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 Module 2

ICT Policies and Safety Issues in Teaching and Learning

Module Overview

“There can be infinite uses of the 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-

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

Welcome to your journey for an exciting fact about Module 2!

Restrictions of distance have been broken 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 ICTs can be an
essential tool in education. According to Schmidt, et al., (2009), the way teachers use ICT tools
for effective teaching can be an important tool for information communication technology
development for learning and teaching.

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

Are you ready? Then start the lessons now!

Module 2 |Lesson 1

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

Learning Outcomes

At the end of the lesson, you should be able to:

Understand ICT in Education
Define basic concepts in understanding ICT in Education
Enumerate the national ICT policies affecting classroom practices

Introduction

Information and Communications Technology (ICT) can impact student learning when
teachers are digitally literate and understand how to integrate it into the 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, may help you achieve your goal. You will
find the answers to this question in this lesson.

Activity

1. Below are the eight (8) educational technology themes policies. Suggest what to do to
develop and maximize its efficiency in the education sector of our country.
Educational Technology Policy Theme Suggestion
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

Analysis

ICTs are not only an instructional means to provide prerequisite learning activities; they
offer an exploratory space where the learner is in charge. Write down at least ten (10)
international and national ICTs as a learning tool you think can improve quality in education.

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 Abstraction

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 which aimed to implement an interactive curriculum was
launched in 2002. It aimed to integrate technology in instruction and in education, with great
emphasis on computer literacy. To engage the private sector, The Act of 1998 (R.A. 8525) was
passed to generate participation of companies.

This was done in order to upgrade and modernize public schools, especially in the provinces.
The program led to 110 public high schools receiving computers in 1996 under the DOST
Engineering Science Education Project (ESEP). An additional 68 public high schools were recipients
under the DOST Computer Literacy Program. Annually, DOST continues to
allocate PHP 20,000,000 (US$400,000) to support buying computers in school. In 2002 and 2003,
125 public high schools were to be provided with 10 to 15 computers along with the corresponding
teacher training programs.

Technology centres in each regions were set up as centres of excellence in information technology,

crossing traditional boundaries, were established in order to focus on the needs of a greater number of
learners. The centres were provided with computer laboratories fully equipped with printers, peripherals,
projectors and air-conditioning units. Teacher training was also a component that was focused on. Funds
were provided by the Philippine government for the first year of operation, while local government units
were expected to continue the funding and maintenance.

Furthermore, the Department of Education has come up with programs to improve ICT education
through streamline data collection. The department has also laid down rules and procedures that schools may
follow to enhance ICT Education in the country. Schools are required to go through certain steps to acquire
these.

The Learners' Information Systems (LIS) and Enhanced Basic Education Information Systems
(EBEIS) are programs created by the Department of Education to help in the data gathering for current
enrollees and available facilities in schools respectively. The Learning Resources Management and
Development System (LRDMS) was implemented in order to support increased distribution and access to
learning and teaching resources. The DepEd Computerization Program (DCP) was implemented to help
schools participate in ICT-related programs.

Learners' Information System

The LIS is an online facility implemented by DepEd that records all registered students in public
schools. This program was able to optimize the collecting data of registered public students and reduced the
data collection time from 10 months to 3 months.
For public school personnel, the school principal and ICT coordinator shall be in charge of
distributing user accounts to advisers to their appropriate sections. The homeroom adviser shall enrol all their
registered students in their section. Incoming students for kindergarten and grade 1 students shall be issued
new Learners Registration Number (LRN) by the system. For transferees from private schools, and other
pupils enrolled but do not have LRN after checking the database shall be enrolled by the adviser into the LIS
and submit their supporting documents to the Division Planning Unit (DPU). The DPU shall approve the
issuance of a new LRN to a learner after documents have been checked and the learner does not have an
existing LRN. Homeroom advisers shall update all learners’ data at the beginning of every school year.
Private school personnel use a separate form and link for submission. The DepEd Central Office shall
build up the initial registry of all private school learners in the LIS but all succeeding updates of the master

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list will be done online through LIS online facility. The DepEd Central Office shall build up the initial
registry of all private school learners in the LIS but all succeeding updates of the master list will be done
online through the LIS online facility.
Enhanced Basic Education Information System
EBEIS is the data gathering program implemented by the DepEd that records the school's
profile, and list of official enrollments from LIS.
For Government Elementary School Profile and Government Secondary School Profile (GESP/GSSP),
they get:
 Pupil Data and Student Data:

This includes the number of late enrollees, pupils enrolled into the school after the cut-off date of July 31
and the number of continuing pupils and students who were enrolled in the Alternative Delivery Mode
(ADM) and who have not yet completed the requirements for the grade/year level.

