The document discusses how technology has increased the speed of information transfer and the demands on education. Learners must now think more critically and creatively to analyze complex real-world problems. This requires changes in how teachers interact with students and how learning is approached. Specifically, it outlines a shift from passive learning to active learning, from always following procedures to designing unique solutions, and from the teacher being the sole expert to a facilitator who encourages exploration.

4. Today we live in an age of lightning-fast information
transfer. Technology has allowed individuals to obtain,
assemble, analyze, and communicate information in more
detail at a much faster pace than ever before. One
consequence of this is the ever-increasing demand on
education to help all learners acquire higher-level skills that
allow them to more readily analyze, make decisions, and
solve complex “real-world” problems. According to Breur
(1993), learners must rise above the rote, factual level to
begin to think critically and creatively. These increased
demands dictate changes in the way teachers interact with
students. Moreover, these changes must be grounded in an
understanding of how a diverse population of individuals
learn.

5. For the STUDENT
A Shift From: A Shift To:
Passively waiting for the teacher to give Actively searching for needed information and
Directions and information learning experiences, determining what is needed,
seeking ways to attain it
Always being in the role of the learner Participating at times as the expert/knowledge provider
Always following given procedures Designing to explore, discover, and create unique
solutions to learning problems
Viewing the teacher as the one who has all of the Viewing the teacher as a resource, model, and helper
answers who will encourage exploration and attempts to find
unique solutions to problems.

6. For the TEACHER
A Shift From: A Shift To:
Always being viewed as the content expert Participating at times as one who may not know it all
And source for all of the answers but desires to learn
Being viewed as the primary source of infor- Being viewed as a support, collaborator, and coach for
mation who continually directs it to students students as they learn to gather and evaluate
information for themselves
Always asking the questions and controlling Actively coaching students to develop and pose their
the focus of the learning of the student own questions and explore their own alternative ways
learning of finding answers
Directing students through preset step-by-step Actively encouraging individuals to use their personal
Exercises so that all achieve similar knowledge and skills to create unique solutions to
conclusions problems

7. Information and Communication Technologies (ICT) in
education consist of the hardware, software, network media for the
collection, storage, processing, transmission and presentation of
information (via text and images), as well as related services.
World Wide Web (WWW) .(ex: //www.google.com.ph)
had bringing ICT to the ordinary people and to education. It is,
indeed, this affordability and availability which had triggered the
new generation techno-economic economic innovations in our
society (Castells.1996)