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DCP aims to provide public schools with appropriate technologies that would enhance the teaching-learning processes 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 troubleshooting.
Bayani Adona, region 8, bayani.adona001@deped.gov.ph

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Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools

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Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools

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The results indicate that ICT integration has a great effectiveness for both teachers and the students. Findings indicate that teachers' well-equipped preparation with ICT tools and facilities is one the main factors in success of technology-based teaching and learning. (Ghavifekr et.al,  2017)
Bayani Adona, region 8, bayani.adona001@deped.gov.ph

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

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

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1. In line with the integration of Information and Communication Technology (ICT) in teaching and learning in the implementation of the 2002 Basic Education Curriculum (BEC), the following guidelines are hereby issued in order to efficiently and effectively manage the technology environment in the schools concerned:

1. 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. The specialized lifeskills subject, Computer Education in TLE III and IV shall remain but in the context of using the computer application tools such as word processing, spreadsheet and presentations in business technology; and

2. to avoid wastage of technology resources, any school division with reported stolen computers and peripherals or padlocked computer laboratory shall not be entitled to future computer assistance for a period of one year. In order to prevent computers from being stolen, future bid specification shall include the provision of flat iron bars with nuts and bolts around the CPU casing attached permanently to the computer table.

2. Provisions of previous issuances that are inconsistent with this Order are rescinded.

Jay L. Vibar
jay.vibar@deped.gov.ph
RO V

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par. 18, page 6
The K to 12 graduate is a holistically developed Filipino who has built foundations for learning throughout life.They ate individuals equipped with information media and technology skills, learning and innovation skills, life and career  skills and communication skills necessary to tackle challenges and take advantage of the opportunities of the 21st Century. ACE V. RUFON, MIMAROPA, ace.rufon001@deped.gov.ph

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Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan)
Prescilla Villalon
R4A - Cavite Prov.
prescilla.villalon@deped.gov.ph

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DepEd ICT4E Strategic Plan averrred that the aforementioned plan will provide a threshold level of hardware for schools, training for teachers, curriculum standard, instructional materials and any necessary support in implementing ICT4E initiatives.Through this DepEd ICT4E Strategic Plsn, we will transform learners to be proficient, adaptable life long learners with ICT playing a major role in creating a new and improved model of teaching-learning where education happens anytime anywhere.ACE V. RUFON, MIMAROPA, ace.rufon001@deped.gov.ph

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DO 23, s. 2004-Guidelines on the Use of Computer Laboratories in Teaching and Learning

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DO 23, s. 2004-Guidelines on the Use of Computer Laboratories in Teaching and Learning

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In line with the integration of Information and Communication Technology (ICT) in teaching and learning in the implementation of Basic education Curriculm (BEC), the shift from teaching/learning about the technology (computer  literacy) to teaching/learning with technology (Integration of ICT in teaching in teaching/learning across all subject areas) will be implemented. All teachers and students shall have free access to the computer laboratory which is the school's centralized multimedia learning resource center.
JOY M. ARENGA - Region VI-Division of Iloilo
joy.arenga001@deped.gov.ph

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DepEd Order#021, s. 2019 Policy Guidelines on the K+12 Basic Education Program

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DepEd Order#021, s. 2019 Policy Guidelines on the K+12 Basic Education Program

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18. The K to 12 graduate is a holistically developed Filipino who has built foundations for learning throughout life. They are individuals equipped with information, media and technology skills, learning and innovation skills, life and career skills, and communicatiion skills necessary to tackle the challenges and take advantage of the opportunities of the 21st century.
Bernaldo A. Basiano, SDO of Tacloban City, DepEd RO VIII
bernaldo.basiano@deped.gov.ph

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DO 1, S. 2007-STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION

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DO 1, S. 2007-STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION

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The Executive Committee, shall act as the ICT Governance Committee, and shall be the approving body of all ICT policies, plans, programs and projects, It shall set the standards and policies pertaining to ICT in basic education and governance and provide overall direction of ICT programs and projects in the Department.
JOY M. ARENGA - Region VI - Division of Iloilo
joy.arenga001@deped.gov.ph

