FEdTech-Wk1. What Is ICT

Foundations of Educational Technology
A Continuing Professional Education (CPE) grant under the

Commission on Higher Education (CHED) K to 12 Transition Program
http://cms.su.edu.ph
WHAT IS ICT? IT’S CONTEXT IN EDUCATION
Dave E. Marcial, Ph.D.

Associate Professor and Dean, College of Computer Studies
Silliman University
Dumaguete City
H ello, online learners! Welcome to the first-week discussion of this course FOUNDATIONS OF
EDUCATIONAL TECHNOLOGY. I hope you have browsed the preparatory readings we posted. For
this week, we will discuss ICT in the context of educational perspective. The scope of my
discussion covers only the universal understanding of ICT in education, and it highlights how ICT is
embedded in the Philippine educational system. At the end of this week, you are expected to:
1. Define ICT in education.
2. Describe the importance of ICT in education.
3. Explain the integration of ICT in the Philippine educational system.
4. Explain the relationship between ICT and educational technology.
What is ICT?
ICT refers to information-handling tools used to generate, store, process, spread and share
information (UNDP, 2001). ICT, as defined by the UNDP (2001), is fundamentally a diverse set of
applications, goods, and services. It allows teachers and students to create, share, connect and reflect
on their learning and that of others (UNESCO, 2011). The Philippine government through the Republic
Act No. 10844 defines ICT as “the totality of electronic means to access, create, collect, store, process,
receive, transmit, present and disseminate information” (Republic of the Philippines, 2016). It is
articulated by the Philippine Technical Education and Skills Development Authority (TESDA) as the
“technologies associated with the transmission and exchange of data in the form of sound, text, visual
images, signals or any other form or any combination of those forms through the use of digital
technology.” These technologies include computers, the Internet, broadcasting technologies and
telephony that enables people to work together and combine to create networks every corner of the
globe. “It encompasses such services as telecommunications, posts, multimedia, electronic commerce,
broadcasting, and information technology” (Technical Education and Skills Development Authority
(TESDA), n.d.). ICT tools are evolving, and so implementation strategies have changed to better align
with the current needs.
Why Integrate ICT in teaching and learning?
ICT has become a priority not only for any government. It has become one of the various themes
and priorities in the international communities. UNDP considers ICT as an enabler of progress in
education (UNDP, 2001). Likewise, the Asian Development Bank (ADB) reported that modern ICT has the
potential in reducing poverty in Asia and Pacific. ADB’s ICT initiatives in education highlight projects on
1 | What is ICT? It’s Context in Education
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improving skills training in poor rural areas. Specifically, it includes ICT components like assessment,
training, e-learning systems development, and among others. Similarly, the World Bank promotes access
and use of ICT to stimulate sustainable economic growth, improve service delivery, and promote good
governance and social accountability. World Bank’s program on ICT focuses on three pillars:
infrastructure, skills development, and the use of ICT applications in specific sectors and context like
education (World Bank). Moreover, UNESCO believes that ICT can address the challenges faced in the
teacher education (UNESCO, 2011a). UNESCO has initiativesFoundationsrelated of Educational
to the Technology
use of ICT in teacher
education by supporting existing teacher development communities of practice, multi-stakeholder
partnerships, capacity building of policy-makers and the development of international standards on ICT
competencies for teachers.
The study of Tan (2011) concludes “HEIs should try to capitalize on 21st-century tools and
technologies to address 21st-century issues and challenges”. The use ICT in education is apparently not
a new rally for improvement of teaching and learning. Teaching and learning with ICT is highly prioritized
with moderate degree of implementation in many HEIs in the Philippines (Marcial, 2012a). In a study of
Marcial (2012b) among non-ICT teachers showed that the respondents have high level of familiarity with
ICT tools. There is slight infusion of ICT in the policy, classroom organization and management, pedagogy,
assessment, professional development, and social and ethical aspects in higher education (2015).
There are many pieces of evidence that the use of ICT in education provides useful pedagogical,
social and economic benefits (Rodrigo, 2001). Yap (2005) reported that the education sector garnered
20% of Asia’s top IT-using institution. ICT in education is undeniably having produced significant positive
impact. ICT is changing the developed world’s attitudes and approaches to education” (Loxley, 2004).
Education becomes more flexible, accommodating and increases the range of potential learners. E-
learning, blended learning, open and distance learning, learner-centered environment, and mobile
learning are just a few significant changes in educational system. ICT changed the way students learn;
the way teachers teach, and the way school operates. The use of ICT in education is a unique opportunity
for teachers. It provides significant benefits to the teachers as well as learners and other stakeholders.
These benefits include collaborative and interactive teaching (Cox, Webb, Abbott, Blakeley, Beauchamp
and Rhodes, 2003), cost reduction, self-paced training, knowledge consistency, time and place
independence and access to a global audience (Anido, Valero, Santos, Picos, Burguillo, Fernández,
Rodriguez, Caeiro, & Llamas, 2004). It transforms pedagogy. Likewise, Kollias & Kikis (2005) enumerated
significant pedagogical benefits of ICT such as promoting active learning, providing students with
competencies and technological skills, stimulating students in collaborative and project-based learning,
providing students with customized instructions, addressing issues of equity for students, “breaking
down the walls” of the classroom, and improving the social cohesiveness and understanding. ICT also
offers the provision of qualitative access to education (Boyanova & Filipova, 2008). It promotes sound
sustainable strategy (Hickey & Whitehouse, 2010). Further, it promotes changes in attitudes, behavior,
and values, as well as in the cognitive and perceptive processes (Carvalho de Sousa, Sevilla-Pavón, Seiz-
Ortiz, 2012). ICT is a knowledge construction tool helpful in achieving authentic and realistic problem-
based approaches to teaching and learning (Prestridge, 2012).

