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According to Capper & Copple (1985), flexibility and convenience with self-paced instruction are the primary advantages of Computer-Aided Instruction (CAI) for students in mathematics. These CAIs eliminate the chance of embarrassment of students when they make mistakes unlike in the traditional teaching. It also includes clarity and structure, impatiently, active learning and involvement and variety and appeal to those students accustomed using computers.
DICK ANTHONY M. CALLEJA
Legazpi City Science High School
Legazpi Division
Region V

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Effective technology-based teaching is more likely the results of teachers' abilities to design lessons upon robust instructional principles than that of the technology (Savenye, Davidson, & Smith, 1991)
DICK ANTHONY M. CALLEJA
Legazpi City Science High School
Legazpi Division
Region V

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The pedagogical approaches can be embedded in developing digitized instructional materials can be based on this Republic. It is stipulated in Section 5 (Curriculum development) that "curriculum shall be contextualized and globalized; shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative; and shall be flexible enough to enable and allow schools to localize, indigenize, and enhance the same based on their respective educational and social context"
DICK ANTHONY M. CALLEJA
Legazpi City Science High School
Legazpi Division
Region V

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ICT has become an indispensable tool in enhancing the students' learning capabilities. However, this new technology could not replace the teachers in the classroom. It is not a solution for all educational problems either (Wang & Woo, 2007).

ICT is certainly an effective tool that enables us to link various learning communities in new and different ways (Tailor, 2000).

Marie Flor T. Facurib
GSC SPED INTEGRATED SCHOOL
Division of General Santos City
Marieflor.Facurib@deped.gov.ph

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ICT tend to expand access to education. Through ICT, learning can occur anytime and anywhere. Online course materials, for example, can be accessible 24 hours a day, seven days a week. Teleconferencing classrooms allows both learner and teacher to interact simultaneously with ease and convenience. Based on ICT, learning and teaching no longer depend on printed matetials. Multiple resources are abundant on the internet, and knowledge can be acquired through video clips, audio sounds, visual presentation and so on. Current research has indicated that ICT assist in transforming a teaching invironment into a learner-centered one (Castro Sanchez and Aleman 2011)

Marie Flor T. Facurib
GSC SPED INTEGRATED SCHOOL
Division of General Santos City
Marieflor.Facurib@ deped.gov.ph

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DepEd Order No. 78 s. 2010, otherwise known as the " Guidelines on the Implementation of the DepEd Computerization" geared towards the transformation of education system. This policy supports the importance of enhanced basic education services through improved quality teaching and learning using ICT integration in the classroom instruction.

Marie Flor T. Facurib
GSC SPED INTEGRATED SCHOOL
Division of General Santos City

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Technology-based teaching and learning has been to be more effective compared to traditional mode (Ghavifekr & Rosdy, 2015). This is in line with the studies of Zhang (2013) and Macho (2005) who found that ICT tools and equipment promote active and collaborative learning environment which is more interesting and effective to both teachers and learners.

MICHAEL LEONARD D. LUBIANO
michaelleonard.lubiano@deped.gov.ph
DepEd Tayabas City R4A CALABARZON

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Amutha (2020) stated that ICT-enhanced learning environment facilitates active, collaborative, creative, integrative, and evaluative learning process as an advantage over the traditional method. In addition, ICT has become very powerful media for interactive participation of experts and learners and it reaches the unreachable (Sharma et al. 2015).

MICHAEL LEONARD D. LUBIANO
michaelleonard.lubiano@deped.gov.ph
DepEd Tayabas City R4A CALABARZON

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With the emergence and expansion of ICT in education, the most basic changes in terms of quality have been achieved with regards to teachers' performance and classroom interactions. ICT, as an industrial revolution, has brought about a new era of Information and Communications followed by information society, where ICT is among its main elements. Thus, training of ICT related skills and technologies and the way they are used are among the critical necessities in this area. The duty of the Educational system is to plan training of ICT while considering acquaintance with information skills and the necessity with which a framework is laid to deal with IT. (Jamalahdin Mostafa1,*, Sayed Ahmad Hashemi2, Pari Sosahabi3,  Maryam Berahman4 

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With the emergence and expansion of ICT in education, the most basic changes in terms of quality have been achieved with regards to teachers' performance and classroom interactions. ICT, as an industrial revolution, has brought about a new era of Information and Communications followed by information society, where ICT is among its main elements. Thus, training of ICT related skills and technologies and the way they are used are among the critical necessities in this area. The duty of the Educational system is to plan training of ICT while considering acquaintance with information skills and the necessity with which a framework is laid to deal with IT. (Jamalahdin Mostafa1,*, Sayed Ahmad Hashemi2, Pari Sosahabi3,  Maryam Berahman4 