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AN ACT CREATING THE DEPARTMENT OF INFORMATION AND COMMUNICATIONS TECHNOLOGY. DEFINING ITS POWERS AND FUNCTIONS, APPROPRIATING  FUNDS THEREFORE AND FOR OTHER PURPOSES.
UNDER SECTION 6
(b) Formulate policies and initiatives, in coordination with the Department of Education (DepED). the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA), to develop and promote ICT in education consistent with the national goals and objectives., and responsive to the human resource needs of the ICT and ICT-ES sectors;

sherlyn.penaflor@deped.gov.ph
REGION IV-A CALABARZON
SDO LUCENA

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DepEd Order No. 78, s.2010 dated June 10, 2010.Implementation of DepEd Computerization Program (DCP). ACE V. RUFON, MIMAROPA, ace.rufon@deped.gov.ph

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Launching the DepEd Internet Connectivity Project and Directing All Public High Schools to Subscribe to Internet Connectivity Services

Prescilla Villalon
R4A - Cavite Prov.
prescilla.villalon@deped.gov.ph

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Eight Habits of Highly Effective 21st Century Teachers By A. Churches (2008) 

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Eight Habits of Highly Effective 21st Century Teachers By A. Churches (2008) 

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We know 21st century educators are student-centric, holistic and they are teaching about how to learn as much as teaching about the subject area. We know too, that they must be 21st century learners as well. But highly effective teachers in today's classrooms are more than this-much more.
Bernaldo A. Basiano, SDO of Tacloban City, DepEd RO VIII
bernaldo.basiano@deped.gov.ph

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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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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). This program aims to raise the ICT literacy of learners, pupils, students, teachers, and even school heads that would enhance the teaching and learning process and meet the challenges of the 21st century.
JOY M. ARENGA - Region VI - Division of Iloilo
joy.arenga001@deped.gov.ph

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Precautionary Guidelines on Online Meetings
The guidelines aims to  help school community from unwanted and disruptive intrusions and infiltration  on online meetings or classes

MA. RUBYNITA T. DEL ROSARIO

MIMAROPA Region, Occidental Mindoro

marubynita.delrosario@deped.gov.ph

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DepEd O R D E R 
No. 018 , s. 2020
POLICY GUIDELINES FOR THE PROVISION OF LEARNING RESOURCES
IN THE IMPLEMENTATION OF THE BASIC EDUCATION
LEARNING CONTINUITY PLAN

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DepEd O R D E R 
No. 018 , s. 2020
POLICY GUIDELINES FOR THE PROVISION OF LEARNING RESOURCES
IN THE IMPLEMENTATION OF THE BASIC EDUCATION
LEARNING CONTINUITY PLAN

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6.8 Purchase of Capital Outlay items (e.g. equipment, gadgets, software, or any item
costing PhP15,000.00 and above per unit) is not allowed.
Bernaldo A. Basiano, SDO of Tacloban City, DepEd RO VIII
bernaldo.basiano@deped.gov.ph

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As stated in Article 14. Section 1, the state shall protect and promte the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible. Furthermore, section 2 of the aforesaid article affirmed that the state shall establish, maintain and supporta complete, adequate and integrated system of education relevant  to the needs of the people and society. Hence, Section 3 of 1 emphasized that the state shall encourage critical and creative thinking, broaden scientific and technologica knowledge.  ACE V. RUFON, MIMAROPA, ace.rufon001@deped.com

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The aforementioned act aims to ensure that every  graduate of basic education will be an "empowered individual  who has learned, through a program that is rooted on sound  educational  principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, and the ability to coexist in fruitful harmony with local and global communities."
ACE V. RUFON, MIMAROPA, ace.rufon001@deped.gov.ph

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CARB Background Information and Policy, page 1

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CARB Background Information and Policy, page 1

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The K to 12 Basic Education Curriculum is the national curriculum for schools in the Philippines and forms the basis  for all teaching and learning activities that teachers plan for learners in thier classes. They use the curriculum guides, teacher's guides, learning resources and thier initiative to develop rich learner-centered activities for learners.
ACE V. RUFON,  MIMAROPA, ace.rufon001@deped.gov.ph

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With the goal of the Department for an effective management and implementation of ICT-related programs and projects, all school heads are directed to designate two (2) School ICT coordinators to handle various undertakings of the
school in relation to ICT programs, projects and activities, not limited to::

>  Provide technical assistance among peers, learners, and school heads with regard to the positive use of ICT in teaching and learning, and governance.
> Spearhead the implementation of ICT Literacy via school LAC session.

