ICT POLICIES IN TEACHING AND LEARNING

Prepared by: CYRIL N. FRAGATA

EIGHT POLICY THEMES ARE IDENTIFIED IN
EDUCATIONAL TECHNOLOGY POLICIES AROUND
THE WORLD
 Vision and planning

 An ICT plan outlines the technology needs and initiatives

to be implemented so that the schools objectives can be
achieved An ICT plan incorporates a objectives. The value
of a clear ICT plan is that new and existing teachers,
general staff and the school community know where the
school is heading and how ICT supports that direction.
ICT Infrastructure

 ICT Infrastructure means the information and

communications technology infrastructure and systems
(including software, hardware, firmware, networks and
the Websites) that are or have been used in the Business
and Education.
TEACHERS

 Teachers training and continued on-going relevant

professional development are essential if benefits from
investments in ICT are to be maximized.
 ICTs can enable teachers to transforms their teacher
practices given a set of enabling conditions.Teachers
pedagogical practices and reasoning influences their uses
of ICT and the nature of teacher ICT use impacts student
achievement.
 SKILLS COMPETENCIES

 Use ICT skills in developing and presenting information;

 Prepare ICT-based learning environment, designing
effective learning experiences and creating rich learning
environments with the support of ICT and Understanding
of computer technology can enhance student learning.
LEARNING RESOURCES

 Information and Communication Technology of ICT,

includes products that store, process, transmit, convert,
duplicate, or receive electronic information. Examples
are software applications and operating systems, web-
based information and applications such as distance
learning, email, or the Worldwide Web, calculators and
computer hardware, electronic textbooks, instructional
software, email, chat, and distance learning programs are
also example ICT.
 EMIS

 Education Management information System or Services

(EMIS) includes typically limited to centralized databases
containing basic, school level data; Pupil data
(enrollment, age, repetition, dropout) Teacher data
(experiences, placement) School inventory data (location,
number of classrooms, equipment etc.).
MONITORING AND EVALUATION

 A monitoring and evaluation scheme would provide

qualitative and quantitative data to refine, adjust and
improve an ICT project, to learn from the experience
gained, and to determine whether the program has
served its client communities and how it might be
replicated.
EQUITY, INCLUSION AND SAFETY

 Equity, inclusion and safety Child digital safety issues

and the promotion of practices meant to create
greater awareness around digital ethics typically only
emerge in the later stages of policymaking related to
ICT/education efforts.
References

 Saber.worldbank.org SABER-ICT FRAMEWORK Paper for

Policy Analysis.
 Documenting national educational technology policies
around the world and their evolution overtime.
THANK YOU !!!