To be recipients of the DCP, public schools must have a stable and continuous supply of electricity
preferably with telephone facilities; at least one teacher assigned to handle Computer Education classes, to
manage the computer laboratory and willing to be trained on lab management; at least one teacher of each
English, Science, and Math who are willing to be trained on pedagogy-technology to echo training to their
colleagues; capacity to mobilize counterpart support from other stakeholders in the community for needed
structures or facilities; never been recipient of computer from other similar government programs unless the
equipment is due for replacement and augmentation; and strong partnership with other stakeholders to ensure
sustainability of the program.
DepEd Partnership Programs
Some notable external efforts also supported by DepEd are the PCs for Public Schools Project, Partners in
Learning (PIL) IT Academy Laboratories, and Discounted PCs for Public School Teachers.
The PCs for Public Schools Project is a PHP 600 million yearly grant from the Japanese Government through
DTI consisting of a package of 20 stand-alone computers per recipient school. The computer package shall be
used solely for instructional purposes. The funds for

maintenance, operating needs and other budgetary costs shall be ensured by recipient

schools with local government units (LGUs), non-government organizations (NGOs), and/or the private sector.
Partners in Learning (PIL) IT Academy Laboratories is a DepEd project in partnership with Microsoft
Philippines. It is Microsoft's global initiative for education to improve student performance through the
integration of ICT in teaching and learning process. Grants have been provided to teachers in order to
support ICT pilot projects. This program focuses on educating the teachers who will be introducing ICT to
the current curriculum.
Data and information available show that the Philippines has eagerly embraced ICT in education. With
facilitation by the Department of Education and collaboration with the private sector, several initiatives have
successfully equipped a number of schools with ICT facilities. Nevertheless, the initiatives have not insured
that teachers fully use the facilities for teaching purposes.

 Existing Number of Instructional Rooms in the School by Status:

Standard Rooms are rooms deemed to be safe and usable and having the standard dimensions as defined in
the instructional rooms. This includes partially incomplete classroom constructions. Non-Standard or
Makeshift Rooms are safe and usable rooms which are considered temporary structures to be used in
classroom shortages and/or temporary shelter during emergencies.

 Number of Teachers by Teaching Assignment and by Year Level (GSSP only).

This indicates the number of nationally funded teachers by gender.
The school principals shall update all required school data for each incoming school years. After
ensuring all required data have been accurately updated, they shall submit the profile into the system and the
school will be able to download its GESP, GSSP, Private School Profile (PSP), or SUCs Laboratory School

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Profile which contains its official enrollment from LIS and school data from the EBEIS.

Learning Resources Management and Development System

The LRMDS is an online library created by international education partners and teachers. It is a
web-based catalogue and online repository of learning, teaching, and professional development resources. It
includes the following: information on quantity, quality, and location of textbooks and supplementary
materials, and other teaching-learning resources; access to learning, teaching, and professional development
resources in digital format; and standards, specifications, and guidelines for four subsystems: (1) Assessment
and Evaluation; (2) Development, Acquisition, and Production; (3) Storage and Maintenance; and (4)
Publication and Delivery.

DepEd Computerization Program

The DepEd Computerization Program was implemented to help supply the schools to be ready for
training its students in basic ICT programs. This program contains two packages which contain models for a
computer lab and an e-classroom. These models will be used in training the students in basic ICT programs
in school. For schools with large enrollments, the following criteria will be followed: a minimum of 150
terminals for 9,000 enrollees, 50-100 terminals for 5000-8999 enrollees, and 50 terminals for 2000-4999
enrollees.

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;
and (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).

Application

Create your own policy proposal in relation to the use of ICT in the classroom. See attached
sample

Sample: https://bit.ly/3QMCeFW

Well done! You have just finished Lesson 1 of this module. Should there be some parts of the lesson which you need
clarification, please ask your teacher during your online interactions.

