Name: Emelie B.

Gayo Date: September 2, 2025

Year & Section: BEED 2-A Score:

Lesson 1 ACTIVITY:

The eight policies of ICT in Education are: vision and planning, ICT infrastructure, teachers, skills
and competencies, learning resources, Education Management Information System (EMIS),
monitoring and evaluation, and equity, inclusion, and safety. These serve as the foundation for
strengthening the use of technology in teaching and learning.

At the national level, implementation involves creating a clear ICT roadmap aligned with the
curriculum, providing stable internet connection and devices to all schools, and ensuring
teachers receive proper training and professional development. The government also embeds
digital literacy and problem-solving skills into the curriculum, develops a national digital portal
for accessible learning resources, and strengthens EMIS to guide planning through real-time
data. Progress is tracked through monitoring and evaluation systems, while equity and safety
are promoted by giving access to marginalized groups, providing assistive technologies, and
enforcing online safety programs.

At the classroom level, teachers bring these policies into practice by setting clear goals for ICT
use in lessons and maximizing available devices and resources. They act as role models in using
technology, while also guiding students in building digital skills and critical thinking. Teachers
use multimedia materials, update student records digitally, and reflect on the effectiveness of
ICT-based lessons. Most importantly, they ensure that all learners regardless of background or
ability, are given equal opportunities to use technology in a safe, responsible, and inclusive
learning environment.

ANALYSIS :

ICTs are not only an instructional means to provide prerequisite learning activities; they offer an
exploratory space where the learner is in charge. Write down a list of the international and
national ICTs as a learning tool you think can improve quality in education.

International ICTs for Learning:

1. Google Workspace for Education – tools like Google Classroom, Docs, Slides, and Drive for
collaboration.

2. Microsoft Education (Office 365, Teams) – interactive learning, virtual classes, and cloud
storage.

3. Khan Academy – free, global online learning resources.

4. Coursera & edX – access to courses from top universities worldwide.

5. Zoom / Webex / Skype for Education – online conferencing and remote learning.

6. Moodle – an open-source learning management system used globally.

7. Duolingo – interactive language learning app.

8. Scratch & Code.org – platforms for teaching coding and computational thinking.

9. UNESCO’s ICT in Education Initiatives – global frameworks and digital resources.

10. YouTube EDU – free educational videos and lectures.

National ICTs for Learning (Philippines) :

1. DepEd Commons – the Department of Education’s open educational platform.

2. LRMDS (Learning Resources Management and Development System) – repository of digitized

learning resources.

3. TV/Radio-Based Instruction (DepEd TV, Radio Eskwela) – alternative delivery for remote
learners.

4. DICT Free Wi-Fi for All Program – internet access support for schools and communities.

5. E-Skwela Project – digital alternative learning system for out-of-school youth and adults.

6. Philippine Open Learning Exchange (PHOLE) – sharing and development of open educational
resources.

7. CHED Virtual Learning Platforms – university-level e-learning support.

8. SEAMEO INNOTECH Initiatives – ICT-supported innovations for Southeast Asian learners.

9. Learning Management Systems (LMS) of private schools – such as Ateneo BlueCloud, UST
Cloud Campus, etc.

10. TESDA Online Program (TOP) – free technical-vocational courses online.

LESSON 2: ACTIVITY

Write a critique paper critically examining the implementation process of technology

integration about ICTs in education in not less than 200 words.
The integration of Information and Communication Technologies (ICTs) in education has been
widely embraced as a transformative tool to enhance teaching and learning. However, the
implementation process often faces numerous challenges that question its effectiveness. While
the vision of ICT integration promises interactive, learner-centered environments, the gap
between policy formulation and actual practice in schools remains significant.

One of the major shortcomings lies in infrastructure. Many schools, especially in developing
countries, lack reliable internet connectivity, sufficient computers, and updated software. This
creates unequal opportunities, where students from well-funded institutions benefit from
digital tools while others are left behind, thereby reinforcing educational inequalities.
Moreover, even when resources are available, teachers often lack proper training to maximize
ICT tools. Professional development programs are either limited, too theoretical, or
inconsistent, resulting in educators struggling to integrate technology effectively into their
lessons.

Another concern is sustainability. Many ICT initiatives are launched with enthusiasm but fail
due to poor monitoring, maintenance, and long-term funding. Technology evolves rapidly, and
without continuous upgrades and technical support, schools end up with outdated or
malfunctioning equipment. Furthermore, the overemphasis on devices sometimes
overshadows pedagogy; ICT becomes an end in itself rather than a means to enrich learning
outcomes.