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ICT in the Philippine Educational System
On the positive side, government, non-government organizations, industries and other

stakeholders have jointly worked together to promote ICT for the advancement and betterment of life
of every citizen. In the Philippines, the government aimed to become an e-service hub, and the IT service
sector has been proliferating. Initiative toward innovative teaching and learning and becoming an ICT-
enabled education started more than a decade ago. In Foundations of Educational
1997, a National Information Technology
Technology Action
Agenda for the 21st, also known as IT 21, was formulated to formalize the country’s vision to be globally
competitive through information technology (Republic of the Philippines – National Information
Technology Council, 1997; UNESCO Bangkok). In 2011, the Philippines’ Digital Strategy (PDS) was
formulated strategically to make the country a “digitally empowered, innovative, globally competitive,
and prosperous society where everyone has established, affordable and secure information access in
the Philippines” (Philippine Digital Strategy, 2011). Among the many specific objectives, the PDS aims to
use ICT in education and training as a means to provide equitable access to opportunities. As a result,
empowered and improved lives of every Filipino can be attained. In 2014, the Open Distance Learning
Act was acted “to expand and further democratize access to quality tertiary education through the
promotion and application of open learning as a philosophy of access to educational services, and the
use of distance education as an appropriate, efficient and effective system of delivering quality higher
and technical educational services in the country” (Republic of the Philippines , 2014).
In 2016, the Department of Information and Communications Technology was established

