TECHNOLOGY FOR TEACHING AND LEARNING 1

Objectives:

After the of the lesson, you must be able to:

a) demonstrate a thorough knowledge of the course as a tool for successful

teaching and learning;
b) plan, model, and encourage a technology-supported learning
environment that is safe and secure.
c) list the national ICT policies that have an impact on classroom
practices;
d) describe how ICT policies are implemented in teaching and learning;
and
e) identify ICT policies that are used in the planning and execution of
teaching and learning activities.

Introduction

If there is one thing that changed the world so fast, it is TECHNOLOGY. While there
exists technology in the past as non-digital technology, the current digital technology has
been a factor that shrunk the world and made it flat. It has provided a new environment for
learning; new ways teachers teach and the new ways of how learners learn. In the beginning,
it has created a divide between the digital natives and the digital immigrants. However, as
the years go by, such divide has become narrower and even blurred. This has led to the new
educational revolution in teaching and learning which has been triggered by technology and
resulted to better learning outcomes in the 21" century.
The Technology for Teaching and Learning 1 is intended to introduce pre-service
students to the theories and principles of designing, developing, implementing, and
evaluating teaching and learning resources to improve instruction by utilizing the various
opportunities provided by various instructional media and technology. It also equips pre-
service teachers with the necessary knowledge, abilities, attitudes, and values for developing
technology-enhanced instructional plans in their areas of expertise. This course also teaches
students to utilize technology responsibly and to conduct themselves ethically in their
professional lives.

LESSON 1
Introduction to Technology for Teaching and Learning

1. ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE-SERVICE TEACHER EDUCATION

a. ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy, Standards
and Guidelines (PSG) for Pre-service Teacher Education
The program outcomes for teacher education degrees clearly state that
every future teacher: "demonstrate proficiency in the development and
utilization of Information, Communication and Technology (ICT) resources in
promoting quality teaching-learning process”.
To ensure that the program outcomes related to ICT shall be achieved,
competencies were identified to be developed by every pre-service teacher
(CHED - UNESCO, Bangkok, 2009.)
The ICT Competency Standards is made up of seven domains. Each
domain has a set of competencies. The competencies are expressed in desired
learning outcomes.
 Becoming proficient in the different competencies will enable you to
handle learners of the 21" century in your future classroom.
These domains and corresponding competencies are found in the Table
below:
Table 1.1: ICT Competency Standards for Pre-service Teachers

Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of ICT systems
as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to student's
diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 219 century skills: information media and technology
skills, learning and innovation skills, career skills and effective communication
skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student
collaborative activities
3.3 Model collaborative knowledge construction in face to face and virtual
environment
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology tools and
systems as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support
community of learners
4.3 Demonstrate proficiency in the use of technology tools to support teaching and
learning
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom environment

5.2 Exhibit leadership in shared decision-making using technology tools

Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in
support of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources
7.2 Show positive attitude towards the use of technology tools

Likewise, the Department of Education issued Department of Education Order 42, s.

2017 mandating the use of the Philippine Professional Standard for Teachers (PPST) to start
with the Beginning Teachers who are the fresh graduates from the teacher education
program. The document includes: Show skills in the positive use of ICT to facilitate teaching
and learning and Show skills in the selection, development and use of the variety of teaching
learning resources including ICT to address learning goals.
These competency standards to learn and master will assure the 21" century learners
in your class of a more enjoyable, creative, innovative ways in teaching and learning.
b. ISTE National Educational Technology Standards for Teachers (NETS-T)
An international organization for educational technology called International Society
for Technology in Education (ISTE), established standards for both teachers and students.
These standards were also referred to in the development of the Philippine ICT Competency
standards which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of
technology operations and concepts.

Standard 2: Planning and Designing Learning Environment and Experiences

This standard implies that teachers utilize the use of technology to plan
and design effective learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of curriculum
plan, they have to include strategies for applying technology to
maximize student learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment
and evaluation strategies to collect and analyze data, interpret results,
and communicate findings to improve instructional practice and
maximize student learning.

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional
development and lifelong learning in support of student learning,
increase productivity and to build community of learners,

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues
surrounding the use of technology in support of student learning who
come from diverse background, affirm diversity, promote safe and
healthy use of technology resources and facilitate access to technology
resources for all students!