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Emma D. Batoy
Region X
emma.batoy@deped.gov.ph

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The Act of 1998 (R.A. 8525) was passed to generate participation of education sector to upgrade and modernize public schools, especially in the provinces. The program led to 110 public high schools receiving computers in 1996 under the DOST Engineering Science Education Project (ESEP). An additional 68 public high schools were recipients under the DOST Computer Literacy Program.

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), DO 23, s.2004 emphasized 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.

DO 78, s. 2010 stipulated 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).

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.

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.

MICHAEL LEONARD D. LUBIANO
michaelleonard.lubiano@deped.gov.ph
DepEd Tayabas City R4A CALABARZON

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h)To promote the use of ICT for the enhancement of key public services, such as education, public health and safety, revenue generation, and socio-civic purposes;
RA 10122 (LCC)

“An act strengthening the literacy Coordinating Council by amending RA 7165, otherwise known as “Act creating the Literacy Coordinating Council, defining its powers and functions, appropriating funds therefore and for other purposes.

Section 1

· “It is hereby declared to be policy of the State to give the highest priority to the adoption of measures for the universalization of literacy.

· “Toward this end, it shall encourage and rationalize the formulation of policies and the implementation of programs on non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs.

· “The State shall institutionalize an interagency coordinating and advisory body to synchronize and strengthen  policies and efforts toward the universalization of lite-racy.”

Section 2

· “to carry out the declared national policy, there is hereby created a Literacy Coordinating Council, hereinafter referred  to as the Council, which shall be an inter-agency body administratively attached to the Department of education.”

The literacies that will include the information technology

ELDIE S. PACIO
ALS -Benguet -CAR
eldie.pacio@deped.gov.ph

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ARTICLE 9 UNCRPD

Article 9 – Accessibility

1. To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open or provided to the public, both in urban and in rural areas. These measures, which shall include the identification and elimination of obstacles and barriers to accessibility, shall apply to, inter alia:

a) Buildings, roads, transportation and other indoor and outdoor facilities, including schools, housing, medical facilities and workplaces;

DICT Memo Circular No. 4
4.1 Accessible ICT Practices
Measures that remove access barriers that restrict business and social interactions between persons with disabilities and non-disabled persons. It also refers to practices that remove age-related barriers to participation in society, and reduce language and literacy-related barriers in society
Accessible ICT practices apply to programs, products and services in various areas, such as education, employment, transportation, telecommunications and other forms of infrastructure.
6.1 Principle 1: Perceivable
Guideline 1.1
Text Alternatives:
Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, Braille, speech, symbols or
simpler language.
6.2 Principle 2: Operable
User interface components and navigation must be operable.
Guideline 2.1 Keyboard Accessible:
Make all functionality available from a keyboard.
Knuehlvirn C. Hautea
Iloilo National High School
Division of Iloilo
Region VI

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DO 26, s. 2009
Amending DepEd Order No. 1, s. 2007 (Strengthening the Information Communication Technology (ICT) Governance of the Department of Education) To: Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Schools Division/City Superintendents Heads, Public Elementary and Secondary Schools In support of the ICT4E Strategic Plan that underwent a multi-stakeholder consultation continue reading : March 26, 2009 DO 26, s. 2009 – Amending DepEd Order No. 1, s. 2007 (Strengthening the Information Communication Technology (ICT) Governance of the Department of Education)

MAUREEN P.  CAÑOTAL
Region 4A - LAGUNA
Siniloan District
maureen.paningbatan@deped.gov.ph

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Computers were more effective when used in simulation or tutorial modes and CAI was more effective when computers were used individually by students. Tutorial and simulation CAI programs could be used in science classrooms to enhance student learning and classrooms should have sufficient computers for students to work individually. Furthermore, CAI was more effective when used as a supplement to traditional instruction rather than as a substitute. Therefore, the use of ICT in conjunction with other teaching strategies could be more beneficial for student learning. Another important finding revealed that teacher-developed programs were more effective than commercial software programs. Consequently, more attention should be devoted to specific educational objectives and curriculum goals when designing software for higher levels of effectiveness. (Bayraktar, 2001/2002)

