Chapter 2: ICT Policies and Issues: Implications to

Teaching and Learning

Course Outcome(s):
Explain ICT policies and safety issues as they impact on the teaching-
learning process.

LESSON 1: Uses of ICT Policies in the Teaching and Learning

Environment

Time Allocation: 1 hour

 Intended Learning Outcome(s):

 Discuss ICT policies that are incorporated to the design and

implementation of teaching-learning activities.

Introduction

Globalization is reality and ICT has become a fundamental part of the process. A
network society is one in which the entire planet is organized around telecommunicated
networks of computers. The powerful use of network has broken boundaries, provided
opportunities for inclusion and collaboration. However, there will be a struggle for those
who do not have the access or those who are excluded, marginalized and powerless.
Thus a need to establish policies, in the use of ICT imperative.

Preliminary Question(s)

 Would your life as a teacher be also influenced by the new technologies?

II. CONNECT

Information and Communications Technology (ICT) can impact student learning

when teachers are digitally literate and understand how to integrate it into curriculum.
Schools use a diverse set of ICT tools to communicate, create, disseminate, store,
and manage information. In some contexts, ICT has also become integral to the teaching-
learning interaction, through such approaches as replacing chalkboards with interactive
digital whiteboards, using students’ own smartphones or other devices for learning during
class time, and the “flipped classroom” model where students watch lectures at home on
the computer and use classroom time for more interactive exercises.
When teachers are digitally literate and trained to use ICT, these approaches can
lead to higher order thinking skills, provide creative and individualized options for students
to express their understandings, and leave students better prepared to deal with ongoing
technological change in society and the workplace.

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 ICT issues planners must consider include: considering the total cost-benefit
equation, supplying and maintaining the requisite infrastructure, and ensuring
investments are matched with teacher support and other policies aimed at effective ICT
use.

CONTENT
DICT Roadmap
In our country, the Department of Information and Communication Technology
(DICT) has formulated a roadmap to guide all agencies in the utilization, regulation
and enhancement of ICT. Each project has a corresponding policy statements and
guidelines.

The ICT for Education (ICT4E) is 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. Among the policy recommended
programs that have applications to education teaching-learning are:

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.

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 a “walled” garden that hosts educational learning and teaching

materials and applications for use by the 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.

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) to 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 which builds digital media skills for government
using Open Source technologies. Particular beneficiary agencies include the
Philippine Information Agency and the other government media organizations,
the Cultural Center of the Philippines, National Commission for Culture and

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 Arts and other government art agencies, State Universities and Colleges and
other 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 demand-supply type.

All the seven programs were guided by the roadmap that embeds policy statements
that relate to education specifically in the enhancement of human development for
teaching and learning.

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. In richer countries, basic access to
internet is almost available to all with faster broadband connections. There are still
countries where access to internet is still a challenge.

Issue No 1: Freedom of Expression and Censorship

Under international human rights convention, all people are guaranteed the
rights for free expression. However, with the shift from communicating through letter,
newspapers and public meetings to electronic communications and on-line
networking, a need to look into how these new means modifies the understanding of
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.

Some examples are the following:

1. Individual rights are given up in order to have access to electronic networks.

Microsoft Network’s (MSN) contracts provide protection of individuals.
However, Microsoft reserves the rights, in its sole direction, to terminate
access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or filtering
the information. Blocking is preventing access to whole areas of internet based
upon the “blacklist” of certain Internet address, location or email addresses
while filtering is sifting the packets of data or messages as they move across
computer networks and eliminating those considered “undesirable” materials.

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 3. Defamation actions may be used to silence critics. This action deters the
freedom of expression.

Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a privacy policy.
When someone uses a site and clicks “I agree”, it is as if you have turned over
private information to any authority that may access it.