Closure

Now if you are ready, please proceed to Lesson 2 of this module which will discuss
safety issues in ICT

Module 2| Lesson 2

Safety issues in ICT

Learning Outcomes

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 At the end of the lesson, you should be able to:
Describe the implementation of ICT policies in teaching-learning
Know and understand existing and planned national policies related
to ICTs in Education

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

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 Analysis

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

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

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 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 the 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 policymakers and implementation
managers 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.
Youths 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

intentionally or through interaction. Hu & McGrath (2012) study reports on the

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 in 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 ()Phelps, 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
prompted an investigation of challenges that hindered the efficient implementation of ICT in
public secondary schools in Meru County.
Mooij and Smeets (2001) suggested five successive phases of ICT implementation
representing different levels of ICT transformation of the educational and learning processes.
These include:

(1) the incidental and isolated use of ICT by one or more teachers
(2) increasing awareness of ICT relevance at all levels

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 (3) emphasis on ICT co-ordination 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
The study of Tondeur et al. (2008) entitled “ICT integration in the classroom: challenging
the potential of school policy. Findings showed that there is a potential impact of policy-related
factors on the actual integration of ICT in teaching-learning in daily classroom instruction.
Results suggested that success in ICT integration is related to activities at the school level, like,
ICT support, the development of an ICT plan, and ICT training. The results also suggest that
principals have a big role in facilitating the policies put in place when defining this policy.

Implementing ICT safety issue policies regarding cyberbullying

You might have heard the term’ cyberbullying,’ and it means to try to hurt someone’s
feelings by using ICT such as the internet, email, chatrooms, and texting to deliver demeaning
messages at any time and through a variety of avenues. Today’s children with online access and
equipped with digital mobile phone or social network account can receive cyberbully messages
anywhere and at any time, and these digital messages can also be anonymous, that increase the
amount of fear experienced by the target child. This intense psychological stress of victims of
bullying unfavorably affects a child’s ability to concentrate on schoolwork, and school lessons or
activities.
Children who experience classic bullying and cyberbullying adversely affects their
academic performance. Those who experience classic bullying are likely to avoid locations and
activities they associate with negative experiences; likewise, cyberbullied victims try to avoid the
technological spaces. In

cyberspace, technological areas such as social media networking sites, online websites, social

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networks, chat programs, and school computer rooms are all vital elements in the educational
development and social lives of students relevant to their academic success. As technology and
technological skills become more critical in modern academics and professional training, cyberbullied,
students face several academic and career difficulties.
The Government today unveiled tough new measures to be like the UK that is the safest
place in the world to be online.
These are the suggested safety policy measures:

Independent regulator will be appointed to enforce stringent new standards

Social media firms must abide by mandatory “duty of care” to protect users and could
face hefty fines if they fail to deliver
Measures are the first of their kind in the world in the fight to make the internet a safer
place

In the first online safety laws of their kind, social media companies and tech firms will be
legally required to protect their users and face severe penalties if they do not comply. The eSafety
Toolkit for Schools is designed to support schools to create safer online environments. The
resources are backed by evidence and promote a nationally consistent approach to preventing and
responding to online safety issues.
The resources are categorized into four elements: Prepare, Engage, Educate, and Respond.
Each contributes to creating safer online environments for school communities, whether the
resources from each element are used on their own or collectively, each contributes to creating
safer online environments for school communities.

• Prepare
Prepare resources to help schools evaluate their willingness to deal with online safety
issues and deliver suggestions to improve their practices. They are useful for strengthening school
policies and procedures in online safety.

• Engage
All members of your school community should be active participants in creating and
maintaining safe online environments. Engage resources to encourage the participation of the
school community in creating a safe online environment. They help engage school community
members as involved and valued participants, and they facilitate the real involvement of students.

• Educate
Preventing an online incident is always better than having to respond to one. The Educate
resources support schools in developing the knowledge, skills, and capabilities of students, staff,
and parents to have positive and secure online experiences. They bid best practice guidance for
online safety education and sit alongside eSafety’s complement of curriculum-aligned teaching-
learning activities.

