ICT NATIONAL

OR
INTERNATIONAL POLICIES
THAT ARE APPLICABLE IN TEACHING OR LEARNING
OBJECTIVES:
a . Conceptually define the terms and overview of
the topic which will serve basically to the
understanding of ICT in the implications of teaching
and learning.

b. Explain some ICT national or International

policies that are applicable to teaching and
learning; and

c. Tackle some issues on ICT and Internet, as so

with the regulations
DEFINITION OF TERMS:
 ICT (Information and Communication Technology)

It refers to all the technology used to handle telecommunications, broadcast

media, intelligent building management systems, audiovisual processing and
transmission systems, and network-based control and monitoring functions.
 National ICT Policy

It is a policy put into place so that the government and stakeholders can have
access to information that is committed to bringing digital technology to all
individuals and communities.

 Access Devices Regulation Act of 1998 (R.A. 8424)

An act regulating the issuance and use of access

devices, prohibiting fraudulent acts committed relative
thereto, providing penalties and for other purposes.
DEFINITION OF TERMS:
 SABER-ICT policy framework

It is designed to help policymakers make better informed decisions about how best
to use information and communication technologies (ICTs) in pursuit of core
developmental objectives in the education sector (Trucano, 2016).

 The DICT Roadmap.

Department of Information and Communication Technology (DICT) has formulated a

roadmap to all agencies in the utilization, regulation and enhancement of ICT.

 ICT4E (ICT for education)

A program under the DICT that support all the efforts of the
education sector in incorporating the use of ICT as well as
determining and gaining access to the infrastructure which
are necessary to use and deploy learning technologies at all
levels of education.
 The international policymakers join forces to
successfully implement ICT in educational
practice to address the individual needs of
students, the implications of technology for
student assessment, and teacher learning to
successfully implement technology (Voogt,
2013).
The provision of ICT to academic staff and
students is critical to recommend them to more
effective learning environments. By overcoming
the needs and reinforcing the functional aspects,
it may help decision-makers to employ academic
staff on an investigation of the status of the
developments of ICT in improving the teaching
and learning environment in educational
institutions. (Alzahrani, 2017).
SABER - World Bank’s Systems Assessment
for Better Education Results

• attempts to document national educational

technology policies around the world and their
evolution over time.
EIGHT POLICY THEMES
(1) vision and planning

(2) ICT infrastructure

(3) teachers

(4) skills and competencies

(5) learning resources

(6) EMIS
(7) monitoring and evaluation
(8) equity, inclusion, and safety.
 The framework only considers policy intent but not
the extent to which policies are realized in practice,
nor the impact of such policies. The policymakers are
challenged to offer useful related policy guidance for
rapid developments and innovations in the
technology sector (Trucano, 2016).
 PHILIPPINE ICTs POLICY USED:
The Medium-Term Development Plan of the Philippines

National Economic Basic Education

Development Curriculum 2002
Authority, 2004 (BEC)
Department of Education and Department of Science and Technology’s Policies and
Projects
 Restructured Basic Education Curriculum
Launched in 2002
• aimed to implement an interactive curriculum and to integrate
technology in instruction and education, with computer literacy
much emphasis.

 The Act of 1998 (R.A. 8424)

• generate the participation of companies and to engage

the private sector
 DepEd Computerization Program (DCP)

• help schools to participate in ICT-related

programs
According to Arinto (2006), policy statements on ICT
integration in Philippine primary education reflect a
human development perspective.
DICT Policy Recommended Programs
That Have Applications to Education
Teaching-Learning
 What is
DICT?
(DEPARTMENT OF INFORMATION AND
COMMUNICATION TECHNOLOGY)
It is the executive department of
the Philippine government
responsible for the planning,
development and promotion of the
country's information and
communications technology
agenda in support of national
development.
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.
t is National Roadmap for Faculty Development in
ICT in Education ?

The roadmap outlines the guiding

principles for the use of ICT for socio-
economic development in education.
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 teacher’s
competitions to promote the development of
education-related web content.
Open Content in Education Initiative (OCEI)

Open Content in Education Initiative (OCEI)

offers faculty a means to customize curriculum
to better align with learner needs and interests
and to collaborate in new ways with peers
worldwide.
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 PCs.
 PheDNET

A Department of Education (DepEd) program

which gives Philippine public schools access
only to DepEd approved multimedia
applications and materials.
 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)

• 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

• builds digital media skills for 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

• develops an inter-agency approach to

identifying strategic and policy and
program recommendations to address
ICT skills demand-supply type.
Some Issues on ICT and Internet Policy and Regulations
 Global Issues
 Access and Civil Liberties are two sets 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 and intellectual property rights.
 Access of the Use of Internet and ICT. Access
means the possibility for everyone to use the
internet and other media.
  Issue No. 1: Freedom of Expression
and Censorship
 The UN Universal Declaration of Human Rights
provides that everyone has the right to freedom of
thought, conscience, and religion, likewise the right to
freedom of opinion and expression. However, there are
practices that violate these provisions in the use of
internet.

 Censorship restrict the transmission of information by

blocking it or filtering information.
  Issue No. 2: Privacy and Policy

 privacy means “personal privacy” the right of individuals not to have their
home, private life or personal life interfered with.

 Privacy of communication refers to the protection from interference with

communication over the phone or internet.

 Information privacy must be used for purposes for which it was gathered
and will not be disclosed to others without consent of the individuals.
 Issue No. 3: Surveillance and Data
Retention
• Indirect Surveillance

 no direct contact between the agent and the subject for surveillance
and but evidence of activities can be traced.

• Dataveillance
 the use of personal information to monitor a person’s activities.

• Data Retention
 the storage and use of information from communication systems.
  Issue No. 4: E-pollutants from E-
waste

• Large amount of E-waste is generated by ICT.

• These are in particular, terminal equipment's for computing

(routers), broadcasting (television), telephony (mobile phones),
and peripherals (printers).

• Material waste can be destroyed by crushing, toxic material brought by

the different equipment requires utmost management.
ASSESSMENT
Censorship
Data Retention
SABER – ICT policy
National ICT policy
PheDNET
1. It aims to aid and inspire education
policymakers as they draft, re-consider,
and evaluate key policies related to the
use of information and communication
technologies.
2. It is a policy put into place so that the
government and stakeholders can have
access to information that is committed to
bringing digital technology to all
individuals and communities.
3. A practices that violate the provision in
the use of the internet when it restricts
the transmission of information by
blocking it or filtering the information.
4. 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.
5. A form of surveillance that serves as
storage and use of information from
communication systems.
1.SABER – ICT policy
2.National ICT policy
3.Censorship
4.PheDNET
5.Data Retention