Uses of ICT Policies in Teaching and Learning in Basic Education

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The appearance of new technologies in our day to day has made it possible for the use of ICT in education to increase considerably in recent years. ICTs have gained great relevance in our environment, having a wide catalog of applications in various sectors such as entertainment, administration, robotics, education and all kinds of companies.

Specifically, in this blog article we would like to analyze the impact of the use of ICT in education and we will begin by understanding the term ICT.

Before we start… what is ICT?

When we talk about ICT we are referring to information and communication technologies. If we had to define the term, surely we would do it as “a set of techniques and devices based on new technological tools and the different supports and channels of information and communication”. To this we could add the process of obtaining, storing, processing and transmitting information digitally.

The notable increase in the social use of ICTs and their enormous impact is an aspect that cannot go unnoticed in the world of education. ICT is already becoming a fundamental tool for new teachers and students in the classroom.

ICT in education

The use of ICT is so widespread in society that classrooms should not be less, and they must ensure that they take advantage of what they can bring us. However, children and young people must be taught to use them consciously and safely.

The educational sector must assume the responsibility of gradually implementing all the technologies that may favor student learning in some way, and ensure that they learn to use them in a world where they are already part of professional life and their social environment.

What are the most used technologies in the classroom?

• Blogs and social networks: it gives us the possibility of creating work groups where students expose or discuss different topics, publish content related to the subjects, etc.
• Planning through tools: calendars and task managers are very useful to schedule exams, deliveries, create workflows, etc.
• Data storage in the cloud: it allows us the possibility of working collaboratively, accessing from any device and from any place. Some of the tools that use this technology are office packages, storage, etc.
• Digital whiteboards and interactive tables: whiteboards allow projecting and controlling images from a computer, making notes and comments, and saving and / or sending the screen by email. The interactive tables give the possibility for the students to interact directly with the surface.

Benefits of using ICT in education

In our previous blog article we already talked about the clear benefits of e-learning platforms for education. However, this time we will focus on the advantages of ICT in general.

It has been proven that the use of ICT in the classroom increases the motivation of the students, showing more interest and becoming more involved in the areas they study. ICT enables the use of innovative educational resources and the renewal of learning methods, establishing a more active collaboration of students and the simultaneous acquisition of technological knowledge.

Furthermore, ICTs are of great help in developing discernment. Being able to search for various sources and contrast them, as well as to structure information are some of the most notable skills that students develop thanks to the use of ICT. But there are more advantages:

1. Their interest in learning grows: the use of resources as varied as videos, websites, graphics, and games make traditional subjects more interesting. Multimedia content is a very useful tool to bring different subjects closer to students in a complete and entertaining way.
2. Interactivity: the use of ICT in the classroom promotes the student’s active and participatory attitude, which is involved in learning and is positioned as the protagonist.
3. Collaboration between students: Collaboration between students is clearly enhanced thanks to various digital tools. It is much easier for them to create team projects, cooperate and learn from each other.
4. They enhance creativity: ICT tools stimulate the development of the imagination, as well as the initiative of all class members.
5. Increased communication: close communication between students and teachers is encouraged through various channels, in a more spontaneous and less formal way.
6. Personalization and content up-to-date: digital environments allow real-time updating of all information and resources. In addition, it is possible to adjust the tools and content to local and nearby realities.

National and International ICT Laws, Policies and Regulations that are Applicable to Teaching and Learning

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This National ICT Policy is the country’s attempt to harmonize, co-ordinate and integrate all ICT initiatives towards a common set of objectives. For the successful achievement of the policy objectives, it is imperative that all partners and stakeholders of the policy pull together in the same direction. This ICT policy is just one of the instruments, albeit an increasingly influential one, to improving the level of development and quality life of all the citizens.

The broad objectives of the National ICT Policy include five focus areas, namely: 

2.1 ICT Infrastructure – Promote the provision of accessible, universal, affordable, reliable, modern and high quality levels of ICT facilities and services. 

2.2 Legal and Regulatory Framework – Provide for the creation of an enabling legal and regulatory environment that ensures the growth and development of the Information and Communications Technology (ICT) sector. 

2.3 Human Resource Development – Promote the use of ICT to enhance education and skills development and build a growing ICT-savvy Nation. 

2.4 Industry – Use ICT to create an enabling and conducive environment for the promotion of investment and the development of a vibrant and sustainable economy. 

2.5 Government – Government as a user, purchaser, and regulator must support the use of ICT for the innovative, effective and efficient delivery of information and services to the citizen and within the public sector.

REPUBLIC ACT NO. 10533

Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013,” approved on May 15, 2013, and which took effect on June 8, 2013, the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA), hereby issue the following rules and regulations to implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic Act No. 10533).

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public and private basic educational institutions and learning centers. This IRR shall also apply to Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized organizations acting as Teacher Education Institutions (TEIs), and foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of Policy found in Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be understood.

Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary, and secondary education as well as alternative learning systems for out-of-school learners and those with special needs under Section 8 of this IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of the Act, the enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or other persons having custody of a child to enroll such child in basic education, irrespective of learning delivery modes and systems, until its completion, as provided for by existing laws, rules and regulations.

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the implementation of programs designed to address the physical, intellectual, psychosocial, and cultural needs of learners.

REPUBLIC ACT NO. 7836

 

 
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

SECTION 1. Short Title. — This Act shall be known as the “Philippine Teachers Professionalization Act of 1994.”

Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and development through a responsible and literate citizenry.Towards this end, the State shall ensure and promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession act law.

