ICT

POLICIES
IN THE EDUCATIONAL
SYSTEM
VINCENT BAHANDI, LPT, MAED
Faculty, College of Teacher Education
LESSON OBJECTIVES:
● trace the development of ICT policies in the
Philippines; and
● describe the implementation of ICT policies,
particularly in teaching-learning.
● Organize concepts on the implementation of ICT
policies in connection to teaching and learning.
ICT AND NATIONAL POLICIES
● Maximizing the use of technology and its benefits
have been emphasized in the country’s fundamental
law – the Philippine Constitution. In the 1987
constitution, the State shall "give priority, among
others, to science and technology education,
training, and services and shall support indigenous,
appropriate, and self-reliant scientific and
technological capabilities, and their application to
the country's productive systems and national life.”
ICT AND NATIONAL POLICIES
● "In the past three decades, national policies were carried
out to execute the mandate of the constitutional
provision.
● To respond to the technological changes of the 21st
century, the National Information Technology Plan for
the 21st Century (IT21) crafted in 1992 vis-à-vis the
Medium-Term Philippine Development Plan, aimed for
the Philippines to be "a newly industrialized country" and
"Asia's Knowledge Centre" (DICT, 2019).
ICT AND NATIONAL POLICIES
● Aiming to harness the full potential of ICT in
ensuring fast and efficient government services, the
Government Information Systems Plan was
promoted by the Information Technology and e-
Commerce Council (ITECC) and the National
Computer Center (NCC) in 1998, along with the e-
Philippines Strategy, which envisioned an
electronically enabled society (DICT, 2019).
ICT AND NATIONAL POLICIES
● In 2006, the Philippine Strategic ICT Roadmap was
developed by the Commission on Information and
Communications Technology (CICT) to achieve the
vision of the Philippines to be an empowered nation
through ICT (DICT, 2019).
ICT AND NATIONAL POLICIES
● The Philippines' Digital Strategy (PDS) was
formulated in 2011 to make the Philippines a
digitally empowered, innovative, globally
competitive, and prosperous society affordable and
accessible to Filipinos (DICT, 2014).
ICT AND NATIONAL POLICIES
● In 2014, to expand and further democratize access
to quality tertiary education through the promotion
and application of open learning as a philosophy of
access to educational services, RA 10650 otherwise
known as the Open Distance Learning Law was
enacted.
ICT AND NATIONAL POLICIES
● In 2016, Republic Act No. 10844 created the Department' of
Information and Communications Technology (DICT) to serve
as the primary policy, planning, coordinating, implementing,
and administrative entity of the government to promote
national ICT development agenda, Collaborating with the
Department of Education (DepEd), the Commission on
Higher Education (CHED), and the Technical Education
and Skill Development Authority (TESDA), the Department
is mandated 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.
● Serving as a blueprint for harmonizing and
coordinating national ICT plans, programs, and
projects and promoting national ICT development
agenda, the National ICT Ecosystem Framework
(NICTEF) was promulgated by the DICT in 2019
(DICT, 2019). The National ICT Ecosystem (DICT,
2019) is comprised of several interdependent
framework elements:
INDEPENDENT FRAMEWORK ELEMENTS
● Standards, Regulations, and Policies. This provides the
boundaries that will allow the players and elements within the
ecosystem to safely and productively inter-connect and inter-
operate.
● Human Capital. This refers to the individuals who access the
applications, services, content, and data that the players in the
ICT ecosystem provide.
● Affordable Access and Devices. This refers to the interfaces
where humans access applications, services, content, and
data.
INDEPENDENT FRAMEWORK ELEMENTS
● Platforms. This refers to the solutions accessed by users in
the ecosystem to achieve equitable, inclusive, and sustainable
development in our society and potentially improve their
quality of life.
● Infostructure/Infrastructure. This refers to the physical and
logical components that collectively provide secure
connectivity between the users, their devices, and the platform
they are accessing.
