Lesson 1:

Introduction to Technology for Teaching and Learning

Topics:

A. Basic Concepts to be defined:

1. Technology

It is the application of scientific knowledge for practical purposes, especially in industry.

2. Information and Communication Technology

Information and communications technology (ICT) is an extensional term for information technology (IT) that
stresses the role of unified communications11 and the integration of telecommunications (telephone lines and wireless
signals) and computers, as well as necessary enterprise software, middleware, storage, and audiovisual systems, that
enable users to access, store, transmit, and manipulate information.

3. Educational Technology

Educational technology is the study and ethical practice of facilitating learning and improving performance by
creating, using and managing appropriate technological processes and resources.

Educational technology is a field of study that investigates the process of analyzing, designing, developing,
implementing, and evaluating the instructional environment and learning materials in order to improve teaching and
learning.

4. Technology, Media and Learning

Technology and media have transformed the process learning and interacting of learners with their environment.
French (1999) stated that modern technology such as computers or video are changing the roles of both teachers and
learners. Besides, the Internet, software, and some telecommunications take a place as the extreme paradigm shift in
learning process (Jones 2002). It makes the possibility that those technologies will come together and influence the
learning outcomes (Gary, 1993). In fact, the electronic media is needed than the other when it can more impress the
children. Allen & Seaman (2007) showed that online enrollments in higher education was growing up 21%, whereas the
growth for traditional way just only 2% since 2002. Therefore, we need to examine wisely whether media and technology
give more positive sides in learning process or not.

The technology and media will give more opportunities to discover the potential relationship between teaching
process and learning environments (Kozma, 1994). That technology could be the cognitive tools to create a new
knowledge which integrated with the environments (Reeves, 1998). Jonnasen, Carr, and Yueh (1998) stated that "the
cognitive mind tools have function as formalisms for guiding learners in the organization and representation of what they
know". Reeves (1998) said the technology and media could control a powerful role of process of learning when the
learners use that technology and media as cognitive tools rather than interact with them as tutor or repositories of
information. For online media, the interactions that happen actually could encourage reticent students to participate in
extent and reasonable discussions than a traditional classroom setting does (Citera, 1988). Warschauer (1997) stated
"the online environment is usually less intimidating between individuals and also has less time pressure on students than
do interaction in a face-to-face setting" it makes the possibility that learner can be more confident to communicate with
others or improve their skill by using media online.
However, Clark (1994), who is a professor of Instructional technology at the University of Southern California, has said
that there are no learning advantages from using technology and media in learning process. Those are just the vehicle
which will not influence learners to get any achievements. Learners just will find some problems when they prefer to
choose using media or technology, online for example, than doing it by face-to-face setting or traditional way. Walberg
and Haertela (1981) found that the learner perceptions of social online environments will impact their psychological. It is
proved by Haythornthwaite (2000) finding which showed that students who failed to make online connections with other
learners in their group reported feeling isolated and more stressed. Some researchers also showed that learners may feel
isolated, confused, and frustrated (Hara & Kling, 2000). Besides, Ramsden and Entwistle (1981) identified the
relationship between approaches to learning and perceived characteristics of the academic environment and student's
interest in the subject may be decreased (R. Maki, W. Maki, Patterson, & Whittaker, 2000).

The advancement of technology influences people to use some of those media in learning process. There are
some positive sides that we can get while we use it, such as it implies the phsychological of learners. They become brave
and get information easier. On the other hand it also impacts they to feel more strees, depressed when they are failed to
make connection. Thus, we have to be wisely when we decide to use media and technology in our process learning. It is
important to do to get the advantages and hide the disadvantages ones.

5. Instructional System and Instructional Technology

An instructional system is a series of interrelated, interacting, precisely controlled. learning experiences that are
designed to achieve. specific learning objectives.

Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically
designing, developing and delivering instructional products and experiences, both digital and physical, in a consistent
and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge.[1][2] The
process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and
creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and
scientifically measured or completely hidden and assumed.[3] There are many instructional design models but many are
based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.

Instructional design is a technology for the development of learning experiences and environments which
promote the acquisition of specific knowledge and skill by students.

6. Technology Tools

In this chapter, technology tools refers to software, primarily, that can be used to develop or support online
course content. This could include blogs, wikis, authoring tools such as Articulate or Captivate, and Web 2.0 tools
available through the internet. Learn more in: Transforming From the Classroom to an Online Nursing Educator: A
Transformative Learning Experience for New Online Nursing Faculty Digital networking facilities information at high and
reliable speed and capacity. Learn more in: Active Learning Application of Technology Tools and Services and Increased
Student Achievement: Online and Blended Learning Environments in Higher Education Institutions.