Sec. 3. Objectives. — This Act has the herein objectives:

    (a) The promotion, development and professionalization of teachers and the teaching profession; and
    (b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:

    (a) “Teaching” — refers to the profession concerned primarily with classroom instruction, at the elementary and secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools.

    (b) “Teachers” — refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-time or part-time basis, including industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and qualified to practice teaching under this Act.

   (c) “Board” — refers to the Board for Professional Teachers duly established and constituted under this Act.

   (d) “Commission” — refers to the Professional Regulation Commission.

Safety Issues in ICT: Policies, Guidelines and Procedures

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Safety issues

The workplace can be a dangerous place.

Some precautions which can be taken to reduce the risk of accidents are:

• Ensure there are no trailing wires across or around the room which people could trip on

• Electrical sockets should not be overloaded

• Electrical equipment should be safety tested at least once a year

• There should be adequate space around desks for people to move

• Bags and obstacles should be stored out of the way so that people can't trip over them

• Food and drink should not be placed near a machine

• Heating and ventilation should be suitable for the working environment

• Work desks should be strong enough to support computers and equipment

• Staff should follow the safety regulations

• Fire extinguishers should be available, including specialist ones to deal with electrical fires.

• Fire exits should be clearly marked and free from clutter

Technology systems, especially those connected to the internet, are potentially at risk from security threats. These security threats are normally caused by malicious users who want to gain information from a computer in order to financially profit from it.

There have been laws put in place to help reduce these threats but they still exist and are a major cause for concern.

Example security issues include:

• Malware – Short for malicious software, malware are small programs that are designed to attack computer systems. Examples include viruses, spyware, worms & trojans. These attacks might be to prevent a system from working or possibly to steal data for identity theft and bank fraud. Methods for preventing this from impacting you include:
• - Using anti-virus and firewall software
• - Ensuring we don’t download any files we are not sure are safe

• Hacking – This is the gaining of unauthorised access to a technology system. Malicious users known as hackers will use a variety of techniques to force their way into a system so that they can read, alter, delete & steal information. Any data stolen can then be used for blackmail, identity theft and bank fraud. Methods for preventing this from impacting you include:
• - Use firewall software
• - Using sufficiently complicated passwords.

Workplace safety rules and general safety policies are necessary parts of a comprehensive safety program. In addition to general safety rules, job specific safety rules are needed to ensure task safety training addresses all hazards for each job.

Hazard Reporting

Identification and reporting of potentially unsafe or unhealthful working conditions is the responsibility of all employees. Employees should be encouraged to report unsafe or unhealthful working conditions to their immediate supervisor to promptly investigate the situation and take appropriate corrective actions. .

Signs and Tags

Signs and tags are not intended as substitutes for preferred abatement methods such as engineering controls, substitution, isolation, or safe work practices. Rather, they are additional safety guidance and increase the employee's awareness of potentially hazardous situations.
Tags are temporary means of warning all concerned of a hazardous conditions, defective equipment, etc. Tags are not to be considered as a complete warning method, but should only be used until a positive means can be employed to eliminate the hazard; for example, a "Do Not Start" tag is affixed to a machine and is used only until the machine can be locked out, de-energized, or inactivated.

Planned Work

Work shall be planned and supervised to prevent injuries in the handling of materials and in working together with equipment. Employees shall not enter manholes, underground vaults, chambers, tanks, silos, or other similar places that receive little ventilation unless it has been determined that it is safe to enter. Confined spaces can be quite hazardous from toxic fumes, gas, and other hazards can gather in the spaces creating a dangerous hazard.
Machine guards and other protective devices must be in their proper place before machinery and equipment is used and employees must report any deficiencies or hazards to the supervisor when they are detected. If the equipment is unsafe to operate, do not operate the equipment until it has been replaced or repaired.

Hazard Safety Control

Substitution. The risk of injury or illness may be reduced by replacement of an existing process, material, or equipment with a similar item having more limited hazard potential Some examples include: brush painting instead of spray painting to reduce inhalation hazards, welding instead of riveting to reduce noise levels, use of safety cans instead of bottles to store flammable liquids, etc. Care must be exercised in any substitution to ensure that the substitute materials are technically acceptable and to avoid introducing a new or unforeseen hazards.

Isolation. Hazards are controlled by isolation whenever an appropriate barrier or limiter is placed between the hazard and an individual who may be affected by the hazard. This isolation can be in the form of physical barriers, time separation, or distance. Examples include machine guards, electrical insulation, glove boxes, acoustical containment, and remote controlled equipment.

Ventilation. The control of a potentially hazardous airborne substance by ventilation can be accomplished by one or two methods: diluting the concentration of the substance by mixing with uncontaminated air or capturing and removing the substance at its source or point of generation. Local exhaust ventilation is generally the preferred and more economical method of hazard control. However, dilution ventilation can be very effective for the removal of large volumes of heated air or for the removal of low concentrations of non-toxic or low toxicity contaminants from minor and decentralized sources.

Administrative Control. This method of hazard mitigation depends on effective operating practices that reduce the exposure of individuals to chemical or physical hazards. These practices may take the form of limited access to high hazard areas, preventive maintenance programs to reduce the potential for leakage of hazardous substances, or adjusted work schedules which involve a regimen of work in high hazard and low hazard areas. Adjusted work schedules are appropriate only when the hazard is recognized as having a limit below which nearly all workers may be repeatedly exposed without adverse effect.

Personal Protective Equipment. This method of hazard control is least preferred because personal protective devices may reduce a worker's productivity, while affording less effective protection against the recognized hazard than other methods of control. Nevertheless, there are instances where adequate levels of risk reduction cannot be achieved through other methods, and personal protective devices must be used, either alone or in conjunction with other protective measures.