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

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!

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 Lesson 1

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. 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

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 a
list of the international and national ICTs as a learning tool you think can improve quality
in education.

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Abstraction

The international policymakers join forces to successfully implement ICT in educational

practice to address the individual needs of students, the implications of technology for
student assessment, and teacher learning to successfully implement technology (Voogt,
2013). A National ICT Policy is a 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 and 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. (Alzahrani, 2017).

The ability of policymakers to innovate on related policy issues outperform

technological innovations because it changes and evolves. Different institutions in
different countries formulated and proposed policies in various forms. Lack of rigorous
and significant evidence complicates the attempts to outline impactful ICT/education
policies.

The World Bank’s Systems Assessment for Better Education Results (SABER)
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 policies on ICT use in education against international norms, so a related SABER-
ICT policy framework has been developed. Likewise, those of comparator countries
around the world, identify key themes and characteristics, draw on an analysis of their
policy documents.

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).

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

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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 life in
our risky new world.” (p. i)

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 much 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 statements 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 capital approach. The human
development perspective joined the mainstream of education and development in the
1990s, and it now reinforces the international consensus on Education for All and the
Millennium Development Goals, However, many educational reform efforts. It continues
to influence the human capital perspective (Avalos, 2003).

Lesson 2

Safety issues in ICT

Learning Outcomes

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

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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. Write one -page critique paper critically examining the implementation process of
technology integration about ICTs in education
2. Learners share knowledge with classmates.
3. In groups, discuss the policies and suggest how to implement the ICT in
Education policy at the national level (all schools) and then how to implement the
policy in your classroom.
4. Once the group has an overview of the policy environment, they need to start
thinking about implementing the ICT safety issues in cyberbullying.

Analysis

1. Organize small groups to explain how existing and planned national policies
impact classroom practices and how 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. What are your suggestions to improve student
performance related to the discussion of safety issues in cyberbullying?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Abstraction
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“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 for investments in ICTs that require a vast amount of money.
Such massive investments require careful planning for skills enhancement of both
teachers and learners as well as 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 are 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 are happy with the current ICT
use in English. Moreover, results showed that some teachers have difficulties 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
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(2) increasing awareness of ICT relevance at all levels
(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 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.

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 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
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response 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 implementing ICT policies in teaching-learning and the safety issues in ICT
regarding cyberbullying.

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.

Activity

1. You will research other schools’ ICT policies and best practices by surfing the
World Wide Web and write down your discoveries using the graphic
organizer.

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 2. You will do a class observation on how ICT practices are utilized in the
classroom

Analysis

1. Where is the most research on the impact of ICT focusing on?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What policies do reports on the use of ICT practices that impact teaching and
learning in the classroom?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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.
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 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.
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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.
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 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 (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.
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 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.
Where would you position your school in a continuum from traditional to the new
environment? Place an X mark where you think your school is.

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Module Assessment
Encircle the correct answer,
1. When you ensure important information that will only be used for purposes
and not be disclosed to others without the consent of the individuals, is an
example of what safety issues of ICT?
A. Privacy and Security
B. Surveillance and Data Retention
C. E-pollutants from E-waste
D. Freedom of Expression and Censorship

2. Which form of surveillance that serves as storage and use of information from
communication systems?
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 A. Data Retention
B. Indirect Surveillance
C. Dataveillance
D. Censorship

3. Which of the following is NOT considered as minor misuse of ICT?

A. Downloading materials were not relevant to their studies.
B. Leaving a mobile phone turned on during the class period.
C. Theft and fraud form activities such as phishing.
D. Unauthorized taking of pictures or images with a mobile phone camera,
still or moving.

4. The following statements are the risks associated with the use of ICT and e-
Networking, EXCEPT:
A. Cyber-bullying in all forms, receiving sexually explicit images or
messages.
B. Prolonged exposure to on-line technologies, particularly at an early age.
C. Emphasizes learning to understand and new technologies in a positive
way.
D. Addiction to gambling and gaming.

5. Which of the statement is the e-safety of using technology in the classroom?

A. Downloading materials are not relevant to their studies.
B. Helps safeguard children and young people in the digital world.
C. Social pressure to maintain on-line networks via texting and social
networking sites.
D. Prolonged exposure to on-line technologies, particularly at an early age.

6. What network management considered when you make clear that no one
should log on as another user?
A. Password Policy
B. Safety in the Use of Network in Schools
C. Personal mobile phones and mobile devices
D. Using Cameras

7. These are, in particular, terminal equipment for computing, broadcasting,

telephony, and peripherals.
A. Privacy and Security
B. Surveillance and Data Retention
C. E-pollutants from E-waste
D. Freedom of Expression and Censorship

8. What program for tertiary education through partnerships with state

universities and colleges use to improve the quality of IT education and the
use of ICT in education in the country, particularly outside of Metro Manila?
A. PheDNET
B. eSkwela for out-of-school youth (OSY)
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 C. eQuality
D. Digital Media Arts

9. What practices violate the provision in the use of the internet when it restricts
the transmission of information by blocking it or filtering the information?
A. Blocking
B. Censorship
C. Freedom of expression
D. Surveillance
10. The following statements are the implications of the ICT policies and
guidelines for teaching and learning, EXCEPT:
A. Learners should not only know the benefits of technology use, but they
should know how they can be protected by hazards that brings to their
lives.
B. It guides the teachers on what they should teach that relate to ICT.
C. The learners of the 21st century are even more advanced than some of the
teachers, so they don’t need guidance on how to use technology.
D. Technology should never replace any human teacher.

MODULE SUMMARY

. 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
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Alzahrani, M. G. (2017). The Developments of ICT and the Need for Blended Learning
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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).

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Philippines: Lorimar Publishing, Inc.)
Blurton, C.,“New Directions of ICT-Use in Education”. Available online
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2002.
Dzidonu, C. (2010). An analysis of the role of ICTs to achieving the MDGs. United
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Mingaine, L. (2013). Challenges encountered by Principals during implementation of
ICT in public secondary schools, Kenya. Journal of Sociological Research, 4(2), 1.
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