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Computers were more effective when used in simulation or tutorial modes and CAI was more effective when computers were used individually by students. Tutorial and simulation CAI programs could be used in science classrooms to enhance student learning and classrooms should have sufficient computers for students to work individually. Furthermore, CAI was more effective when used as a supplement to traditional instruction rather than as a substitute. Therefore, the use of ICT in conjunction with other teaching strategies could be more beneficial for student learning. Another important finding revealed that teacher-developed programs were more effective than commercial software programs. Consequently, more attention should be devoted to specific educational objectives and curriculum goals when designing software for higher levels of effectiveness. (Bayraktar, 2001/2002)

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Emma D. Batoy
Region X
emma.batoy@deped.gov.ph

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DICT assists DepEd connect public to free learning resources

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DICT assists DepEd connect public to free learning resources

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The DICT facilitated a letter of endorsement to the National Telecommunications Commission (NTC) containing the proposed initiative penned by Education Secretary Leonor Magtolis Briones. The letter requested NTC to call for support of telecommunication providers, including PLDT-Smart and Globe, to ensure that users accessing the platform will not incur any data charges.

DepEd Commons provides online review materials and the Open Educational Resources (OER) produced by public school teachers from various fields and practice areas. Educators can incorporate said materials to their respective learning outlines, and use it also to assist in distance learning. According to DepEd, over 2.6 million users have accessed the platform at the height of the quarantine period.

These efforts to improve online learning access are crucial in light of the ongoing COVID-19 situation and its impact on the operations of schools this coming school year 2020-2021.

“Access to materials and resources for learning and education during these times is critical to preparing our children for the future, which is why the DICT fully supports ICT-enabled initiatives for education, like the DepEd Commons,” Honasan said. “DepEd’s initiative is one that brings us much closer to transitioning to a ‘new normal’. Guided by the President’s instructions through the IATF, the DICT will assist DepEd in realizing its vision of enabling our students to continue with their education, despite the current situation,” he added.
It is very relevant nowadays that the DICT will focus on the internet access of our learners especially in this pandemic. It is a huge help actually to all parents who had experience job expulsion due to corona virus. If this would happen, we can move the world. All teachers has full access in reaching their learners. In Batangas City all students have their own Samsung Tablet to use in their studies. If the internet is just a round the corner of their community quality education will be catered.

RONALD P. CALDERON
Region IV-A
SDO-Batangas City
ronald.calderon001@deped.gov.ph

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Using Assistive Technology in Teaching Children with Learning Disabilities in the 21st Century

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Using Assistive Technology in Teaching Children with Learning Disabilities in the 21st Century

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"Adebisi (2015) opined that Assistive Technology  can act as a support to the teaching of instruction to the children with special needs, thereby reducing the workload and stress of teachers. AT can be a powerful tool in supporting education and inclusiveness of the learners with learning disabilities."
Knuehlvirn C. Hautea
Iloilo National High School
Division of Iloilo
Region VI

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- an act establishing the free internet access program in public places in the country and appropriate funds therefore.
Emma D. Batoy
Region X
emma.batoy@deped.gov.ph

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DepEd O RD E RNo. 013 s. 2019POLICY GUIDELINES ON THE IMPLEMENTATION OF ENHANCEDALTERNATIVE LEARNING SYSTEM 2.0

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DepEd O RD E RNo. 013 s. 2019POLICY GUIDELINES ON THE IMPLEMENTATION OF ENHANCEDALTERNATIVE LEARNING SYSTEM 2.0

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stating some of its contents that in the learning process, it:
c. covers Information, Communication and Techn010U (ICT) and Life and Career skills and competencies not found in the formal school curricula have been added;

d. includes examples of application of competencies in everyday life to help/ guide the learning delivery and the development of appropriate, relevant and responsive learning materials and learning assessment tools; and

e.  uses the standard terminologies and coding system of the DepEd K to 12 curriculum.

f.   provides opportunities for learners to acquire vocational and technical skills to enhance their work readiness/ employability.
Eldie S. Pacio
ALS-Benguet, CAR
eldie.pacio@deped.gov.ph

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Integration of technology into the learning process brings new opportunities nowadays.Computers indeed have some attributes that, when used correctly, can facilitate student learning. It offers the ability to provide instruction at any phase, in some place and at any pace, thus generating an extremely flexible learning environment whether through providing more interaction with content or more interaction with other people, computers can support actual learning (Collins and Tinkew, 2010; Courts and Tucker, 2012; & Morgan, 2012).