Likewise, ISTE also developed standards needed for students. These standards will be
used as a guide by teachers to plan technology-based activities in which students achieve
success in learning, communication, and life skills.

ISTE National Educational Technology Standards For Students (NETS-S)

From how technology teachers facilitate learners, outcomes of student learning should
indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking,
construct knowledge, develop innovative products and processes using
technology from existing knowledge.

Standard 2: Communication and Collaboration

 This standard requires students to use digital media and environments
to communicate and work collaboratively to support individual learning
and contribute to the learning of others. This includes the use of variety
of media and formats for global awareness with learners from other
cultures,

Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for inquiry. This standard expects the
student to locate, organize, analyze, evaluate, synthesize and ethically
use information from a variety of sources and media.

Standard 4: Critical Thinking, Problem Solving and Decision Making

This standard expects the students to use critical thinking skills to plan
and conduct research, manage projects, solve problems and make
informed decisions using appropriate digital tools.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes
digital citizen who demonstrates ethical and legal behavior, exemplified
by the practice of safe, legal and responsible use of information.
Further, the student exhibits positive attitude towards the support of
technology for collaboration, learning and productivity as a digital
citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a
standard that students should comply with. They too, are expected to
further transfer current knowledge to learning of new technologies.

As pre-service teacher education students now, you will have to master the knowledge
and skills (Learning to Know) for the standards for students. However since you will become
teachers in the future, you should harness the same knowledge and skills to become (Learning
to Become) future teachers.

A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

1. Technology Operations and Concepts
2. Planning and Designing Learning
Environment and Experiences
3. Teaching, Learning and Curriculum
4. Assessment and Evaluation
5. Productivity and Professional Practice
6. Social, Ethical, Legal and Human Issues
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving &
Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts

Activity 1:
Locate Annex C in CMO 74 or 75 s. 2017. Review the Competencies and read the
corresponding Performance Indicators under each of the 7 Domains. With your group, identify
one Performance Indicator for each cluster that you consider as most important and that you
are excited to do. Also identify one Performance Indicator that you consider least important
and that you are not excited to do. Place your answer on the matrix below:
 ICT PERFORMANCE INDICATOR MOST PERFORMANCE INDICATOR LEAST
DOMAIN IMPORTANT FOR US TO DO IMPORTANT FOR US TO DO

DOMAIN 1

DOMAIN 2

DOMAIN 3

DOMAIN 4

DOMAIN 5

DOMAIN 6

DOMAIN 7

2. BASIC CONCEPTS
Technology – refers to improvements in the ways and tools individuals use to solve
issues and accomplish objectives. Technology in the classroom can include a wide range of
instruments, from low-tech (pencil, paper, chalkboard) to high-tech (computer) (presentation
software, tablets, computer, etc.).
Wainwright (2016) posits 10 reasons why technology should be implemented in the
classroom.
1. Technology will help students in the future career especially those who need
wireless technology.
2. Technology addresses diversity in learning styles.
3. Technology gives students the chance to interact.
4. Technology helps teachers prepare students for the real-world environment.
5. Technology keeps students engaged.
6. Technology makes the classroom a happier place.
7. Technology allows students to access updated information faster than before.
8. Technology makes students more responsible.
9. Technology breaks the tradition of passive learning.
10. Technology allows students to access digital materials and databases.
Information Communication Technology (ICT) was a long-awaited breakthrough that
transformed many parts of human existence, most notably education. (David Warlick: as
referenced by Torlakson and Pletka, 2014). ICT contributes to the learning processes, which
underlies the success of educational domains. It aids in the development of critical thinking,
generalist competences, decision-making, management of tough circumstances, teamwork,
and effective communication (UNESCO, 2002)
The use of ICT in education evolved in four phases: emerging, applying, infusing, and
transforming.
 ✓ Emerging – schools were described as teacher – centered

✓ Applying – the use of ICT has begun with the adaption of some ICT products

✓ Infusing – involved the integration of ICT across the curriculum, an increased use of
computer – based technologies

