# data[].attributes.body
An act creating the Department of Information and Communications Technology, Defining its Powers and funcitons, appropriating fund therefor, and for other purposes.
http://legacy.senate.gov.ph/republic_acts/ra%2010844.pdf

Lorette D. Caduyac
Region X
lorettecaduyac70@gmail.com

# data[].attributes.body
Guidelines on Enrollment for School Year 2020-2021 in the Context of the Public Health Emergency due to COVID-19

DepEd issues  guidelines in implementing a modified  enrollment process (e.g. The use of LESF)

Renante C. Claveria
Region IV-A CALABARZON
renante.claveria@deped.gov.ph

# data[].attributes.headline
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING

# data[].attributes.subject
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING

# data[].attributes.body
The shift from teaching/learning about the technology (computer literacy) to teaching/learning with technology (integration of ICT in teaching/learning across all subject areas) will be implemented. This means that the school head shall see to it that all teachers and students shall have free access to the computer laboratory which is the school’s centralized multimedia learning resource center.

https://www.deped.gov.ph/2004/03/25/do-23-s-2004-guidelines-on-the-use-of-computer-laboratories-in-teaching-and-learning/

Mary Ann M. Santiago
Region III, SDO Olongapo City
maryann.santiago002@deped.gov.ph

# data[].attributes.headline
Effectiveness of ICT Integration in Schools

# data[].attributes.subject
Effectiveness of ICT Integration in Schools

# data[].attributes.body
Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. ICT can be used in various ways where it helps both teachers and students to learn about their respective subject areas. A technology- based teaching and learning offers various interesting ways which includes educational videos, stimulation, storage of data, the usage of databases, mind-mapping, guided discovery, brainstorming, music, World Wide Web (www) that will make the learning process more fulfilling and meaningful. On the other hand, students will benefit from ICT integration where they are not bounded to the limited curriculum and resources, instead hands-on activities in a technology-based course is designed to help them to stimulate their understanding about the subject. It also helps teachers to design their lesson plans in an effective, creative and interesting approach that would result in students’ active learning. (Finger & Trinidad, 2002) MONESA N. MONTERO
REGION 4A CALABARZON
monesa.montero@deped.gov.ph

# data[].attributes.headline
DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)

# data[].attributes.subject
DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)

# data[].attributes.body
DCP aims to provide public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. This program shall respond to the computer backlog of public schools by providing them hardware and software, and training on simple trouble shooting.

Lorette D. Caduyac
Region X
lorettecaduyac70@gmail.com

# data[].attributes.body
Minimum Specification for ICT Equipment and Internet Services to be Donated to Schools, Teachers and/or Learners, Microsoft Licensing, and Donation Matters.

WENDEL R. MAYOR
wendel.mayor@deped.gov.ph
Region IV-A CALABARZON

# data[].attributes.attachment_link.title
DepEd Memo on Minimum Specifications for ICT Equipment - WhatALife!

# data[].attributes.attachment_link.description
DepEd memorandum on minimum specifications for ICT equipment and internet services to be donated to schools, teachers, and/or learners.

# data[].attributes.body
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING
The shift from teaching/learning about the technology (computer literacy) to teaching/learning with technology (integration of ICT in teaching/learning across all subject areas) will be implemented. This means that the school head shall see to it that all teachers and students shall have free access to the computer laboratory which is the school’s centralized multimedia learning resource center. https://www.deped.gov.ph/2004/03/25/do-23-s-2004-guidelines-on-the-use-of-computer-laboratories-in-teaching-and-learning/

Mary Ann M. Santiago
Region III, SDO Olongapo City
maryann.santiago002@deped.gov.ph

# data[].attributes.headline
STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION AMENDED BY

# data[].attributes.subject
STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION AMENDED BY

# data[].attributes.body
RM NO. 533 S. 2020  Regional Memorandum

RUN THROUGH OF SESSIONS ON ENGAGING SCHOOL LEADERS AND TEACHERS ON NAVIGATING COMPUTER APPLICATIONS/COMMUNICATION PLATFORMS AND ITS UTILIZATION FOR THE IMPROVEMENT OF SCHOOL OPERATIONS AND LEARNING MANAGEMENT

12/9/2020 08:42 AM

Resource: https://depedcalabarzon.ph/wp-content/uploads/2020/12/RM-NO.-533-S.-2020.pdf

DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING

Resource: https://www.deped.gov.ph/2004/03/25/do-23-s-2004-guidelines-on-the-use-of-computer-laboratories-in-teaching-and-learning/

REGION MEMORANDUM | PPRD No. 13, s. 2020

ONLINE ASSESSMENT OF TEACHERS’ ICT READINESS AS BASIS IN DEVELOPING STRATEGIC INTERVENTIONS FOR ONLINE ALTERNATIVE DELIVERY OF TEACHING AND LEARNING PROCESS

Resource: http://depedsouthcotabato.org/region-memorandum-pprd-13-online-assessment-of-teachers-ict-skills/

Dep Ed Order No. 78 s.2010 Guideline on the Implementation of the Dep Ed Computerization Program (DCP)
Resource: https://www.deped.gov.ph/wp-content/uploads/2010/06/DO-No.-78-s.-2010.pdf

Khristine Mae A. Montas
Region IV-A
khristinemae.montas@deped.gov.ph

# data[].attributes.body
(Oct.15,2020)
Guidelines on the Engagement of Services of Learning  Support Aides to Reinforce the Implementation of the Basic Education Learning Continuity Plan in Time Of COVID-19 Pandemichttps://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_032-.pdf

Hazel P. Cuadrado
REGION XII
hazel.cuadrado@deped.gov.ph

# data[].attributes.body
DepEd limits screen time for online classes

1 hour for kindergarten

1.5 hours for Grade 1-5

2 hours for Grade 6-8

4 hours for Grade 9-12

RENANTE C. CLAVERIA
REGION IV-A CALABARZON
renante.claveria@deped.gov.ph

# data[].attributes.attachment_link.readable_text
1 hour for kindergarten

1.5 hours for Grade 1-5

2 hours for Grade 6-8

4 hours for Grade 9-12

The Department of Education (DepEd) reminded teachers and parents that the screen time for students who will be attending online distance learning (ODL) classes this upcoming school year must be limited to 1-4 hours daily depending on their respective grade levels.

(MANILA BULLETIN)

DepEd Undersecretary for Curriculum and Instruction Diosdado San Antonio issued Memorandum DM-CI-2020-00162 which outlines the suggested strategies in implementing distance learning delivery modalities (DLDM) for school year (SY) 2020-2021. One of the learning delivery modalities for formal education is ODL.

San Antonio noted that a class adopting ODL "shall follow the regular planning standards in the organization of classes set by the DepEd."

"It shall be applicable in schools where both the teachers and learners have access to digital devices, such as laptops, tablets, smartphones, and desktop computers, with available online resources and Internet connectivity," he explained.

San Antonio noted that schools may adopt a combination of synchronous and asynchronous online teaching in consideration of the Screen Time Guidelines by Age as recommended by the American Academy of Pediatrics (AAP) and World Health Organization (WHO).

For Kindergarten, the prescribed screen time should be a maximum of one hour daily. For pupils under Grades 1 to 5, the DepEd said that the maximum should be 1.5 hours daily.

For students in Grades 6 to 8, DepEd recommends a maximum of 2 hours screen time daily.