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Integration of technology into the learning process brings new opportunities nowadays.Computers indeed have some attributes that, when used correctly, can facilitate student learning. It offers the ability to provide instruction at any phase, in some place and at any pace, thus generating an extremely flexible learning environment whether through providing more interaction with content or more interaction with other people, computers can support actual learning (Collins and Tinkew, 2010; Courts and Tucker, 2012; & Morgan, 2012).

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MILDRED G BRUCE
Region IV-A SDO Batangas City
mildred.bruce@deped.gov.ph

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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 technologyMarch 25, 2004DO 23, s. 2004

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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 technologyMarch 25, 2004DO 23, s. 2004

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ALEXIS V. LAROSA
alexis.larosa@deped.gov.ph
Division of Misamis Oriental
Region 10

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Merillo & Domingo, 2019 aims at examining the relationship between teachers’ demographics such as age and teaching experience to their perception towards the effectiveness of ICT integration. The results indicate that teachers strongly agree that ICT integration is an important tool in enhancing the teaching and learning process. Most teachers in this study strongly agreed that their students learn more effectively with the use of ICT as lessons designed are more engaging and interesting. Both the teachers’ age and their teaching experience as profile variables were found to have a significant relationship to their perception towards the effectiveness of ICT integration in the classroom.

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Merillo & Domingo, 2019 aims at examining the relationship between teachers’ demographics such as age and teaching experience to their perception towards the effectiveness of ICT integration. The results indicate that teachers strongly agree that ICT integration is an important tool in enhancing the teaching and learning process. Most teachers in this study strongly agreed that their students learn more effectively with the use of ICT as lessons designed are more engaging and interesting. Both the teachers’ age and their teaching experience as profile variables were found to have a significant relationship to their perception towards the effectiveness of ICT integration in the classroom.

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Emma D. Batoy
Region X
emma.batoy@deped.gov.ph

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IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE 

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IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE 

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It begins with the teachers’ readiness to embrace “Indigenous Knowledge” and the ways in which teachers teach. Second is the ability to adopt the teaching methodologies with pedagogical approaches that take advantage of the opportunities afforded by e-learning (Boyle and Wallace, 2011).

Additionally, the lack of recognition and encouragement of timely and effective use of ICT and using ICT in a large class size is another factor (Tezci, 2011).

In the research article of Nalugon (2015), he has identified some key problem areas in the implementation of the ICT in basic education: few teachers had fear of the technology, constraints of the annual Education Budget, lack of maintenance of ICT resources and technician staff, and limited availability of educational software and courseware.

MAUREEN P.  CAÑOTAL
Region 4A - LAGUNA
Siniloan District
maureen.paningbatan@deped.gov.ph

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One distinguishing feature of ICT is that it increases the flexibility of delivery education so that the learner can access knowledge globally and in no time.It also brings in a new dimension methodology of teaching and the manner of learning as the process is learner oriented and learner driven. One distinguishing feature of ICT is that it increases the flexibility of delivery education so that the learner can access knowledge globally and in no time.It also brings in a new dimension methodology of teaching and the manner of learning as the process is learner oriented and learner driven. (Ahlawat, N. (2011))

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One distinguishing feature of ICT is that it increases the flexibility of delivery education so that the learner can access knowledge globally and in no time.It also brings in a new dimension methodology of teaching and the manner of learning as the process is learner oriented and learner driven. One distinguishing feature of ICT is that it increases the flexibility of delivery education so that the learner can access knowledge globally and in no time.It also brings in a new dimension methodology of teaching and the manner of learning as the process is learner oriented and learner driven. (Ahlawat, N. (2011))

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GERALD C. ROJAS

Region V – Masbate Province

gerald.rojas@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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Simin Ghavifekr* , Wan Athirah Wan Rosdy Faculty of Education, University of Malaya, Malaysia
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. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study aims to analyze teachers’ perceptions on effectiveness of ICT integration to support teaching and learning process in classroom. A survey questionnaire was distributed randomly to the total of 101 teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistic using SPSS (version 21) software. 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. . It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of ICT integration especially from management point of view in regard to strategic planning and policy making.
The results of this study show that technology-based teaching and learning is more effective in compare to traditional classroom. This is because, using ICT tools and equipment will prepare an active learning environment that is more interesting and effective for both teachers and students. The results are in line with a research findings by Macho (2005) that proved using ICT in education would enhance students’ learning. However, most of teachers in this study agree that ICT helps to improve classroom management as students are well-behaved and more focused. Moreover, this study proved that students learn more effectively with the use of ICT as lesson designed are more engaging and interesting. Accordingly, the participants agreed that integrating ICT can foster students’ learning.
RONALD P. CALDERON
Region IV-A CALABARZON
SDO-Batangas City
ronald.calderon001@deped.gov.ph

