Ed 215 Lesson 5

LESSON 5: Uses of ICT Policies in the Teaching and Learning
Environment
Introduction
This module will provide the student with a deeper understanding of the uses of ICTs in
facilitating the teaching and learning process as well as the role that ICTs play in the
larger educational and national context. Students will explore ways in which ICTs can be
used for professional development, educational management, and school
administration and publicity.
ABSTRACTION
Globally, researchers and policymakers acknowledge the importance of developing
a school-based ICT policy plan to facilitate the integration of information and
communication technology (ICT) in education. Despite this interest, little is known
about how schools can improve their local ICT policy capacity and how to launch
an ICT policy plan.
In many countries, the use of ICT in education and training has become a priority during
the last decade. However, very few have achieved progress. Indeed, a small percentage
of schools in some countries reached high levels of effective use of ICT to support and
change the teaching and learning process in many subject areas. Others are still in the
early phase of Information and Communication Technologies adoption. Those schools
with sufficient ICT resources have better results achievements compared to those
schools that are not well-equipped. Finally, teachers are more convinced that the
educational achievements of pupils are anticipated to good ICT use. There is a high
percentage of teachers in Europe (86%) say that students are more motivated when
they used computers and the Internet in class.
A lot of resources have been invested by many governments across the world to
ICT development to improve teaching and learning using technology in schools.
New educational ICT policy issues emerged, and new patterns of ICT related
practices are evident in education. To support traditional learning methods, many
teachers use ICT to know how ICT can promote teaching and learning, as explained
by Khattak, (2015). Furthermore, it has been proven that students have lots of
benefits to new technologies.
Literature shows that ICT has a potential to enhance the teaching and learning
process in many ways if it is well-utilized in learner-centered schools According to
research conducted by Dzidonu, (2010), it shows that learning activities that are
challenging, authentic, multisensorial and multi-disciplinary, students are motivated
with higher attendance report, motivation and academic accomplishment as a
result of ICT programs.
When there are potential and promise of ICT use in education, there are also 'perils'
related to the distraction of existing traditional teaching and learning practices, such as
the high costs, increased responsibilities on teachers, equity, and issues around data
privacy and security. Four broad tangled issues must be addressed when considering
the overall impact of the use of ICTs in education, effectiveness, cost, equity, and
sustainability.
Policies related to technology use in change and evolve, often along a somewhat
predictable path, and technological innovations often outpace the ability of
policymakers to innovate on related policy issues. Such policies take different forms
and are formulated and proposed by various institutions in different countries. No
matter what country, a lack of rigorous, relevant evidence typically complicates
attempts to draft impactful ICT/education policies. The educational effectiveness of
ICTs depends on how they are used and for what purpose. ICTs do not work in other
educational tools or educational delivery for everyone, everywhere in the same way.
In developing countries, education takes place under situations that are substantially
different from those in developed countries. The poorest countries spend the least
proportionately on non-salary related educational expenditures. The Philippines is one
of many developing nations that have turned to information and communication
technology (ICT) as a tool to improve teaching and learning, whose educational system
reveals many of the same problems and limitations of its fellow developing nations.
Unfortunately, implementation endures from several weaknesses: the absence of
documentation and information on how ICT is used; there is a lack of coordination
between public and private sector efforts; and not sufficient teacher preparation. More
specifically, there is uncertainty about whether computers in schools are fully utilized
for educational computing. There were also concerns that computers meant for
students were instead being used only by teachers for lesson plans preparation or
playing games.
Educational researchers stated that lack of documentation regarding ICT use is a

problem that exists in many countries. In developing countries, data that could help
determine how scarce educational resources should be distributed or how
effectively they are being used are simply not available. Finally, teacher preparation
is not sufficient. Some training programs for teachers emphasize the use of
specific software packages, but the integration of ICT in the curriculum is
overlooked (Ng et. al, 2009). If teachers dare to use ICT without adequate training,
they are likely to do it inaccurately.
Therefore, Philippine national policy has been formulated in the advanced use of
ICT in education. The Senate Committee on Education, in cooperation with the
DECS, launched Project CARES in March 2001. Project CARES was designed to
upgrade the use and application of ICT in public elementary and secondary schools
nationwide (Rimando, 2001). The primary concern of the project is the school
administration to respond to the need for accurate and timely data that
administrators and teachers need to manage their classes.
Philippines as a developing country are committed to instilling schools with ICT,

