Analysis of Viewpoint

The three studies have presented various issues on ICT for education detailed with suggested recommendations to lessen the effects of the socio-cultural divide and educational gap to address the issue of the technological divide. A few of the problems presented are the following: lack of administrative support, insufficient funding, absence of teacher training on ICT, low-quality ICT equipment, and lack of technical support to teachers and students. These problems have been present long before but not listed in the priority improvement areas by most schools. Not enough administrative support and will is given to the importance of ICT for education as schools prioritize current problems and disregard futuristic views. Unfortunately, the covid-19 pandemic arrived without prior notice and the educational landscape has gone through a major shift in its delivery. The problems and issues on the technology for education have further emerged as distance education is the only mode of learning available. The technological landscape has been given attention and many inadequacies were seen. In the research presented one of the problems that really gave me realization is that there should strong political will of our government in making ICT4E a national policy so that educational institutions will be provided with enough financial support and teacher training will be prioritized. In the recent years prior to covid, administrators and policy-making bodies should have prioritized the building ICT infrastructure, purchasing ICT equipment, providing human resources, and capacitating teachers. ‘

Upon reading all the research, I have learned that we have a long way to go in the improvement of our status when it comes to ICT4E. We Lack the primary requirements for an efficient ICT4E, to make it a national priority, the same as what Japan has done to source out funds and establish strong connections with the public and private institutions and even stakeholders. This big educational reform should be of national policy and priority so other issues on ICT4E will be easily solved when everyone in the country will help to attain it. Another issue that we could ponder upon is the lack of national vision toward ICT development and sustainability. When our country change leaders, programs are not continued, and other priorities were considered. This only means that programs remain unfinished and lack sustainability.

Now that we are in the 5^th revolution our infrastructure, equipment, human resource, and leadership should be at par with the goals and features of ICT4E. Various research should be made to monitor and evaluate where we are now in the pursuit of efficient ICT4E. We can investigate further the effects of changing government administrators in the educational and technological landscape to determine and present the negative side when one projects is disregarded because of the changes in the political system. Another research could be made to identify major domains and indicators of ICT4E so that schools shall be acquainted with the necessary indicators of an ICT4E-classroom.