The DepEd said students in higher grades - such as those in Grades 9 to 12 - will be allowed to spend a maximum of 4 hours daily (2 hours in the morning and another 2 hours in the afternoon) as screen time. In the preparation of the Weekly Home Learning Plan and Class Programs, DepEd enjoined teachers and schools to "comply with the recommended screen time for learners."

In the ODL, the DepEd said that the learning resources to be used are, but not limited to, the following: selflearning modules (SLMs), textbooks (TXs), Primer Lessons, activity sheets, teacher-made videos and other supplementary learning materials, and Open Educational Resources (OERs).

The DepEd noted that self-learning modules and Primer Lessons shall be converted into different digital content formats such as video/audio lessons, interactive/inclusive electronic SLMs (e-SLMs) and shall be available through the DepEd Learning Resources Portal, DepEd Commons, DepEd Learning Management System (LMS) and/or different DepEd recognized LMS (DepEd Aide Memoire, 2019), such as Edmodo, Google Classroom, Schoology, and the Modular Object-Oriented Dynamic Learning Environment (Moodle).

"Where feasible, learners may also be provided with printed copies of SLMs in consideration of the allowable screen time by key stage or as a support should there be a power interruption," San Antonio added.

Aside from ODL, the DepEd reminded that Distance Learning may be implemented through the other delivery modalities such as Modular Distance Learning (MDL) which can be Digital Modular Distance Learning (DMDL) or Printed Modular Distance Learning (PMDL); TV-Video/Radiobased Instruction (TV-Video/RBI) which can be TV-Video (SLM-based), TV-Video (MELCs Mapped), or RadioBased Instruction (RBI); and Blended Distance Learning (BDL).

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# data[].attributes.attachment_link.title
DepEd limits screen time for online classes

# data[].attributes.attachment_link.description
The Department of Education (DepEd) reminded teachers and parents that the screen time for students who will be attending online distance learning (ODL) classes this upcoming school year must be limited to 1-4 hours daily depending on their respective grade levels.

# data[].attributes.headline
July 16, 2018DepEd ORDERNo. 32, s. 2018 POLICY GUIDELINES ON THE COLLECTION OF DATA/INFORMATION REQUIREMENTS FOR BEGINNING OF SCHOOL YEAR 2018–2019 IN THE LEARNER INFORMATION SYSTEM AND ENHANCED BASIC EDUCATION INFORMATION SYSTEM 

# data[].attributes.subject
July 16, 2018DepEd ORDERNo. 32, s. 2018 POLICY GUIDELINES ON THE COLLECTION OF DATA/INFORMATION REQUIREMENTS FOR BEGINNING OF SCHOOL YEAR 2018–2019 IN THE LEARNER INFORMATION SYSTEM AND ENHANCED BASIC EDUCATION INFORMATION SYSTEM 

# data[].attributes.body
1. he Department of Education (DepEd) issues the enclosed Policy Guidelines on the Collection of Data/Information Requirements for Beginning of School Year (SY) 2018–2019 in the Learner Information System (LIS) and Enhanced Basic Education Information System (EBEIS).

2. All public and private elementary, junior and senior high schools (SHS), state universities and colleges (SUCs), local universities and colleges (LUCs), and higher education institutions (HEIs) offering Kindergarten to Grade 12 are directed to register and update their learners’ profile and quick count enrollment in the LIS and update the school’s profile and other data elements in the EBEIS.

3. The LIS and EBEIS can be accessed through the web addresses http://lis.deped.gov.ph and http://ebeis.deped.gov.ph, respectively. A single sign-on is available, linking both systems.

4. All previous issuances relative to this Order, which are found inconsistent are deemed superseded or modified accordingly.

Ruth Covacha, REgion VI,rusean04@gmail.com

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OCTOBER 4, 2011 DO 76, S. 2011 – NATIONAL ADOPTION AND IMPLEMENTATION OF THE LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS)

# data[].attributes.subject
OCTOBER 4, 2011 DO 76, S. 2011 – NATIONAL ADOPTION AND IMPLEMENTATION OF THE LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS)

# data[].attributes.body
1. The Department of Education (DepEd) advocates the adoption and implementation of the Learning Resources Management and Development System (LRMDS) pursuant to the implementing rules and regulations of Republic Act No. 9155 and to support the organization of Key Reform Thrust (KRT) 3 of the Basic Education Sector Reform Agenda (BESRA).

2. The LRMDS Framework serves as the policy instrument for the implementation and ongoing operation of LRMDS at all levels of DepEd. It is supported by guidelines and process documents for all sub-systems, a quality assurance framework, standards and specifications (e.g., educational, technical, intellectual property rights, accessibility, metadata), and training programs.

3. The LRMDS is a web-based catalogue and on-line repository of learning, teaching, and professional-development resources. It has four (4) integrated sub-systems, namely: (i) assessment and evaluation; (ii) development, acquisition, and production’, (iii) storage and maintenance; and (iv) publication and delivery which are designed to support increased distribution and access to learning, teaching, and professional-development resources at the regional, division, and school levels. It includes the following:

1. information on quantity, quality, and location of textbooks and supplementary materials, and other teaching-learning resources;

2. access to learning, teaching, and professional development resources in digital format; and

3. standards, specifications, and guidelines for four (4) subsystem.

4. The LRMDS serves as a clearinghouse that provides information about the location of resources (hardcopy and softcopy) and allows users to directly access digitized versions of resources published and stored within the LRMDS repository. It is also a quality assurance system that provides support to DepEd regions, divisions, and schools in the selection and acquisition of quality digital and non-digital resources in response to identified local educational needs.

5. To ensure the smooth and sustainable implementation of the LRMDS, the Task Force that will serve as interim DepEd unit for the implementation of the LRMDS is organized which composed of the following members:

1. Directors of the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and Bureau of Alternative Learning System (BALS);

2. Directors of the Instructional Materials Council Secretariat (IMCS), Educational Development Project Implementing Task Force (EDPITAF) and Information and Communication Technology Unit-Technical Service (ICTU-TS);

3. Technical Advisers provided by the Australian Agency for International Development (AUSAID) through the Support to Enhancement and Mainstreaming of Innovations and Technologies (SEMIT); and

4. LRMDS representatives from Regions VI, VII, VIII, XI and CAR.

6. The Task Force will perform the following functions:

1. develop a 2011-2012 detailed work plan based on the LRMDS transition plan to support phased implementation and operation of LRMDS within the DepEd;

2. determine the requirements (organizational, physical, infrastructure, capacity development, and advocacy) for phased national implementation of the LRMDS;

3. develop a detailed plan to operationalize the LRMDS nationally including the phased implementation of the four LRMD subsystems within all regions, divisions, and schools;

4. ensure access to the LRMDS repository by all fifty-seven (57) priority divisions; and

5. implement LRMDS within the regions and divisions provided with LRMD Centers under the Support to Philippine Basic Education Reform (SPHERE) grant by December 2011.

7. The LRMDS will be nationally rolled out to provide access to existing DepEd teaching, learning, and professional-development materials starting October 2011. Hence, the priority is to upload and publish all existing DepEd-developed materials and foreign-assisted project (FAP) resources for access by regions, divisions, and schools.

8. The DepEd officials and field personnel are enjoined to register at http://lrmds.deped.gov.ph in order to access the LRMDS portal. The Registration is authenticated within twenty-four (24) hours.