In conclusion, while ICTs hold the potential to revolutionize education, their integration is often
hindered by infrastructural gaps, insufficient teacher preparation, and lack of sustainability. A
successful implementation requires not just technology, but also a holistic approach that
balances infrastructure, teacher competency, pedagogical relevance, and long-term planning.
Only through these measures can ICT integration truly enhance the quality and equity of
education.

ANALYSIS

1). What is the impact of ICT in Education Policy to teaching and learning?

ICT in Education Policies significantly enhance teaching and learning by promoting effective
technology integration, enriching learning experiences through interactive digital tools,
ensuring equitable access and digital inclusion, supporting teacher training and professional
development, and promoting safety and ethical considerations in technology use. These
policies facilitate the strategic use of technology, ensuring it aligns with curriculum objectives,
enhances student motivation, develops essential 21st-century skills, and creates a secure and
inclusive learning environment for all students.
2). Interview a cyberbullied student. What are your suggestions to improve student
performance related to the discussion of safety issues in cyberbullying?
Jenny, 15, experienced cyberbullying on social media, which made her anxious, distracted, and
less confident in class, affecting her participation and grades.

Suggestions:

To improve student performance and safety awareness, schools should teach lessons on
cyberbullying and online safety, helping students recognize and respond to harmful behavior.
Counseling and confidential reporting channels can support victims emotionally and
academically. Parents should be involved by guiding and monitoring safe online practices.
Promoting a positive school culture that encourages respect, kindness, and responsible digital
behavior can prevent bullying. Finally, teaching coping strategies and resilience skills can help
students stay focused and confident in their learning despite challenges.

Application

Based on your activities, make a mind-map of the decisions you face concerning the
implementation of ICT policies in teaching-learning and the safety issues In ICT regarding
cyberbullying.
LESSON 3.

Activity

You will research other schools’ ICT policies and best practices by surfing the World Wide Web
and write down your discoveries using the graphic organizer.

1. Where is the most research on the impact of ICT focusing on?

Research on the impact of Information and Communication Technology (ICT) has grown
extensively, with the majority of studies focusing on education. Scholars have examined how
digital tools influence teaching methods and student learning outcomes, showing that ICT can
enhance subject knowledge and skills when effectively implemented. However, challenges such
as limited infrastructure, insufficient teacher training, and varying access to technology can
hinder its effectiveness, particularly in developing regions.

Another significant focus is on digital literacy and 21st-century skills. Research emphasizes the
importance of competencies such as critical thinking, creativity, problem-solving, data literacy,
and ethical reasoning to help students navigate an increasingly digital world. Alongside
learning, ICT is also studied in school administration, where its integration improves
communication, management, and overall institutional efficiency.

Beyond education, research highlights the role of ICT in health systems and environmental
sustainability. In healthcare, digital technologies can improve patient outcomes and system
performance, while in environmental studies, ICT’s energy use and electronic waste are key
considerations. Overall, studies demonstrate that ICT has multifaceted impacts, offering
significant benefits if implemented strategically and equitably across different sectors.

2. What policies do reports on the use of ICT practices that impacts teaching and learning in the
classroom?

Reports on the use of Information and Communication Technology (ICT) in education often
emphasize policies that guide the integration of digital tools into classroom teaching and
learning. Key policies focus on ensuring that ICT resources are accessible, equitable, and
effectively utilized to enhance student learning outcomes. These policies encourage the use of
technology for interactive learning, collaboration, and critical thinking, rather than merely as a
replacement for traditional teaching methods.

Additionally, ICT policies address teacher training and professional development, ensuring that
educators are equipped with the skills to implement digital tools effectively. Data privacy,
cybersecurity, and ethical use of technology are also emphasized to protect both students and
teachers in the digital environment.

Ultimately, such policies aim to create a supportive infrastructure, provide necessary learning
resources, and foster a culture of innovation in classrooms. When properly implemented, these
guidelines positively impact teaching quality, student engagement, and learning efficiency,
helping education systems adapt to the demands of a digital age.
 X

I marked number six with an X because, although our school is continually improving in terms of
the learning environment, it has not yet been fully developed. We already have some
technologies for teaching and learning, such as televisions, projectors, and speakers, but we
need more. Some of these devices are not functioning properly, and teachers sometimes have
difficulty finding cords and HDMI connections for connectivity. The school provides free Wi-Fi
service, but it becomes very slow when everyone tries to access it. Additionally, there are not
enough classrooms to accommodate all classes at the same time. Nonetheless, I still appreciate
the innovations and developments the school has made from before up to the present.