✓ Transforming – ICT has been taught as a separate subject and the curriculum is now
student – centered.
Instructional Materials – designed for use in the teaching and learning process that will
help learners acquire facts, skills, or opinions or develop cognitive processes.
They also refer to resources that organize and support instructions, such as textbooks,
tasks, and supplementary resources (adapted from Remillard & Heck, 2014)
Digital – involving or relating to the use of computer technology (Oxford Dictionary,
2017); electronic technology that generates, stores, and processes data in terms of the two
states: positive, expressed in 1 string and non – positive, expressed in 0 string. (Whatls, 2017)
2. EVOLUTION OF TECHNOLOGY FOR INSTRUCTION
1600 -- Quill Pens and Slates – Early one –room schoolhouses in the 1700s
and 1800s used these materials to teach students how to write and cipher.
1700 -- Primers – The New England Primer remained the basic school
text for 100 years after its publication.
1826 -- Wall Charts – to save the cost of individual books, passages were
sometimes printed in large letters and hung for all to see in Lancastrian
schools.
1855 -- Models – with the introduction of kindergarten in Wisconsin,
models and materials were given to students to manipulate and to learn from.
1901 -- Manipulative – Maria Montessori’s kinesthetic approach offered a
variety of manipulative from which students could learn.
1904 -- Educational Museums – the visual – education movement resulted
in educational museums with abundant visual displays.
1910 -- Films – Edison declared after inventing motion pictures that
books would soon be obsolete. Public schools in New York City implemented
films for instruction for the first time. Edward Thorndike - helped established
education as a science.
1914 -- Behaviorism Theory – John Watson helped establish behaviorism,
which became one of the theoretical foundations of learning.
1929 -- Radio – The Ohio “School of the Air” broadcast instructions to
homes.
1933 -- Objectives in Education – Ralph Tyler at Ohio State University
developed and refined procedures for writing objectives.
1940 – 1945 -- Instructional Technologists – with the role of technology
in learning increasing, the need for expertise in both education and technology
grew, and professional instructional technologists emerged.
1945 -- Multiple Media used by Military Armed Forces – training used
films, sound, graphics, models, and print to help prepare recruits for war.
 1953 -- ITV – The University of Houston launches KUHT, the first non-
commercial education station.
1956 -- Bloom’s Taxonomy – a team led by Benjamin Bloom identified
and articulated levels of cognition.
1957 -- Programmed Instruction – instruction materials based on
Skinner’s behaviorism were used at the Mystic School in Winchester,
Massachusetts.
1965 -- Instructional Design System – Robert Gagné introduced a model
for a systems approach to designing instruction.
1967 -- PBS and NER – The Public Broadcasting Act established the Public
Broadcasting Service and National Educational Radio.
1970 -- Cognitive Approach – cognitivists including Ausubel, Bruner,
Gagné, and others dominated thinking about learning.
1977 - Personal Computers – the first microcomputer, the Apple, was
created by Steve Wozniak & Steve Jobs.
1980 -- CAI – computer – assisted instruction on personal computers
reached its peak of popularity.
1990 -- Constructivist Approach – the influence of Dewey, Piaget,
Vygotsky, and others led to the emergence of the constructivist view of
learning. Computer – based technologies – video discs, CD – ROMs, multimedia,
digital presentations, interactive video, teleconferencing, compressed video,
and the Internet combined to greatly increase the technologies available to
enhance teaching and learning. Virtual Reality – digital representations of a
given reality let teacher and student “experience” it.
1990 - Digital Assistants – intelligent agents help people interact with
the equipment and cyberspace
1991 - World Wide Web – the Internet became accessible to all with the
creation of the Web by Tim Berners – Lee.
2003 - Mobile Devices – smart phones, netbooks, and handheld PCs
joined with wireless networking to make mobile computing commonplace
everywhere, including in the classroom.
2008 and beyond -- Online Life – the Internet expands to include the
Web 2.0, featuring social networking, audio and video streaming and options,
for interaction leading to instruction anytime, anywhere. The Grid – using
distributed computing technology, the Grid will make it possible to dynamically
pool and share computer resources, making unprecedented computing power
available to everyone on the Grid.