through Republic Act No. 10844. The department is mandated to be “the primary policy, planning,
coordinating, implementing, and administrative entity of the Executive Branch of the Philippine
government that will plan, develop and promote the national ICT development agenda” (Republic of the
Philippines, 2016). Among its specific functions is
“Formulate policies and initiatives, in coordination with the Department of
Education (DepED), the Commission on Higher Education (CHED), and the Technical
Education and Skills Development Authority (TESDA), to develop and promote ICT in
education consistent with the national goals and objectives, and responsive to the human
resource needs of the ICT and ICT-ES sectors.”
The K-12 curriculum of the Department of Education is aimed at producing holistically developed
learners with 21st-century skills. These skills include literacy in information, media, and technology.
Reports show that the department aggressively promotes the use of ICT in the curriculum. Among its
essential initiative is the DepEd Computerization Program (DCP). ICT is one of the specialization in
Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood (TVL) Track that may be
taken between Grades 9 to 12. In its curricular map, computer programming is emphasized. Other
specific specialization includes animation, medical transcription, technical drafting, among others
(Republic of the Philippines - Department of Education, n.d.). In the SHS curriculum, “Media and
Information Literacy” is one of the core subjects. “The course introduces the learners to basic
understanding of media and information as channels of communication and tools for the development
of individuals and societies” (Department of Education). Likewise, it also “aims to develop students to
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be creative and critical thinkers as well as responsible users and competent producers of media and
information” (Department of Education). Specific content includes the evolution, types, sources, Legal,
Ethical, and Societal Issues, Opportunities, Challenges, and Power, Current and Future Trends, among
others. Further, “Empowerment Technologies” is one of the subjects in the applied track of the SHS
curriculum. The subject describes “Information and communication technologies as a tool for curating,
contextualizing, collaborating, and creating content and experiences for learning in the professional
tracks” (Department of Education). The primary learning Foundations
competency is of
theEducational
development of Technology
a working
prototype of an ICT Project for Social Change integrating advanced productivity tools, image and graphics
design tools, multimedia, and online collaborative platforms.
In higher education, a course “Living in the IT Era” is one of the electives in the new general
education (Commission on Higher Education, 2013). The course is about the science, culture, and ethics
of information technology, its influence on modern living and human relationships, and uses for
personal, professional, and social advancement. In CMO 27, series of 2017, the new curricula for teacher
education, a course “Technology for Teaching and Learning” is mandated (Commission on Higher
Education, 2017). The course aims to introduce the basic to advanced knowledge, skills and applications
of ICT in the teaching and learning. The CMO also requires that the school offering such degree must
have an ICT laboratory as well as an educational technology laboratory. Other non-ICT courses also
require ICT-based courses such as Nursing Informatics the case of nursing, telehealth in medicine, and
among others. ICT-related degree programs include Information Technology, Computer Science,
Information Systems, Multimedia and Entertainment Computing, and Library and Information Science.
Being the transformational leader in the technical education and skills development of the
Filipino workforce, TESDA is actively offering ICT-related certificate courses. Recently, e-TESDA was
launched, TESDA’s online program featuring courses in Agriculture, Automotive, Electrical and
Electronics, Entrepreneurship, Human Health / Health Care, Heating, Ventilation, Air Conditioning, and
Refrigeration, Information and Communication Technology, Lifelong Learning Skills, Maritime, Social,
Community Development and Other Services, Tourism, and TVET. Online ICT courses include animation,
basic computer operations, mobile apps development, and technopreneurship.
ICT and Educational Technology
“Educational technology is the study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate technological processes and resources”
(Robinson, Molenda, & Rezabek). “It represents efforts to design, develop, and use technology to achieve
a never-ending array of desirable educational outcomes, including improving learning, increasing
retention rates, enhancing teaching effectiveness, reducing costs, and increasing access” (Veletsianos &
Moe, 2017). Educational technology is the process of integrating technology into policy, pedagogy,
operation, classroom management, assessment, professional development, and the ethical aspects of
education.