LEVELS OF TECHNOLOGY INTEGRATION
Ham et al. (2002) categorized levels of ICT integration into three,
namely:
1. curricular integration, which refers to the extent to which an
ICT activity relates directly to appropriate curriculum goals;
2. spatial integration, which refers to the extent to which
computers or ICT is independent from other learning
activities; and
3. pedagogical integration, which refers to the extent to which
the choice of particular ICT jive with the pedagogical
orientations of teachers and learning styles of students.
 STAGES OF ADOPTION AND USE OF ICT
INDICATORS
STAGE
SCHOOLS CURRICULUM ADMINISTRATORS TEACHERS
EMERGING STAGE Have just began Teacher- Begin exploring the Frequently use
to introduce centered; focus potential of ICT for available
The emphasis in this computers. on learning basic school management equipment for
stage is on learning to ICT skills and and classroom professional
use a range of tools components. teaching. purposes, e.g.,
and applications and preparing
becoming aware of the worksheets,
potential of ICT in managing class
future teaching. lists, and locating
information or
communicating by
e-mail.
 STAGES OF ADOPTION AND USE OF ICT
INDICATORS
STAGE
SCHOOLS CURRICULUM ADMINISTRATORS TEACHERS
APPLYING STAGE Have acquired Increase in the Use ICT for more Still tend to
additional ICT use of ICT in organizational and dominate learning
ICT is used almost as equipment. different subject management tasks. activities in the
a separate curriculum areas, applying classroom; use
area specific software ICT for
tools. professional
purposes, focusing
on improving their
subject teaching;
gain confidence in
using specialized
ICT tools in
teaching in their
subject fields.
 STAGES OF ADOPTION AND USE OF ICT
INDICATORS
STAGE
SCHOOLS CURRICULUM ADMINISTRATORS TEACHERS
INFUSING STAGE Incorporating ICT Begins to merge Support to active and Easily integrate
across the subject areas to creative teachers who different
Infusing all aspects of curriculum; reflect real-world are able to stimulate knowledge and
teachers’ professional almost all applications. and manage the skills from other
lives in such ways as classrooms are learning of students, subjects into
to improve student equipped with and integrate a range project-based
learning and computers, and of preferred learning curricula.
management of schools have styles in achieving Students,
learning. internet their goals. however, are
connections, and slowly given more
a wide variety of control over their
other ICT is learning and a
evident across degree of choice
the institution. in projects
undertaken.
 STAGES OF ADOPTION AND USE OF ICT
INDICATORS
STAGE
SCHOOLS CURRICULUM ADMINISTRATORS TEACHERS
TRASNFORMING ICT is fully Focus has moved Assist the staff in Teachers with
STAGE integrated with from teacher- developing an ICT expertise in ICT
all regular centered to learner- plan for the are subject
ICT has become an classroom centered, institution. specialists.
integral of daily learning integrating subject
personal productivity activities; areas in real world
and professional Rethink and applications, ICT
practice and is a renew can be taught as a
regular part of the institutional separate at senior
daily life of the organization in levels of secondary
instruction. creative ways. schools and
incorporated to
vocational areas.
 ICT POLICY COMPONENTS
UNESCO (2011) laid out the various strategic and operational
component of ICT policies, to wit:
● Articulating policy goals and a strategic vision. Policies
can provide a rationale, a set of goals, and a vision of how the
education system might look with the introduction of the
change and how students, teachers, parents, and the general
population might benefit from these changes in schools.
● Professional Development. ICT policies and programs
related to teacher training should be structured in a way that
shifts to pedagogical integration, content creation, and shared
knowledge and practice development.
 ICT POLICY COMPONENTS
● Pedagogical Change. Advanced ICT integrations associated
with pedagogical changes consider students as active players
engaged in group projects working on real-world problems or
investigations.
● Curricular Development. As education systems become
more experienced in the use of ICT, the curricular emphasis
can shift to integrating ICT within the curriculum.
● Assessment Reform. Assessment reform emphasizes the
need for continuous assessment integrated into regular,
ongoing instructional activity and involves new assessment
methods, including performance tasks and portfolio
assessments.
 ICT POLICY COMPONENTS
● Restructuring the School. ICT can change the social and
physical structure and organization of the school.