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Information and communication technology is fast transforming economies and socialprocesses, particularly the educational sector. However, the sector is beset withtechnical, content, utilization, programmatic, structural and political issues that preventit from fully tapping the full potential of ICT.Alexander G. Flor 2007

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Information and communication technology is fast transforming economies and socialprocesses, particularly the educational sector. However, the sector is beset withtechnical, content, utilization, programmatic, structural and political issues that preventit from fully tapping the full potential of ICT.Alexander G. Flor 2007

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ALEXIS V. LAROSA
alexis.larosa@deped.gov.ph
Division of Misamis Oriental
Region 10

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The DepEd implemented the DepEd Computerization Program (DCP) throughDepEd Order No. 78, s. 2010, otherwise known as the “Guidelines on the Implementation of the DepEd Computerization”   geared towards the transformation of education system. This policy supports the importance of enhanced basic education services through improved quality teaching and learning using ICT integration in theclassroom instruction. Other policies such as DepEd Order No. 50, s. 2009 (DepEd InternetConnectivity Project) and DepEd Order No. 95, s. 2010 (Computer Usage Code-of-Conduct Contract) reinforce the DCP (DepEd Order No. 78, s. 2010). These policiessupport the provision of internet access and the proper use of internet in enhancingquality teaching and learning

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The DepEd implemented the DepEd Computerization Program (DCP) throughDepEd Order No. 78, s. 2010, otherwise known as the “Guidelines on the Implementation of the DepEd Computerization”   geared towards the transformation of education system. This policy supports the importance of enhanced basic education services through improved quality teaching and learning using ICT integration in theclassroom instruction. Other policies such as DepEd Order No. 50, s. 2009 (DepEd InternetConnectivity Project) and DepEd Order No. 95, s. 2010 (Computer Usage Code-of-Conduct Contract) reinforce the DCP (DepEd Order No. 78, s. 2010). These policiessupport the provision of internet access and the proper use of internet in enhancingquality teaching and learning

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ALEXIS V. LAROSA
alexis.larosa@deped.gov.ph
Division of Misamis Oriental
Region 10

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ICT Accessibility and Usability to Support Learning of Visually-Impaired Students in Tanzania

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ICT Accessibility and Usability to Support Learning of Visually-Impaired Students in Tanzania

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In the findings of the study conducted by Eligi and Mwantimwa (2017), it  “suggested that the application of ICTs in education enhances the learning process. 47.2 percent of respondents pointed out those ICTs enhanced independent learning among the visually-impaired students. The findings further suggested that ICTs facilities support lecture note-taking, provide a wide range of learning materials, and tools for serving different learning materials in different formats. Indeed, ICTs allow for flexibility in learning and, hence, accommodating the educational needs of the visually-impaired students to encourage independent learning, creativity, and exploratory inquiry-based learning.”
Knuehlvirn C. Hautea
Iloilo National High School
Division of Iloilo
Region VI

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Eight policy themes are commonly identified in educational technology policies around the world.

These relate to

(1) vision and planning

(2) ICT infrastructure

(3) teachers

(4) skills and competencies

(5) learning resources

(6) EMIS

(7) monitoring and evaluation; and

(8) equity, inclusion, and safety.

https://www.worldbank.org/en/topic/edutech/brief/ict-education-policies

DepEd Order 35 s. 2016

21st Century Skills and ICT Integration in Instruction and Assessment Bringing 21st-century skills into the teaching and learning situation is a central feature of the K to 12 Basic Education Program. Teachers must enrich lessons with simple integration strategies utilizing Information and Communications Technology (ICT) that are developmentally appropriate. Instruction and assessment processes can be made more collaborative with ICT, which teachers can implement with the tools and equipment available in their schools.

JIMMY B. GARCIA JR.

CAR- SDO BAGUIO CITY

jimmy.garcia004@deped.gov.ph

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The barrier of the teaching learning activities lack ICT skills of instructional staffs (teachers), inappropriate instructional materials to meet the objectives of teaching and learning, inadequate motivational techniques to increase the interest to learn. Also lack of training of the teachers on ICT is a major barrier to improve the quality of the technical education. Updating of these skills may improve the quality of the technical education. In particular ICTs have impacted on technical educational practice to date in quite small ways but its impact will grow considerably in years to come and that ICT will become a strong agent for change among many educational practices.

