Policy and Research Review Group 2 by Mark manaois https://padlet.com/licit2020ict/t95w6x220uktzak1 What are the different laws, DepEd Issuances and policies related to ICT for Teaching and Learning? Also, are there any references and researches directly related and important to ICT for Teaching and Learning? en-us 2020-12-08 23:41:23 UTC 2025-11-06 13:19:52 UTC hello@padlet.com https://padlet.net/icons/png/1f9d0.png DO 008, s. 2020 (May 28, 2020) rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000806686 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]]> 2020-12-09 03:05:03 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000806686 MaryAnnMentacSantiago https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000807280 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]]> 2020-12-09 03:05:26 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000807280 DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING MaryAnnMentacSantiago https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000808141 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]]> 2020-12-09 03:05:58 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000808141 Republic Act 10844 lorettecaduyac70 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000808624 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]]> 2020-12-09 03:06:19 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000808624 Effectiveness of ICT Integration in Schools monesamontero https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000814307 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
 

]]> 2020-12-09 03:09:49 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000814307 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP) lorettecaduyac70 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000817994 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
]]> 2020-12-09 03:11:37 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000817994 STRENGTHENING THE INFORMATION COMMUNICATION TECHNOLOGY (ICT) GOVERNANCE OF THE DEPARTMENT OF EDUCATION AMENDED BY rusean04 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000823454 2020-12-09 03:15:00 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000823454 Dep Ed Issuances khristinemaemontas https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000823963 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

]]> 2020-12-09 03:15:21 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000823963 Deped Order No.32s.2020 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000824900 (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


]]> 2020-12-09 03:15:56 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000824900 Department Memorandum 2020-00162 rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000826947 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
]]> 2020-12-09 03:17:07 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000826947 OUA MEMO 00-0620-0030 Memorandum dated June 8, 2020 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000829345 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]]> 2020-12-09 03:18:42 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000829345 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 rusean04 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000832908
  • 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).
  • 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.
  • 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.
  • All previous issuances relative to this Order, which are found inconsistent are deemed superseded or modified accordingly.

    • Ruth Covacha, REgion VI,rusean04@gmail.com

    ]]>     2020-12-09 03:20:59 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000832908     OCTOBER 4, 2011 DO 76, S. 2011 – NATIONAL ADOPTION AND IMPLEMENTATION OF THE LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS) rusean04 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000837550
  • 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:
    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.
  • 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:
    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.
  • 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.
  • 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.

    • ]]>     2020-12-09 03:23:39 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000837550     rusean04 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000838291 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]]>     2020-12-09 03:24:10 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000838291     khristinemaemontas https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000841612 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
    ]]>     2020-12-09 03:26:23 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000841612     JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP) https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000843221 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

    ]]>     2020-12-09 03:27:29 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000843221     DepEd Order No. 31 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000846013 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]]>     2020-12-09 03:29:33 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000846013     ICT integration in the educational system of Philippines by Queenie Pearl Villalon Tomaro rusean04 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000846754
    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
    ]]>     2020-12-09 03:30:02 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000846754     ICT INTEGRATION – A BREAKTHROUGH IN TEACHING lorettecaduyac70 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000847057 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]]>     2020-12-09 03:30:16 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000847057     Impact of ICTs on Open and Distance Learning in a Developing Country Setting: The Philippine experience https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000848378 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


    ]]>     2020-12-09 03:31:12 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000848378     International Journal of Research in Education and Science (IJRES) analyncalabano1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000849459  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]]>     2020-12-09 03:31:59 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000849459     khristinemaemontas https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000854153 2020-12-09 03:35:12 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000854153 khristinemaemontas https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000854246 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
     
    ]]>     2020-12-09 03:35:15 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000854246     GUIDE TO MEASURING INFORMATION ANDCOMMUNICATION TECHNOLOGIES (ICT)IN EDUCATION https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000854578 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]]>     2020-12-09 03:35:29 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000854578     DepEd Memorandum No. 75, s. 2016 monesamontero https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000855930 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
    ]]>     2020-12-09 03:36:27 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000855930     Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000856156 https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_018.pdf
    Hazel P. Cuadrado
    REGION XII
    hazel.cuadrado@deped.gov.ph]]>     2020-12-09 03:36:36 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000856156     OUA Memo 10116 rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000857978 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

    ]]>     2020-12-09 03:37:52 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000857978     khristinemaemontas https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000860819 2020-12-09 03:39:50 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000860819 khristinemaemontas https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000860927 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
    ]]>     2020-12-09 03:39:55 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000860927     IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE analyncalabano1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000862054 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]]>     2020-12-09 03:40:42 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000862054     RM-No.-148-s.2020.pdf - DepEd CALABARZON analyncalabano1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000873775 RM-No.-148-s.2020.pdf (depedcalabarzon.ph)