To learn more about the history of technology in education, visit this link
https://www.youtube.com/watch?v=UFwWWsz_X9s

3. INTEGRATING ICT IN EDUCATION

 a. Gain attention -- technology’s visual and interactive qualities can easily
motivate and direct students’ attention toward learning tasks.
b. Support manual operations during high – level learning – students are more
motivated to learn complex skills when technology tools help them do
the low – level skills involved
c. Illustrate real world relevance through highly visual presentations – students
are more likely to learn skills that have clear real – life applications to
their future work.
d. Engage through production work – students who learn by creating their own
products with technologies such as word processing, multimedia,
hypermedia, and other technology products report higher engagement
in learning and a greater sense of pride in their achievements.
e. Collaborate students with audience for their communication – students get
to be more motivated to write and do their best production work when
they publish it on the Web, since others outside the classroom will see
their work.
f. Supply self – paced learning for capable students – students who can learn on
their own with software tutorials and / or distance educational
materials can be directed to take topics ahead of others.
g. Allow access to learning opportunities – students with disabilities depend on
technology to compensate for vision, hearing, or manual dexterity they
need to read, interact in class, and do products to show what they have
learned.
h. Provide faster access to information – integrated learning systems can help
teachers quickly assess and track students’ progress, also, collection of
submitted data online can be gathered easily.

Activity 1: Write a reflection paper by answering the following questions:

1. Which among the instructional technology being developed would you consider as the
“most beneficial in the learning process”?

2. Is technology a “boon”or a “bane”? Justify your answer.

LESSON 2
ICT Policies and Safety Issues in Teaching and Learning

New technologies have become an integral part of everyone's lives. You are utilizing
ICT whether you are chatting on the phone, sending an email, going to the back, visiting the
library, watching the news on television, going to the hospital, flying, or viewing a movie.
New technologies have an impact on almost everything we do in the modern world.
Would new technology have an impact on your life as a teacher? Should we allow
technology to govern our life, or should we exercise control over how we use technology?
Safety concerns will be covered in this lesson, as well as how they will be addressed through
ICT policy - its implications, application, and ramifications for teaching and learning.
1. DICT ROADMAP
The Department of Information and Communication Technology (DICT) has developed
a roadmap to assist all government agencies in the use, regulation, and advancement of
information and communication technology. Policy statements and guidelines are associated
with each project.
The DICT's ICT for Education (ICT4E) program supports the education sector's efforts in
incorporating ICT as well as determining and gaining access to the infrastructure (hardware,
software, telecommunications facilities, and others) required to use and deploy learning
technologies at all levels of education. Among the policy recommended programs that have
applications to education teaching-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 in
Education Initiative (OCEI) which converts DepEd materials into
interactive multi-media content, develop applications used in schools,
and conduct students and teachers’ competitions to promote the
development of education-related web content.
3. PhedNET is a “walled” garden that hosts educational learning and teaching
materials and applications for use by the 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 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 government
using Open Source technologies. Beneficiary agencies include the
Philippine Information Agency and the other government media
organizations, the Cultural Center of the Philippines, National
Commission for Culture and Arts and other government art agencies,
State Universities and Colleges and other 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.
The roadmap, which includes policy statements related to education especially in the
advancement of human development for teaching and learning, directed all seven initiatives.

2. ISSUES ON ICT AND INTERNET POLICY AND REGULATIONS

A. Global Issues
In ICT Policy, access and civil liberties are two sets of concerns that are critical to
modern society. The issue of civil liberties, which refers to human rights and freedom, is also
a worry. These include the rights to freedom of expression, privacy, communication, and
intellectual property.
 Everyone should have access to the internet and other forms of media. Basic internet
access is practically universal in affluent nations, thanks to faster broadband connections.
There are still certain nations where getting online is difficult.

Issue on Freedom of Expression and Censorship

All persons are given the right to free expression under international human rights
conventions. However, when people move away from writing letters, reading newspapers,
and attending public meetings in favor of electronic communications and online networking,
it's important to consider how these new modes of communication alter people's perceptions
of freedom of speech and censorship.
Everyone has the right to freedom of thought, conscience, and religion, as well as the
right to freedom of opinion and expression, according to the United Nations (UN) Universal
Declaration of Human Rights. However, there are some internet usage behaviors that are in
violation of these laws.
Some examples are the following:
1. Individual rights are given up in order to have access to electronic networks.
Microsoft Network’s (MSN) contracts provide protection of individuals.
However, Microsoft reserves the rights, in its sole direction, to
terminate access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or filtering
the information. Blocking is preventing access to whole areas of
internet based upon the “blacklist” of certain Internet address, location
or email addresses while filtering is sifting the packets of data or
messages as they move across computer networks and eliminating those
considered “undesirable” materials.
3. Defamation actions may be used to silence critics. This action deters the
freedom of expression.