The adoption and use of ICTs in technical education have a positive impact on teaching- learning, and research. ICT can affect the delivery of education and enable wider access to the same. In addition, it will increase flexibility so that learners can access the education regardless of time and geographical barriers. It can influence the way students are taught and how they learn. It would provide the rich environment and motivation for teaching learning process which seems to have a profound impact on the process of learning in education

https://academicjournals.org/journal

JIMMY B. GARCIA JR.

CAR- SDO BAGUIO CITY

jimmy.garcia004@deped.gov.ph

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Implementation Strategies To help achieve these goals, four key dimensions were identifi ed: 48 | Transforming Education: The Power of ICT Policies Curriculum and assessment ICT tools were leveraged to help students shift from an acquisition mode of learning to one that engages higher order thinking, such as application, synthesis and evaluation. For example, Internet, email and video-conferencing tools were used for Singaporean students to collaborate with students in Southeast Asian Ministers of Education Organization (SEAMEO) countries. A target was set for schools to integrate ICT into 30% of the curriculum time. Content and learning resources Software and web-based resources were developed to meet the increasing demand of ICT-enriched teaching and learning environments. An Internet Education Resources (IER) portal was developed by the MOE to provide schools with information on relevant Websites for teaching and learning. The MOE also set up a central software clearinghouse to provide recommendation on software appropriate for local curriculum. Several digital learning resources were developed by the MOE, sometimes in partnership with the software industry. Physical and technological infrastructure The goal was to provide teachers and students with adequate access to hardware and the Internet. A network was developed to connect all the schools to the MOE and to Internet services. For teachers, the target for teacher– computer ratio was set at 2:1 and a computer purchasing scheme was provided to subsidize teachers for the purchase of personal computers. For students, a 2:1 student–computer ratio was targeted, starting with 6.6:1 student–computer ratio for primary schools and 5:1 for secondary schools and Junior Colleges. In addition, schools are provided with guidelines and budget to purchase necessary ICT equipment like projects, digital cameras and printers and to upgrade the school’s physical infrastructure with additional LAN points and power points. Human resource development The target was to equip all teachers in Singapore with the necessary ICT skills and pedagogical knowledge on the appropriate use of ICT in teaching and learning. ICT trainers were engaged to provide all teachers training on basic computer operation and offi ce productivity software. The Educational Technology Division (ETD) in the MOE provided training on the pedagogical use of technology for teaching and learning. To reach out to more than 25,000 teachers, ETD implemented the training in three phases. In addition, a cascading approach was adopted by seconding trained teachers with relevant ICT expertise to ETD as trainers. Using this approach, in three years, all the teachers went through at least 30 hours of core training
JIMMY B. GARCIA JR.

CAR- SDO BAGUIO CITY

jimmy.garcia004@deped.gov.ph

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REPUBLIC ACT NO. 10844

This Act shall be known as the "Department of Information and Communications Technology Act of 2015".

To recognize the vital role of information and communication in nation-building;

To ensure universal access to quahty, affordable, reliable and secure ICT services;

To promote the development and widespread use of emerging ICT and foster and accelerate the convergence of ICT and ICT-enabled facilities;

To ensure the availability and accessibility of ICT services in areas not adequately served by the private sector;

To foster an ICT sector policy environment that will promote a broad market-led development of the ICT and ICT-enabled services GCT-ES) sectors, a level playing field, partnership between the public and private sectors, strategic alliance with foreign investors and balanced investments between high-growth and economically-depressed areas;

To promote the use of ICT for the enhancement of key public services, such as education, public health and safety, revenue generation, and socio-civic purposes;

To encourage the use of ICT for the development and promotion of the country's arts culture, tourism and national identity;

To promote digital literacy, ICT expertise, and knowledge-building among citizens to enable them to participate and compete in an evolving ICT age;

To empower, through the use of ICT, the disadvantaged segments of the population, including the elderly, persons with disabilities and indigenous and minority groups;

To ensure the rights of individuals to privacy and confidentiality of their personal information;

To ensure the security of critical ICT infrastructures including information assets of the government, individuals and businesses; and

To provide oversight over agencies governing and regulating the ICT sector and ensure consumer protection and welfare, data privacy and security, foster competition and the growth of the ICT sector.