# data[].attributes.body
The Department of Education (DepEd) advocates the adoption and implementation of the Learning Resources Management and Development System (LRMDS) pursuant to the implementing rules and regulations of Republic Act No. 9155 and to support the organization of Key Reform Thrust (KRT) 3 of the Basic Education Sector Reform Agenda (BESRA).
The LRMDS Framework serves as the policy instrument for the implementation and ongoing operation of LRMDS at all levels of DepEd. It is supported by guidelines and process documents for all sub-systems, a quality assurance framework, standards and specifications (e.g., educational, technical, intellectual property rights, accessibility, metadata), and training programs.
The LRMDS is a web-based catalogue and on-line repository of learning, teaching, and professional-development resources. It has four (4) integrated sub-systems, namely: (i) assessment and evaluation; (ii) development, acquisition, and production’, (iii) storage and maintenance; and (iv) publication and delivery which are designed to support increased distribution and access to learning, teaching, and professional-development resources at the regional, division, and school levels. It includes the following:
information on quantity, quality, and location of textbooks and supplementary materials, and other teaching-learning resources;
access to learning, teaching, and professional development resources in digital format; and
standards, specifications, and guidelines for four (4) subsystem.
The LRMDS serves as a clearinghouse that provides information about the location of resources (hardcopy and softcopy) and allows users to directly access digitized versions of resources published and stored within the LRMDS repository. It is also a quality assurance system that provides support to DepEd regions, divisions, and schools in the selection and acquisition of quality digital and non-digital resources in response to identified local educational needs.
To ensure the smooth and sustainable implementation of the LRMDS, the Task Force that will serve as interim DepEd unit for the implementation of the LRMDS is organized which composed of the following members:
Directors of the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and Bureau of Alternative Learning System (BALS);
Directors of the Instructional Materials Council Secretariat (IMCS), Educational Development Project Implementing Task Force (EDPITAF) and Information and Communication Technology Unit-Technical Service (ICTU-TS);
Technical Advisers provided by the Australian Agency for International Development (AUSAID) through the Support to Enhancement and Mainstreaming of Innovations and Technologies (SEMIT); and
LRMDS representatives from Regions VI, VII, VIII, XI and CAR.
The Task Force will perform the following functions:
develop a 2011-2012 detailed work plan based on the LRMDS transition plan to support phased implementation and operation of LRMDS within the DepEd;
determine the requirements (organizational, physical, infrastructure, capacity development, and advocacy) for phased national implementation of the LRMDS;
develop a detailed plan to operationalize the LRMDS nationally including the phased implementation of the four LRMD subsystems within all regions, divisions, and schools;
ensure access to the LRMDS repository by all fifty-seven (57) priority divisions; and
implement LRMDS within the regions and divisions provided with LRMD Centers under the Support to Philippine Basic Education Reform (SPHERE) grant by December 2011.
The LRMDS will be nationally rolled out to provide access to existing DepEd teaching, learning, and professional-development materials starting October 2011. Hence, the priority is to upload and publish all existing DepEd-developed materials and foreign-assisted project (FAP) resources for access by regions, divisions, and schools.
The DepEd officials and field personnel are enjoined to register at http://lrmds.deped.gov.ph in order to access the LRMDS portal. The Registration is authenticated within twenty-four (24) hours.

Ruth Covacha, Region VI, rusean04@gmail.com

# data[].attributes.body
DO 1, S. 2007 – STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION AMENDED BY
Resource: https://www.deped.gov.ph/2007/01/19/do-1-s-2007-strengthening-the-information-communication-technology-ict-governance-of-the-department-of-education-amended-by/

An Appropriate Use Policy on Information and Communication Technology (Ict) for Education in the Philippines | Alexander G. Flor

Reference: https://www.academia.edu/25154118/An_Appropriate_Use_Policy_on_Information_and_Communication_Technology_Ict_for_Education_in_the_Philippines

Khristine Mae A. Montas
Region IV-A
khristinemae.montas@deped.gov.ph

# data[].attributes.headline
JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)

# data[].attributes.subject
JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)

# data[].attributes.body
Through this program and the combined efforts of other government agencies and the private sector, 5,409 public secondary schools have been provided with at least one computer laboratory each. This ranges from 10-20 computer units including other peripherals depending on the agencies providing the computer units. The objectives of the DepEd Computerization Program are as follows:

1. Provide computer laboratory packages to secondary schools;

2. Provide e-classroom to elementary schools;

3. Provide laptop units to mobile teachers;

4. Integrate ICT in the school system;

5. Raise the ICT literacy of learners, pupils, students, teachers and school heads; and

6. Reduce the computer backlog in public schools.

WENDEL R. MAYOR
wendel.mayor@deped.gov.ph
Region IV-A CALABARZON

# data[].attributes.body
Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan

This is to provide guidance on the assessment of student learning and on the grading scheme to be adopted this school year 2020-2021.

https://www.deped.gov.ph/2020/10/02/october-2-2020-do-031-s-2020-interim-guidelines-for-assessment-and-grading-in-light-of-the-basic-education-learning-continuity-plan/

Steve Marc V. Ines
MAMROPA Region
stevemarc.ines@deped.gov.ph

# data[].attributes.headline
ICT integration in the educational system of Philippines by Queenie Pearl Villalon Tomaro

# data[].attributes.subject
ICT integration in the educational system of Philippines by Queenie Pearl Villalon Tomaro

# data[].attributes.body
Purpose - The paper aims highlight the state of ICT integration to the educational system of the Philippines, including the challenges, efforts, and possible solutions.

Design/Methodology/Approach - The study is a review of two scholarly works focusing on the case of ICT integration in the educational system of Philippines. The paper reviewed were the paper of Kubota, Yamamoto, and Morioka (2018) entitled, Promoting ICT education in developing countries: Case Study in the Philippine and the  research work of Bonifacio (2013) entitled, Developing Information Communication Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines.

Findings - The critical analysis of the reviewed papers revealed several policy actions to fully integrate ICT in education in the case of Philippines such as added trainings for teachers, provision of computer infrastructures, integration of ICT in the curriculum in a strategized manner, and lastly a strong leadership.

Originality - The paper provided a lens both on the problematic situation on the actual school set-ups and also the possible key steps to be undertaken for improvement. It is a review of the selected academic papers which delves into the ICT-Integration in the Educational System of Philippines. The formal efforts of the government were also highlighted including the prime importance of ICT in education. The paper does not only embolden a problem of the inadequacy of the school facilities but it highlights how this problem affects the competitiveness of Filipinos in the job market and the backwardness of the standing of the country in technological advancement.
Ruth Covacha, Region VI, rusean04@gmail.com

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Amending DepEd Order No. 1, s. 2007 (Strengthening the Information Communication Technology (ICT) Governance of the Department of Education)
https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s2009_26.pdf
ANTHONY D. DENILA
Region XII
anthony.denila@deped.gov.ph

# data[].attributes.headline
ICT INTEGRATION – A BREAKTHROUGH IN TEACHING

# data[].attributes.subject
ICT INTEGRATION – A BREAKTHROUGH IN TEACHING

# data[].attributes.body
The rapid evolution of information and communication technology (ICT) is changing the face of education and making information universal. Realizing the effects of the ICT in the education system, the Department of Trade and Industry (DTI) and Department of Education provided most of the schools with computer units and peripherals.
https://www.depedmalaybalay.net/ict/ict-integration-a-breakthrough-in-teaching.html#:~:text=ICT%20is%20certainly%20an%20effective,in%20varying%20and%20innovative%20ways.

