ICT POLICIES AND SAFETY ISSUES IN TEACHING LEARNING

Among the policy recommended programs that have applications to education

teachinglearning are:
1. ICT 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 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 PC’s.
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 partnership with state universities
and colleges (SUCs) to improve quality of IT education and the use of ICT in education
in the country, particulary outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills gor 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 demandsupply
type.
Some Issues on ICT and Internet Policy and Regulation Global
Issues
https://www.studocu.com/ph/document/university -of-southern-mindanao/literatures-
ofthe-world/ict-policies-and-issues-implications-to-teaching-and-learning/25421638
Access and civil liberties are two set of issues in ICT policy which are crucial to the
modern society. The other concern is civil liberties which refer to human rights and
freedom.
These include:
- Freedom of expression
- The right to privacy
 - The right to communicate
- Intellectual property rights
Data Privacy Act of 2012
https://www.privacy.gov.ph/wp-content/files/attachments/ppt/DPO17Overview.pdf
Implementing Rules and Regulations of Republic Act No. 10173, known as the “Data
Privacy Act of 2012”
Pursuant to the mandate of the National Privacy Commission to administer and
implement the provisions of the Data Privacy Act of 2012, and to monitor and ensure
compliance of the country with international standards set for data protection, the
following rules and regulations are hereby promulgated to effectively implement the
provisions of the Act:
Rule I. Preliminary Provisions
1. Title
2. Policy
3. Definitions

Rule II. Scope of Application

4. Scope
5. Non-applicability
6. Protection afforded to journalists and their sources
7. Protection afforded to data subjects

Rule III. National Privacy Commission

8. Mandate
9. Functions
10. Administrative Issuances
11. Reports and Public Information
12. Confidentiality of Personal Data
13. Organizational Structure
14. Secretariat
15. Effect of Lawful Performance of Duty
16. Magna Carta for Science and Technology Personnel

Rule IV. Data Privacy Principles

17. General Principles
18. Principles of Transparency, Legitimate Purpose and Proportionality
19. Principles in Collection, Processing and Retention
a. Collection must be for a specified and legitimate purpose
b. Personal Data shall be processed fairly and lawfully
c. Processing should ensure data quality
 d. Personal data shall not be retained longer than necessary
e. Any authorized further processing shall have adequate safeguards 20.
Principles for Data Sharing

Rule V. Lawful Processing of Personal Data

21. Lawful Processing of Personal Information
22. Lawful Processing of Sensitive Personal Information and Privileged
Information
23. Extension of Privileged Communication
24. Surveillance of Subjects and Interception of Recording of Communications

Rule VI. Security Measures for Data Protection

25. Data Privacy and Security
26. Organizational Security
27. Physical Security
28. Technical Security
29. Appropriate Level of Security

Rule VII. Data Privacy and Security in Government.

30. Responsibility of Heads of Agencies
31. Requirements Relating to Access by Agency Personnel to Sensitive Personal
Information
32. Implementation of Security Requirements
33. Applicability to Government Contractors

Rule VIII. Rights of Data Subject 34.

Rights of the Data Subject
a. Right to be informed
b. Right to object
c. Right to access
d. Right to correct
e. Right to rectification, erasure or blocking
35. Transmissibility of Rights of the Data Subject
36. Right to Data Portability
37. Limitation on Rights

Rule IX. Data Breach Notification.

38. Data Breach Notification
39. Contents of Notification
40. Delay of Notification
41. Breach Report
42. Procedure for Notification
Rule X. Outsourcing and Subcontracting Agreements.
43. Subcontract of Personal Data
44. Agreements for Outsourcing
45. Duty of Personal Information Processor

Rule XI. Registration and Compliance Requirements

46. Enforcement of the Data Privacy Act
47. Registration of Data Processing Systems
48. Notification for Automatic Processing Operations
49. Approval of Data Sharing Agreements
50. Review by the Commission

Rule XII. Rules on Accountability

51. Accountability for Transfer of Personal Information
52. Accountability for Violation of the Act, these Rules and other issuances

Rule XIII. Penalties

53. Unauthorized Processing of Personal Information and Sensitive Personal
Information
54. Accessing Personal Information and Sensitive Personal Information Due to
Negligence
55. Improper Disposal of Personal Information and Sensitive Personal
Information
56. Processing of Personal Information and Sensitive Personal Information for
Unauthorized Purposes
57. Unauthorized Access or Intentional Breach
58. Concealment of Security Breaches Involving Sensitive Personal Information
59. Malicious Disclosure
60. Unauthorized Disclosure 3
61. Combination or Series of Acts
62. Extent of Liability
63. Large-Scale
64. Offense Committed by Public Officer
65. Restitution
66. Fines and Penalties

Rule XIV. Miscellaneous Provisions

67. Appeal
68. Period for Compliance
69. Interpretation
70. Separability Clause
71. Repealing Clause
72. Effectivity Clause
Cyberbullying Law

[REPUBLIC ACT NO. 10627]

AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO ADOPT

POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN THEIR
INSTITUTIONS
SECTION 1. Short Title. – This Act shall be known as the “Anti-Bullying Act of 2013”.

SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe
or repeated use by one or more students of a written, verbal or electronic expression, or
a physical act or gesture, or any combination thereof, directed at another student that
has the effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a hostile environment at school for
the other student; infringing on the rights of the other student at school; or materially
and substantially disrupting the education process or the orderly operation of a school;
such as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being;

c. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling,
tormenting and commenting negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any electronic
means.

SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are
hereby directed to adopt policies to address the existence of bullying in their respective
institutions. Such policies shall be regularly updated and, at a minimum, shall include
provisions which:

(a) Prohibit the following acts:

(1) Bullying on school grounds; property immediately adjacent to school grounds; at

school-sponsored or school-related activities, functions or programs whether on or off
school grounds; at school bus stops; on school buses or other vehicles owned, leased
or used by a school; or through the use of technology or an electronic device owned,
leased or used by a school;
(2) Bullying at a location, activity, function or program that is not school-related and
through the use of technology or an electronic device that is not owned, leased or used
by a school if the act or acts in question create a hostile environment at school for the
victim, infringe on the rights of the victim at school, or materially and substantially
disrupt the education process or the orderly operation of a school; and

(3) Retaliation against a person who reports bullying, who provides information
during an investigation of bullying, or who is a witness to or has reliable information
about bullying; (b) Identify the range of disciplinary administrative actions that may be
taken against a perpetrator for bullying or retaliation which shall be commensurate with
the nature and gravity of the offense: Provided, That, in addition to the disciplinary
sanctions imposed upon a perpetrator of bullying or retaliation, he/she shall also be
required to undergo a rehabilitation program which shall be administered by the
institution concerned. The parents of the said perpetrator shall be encouraged by the
said institution to join the rehabilitation program;

(c) Establish clear procedures and strategies for:

(1) Reporting acts of bullying or retaliation;

(2) Responding promptly to and investigating reports of bullying or retaliation;

(3) Restoring a sense of safety for a victim and assessing the student’s need for
protection;

(4) Protecting from bullying or retaliation of a person who reports acts of bullying,
provides information during an investigation of bullying, or is witness to or has
reliable information about an act of bullying; and

(5) Providing counseling or referral to appropriate services for perpetrators, victims and
appropriate family members of said students;

(d) Enable students to anonymously report bullying or retaliation: Provided, however,

That no disciplinary administrative action shall be taken against a perpetrator solely on
the basis of an anonymous report;

(e) Subject a student who knowingly makes a false accusation of bullying to

disciplinary administrative action;

(f) Educate students on the dynamics of bullying, the anti-bullying policies of the
school as well as the mechanisms of such school for the anonymous reporting of acts of
bullying or retaliation;
(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying
policies of the school and how parents and guardians can provide support and reinforce
such policies at home; and

(h) Maintain a public record of relevant information and statistics on acts of bullying
or retaliation in school: Provided, That the names of students who committed acts of
bullying or retaliation shall be strictly confidential and only made available to the school
administration, teachers directly responsible for the said students and parents or
guardians of students who are or have been victims of acts of bullying or retaliation.
All elementary and secondary schools shall provide students and their parents or
guardians a copy of the anti-bullying policies being adopted by the school. Such policies
shall likewise be included in the school’s student and/or employee handbook and shall
be conspicuously posted on the school walls and website, if there is any.

The Department of Education (DepED) shall include in its training programs, courses or
activities which shall provide opportunities for school administrators, teachers and other
employees to develop their knowledge and skills in preventing or responding to any
bullying act.

SEC. 4. Mechanisms to Address Bullying. – The school principal or any person who
holds a comparable role shall be responsible for the implementation and oversight of
policies intended to address bullying.

Any member of the school administration, student, parent or volunteer shall immediately
report any instance of bullying or act of retaliation witnessed, or that has come to one’s
attention, to the school principal or school officer or person so designated by the
principal to handle such issues, or both. Upon receipt of such a report, the school
principal or the designated school officer or person shall promptly investigate. If it is
determined that bullying or retaliation has occurred, the school principal or the
designated school officer or person shall:

(a) Notify the law enforcement agency if the school principal or designee believes that
criminal charges under the Revised Penal Code may be pursued against the
perpetrator;

(b) Take appropriate disciplinary administrative action;

(c) Notify the parents or guardians of the perpetrator; and

(d) Notify the parents or guardians of the victim regarding the action taken to prevent
any further acts of bullying or retaliation.

If an incident of bullying or retaliation involves students from more than one school, the
school first informed of the bullying or retaliation shall promptly notify the appropriate
administrator of the other school so that both may take appropriate action.
SEC. 5. Reporting Requirement. – All schools shall inform their respective schools
division superintendents in writing about the anti-bullying policies formulated within six
(6) months from the effectivity of this Act. Such notification shall likewise be an
administrative requirement prior to the operation of new schools.

Beginning with the school year after the effectivity of this Act, and every first week of the
start of the school year thereafter, schools shall submit a report to their respective
schools division superintendents all relevant information and statistics on acts of
bullying or retaliation. The schools division superintendents shall compile these data
and report the same to the Secretary of the DepED who shall likewise formally transmit
a comprehensive report to the Committee on Basic Education of both the House of
Representatives and the Senate.

SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be implemented

pursuant to this Act, the Secretary of the DepED shall prescribe the appropriate
administrative sanctions on school administrators who shall fail to comply with the
requirements under this Act. In addition thereto, erring private schools shall likewise
suffer the penalty of suspension of their permits to operate.

SEC. 7. Implementing Rules and Regulations. – Within ninety (90) days from the
effectivity of this Act, the DepED shall promulgate the necessary rules and regulations
to implement the provisions of this Act.

SEC. 8. Separability Clause. – If, for any reason, any provision of this Act is declared to
be unconstitutional or invalid, the other sections or provisions hereof which are not
affected thereby shall continue to be in full force or effect.

SEC. 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or parts
thereof which are inconsistent with or contrary to the provisions of this Act are hereby
repealed, amended or modified accordingly.

SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in
at least two (2) national newspapers of general circulation.

The Importance of ICT in Education

Today we do not need to go any further than our own home or even room, to see some
form of ICT in our lives. Whether it be a computer, plasma TV, or mobile phone, we all
have them in some part of our lives. In today’s society, people as consumers of ICT, all
strive for the one dream – the dream of a connected life.
This makes ICT a lifestyle choice for much of the population. In addition, this lifestyle
choice is changing the way we communicate, increasing the rate of consumerism, and
changing how we interact and gather information (Sherringham, Dec 2008/Jan 2009).
ICT has invaded and transformed many aspects of our lives to the extent that we live in
an environment that is dominated by technology which itself is consumer-driven
(Semenov, 2005). No matter how we perceive its presence, there is no denying that it is
an important part of our lives and that it is here to stay.

Key issues to remember in relation to the importance of ICT in Education are that:

1. E-learning or Online Learning: The presence of ICT in education allows for

new ways of learning for students and teachers. E-learning or online learning is
becoming increasingly popular and with various unprecedented events taking place in
our lives, this does not only open opportunities for schools to ensure that students have
access to curriculum materials whilst in the classroom but also allows them to ensure
students outside the classroom such as at home or even in hospitals can learn.

2. ICT brings inclusion: The benefits of ICT in education is of such that students in
the classroom can all learn from the curriculum material. Students with special needs
are no longer at a disadvantage as they have access to essential material and special
ICT tools can be used by students to make use of ICT for their own educational needs.
Despite this, it opens up new issues related to the 'digital divide' and providing access
to ICT tools and resources for those who are less fortunate.

3. ICT promotes higher-order thinking skills: One of the key skills for the 21st
century which includes evaluating, planning, monitoring, and reflecting to name a few.
The effective use of ICT in education demands skills such as explaining and justifying
the use of ICT in producing solutions to problems. Students need to discuss, test, and
conjecture the various strategies that they will use.

4. ICT enhances subject learning: It is well known these days that the use of ICT
in education adds a lot of value to key learning areas like literacy and numeracy.

5. ICT use develops ICT literacy and ICT Capability: Both are 21st-century skills
that are best developed whilst ICT remains transparent in the background of subject
learning. The best way to develop ICT capability is to provide them with meaningful
activities, embedded in purposeful subject-related contexts.

6. ICT use encourages collaboration: You just have to put a laptop, iPad or
computer in the classroom to understand how this works. ICT naturally brings children
together where they can talk and discuss what they are doing for their work and this in
turn, opens up avenues for communication thus leading to language development.

7. ICT use motivates learning: Society's demands for new technology has not left
out children and their needs. Children are fascinated with technology and it encourages
and motivates them to learn in the classroom.
8. ICT in education improves engagement and knowledge retention: When ICT
is integrated into lessons, students become more engaged in their work. This is
because technology provides different opportunities to make it more fun and enjoyable
in terms of teaching the same things in different ways. As a consequence of this
increased engagement, it is said that they will be able to retain knowledge more
effectively and efficiently.

9. ICT use allows for effective Differentiation Instruction with technology: We

all learn differently at different rates and styles and technology provide opportunities for
this to occur.

10. ICT integration is a key part of the national curriculum: The integration of
digital technologies or ICT is a significant part of the Australian Curriculum for example,
and this is a trend that many global governments are taking up as they begin to see the
significance of ICT in education.

We live in a “knowledge economy": This is an economy where it is vital to have the

ability to produce and use information effectively (Weert, 2005). It is a time when ICT is
pervasive and permeates throughout all industries in the economy whether it may be
health, education, environment or manufacturing (Moon, Feb/Mar 2007). The
significance of ICT in the Australian economy was emphasised in the recent article by
Alan Patterson, CEO of the Australian Computer Society, in his statement that the “ICT
industry now rivals mining in terms of the contribution to the economy” (Patterson,
Jan/Feb 2013, p. 8).

Importance of Students Engaging with ICT

1. Learn 21st-century skills and develop their ICT capability and ICT literacy.
2. Improves their attainment levels.
3. Prepares them for an integrated society dominated by ICT developments.
4. So that they learn the notion of using ICT as a tool for lifelong learning.