JIMMY B. GARCIA JR.

CAR- SDO BAGUIO CITY

jimmy.garcia004@deped.gov.ph

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The Basic Education Sector Agenda has outlined strategies in utilizing ICT for Pedagogy, Training and Governance within DepED. Also, the principle of School-based Management requires schools to be empowered and to have the necessary support structure in order to improve performance.
Thus, ICT can play a major role not just in learning outcomes, but in system governance as well.

The successful implementation of the DepED five-year ICT4E Strategic Plan will lead to the commencement of a new era in education. However, success will require close cooperation among the education stakeholders. This policy document will provide the direction needed to integrate ICT within the Philippine education system and help move the country forward.
ABUBAKAR A. MAGUID
BARMM - Maguindanao I
abubakar.maguid@deped.gov.ph

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AN ACT CREATING THE DEPARTMENT OF INFORMATION AND COMMUNICATIONS TECHNOLOGY. DEFINING ITS POWERS AND FUNCTIONS, APPROPRIATING FUNDS THEREFOR. AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: Section l. Short Title. - This Act shall be known as the "Department of Information and Communications Technology Act of 2015". Sec. 2. Declaration of Policy. — It is hereby declared the policy of the State: (a) To recognize the vital role of information and communication in nation-building;

JOY ANN D. GABORO
BARMM Region
Maguindanao 1, Ampatuan District
joyann.gaboro@deped.gov.ph

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ICT in Education: A Critical Literature Review and Its Implications

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ICT in Education: A Critical Literature Review and Its Implications

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Jo Shan Fu National Institute of Education, Singapore ABSTRACT This review summarizes the relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and pre-service teachers’ attitudes, perceptions, and confidence in using ICT as well as the importance of school culture in the use of ICT. This review discusses gaps in the literature and the directions that future studies may take to address these gaps.

JOY ANN D. GABORO
BARMM Region
Maguindanao 1, Ampatuan District
joyann.gaboro@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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March 25, 2004

DO 23, s. 2004

Guidelines on the use of Computer Laboratories in Teaching and Learning

To: Regional Directors
Schools Division/City Superintendents
Heads, Public Secondary Schools

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.

3. Compliance with this Order is directed.

JOY ANN D. GABORO
BARMM Region
Maguindanao 1, Ampatuan District
joyann.gaboro@deped.gov.ph

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DepEd Order No. 021 series of 2019 dated August 22, 2019 also known as Policy Guidelines on the K TO 12 BASIC EDUCATION PROGRAM, it excerpts under the features of the K to 12 Curriculum that Information and Communication Technology (ICT) competencies have integrated into the curriculum to equip learners with skills that enable them to cope with the technological demands of our time.

ABUBAKAR A. MAGUID
BARMM - Maguindanao I
abubakar.maguid@deped.gov.ph

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ICT Integration In Education: Incorporation for Teaching & Learning Improvement Simin Ghavifekr, Ahmad Zabidi Abd Razak, Muhammad Faizal A. Ghani, Ng Yan Ran, Yao Meixi & Zhang Tengyue 

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ICT Integration In Education: Incorporation for Teaching & Learning Improvement Simin Ghavifekr, Ahmad Zabidi Abd Razak, Muhammad Faizal A. Ghani, Ng Yan Ran, Yao Meixi & Zhang Tengyue 

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In conjunction with preparing students for the current digital era, teachers are seen as the key playersin using ICT in their daily classrooms. This is due to the capability of ICT in providing dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2012).

ICT has the potential in preparing students for life in the 21st century. Through learning ICT skills, students are ready to face future challenges based on proper understanding (Grimus, 2000). Bransford, Brown, and Cocking (2000) believe that ICT use can help students to develop the competencies needed for the current globalization. This is because ICT can help students to develop their skills, boost up their motivation and widen their knowledge and information (Grabe & Grabe, 2007; Hussain et al., 2011).

