The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.

1. DIWANIE R. PEREZ
Status of
ICT
Education
in the
Philippines

2. In cooperation with

3. Our Vision for ICT in Education
“21st Century
Education For All
Filipinos, Anytime,
Anywhere. “
This means an ICT-enabled education system that transforms
students into dynamic life-long learners and values-centered,
productive and responsible citizens.

4.  revitalize our schools to make them into dynamic, collaborative
and innovative learning institutions where students can become
more motivated, inquisitive and creative learners.
 link up our students with the vast networked world of
knowledge and information to enable them to acquire a broad
knowledge base and a global outlook and provide them with the
resources for the development of a creative mind;
 develop in our students skills and capabilities to critically and
intelligently seek, absorb, analyze, manage and present
information;
 create new knowledge and products; and
 develop in our students habits of self-learning to nurture the
attitude and capability for lifelong learning.
ICT plays a major role in creating a new and improved
model of teaching and learning where education
happens anytime, anywhere. To achieve this vision, we
will continue to use ICT to:

5.  completely integrate ICT into the curriculum,
which includes the development of multimedia
instructional materials, and ICT enabled
assessment;
 intensify competency based professional
development programs;
 establish the necessary ICT infrastructure and
applications.
 develop processes and systems that ensure
efficient, transparent and effective governance;
In order to achieve our vision within
we aim to:

6. The key thrusts of this strategy are:
Enhancing Curriculum
Empowering Teachers, Administrators,
Officials and Students
Strengthening Schools, Governance and
Management

7. ICT in DepED:
past and present

8. In 1996, DepED embarked on a 10-Year
Modernization Program (1996-2005). The
main components of this program were the
computerization project and the School of
the Future project. The modernization
program introduced use of information
technology in the improvement of the
teaching and learning process, educational
management and operations. This program
was supported by other government
agencies and the private sector.

9. Previous to the adoption of this
policy, DepED introduced the use of
radio broadcast in education in the
1960s and educational television in
the 1970s. Through the support of
Channel 4, the Tulong Aral program
of the 1980s was the first major
initiative that combined the use of
radio and television in public basic
education.

10. There were also private sector initiatives
in educational radio and TV since
the early 1980s. Among them were
children’s television shows such as Kulit
Bulilit and Batibot.
Kulit Bulilit was a children’s variety
show and Batibot was patterned after
Sesame Street which aired on Philippine
television in the 1970s. However, these
“edutainment” initiatives were not based
on the curriculum.

11. Private-public partnership in educational
television started in the 1990s with ABS-
CBN Foundation’s Sine’Skwela and
Foundation to Upgrade Science Education’s
Continuing Studies through Television
(FUSE-CONSTEL).
Sine’Skwela is a curriculum based children’s
TV Program on Elementary Science.
FUSE-CONSTEL is a teacher training
program for high school teachers in
English, Science and Math.

12. Recently, the Philippine Government
has shown serious commitment to
ICT in education in announcing a
series of initiatives to apply ICT
in teaching and learning. These
were aligned to the Millennium
Development Goals and the
Education For All movements.

13. Other policy documents such as:
The Medium Term Philippine Development
Plan (MTPDP), The Basic Education Sector
Reform Agenda (BESRA), The Basic
Education Curriculum (BEC), Schools First
Initiative (SFI) and The National Action
Plan to Achieve Education for All (EFA)
have stressed the importance of ICT in
improving education in the country. These
have resulted in increased adoption of ICT
across the education system.

14. Ramos (1992-1998):
National IT Plan,
NITC, IT21, Internet
for Gov’t Agencies
Estrada (1998-2001):
eCommerce Act,
Gov’t IS Plan,
ITECC
Arroyo (2001-2010):
strengthened ITECC,
e-Govt fund, CICT,
push for DICT,
National Broadband
Network (NBN)

15. abolished CICT, instead moved IT
directives under DOST-ICTO
(Information and Communications
Technology Office)
minimized red-tapes for starting a
business, tax holidays for business
operating in PEZA
Aquino (2010-present)

16. • The assessment of the current state of
computerization of public schools will aim
to help DepEd better integrate ICT in
its ambitious K (Kindergarten) to 12
Basic Education Curriculum (BEC) reform
program.
• Education Secretary Armin Luistro said
that ICT education will be an important
aspect as they formulate an effectively
enhanced K to 12 BEC curriculum.

17. “We have to set up our ICT
thrust as we gradually implement
the K to 12 Basic Education
Reform Program. As we all
know, ICT plays a very
important role in administrative
functions as well as in the
teaching and learning process,”
Luistro explained.

18. WHY DO WE
NEED ICT IN
EDUCATION?

19. Multimedia
Instructional Materials
Development

20. The Department of Education
(DepEd) and the United States
Agency for International
Development (USAID) will
undertake a review on computer
accessibility in public schools
achieved by past and ongoing
information communications
technology (ICT) programs.

