1. ICT Teacher Professional Development Programme
K611 - Prof. Umemoto
4/11/2019
ICT Teacher Professional Development Programme
Level II - Knowledge Deepening
POLICY UNDERSTANDING
October 23, 2017
Andre Saito - Knowledge management

2. Knowledge Deepening: Level II

3. Module I Policy Understanding
CURRICULAR GOALS
Understand policies in order to design lesson plans, implement school policies and address high priority problems in schools
TEACHER COMPETENCIES
Develop in-depth knowledge of national policies that impact education
Design, modify and implement school/classroom practices that support national/school policies

4. Module 1 - Policy Understanding
Explain and analyze various issues that arise in implementing policies and principles in schools
1. Consider the issues that arise when attempting to implement ICT policies in your school; identify opportunities for implementation and potential obstacles.
2. Analyze advantages and disadvantages of different approaches to implementing ICT policy objectives

5. 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.

6. 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
ICT Teacher Training Programme

7. ICT in Education – Desired Outcomes

8. 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.

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

10. Samples of ICT in Education Policies for Analysis and Discussion
ICT Policies
Samples of ICT in Education Policies for Analysis and Discussion
Teachers discuss impact of policies in their respective school environments
Teachers propose amendments, additions, omissions, improvements to the policies
Teachers propose OPERATIONAL policies to operationalize these STRATEGIC policies

11. Bring Your Own Device Policy (BYOD)
The Ministry of Education will -:
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.
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.
Set out guidelines for the acceptable and ethical use of staff and student-owed devices on the school compound. Parents and guardians must assent to these guidelines before students’ personal devices can be brought to school.

12. Bring Your Own Device Policy (BYOD)
The Ministry of Education will -:
Proactively assess and militate against the potential risks associated with connecting student-owned devices to the school’s ICT network and infrastructure.
Provide the technical support needed to allow staff and student-owed devices to be utilised safely and appropriately.
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.

13. Mobile Phone (Cellular Phone) Policy
The Ministry of Education will -:
Endorse the use of MHECDs in schools, when such use supports effective curriculum delivery and/or education administration.
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
Require that students be debarred from using mobile phones during class time unless authorized and supervised by a teacher.
Insist that mobile phones be switched off upon entering the school compound.

14. Mobile Phone (Cellular Phone) Policy
The Ministry of Education will -:
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.
Insist that MHECDs be used responsibly at all times while on the school compound.
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.

15. Mobile Phone (Cellular Phone) Policy
The Ministry of Education will -:
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.
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.

16. Strategic vs Operational
Strategic Policies are overarching, broad, gives 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.

17. 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.

18. Thank You Gerard Phillip Lead, ICT in Education Ministry of Education