ttl1-PrelimExamTopics.pdf

Module 1 Introduction to Technology for Teaching and Learning Module Overview “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” – Bill Gates –...

Module 1 Introduction to Technology for Teaching and Learning Module Overview “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” – Bill Gates – Lessons in this Module  Understanding the Basic Concepts Related to Technology  Roles of Technology for Teaching and Learning Hello students! Welcome to Technology for Teaching and Learning 1- Module 1. In this module, essential terms and constructs of getting the knack of technology for teaching and learning are defined. You will encounter these terms as we go through in this course. Also, this module introduces to students the roles of technology for teaching and learning. At the end of this module, you are expected to:  Define terms and concepts essential to the understanding of technology for teaching and learning  Use the concepts and terms in communicating with peers  Explain the roles of technology in teaching and learning  Portray the value of technology in supporting student learning Are you ready? Then start the lessons now! Lesson 1 Understanding the Basic Concepts Related to Technology Learning Outcomes At the end of the lesson, you should be able to:  Understanding the Basic Concepts Related to Technology for Teaching and Learning  Use concepts and terms in communicating with peers. Time Frame 2 days Introduction Welcome to Lesson 1 of Module 1! This lesson will provide you a flavor of essential ideas in technology for teaching and learning. P a g e 2 | 51  Activity Write honestly the words you are familiar with. Write your idea on the box below about the word/s you see from the picture. Analysis  How useful is the technology for teaching and learning? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________  What are the terms and concepts related to technology for teaching and learning? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Abstraction The following terms and concepts are related to technology that you need to digest. 1. Technology refers to methods, processes, and devices used for practical purposes. It includes instruments from pencil and paper to modern electronic gadgets and tools for the practical task. P a g e 3 | 51 2. Information and Communication Technology and Literacy or ICT Literacy is the use of digital technology, communication tools and networks to access, manage, integrate, evaluate, create and communicate information (Guro 21, 2011). 3. Educational Technology refers to the utilization of technology in teaching and learning, which includes both the non-digital (flip charts, pictures, models, realia, etc.). And digital (electronic tools: hardware, software, and connections, etc.).\ 4. Digital Literacy refers to the ability to discover, assess, utilize, share, and generate content with the use of information technologies and the internet (Cornell University). 5. Digital Learning is an instructional practice that utilizes technology to reinforce students‘ learning experience. It covers the use of a broad spectrum of processes that comprises blended or virtual learning. It can come as online or off-line, which utilizes digital technology. 6. Online Digital Tools and Apps use an Internet connection to access the information needed, like Skype. It is a telecommunication application software product that focuses on providing video chat and video calls between computers, tablets, mobile devices via the Internet and to regular telephones. 7. Off-line Digital Tools and Apps can still be used even if there is no internet access. Among these are Canary Learning, Pocket, Evertone, iBooks, KA LITE (Gupta, Prinyaka, 2017). 8. Instructional Technology refers to the theory and practice of design, development, utilization, management, and evaluation of the processes and resources for learning (Association for Educational Communications and Technology, Seels, B.B. &Richey, P.C. 1994). 9. Software refers to program control instructions and accompanying documentation stored on disks or tapes when not being used in the computer. By extension, the term refers to audiovisual materials (Smaldino, 2005). 10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program (Smaldino, 2005). 11. Internet is a massive network of networks, a networking infrastructure. It connects millions of computers globally, forming a network in which any computer can communicate with any other computer as long as they are connected to the internet. It is generally defined as a global network connecting millions of computers (http://www.webopedia.com). 12. World Wide Web (www) is also called a Web, which is a graphical environment on computer networks that allows you to access, view, and maintain documentation that can include text, data, sound, and videos (Smaldino, 2005). It is a way of accessing information over the medium of the internet. It is an information-sharing model that is built on top of the Internet. 13. Web Access is the ability of the learner to access the Internet at any point during the lesson to take advantage of the array of available educational resources. 14. Webquest is an inquiry-oriented lesson format in which most or all information that learners work with comes from the web. These can be created using various P a g e 4 | 51  programs, including simple word processing documents that include links to websites. 15. Productivity Tools refers to any type of software associated with computers and related technologies that can be used as tools for personal, professional, or classroom productivity. Examples: Microsoft Office, Apple Works – word processing, grade and record-keeping, web page production, presentation) (KFIT-Unesco 2016). 