Kent and Facer (2004)

The evolution of digital technologies began first with the invention of the internet; this

has made it possible for learners and other public members to access information

without delay. Through ICT, there have been drastic changes in various fields, such as in

energy and manufacturing. Education is another sector that is going to be significantly

influenced, as we will see. After the internet, the next wave will be the IoT (Internet of

things), in which everything is connected through networks of sensors and closely

integrated AI. If education is placed to ride on the current wave and the next wave in

ICT, we shall have sustainable education available by 2030. Kent and Facer (2004)

pointed out that Information and Communication Technology (ICT) includes using the

internet, computers, and other electronic delivery modes, such as radios and televisions.

The education system, in general, has been an essential variable concerning the

exposure of children to computers as they usually use computers more actively to

participate in several activities, as noted by Kent and Facer (2004). ICT is an

increasingly powerful tool used to teach, learn, and perform assessments in the

education sector; thus, changes and reforms must achieve sustainable education for all.

Brush (2008)

According to Brush (2008), one of the best means of attaining the SDG goal for

education is ICT, as it has portrayed a very high potential. This is because it has led to

an interconnection around the globe, hence enhancing people-people interaction. We

shall look into how tools developed using ICT have been used to accelerate and

promote education in line with the SDGs.

The development has been a highly scrutinized term. It refers to activities that have

unfolded to fulfill human needs and demand. These demands have remained basic;

however, as societies grow, more complexities arise (Brush, 2008).

According to Fu (2013),

Appropriate use of ICT would efficiently raise a said people's educational quality.

Education does not have to be carried out in an enclosed space or a classroom as it is

the norm. Still, it is a continuous process that is lifelong in which the learner will

continue seeking knowledge through various sources. This means that ICT skills are

increasingly being indispensable to them. ICT has been seen as a critical factor that

expands access to education because, with it, education can occur at any time and

anywhere. Most education material is available online at any time.

The 1987 Constitution

In accordance with the pertinent provisions of the Philippine Constitution, Republic Act

10844, Section 6 states that “formulates policies and initiatives, in accordance 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.

st
This mandate supports this study since people belongs to the 21 -century generation

must adapt and more knowledgeable about the uses of ICT. There must be actual
hands-on learning in these newest tools, that provide and help the teachers. It is good

that the department of education provides a specific department for Information and

communication technology to promote individual ICT development. This Act includes

ICT as an important subject. Since other countries especially those in modern countries

had already introduced ICT as part of their education curriculum and government.

REPUBLIC ACT 10844

This Act shall be known as the “Department of Information And Communications

Technology Act of 2015”. To recognize the vital role of information and communication

in nation-building; ensure the provision of strategic, reliable, cost-efficient and. citizen-

centric information and communications technology (ICT) infrastructure, systems and

resources as instruments of good governance and global competitiveness; ensure

universal access to quality, affordable, reliable and secure Id’ services; to promote the

development and widespread use of emerging ICT and foster and accelerate the

convergence of ICT and ICT-enabled facilities; promote the use of ICT for the

enhancement of key public services, such as education, public health and safety,

revenue generation, and socio-civic purposes. Formulate, recommend and implement

national policies, plans, programs and guidelines that will promote the development and

use of ICT with due consideration to the advantages of convergence and emerging

technologies. 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;

Executive Order No. 269, s. 2004

The Commission shall be the primary policy, planning, coordinating, implementing,

regulating, and administrative entity of the executive branch of Government that will

promote, develop, and regulate integrated and strategic ICT systems and reliable and

cost-efficient communication facilities and services. In fulfilling its mandate, the

Commission shall be guided by the following policies; Ensure the provision of strategic,

reliable and cost-efficient information and communications technology (ICT)

infrastructure, systems, and resources as instruments for nation-building and global

competitiveness. “Information and Communications Technology” (ICT) is defined as the

totality of electronic means to collect, store, process and present information to end-

users in support of their activities. It consists, among others, of 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. To ensure a policy and legal environment that will promote a

level playing field, partnerships between the public and the private sectors, strategic

alliances with foreign investors, balanced investments between high-growth and

economically-depressed areas, and broader private sector participation in ICT

development.

REFERENCES
[1] Kent, N., & Facer, K. (2004). Different worlds? A comparison of young people's
home and school ICT use. Journal of computer-assisted learning, 20(6), 440-455.

[5] Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to
measure preservice teachers' technology skills, technology beliefs, and technology
barriers. Computers in the Schools, 25(1-2), 112-125.

[2] Fu, J. (2013). The complexity of ICT in education: A critical literature review and its
implications. International Journal of Education and Development using ICT, 9(1), 112-
125.

[PDF] Republic Act No. 10844, May 23, 2016

[PDF] Executive Order No. 269, January 12, 2004