Lorette D. Caduyac
Region X
lorettecaduyac70@gmail.com

# data[].attributes.headline
Impact of ICTs on Open and Distance Learning in a Developing Country Setting: The Philippine experience

# data[].attributes.subject
Impact of ICTs on Open and Distance Learning in a Developing Country Setting: The Philippine experience

# data[].attributes.body
The influence of the information and communication technologies (ICTs) in open and distance learning (ODL) in a developing country, the Philippines, is critically evaluated in this paper. Specifically, this paper examines how ICTs have influenced or shaped the development of ODL in this country. Also examined are the different stages or generations of distance education (DE) in the Philippines, which are characterized mainly by the dominant technology used for the delivery of instructional content and student support services. The different ICTs being used in ODL and their specific applications to the various facets of this mode of delivery are also described. Also included is an examination on how quality of education is ensured in a technology-driven system of teaching and learning, which includes, among others, the employment of the ‘quality circle approach’ in the development of courses and learning packages, and the provision of appropriate technologies to perform academic processes and achieve institutional goals. Experiences of the various universities in the Philippines are also cited in this paper. Lessons have been drawn from the ODL experience to guide educators from other developing countries.

WENDEL R. MAYOR
wendel.mayor@deped.gov.ph
Region IV-A CALABARZON

# data[].attributes.body
DepEd intensifies use of ICT in school and office management

Reference: https://pia.gov.ph/news/articles/1002520

Khristine Mae A. Montas

Region IV-A

Khristinemae.montas@deped.gov.ph

# data[].attributes.body
DepEd intensifies use of ICT in school and office management
Reference: https://pia.gov.ph/news/articles/1002520

Khristine Mae A. Montas 
Region IV-A
Khristinemae.montas@deped.gov.ph

# data[].attributes.headline
GUIDE TO MEASURING INFORMATION ANDCOMMUNICATION TECHNOLOGIES (ICT)IN EDUCATION

# data[].attributes.subject
GUIDE TO MEASURING INFORMATION ANDCOMMUNICATION TECHNOLOGIES (ICT)IN EDUCATION

# data[].attributes.body
The aim of this guide is to build on the core set of ICT in education indicators by further refining them and suggesting an expanded list of indicators or proxy measures in order to address a wider range of policy concerns.

http://uis.unesco.org/sites/default/files/documents/guide-to-measuring-information-and-communication-technologies-ict-in-education-en_0.pdf

Steve Marc Ines
MIMAROPA Region
stevemarc.ines@deped.gov.ph

# data[].attributes.body
The Department of Education (DepEd) through the Information and Communications Technology Service (ICTS) has facilitated the procurement of equipment needed for the Implementation of the DepEd Computerization Program (DCP) Batches 29, 30, 31, 32, and 33 E-Classroom Packages for Public Elementary and Secondary Schools in Regions I, III, IV-A (CALABARZON), IV-B (MIMAROPA), V, VII, VIII, X, XI, XII, Autonomous Region in Muslim Mindanao (ARMM), Cordillera Administrative Region (CAR), and National Capital Region (NCR). For effective and efficient deployment of these e-Classroom packages, the concerned regional directors, schools division superintendents, regional and schools division IT officers/ICT coordinators shall mobilize their personnel who shall perform the following functions:

a. validate the readiness of the schools and compliance to the counterpart requirements using the enclosed School Readiness Checklist Form;
b. assist the schools in preparing for the delivery of e-Classroom equipment;
c. supervise and coordinate the delivery of e-Classroom equipment to the target recipients;
d. monitor the utilization of the e-Classroom equipment in their respective regions; and
e. submit reports on the implementation of the DCP and the other e-Classroom equipment.
MONESA N. MONTERO
REGION IV-A CALABARZON
monesa.montero@deped.gov.ph

# data[].attributes.headline
Policy Guidelines for the Provision  of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan 

# data[].attributes.subject
Policy Guidelines for the Provision  of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan 

# data[].attributes.body
https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_018.pdf
Hazel P. Cuadrado
REGION XII
hazel.cuadrado@deped.gov.ph

# data[].attributes.body
Promotion of DepEd TV DepEd Commons and DepEd Youtube Channel Through Memoranda 2020-10-07

The office of the OUA  issued appropriate memoranda to promote all official platforms of the Department of Education related to blended learning. e.g. DepEd TV, DepEd Common, DepEd Youtube Channel

RENANTE C. CLAVERIA
REGION IV-A CALABARZON
renante.claveria@deped.gov.ph

# data[].attributes.body
Classroom and ICT Equipment, schools shall strengthen the use of e-classroom and ICT equipment using the guidelines.

Reference: http://www.depedmalaybalay.net/wp-content/uploads/2019/06/memo-19-178.pdf

Khristine Mae A. Montas

Region IV-A

Khristinemae.montas@deped.gov.ph

# data[].attributes.body
Classroom and ICT Equipment, schools shall strengthen the use of e-classroom and ICT equipment using the guidelines. 
Reference: http://www.depedmalaybalay.net/wp-content/uploads/2019/06/memo-19-178.pdf

Khristine Mae A. Montas 
Region IV-A
Khristinemae.montas@deped.gov.ph

# data[].attributes.headline
DO 83, S. 2003 – REITERATION TO DECS ORDERS NOS. 70, S. 1999 AND 26, S. 2000 (PROHIBITING STUDENTS OF ELEMENTARY AND SECONDARY SCHOOLS FROM USING CELLULAR PHONES AND PAGERS DURING CLASS HOURS)

# data[].attributes.subject
DO 83, S. 2003 – REITERATION TO DECS ORDERS NOS. 70, S. 1999 AND 26, S. 2000 (PROHIBITING STUDENTS OF ELEMENTARY AND SECONDARY SCHOOLS FROM USING CELLULAR PHONES AND PAGERS DURING CLASS HOURS)

# data[].attributes.body
*Searching if already amended*
[Content directly lifted from https://www.deped.gov.ph/2003/11/20/do-83-s-2003-reiteration-to-decs-orders-nos-70-s-1999-and-26-s-2000-prohibiting-students-of-elementary-and-secondary-schools-from-using-cellular-phones-and-pagers-during-class-hours/]

1. It has been noted that cell phones have been proliferated with lewd and obscene picture messages particularly those capable of Multi-Media Services (MMS). In view of this, the following policies regarding the prohibition on the use of cell phones are hereby reiterated:

1. The Department of Education (DepED) strictly imposes a ban on the use of cellphones by the students during class hours; and

2. Teachers and parents should devise ways to educate students on the responsible use of cell phones to prevent them from engaging in misguided and immoral activities.