Chalk, posters, and overhead projectors were once "technology;" today we think of technology only as computer
related tools, yet technology includes all teaching tools that enhance the delivery of instruction and

these tools have changed and will change over time. Learn more in: Teacher Preparation Programs and Learner-
Centered, Technology-Integrated Instruction.

Chalk, posters, and overhead projectors were once "technology;" today we think of technology only as
computer-related tools, yet technology includes all teaching tools that enhance the delivery of instruction and
these tools have changed and will change over time. Learn more in: A Call for Teacher Preparation Programs to Model
Technology Integration into the Instructional Process

B. Roles of ICT in Teaching for/and Learning The Importance of ICT in Education

Technology for Teaching and Learning 1

Today we do not need to go any further than our own home or even room, to see some form of ICT in our lives.
Whether it be a computer, plasma TV, or mobile phone, we all have them in some part of our lives. In today's society,
people as consumers of ICT, all strive for the one dream - the dream of a connected life. This makes ICT a lifestyle choice
for much of the population. In addition, this lifestyle choice is changing the way we communicate, increasing the rate of
consumerism, and changing how we interact and gather information (Sherringham, Dec 2008/Jan 2009).

ICT has invaded and transformed many aspects of our lives to the extent that we live in an environment that is
dominated by technology which itself is consumer- driven (Semenov, 2005). No matter how we perceive its presence,
there is no denying that it is an important part of our lives and that it is here to stay.

Key issues to remember in relation to the importance of ICT in Education are that:

1. E-learning or Online Learning: The presence of ICT in education allows for new ways of learning for students and
teachers. E-learning or online learning is becoming increasingly popular and with various unprecedented events taking
place in our lives, this does not only open opportunities for schools to ensure that students have access to curriculum
materials whilst in the classroom but also allows them to ensure students outside the classroom such as at home or even
in hospitals can learn.

2. ICT brings inclusion: The benefits of ICT in education is of such that students in the classroom can all learn from the
curriculum material. Students with special needs are no longer at a disadvantage as they have access to essential
material and special ICT tools can be used by students to make use of ICT for their own educational needs. Despite this, it
opens up new issues related to the 'digital divide' and providing access to ICT tools and resources for those who are less
fortunate.

3. ICT promotes higher-order thinking skills: One of the key skills for the 21st century which includes evaluating,
planning, monitoring, and reflecting to name a few. The effective use of ICT in education demands skills such as
explaining and justifying the use of ICT in producing solutions to problems. Students need to discuss, test, and conjecture
the various strategies that they will use.

4. ICT enhances subject learning: It is well known these days that the use of ICT in education adds a lot of value to key
learning areas like literacy and numeracy.

5. ICT use develops ICT literacy and ICT Capability: Both are 21st-century skills that are best developed whilst ICT
remains transparent in the background of subject learning. The best way to develop ICT capability is to provide them
with meaningful activities, embedded in purposeful subject-related contexts.

6. ICT use encourages collaboration: You just have to put a laptop, iPad or computer in the classroom to understand how
this works. ICT naturally brings children together where they can talk and discuss what they are doing for their work and
this in turn, opens up avenues for communication thus leading to language development.

7. ICT use motivates learning: Society's demands for new technology has not left out children and their needs. Children
are fascinated with technology and it encourages and motivates them to learn in the classroom.

8. ICT in education improves engagement and knowledge retention: When ICT is integrated into lessons, students
become more engaged in their work. This is because technology provides different opportunities to make it more fun
and enjoyable in terms of teaching the same things in different ways. As a consequence of this increased engagement, it
is said that they will be able to retain knowledge more effectively and efficiently.

9. ICT use allows for effective Differentiation Instruction with technology: We all learn differently at different rates and
styles and technology provide opportunities for this to occur.

10. ICT integration is a key part of the national curriculum: The integration of digital technologies or ICT is a significant
part of the Australian Curriculum for example, and this is a trend that many global governments are taking up as they
begin to see the significance of ICT in education.