ABUBAKAR A. MAGUID
BARMM-Maguindanao I
abubakar.maguid@deped.gov.ph

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Aide Memoire dated May 27, 2020, from Alain Del B. Pascua, Undersecretary for Administration, DepEd Executive Committee

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Aide Memoire dated May 27, 2020, from Alain Del B. Pascua, Undersecretary for Administration, DepEd Executive Committee

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ICT-Assisted Teaching where teachers will have access to e-learning resources that have been mapped out against the curriculum and can be used in classroom teaching;

The use of Information and Communications Technology (ICT) in the Department of Education (DepEd) is anchored on four major areas of the Digital Rise Program under the Public Schools of the Future framework pursuant to Sulong Edukalidad:

ABUBAKAR A. MAGUID
BARMM - Maguindanao I
abubakar.maguid@deped.gov.ph

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GUIDELINES ON THE USE OF E-CLASSROOM AND ICT EQUIPMENT

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GUIDELINES ON THE USE OF E-CLASSROOM AND ICT EQUIPMENT

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l . Pursuant to Region Memorandum No. 291, s. 2019 re: Guidelines on the use of EClassroom and ICT Equipment, schools shall strengthen the use of e-classroom and ICT equipment using the guidelines.

2. Enclosed is the Guidelines for reference.

JOY ANN D. GABORO
BARMM Region
Maguindanao 1, Ampatuan District
joyann.gaboro@deped.gov.ph

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Experiences, perceptions and attitudes on ICT integration: A case study among novice and experienced language teachers in the Philippines by John Paul Obillos Dela Rosa of Dapdap High School and Philippine Normal University, the Philippines

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Experiences, perceptions and attitudes on ICT integration: A case study among novice and experienced language teachers in the Philippines by John Paul Obillos Dela Rosa of Dapdap High School and Philippine Normal University, the Philippines

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In a developing nation like the Philippines, the role of ICT in language teaching is deemed vital. However, the scarcity of ICT resources, such as the limited number of computers and the unavailability of Internet services, hinder the effective integration of ICT in language pedagogy. The experiences, perceptions and attitudes of the subjects uncover their limited know-how about ICT-use and at the same time, the optimism they have about the future of ICT in language teaching, if downsides will be given appropriate solutions. Finally, this study needs further investigation to justify and validate conclusions made. Hence, suggestions for further research are highly encouraged. Having more research participants for the same study would strengthen data presented about the actual experiences, perceptions and attitudes of language teachers towards ICT use. Moreover, matching the perceptions and attitudes of the language teachers with their actual classroom practices would give more depth to this study.

MICHAEL LEONARD D. LUBIANO
michaelleonard.lubiano@deped.gov.ph
DepEd Tayabas City R4A CALABARZON

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Republic Act no 10844 or known as "The Department of Information and Communication Technology Act of 2015"

# data[].attributes.subject
Republic Act no 10844 or known as "The Department of Information and Communication Technology Act of 2015"

# data[].attributes.body
Guidelines that promotes the development and widespread use of emerging ICT and foster and accelerate the convergence of ICT and ICT enabled facilities..

Roxanne Faye C. estuita
Region IV-A SDO Lucena City
roxannefaye.caperi001@deped.gov.ph

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ICT integration in education generally means technology-based teaching and learning process that closely relates to the utilization of learning technologies in schools. Due to the fact that students are familiar with technology and they will learn better within technology-based environment, the issue of ICT integration in schools, specifically in the classroom is vital. This is because, the use of technology in education contributes a lot in the pedagogical aspects in which the application of ICT will lead to effective learning with the help and supports from ICT elements and components (Jamieson-Procter et al., 2013)

MILDRED G BRUCE
Region IV-A SDO Batangas City
mildred.bruce@deped.gov.ph

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Effectiveness of using ICT to promote teaching and learning in technical education 

# data[].attributes.subject
Effectiveness of using ICT to promote teaching and learning in technical education 

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ICT plays a dynamic role in technical education during delivery of learning materials as learner's can access knowledge and improve skills from anywhere at anytime (Raihan, 2015)

Roxanne Faye C. Estuita
Region IV A SDO Lucena City
roxannefaye.caperi001@deped.gov.ph

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How can ICT help us to improve education ?

# data[].attributes.subject
How can ICT help us to improve education ?

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According to Flecknoe (2010) ICT is used to assist student to learn more effectively by providing teachers with access to a wide range of new pedagogy. It enables teacher to do more administrative task more efficiently.

Roxanne Faye C. estuita
Region IV-A SDO Lucena City
roxannefaye.caperi001@deped.gov.ph

# data[].attributes.headline
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING in line with the integration of Information and Communication Technology (ICT)

# data[].attributes.subject
DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING in line with the integration of Information and Communication Technology (ICT)

# data[].attributes.body
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;

Mary Ann Kenny C. Hoyohoy
maryannkenny.hoyohoy@deped.gov.ph
Cebu Province
Region VII