ICT and National Policies
Emphasized in the country’s fundamental law-the Phil. Constitution.
Stated in the 1987 constitution 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 system and National life.”
National policies were carried out for the past decade to execute
mandate of the constitution
Philippines to be “ a newly industrialized country” and “ Asia’s
Knowledge Centre” (DICT, 2019)
Government Information System Plan was promoted by the Information
Technology and e-Commerce council (ITECC) and the National
Computer Council (NCC) in 1998 along with the e-Philippines Strategy,
which envisioned an electronically enable society (DICT, 2019)
2006 Phil. ICT Roadmap was developed by the Commission on
Information and Communication Technology ( ICT).
2012 Philippines ' Digital Strategy (PDS) was formulated to make Phil
digitally empowered, innovative, globally competitive, and prosperous
society affordable and accessible to Filipinos (DICT, 2014)
2014,RA 10650 otherwise known as the Open Distance Learning Law
was enacted to expand and democratize access to tertiary education
through the promotion and application of open learning as philosophy
of access to educational services.
2016, Republic Act.No. 10844 created the department of Information
and Communication Technology (DICT). Mandated to develop and
promote ICT education consistent with the national goals and
objectives, and responsive to the human resource needs of the ICT-ES
sectors.
2019 the National ICT Ecosystem Framework was promulgated which
comprised of several interdependent framework elements:
o 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.
o Human Capital- This refers to the individuals who access the
applications, services, content, and data.
o Affordable Access and Devices. This refers to the interfaces
where human access applications, services, content, and data.
o Platforms. This refers to the solutions access by users in the
ecosystem to achieve equitable, inclusive, and sustainable
development in our society and potentially improve their quality
of life.
o Info structure/Infrastructure. This refers to the physical and
logical components
Fig. 4. NICT Framework Elements
ICT AND THE TRIFOCALIZED EDUCATIONAL SYSTEM
ICT4E Strategic Plan (DEPED, 2008), aims to:
o Completely integrate ICT into the curriculum;
o Intensify competency-based professional development programs;
o Establish the necessary ICT infrastructure and application; and
o Develop processes and systems that efficient, transparent, and
effective governance.
DEPEED enhance Basic Education Curriculum sims to produce
holistically developed students with 21 st century skills including literacy
in information, media, and technology.
ICT Lessons are interested in EPP for elementary school curriculum.
ICT is one of the specialization in TLE for Grades 7-10 and Technical-
Vocational-Livelihood Education (TVL) track for Grades 11-12.
Computer programming is emphasized in the curriculum map.
For Senior High School curriculum, Media and Information Literacy is
one of the core subjects.
For tertiary education programs, Living in the IT Era is one of the
elective subjects in the New General Education components.
2017 CHED MEMO specifying the Policies, Standards, and Guidelines
for Teacher Education Programs, a course, Technology for Teaching and
Learning 1 and 2, is mandated. The said CMO also requires that the
schools offering Teacher Education Programs have an ICT laboratory
and an educational technology laboratory.
TESDA as the third components of the TRIFOCALIZED system of
education in the Philippines, offering ICT-related certificate courses.
2012 e-TESDA online program was launched, providing training
opportunities to all Filipinos, at their own pace, at their own time, thru
the online courses that would made available thru the TESDA online
facility.
LEVEL OF TECHNOLOGY INTEGRATION
Ham et Al. (2002) Three levels of ICT integration
o Curricular integration, which refers to the extent to which an ICT
activity relates directly to appropriate curriculum goals;
o Spatial integration, which refers to the extent to which
computers or ICT is independent from other learning activities;
and
o 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.
UNISCO (2002) identified approaches to applying ICT in education. It
consist of two dimensions: technology and pedagogy. The technology
dimension represents the increase in amounts and variety of ICT in
use. The pedagogy dimensions represents the changes in teaching
practices resulting from the adaption of ICT. Within these dimensions
are four stages which describe the ICT integration practices of schools.
Mapping the ICT stages into Teaching and Learning (Anderson, 2010)
steps that students typically pass through as they learn about ICT and,
correspondingly, the steps teacher generally progress as they teach
with ICT.
ICT PLICY COMPONENTS
Strategic and operational components of ICT policies, to wit:
1. Articulating policy goals and strategic vision. Sets of goals, and a
vision of how the Education system might look with the introduction of
the change and how students, teachers, and the general population
might benefit from these changes in schools.
2. Prof. Development. Teachers training structured in a way that shifts
to pedagogical integration, content l creation, and shared knowledge
and practice development.
3. Pedagogical change. Advanced ICT application associated with
pedagogical changes consider students as active players engaged in
group projects working on real-world problems or investigation.
4. Curricular development. Integrating ICT within the curriculum.
5. Assessment reform. Emphasizes the need for continues assessment
integrated into regular, ongoing instructional activity and involves new
assessment methods, including performance tasks and portfolio
assessments.
6. Restructuring the school. ICT can change the social and physical
structure and organization of school.
7. Technological infrastructure. Policies that must address issues of
hardware, software, content development, networks, and technical
support including the provision of and budget allocation for computer
hardware.
8. Networks. Bandwidths depends on the number of users, the kind of
content to be used, and the origin of content. Wireless network would
support the generation and sharing of students’ Digital content.
9. Technical support. 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.
Reference: Renato S. Ballado et al. (2023). Technology for Teaching and Learning 1. Sampaloc,
Manila: Rex Bookstore, Inc.
