Effects of using computer applications for teaching and


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Effects of using computer applications for teaching and

  1. 1. Effects Of Using Computer Applications For Teaching and Learning Management<br />
  2. 2. Using computer applications increases the student’s motivation for learning Management.<br />This method for teaching and learning Management catch the attention of the students and increase their interest for learning Management. <br />
  3. 3. ;<br />Using computer applications develops the student’s process of thinking critically;<br />Using computer applications creates the opportunity for students to be active in class, and not passive.<br />
  4. 4. Using computer applications creates the opportunity for students to solve different case studies, to change the variables in these case studies and to see the results of these changes.<br />Using computer applications prepares the students for the knowledge-based society and economy which cannot be understood nowadays without computers in our day-to-day life;<br />Using computer applications contributes to the student’s engagement in the process of learning Management.<br />
  5. 5. The use of computer applications in the process of teaching and learning Management<br /> is showing to the students some experiences where they acquire not only technological proficiency but also balance between their designs an depth of knowledge.<br />
  6. 6. Teachers should focus their efforts to ensure that students are given opportunities to work collaboratively with electronic knowledge-creations tools in their learning process to enhance their learning.<br />
  7. 7. The use of computer applications in teaching and learning Management could have also negative effects. The computer applications used might not work properly, or they might not work at all in some cases, or they might conduct to the wrong results in terms of logical thinking if they are in their first stages of development.<br />
  8. 8. Learners growing up in the digital age are far more experienced and able to process information rapidly than were their predecessors. Therefore, they are bored if their capacities are not exploited and properly stimulated at school, in the process of teaching and learning.<br /> This generations of learners is different than its ancestor, meaning that some main cognitive style changes have been observed;<br />
  9. 9. Twitch speed versus conventional speed;<br />Parallel processing versus linear processing<br />Graphics first versus text first<br />Random access versus step by step;<br />Connected versus standalone;<br />Active versus passive;<br />Play versus work;<br />Fantasy versus reality;<br />Technology as friend versus technology as enemy.<br />
  10. 10. There are 8 domains of competencies that are necessary for personal fulfilment and development throughout life, active citizenship and inclusion, and employability. The domains are;<br />● Communication in the mother tongue;<br /> ● Communication in a foreign language; ● Mathematical literacy and basic competences in science and technology; <br />
  11. 11. ● Digital competence;<br /> ● Learning- to-learn;<br /> ● Interpersonal and civic competences;<br /> ● Entrepreneurship;<br /> ● Cultural expression.<br />
  12. 12. ICT in Philippine Education<br />The Human Capital Development Group of CICT, the Department of Education, and some private and public interest groups came together in 2006 and drafted the National ICT Competency Standards for Teachers. The goals of this undertaking are the following:<br />
  13. 13. To define the infocommunications technology competencies and the underlying performance indicators needed to support the job role performance of a teacher.<br />To come with a national ICT Competency Standard for Teachers ( NICS- Teachers) that consolidated the various references used by the different interest groups, and align them to the DepEd drafted National Competency Based Standard.<br />To bring about the collective ownership of all the stakeholders by contributing to the formulation, advocacy, localization, and training implementation.<br />
  14. 14. Four Domains For National ICT Competency Standard for Teachers:<br />Social domain<br />Technological domain<br />Pedagogical domain<br />Professional domain<br />
  15. 15. What is Social Domain?<br />This domain includes competencies related to social, ethical, legal and human issues, and community linkages.<br />
  16. 16. TECHNOLOGICAL<br />The domain includes competencies related to technical operations and concept, and productivity.<br />
  17. 17. PEDAGOGICAL<br />This domain includes competencies related to the use of technology in the following components of an instruction process;<br />Planning and designing effective learning environments and experiences supported by technology;<br /> implementing, facilitating and monitoring teaching and learning strategies that integrate a range of information and communication technologies to promote and enhance student learning; and<br />Assessing and evaluating student learning and performance. <br />
  18. 18. PROFESSIONAL<br />This domain includes competencies related to professional growth and development, research, innovation and collaboration.<br />
  19. 19. SEAMEO- INNOTECH has defined the key indicators for measuring the implementation of ICT in education in the Philippines.<br />∞ Existence of an enabling environment<br />∞ Computer skills of school personnel.<br />∞ Presence of computers in schools.<br />∞ Instructional or academic use of computers.<br />∞ ICT infrastucture.<br />∞ Hardware support.<br />∞ Integration and use of ICT in the curriculum.<br />∞ Integration of ICT in teaching and learning.<br />
  20. 20. THANK YOU.......<br />