hopeful that these technologies will improve teaching and learning in today's
knowledge society. Subsequently, the government and the private sector have
introduced programs to deliver schools with computer hardware and software,
Internet connectivity, and teacher training. However, substantial gaps still exist in
ICT program implementations. There is a lack of data on schools‘ use of ICT, so
there is little basis for policy formulation; furthermore, there is a lack of
coordination between public and private sector efforts. Within the ICT program,
thus leads to wasted time, money, and human resources. Finally, there is a demand
for further teacher training in both computer literacy and ICT integration in the
curriculum. These gaps must be sufficiently addressed before ICT can have a
significant impact on teaching and learning in Philippine schools (Rodrigo, 2001).
A. Policy Recommended Programs that have applications
to education teaching- learning:
1. ICT in Education Masterplan for all levels, including a National Roadmap for
Faculty Development in ICT in Education. A National Framework Plan for ICTs in
Basic Education was
2. Content and application development through the Open Content in Education

Initiative (OCEI), which converts DepED materials into interactive multi-media
content, develops applications used in schools and conducts students‘ and
teacher‘s competitions to promote the development of education-related web
3. PheDNET is a ―walled‖ garden the hosts educational learning and

teaching materials and applications for use by Filipino students, their parents,
and teachers. All public high schools will be part of this network with only
DepEd-approved multi-media applications, materials, and mirrored internet sites
accessible from school ‗s
4. Established Community eLearning Centers called eSkwela for out-of-school

youth (OSY), providing them with ICT-enhanced alternative education
5. eQuality Program for tertiary education through partnerships with state

universities and colleges (SUCs) to improve the quality of IT education and the
use of ICT in education in the country, particularly outside of Metro
6. Digital Media Arts Program, which builds digital media skills for the
government using Open Source Particularly the beneficiary agencies
organizations, the Cultural Center of the Philippines, National Commission and
for Culture and Arts, State Universities, and local government units.
7. ICT skills strategic plan, which develops an inter-agency approach to identifying

strategic and policy and program recommendations to address ICT skills
demand- supply
B. Some Issues on ICT and Internet Policy and Regulations
Issue No. 1: Freedom of Expression and Censorship.
 The UN Universal Declaration of Human Rights provides that everyone has the
right to freedom of thought, conscience, and religion, likewise the right to
freedom of opinion and
 Censorship restricts the transmission of information by blocking it or filtering
Issue No. 2: Privacy and Security
 Privacy means ―personal privacy, the right of individuals not to have their
home, private life, or personal life interfered
 Privacy of communication refers to the protection from interference with
transmission over the phone or the internet.
 Information privacy must be used for purposes and will not be disclosed to
others without the consent of the
Issue No. 3: Surveillance and Data Retention
 Indirect Surveillance – no direct contact between the agent and the surveillance
subject and but evidence of activities can be traced.
 Dataveillance –the use of personal information to monitor a person‘s
 Data Retention – the storage and use of information from communication
Issue No. 4: E-pollutants from E-waste
 A large amount of E-waste is generated by

 These are in particular, terminal equipment for computing, broadcasting,
telephony, and peripherals.
 Material waste can be destroyed by crushing, toxic material brought by the
different equipment requires top

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LESSON 5: Uses of ICT Policies in the Teaching and Learning

Educational researchers stated that lack of documentation regarding ICT use is a

Philippines as a developing country are committed to instilling schools with ICT,

2. Content and application development through the Open Content in Education

3. PheDNET is a ―walled‖ garden the hosts educational learning and

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

5. eQuality Program for tertiary education through partnerships with state

7. ICT skills strategic plan, which develops an inter-agency approach to identifying

Issue No. 1: Freedom of Expression and Censorship.

Issue No. 2: Privacy and Security

Issue No. 3: Surveillance and Data Retention

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

 A large amount of E-waste is generated by

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