16. Technology Tool is an instrument used for doing work. It can be anything that helps you accomplish your goal with the use of technology. These technology tools can be classified as: a. Data/Calculation Tools. Examples: spreadsheets, Excels, Sketchpads, probability constructor b. Design Tools. These are used to make models and design, creating, and building. Included here are Family Tree Maker, GollyGee, and Crazy Machines, among others. c. Discussion Tools. Four different approaches utilize discussion and interaction on the Internet. These are threaded discussion forum, Blogging, Live chat, and Video Teleconferencing, Netiquette, and Safety on the Net. d. Email Tools. Emails are great communication tools for sending messages, photographs, videos, and other files. It allows you to reach out to others around the world. Examples are google mail, Ymail, Yahoo mail, and many more. e. Handheld Devices. Handheld devices have become popular among learners. These include Personal Digital Assistants, global positioning system, (GPS) and Geographic Information system (GIS) in the classroom, Portable electronic keyboards, Digital cameras, Mobile phones, Palm, Handheld computers. 17. Webquest is a teacher structured research experience for the students that are primarily based on the use of the World Wide Web and typically takes one or more instructional periods (Bender & Waller, 2011). 18. Blog is an online journal where posted information from both teachers and students is arranged. There are three kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used for both (Ferriter & Garry, 2010). 19. Wiki, an editable website usually with limited access, allows students to collaboratively create and post written work or digital files, such as digital photos or videos. Wikipedia is one of the most widely recognized of all the wikis (Watters, 2011). 20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to use the web resources as homework or out of class activity as initial instruction of the lesson, which will be discussed during class time. 21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the radio talk show. The two essential functions of a podcast are to retrieve information to disseminate information (Eash, 2006). 22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available for students both at home and in school. It includes the Gmail, a P a g e 5 | 51  free-mail for all; Google calendar – a tool used for organizational purposes; Google sites that provide options for developing blogs and wikis; and Google docs are used for sophisticated word processing and editing for the document. 23. Vlog is a video blog where each entry is posted as a video instead of the text. 24. Facebook is a popular social networking site used by students and adults worldwide to present information on themselves and the world. 25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the Internet as a transmission medium for telephone calls by sending voice data in packets using IP rather than traditional circuit transmission. Application 1. Make a wordlist of terms of at least 20 ICT-terms with definitions or descriptions. Write in your references (APA Format) to the sources of your explanations. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ 2. Identify three (3) concepts that you learned in this lesson. Write your ideas about the idea. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Closure Congratulations on the job well done. You can now proceed to the next lesson ― Roles of Technology for Teaching and Learning P a g e 6 | 51  Lesson 2 Roles of Technology for Teaching and Learning Learning Outcomes At the end of the lesson, you should be able to:  Explain the roles of technology in teaching and learning  Portray the value of technology in supporting student learning Time Frame 2 days Introduction Welcome to Lesson 2 of Module 1. Now that you have unpacked yourselves with the terms and concepts in technology for teaching and learning, you are now going to learn about the roles of technology for teaching and learning, which are divided into two: For teachers and teaching and for students and learning. The three domains of educational technology will also be tackled in this lesson. Activity  Go back to your learning experiences in school. Recall specific ways by which the use of educational technology helped you learn. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________  Write a short paragraph on how helpful technology is in your life as a learner. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Analysis  What are the roles that technology plays in the work of a teacher? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________  What are the roles that technology plays in the learning of students? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________  Many college students are presently required to take computer courses inncluding word processing, spreadsheet preparation , presentation techniques, etc. How do you think this will help application of skills in teaching? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ P a g e 7 | 51   How can learners benefit most in the use of technology? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Abstraction Roles of Technology for Teaching According to Stosic (2015), educational technology has three domains: 1. Technology as a tutor. Technology can support the teachers, tutors and other professionals to help students learn better. 2. Technology as a teaching tool. Technology can be used as an instrument in teaching. 3. Technology as a learning tool. Technology makes learning easier and more effective. use these tools for learning for life. A. For Teachers and Teaching 1. Provides essential support to teachers. 2. Modernizes the teaching-learning environment. 3. Enhances teaching-learning methods and strategies in teaching. 4. Opens opportunities for educational research. 5. Improves the capabilityof teachers and inculcates scientific attitude. 