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    Information and Communications Technology (ICT) is the convergence of


    computing, telecommunication and governance policies for how information
    should be accessed, secured, processed, transmitted and stored.

    In some parts of the world, ICT is used as a synonym for information


    technology (IT), but the two terms can have slightly different meanings when
    used in different contexts. For example, in the United States the label IT is
    used when discussing technology in terms of business operations -- while the
    label ICT is used more often in the context of education and government.

    ICT has become an umbrella term in many parts of the world as digital
    communication links replace analog links -- and the demand for professionals
    who have the knowledge and skills to manage the convergence of these links
    grows.

    To that end, ICT employees can expect to work in positions where the focus
    of their job includes improving digital literacy, data literacy and using
    emerging technologies to optimize legacy communication channels.

    Reference

    Techopedia. (2022, August 16). Information and Communications Technology (ICT).


    Techopedia.com. https://www.techopedia.com/definition/24152/information-and-
    communications-technology-ict
    21st century skills in ict
    Society has shifted from an economy based on commodities and manual labor to an
    economy based on knowledge and highly qualified human capital (e.g., Dede,
    2010; Jara et al., 2015; Levy & Murnane, 2004). Employees need to be prepared to
    shift jobs and to be flexible in acquiring skills. Information and communication
    technology (ICT) is pervasive in the workplace and there is a high demand for ICT-
    proficient employees. To study differences in digital skills and to develop
    interventions for skill improvements, in the past years several skill frameworks and
    definitions have been introduced (e.g., 21st-century skills, digital skills, digital
    competence, digital literacy, e-skills, internet skills). The approach to the definition
    of digital skills has shifted from a technical orientation toward a wider perspective
    that considers content-related or higher-order skills (Claro et al., 2012). A recent
    systematic literature review of academic literature proposed seven core skills with
    digital components. The identified 21st-century digital skills are technical,
    information, communication, collaboration, creativity, critical thinking and problem-
    solving (Van Laar et al., 2017).

    Reference
    Laar, E. van, van Deursen, A. J. A. M., & Haan, J. de. (2020, January 24). Determinants of 21st-

    Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature

    Review. Sage Journals.

    https://journals.sagepub.com/doi/full/10.1177/2158244019900176#:~:text=This%20study

    %20elaborates%20on%20the,thinking%2C%20and%20problem%2Dsolving.

    Ict integration
    Integration has a sense of completeness or wholeness (Earle, 2002), by which all essential elements of a
    system are seamlessly combined together to make a whole. In education, simply handing out to
    students a collection of websites or CD-ROM programs is certainly not ICT integration. In a properly
    crafted ICT integrated lesson, ICT and other crucial educational components such as content and
    pedagogy are molded into one entity. Putting these two words together, ICT integration in this paper is
    broadly defined as a process of using any ICT (including information resources on the web, multimedia
    programs in CD-ROMs, learning objects, or other tools) to enhance student learning (Williams, 2003). It
    is more of a process rather than a product. A simple placement of hardware and/or software will not
    make integration naturally follow. This basically refers to use of technology in communication, data
    processing and data storage to impact the knowledge on learners. ICTs help to achieve the goals of
    educational programs for several reasons. The benefits of ICT seem suitable for coping with the issue of
    basic literacy and technological literacy, even among the poorest population sectors. Computer Based
    Learning (CBL) and teaching makes learning more efficient and more interesting to learners thus
    improving the quality of education. The knowledge deepening approach has a greater impact on
    learning. Its policy goal is to increase the ability of learners, to add value to education. ICT offers
    increased possibilities for codification of knowledge about teaching and for innovation in teaching
    activities through being able to deliver learning and cognitive activities anytime and anywhere.

    Reference

    ICTs Integration - Information Communication Technology. (n.d.).

    https://sites.google.com/site/anumeportfolio/artifact/icts-integration

    DepEd memo about computerization

    In 1996, DepEd embarked on a 10-Year Modernization Program (1996-2005). The modernization


    program introduced use of Information Technology (IT) in the improvement of the teaching and learning
    process, educational management and operations. One of the main components of this program is the
    computerization project. This program was supported by other government agencies (e.g. Department
    of Trade and Industry’s PCs for Public Schools, Commission on Information and Communications
    Technology’s iSchool Project) and the private sector. Providing access to quality education has been the
    guiding principle of various programs and projects of the Government in the Philippines. With its legal
    mandate of promoting the right to all citizens to take appropriate steps in making education accessible
    to all, the Department is geared towards the transformation of education through technology.
    Transformation of Education through technology is in line with several national policies of the Philippine
    government such as the Medium-Term Development Plan of the Philippines and the Education for All.
    These policies recognize the potential of Information and Communications Technology (ICT) to broaden
    access and improve the quality and efficiency of basic education services.

    Reference

    DepEd Computerization Program (DCP) Orientation Handbook (Mark Anthony Llego, 2010)
    https://www.teacherph.com/deped-computerization-program-dcp-orientation-handbook/

    Theoretical

    https://educationaltechnology.net/constructivist-learning-theory/

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