Issue on Privacy and Security

The problem of privacy policies is a concern. Most business websites feature a privacy
statement. When you use a website and click "I agree," you are essentially handing up private
information to any entity that may have access to it.
There are several types of privacy as shown by the following examples:
1. For most, privacy means “personal privacy” the right of individuals not to
have their home, private life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with
communication over the phone or internet. Respect of privacy of
communications is an essential prerequisite for the maintenance of
human relationship via technological communications media.
3. Information privacy is related to the use of computers and communication
systems which can hold and process information about large numbers of
people at a high speed. It is important to ensure that information will
only be used for purposes for which it was gathered and will not be
disclosed to others without consent of the individuals.
Issue on Surveillance and Data Retention
The growth of indirect surveillance has been aided by the usage of electronic
communications; there is no direct contact between the agent and the subject of
surveillance, but evidence of activity may be tracked. Dataveillance is a novel and
powerful method of indirect monitoring. Data retention is the preservation and use of
information from a communication system, whereas data surveillance is the use of
personal information to monitor a person's actions.
There isn't much that can be done to avoid being watched. What may be done
is to alter working practices to make surveillance more difficult. When it comes to
computers and electronic communication, this is referred to as "anti-surveillance" or
"information security."

Issue on E-pollutants from E-waste

ICT produces a lot of e-waste. Terminal equipment includes computers (PCs, laptops),
television and radio sets, telephones (fixed and mobile phones), and peripherals (fax
machines, printers, and scanners).
The accumulating e-waste is due to fast equipment turnover owing to rapid software
innovation. While material trash may be crushed and eliminated, hazardous waste created by
various equipment requires careful treatment.
In both affluent and developing countries, the amount of e-waste is rising. A
particularly bleak situation is that a substantial amount of electronic garbage has been
exported from developed countries to poor ones via less ecologically friendly methods.
Standardization and regulatory procedures are among the remedies for extending the
life cycle of equipment before it becomes outdated. It is necessary to mandate efficient
extraction of harmful components as well as recycling by both consumers and equipment
providers.
3. IMPLICATIONS TO TEACHING AND LEARNING
There are great implications of this lesson to both the teachers who are teaching and
the learners who are learning. A few of these are as follows:
For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to
teach it. Since ICT development comes so rapid and fast, teachers might
be overwhelmed by its rapid speed. Temperance in its use is a caution
that should be looked at.
2. Technology should never replace any human teacher. The tools are support
instructional materials for the teachers which are available for use. The
teacher should learn how to appropriately use them. The human touch
of the teacher is still a vital component in teaching. Teachers should
always be reminded that there are always limitations in the use of the
different gadget and tools.
3. 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.
4. All the issues and many more shall be part of the teaching content as each
teacher will be encouraged to use technology in teaching.

For the Learners and Learning

Some teachers are even more sophisticated than the students of the twenty-first
century. Learners, on the other hand, require direction on how to utilize and govern
technology. Learners should be able to distinguish between good and negative consequences
of technology use. Learners should understand not just the advantages of using technology,
but also how to protect themselves from the dangers that technology brings into their life.

Learners should take advantage of the potential of learning support they can obtain,
such as the development of higher order thinking skills, the formation of learning
communities through collaboration, the development of skills to manage valid resources as
21st century learners, and many other benefits. Teachers and students should be aware of the
e-waste that is dumped on the ground and in the environment.

4. SAFETY ISSUES ON THE USE OF ICT

Technology appears to be an uncontrollable phenomenon. Despite the numerous

advantages for teaching and learning, there are certain disadvantages or influences on
students. As a result, as prospective teachers, you must be aware of how to protect students
in the school communities where they live.

They spend most of their waking hours in their homes or facilities that allow them to
access digital technology, such as Internet Cafes. The primary job of parents, teachers, and
schools should be to safeguard and protect their children.

