Keston Huggins

Selection to participate in the ICT Teacher Professional Development Programme was

met with both skepticism and optimism on my part. Skepticism because I felt I had sufficient
grasp of ICT and how to use it in the classroom. I was optimistic because I was opened and
willing to learn new techniques and develop skills which I was ignorant to. Our first session
focused on policies governing the use of ICT within education, more particularly, on the school
compound, with specific attention on its effective utilization in the classroom. Understanding
these policies enlightened me to the impact they will have within the classroom and the school
community.
Being a young teacher in the field of education, most of these policies were new to me.
One of these included the Inclusiveness and Equity Policy which focused on being non-
discriminatory in the educational opportunities afforded to students. This policy takes into
account gender equality and the empowerment of girls, as well as ensuring students have equal
rights and access to ICT devices. This is a significant policy as it allows students to feel
important and that their educational interests are being looked after. It can also provide the
impetus for the transfer of knowledge to take place from teacher to student as students feel
appreciated and less vulnerable.
Another policy examined was the Bring Your Own Device (BYOD) Policy which allows
students to bring their personal electronic devices on the school compound with the purpose and
intention of utilizing these to make learning fun and more adaptable to the younger generations
who would have been significantly influenced by technology. The parameters under which this
policy will be enforced were examined and critiqued by looking at ways to enhance such a policy
ensuring that it can be implemented with maximum effectiveness. This policy can prove to be
very operational especially in schools where the infrastructure is not fully developed as it can
complement existing devices available at the school. However, a drawback that can arise from
this policy is the explicit content on these devices that students may have. Once there are certain
guidelines, regulations and consequences for such deviation from the rules, I can envision this
working effectively within the classroom.
With the commonplace use of mobile phones, the Mobile Phone (Cellular Phone) Policy
was scrutinized. It understood the era and environment in which teachers educate children and
attempts to marinate a working educational relationship between teachers and children with these
specified devices. The pervasive use of these mobile hand-held electronic communication
devices and its prevalence among young children were recognised as the future of education and
should be fully endorsed to support effective curriculum implementation. This policy clearly
stated the confines for the use of these devices, defining the requirements and safeguards
necessary for responsible and effective use. However, these limitations should always be
reviewed with the intention of improvement which will ensure the best possible policy being
implemented.
As nations throughout the world move towards an eco-friendly environment, the Green
Computing Policy was dissected. It focused on an aspect of ICT which can be easily overlooked,
that is, the safe disposal of electronic waste inclusive of most, if not all electronic devices which
may be linked to ICT within a school. Disposal of government property is an issue that may arise
from this policy as there are specific accountability that has to be taken into consideration.
However, the drive for an eco-friendly environment with the inclusion of students has the
potential of developing students who are more environmentally conscious.
Social Media Policy and Cyberbullying Policy are two policies developed to deal
specifically with the evolution of technology and the way students connect and communicate
with each other outside the confines of the classroom and school environment. The Social Media
Policy paid attention to the use of social media in curriculum delivery whereby it must be
grounded in sound pedagogical practice. It also provided that guidance be given for the
responsible and acceptable use of social media having consideration for others. It laid the
boundaries of using this medium as a form of curriculum delivery. As with previous policies, the
parent’s role is also pertinent for effective implementation. With social media, there is the grave
threat of cyberbullying. This policy mandated that disciplinary actions be taken to swiftly
address any issue relating to cyberbullying. This ensure that students who are affected by such
are given the necessary support which can prevent any unfortunate and life-threatening
outcomes.
The Game-based learning policy is one that can be very effective once implemented
properly. Students that are presently entering and currently enrolled in schools are more inclined
to learn through gameplay as compared to the chalk and board of the past. It allows students to
be more engaged which can be effective once used properly through the use of curriculum-
relevant edu-games. Finally, Mobile Learning Policy, focuses on the use of hand-held electronic
devices for learning in the classroom. This tool can be effective and engaging to students who
always seem to be focused on these devices than their surroundings. Once it supports the
delivery of the curriculum, teacher should encourage this policy as it can be effective in engaging
students within the class.
The examination of these policies in our first session clearly laid the foundation in
moving forward. I think it was the start that I needed to convince myself that this training is
relevant and needed for a new teacher.