2. Immediate dissemination of and compliance with this Order is hereby directed.

References: DECS Orders: Nos. 26, s. 2000 and 70, s. 1999
Allotment: 1—(D O. 50-97)

To be indicated in the Perpetual Index under the following subjects:
POLICY
SCHOOLS
TEACHERS

[Alexis A. Parco - R4A]
alexis.parco@deped.gov.ph

# data[].attributes.headline
IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE

# data[].attributes.subject
IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE

# data[].attributes.body
Full-Paper-IMPLEMENTATION-OF-DepEd-COMPUTERIZATION-PROGRAM-DCP-FOR-THE.pdf (multidisciplinaryjournals.com)

ANALYN L. CALABANO
analyn.calabano@deped.gov.ph
SDO TAYABAS
REGION IV-A

# data[].attributes.headline
International  Journal of Research in Education and Science (IJRES)

# data[].attributes.subject
International  Journal of Research in Education and Science (IJRES)

# data[].attributes.body
Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools Simin Ghavifekr, Wan Athirah Wan Rosdy Faculty of Education , University of Malaya, Malaysia, drsimin@um.edu.my

IJRES (ed.gov)

ANALYN L. CALABANO
analyn.calabano@deped.gov.ph
SDO TAYABAS
REGION IV-A

# data[].attributes.body
RM-No.-148-s.2020.pdf (depedcalabarzon.ph)

ANALYN L. CALABANO
analyn.calabano@deped.gov.ph
SDO TAYABAS
REGION IV-A

# data[].attributes.headline
ICT INTEGRATION IN THE EDUCATIONAL SYSTEM OF PHILIPPINES

# data[].attributes.subject
ICT INTEGRATION IN THE EDUCATIONAL SYSTEM OF PHILIPPINES

# data[].attributes.body
https://www.researchgate.net/profile/Queenie_Pearl_Tomaro/publication/330964905_ICT_integration_in_the_educational_system_of_Philippines/links/5fcafbcca6fdcc697be03776/ICT-integration-in-the-educational-system-of-Philippines.pdf

RENIEL M. ORINDAY
reniel.orinday@deped.gov.ph
SDO LUCENA
REGION IV-A

# data[].attributes.headline
2019 Guidelines on the Issuance of Official DepEd Email Accounts

# data[].attributes.subject
2019 Guidelines on the Issuance of Official DepEd Email Accounts

# data[].attributes.body
To enhance the existing media of communication, promote a sense of identity, and facilitate a culture of collaboration, all teaching, and non-teaching personnel are required to use the assigned DepEd email accounts on official purposes.

RENANTE C. CLAVERIA
REGION IV-A
renante.claveria@deped.gov.ph

# data[].attributes.body
Adoption of New School Forms for Kindergarten, Senior High School, Alternative Learning System, Health and Nutrition and Standardization of Permanent Records

RENANTE C. CLAVERIA
REGION IV-A
renante.claveria@deped.gov.ph

# data[].attributes.body
DEPED CHILD PROTECTION POLICY

The Department of Education (DepEd) will issue a supplemental policy to prevent, detect, report, and handle child protection issues in home-based learning as the school year

RENANTE C. CLAVERIA
REGION IV-A
renante.claveria@deped.gov.ph

# data[].attributes.headline
DO 78, s. 2010Guidelines on the Implementation of the DepEd Computerization Program (DCP)

# data[].attributes.subject
DO 78, s. 2010Guidelines on the Implementation of the DepEd Computerization Program (DCP)

# data[].attributes.body
DCP aims to provide public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. This program shall respond to the computer backlog of public schools by providing them hardware and software, and training on simple trouble shooting.

1. Provide computer laboratory packages to secondary schools;

2. Provide e-classroom to elementary schools;

3. Provide laptop units to mobile teachers;

4. Integrate ICT in the school system;

5. Raise the ICT literacy of learners, pupils, students, teachers and school heads; and

6. Reduce the computer backlog in public schools.

MONESA N. MONTERO
REGION 4A CALABARZON
monesa.montero@deped.gov.ph

# data[].attributes.headline
DepEd sets recommended screen time for online studentsByClaudeth Mocon-CiriacoSeptember 2, 2020

# data[].attributes.subject
DepEd sets recommended screen time for online studentsByClaudeth Mocon-CiriacoSeptember 2, 2020

# data[].attributes.body
DepEd sets recommended screen time for online students | BusinessMirror

ANALYN L. CALABANO
analyn.calabano@deped.gov.ph
SDO TAYABAS
REGION IV-A

# data[].attributes.headline
JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)June 10, 2010DO 78, s. 2010

# data[].attributes.subject
JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)June 10, 2010DO 78, s. 2010

# data[].attributes.body
Guidelines on the Implementation of the DepEd Computerization Program (DCP)

1. With the legal mandate of promoting the right of all citizens to take appropriate steps in making education accessible to all, the Department of Education (DepEd) is geared towards the transformation of education through the DepEd Computerization Program (DCP).

2. DCP aims to provide public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. This program shall respond to the computer backlog of public schools by providing them hardware and software, and training on simple trouble shooting.

3. Through this program and the combined efforts of other government agencies and the private sector, 5,409 public secondary schools have been provided with at least one computer laboratory each. This ranges from 10-20 computer units including other peripherals depending on the agencies providing the computer units. The objectives of the DepEd Computerization Program are as follows:

1. Provide computer laboratory packages to secondary schools;

2. Provide e-classroom to elementary schools;

3. Provide laptop units to mobile teachers;

4. Integrate ICT in the school system;

5. Raise the ICT literacy of learners, pupils, students, teachers and school heads; and

6. Reduce the computer backlog in public schools.

Source:

https://www.deped.gov.ph/2010/06/10/do-78-s-2010-guidelines-on-the-implementation-of-the-deped-computerization-program-dcp/
ATANACIA N. POGOY
REGION VII, CEBU CITY DIVISION
atanacia.pogoy001@deped.gov.ph

# data[].attributes.body
LEARNER INFORMATION SYSTEM (LIS) AND ENHANCED BASIC EDUCATION INFORMATION SYSTEM (EBEIS) UPDATING FOR BEGINNING OF SCHOOL YEAR (BOSY) 2015-2016

1. To establish accurate and reliable registries of learners and schools which will ensure availability of data and information needed for planning and budgeting, allocation of resources and setting operational targets to provide access to compete quality basic education, the Department of Education (DepEd) has implemented the Enhanced Basic Education Information System (EBEIS) and Learner Information System (LIS).

RENANTE C. CLAVERIA
REGION IV-A
renante.claveria@deped.gov.ph

# data[].attributes.headline
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING

# data[].attributes.subject
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING

# data[].attributes.body
The integration of Information and Communication Technology (ICT) in teaching and learning in the implementation of the 2002 Basic Education Curriculum (BEC)

Source:
https://www.deped.gov.ph/2004/03/25/do-23-s-2004-guidelines-on-the-use-of-computer-laboratories-in-teaching-and-learning/

ATANACIA N. POGOY
REGION VII, CEBU CITY DIVISION
atanacia.pogoy001@deped.gov.ph

# data[].attributes.headline
Experiences, perceptions and attitudes on ICT integration: A case studyamong novice and experienced language teachers in the Philippines

# data[].attributes.subject
Experiences, perceptions and attitudes on ICT integration: A case studyamong novice and experienced language teachers in the Philippines

# data[].attributes.body
The influence of Information and Communication Technology (ICT) in developing ways on how to better deliver instruction has been regarded as beneficial in education. In language teaching, the use of ICT is an impactful experience. It is therefore the purpose of this study to delve into the experiences, perceptions and attitudes of a novice and an experienced language teacher about ICT integration in teaching English as a Second Language (ESL). Establishing similarities and differences on the experiences, perceptions, and attitudes of the subjects was further aimed in this research. Results revealed that the experienced language teacher had more exposure to ICT use than the novice teacher. However, the novice teacher makes use of more ICT-related materials and activities in her language class. Both teachers also have positive views on the impact of ICT on students’ overall learning and achievement. Moreover, the novice teacher views ICT use as time-consuming and does call for a more knowledgeable manipulation of technological devices. The experienced teacher gives more favor to the advantages ICT contributes to language teaching, but views insufficiency of resources and services like limited Internet access as detrimental to effective ICT integration. On the other hand, both subjects also had positive attitudes towards ICT integration in English Language Teaching (ELT) and hoped that ICT use would later be strengthened in the Philippines. At the end of the paper, implications on the use of ICT in education and in language teaching among basic education institutions in the Philippines are presented.
https://files.eric.ed.gov/fulltext/EJ1124823.pdf