________________________________________________________________________________________
“Educational Technology is broadly a systems approach to ICT based education” (EED502/05 ICT
in Education, n.d.). In the same article, it states that “the field of educational technology constitutes the
use of ICT and other technologies and techniques emerging from physical and behavioral sciences for
creating or improving an educational situation leading to effective learning.” Modern electronic
educational technology encompasses e-learning, instructional technology, ICT in education, learning
technology, multimedia learning, technology-enhanced learning, computer-based instruction, computer
Foundationsinstruction
managed instruction, computer-based training, computer-assisted of Educational Technology
or computer-aided
instruction, internet-based training, flexible learning, web-based training, online education, digital
educational collaboration, distributed learning, computer-mediated communication, cyber-learning,
and multi-modal instruction, virtual education, personal learning environments, networked
learning, virtual learning environments, m-learning, ubiquitous learning and digital education
(Wikipedia, last edited on 5 January 2018).
Summary
ICT is the totality of electronic means for end-users such as computer systems, office systems,
and consumer electronics, as well as networked information infrastructure, the components of which
include the telephone system, the Internet, fax machines and computers. ICT in education is
multifaceted, and it is affected by many related variables. ICT provides social, economic and pedagogical
benefits. While it is true that ICT can support changes in pedagogy and improves in teaching-learning,
providing computers in the classroom does not improve outcomes. There is a need to take careful
analysis of the many variables that affect ICT integration in education. It should be well-planned. ICT is
among the many priorities in the Philippine education. There are various opportunities for teachers and
learners to augment its 21st-century skills through ICT. Moreover, educational technology is a “system
approach” in using ICT in teaching and learning.
References
Technical Education and Skills Development Authority (TESDA). (n.d.). The Country's ICT Industry in Focus (Issue
No. 19). Retrieved from Republic of the Philippines - Technical Education and Skills Development
Authority (TESDA): http://www.tesda.gov.ph/About/TESDA/63
(ADB), A. D. (n.d.). ICT in Education. Retrieved from http://www.adb.org/sectors/ict/ict-in-key-sectors/education
Avinido, L., Valero, E., Picos, J., Burguillo, J., Fernandez, M., Rodriguez, J., . . . Llamas, M. (2004). Applying ICT for
educational purposes in the environmental sciences domain. Proceedings. 2004 International
Conference on Information and Communication Technologies: From Theory to Applications, 2004., 129-
130. doi:10.1109/ictta.2004.1307648

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Boyanova, L., & Filipova, I. (2008). Alternatives in implementation ofe-course in chemistry and environmental
protection, section "transition metals" -10™ grade. Chemistry, 232-245.
Carvalho de Sousa, A., Sevilla-Pavón, A., & Seiz-Or, R. (2012). Autonomy and ICT in Environmental Education.
Procedia - Social and Behavioral Sciences, 46, 1343-1347.
doi:https://doi.org/10.1016/j.sbspro.2012.05.299
Commission on Higher Education. (2013). CMO 20, Series of 2013 (General Education Currciulum: Holistic
Understandings, Intellectual and Civic Competencies). Retrieved from http://ched.gov.ph/wp-
content/uploads/2013/07/CMO-No.20-s2013.pdf
Commission on Higher Education. (2017). CMO 75, Series of 2017 (Policies, Standards and Guidelines for
Bachelor of Secondary Education. Retrieved from http://web.ched.gov.ph/cmo-75-s-2017/
Commission on Information and Communication Technology. (n.d.). The Philippine Digital Strategy-
Transformation 2.0: Digitally Empowered Nation. Retrieved from Republic of the Philippines -
Commission on Information and Communication Technology: http://www.dict.gov.ph/wp-
content/uploads/2014/06/philippine-digital-strategy-2011-2015.pdf
Department of Education. (n.d.). Empowerment Technologies Curriculum. Retrieved from Republic of the
Philippines - Department of Education:
http://www.deped.gov.ph/sites/default/files/page/2016/SHS%20Applied_Empowerment%20Technolog
ies%20(for%20the%20Strand).pdf
Department of Education. (n.d.). Media and Information Literacy Curriculum. Retrieved from Republic of the
Philippines - Department of Education:
http://www.deped.gov.ph/sites/default/files/page/2016/SHS%20Core_Media%20and%20Information%
20Literacy%20CG.pdf
Educational Technology. (n.d.). Retrieved from Wikipedia:

https://en.wikipedia.org/wiki/Educational_technology#cite_note-1
EED502/05 ICT in Education. (n.d.). Retrieved from Wawasan Open University:

http://woulibrary.wou.edu.my/weko/eed502/educational_technology_and_ict2.html
Hickey, R., & Whitehouse, H. (2010). Multiple literacies and environmental science education: information
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Literacy and Science Education: ICTs in Formal and Informal Learning Environments (pp. 123-141).
Hershey, PA: IGI Global. doi:10.4018/978-1-61520-690-2.ch008
Hus, V. (2011). The use of ICT in the environmental studies subject. Procedia - Social and Behavioral Sciences, 15,
3855-3860. doi:https://doi.org/10.1016/j.sbspro.2011.04.385