There are so many risks that we have to be aware of in the use of digital technologies.
These may include the following:

1. Exposure to inappropriate content, including on-line pornography, extremism

(exposure to violence associated with racist language);

2. Lifestyle websites like self-harms and suicide sites, and hate sites;

3. Cyber-bullying in all forms, receiving sexually explicit images or messages;

4. Privacy issues including disclosure of personal information;

5. Health and well being (amount of time spent on-line, internet gaming and many
more;

6. Prolonged exposure to on-line technologies, particularly at an early age;

7. Addiction to gambling and gaming;

8. Theft and fraud from activities such as phishing;

9. Viruses, Trojans, spyware and other malware; and

10. Social pressures to maintain online networks via texting and social networking
sites.

5. MINOR MISUSE OF ICT

In school, some minor misuse made by learners include the following:

• Copying information into assignment and failing to acknowledge the source

(plagiarism and copyright infringement)
• Downloading materials not relevant to their studies
• Misconduct associated with subject logins, such as using someone else’s password
• Leaving a mobile phone turned on during class period
• Unauthorized taking of pictures or images with mobile phone camera, still or
moving

6. E-SAFETY RULES
 How can we address all of the aforementioned problems, as well as a slew of others,
in order to save our future generations?

E-safety encompasses not just internet technologies, but also mobile phones, gaming
consoles, and wireless technology. It emphasizes the need of informing children and
teenagers about the advantages, hazards, and responsibilities of utilizing information
technology. Here are some e-safety concerns:

• e-safety helps safeguard children and young people in the digital world.
• e-safety emphasizes learning to understand and new technologies in a
positive way;
• e-safety educates children about the risks as well as the benefits so we
can feel confident
• online; and
• e-safety supports young learners and adults to develop safer online
behaviors, both in and out
• of school.

7. NETWORK MANAGEMENT

1. Safety in the Use of Network in Schools

1.1 Make clear that no one should log on as another user.

1.2 Require all users to always log off when they have finished working.

1.3 Maintain equipment to ensure health and safety.

1.4 Provide students with access to content and resources through

guided e-learning.

1.5 Set up a clear disaster recovery system in place for critical data that
include secure,

remote back up of critical data.

1.6 Secure wireless network to appropriate standards suitable for

educational use.

1.7 Install all computer equipment professionally and meet health and
safety and security.

2. Password Policy

2.1 Only authorized users will have individual passwords. Users are not
permitted to disclose their passwords unless they got permission from
the owner or from the management. The equipment that keeps the
personal information shall be locked when unattended to prevent
unauthorized access.

Computers should be set to a time out if they become unused for a

certain period.

3. Personal mobile phones and mobile devices

3.1 All mobile phones shall be kept away in a box away from the children
or learners and access is only allowed at breaktime or at the end of
the classes or when needed during the class period.

4. Cameras
 4.1 Taking pictures only from parents or caregivers and not from any
other family member or friend while the child attends class.

4.2 Any picture taken of children shall be on cameras solely for the
purpose.

8. SETTING UP AN EDUCATIONAL TECHNOLOGY ROOM

Schools that plan to dedicate a room where the students can access technologies for
learning should include the following basic safety rules:

1. Provide tiltable tables. These tables can be tilted and adjusted to the
height of the users.

2. Provide anti-glare screen filters.

3. Provide adjustable chairs.

4. Provide foot support.

5. Make sure lighting is suitable.

6. Make sure work stations are not cramped.

7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working stations
should include:

1. No trailing wires across or around the room which people can trip on.

2. Electrical sockets should not be overloaded.

3. Electrical equipment should be safety-tested at least once a year.

4. There should be adequate space around desk for people to move.

5. Bags and obstacles should be stored out of the way.

6. Food and drinks should not be placed near machines.

7. Heating and ventilation should be suitable for the working

environment.

8. Fire extinguishers should be available.

9. Fire exits should be clearly marked and free from clutter.

Activity 2: Create an infographic containing ICT classroom policies that may be implemented
in your future classroom. Take note of the details needed:

1. Lesson Title:

2. Concept being focused:

3. Identify bits of important information/facts/ideas for the content material.

4. Design an infographic that captures the essential information.

Rubric for Infographic

Content – 10 pts
 • Appropriate details support main idea
• Accurate and detailed information
• Information adequately supports purpose of visual

Focus – 7 pts

• Topic and title clear and easily identified

• Main idea is clearly appropriate to topic
• All illustrations complement purpose of visual

Visual Appeal – 5 pts

• Outstanding use of color, design and space

• Original and unique design
• Overall design is pleasing and harmonious

Grammar & Mechanics – 3 pts

• Free of grammatical errors

• Capitalization and punctuation are correct throughout.
• Words are legible and pertinent to topic