Lorette D. Caduyac
RegionX
lorettecaduyac70@gmail.com

# data[].attributes.headline
[Another perspective which can be a reference for DepEd's policies]:  Students' perception on use of technology in the classroom at higher education institutions in Philippines 

# data[].attributes.subject
[Another perspective which can be a reference for DepEd's policies]:  Students' perception on use of technology in the classroom at higher education institutions in Philippines 

# data[].attributes.body
[Alexis A. Parco - R4A]
alexis.parco@deped.gov.ph

# data[].attributes.headline
DEPED MEMORANDUM: INTERIM GUIDELINES FOR ASSESSMENT AND GRADING IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN

# data[].attributes.subject
DEPED MEMORANDUM: INTERIM GUIDELINES FOR ASSESSMENT AND GRADING IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN

# data[].attributes.body
Source:
https://www.deped.gov.ph/2020/10/02/october-2-2020-do-031-s-2020-interim-guidelines-for-assessment-and-grading-in-light-of-the-basic-education-learning-continuity-plan/

ATANACIA N. POGOY
REGION VII, CEBU CITY
atanacia.pogoy001@deped.gov.ph

# data[].attributes.headline
Implementation Plan Recognizing the potential benefits of integrating ICTs in education systems, DepEd launchedthe National Strategic Planning Initiative for ICTs in Basic Education in February 2005 as part ofa system-wide reform process to bring Philippine basic education out of crisis. This National Framework Plan sets three parameters for the use of ICTs in basic education,namely, appropriateness, effectiveness, and sustainability. Appropriateness refers to suitability in context. Factors to consider in choosing an ICTresource is the learning goal and objective to be met, the content of the material and itsavailability and accessibility to students. The most appropriate ICT tool does not need to be themost up-to-date or expensive available in the market. Effectiveness refers to the extent to which stated goals and objectives are realized. When usedappropriately, ICTs are powerful tools that can improve motivation and engagement in thelearning process, develop multiple intelligences, facilitate comprehension of abstract concepts,promote inquiry and exploration through the use of interactive learning resources, enhanceinformation literacy, critical thinking, problem-solving, and other higher order thinking skills.ICT can facilitate collaborative and cooperative learning by providing tools for learners tocommunicate and work with other learners, and develop lifelong learning skills, includinglearning how to learn. Sustainability is defined as the extent to which the implementation of an ICT-based project(in the context of basic education) can continue after initial project funding or support has ended. 

# data[].attributes.subject
Implementation Plan Recognizing the potential benefits of integrating ICTs in education systems, DepEd launchedthe National Strategic Planning Initiative for ICTs in Basic Education in February 2005 as part ofa system-wide reform process to bring Philippine basic education out of crisis. This National Framework Plan sets three parameters for the use of ICTs in basic education,namely, appropriateness, effectiveness, and sustainability. Appropriateness refers to suitability in context. Factors to consider in choosing an ICTresource is the learning goal and objective to be met, the content of the material and itsavailability and accessibility to students. The most appropriate ICT tool does not need to be themost up-to-date or expensive available in the market. Effectiveness refers to the extent to which stated goals and objectives are realized. When usedappropriately, ICTs are powerful tools that can improve motivation and engagement in thelearning process, develop multiple intelligences, facilitate comprehension of abstract concepts,promote inquiry and exploration through the use of interactive learning resources, enhanceinformation literacy, critical thinking, problem-solving, and other higher order thinking skills.ICT can facilitate collaborative and cooperative learning by providing tools for learners tocommunicate and work with other learners, and develop lifelong learning skills, includinglearning how to learn. Sustainability is defined as the extent to which the implementation of an ICT-based project(in the context of basic education) can continue after initial project funding or support has ended. 

# data[].attributes.body
source: https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf
-Ghreven T. Angab, R10
-ghreven824@gmail

# data[].attributes.headline
Government Initiatives In 2002, the Restructured Basic Education Curriculum was conceived. This aimed toimplement an interactive curriculum that promotes integrated teaching and interdisciplinary,contextual and authentic learning. Interactivity is made possible with the use of technology ininstruction and the greater emphasis on computer literacy in all learning areas in every schoolwhere equipment is available. The Philippine Education Technology Master Plan has the following operational targets bythe year 2009: (1) all public secondary schools shall be provided with an appropriate educationaltechnology package; (2) 75% of public secondary schools shall have a computer laboratory roomequipped with basic multimedia equipment; (3) all public secondary schools shall have anelectronic library system; (4) 75% of public secondary schools teachers shall have been trainedin basic computer skills and the use of the Internet and computer-aided instruction; and (5) alllearning areas of the curriculum shall be able to integrate the application of ICT, whereappropriate. The Act of 1998 (R.A. 8525) was passed to generate private sector participation in theupgrading and modernization of public schools, especially those in underserved provinces.Recipient schools were selected based on the criteria adopted under the computerization program. In all, 110 public high schools received computers in 1996 under the DOSTEngineering Science Education Project (ESEP) and an additional 68 public high schools wererecipients under the DOST Computer Literacy Program. DOST continues to allocate some PHP20,000,000 to 30,000,000 (US$ 400,000 to 600,000) annually to support computer acquisition inschools. In 2002 and 2003, 125 public high schools were to be provided with 10 to 15 computers along with the corresponding teacher training programs.

# data[].attributes.subject
Government Initiatives In 2002, the Restructured Basic Education Curriculum was conceived. This aimed toimplement an interactive curriculum that promotes integrated teaching and interdisciplinary,contextual and authentic learning. Interactivity is made possible with the use of technology ininstruction and the greater emphasis on computer literacy in all learning areas in every schoolwhere equipment is available. The Philippine Education Technology Master Plan has the following operational targets bythe year 2009: (1) all public secondary schools shall be provided with an appropriate educationaltechnology package; (2) 75% of public secondary schools shall have a computer laboratory roomequipped with basic multimedia equipment; (3) all public secondary schools shall have anelectronic library system; (4) 75% of public secondary schools teachers shall have been trainedin basic computer skills and the use of the Internet and computer-aided instruction; and (5) alllearning areas of the curriculum shall be able to integrate the application of ICT, whereappropriate. The Act of 1998 (R.A. 8525) was passed to generate private sector participation in theupgrading and modernization of public schools, especially those in underserved provinces.Recipient schools were selected based on the criteria adopted under the computerization program. In all, 110 public high schools received computers in 1996 under the DOSTEngineering Science Education Project (ESEP) and an additional 68 public high schools wererecipients under the DOST Computer Literacy Program. DOST continues to allocate some PHP20,000,000 to 30,000,000 (US$ 400,000 to 600,000) annually to support computer acquisition inschools. In 2002 and 2003, 125 public high schools were to be provided with 10 to 15 computers along with the corresponding teacher training programs.