21. ICT Programs

23. Online Class & Courses
University of the
Philippines-Open
University Launches
Online Courses
TESDA OFFERS
ONLINE COURSES
FOR FREE

24. Text2Teach is the
Philippine pilot-version of
the global mobile learning
programmed
Bridge IT, launched in 2003.
TEXT2TEACH:
MOBILE BASED
VIDEO LESSONS
FOR PHILIPPINE
SCHOOLS
ICT Tools

25. E-textbook

26. 14. 28% of Ess &
HSs, public and
private have
computers.
Dep-Ed estimates to
date 69% of public
HSs already have at
least one computer
and expects this to
increase to 75%.
Computer

27. LCD Interactive Projector

28. Smart Board

29. E-room

30. E-library

31. RELATED STUDIES
• Trimmel and Bachman (2004)
studied the impact of introducing
laptops into classrooms and one of their
conclusions was that: “information
technology has a positive impact on
college attendance and learning
interest”. ICT can play an important role
in motivating learners and encouraging
them to engage in learning, within and
beyond the classroom.

32. Wanjala, Elizabeth. K and Mukwa
(2011) found that few teachers are using
ICTs to manage the classroom and to
integrate technology into several of the
content areas. Professional development
options were varied. They pointed out the
most teachers use trial and error, learn
through course work taken at colleges or
universities, and support others or receive
personal or expert support as significant
methods of learning how to use Information
Communication Technologies.
RELATED STUDIES

33. Rachmawati and Johancynthia
(2010) conducted on ICT based learning schools
to assess the challenges on implementation. Results
indicated that ICT based learning the role of
teachers were significantly changed from transferring
of knowledge into facilitating of learning, from a
main source person to be a manager of learning.
Other challenge is also addressed to head teachers in
encouraging teachers to implement ICT based learning
in order to improve students capability and skills.
RELATED STUDIES

34. Visvanathan (2010) conducted a
predictive study on secondary schools to examine the
educator‟s pedagogy influencing the effective use of
computers for teaching purposes in classrooms in
South Africa. Results revealed that educator
pedagogies were the highest predictors on the use of
computers in the classroom. Although the quantitative
analyses for educator support, training and attitude
were the lowest predictors on the use of computers,
the qualitative analysis, nevertheless, found
sufficient support for it.
RELATED STUDIES

35. Rosnaini and Ismail (2010)
examined the “Impact of training and experience in
using ICT on in-service teachers‟ basic ICT
literacy”. The study found that majority of the
teachers had moderate basic ICT knowledge and
skills, and perceived ICT positively. Formal ICT
training and ICT experience influence the teachers‟
knowledge, skills and attitude. Therefore, teachers
especially the older ones and normally with more
teaching experience need to be identified, and
provided with specially designed training programs, in
various forms of ICT courses and workshops.
RELATED STUDIES

36. Rebecca and Porter (2010)
the findings of the study indicated that the
strongest predictors that are positively
associated with computer use are training on
excel and the need for ongoing support for
the inclusion of technology in mathematics
teaching. This paper concluded with
recommendations as to how school leaders can
support mathematics teachers to fully adopt
computer technology use in teaching and
learning.
RELATED STUDIES

37. Yuksel, Soner and Zahide (2009)
conducted to examine the “Teacher educators‟ ICT
competencies, usage, and perceptions”. The data
were collected from 111 teachers and interviewing
with 6 teachers. The results indicated that most of
the participants expressed positive perceptions about
the integration of ICT into teacher education
programs. Generally, their ICT competency was
completely sufficient. They use the Internet as a
supportive tool to their courses, and particularly
search engines used by them.
RELATED STUDIES

38. Rafeedali (2009) carried out a study
on “Computer based technology and its pedagogical
utility”. The study revealed that higher secondary
school teachers were unable to utilize the
opportunities of information technology resources in
education and they were observed to be comfortable
with traditional teaching methods and materials and
also pointed out secondary school teachers could not
use the ICT resources in the classroom interaction.
Only 13 percentage of higher secondary school
teachers are using power point presentation in the
classroom.
RELATED STUDIES

39. Yasemin (2008) did a study on “ICT usage
in Higher Education: A case study on pre-service
teachers and instructors”. Results revealed that
teacher education programs fail to provide
appropriate instructional technologies and computer
facilities for both in and out of class activities.
Furthermore, three factors that appear to have a
significant influence on the effective use of
technology were found to be: (1) the quantity and
quality of the lessons addressing technology in the
curriculum, (2) incompetent teachers/lack of in-
service training, and (3) insufficient technology.
RELATED STUDIES

40. Taner Altun (2007) studied on “ICT in
initial teacher education”. These vital factors
were; ICT infrastructure and physical
resources, curriculum and policy development,
training lecturers and pedagogical training of
teachers in ICT. ICT has the potential to
contribute to the improving of students‟
critical thinking, decision making, problem-
solving skills and generating ideas with its
integration into classroom activities. The
teacher‟s role at this point is crucial.
RELATED STUDIES

41. Romina, Protector, Paul, Glenn and
Watson (2006) found that male teachers report
significantly higher levels of confidence in using ICT
with students for teaching and learning and the
students of male teachers or confident teachers use
ICT more frequently to both enhance and transform
the curriculum. Further there was no significant
relationship between years of teaching experience
and teacher confidence but experience did impact on
the level of ICT use that teachers prefer their
students to demonstrate, with teachers who have had
least experience preferring their students to use ICT
more to both enhance and transform the curriculum.
RELATED STUDIES

42. “IT is a skill which is essential in the
world we live in. Our pupils need to use
the latest technology to offer them an
effective education in the twenty first
century”