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Lesson 2 Safety Issues in ICT

The document discusses safety issues related to the implementation of ICT policies in education. It describes challenges in integrating ICT into teaching and learning, such as teachers needing continuous professional development to learn new skills. It also discusses the issues of cyberbullying and how experiencing bullying can negatively impact students' academic performance. The document proposes new safety policy measures for social media companies and tech firms, including appointing an independent regulator to enforce standards and requiring companies to abide by a "duty of care" to protect users.

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2K views

Lesson 2 Safety Issues in ICT

The document discusses safety issues related to the implementation of ICT policies in education. It describes challenges in integrating ICT into teaching and learning, such as teachers needing continuous professional development to learn new skills. It also discusses the issues of cyberbullying and how experiencing bullying can negatively impact students' academic performance. The document proposes new safety policy measures for social media companies and tech firms, including appointing an independent regulator to enforce standards and requiring companies to abide by a "duty of care" to protect users.

Uploaded by

wintermae
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson 2

Safety issues in ICT

Learning Outcomes

At the end of the lesson, you should be able to:


Describe the implementation of ICT policies in teaching-learning
Know and understand existing and planned national policies related to ICTs in
Education

Time Frame 3 days

Introduction

Understanding the safety issues in ICT would help students to understand why
learners there are issues of cyberbullying. This lesson will describe the
implementation of ICT policies this information in improving the delivery of
teaching-learning.

Abstraction

―Technological change is not additive; it is ecological. New technology


does not merely add something; it changes everything.”
Originally, with the active participation of the learner instructor, the
implementation of ICT in education was to change the teaching and the learning
process
from the traditional instructional teacher-centered endeavor to a learner-centered
approach with the active participation of the learner coach (Voogt et al., 2013).
The most natural part for the effective integration of ICT into the educational
system is given enough capital although the process of integration is complex and
multifaceted, like in curriculum and pedagogy, teacher competencies, institutional
readiness, and long-term financing,
To improve the quality of education, policymakers and implementation
managers must have a clear vision in investments of ICTs that requires a vast
amount of money. Such massive investments require not only careful planning for
skills enhancement of both teachers and learners but also thoughtful implementation.
Both policymakers and implementation managers at the national and institutional
levels need to plan for the introduction of high technology and understand the
contextual complexities of the educational ecosystem of the communities.
Youths acquire ICT skills faster than adults, according to the studies of the
World Youth Report (2003) and more likely to share these skills with their peers
either intentionally or through interaction. Hu & McGrath (2012) study reports on
the implementation of the national reform in Chinese secondary schools. The study
focused on the use of ICT in teaching the English language. Findings indicated that
the majority of the teachers have a positive attitude towards ICT and happy with
the current ICT use in English. Moreover, results showed that some teachers find
difficulties in changing from the traditional pedagogical method of teaching to a
technological based pedagogy. Hu and McGrath (2012) suggested that continuous
professional development programs that can motivate the attitudes of teachers
positively to equip them with new ICT skills
After substantial worldwide implementation ICT in schools, studies have
found out that those teachers who are more proficient in using ICT focus on the
internet search and word processing instead of project-based teaching ()Phelps,
Graham, & Watts, 2011). Mingaine (2013) observed that despite the benefits of ICT,
the school management had not fully implemented the policies developed by the
Ministry of Education in Kenya. They assert that some schools had developed
guidelines on how to implement ICT, but no attempt was made to achieve them.
This prompted an investigation of challenges that hindered the efficient
implementation of ICT in public secondary schools in Meru County.
Mooij and Smeets (2001) suggested five successive phases of ICT
implementation representing different levels of ICT transformation of the
educational and learning processes. These include:
(1) the incidental and isolated use of ICT by one or more teachers
(2) increasing awareness of ICT relevance at all levels
(3) emphasis on ICT co-ordination and hardware
(4) focus on didactic innovation and ICT support
(5) use of ICT-integrated teaching and learning that is independent of time and place
The study of Tondeur et al. (2008) entitled ―ICT integration in the
classroom: challenging the potential of school policy. Findings showed that there is
a potential impact of policy-related factors on the actual integration of ICT in
teaching-learning in daily classroom instruction. Results suggested that success in
ICT integration is related to activities at the school level, like, ICT support, the
development of an ICT plan, and ICT training. The results also suggest that
principals have a big role in facilitating the policies put in place when defining this
policy.

Implementing ICT safety issue policies regarding cyberbullying

You might have heard the term‘ cyberbullying,‘ and it means to try to hurt
someone‘s feelings by using ICT such as the internet, email, chatrooms, and texting
to deliver demeaning messages at any time and through a variety of avenues.
Today‘s children with online access and equipped with digital mobile phone or
social network account can receive cyberbully messages anywhere and at any time,
and these digital messages can also be anonymous, that increase the amount of fear
experienced by the target child. This intense psychological stress of victims of
bullying unfavorably affects a child‘s ability to concentrate on schoolwork, and
school lessons or activities.
Children who experience classic bullying and cyberbullying adversely affects
their academic performance. Those who experience classic bullying are likely to
avoid locations and activities they associate with negative experiences; likewise,
cyberbullied victims try to avoid the technological spaces. In cyberspace,
technological areas such as social media networking sites, online websites, social
networks, chat programs, and school computer rooms are all vital elements in the
educational development and social lives of students relevant to their academic
success. As technology and technological skills become more critical in modern
academics and professional training, cyberbullied, students face several academic
and career difficulties.
The Government today unveiled tough new measures to be like the UK that is
the safest place in the world to be online.
These are the suggested safety policy measures:
 Independent regulator will be appointed to enforce stringent new standards
 Social media firms must abide by mandatory ―duty of care‖ to protect
users and could face hefty fines if they fail to deliver
 Measures are the first of their kind in the world in the fight to make the
internet a safer place

In the first online safety laws of their kind, social media companies and tech
firms will be legally required to protect their users and face severe penalties if they
do not comply. The eSafety Toolkit for Schools is designed to support schools to
create safer online environments. The resources are backed by evidence and promote
a nationally consistent approach to preventing and responding to online safety issues.
The resources are categorized into four elements: Prepare, Engage, Educate,
and Respond. Each contributes to creating safer online environments for school
communities, whether the resources from each element are used on their own or
collectively, each contributes to creating safer online environments for school
communities.

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