Policy on third-party software or apps in division-authorized online classes
Online learning in Ozamiz City may require platforms beyond the standard tools supplied by the Department of Education. Video conferencing services, learning management systems, messaging apps, digital assessment tools, and file-sharing platforms can support instruction when they are selected carefully and used for legitimate school purposes.
The use of an outside application, however, must remain consistent with DepEd policies, data privacy requirements, child protection standards, acceptable-use rules, and instructions issued by the Division of Ozamiz City. Convenience alone is not enough reason to introduce a new digital service into a class.
This policy provides a practical framework for teachers, school heads, learners, parents, and education partners. It clarifies approval, account management, consent, security, accessibility, and records management for third-party software used in division-authorized online classes.
Purpose and coverage
The policy applies to online, blended, modular-supported, and distance learning activities organized or recognized by schools in the Division of Ozamiz City. It covers applications used for live teaching, announcements, collaboration, digital submissions, quizzes, attendance, consultation, and learning resource distribution.
Third-party software means any platform or app not directly operated as a core DepEd service. Examples include video meeting tools, cloud storage, classroom management systems, communication platforms, educational games, and artificial intelligence-assisted learning applications. The term includes free, paid, browser-based, and mobile services.
A tool must support an identified learning or administrative objective. Its use should be proportionate to that objective and should not force learners or personnel to surrender unnecessary personal information.
Approval and acceptable use
Teachers should consult their school head or designated technology coordinator before requiring learners to register for an outside platform. The review should consider the app’s educational value, privacy notice, age suitability, accessibility, cost, technical requirements, advertising practices, and ability to export or delete class data.
Division or school authorization does not transfer responsibility to the software provider. Personnel remain accountable for how links, recordings, class rosters, screenshots, and learner outputs are handled. An application should never be used to collect sensitive information when a safer DepEd-approved option is available.
Participation should not depend on a learner’s ability to pay for premium features, own a particular device, or maintain high-speed internet. Schools must offer an equivalent activity, downloadable material, alternative communication channel, or other reasonable arrangement when a platform creates access barriers.
Platform review at a glance
A simple review helps schools make consistent decisions before adopting a digital tool. The following criteria can guide a school-level recommendation and division-level evaluation.
| Review area | Questions to resolve | Minimum expectation |
|---|---|---|
| Learning purpose | What competency or task does the app support? | A clear connection to the approved lesson or school function |
| Privacy | What data does the service collect and retain? | Collection limited to necessary information, with appropriate notices |
| Security | Can accounts, links, and files be protected? | Strong passwords, controlled permissions, and secure sharing |
| Learner welfare | Is the platform suitable for children and adolescents? | No harmful content, intrusive advertising, or unsafe contact features |
| Accessibility | Can learners use it with available devices and connectivity? | A practical alternative for users who cannot access the main tool |
| Cost | Are payment or subscription requirements involved? | No compulsory expense without proper authorization and safeguards |
| Records | Can class materials and outputs be retrieved or removed? | Clear ownership, retention, export, and deletion procedures |
| Support | Who responds to technical or misuse concerns? | A named teacher, school contact, or designated help channel |
The review should be documented through a school memorandum, approval record, lesson plan note, or other authorized form. Recurring use should be reassessed when the provider changes its terms, introduces new features, experiences a security incident, or begins collecting additional data.
Privacy and information security
Teachers should use official or school-managed accounts whenever possible. They should avoid uploading full learner profiles, identification numbers, medical details, home addresses, private family information, or confidential personnel records to external platforms. Class lists should contain only the information needed for the activity.
Meeting links and access codes must be shared through controlled channels. Public posting should be avoided unless the session is intentionally public and approved. Waiting rooms, passwords, host controls, restricted screen sharing, and participant permissions should be enabled when available.
Recording an online class requires a legitimate educational purpose and clear notice to participants. Recordings must be stored securely, accessed only by authorized users, and retained for no longer than necessary. Learners should not be encouraged to record or redistribute sessions without permission.
Any suspected account takeover, unauthorized disclosure, harmful content, cyberbullying, or suspicious app behavior should be reported promptly to the school head and appropriate division personnel. Evidence should be preserved without widely forwarding the affected material.
Responsibilities of schools and users
School heads provide oversight, confirm that proposed tools have an educational basis, and ensure that teachers receive guidance on safe digital practice. They should maintain an updated list of approved or conditionally approved applications and identify alternatives for learners with limited connectivity.
Teachers explain the purpose and rules of each platform before use. They manage digital classrooms professionally, moderate discussions, protect learner confidentiality, and remove access when a class or school activity ends. Teachers should also keep essential learning records in authorized school or DepEd systems rather than relying exclusively on a third-party service.
Learners and parents or guardians should follow account, conduct, copyright, and privacy rules. They should use only assigned accounts where required, avoid sharing credentials, and report suspicious messages or inappropriate content. Parents and guardians may request information about the purpose of a platform and the safeguards applied to their child’s participation.
For official contacts, stakeholders can consult the Division profile alongside current memoranda and school-issued instructions. Local guidance should always take precedence over informal advice circulated through social media or messaging groups.
Recommended safeguards for implementation
Schools can turn the policy into routine practice through a short, documented process:
- Create an inventory of third-party apps currently used for instruction and administration.
- Assign a reviewer or committee to check privacy, security, accessibility, cost, and learner-welfare considerations.
- Provide a non-digital, low-bandwidth, or DepEd-supported alternative when access is limited.
- Use school-managed accounts, minimum data collection, controlled links, and clear retention periods.
- Train teachers and learners to recognize phishing, impersonation, unsafe downloads, and unauthorized recording.
These safeguards should be included in faculty briefings, learner orientations, parent communications, and continuity plans. Regular monitoring can identify tools that are no longer necessary or that have become unsuitable after a policy or feature change.
Schools in Ozamiz City should apply this framework before introducing external software to an online class, document the decision, and coordinate with the Division when risk, cost, data processing, or public visibility is significant. Consistent review allows technology to strengthen learning while protecting the rights, safety, and equitable participation of the education community.