1. ICTs Defined
A diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.
Defined as the basis for developing and using telecommunications and computer systems and digital information and communications systems in the broadest sense. ICT includes hardware, software and netware, as well as institutional, financial, cultural and application-related parameters that determine how ICT will be shaped and developed by society at large.
--C. Blurton
--The Research Council of Norway

2. National Vision for ICT
MTPDP envisions ICT as a development tool
“ICT will be harnessed as a powerful enabler of capacity development. It will therefore be targeted directly towards specific development goals like ensuring basic education for all and lifelong learning, among others.”

3. National Vision for ICT
in Education
The education goal set forth MTPDP is that by 2010 “[e]veryone of school age will be in school, in an uncrowded classroom, in surroundings conducive to learning. Three thousand school buildings a year shall have been built and a computer put in every high school.”
The MTPDP provides for the wider use of computers to support teaching-learning processes, the promotion of e-learning and information literacy shall, and the establishment of e-learning competency centers.

4. ICT Plan for Basic Education
Drafted in 2002 and focuses in the ff key areas:
infrastructure development
technical support
teacher training on the design, production and use of ICT-based instructional materials
research and development
technology integration in the curriculum
use of innovative technologies in education and training
fund generation, particularly through non-traditional financing schemes

5. ICT Plan for Basic Education
Operational targets by 2009
provision of appropriate educational technologies to all public high schools
provision of a computer laboratory with basic multimedia equipment to 75% of public high schools
provision of electronic library systems to all public science-oriented high schools
training of 75% of public secondary school teachers in basic computing and Internet skills as well as in computer-aided instruction (CAI)
integration of ICT in all learning areas, when appropriate

6. 2002 Restructured Basic Education Curriculum:
Curriculum & Pedagogy
2002 Restructured Basic Education Curriculum:
Conceived as an interactive curriculum that promotes integrated teaching and interdisciplinary, contextual and authentic learning.
“…[W]hat makes this curriculum interactive is the use of information technology and the greater emphasis on computer literacy in all the learning areas in every school where equipment is available.”

7. Curriculum & Pedagogy
The use of ICT is “articulated in terms of skills in accessing, processing and applying information, and using educational software in solving mathematical problems and conducting experiments.”

8. 14.28% of ESs & HSs, public and private, have computers
Computers in Schools
14.28% of ESs & HSs, public and private, have computers
Highest PC penetration rates
NCR Region %
Region III %
Region IV %
Note that only 66% of schools have electricity!
Computers in schools are acquired mostly through purchases using school funds (45%) or through donations by government and private groups (40%).
--SEAMEO Survey,

9. Computers in Schools
Recent National Government Computerization Projects
DepED: 1996 to 2004, 3 Batches
PCs for Public Schools of DTI: 2001 to 2005, 3 Batches
DOST: periodically since 1994

10. Computers in Public High Schools
DepED estimates to date 69% of public HSs already have at least one computer, and expects this to increase to 75% by end of 2005.
poor student-to-computer ratio
ranges from 12:1 to 1,098:1
mean ratio = 267:1
modal ratio = 209:1
poor teacher-to-computer ratio
75% of schools have a ratio of 5:1 or worse
mean ratio = 9:1
modal ratio = 8:1
--FIT-ED Survey, 2002

11. Computers in Public High Schools
Instructional Use of Computers in public HSs
Percentage of schools that use computers for teaching and learning activities in the indicated subject areas
80.4% of the total number of hours of computer use in the schools is for basic ICT skills training under Technology and Home Economics for predominantly 3rd and 4th year students
--FIT-ED Survey, 2002

12. Computers in Public High Schools
DESPITE...
Computers having fast processors and fairly recent operating systems
96.4% have Pentium processors
96% run on Windows 95 or 98
Computers having multimedia capability
(with CD ROM drives and sound cards)
86% computers available for teacher use
87% computers available for student use
--FIT-ED Survey, 2002

13. Computers in public HSs are UNDERUTILIZED
Public High Schools
Computers in public HSs are
UNDERUTILIZED
Computers are not used primarily for their intended, curricular purpose, i.e., to enhance the teaching and learning process
Computers are not used to their full potential as machines—they are being used as glorified typewriters!

