UNDERSTANDING ICT IN

EDUCATION
Understanding policies about ICT in
education
Lee-ann Pierre
2019
OBJECTIVES
• Explain and analyze the principles of using ICT in education

• Describe how these principles can be put into practice in your

own teaching

• Analyze what issues may arise in implementing these principles

and how these can be addressed.
FOCUS ON TEACHER TRAINING

The ICT Teacher Professional Development Program

aims to provide teachers with a range of competencies
and skills to empower them to effectively integrate ICT
into their teaching and learning methodologies

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CHANGING NEEDS
Traditional methods of education are not appropriate for the needs of society
and the economy in the contemporary world.
ICT Teacher
Professional
Development
Programme

Programme Orientation

ICT Teacher Professional Development Programme

CONTEXT FOR ICT TEACHER TRAINING

 The technology must be merged with pedagogical

best practices.

 When ICT is used in value-adding ways, and is

tailored to students’ individual learning styles, it can
deepen student understanding and engagement.

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CONTEXT FOR ICT TEACHER TRAINING

All students should possess 21st century learning,

literacy and life skills inclusive of media and technology
literacy, critical thinking, creative problem-solving, and
the ability to collaborate and communicate effectively.

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DON’T BE AFRAID!
5-STAR ICT IN EDUCATION PLAN
 Governance Structure

ICT in Education Policy Pillars of the

5- Star ICT Plan
Infrastructure and Equipment
Upgrade

Curriculum Support and Reform

Training for Teachers and

Administrators
 Needs Assessment was conducted
Only 13.3% of teachers have the
skills to integrate ICT in teaching and
learning experiences

• 13.31% of teachers are at Level 3

• 38.42% of teachers are at Level 2

The majority of teachers do not possess the

• 41.30% of teachers are at Level 1
requisite ICT competencies and pedagogical
training to implement the curriculum using
laptops and other digital devices.
BASED ON UNESCO ICT CSF
Developed in cooperation with
• Cisco,
• Intel
• Microsoft, as well as the
• International Society for Technology in Education (ISTE)
• Virginia Polytechnic Institute and
• State University (Virginia Tech)

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UNESCO ICT CSF PROGRAMME DESIGN

THE SIX ASPECTS OF A TEACHER’S WORK

 UNDERSTANDING ICT IN EDUCATION

 CURRICULUM AND ASSESSMENT

 PEDAGOGY

 ICT

 ORGANISATION AND ADMINISTRATION

 TEACHER PROFESSIONAL LEARNING

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FOCUS ON TEACHER TRAINING

The ICT Teacher Professional Development

Program aims to provide teachers with a range of ICT-
based skills and competencies aligned to the
UNESCO ICT Competency Framework for Teachers
(ICT CFT).

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ICT CSF LEVELS

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KNOWLEDGE DEEPENING: LEVEL II

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UNESCO CFT Topics

Understanding ICT in
Policy Understanding
Education

ICT I Complex Productivity Tools I

ICT II Complex Productivity Tools II

Assessment Technology-Enhanced Assessment

Pedagogy I Curriculum & Pedagogy

Pedagogy II Differentiated Instruction

Teacher Professional
Complex Internet Tools
Learning

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PROGRAMME SCHEDULE

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FACILITATORS/ VENUES/ DISTRICTS

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 PROGRAMME DESIGN

 Teachers will be exposed to 35 contact

hours of engagement
 This equates the equivalent of a semester,
allowing for the award of the Level II ICT
CSF certification
 No sessions on Fridays.

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 PROGRAMME ASSESSMENT
 Participants MUST attend EVERY session of the seven week
program (one session per week).

 Participants receive interactive instruction, incorporating both face-

to-face and blended methodologies

 Participants are expected to maintain an electronic portfolio.

 Assessment instruments are competency-based and comprise both

individual as well as group assignments.

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 SUPPORT

Teaching and Teacher

Development Unit
Curriculum Planning and
Division of School Supervision and Development Division
Management

ICT DIVISION. Principals

ICT Teacher Professional
Development Programme

Level II - Knowledge Deepening

POLICY
UNDERSTANDING

October 23, 2017

MODULE I POLICY UNDERSTANDING

• CURRICULAR GOALS • TEACHER COMPETENCIES

Understand policies in order to
design lesson plans, implement
school policies and address high
priority problems in schools
Develop in-depth knowledge of
national policies that impact
education
Design, modify and implement
school/classroom practices that
support national/school policies

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 MODULE 1 - POLICY UNDERSTANDING

1. Consider the issues that arise when

Explain and analyze various attempting to implement ICT policies in
issues that arise in implementing your school; identify opportunities for
policies and principles in schools implementation and potential obstacles.

2. Analyze advantages and disadvantages

of different approaches to implementing
ICT policy objectives

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 MOE’S ICT IN EDUCATION VISION

The National ICT in Education Vision -:

To provide 21st century technology-enabled
learning environments that integrate
information and communication technologies
(ICTs) into administration and teaching and
learning.

