of
students learn best through visual and tactile modalities, and ICT can help these students
‘experience’ the information instead of just reading and hearing it. Mobile devices can also
offer programmes (“apps”) that provide extra support to students with special needs, with
features such as simplified screens and instructions, consistent placement of menus and
control features, graphics combined with text, audio feedback, ability to set pace and level of
difficulty, appropriate and unambiguous feedback, and easy error correction.
___________________________________________________________________________

ICT POLICIES IN DEPED: PAST AND PRESENT

In 1996, DepED embarked on a 10-Year Modernization Program (1996-2005). The main
components of this program were the computerization project and the School of the Future
project. The modernization program introduced use of information technology in the
improvement of the teaching and learning process, educational management and operations.
This program was supported by other government agencies and the private sector.

Previous to the adoption of this policy, DepED introduced the use of radio broadcast in
education in the 1960s and educational television in the 1970s. Through the support of
Channel 4, the Tulong Aral program of the 1980s was the first major initiative that combined
the use of radio and television in public basic education.
There were also private sector initiatives in educational radio and TV since the early 1980s.
Among them were children’s television shows such as Kulit Bulilit and Batibot. Kulit Bulilit
was a children’s variety show and Batibot was patterned after Sesame Street which aired on
Philippine television in the 1970s. However, these “edutainment” initiatives were not based
on the curriculum.

Private-public partnership in educational television started in the 1990s with ABS- CBN
Foundation’s Sine’Skwela and Foundation to Upgrade Science Education’s Continuing
Studies through Television (FUSE-CONSTEL). Sine’Skwela is a curriculum based children’s
TV Program on Elementary Science. FUSE-CONSTEL is a teacher training program for high
school teachers in English, Science and Math.

Recently, the Philippine Government has shown serious commitment to ICT in education in
announcing a series of initiatives to apply ICT in teaching and learning. These were aligned
to the Millennium Development Goals and the Education for All movements.

Other policy documents such as: The Medium Term Philippine Development Plan (MTPDP),
The Basic Education Sector Reform Agenda (BESRA), The Basic Education Curriculum
(BEC), Schools First Initiative (SFI) and The National Action Plan to Achieve Education for
All (EFA) have stressed the importance of ICT in improving education in the country. These
have resulted in increased adoption of ICT across the education system.

Ramos (1992-1998): National IT Plan, NITC, IT21, Internet for Gov’t Agencies Estrada
(1998-2001): eCommerce Act, Gov’t IS Plan, ITECC Arroyo (2001-2010):
 strengthened ITECC, e-Govt fund, CICT, push for DICT, National Broadband
Network (NBN)
 abolished CICT, instead moved IT directives under DOST-ICTO (Information and
Communications Technology Office)
 minimized red-tapes for starting a business, tax holidays for business operating in
PEZA Aquino (2010-present)

The assessment of the current state of computerization of public schools will aim to help
DepEd better integrate ICT in its ambitious K (Kindergarten) to 12 Basic Education
Curriculum (BEC) reform program. Education Secretary Armin Luistro said that ICT
education will be an important aspect as they formulate an effectively enhanced K to 12 BEC
curriculum.

“We have to set up our ICT thrust as we gradually implement the K to 12 Basic Education
Reform Program. As we all know, ICT plays a very important role in administrative functions
as well as in the teaching and learning process,” Luistro explained.

Reflection

The facilitators will ask the students the questions:

- Why do you think ICT Policies is important in Teaching and Learning Environment?
- How will you relate the topic to yourself as a pre-service teacher?
- How will you apply the topic as a future educator?
Action

By deeply understanding the uses of ICT policies in teaching and learning

environment, the pre-service teachers will be molded to become responsible, innovative, and
knowledgeable in the use of technology as a tool for instruction in the lesson. The learning
that they will acquire in the discussion will not only stay and be applied in the four-cornered
ICT lab in Xavier University, but also in their daily endeavors may it be inside or outside the
campus.

Evaluation

The facilitator will evaluate

Procedure:
1. The facilitators will
2.
3.
4.
5.

Checked by:

Mr. Ronald M. Quiliste

     Instructor, ED11