● Technological infrastructure. ICT policies must address
issues of hardware, software, content development, networks,
and technical support including the provision of and budget
allocation for computer hardware.
● Networks. Bandwidth depends on the number of users, the
kind of content to be used, and the origin of the content.
Wireless networks would support the generation and sharing
of students' digital content.
 ICT POLICY COMPONENTS
● Technical Support. Teachers need support in operating the
equipment, as well as hardware and networking technologies.
As with teacher training, assistance is needed to support
teachers' operation and connection of hardware and software,
as well as help, integrate ICT across the full range of curricular
subjects.
 ICT AND TEACHER STANDARDS
● With teachers at the helm of the march toward the full
integration of ICT in the educational system, teachers must
possess adequate and relevant competence to accomplish the
gargantuan task of uplifting the country's national development
through ICT.
UNESCO’S ICT COMPETENCIES FOR TEACHERS
● The standards, address six educational system components:
policy, curriculum and assessment, pedagogy, the use of
technology, school organization and administration, and
teacher professional development.
POLICY
● Identify key characteristics of classroom practices and
specify how these characteristics serve to implement
policies.
● Identify key concepts and processes in content areas;
describe the function and purpose of simulations,
visualizations, data collection tools, and data analysis
software and how they support students’ understanding of
these key concepts and processes and their application to
the world outside the classroom.
● Design, implement, and modify school-level education reform
programs that implement key elements of national education
reform policies.
CURRICULUM AND ASSESSMENT
● Match specific curriculum standards to particular
software packages and computer applications and
describe how these applications support these
standards.
● Use ICT to assess students’ acquisition of school subject
matter knowledge and to provide students with feedback
on their progress using both formative and summative
assessment.
PEDAGOGY
● Incorporate appropriate ICT activities into lesson plans to
support students’ acquisition of school subject matter
knowledge.
● Use presentation software and digital resources to
support instruction.
● design online materials that support students’ deep
understanding of key concepts and their application to
real world problems.
USE OF TECHNOLOGY
● Describe and demonstrate the use of common hardware
technologies, basic tasks and uses of word processors,
and the purpose and basic features of presentation
software.
● Evaluate the accuracy and usefulness of Web resources
in support of project-based learning.
● Use the network to support student collaboration within
and beyond the classroom.
SCHOOL ORGANIZATION AND ADMINISTRATION
● Integrate the use of a computer laboratory into ongoing
teaching activities.
● Place and organize computers and other digital
resources within the classroom to support and reinforce
learning activities and social interactions.
● Play a leadership role in supporting innovation in their
school and continuous learning among their colleagues.
TEACHER PROFESSIONAL DEVELOPMENT
● Use ICT resources to enhance their productivity.
● Use ICT to access and share resources to support their
activities and professional development.
● Continually evaluate and reflect on professional practice
to engage in ongoing innovation and improvement.
ISTE STANDARDS FOR EDUCATORS
● The International Society for Technology Education
(2017) Standards for Educators sets the map to
transform students to become empowered learners. The
standards create opportunities for teachers to deepen
their practice, to promote collaboration with other
teachers, to challenge them to rethink traditional
approaches, and to prepare students to manage their
own learning.
● In the seven roles assumed by a teacher (ISTE, 2017),
the first three of which feature the teacher as an
empowered professional while the latter four describe
the teacher as a learning catalyst, to wit:
1. LEARNER
Educators continually improve their practice by learning
from and with others. As a learner, educators:
● set professional learning goals to explore and apply
pedagogical approaches made possible by technology
and reflect on their effectiveness;
● pursue professional interests by creating and actively
participating in local and global learning networks; and
● stay current with research that supports improved
student learning outcomes including findings from the
learning sciences.
2. LEADER
Educators seek out opportunities for leadership to support
student empowerment and success and to improve
teaching and learning. As a leader, educators:
● shape, advance, and accelerate a shared vision for
empowered learning with technology by engaging with
education stakeholders;
● advocate for equitable access to educational technology,
digital content, and learning opportunities to meet the
diverse needs of all students; and
● model for colleagues the identification, exploration,
evaluation, curation, and adoption of new digital
resources and tools for learning .