• Respond
There must be processes in place in case an incident happens so that it is controlled
appropriately. The Respond resources support schools to evaluate and respond to online incidents
effectively. They preserve digital evidence, offer guidance to understand reporting requirements,
minimized more harm, and supporting wellbeing.
eSafety developed the Toolkit in consultation across every state and territory with
government and non-government education sector representatives. It was established in response

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to the Royal Commission into Institutional Responses to Child Sexual Abuse and the Education
Council’s work program to report bullying and cyberbullying.

Application

Based on your activities, make a mind-map of the decisions you face concerning the
implementation of ICT policies in teaching-learning and the safety issues in ICT regarding
cyberbullying.
Sample MindMap: https://bit.ly/3QMc5a7

Closure

Congratulations! You have just finished Lesson 2.

In this lesson, you learned about the practices that address safety issues in ICT for teaching
and learning and safety issues in cyberbullying. In the next lesson, you will learn about the ICT
policies that are incorporated to the design and implementation of teaching-learning activities

Module 2 | Lesson 3

Uses of ICT Policies in the Teaching and Learning

Environment
Learning Outcomes

At the end of the lesson, you should be able to:

Identify ICT policies that are incorporated into the design and implementation of teaching -
learning activities and have a deeper understanding of the uses of ICTs in facilitating the
teaching and learning process
Incorporate ICT policies in the design and implementation of teaching-learning activities

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.

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 Activity

1. You will research and choose a school. Write down their ICT policies and best
practices by surfing the World Wide Web and write down your discoveries using the
graphic organizer.

Analysis
1. In what specific field in Education does ICT is being focused on?
Has greatest impact?

2. What policies show that the use of ICT practices impacts teaching and learning in
the classroom?

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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

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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 developed.

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 content.

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 PCs.

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

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 (OSY), providing them with ICT-enhanced alternative education opportunities.

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 Manila.

6. Digital Media Arts Program, which builds digital media skills for the government using
Open Source technologies. 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
type.

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 expression.
 Censorship restricts the transmission of information by blocking it or filtering
information.

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 with.
 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 individuals.

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 activities.

 Data Retention – the storage and use of information from communication systems.

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

 A large amount of E-waste is generated by ICT.

 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 management.

Application

The availability and the use of the new ICTs also encourage new types of learning
interactions: between teacher-learner, teacher-teacher, learner-experts, and between learners-
computer.
In a continuum from traditional to the new environment, where would you position your school?

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Place an X mark where you think your school is.

In the space below, write a brief explanation for your answer.

Closure

Now that you have already known the implications of ICT Policies and Safety Issues in
Teaching and Learning, you can now proceed to the next module, which will discuss on Theories
and Principles in the Use and Design of Technology-Driven Lessons.

MODULE SUMMARY

Congratulations! You have completed Module 2. Essential points covered in the Module
include:
Overview of National policies related to ICT in Education Policy
Enumerate the national ICT policies affecting classroom practices
Impact of ICT in Education Policy to teaching and learning
Discussion on how various ICT can be used in the curriculum and how this
information improved the delivery of teaching-learning.
Identification of ICT policies that are incorporated to the design and implementation of
teaching-learning activities and have a deeper understanding of the uses of ICTs in
facilitating the teaching and learning process
Integrating ICT policies in the design and implementation of teaching-learning activities

References
Anderson, J. (2010). ICT transforming education: A regional guide. Published by
UNESKO Bangkok, 120.
Alzahrani, M. G. (2017). The Developments of ICT and the Need for Blended Learning in Saudi
Arabia. Journal of Education and Practice, 8(9), 79-87.

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Arinto, P. B. (2006, September). Reflections on ICTs in basic education policy and practice in
the Philippines. In 2nd National ICTs in Basic Education Congress (pp. 6-7).
Bilbao, P. et al. (2019). Technology for teaching and learning 1. Quezon City,
Philippines: Lorimar Publishing, Inc.)
Blurton, C.,“New Directions of ICT-Use in Education”. Available online
http://www.unesco.org/education/educprog/lwf/dl/edict.pdf; accessed 7 August 2002.
Dzidonu, C. (2010). An analysis of the role of ICTs to achieving the MDGs. United States of
America: Division for Public Administration and Development Management, United
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