Module 2

ICT Policies and Safety

Issues: Implications to
Teaching and Learning
“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-
 At the completion of this module, you
Topics: should be able to:
1. Policies and
Issues on Internet 1. Discuss some ICT policies and explain
and Implications their implications to teaching and
learning;
to Teaching and
Learning
2. Explain some issues that relate to ICT
2. Safety Issues on policies; and
the Use of ICT
including e-Safety
Rules 3. Identify safety concerns on Internet
including digital safety rules
 At the end of the lesson, you should be
able to:
Lesson 1
Policies and 1. Discuss some ICT policies and explain
their implications to teaching and
Issues on learning;
Internet and
Implications 2. Explain some issues that relate to
ICT policies; and
to Teaching
and Learning 3. Identify safety concerns on Internet
including digital safety rules
 Oxford Dictionary has defined “policy” as a course of
action, adopted, and pursued by a government, party,
ruler, statesman. It is any course of action adopted as
expedient or advantageous.
Its operational definition of policy is a plan of action to
guide decisions and achieve outcomes.

Definition of
ICT Policy Thus, ICT Policies are needed to put a roadmap or
course of actions to be pursued and adopted by
various governments, organizations, entities involving
ICT.
These include principles and guidelines in the use of ICT
which cover three main areas: TELECOMMUNICATIONS
(telephone), BROADCASTING (radio and television) and
INTERNET
 More recent technological innovations increased the reach and
speed of communications which can be grouped into three
categories:

1. Information Technology – includes the use of computers, which

has become indispensable in modern societies to process data and

The New ICT save time and effort. What are needed will be computer hardware
and peripherals, software, and for the user, computer literacy.

Technologies 2. Telecommunication – includes telephones (with fax) and the

broadcasting of radio and television often through satellites

3. Network Technologies – best known is Internet, but has

expanded to mobile phone technology and other forms of
communication; mobile telephone, DSL, and broadband connectivity
 • Department of Information and
Communication Technology (DICT)
has formulated a roadmap to guide
all agencies in the utilization,
The DICT regulations and enhancement of
Roadmap ICT. Each project has corresponding
policy statements and guidelines.
The ICT for Education (ICT4E) –
program under the DICT that
supports all efforts of the education
sector which are necessary to use
and deploy learning technologies at
all levels of education.
Among the policy recommended programs that have
applications to education teaching and learning are:
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
Education Initiative (OCEI) which converts DepEd materials into
interactive multimedia content, develop applications used in schools,
and conduct students and teachers’ competitions to promote the
development of education-related web content
3. Established Community eLearning Centers called eSkwela for out-of-
school youth (OSY) providing them with ICT-enhanced alternative
education opportunities
4. eQuality Program for tertiary education through partnerships with
state universities and colleges (SUCs) to improve quality of IT education
and the use of ICT in education in the country
5. 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.
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)
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.
Some Issues on ICT and Internet Policy and
Regulations
Global Issues
1. Access and Civil Liberties – crucial to the modern society; civil liberties
which refer to human rights and freedom which include freedom of
expression, right to privacy, right to communicate, and intellectual
property rights.
2. Access to the Use of Internet and ICT – possibility for everyone to use the
internet and other media; richer countries – basic access to internet is
almost available versus countries where internet is still a challenge.
3. Infringement to Civil Liberties of Human Rights – study the following
examples:
Implications to Teaching and Learning for
Teachers and Teaching
Guide the teachers on what they should teach that relate to ICT, and how to teach it.

Technology should never replace any human teacher. The tools are mere support.

There are rules and regulations that govern the use of technology. Caution should be observed to protect
individual privacy. As teachers, you must be aware that the use of technology may jeopardize your privacy and
security.

All issues and many more shall be part of the teaching content as each teacher will be encouraged to use
technology in teaching.
Implications to Teaching and Learning for
Learners and Learning

21st century learners still need guidance on how to use and

regulate technology use.

Learners should not only know the benefits technology use, but
they should also know how they can be protected from the hazards.

Learners should take full advantage of the potential of learning

support they can derive such development of HOTS and others
Group Task
Assume yourself as investigators who would like to inform your learners
about the current issues on technology use. With your groupmates,
search the web and find out articles or cases about:

A. Freedom of Expression and Censorship

B. Privacy and Security
C. Surveillance and Data Retention
D. E-Pollutants from E-Waste
Activity Template:
Title of the Issue (A,B,C,or D): _____________________
Title of the Article: ______________________________
Source: _______________________________________
Author: _______________________________________
Summary Narrative:

What lessons have you learned?

What suggestions can you offer?

2nd e-Portfolio Entry
Crafting ICT Classroom Policies:

Formulate sound ICT classroom policies that may be

implemented in your classroom in the future. Creatively make
the lay-out of the classroom policies. The purpose is for you to
display/post it one of the corners of the ICT classroom.