3. CITIZEN
Educators inspire students to contribute positively and
responsibly participate in the digital world. As citizens, educators:
● create experiences for students to make positive, socially
responsible contributions and exhibit empathetic behavior
online that builds relationships and community;
● establish a learning culture that promotes curiosity and critical
examination of online resources and fosters digital literacy and
media fluency;
● mentor students in safe, legal, and ethical practices with digital
tools and the protection of intellectual rights and property; and
● model and promote management of personal data and digital
identity and protect student data privacy.
4. COLLABORATOR
Educators collaborate with both colleagues and students to
improve practice, discover and share resources and ideas,
and solve problems. As collaborators, educators:
● dedicate planning time to collaborating with colleagues
to create authentic learning experiences that leverage
technology;
● collaborate and co-learn with students to discover and
use new digital resources and diagnose and
troubleshoot technology issues; and
● demonstrate cultural competency when communicating
with students, parents, and colleagues and interact with
them as co-collaborators in student learning.
5. DESIGNER
Educators design authentic, learner-driven activities and
environments that recognize and accommodate learner
variability. As designers, educators:
● use technology to create, adapt, and personalize
learning experiences that foster independent learning
and accommodate learner differences and needs;-
● design authentic learning activities that align with content
area standards and use digital tools and resources to
maximize active deep learning; and
● explore and apply instructional design principles to
create innovative digital learning environments that
engage and support learning.
6. FACILITATOR
Educators facilitate learning with technology to support
student achievement of the ISTE Standards for Students,
as facilitators, educators:
● foster a culture where students take ownership of their
learning goals and outcomes in both independent and
group settings;
● manage the use of technology and student learning
strategies in digital platforms, virtual environments,
hands-on maker spaces, or in the field; and
● create opportunities that challenge students to use a
design process and computational thinking to innovate
and solve problems.
7. ANALYST
Educators understand and use data to drive instruction and
support students in achieving their learning goals. As
analysts, educators:
● provide alternative ways for students to demonstrate
their competency and reflect on their learning using
technology; and
● use technology to design and implement a variety of
formative and summative assessments that
accommodate students' needs, provide timely feedback
to students, and inform instruction.
 NATIONAL ICT STANDARDS FOR TEACHERS
● National ICT Competency Standard for Teachers, or NICS
Teacher for short, is a joint initiative between the Department
of Education and the Human Capital Development Group-
Commission on Information and Communications Technology
that defines the competency outcomes and the supporting
knowledge and skills needed to deploy ICT in performing the
job roles related to teaching (NICST,2012).
● The NICS Teacher is divided into four distinct categories.
Standards, statements, and indicators make up each field.
Below is a table detailing the various domains and standards
that apply to them.
 DOMAIN STANDARDS
SOCIAL AND ETHICAL Teachers can:
The domain includes social, 1.1 understand and observe legal practices in
ethical, legal, and human the use of technology;
issues and community 1.2 recognize and practice ethical use of
linkage competencies. technology on both personal and professional
levels;
1.3 plan, model, and promote a safe and
sound technology-supported learning
environment; and
1.4 facilitate equitable access to technology
that addresses learning and social and cultural
diversity.
 DOMAIN STANDARDS
TECHNOLOGICAL Teachers can:
The domain includes 2.1 demonstrate knowledge and skills in basic
competencies related to computer operation, including basic
technical operations and troubleshooting and maintenance;
concepts and productivity. 2.2 use appropriate office and teaching
productivity tools;
2.3 understand and effectively use the internet
and network applications and resources; and
2.4 demonstrate knowledge and skills in
information and data management.