There are several types of privacy as shown by the following examples:

1. For most, privacy means “personal privacy” the right of individuals not to have
their home, private life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with
communication over the phone or internet. Respect of privacy of
communications is an essential prerequisite for the maintenance of human
relationship via technological communications media.
3. Information privacy is related to the use of computers and communication
systems which are able to hold and process information about large numbers
of people at a high speed. It is important to ensure that information will only 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

The use of electronic communications has enhanced the development of

indirect surveillance, there is no direct contact between the agent and the subject of
surveillance but evidence of activities can be traced. The new and powerful form of
indirect surveillance is dataveillance. Dataveillance is the use of personal information
to monitor a person’s activities while data retention is the storage and use of
information from communication system.

There is very little that can be done to prevent surveillance. What can be done is
to change the methods of working to make surveillance difficult. This is called “counter
surveillance” or “information security” if it refers to computers and electronic
communication.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are particular, terminal

equipment's used for computing (PCs, laptops), broadcasting (television and radio
sets), telephony (fixed and mobile phones) and peripherals (fax machines, printers,
and scanners).
The accumulated e-waste is due to rapid turnover of equipment due to rapid
improvement of software. While material waste can be destroyed by crushing, toxic
material brought about by the different equipment requires utmost management.

The quantities of e-waste are increasing in both developed and developing

countries. A very dismal state is that there is a significant amount of electronic waste
than has been shipped from industrial countries to developing countries, using less
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environmentally responsible procedure.

Remedies include standardization and regulatory measures to increase the

life cycle of equipment before they become obsolete. Efficient extraction of toxic
components and requiring the recycling by both consumers and equipment vendors
are selling must be required.

Implications to Teaching and Learning

There are great implications of this lesson to both the teachers who are teaching
and the learners who are learning. A few of these are as follows:

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to
teach it. Since ICT development comes so rapid and fast, teachers might be
overwhelmed by its rapid speed. Temperance in its use is a caution that should
be looked at.

2. Technology should never replace any human teacher. The tools are support
instructional materials for the teachers which are available for use. The teacher
should learn how to appropriately use them. The human touch of the teacher is
still a vital component in teaching. Teachers should always be reminded that
there are always limitations in the use of the different gadget and tools.

3. There are rules and regulations that govern the use of technology. Caution
should be observed to protect individual privacy. As teachers, you must be
aware that the use of technology may jeopardize your privacy and security.

4. All the issues and many more shall be part of the teaching content as each
teacher will be encouraged to use technology in teaching.

For the Learners and Learning

The learners of the 21st Century are even more advanced than some of the
teachers. However, learners still need guidance on how to use, regulate technology
use. As there are positive and negative effects of technology use, learners should
know the difference. Learners should not only know the benefits of technology use,
but they should also know how they can be protected from the hazards that
technology brings to their lives.

Learners should take advantage of the potential of learning support they can
derive such as the development of higher order thinking skills, the development of
learning communities through collaboration, the enhancement of skills to manage the
valid resources as 21st century learners and many more. Both teachers and learners
should be mindful of the e-waste that are being thrown away to the land and to the
atmosphere.

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 LESSON 2: Safety Issues on the Use of ICT

Time Allocation: 1 hour

 Intended Learning Outcome(s):

 describe the implementation ICT policies in teaching-learning.

Introduction

Technology is a phenomenon that seems to be uncontrollable. Despite the so

many benefits for teaching and learning, there are also negative effects or influence on
the learners. Hence as future teachers you have to be aware of how to safeguard
learners in the school communities where they spend most of their waking hours and also
in their homes of facilities that provide opportunities to use digital technologies like
Internet cafes. Safeguard and protection should be the primordial role of parents,
teachers and schools. There are so many risks that we have to be aware of in the use of
digital technologies. (Bilbao, et.al.)

Preliminary Question(s)

 What are your concerns or consideration in utilizing ICT in your class?

_______________________________________________________________________

II. CONNECT

 Some Risks in the Use of ICT

1. Exposure to inappropriate content, including on-line pornography, extremism

(exposure to violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and well-being (amount of time spent on-line, internet gaming and many
more;
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware ; and
10. Social pressure to maintain online network via texting and social networking sites.