# data[].attributes.body
source: https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf

-Ghreven T. Angab, R10
-ghreven824@gmail.com

# data[].attributes.headline
Requirements for Efficient Implementation of ICT Integration in the Philippines Studies of ICT development in both developed and developing countries identify at least fourbroad steps through which educational systems and individual institutions typically proceed intheir adoption and use of ICT (Majumdar, 2012). The emerging stage is when educators are justbecoming aware of the potentials of ICT in education. The applying stage is the time teachers arestarting to learn how to use ICT for teaching and learning. The infusing stage is when a host ofICT tools are used and integrated into the curriculum. Finally, the transforming stage involvesthe development of new ways of teaching and learning using ICT to explore real-world problemsthrough innovative learning.

# data[].attributes.subject
Requirements for Efficient Implementation of ICT Integration in the Philippines Studies of ICT development in both developed and developing countries identify at least fourbroad steps through which educational systems and individual institutions typically proceed intheir adoption and use of ICT (Majumdar, 2012). The emerging stage is when educators are justbecoming aware of the potentials of ICT in education. The applying stage is the time teachers arestarting to learn how to use ICT for teaching and learning. The infusing stage is when a host ofICT tools are used and integrated into the curriculum. Finally, the transforming stage involvesthe development of new ways of teaching and learning using ICT to explore real-world problemsthrough innovative learning.

# data[].attributes.body
source: https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf
-Ghreven T. Angab, R10
-ghreven824@gmail.com

# data[].attributes.headline
 Institutions and initiatives In 2012, the Philippines had an enthusiastic crowd of institutions implementing ICT/education initiatives of various sorts. What motivated them? Generally, it was the common desire to help the education sector, and a common belief that ICT represented a necessary investment for the future of the country. These institutions believed that something needed to be done to improve the current situation in most public schools, and that government institutions could not do it alone – especially when it came to the use of ICT. In June 2012, USAID commissioned an internal study to conduct a national ICT/education survey, in order to create an inventory of completed and on-going projects in place since 2000. While it was acknowledged that there were still many undocumented ICT/education initiatives, especially those spearheaded by the local government units (LGUs), state universities and colleges (SUCs), non-governmental organizations (NGOs), and the private sector, the report highlighted the following notable actors and efforts: 

# data[].attributes.subject
 Institutions and initiatives In 2012, the Philippines had an enthusiastic crowd of institutions implementing ICT/education initiatives of various sorts. What motivated them? Generally, it was the common desire to help the education sector, and a common belief that ICT represented a necessary investment for the future of the country. These institutions believed that something needed to be done to improve the current situation in most public schools, and that government institutions could not do it alone – especially when it came to the use of ICT. In June 2012, USAID commissioned an internal study to conduct a national ICT/education survey, in order to create an inventory of completed and on-going projects in place since 2000. While it was acknowledged that there were still many undocumented ICT/education initiatives, especially those spearheaded by the local government units (LGUs), state universities and colleges (SUCs), non-governmental organizations (NGOs), and the private sector, the report highlighted the following notable actors and efforts: 

# data[].attributes.body
source: file:///C:/Users/slick824/Downloads/Documents/113217-NWP-PUBLIC-ADD-SERIES-Agencies-Philippines-SABER-ICTno15.pdf

-Ghreven T. Angab, R10
-ghreven824@gmail.com

# data[].attributes.headline
The Impact of DigitalTechnology on Learning and Teaching

# data[].attributes.subject
The Impact of DigitalTechnology on Learning and Teaching

# data[].attributes.body
Enhancing parental engagement There is promising evidence that using digital equipment and tools for direct communication with parents can improve learners’ and parents’ cooperation with requests from teachers about attendance, behaviour and support for learning. Teachers are more likely to do this once they are more competent in using digital equipment and tools, and once schools use digital tools such as virtual learning environments to facilitate communication with parents. Improving the efficiency of the education system There is promising evidence that teachers’ efficiency can be increased by using digital equipment and resources to prepare for teaching. There is similarly some qualitative evidence that digital tools and resources enable teachers to do their job better in relation to teaching, assessment and their own on-the-job learning and development.
Source:
https://dera.ioe.ac.uk/24843/1/00489224.pdf

ATANACIA N. POGOY
REGION VII, CEBU CITY DIVISION
atanacia.pogoy001@deped.gov.ph

# data[].attributes.headline
Exploring the Factors Influencing the Readiness of Faculty and Students on Online Teaching and Learning as an Alternative Delivery Mode for the New Normal                     Eden C. Callo1,                 Alberto D. Yazon2,*                

# data[].attributes.subject
Exploring the Factors Influencing the Readiness of Faculty and Students on Online Teaching and Learning as an Alternative Delivery Mode for the New Normal                     Eden C. Callo1,                 Alberto D. Yazon2,*                

# data[].attributes.body
This descriptive-correlational study investigated the factors influencing the readiness in online teaching and learning as an alternative delivery mode to continue the teaching-learning process, even the absence of face-to-face interactions between teachers and students. The content-validated and researchers-made online survey instrument, which reported an excellent reliability index of Cronbach α = 0.95, was administered via a google form. Responses from 348 faculty and 7,205 students at the university were analyzed using descriptive statistics such as frequency count, percent, mean, and standard deviation. Multiple linear regression analysis was employed to determine the significant predictors of respondent readiness. The results revealed that respondent familiarity and capability, preparation, device and access connectivity, self-efficacy, and experience with technology significantly influence their readiness on the conduct of online teaching and learning modality. It is concluded that faculty and student readiness on online teaching and learning is determined by their competence, accessibility of ICT tool, preparedness, confidence in their ability to use technology, and exposure to e-learning materials.

Hazel P. Cuadrado
REGION XII
hazel.cuadrado@deped.gov.ph

# data[].attributes.body
ICT POLICIES IN THE PHILIPPINES

Telecommunications Act (Republic Act 7925)

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)

ICT: THE PHILIPPINE EXPERIENCE

www.cicc.or.jp › kouenkai › pdf_ppt › pastfile

DO 26, s. 2009

Amending DepEd Order No. 1, s. 2007 (Strengthening the Information Communication Technology (ICT) Governance of the Department of Education)

https://www.deped.gov.ph/2009/03/26/do-26-s-2009-amending-deped-order-no-1-s-2007-strengthening-the-information-communication-technology-ict-governance-of-the-department-of-education/

ELLEN KACHIRI P. INTING
Region V
ellenkachiri.inting@deped.gov.ph

# data[].attributes.headline
IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE by Irish Mae Q. Tuazon, LPT from Surigao del Sur State University

# data[].attributes.subject
IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE by Irish Mae Q. Tuazon, LPT from Surigao del Sur State University

# data[].attributes.body
This study delved on the implementation of the DepEd Computerization Program (DCP) to the Indigenous School in Surigao del Sur Division.  This study sought to find out the respondents’ profile, the degree of implementation of DCP, significant relationship concerning implementers’ profile and the implementation of the program, and the problems encountered throughout the implementation.
Sourced from:
http://multidisciplinaryjournals.com/wp-content/uploads/2019/02/Full-Paper-IMPLEMENTATION-OF-DepEd-COMPUTERIZATION-PROGRAM-DCP-FOR-THE.pdf

ANTHONY D. DENILA
Region XII
anthony.denila@deped.gov.ph

# data[].attributes.headline
DepEd Computerization Program (DCP) throughDepEd Order No. 78, s. 2010, otherwise known as the“Guidelines on theImplementation of the DepEd Computerization”

# data[].attributes.subject
DepEd Computerization Program (DCP) throughDepEd Order No. 78, s. 2010, otherwise known as the“Guidelines on theImplementation of the DepEd Computerization”

# data[].attributes.body
DepEd Order No. 50, s. 2009 (DepEd Internet

Connectivity Project) and DepEd Order No. 95, s. 2010 (Computer Usage Code-of-

Conduct Contract) reinforce the DCP (DepEd Order No. 78, s. 2010). These policies

support the provision of internet access and the proper use of internet in enhancing

quality teaching and learning.