14. Why are Computers Underutilized?
Lack of educational software
Percentage of schools with educational software available for
use by students
--FIT-ED Survey, 2002

15. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Lack of hardware peripherals
Percentage of schools with hardware peripherals available for use by students
--FIT-ED Survey, 2002

16. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Lack of local area networks (LANs)
Networking indicates a higher level of efficiency in management of educational resources (e.g., sharing of files, distribution of Internet connection)
Only 7% of schools have computers used for educational purposes that are networked
--FIT-ED Survey, 2002

17. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Lack of Internet access
Only 13% of the schools have Internet access
Only 9% of schools have computers with Internet access available for teacher use
Only 8% of schools have computers with Internet access available for student use
Only 5% of schools have simultaneous Internet access: between 2 to 35 computers
Online time is limited: Half of the schools go online an average of less than one hour per day. Mean access time per month = 32 hours
--FIT-ED Survey, 2002

18. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Lack of Internet access
Bandwidth is limited: The majority of schools have dial-up connections, max of 56.6 kbps
Educational use is limited:
In 75.6% of schools: 10% or less of faculty use the Internet
In 57.1% of schools: 10% or less of student population use the Internet for educational purposes, mostly for “online research”
--FIT-ED Survey, 2002

19. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Generally low level of computing and Internet skills of teachers
Percentage of schools by percentage of teachers with basic computing skills
Percentage of schools by percentage of teachers with basic Internet skills
--FIT-ED Survey, 2002

20. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Generally low level of skills in using subject-specific applications among faculty
Percentage of schools by percentage of teachers who can use subject-specific applications
There is a lack of technical support skills
as well.
Only 32% of schools have at least one member of its staff who can install, maintain and repair hardware and software
--FIT-ED Survey, 2002

21. in Public HSs Underutilized?
Why are Computers
in Public HSs Underutilized?
Perceived major obstacles to ICT use
lack of computers
lack of technical support
lack of training opportunities for teachers
lack of standards and guidelines for ICT integration
lack of funds for operations and maintenance
--FIT-ED Survey, 2002

22. Networking & Internet Access
Some Efforts
to Fill the Gaps
Networking & Internet Access
Special rates for schools: 1 year free access and preferential rates thereafter, offered by Innove and PLDT
CLIC Program (USAID-Growth with Equity for Mindanao) for ARMM and conflict afflicted areas in Mindanao
YouthTech (Ayala Foundation)
ConnectEd’s GILAS Project (in the pipeline)
Thin Client Pilot (DOST-SEI)

23. Intel Teach to the Future Program
Some Efforts
to Fill the Gaps
Teacher Professional Development, ICT Integration, Materials Development
Intel Teach to the Future Program
Appropriate use of New Technologies for Teaching-Learning Science (DOST-SEI)
Partners in Learning (Microsoft)
Coke ed.venture (FIT-ED)
e-Curricula for High Schools (Coke, Mirant Foundation, FIT-ED)
Computer-based Teaching Modules Development (DOST-SEI)
Mobile Information Technology Classroom in the Regions (DOST-SEI)

24. Three Challenges
REAFFIRM the power of “older” ICTs—radio, television, and playback technologies
Computers and the Internet may be “sexier” but these are not always the most appropriate!

25. Three Challenges
FOCUS as much on the “soft” side of educational ICTs as the “hard” side.
Capacity building, content development, community-building for sustainability are as important, if not more so, than getting the technology into schools.

26. Three Challenges
INTEGRATE efforts—vertically and horizontally—in ICT integration.
Learn to learn from each other.
Start building a “community of practice”
Break the endless cycle of pilots and start thinking about how we can go to scale