MODULE 2 Flashcards
These are needed to put a roadmap or course of action to be pursued and adopted by various governments, organizations, entities
ICT policies
ICT policies include principles and guidelines for the use of ICT which cover three main areas which are:
telecommunications (telephone)
broadcasting (radio and television)
Internet
These are the new ICT technologies (ITN)
Information Technology
Telecommunication Technology
Networking technology
It includes the use of computers, which have become indispensable in modern societies to process data and save time.
Information technology
It includes telephones (with fax) and the broadcasting of
radio and television often through satellite.
Telecommunication Technology
This category includes mobile telephone, cable, DSL, satellite, and other
broadband connectivity.
Networking Technology
The best known of networking technology
Internet
This extends to mobile phone technologies
Networking Technology
formulated a roadmap to guide all agencies in the utilization, regulation, and enhancement of ICT. Each project has corresponding policy statements and guide
Department of Information and Communication Technology (DICT)
A program under the DICT that supports all the efforts of the education sector in incorporating the use of ICT as well as in determining and gaining access to the infrastructure (hardware, software, telecommunications facilities and others) which are necessary to use and deploy learning technologies at all levels of education
ICT for Education (ICT4E)
Policy programs that have application to teaching-learning
ICT in Education Masterplan for all level
Open Content in Education Initiative (OCED)
PheDNET
Community eLearning Centers called eSkwela for out-of-school youth
eQuality Program for tertiary education
Digital Media Arts Program
ICT skills strategic plan
This includes a National Roadmap for Faculty
Development in ICT in Education.
Through this, a National Framework Plan for ICTs in Basic Education was developed.
ICT in Education Masterplan for ALL levels
It encouraged content and application development 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.
Open Content in Education Initiative
(OCED)
It is a “walled” garden that 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
PheDNET
This policy provides Out of School youth with ICT-enhanced alternative education opportunities
Community eLearning Centers called e-skwela
This policy is in partnership with state universities and colleges (SUCS) to improve the quality of IT education and the use of ICT in education in the country, particularly outside of Metro Manila
E-Quality Program for Tertiary Education
This policy builds digital media skills for the government using Open- Source technologies.
Digital Media Arts Program
develops an inter-agency approach to identifying strategic and policy and program recommendations to address ICT skills demand-supply type
ICT skills strategic plan
These are two sets of issues in ICT Policy which are crucial to the modern society
Access and Civil Liberties
These include freedom of expression, the right to privacy, the right to communicate and intellectual property rights.
Civil Liberties
Some Issues on ICT and Internet Policy and Regulation
Freedom of Expression and Censorship
Privacy and Security
Surveillance and Data Retention
E-pollutants from E-waste
refers to the protection from interference with
communication over the phone or internet
Privacy of communication
related to the use of computers and communications
system which are able to hold and process information about large numbers of people at a high speed
Information privacy
Implications of ICT policies to Teaching and Learning
- Guide the teachers on what they should teach that relates to ICT, and how to teach it.
- Technology should never replace any human teacher.
- There are rules and regulations that govern the use of technology.
- All the issues and many more shall be part of the teaching content.
Mooij and Smeets (2001) suggested five successive phases of ICT implementation representing different levels of ICT transformation of the educational and learning processes. These include:
(1) the incidental and isolated use of ICT by one or more teachers
(2) increasing awareness of ICT relevance at all levels
(3) emphasis on ICT co-ordination and hardware
(4) focus on didactic innovation and ICT support
(5) use of ICT-integrated teaching and learning that is independent of time and place
It means to try to hurt someone‘s feelings by using ICT such as the internet, email, chatrooms, and texting to deliver demeaning messages at any time and through a variety of avenuese
Cyberbullying
designed to support schools to create safer online environments. The resources are backed by evidence and promote a nationally consistent approach to preventing and responding to online safety issues.
eSafety Toolkit for Schools
The backed resources in eSafety Toolkit for Schools are categorized into 4 elements namely:
(PEER)
Prepare, Engage, Educate, and Respond.
Done to help schools evaluate their willingness to deal with online safety
issues and deliver suggestions to improve their practices
Prepare
Done to encourage the participation of the school community in creating a safe online environment where all members of your school community should be active participants in creating and maintaining safe online environments
Engage
This supports schools in developing the knowledge, skills, and capabilities of students, staff, and parents to have positive and secure online experiences.
Educate
There must be processes in place in case an incident happens so that it is controlled appropriately.
support schools to evaluate and respond to online incidents effectively. They preserve digital evidence, offer guidance to understand reporting requirements, minimized harm, and support wellbeing.
Respond
T or F
If teachers dare to use ICT without adequate
training, they are likely to
T
designed to upgrade the use and application of ICT in public elementary and secondary schools nationwide (Rimando, 2001). The primary concern of the project is the school administration to respond to the need for accurate and timely data that administrators and teachers need to
Project CARES
When was Project CARES initiated?
March 2001
Who launched Project CARES?
Senate Committee on Education, in cooperation with the DECS
substantial gaps still exist in ICT program implementation:
- lack of data on schools‘ use of ICT
- lack of coordination between public and private sector efforts
- there is a demand for further teacher training in both computer literacy and ICT integration in the curriculum