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(1997). I.T. Action Agenda for the 21st Century. Manila: Republic of the Philippines - NATIONAL INFORMATION
TECHNOLOGY COUNCIL. Retrieved from http://www.ombudsman.gov.ph/UNDP4/wp-
content/uploads/2013/01/IT21.pdf
Loxley, W. (2004). ICT in Education and Training in Asia and Pacific. Asian Development Bank. Retrieved from
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PeLS Online Journal, 3(1), 50-66.
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128.
Marcial, D. E., & de la Rama, P. M. (2015). ICT Competency Level of Teacher Education Professionals in the
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Education: http://www.deped.gov.ph/k-to-12/curriculum-guides/Technical-Vocational-Track
Republic of the Philippines. (2016). REPUBLIC ACT NO. 10844 - An Act Creating The Department of Information
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for Other Purposes. Retrieved from http://senate.gov.ph/republic_acts/ra%2010844.pdf
Robinson, R., Molenda, M., & Rezabek, L. (n.d.). Facilitating Learning. Retrieved from
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Rodrigo, M. T. (n.d.). ICT Use in Philippine Public and Private Schools. Retrieved from
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Tan, L. (2011). Use of ICT for higher education: An overview of case studies from the Asia and Pacific Region. In
UNESCO, & C. Wing (Ed.), ICT for Higher Education: Case Studies from Asia and the Pacific (pp. 1-6).
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UNESCO. (2011). Transforming Education: The Power of ICT Policies. UNESCO. Retrieved from
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UNESCO. (n.d.). UNESCO. Retrieved from ICT in Education:

http://www.unescobkk.org/education/ict/themes/policy/regional-country-overviews/the-philippines/
Veletsianos, G., & Moe, R. (2017, April 10). The Rise of Educational Technology as a Sociocultural and Ideological
Phenomenon. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2017/4/the-rise-of-
educational-technology-as-a-sociocultural-and-ideological-phenomenon
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823,00.html
Yap, J. (2005). Making the list. MIS Asia, pp. 10-11.

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Thinking Critically

Considering the complexity and the diverse aspects in education, what is ICT in
Education for you? What are your experiences in using ICT in your classroom
organization and management, pedagogy, assessment and professional
development?
For Next Week
For next week, Prof. Mariano will discuss on how to distinguish the different kinds
of educational technology. She will further describe educational technology, its
meaning, and applications. Accordingly, educational technology comprises various
domains in learning theory and ICT-based teaching and learning.

________________________________________________________________________________________

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Foundations of Educational Technology

A Continuing Professional Education (CPE) grant under the

WHAT IS ICT? IT’S CONTEXT IN EDUCATION

Dave E. Marcial, Ph.D.

Why Integrate ICT in teaching and learning?

2 | What is ICT? It’s Context in Education

ICT in the Philippine Educational System

On the positive side, government, non-government organizations, industries and other

In 2016, the Department of Information and Communications Technology was established

ICT and Educational Technology

4 | What is ICT? It’s Context in Education

(ADB), A. D. (n.d.). ICT in Education. Retrieved from http://www.adb.org/sectors/ict/ict-in-key-sectors/education

5 | What is ICT? It’s Context in Education

Educational Technology. (n.d.). Retrieved from Wikipedia:

EED502/05 ICT in Education. (n.d.). Retrieved from Wawasan Open University:

6 | What is ICT? It’s Context in Education

7 | What is ICT? It’s Context in Education

UNESCO. (n.d.). UNESCO. Retrieved from ICT in Education:

Yap, J. (2005). Making the list. MIS Asia, pp. 10-11.

8 | What is ICT? It’s Context in Education

Foundations of Educational Technology

organization and management, pedagogy, assessment and professional

For Next Week

of educational technology. She will further describe educational technology, its

meaning, and applications. Accordingly, educational technology comprises various

domains in learning theory and ICT-based teaching and learning.

9 | What is ICT? It’s Context in Education

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