 DOMAIN STANDARDS
PEDAGOGICAL. Teachers can:
The domain includes 3.1.1 identify technology resources and evaluate
competencies related to the use them for appropriateness;
of technology in the following 3.1.2 plan strategies to facilitate student learning in a
components of an instruction technology-enhanced environment;
process: 3.1.3 design developmentally appropriate learning
1) planning and designing opportunities that use technologically- enhanced
effective technology-supported instructional strategies;
learning environments and 3.1.4 access technology resources for instruction
experiences; 2) implementing, planning and design;
facilitating, and monitoring 3.1.5 utilize best practices and research results on
teaching and learning strategies teaching and learning with technology in designing
that integrate a range of learning environments and experiences; and
information and communication 3.1.6 plan strategies to manage learning in
technologies; and 3) assessing technology-enhanced environments.
and evaluating student learning.
DOMAIN STANDARDS
3.2 Implementing and Monitoring
Teachers can:
3.2.1 apply technology to develop students' higher-
order thinking (HOTS) and creativity;
3.2.2 use technology to support learner-centered
strategies;
3.2.3 facilitate technology-supported student learning
experiences; and
3.2.4 manage a technology-enhanced teaching-
learning environment.
DOMAIN STANDARDS
3.3 Assessing and Evaluating
Teachers can:
3.3.1 use technology to collect, process, and
communicate information on student learning to
students, parents, colleagues, and other
stakeholders;
3.3.2 apply technology tools for rapid and accurate
assessment and evaluation; apply various methods
to evaluate the appropriateness of students' use of
technology in learning; and
3.3.4 evaluate the effectiveness and efficiency of ICT
integration in the teaching-learning process.
 DOMAIN STANDARDS
PROFESSIONAL. Teachers can:
The domain includes 4.1 proactively engage in exploring and learning new
competencies related to and emerging technologies;
professional growth and 4.2 continuously evaluate and reflect on the use of
development, research, technology in the profession for development and
innovation, and collaboration. innovation; and
4.3 share experiences and expertise and collaborate
with peers and stakeholders in advancing the use of
technology in education and beyond.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
● The Philippine Professional Standards for Teachers (PPST), founded
on the National Competency-Based Teacher Standards (NCBTS),
spells out descriptions of an effective teacher in the K to 12
curriculum. The standards lay out the knowledge, skills, and values
expected of teachers to improve student learning outcomes and to
achieve quality education (DepEd, 2017).
● The PPST is expressed through parameters that measure
competence in the practice regarding technology integration. These
are reflected in Domain 1 or the Content Knowledge be able to
nurture "positive use of ICT." These are also reflected in Domain 4,
which is development of "teaching and learning resources including
ICT" (DepEd, 2017).
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
● The PPST also describes a teacher's competence in a progression of
four stages, from a novice to an expert. The Beginning Teacher has
gained the qualifications recognized for entry into the teaching
profession. The Proficient Teacher is professionally independent in
applying skills vital to teaching and learning. The Highly Proficient
Teacher consistently displays a high level of performance in their
teaching practice. The Distinguished Teacher models the highest
standard for teaching founded on best practices in the world
(DepEd,2017).
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
● Applying the stages of PPST to the particular domains, particularly on
the "positive use of ICT,
● " a Beginning Teacher shows skills in the positive use of ICT to
facilitate the teaching and learning process;
● a Proficient Teacher ensures the positive use of ICT to facilitate the
teaching and learning process;
● a Highly Proficient Teacher promotes effective strategies in the
positive use of ICT to facilitate the teaching and learning process;
● while a Distinguished Teacher serves as mentor of teachers in
implementing policies to positively use ICT within or beyond the
school (DepEd, 2017).
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
● In developing teaching-learning resources to include ICT,
● the Beginning Teachers select, develop, and use a variety of teaching and
learning resources, including ICT, to address learning goals.
● The Proficient Teachers select, develop, organize, and use appropriate
teaching and learning resources, including ICT, to address learning goals.
● The Highly Proficient Teachers are engaged in advising and guiding
colleagues in the selection, organization, development, and use of
appropriate teaching and learning resources, including ICT, to address
specific learning goals.
● Lastly, the Distinguished Teachers serve as models of exemplary skills and
lead colleagues in the development and evaluation of teaching and learning
resources, including ICT, for use within and beyond the school (DepEd,
2017).