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ICT IN EDUCATION VISION
• Greater creativity and innovation
• Augmented critical thinking, problem solving, and decision making skills
• Enhanced digital citizenship and life skills acquisition
• Higher levels of student engagement and well-being
• Greater usage of ICT tools and techniques
• Enhanced communication, collaboration, and seamless information
flow
• Technology optimisation and effective systems implementation

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ICT IN EDUCATION – DESIRED OUTCOMES

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 ICT IN EDUCATION POLICY FRAMEWORK

The ICT in Education Policy Framework lists five (5) core dimensions of ICT usage and
implementation in the education sector;

 Connecting with the World,

 Interacting with Each Other,

 Teaching and Learning with ICT,

 Capacity Building with ICT, and

 Managing with ICT.

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 ICT IN EDUCATION POLICY FRAMEWORK

Connecting with Interacting with Teaching and Capacity Building Managing with
the World Each Other Learning with ICT with ICT ICT
Education
Availability and ICT Pedagogy Teacher Training and
Social Media Policy Management
Connectivity Policy Integration Policy Development Policy
Systems Policy
Learning
Inclusiveness and Continuous
Cyber-Bullying Policy Flexible Delivery Policy Management
Equity Policy Improvement Policy
Systems Policy
Bring Your Own Device Open Educational ICT Asset
Data Privacy Policy Mobile Learning Policy
(BYOD) Policy Resources Policy Management Policy
Technology Enabled
Green Computing Game-based Learning Value for Money ICT
Data Security Policy Learning Environments
Policy Policy Procurement Policy
Policy
Free/Libre/Open Source Fit-for-Purpose ICT
Internet Usage Policy Responsible Use Policy
Software Policy Policy

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Sample Policies
 BRING YOUR OWN DEVICE POLICY (BYOD)
The Ministry of Education will -:

1. Allow students to bring their own personal electronic devices to school for
educational purposes. These devices include but are not restricted to laptop
computers, tablets, iPads, digital cameras and smartphones.

2. Assist schools in the provision of security measures, including surveillance

systems that will facilitate an environment in which staff and students can provide
for the security of students’ personal devices at schools.

3. Set out guidelines for the acceptable and ethical use of staff and student-owned
devices on the school compound. Parents and guardians must assent to these
guidelines before students’ personal devices can be brought to school.

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 BRING YOUR OWN DEVICE POLICY (BYOD)

The Ministry of Education will -:

4) Proactively assess and militate against the potential risks associated with
connecting student-owned devices to the school’s ICT network and
infrastructure.

5) Provide the technical support needed to allow staff and student-owned

devices to be utilised safely and appropriately.

6) Assist schools in the provision of adequate bandwidth, Wi-Fi connectivity,

power outlets, and storage/charging facilities to meet the demands of
additional personal digital devices in schools.

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 MOBILE PHONE (CELLULAR PHONE) POLICY

The Ministry of Education will -:

1. Endorse the use of MHECDs in schools, when such use supports effective
curriculum delivery and/or education administration.
2. Require that mobile phones be used on the school compound only under
the supervision of a teacher/administrator in a productive teaching and
learning environment
3. Require that students be debarred from using mobile phones during class
time unless authorized and supervised by a teacher.
4. Insist that mobile phones be switched off upon entering the school
compound.

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 MOBILE PHONE (CELLULAR PHONE) POLICY
The Ministry of Education will -:

5. Support schools’ operational policies that require the collection of students’

mobile phones for safe reception during the school day and subsequent
distribution to students at the end of the school day.
6. Insist that MHECDs be used responsibly at all times while on the school
compound.
7. Safeguard the rights of teachers, administrators and visitors on the school
compound. MHECDs should not be used to record class sessions unless
teachers / presenters grant express written permission.

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 MOBILE PHONE (CELLULAR PHONE) POLICY

The Ministry of Education will -:

8. Safeguard the privacy of all personnel on the school compound and

forbid the use of MHECDs in changing rooms, toilets and any location
that may cause embarrassment or discomfort to other students and
staff.
9. Inform parents that students remain responsible for all their personal
effects while at school and that the school takes no responsibility for
MHECDs brought to the school compound.

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 STRATEGIC VS OPERATIONAL

Strategic Policies are overarching, broad and give general intent and
direction

Operational policies are derived from the Strategic. They are more
finite, determined by the unique environment and culture of the
institution.
They state in clear terms what is expected at the level of the school.
May differ from one school to another.

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INDIVIDUAL ASSIGNMENT
Discuss the Advantages/ Disadvantages/
Obstacles of implementing each of the policies.

What additions/deletions/ modifications would

make to each policy?

Write the Operational Policy to accompany each

strategic policy.

Write a journal entry on today’s session, giving your

reflections on policy and its role in education.

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 Discussion Time

https://bit.ly/2XMC7hG
QUESTIONS/COMMENTS