> Maintain the effective use of the E-classroom and monitor the utilization of the other ICT equipment such as laptops, projectors, and speakers, among others.
>Forge ICT-related MOU/ MOA with private organizations, SUCs, LGUs,
and/or Public/ Private Schools
>Coordinate with District ICT and Division IT officer on the monitoring and evaluation of ICT programs and projects to ensure effective feedback and collaboration.

MA. RUBYNITA T. DEL ROSARIO

MIMAROPA Region, Occidental Mindoro

marubynita.delrosario@deped.gov.ph

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AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Sec. 14, PAragraph 2 The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.

MA. RUBYNITA T. DEL ROSARIO

MIMAROPA Region, Occidental Mindoro

marubynita.delrosario@deped.gov.ph

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Teacher training is a key element to education reform, particularly training that focuses on classroom practices and engages teachers in a community of professional practice and development  (McLaughlin & Talbert 2001; Bransford, Darling-Hammond, & Page, 2005; Fishman &  Davis, 2006).  Consequently, teacher professional development is an essential component of ICT operational policy,  particularly those that connect with education reform.  ICT teacher training policies frequently spell out a specific set of skills that teachers are to acquire, as well as specify the duration of training.  These skills are often operational skills.  Especially in the early phases of ICT introduction, teachers need training in the operation  of hardware, software, and, to some extent, networking.  For example, the Enlaces program in Chile provided basic training  to two-thirds of all  the country’s teachers by 2002 that consisted of email, Internet, productivity software, and administrative uses.  However, as the use of ICT progresses, teachers need more advanced skills in how to integrate ICT into the curriculum and into everyday classroom practice.  For example, the purpose of the inservice training program in Finland is to provide teachers with the knowledge and skills needed to reform the pedagogical practices in  their schools, especially with regard to collaborative teaching and learning, networking, and team work.  Singapore starts by providing teachers with 24 hours of workshops on basic ICT skills, such as text applications, spreadsheets, and interactive digital resources, but then offers advanced training and resources for teachers in  the areas of media and digital  resource development, technology planning and evaluation, action learning and research, and specialized ICT applications in humanities,  mathematics, science, and languages. (Comparative Analysis of Policies for ICT in Education by: Robert  B. Kozma)
ACE V. RUFON, MIMAROPA, ace.rufon001@deped.gov.ph

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INFORMATION AND COMMUNICATION TECHNOLOGY(ICT) IN EDUCATION IN ASIAA comparative analysis of ICT integration and e-readinessin schools across Asia

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INFORMATION AND COMMUNICATION TECHNOLOGY(ICT) IN EDUCATION IN ASIAA comparative analysis of ICT integration and e-readinessin schools across Asia

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INFORMATION AND COMMUNICATION TECHNOLOGY(ICT) IN EDUCATION IN ASIAA comparative analysis of ICT integration and e-readinessin schools across Asia

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Operational policies often include a provision and budget allocation for technical resources that are needed to accomplish the nation’s strategic goals.  This is typically a policy emphasis in  the early stages of a  country’s use of ICT in education.  Such plans often include the amounts and type of computer and multimedia hardware that will be purchased but they  may also refer to resources related to television and radio, especially in developing countries.  Increasingly, the Internet and local networking resources are also included,  along with a budget for educational software (Quale, 2003).  One example of an infrastructure development policy is that of Malaysia which has set the goal of supplying  computers to schools at the ratio of one to every ten students by 2005 and one to every  five students by 2010.  At the same time, the government plans on supplying teachers  with one computer for every five teachers by 2005 and one computer for every teacher by 2010.  Infrastructure policies and programs may also address inequities in the current distribution of these resources.  For example, Chile began distributing  computers with its  Enlaces  educational ICT effort by first addressing the inequities that existed in the urban centers and then those that existed in remote rural areas. (Comparative Analysis of Policies for ICT in Education by: Robert  B. Kozma) ACE V. RUFON, MIMAROPA ace.rufon001@deped.gov.ph