11. We live in a "knowledge economy": This is an economy where it is vital to have the ability to produce and use
information effectively (Weert, 2005). It is a time when ICT is pervasive and permeates throughout all industries in the
economy whether it may be health, education, environment or manufacturing (Moon, Feb/Mar 2007). The significance
of ICT in the Australian economy was emphasised in the recent article by Alan Patterson, CEO of the Australian Computer
Society, in his statement that the "ICT industry now rivals mining in terms of the contribution to the economy"
(Patterson, Jan/Feb 2013, p. 8).

ICTs will continue to be a significant part of our future as it connects itself to more and more parts of our lives. It
will continually evolve and change because as consumers we all like a choice. We like to use ICT for personal growth,
creativity, and joy, consumption, and wealth (Semenov, 2005).

Importance of Students Engaging with ICT

It is important for students to engage with ICT so that:

1. Learn 21st-century skills and develop their ICT capability and ICT literacy. 2. Improves their attainment levels.

3. Prepares them for an integrated society dominated by ICT developments. 4. So that they learn the notion of using ICT
as a tool for lifelong learning.

If you put a lot of thought into your planning, you will notice a higher degree of engagement and this can lead to
the development of 21st-century skills such as complex thinking, creative problem-solving, and collaboration.

Technology integration in the classroom is an instructional choice by you, the teacher, and should always involve
collaboration and deliberate planning.
Lesson 2:

ICT Policies and Safety Issues in Teaching and Learning

Topics:

A. ICT National or International Policies that are applicable to teaching and learning

ICT Policy and Planning

Posted on June 20, 2014

Overview

Facilitating ICTO's mandate in formulating ICT policies, implementing ICT plans and programs, leading
international ICT cooperation bodies, and other related functions is the ICT Governance Policy & Planning Group, which
takes the lead in multi-stakeholder policy development.

Effective ICT policy and planning is the backbone of effective eGovernance, ICT-enabled societies, and digital
inclusion of all sectors and communities. The ICT Governance Policy and Planning Group plays a key role in the
development, monitoring and advocacy of ICT- related plans, programs, projects and standards, and providing research
support for e- Government, e-Business and e-Society concerns.

Initiatives

National Connectivity and Broadband Development Plan. Selected international studies have correlated broadband
penetration to a country's economic development. Similarly, the right to access to a fast, reliable, and secure Internet is
now recognized by different countries as an effective driver of equity and participation. ICTO is preparing a plan to
ensure that all Filipinos will reap the benefits of universally accessible broadband, through different policy instruments
and interventions.

Philippine Digital Strategy (PDS) Implementation Plan. The PDS is the national roadmap for ICT for the period 2011 to
2016. The ICTO is paving the way for its full adoption and implementation, in coordination with government entities,
private industry, and civil society stakeholders.

Cybersecurity and Data Privacy. With the impending passage of the Data Privacy and Cybercrime Prevention Acts, the
ICTO continues to provide technical support in support of their implementing rules and popular advocacy, towards
embedding cybersecurity and data protection in all areas of its work.

ICT Procurement Standards. After having developed ICT Procurement Manuals and standard bidding documents, the
ICTO is now advocating their approval by the Government Procurement Policy Board (GPPB) and their full adoption by all
government agencies.

Digital TV Migration. ICTO is preparing the country's migration plan to Digital TV, and developing corresponding policies
for its eventual issuance. Digital TV allows up to 6 programs on a single analogue TV channel and will offer enhanced
services to Filipino households.

ICT Standardization. ICTO assists in the standardization of ICT products and ICT-related processes together with the
Department of Trade and Industry (DTI) - Bureau of Product Standards (BPS), towards the promulgation and promotion
of Philippine National ICT Standards (PNS).

Philippine ICT Statistics Portal. The portal will be the gateway to government-approved ICT-related statistics, regularly
compiled and updated to facilitate the analyses and development of ICT-related policy, and ICTs' contribution to national
competitiveness.
Philippine ICT Policies

1. Telecommunications Act (Republic Act 7925)

2. eCommerce Act of the Philippines (Republic Act 8792, 2000) An act providing for the recognition and use of electronic
commercial and non-commercial transactions and documents, penalties for unlawful use thereof (14 June 2000)

3. A.M. No. 01-7-01-SC-Rules on Electronic Evidence Rules promulgated to implement RA 8792 (17 July 2001)

4. Institutionalizing the Certification Scheme for Digital Signatures and Directing the Application of Digital Signatures in
eGovernment Services (Executive Order 810, 2009)