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  Technology Safety Quick Tips

Spyware: Computer & Phone Monitoring Software

Description/Risks
 It enables a person to secretly monitor someone else’s entire computer activity.
 It can be installed remotely by sending an email, photo, or instant message. 
 It runs hidden on a computer. It is very difficult to detect and almost impossible to
remove.  Some secretly reinstall if removed.
 It can record and send screenshots (pictures of what’s on the screen), all
keystrokes typed, web sites visited, emails sent, instant messages (IM), accounts
accessed, passwords typed, and more. 

Safety Strategies
 When you first get a new computer or phone, increase security by enabling
firewalls for your computer, network or phone (see settings) and install or run anti-
spyware and anti-virus software; set your computer or device to automatically
install updates.
 Don’t open any attachments if you don’t know the sender, or you suspect abuse.
Instead delete the attachment or have IT staff look at it.
 Trust your instincts. If someone knows too much about your computer activity,
your computer may be monitored. Use a “safer” computer (one the abuser does
not have any access to) for private communications and web browsing.
 Consider changing passwords and creating new accounts on another computer.
Do not access those accounts or use those passwords on the monitored
computer. 

Keystroke Logging Hardware

Description/Risks
 It provides a record of all keystrokes typed on a keyboard.
 Someone needs physical access to the computer to install and later retrieve the
device with the data log of all your keystrokes.
 An abuser may use it to see the passwords you type and then be able to access
your email, credit card, or bank accounts, etc.

Safety Strategies
 Has someone fiddled with, fixed, or given you a new part for your computer?
 Look for a small piece that connects the keyboard cord to the computer; it can
also be part of an external keyboard, or something installed inside a laptop.
 Change passwords on accounts from another computer and do not access those
accounts from the compromised computer. With some services, you can ask to
get an alert (e.g. fraud alert) if your password gets changed or your account gets
changed.
 
Global Positioning System (GPS) Devices

Description/Risks
 They are small, easily hidden, and affordable devices that provide the ability to
monitor someone’s location.
 Many cell phones also have GPS devices.

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  They might be used to track your location real-time (as you move) and to map
your location history.
 Depending upon the service or application used to access GPS data, the stalker
may be able to secretly monitor your location via websites or sometimes via their
phone.  Some devices must be physically retrieved for the abuser to review your
location data.
 
Safety Strategies
 Trust your instincts. If someone seems to know too much or show up in random
places, check for hidden GPS devices or other location tracking services.
Consider notifying law enforcement.
 A device can be hidden in your belongings or vehicle. Check the trunk, under the
hood, inside the bumper and seats.  A mechanic or law enforcement can also do a
search.
 Safety plan around/before removal of any location tracking device, as it may alert
the abuser. 

Mobile Phones

Description/Risks
 Phones can be a lifeline for victims.
 Phones can be hidden inside vehicles as listening devices by using the “silent
mode” and “auto answer” features.
 Most phones have GPS chips and location tracking abilities, which can be used to
determine someone’s location. Some abusers install additional applications on a
cell phone to track your application.
 Logs showing phone usage may be monitored on the actual phone or over the
Internet via the phone company’s online billing record.
 Joint phone plans with an abuser may give that person access to phone features
and calling log information. 
 If your phone has a Bluetooth device, the stalker might try to connect with your
phone using the Bluetooth to access information on your phone or intercept your
communications.

Safety Strategies
 For additional privacy and safety, consider getting a separate donated phone from
a shelter or purchasing a new phone (e.g. a pay-as-you-go phone). 
 Mechanics or law enforcement can check the vehicle to determine if a phone has
been hidden somewhere.
 Contact carrier to add a password or code to account to protect from wrongful
access. 
 You can change the phone’s location setting to “E911 only” or “911 only” so that
the phone company only access your GPS if you dial 911. 
 Also check if your phone has any applications installed that separately ask to
access and use your real-time location, such as for mapping directions. Settings
such as “show all/hidden applications” might unveil some hidden applications.
Consider turning off or uninstalling these applications.
 Use phone settings to change your default Bluetooth password, set Bluetooth to
hidden, and turn Bluetooth off.
 Always give location information to 911 in an emergency.