6. Serves as an avenue for teacher professional development. 7. Encourages scientific attitude. B. For Learners and Learning 1. Supports learners on learning how to learn on their own. 2. Develops the communication skills of learners through social interactions. 3. Augments learners‘ higher-order-thinking skills: critical thinking, problem solving and creativity. Application Write a paragraph on how you are going to use technology when you become a teacher. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ P a g e 8 | 51  Closure Congratulations because you gained knowledge of the roles of technology in the teaching-learning process. MODULE SUMMARY Congratulations for you have completed Module 1-Introduction to Technology for Teaching and Learning.  Important terms and concepts related to technology were defined and discussed like technology, educational technology, instructional technology, information and communication technology, digital literacy and digital learning, digital tools, technology tool, and other terms related to modern technology.  In addition, educational technology has three domains: tutor, a teaching tool, and a learning tool. Educational technology is useful for teachers for it augments their performance in teaching. It is also beneficial for students because it supports learning, improves communication skills, and enhances higher-order thinking skills. References Bilbao, P., Dequilla, M.A., Rosano, D., Boholano, H. (2019). Technology for teaching and learning 1. Lorimar Publishing, Inc. Online Sources User blog: W A N I S A H/Understanding the basic concept in.... https://community.fandom.com/wiki/User_blog:W_A_N_I_S_A_H/Understanding _the_basic_concept_in_ICT Role of Educational Technology in Public and Private.... http://www.macrothink.org/journal/index.php/ijld/article/download/2337/5905 LESSON 2: Understanding the Basic Concept in ICT | Fandon.... https://fandon.fandom.com/wiki/LESSON_2:_Understanding_the_Basic_Concept_ in_ICT P a g e 9 | 51  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 3! 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! P a g e 10 | 51  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 Time Frame 2 days 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. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 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. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________ P a g e 11 | 51  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 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) P a g e 12 | 51  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). Closure Now if you are ready, please proceed to Lesson 2 of this module which will discuss safety issues in ICT. 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 Time Frame 3 days 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. P a g e 13 | 51  Activity 1. Write a critique paper critically examining the implementation process of technology integration about ICTs in education in not less than 200 words. ___________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________. ___________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________________. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________________. Analysis 1. What is the impact of ICT in Education Policy to teaching and learning? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ 2. Interview a cyberbullied student. What are your suggestions to improve student performance related to the discussion of safety issues in cyberbullying? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ 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 P a g e 14 | 51 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 (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. P a g e 15 | 51 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. 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. P a g e 16 | 51   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 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. P a g e 17 | 51  Closure Congratulation! 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 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 Time Frame 2 days 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. P a g e 18 | 51  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 impacts 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. 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 P a g e 19 | 51 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 P a g e 20 | 51 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 (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. P a g e 21 | 51  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? 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. P a g e 22 | 51  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. 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 Nations Department of Economic and Social Affairs (UNDESA). Gloria, R. T., DECS Memorandum 90, s. 1997, Department of Education, Culture, and Sports, Pasig City, 18 March 1997. Hu, Z., & McGrath, I. (2012). Integrating ICT into College English: An implementation study of a national reform. Education and Information Technologies, 17(2), 147- 165. Jannah, M., & Higgins, S. Islamic Studies Teachers‘ Perceptions of Using a Blended Learning Approach for Teaching the Islamic Education Curriculum in Saudi Arabia. DOING EDUCATION DIFFERENTLY, 59. Khattak, R., & Jan, R. (2015). The impacts of ICT on the students‘ Performance: A Review of Access to Information. Res Human Soci Sci, 5(1), 85-94. Mingaine, L. (2013). Challenges encountered by Principals during implementation of ICT in public secondary schools, Kenya. Journal of Sociological Research, 4(2), 1. Mooij, T., & Smeets, E. (2001). Modelling and supporting ICT implementation in secondary schools. Computers & Education, 36(3), 265-281. P a g e 23 | 51