    ANALYN L. CALABANO 
    analyn.calabano@deped.gov.ph
    SDO TAYABAS
    REGION IV-A]]>     2020-12-09 03:48:46 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000873775     DepEd Order No. 40, s. 2012 rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000874501 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]]>     2020-12-09 03:49:19 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000874501     2019 Guidelines on the Issuance of Official DepEd Email Accounts rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000886564 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]]>     2020-12-09 03:57:30 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000886564     ICT INTEGRATION IN THE EDUCATIONAL SYSTEM OF PHILIPPINES renielorinday7 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000886748
    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]]>     2020-12-09 03:57:38 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000886748     DO 58, s. 2017 rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000890746 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
    ]]>     2020-12-09 04:00:29 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000890746     DO 78, s. 2010Guidelines on the Implementation of the DepEd Computerization Program (DCP) monesamontero https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000891299 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
    ]]>     2020-12-09 04:00:50 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000891299     DepEd sets recommended screen time for online studentsByClaudeth Mocon-CiriacoSeptember 2, 2020 analyncalabano1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000891940 DepEd sets recommended screen time for online students | BusinessMirror

    ANALYN L. CALABANO 
    analyn.calabano@deped.gov.ph
    SDO TAYABAS
    REGION IV-A]]>     2020-12-09 04:01:19 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000891940     JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP)June 10, 2010DO 78, s. 2010 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000892865 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
    ]]>     2020-12-09 04:01:57 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000892865     DO 26, S. 2015 rclaveria06 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000895314 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
    ]]>     2020-12-09 04:03:40 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000895314     DO 23, S. 2004 – GUIDELINES ON THE USE OF COMPUTER LABORATORIES IN TEACHING AND LEARNING https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000928023 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]]>     2020-12-09 04:25:37 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000928023     Experiences, perceptions and attitudes on ICT integration: A case studyamong novice and experienced language teachers in the Philippines lorettecaduyac70 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000937667  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

    ]]>     2020-12-09 04:31:36 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000937667     [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 Sir_A https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000938064 [Alexis A. Parco - R4A]
    alexis.parco@deped.gov.ph]]>     2020-12-09 04:31:53 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000938064     DEPED MEMORANDUM: INTERIM GUIDELINES FOR ASSESSMENT AND GRADING IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000946353 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]]>     2020-12-09 04:37:19 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000946353     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) Sir_A https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000948678 *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
    ]]>     2020-12-09 04:38:46 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000948678     The Impact of DigitalTechnology on Learning and Teaching https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000960953  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

    ]]>     2020-12-09 04:45:53 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1000960953     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. ghreven824 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001036648 source: https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf
     -Ghreven T. Angab, R10
    -ghreven824@gmail]]>     2020-12-09 05:29:34 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001036648     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. ghreven824 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001042036 source: https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf

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

    ]]>     2020-12-09 05:32:44 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001042036     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. ghreven824 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001046224
    source: https://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf
    -Ghreven T. Angab, R10
    -ghreven824@gmail.com]]>     2020-12-09 05:35:21 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001046224     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: ghreven824 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001050159 source: file:///C:/Users/slick824/Downloads/Documents/113217-NWP-PUBLIC-ADD-SERIES-Agencies-Philippines-SABER-ICTno15.pdf

    -Ghreven T. Angab, R10
    -ghreven824@gmail.com]]>     2020-12-09 05:37:52 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001050159     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,* https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001223382  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]]>     2020-12-09 07:15:37 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001223382     DO 26, s. 2009 anthonydenila https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001715361 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]]>     2020-12-09 11:15:03 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001715361     IMPLEMENTATION OF DepEd COMPUTERIZATION PROGRAM(DCP) FOR THE INDIGENOUS PEOPLE by Irish Mae Q. Tuazon, LPT from Surigao del Sur State University anthonydenila https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001735687 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]]>     2020-12-09 11:26:22 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001735687     yenyenpriela https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001834112 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
     
    ]]>     2020-12-09 12:23:08 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001834112     DepEd Computerization Program (DCP) throughDepEd Order No. 78, s. 2010, otherwise known as the“Guidelines on theImplementation of the DepEd Computerization” https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001877760
    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
    ]]>     2020-12-09 12:43:43 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001877760     Developing Information Communication Technology (ICT)Curriculum Standards for K-12 Schools in the Philippines https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001891097  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


    ]]>     2020-12-09 12:49:39 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001891097     ICT Integration In Education:Incorporation for Teaching & LearningImprovementSimin Ghavifekr, Ahmad Zabidi Abd Razak, Muhammad Faizal A. Ghani, Ng YanRan, Yao Meixi & Zhang Tengyue [1] https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001899044 https://files.eric.ed.gov/fulltext/EJ1086419.pdf

    ELLEN KACHIRI P. INTING
    Region V
    ellenkachiri.inting@deped.gov.ph]]>     2020-12-09 12:53:05 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1001899044     R2: Research on Philippines' ICT Policy in special Education and the Legal bases adapted by the PH for ICT and AT use jasminroxannealbay1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006270317 2020-12-10 14:34:53 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006270317 JUNE 10, 2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM (DCP) jasminroxannealbay1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006280091 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
    ]]>     2020-12-10 14:36:44 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006280091     OUA Memo 8130- Guidelines on the Use and Administration of G Suite and Microsoft 365 for Education jasminroxannealbay1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006341224 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]]>     2020-12-10 14:49:18 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006341224     An Appropriate Use Policy on Information and Communication Technology (ICT) for Education in the Philippines by Alexander Gonzales Flor jasminroxannealbay1 https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006378131 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]]>     2020-12-10 14:57:02 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1006378131     RA 10929 arieltiston https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1007095699  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

    ]]>     2020-12-10 17:22:22 UTC https://padlet.com/licit2020ict/t95w6x220uktzak1/wish/1007095699