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Email

Description/Risks
 It is like a postcard and is not a private form of communication.
 Can be monitored and intercepted in a variety of ways, many times without your
knowledge. Stalkers can intercept and monitor email using spyware or by getting
your password; they might change your email settings so they can get secretly
forwarded or secretly copied (designated as bcc) on every email you send or
receive from that account.

Safety Strategies
 Avoid using email for sensitive or personal information.
 If you think your email is being monitored, consider creating an additional new
email account on a safer computer. Never access the new accounts on a
monitored computer (see above).
 When setting up a new email account, don’t use any identifying information.
 Avoid passwords that others can guess.
 If you receive threats by email, save the electronic copies. Keep the emails in the
system, but also consider forwarding a copy to another email account.  You can
also print copies of the email; see if the print version can display the full email
header.
 Consider reporting email threats or hacked accounts to law enforcement. These
are crimes and the police can use email header information to help trace emails to
the original sender.
 
Hidden Cameras

Description/Risks
 Affordable, accessible, and easy to install, cameras come hidden in various items
(clocks, plants, etc.). 
 Can be wired into your house or transmit wirelessly.
 Can be very difficult to detect.
 Can create image files that include time, date and location data.
 Abuser can install camera surveillance and monitor all your activity remotely over
the Internet.

Safety Strategies
 Trust instincts. If abuser knows something that can only be seen, a camera may
be being used.
 Camera detectors can help to find wireless cameras that are giving off a signal,
but will not detect a wired camera. 
 Law enforcement may help to search for hidden cameras.

Personal Information & the Internet

Description/Risks
 All kinds of public and private organizations, agencies, services, and businesses
collect and share information about people. These can include government and
nongovernmental organizations, community groups, schools and online sites such
as social networking, gaming or job sites. Search engines index the web and

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 create virtual card catalogs. Some search deep into online databases and compile
extensive profiles on people.
 Identifying information may be online without victims’ knowledge. 
 Stalkers use the Internet to find information about the victim including the location
and contact information of victim. They also use online spaces to defame, target
and damage the reputation of the victim.

Safety Strategies
 Do searches on yourself to see what information is available.
 Be cautious and creative when providing personal information: only provide
information that you feel is critical and safe for things like store discount cards.
 Ask schools, employers, courts and government services about Internet
publications. Request that your information and photos not be posted in public
directories or online.  In court systems, ask up front how your court records can be
sealed and not posted online for safety reasons.
 If you have a restraining order, providing that can expedite these requests.

(See reference pages 37-41, Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V.,
Rosano, Daisy A., Boholano, Helen B. (2019). Technology for Teaching and Learning
I. Quezon City: Lorimar Publishing.)
______________________________________________________________________

Disclaimer: Pictures, videos, and some text/content used in this module are not solely
owned by the writer. Credits to the rightful owner. This material is created for educational
purposes only.

References:

[15] https://dotcomplicated.co/content/2014/10/21/life-technology/
[16] http://blogs.hct.ac.ae/foundations/2014/11/11/back-in-the-day/
[17] https://exploreportlandnature.wordpress.com/2012/02/23/cartoons-about-children-
and-nature/
[18] https://www.quora.com/How-has-technology-changed-our-lives
[19] https://learningportal.iiep.unesco.org/en/tags/ict-in-education
[20] https://www.youtube.com/watch?v=d_TiPQ60Zuo
[21] http://cte.sfasu.edu/wp-content/uploads/2015/04/Rubric-for-Infographic-or-Poster.pdf
[22] https://www.techsafety.org/technology-safety-quick-tips
[23] https://www.teacherplanet.com/rubrics-for-teachers

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