5. Mandating government agencies to migrate to the government web hosting service (GWHS) of the Department of
Science and Technology-Information and Communications Technology Office (Administrative Order No. 39, 2013)

6. Mandating the Government-Wide Medium-Term ICT Harmonization Initiative (MITHI) to harmonize all ICT resources,
programs and projects of the whole government (Joint Memorandum Circular No. 2012-01 - DBM, DOST and NEDA)

7. Mandating policies on the Philippine National Public Key Infrastructure Certification Authority (ICTO Memorandum
Circular No. 2013-001 and No. 2013-002)

8. Prescribing the Policies and Procedures Governing the Accreditation of Government Registration Authorities under the
National Certification Scheme for Digital Signatures (ICTO Memorandum Circular No. 2014-001)

9. Mandating Govmail Service guidelines for Philippine Government Agencies (ICTO Memorandum Circular No. 2015-
002)

10. Mandating Interoperability Framework - Technical and Information (ICTO Memorandum Circular No. 2014-9001, and
No. 2015-003)

11. Anti-Child Pornography Act of 2009 (RA No. 9775) An act defining the crime of child pornography, prescribing
penalties thereof

12. Anti-Photo and Video Voyeurism Act of 2009 (RA No. 9995) An act defining and penalizing the crime of photo and
video voyeurism, prescribing penalties thereof (15 Feb 2010)

13. Data Privacy Act of 2012 (RA No. 10173) An act protecting individual personal information in information and
communications systems in the government and the private sector, creating for this purpose a national privacy
commission

14. Access Devices Regulation Act of 1998 (RA No. 8484) An act regulating the issuance and use of access devices,
prohibiting fraudulent acts committed relative thereto, and providing penalties

15. Cybercrime Prevention Act of 2012 (RA No. 10175) An act defining cybercrime, providing for the prevention,
investigation, suppression and the imposition of penalties thereof Internal Policies.
C. Uses of ICT Policies in the Teaching and Learning Environment

Information and communication technology (ICT) in education

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.(6) 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.(18)

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.(16) Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the
ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the
world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and
global economy. Digital literacy-the skills of searching for, discerning, and producing information, as well as the critical
use of new media for full participation in society-has thus become an important consideration for curriculum
frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication
technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like
lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42)
Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.
(41)

• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse.
Inexpensive learning software ("apps") can be downloaded onto tablets, making them a versatile tool for learning.(7)(25)
The most effective apps develop higher order thinking skills and provide creative and individualized options for students
to express their understandings.(18)

• Interactive White Boards or Smart Boards: Interactive white boards allow projected computer images to be displayed,
manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for
later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38)
Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)

• E-readers: E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly
utilized in the delivery of reading material.(19) Students-both skilled readers and reluctant readers-have had positive
responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use
include their portability and long battery life, response to text, and the ability to define unknown words. (22)
Additionally, many classic book titles are available for free in e-book form.

• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided
instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation
on the student learning outcomes of flipped classrooms. (5) Student perceptions about flipped classrooms are mixed, but
generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

• ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to
increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources,
and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers'
general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning
within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student
academic thinking.(32) To support teachers as they change their teaching, it is also essential for education managers,
supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

• Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions
must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including
stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need
to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses.(21) Successful
implementation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local
languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are
needed to ensure access and effective use of ICT.(21)

• Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and
administrators, connectivity, technical support, and software, amongst others.(42) When bringing ICT into classrooms,
policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable
ICT.(16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop,
tablet, or smartphone) into class rather than providing such tools to all students-an approach called Bring Your Own
Device.(1) (27) (34) However, not all families can afford devices or service plans for their children.(30) Schools must
ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across
countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.
(23) (26) (31) The digital divide both creates and reinforces socio-economic inequalities of the world's poorest people.
Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those
who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction
are less likely to have computers and internet connections at home than students from the majority. There is also less
material available to them online in their own language, putting them at a disadvantage in comparison to their majority
peers who gather information, prepare talks and papers, and communicate more using ICT.(39) Yet ICT tools can also help
improve the skills of minority language students-especially in learning the official language of instruction-through
features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions.(2)
(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing
information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile
modalities, and ICT can help these students 'experience' the information instead of just reading and hearing it.(20)(37)
Mobile devices can also offer programmes ("apps") that provide extra support to students with special needs, with
features such as simplified screens and instructions, consistent placement of menus and control features, graphics
combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback,
and easy error correction.(24)(29)