DepEd ICT Policies

1

The DepEd implemented the DepEd Computerization Program (DCP) through

DepEd Order No. 78, s. 2010, otherwise known as the

“Guidelines on the

Implementation of the DepEd Computerization”

Other policies such as DepEd Order No. 50, s. 2009 (DepEd Internet

Connectivity Project) and DepEd Order No. 95, s. 2010 (Computer Usage Code-of-

Conduct Contract) reinforce the DCP (DepEd Order No. 78, s. 2010). These policies

support the provision of internet access and the proper use of internet in enhancing

quality teaching and learning.

DepEd recognizes the use of the internet services in providing the teachers

and learners unlimited learning resources for research, study, communication and

service purposes.

It launched the DepEd Internet Connectivity Project (DICP) through

directing all public high schools to subscribe for internet connectivity services (DepEd

Order No. 50, s. 2009).

DepEd also realized that internet is filled with dangerous or

malicious software or programs. To avoid being victimized by such hazards, it also

provides guidelines on the proper use of computer and network facilities in all DepEd

schools (DepEd Order No. 78, s. 2010).

https://www.scribd.com/document/355321486/DepEd-ICT-Policies

ELLEN KACHIRI P. INTING
Region V
ellenkachiri.inting@deped.gov.ph

# data[].attributes.headline
Developing Information Communication Technology (ICT)Curriculum Standards for K-12 Schools in the Philippines

# data[].attributes.subject
Developing Information Communication Technology (ICT)Curriculum Standards for K-12 Schools in the Philippines

# data[].attributes.body
Integrating Information and Communication Technology or ICT into teaching and learning has become a great concern for many educators in developing countries like the Philippines. ICT must be used and taught in powerful and meaningful ways. With its rapid development, educators should find ways to integrate technology in the learning process. ICT should not drive education, rather, educational goals and needs must drive its use in schools. Targeting holistic growth for learners is a crucial factor in realizing the need to develop ICT curriculum standards for K-12 schools in the Philippines. The researcher believes that developing these standards is a decision making process that will dictate how Filipino students will acquire ICT concepts and skills to help them achieve the greater benefits of learning.
https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf

ELLEN KACHIRI P. INTING
Region V
ellenkachiri.inting@deped.gov.ph

# data[].attributes.headline
ICT Integration In Education:Incorporation for Teaching & LearningImprovementSimin Ghavifekr, Ahmad Zabidi Abd Razak, Muhammad Faizal A. Ghani, Ng YanRan, Yao Meixi & Zhang Tengyue [1] 

# data[].attributes.subject
ICT Integration In Education:Incorporation for Teaching & LearningImprovementSimin Ghavifekr, Ahmad Zabidi Abd Razak, Muhammad Faizal A. Ghani, Ng YanRan, Yao Meixi & Zhang Tengyue [1] 

# data[].attributes.body
https://files.eric.ed.gov/fulltext/EJ1086419.pdf

ELLEN KACHIRI P. INTING
Region V
ellenkachiri.inting@deped.gov.ph

# data[].attributes.headline
R2: Research on Philippines' ICT Policy in special Education and the Legal bases adapted by the PH for ICT and AT use

# data[].attributes.subject
R2: Research on Philippines' ICT Policy in special Education and the Legal bases adapted by the PH for ICT and AT use

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JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)

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JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)

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Guidelines on the Implementation of the DepEd Computerization Program (DCP)

1. With the legal mandate of promoting the right of all citizens to take appropriate steps in making education accessible to all, the Department of Education (DepEd) is geared towards the transformation of education through the DepEd Computerization Program (DCP).

2. DCP aims to provide public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. This program shall respond to the computer backlog of public schools by providing them hardware and software, and training on simple trouble shooting.

3. Through this program and the combined efforts of other government agencies and the private sector, 5,409 public secondary schools have been provided with at least one computer laboratory each. This ranges from 10-20 computer units including other peripherals depending on the agencies providing the computer units. The objectives of the DepEd Computerization Program are as follows:

1. Provide computer laboratory packages to secondary schools;

2. Provide e-classroom to elementary schools;

3. Provide laptop units to mobile teachers;

4. Integrate ICT in the school system;

5. Raise the ICT literacy of learners, pupils, students, teachers and school heads; and

6. Reduce the computer backlog in public schools.

4. The following are the Program Components:

1. Infrastructure Provision                                                                                   The Technical Service-Information and Communication Technology Unit (TS-ICTU) together with the different Bureaus has come up with the configuration of the packages to be given to the public schools. The configuration was based on how the teaching-learning process can be enhanced through the aid of technology.

Source: https://www.deped.gov.ph/2010/06/10/do-78-s-2010-guidelines-on-the-implementation-of-the-deped-computerization-program-dcp/

JASMIN ROXANNE A. SOBREMESANA
NCR- Navotas City
jasminroxanne.albay@deped.gov.ph

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OUA Memo 8130- Guidelines on the Use and Administration of G Suite and Microsoft 365 for Education

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OUA Memo 8130- Guidelines on the Use and Administration of G Suite and Microsoft 365 for Education

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The Department of Education (DepEd) continues with its aim of improving governance by providing tools that promote a culture of collaboration and communication, and improve performance of tasks. With this, the Department of Education provides employees, teachers, and students with access to 21st century tools that support education and its delivery. Included in this online education package are tools for email, productivity and collaboration.

JASMIN ROXANNE A. SOBREMESANA
NCR- Navotas City
jasminroxanne.albay@deped.gov.ph

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An Appropriate Use Policy on Information and Communication Technology (ICT) for Education in the Philippines by Alexander Gonzales Flor

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An Appropriate Use Policy on Information and Communication Technology (ICT) for Education in the Philippines by Alexander Gonzales Flor

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Source: https://www.academia.edu/25154118/An_Appropriate_Use_Policy_on_Information_and_Communication_Technology_Ict_for_Education_in_the_Philippines

Information and Communications Technology is fast transforming economies and social processes, particularly the educational sector. However, the sector is best with technical, content, utilization, programmatic, structural and political issues that prevent it from fully tapping the full potential of ICT. This policy paper argues that these issues may be solved by addressing the following policy gaps:
1. An Expanded Definition of ICT
2. An Appropriate Use Policy
3. Donor Coordination and Harmonization
4. Public-Private Sector Financing

JASMIN ROXANNE A. SOBREMESANA
NCR Navotas City
jasminroxanne.albay@deped.gov.ph

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An Act  known as the "Free Internet Access in Public Places Act"
he State hereby recognizes the vital role of information and communications technology in nation-building, and declares its policy to promote an environment for the development of structures that would ensure the availability and accessibility to reliable and secure internet access suitable to the needs and aspirations of the nation.

Towards this end, the State shall establish a program that will provide free access to internet service in public places throughout the country, to promote knowledge-building among citizens and enable them to participate and compete in the evolving information and communication age.
Ariel C.Tiston
Region 08, Leyte Division
ariel.tiston@deped.gov.ph