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There are often huge gaps between policies and the changes in classroom practice that they are intended to  affect (Cohen & Hill, 2001).  Policies are articulated but teachers are often not aware of  the specifics of these policies or their goals.  In turn, policies are implemented as  programs, but often these programs are not effective in achieving change at the classroom level.  A study by  Cohen and Hill (2001) found that policies were most effectively  implemented in classrooms where teachers had extended opportunities to learn policy-related  materials.  Rather than general reviews of policy statements or discussions of their implications, the most effective teacher development experiences were concrete, content-specific, and instructionally useable practices directly connected to policy.    Consequently, ICT policy implementation can best be assured when teacher professional development includes specific skills and tasks that incorporated ICT into their everyday classroom practices and explicitly connect these practices to ICT and broader education  policies.(Comparative Analysis of Policies for ICT in Education by: Robert  B. Kozma)  ACE V. RUFON, MIMAROPA, ace.rufon001@deped.gov.ph

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DO 28, s. 2009Guidelines in Accepting Information and Communication Technology (ICT) Equipment and Internet Access Services for Classroom Instruction and Administrative Use

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DO 28, s. 2009Guidelines in Accepting Information and Communication Technology (ICT) Equipment and Internet Access Services for Classroom Instruction and Administrative Use

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Our schools through the years have been recipients of various Information and Communication Technology equipment /peripherals. To complement/ supplement the coverage of the DepED Computerization Program priority should be given to ICT Equipment and Internet Access.     In order to properly manage assistance from different institutions, the following guidelines must be followed: Before accepting any offerings, the school heads are required to coordinate with their respective Regional/Division ICT Coordinating Committee who are tasked to:Coordinate and evaluate local ICT Programs and Projects;Submit proposals to the Technical Service – ICT Unit and ICT Technical Committee for evaluation; andSubmit for approval by the ICT Governance Committee.The Regional/Division ICT Coordinating Committee shall confirm that the donor has complied with the configurations endorsed by the following bureaus:For Primary Schools, the Bureau of Elementary Education (BEE) has endorsed the following configuration for multimedia classrooms (Enclosure No.1):Computer Hardware with Open Standard Software – Both Open Source (Edubuntu – Linux) or Proprietary Software (Microsoft Windows) are acceptableInternet Connectivity (should be at least a minimum of 384 kbps/per unit)For Secondary Schools, the Bureau of Secondary Education (BSE) has endorsed the following configuration for Computer Laboratories GIOVANNI B. MONTEALEGRE Cebu Province, Region VII giovanni.montealegre002@deped.gov.ph

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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.
Information and communication technology (ICT) in education (UNESCO International Institute for Educational Planning
GIOVANNI B. MONTEALEGRE,          Cebu Province, Region VII                   giovanni.montealegre002@deped.gov.ph

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Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum.                 

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Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum.                 

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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 programs (“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.                                         Information and communication technology (ICT) in education (UNESCO International Institute for Educational Planning        GIOVANNI B. MONTEALEGRE,          Cebu Province, Region VII                   giovanni.montealegre002@deped.gov.ph

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DO 1, S. 2007 – STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION AMENDED BY

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DO 1, S. 2007 – STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION AMENDED BY

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1. The Department has, through the years, initiated and implemented ICT programs and projects both in Basic Education, Governance and Management. These ICT related activities are however done independently by several offices with minimal integrative platform that would lead to a more cohesive ICT program of the Department. This set-up has made’ it harder for the Department to harmonize its ICT initiatives.

2. In line with the thrust of the Medium Term Philippine Development Plan (MTPDP) 2004-2010 and the Ten-Point Agenda of the National Government to promote the use of information and communication technology (ICT) to support the teaching and learning process, the following bodies are hereby created/strengthened:

1. ICT GOVERNANCE COMMITTEE

2. ICT TECHNICAL COMMITTEE

3. ICT Unit (ICTU)

4. Regional ICT Coordinators

5. Virtual Communities

GIOVANNI B. MONTEALEGRE            Cebu Province, Region VII                   giovanni.montealegre002@deped.gov.ph