This document summarizes a case study on how a private school in the Philippines named St. Joseph's Academy has incorporated technology ("technoscapes") into its classrooms to create a constructive learning environment amidst globalization. The study found that the school now utilizes computers, laptops, LCD projectors, and an e-learning room, moving away from traditional teaching methods. Both students and teachers expressed positive attitudes towards technological integration but also acknowledged potential issues like distraction and decreased manual skills. The study recommends further research on best practices for "glocalizing" technology use in education.

1. Effect of Globalization on Education:
How Technoscapes are Channeled to
Create a Constructive Learning
Environment
Educ 102: Social Dimensions of
Education Case Study
Roddy Clark C. Soco
BSED Physics-Chemistry 3

2. Introduction: Why did I conduct the
study?
• Awareness of the inevitable effects of
globalization
• Inquiry on how technoscapes can be channeled
to optimize learning
• Reflection on the possible implications brought
about by using technology in education

3. The Problems
• What forms of technological advancements are
used in a certain school to ensure student
learning?
• How are technoscapes channeled by the teachers
and what are their effects?
• What are the attitudes of both learners as
teachers towards using technoscapes in the
teaching-learning process?

4. Methodology
• Venue: St. Joseph’s Academy- Mandaue City
▫ S.B. Cabahug St., Centro, Mandaue City
• Date: March 4-5, 2013
• Approach: Ethnography

5. Methodology: Ethnography
• Researcher “sees” from the standpoint of the
subject or respondents (Brewer)
Researcher Subject
Observations Interviews

6. Scope and Limitations
• Only one specific parameter influenced by
globalization: Technoscapes
• Case study in nature, focusing on only one
subject and avenue: St. Joseph’s Academy
• Results do not necessarily reflect the conditions
experienced by other schools both public and
private

7. Scope and Limitations
• Due to time-constraint, only two methods were
used: observation and interview
• Responses generated barely have the tendency to
be treated statistically.

8. Review of Related Literature
• “Education in the New Milieu” by Dr. Vega, Dr.
Carreon, and Prof. Prieto in their book, “Social
Dimensions of Education”
• The Education Week Online Journal
• “Filipino Students Experience “Technological
Shock” When They Venture Abroad” by Andrea
Wong ( The Philippine Daily Inquirer)

9. Data Gathered: Observation
• White board sandwiched in two black board
partitions
• Laptops and LCD Projectors
• Power point Presentations during discussions
• Improved Computer Laboratory

10. Data Gathered: Observation
• Learning Soft wares
• Genyo E-Learning Room
• Simulations and interactive games
• Digital Laboratory Equipment

12. Data Gathered: Interviews
• 3 students and 2 teachers
• Interviews done during recess time
• Standardized questions, but of different
emphasis for students and teachers
• Identities and names of respondents are kept
confidential

13. Student Interview
• First Question: What technological gadgets are
found in your school? Please describe briefly.
Do you think they are geared for learning?

14. Sample Response…
• Student Y: “Computers (Genyo E-learning). We
use it for our exams, activities, and learning new
lessons or topic. Naa puy projector in every
classroom. We use it so that the teachers can
easily teach us the new way without writing in a
manila paper unlike before.”

15. Student Interview
• Second Question: Are you motivated to use
technology in studying? Please cite some
examples of instances which make you say
such.

16. Sample Response…
• Student Z: “Yes, I am motivated to use
technology in studying. In our school, we already
take digital exams in which computers are used
instead of test papers. With this, we get more
accurate test results faster. It also helps us save
time and because of that we can have more time
to deal with other matters to learn more things.”

17. Student Interview
• Third Question: What do you think are the
positive and negative effects of using
technology in the classroom?

18. Sample Response…
• Student Y: “Positive: We can learn easily.
Creative way of Learning. Faster During exams
and results can be seen after you submit.
Negative kay addiction, Less time for sleep and
rest. And we neglect manual studying.”

19. Teacher Interview
• First Question: How do you channel technology
in teaching?

20. Sample Response…
• Teacher Q: There are a lot of ways. Like sa akong
music, instead of performance test nga usual
buhaton..., music video nay ilang buhaton ron.
sometimes akong mga review exercises I have it
in a form of interactive game sa computer. When
I give assignments, I ask them to listen to
different selections sa net...I just give them the
links.

21. Teacher Interview
• Second Question: What do you think are the
positive and negative effects of using
technology in the classroom?

22. Sample Response…
• Teacher S: “ Nah, mag sige nalang na sila ug
plagiarize. Usahay pud mas ma-engross sila sa
games within the computers kay sa sa concepts that
I’m trying to teach. Daun mas tapulan na ang mga
bata. Sauna the skill of experimenting manually is
really developed. Karon usa nalang ka click nana ang
measurement, gawas na. Mao nang mudiminish pud
ang skills gamay especially when it comes to
measurement. However, dili na nuon kayo hago ang
mga students. It makes life easier both for the
students and the teacher.”

23. Data Analysis
• St. Joseph’s Academy has emerged from a
traditional chalk and board method of teaching
to a more holistic and interactive approach
which employs the use of different technoscapes
• Technoscapes are employed to aid in the
teaching-learning process

24. Data Analysis
• Technoscapes in education both have promising
and not so good effects.
• There is a need to properly channel the
technoscapes in creating a constructive learning
environment.

25. Conclusion
• It is affirmed that globalization greatly affects
the education sector.
• Examples of technoscapes are
computers, laptops, and LCD projectors as well
as the Genyo E-Learning Room
• Traditional teaching methods are slowly
changing into more interactive ones

26. Conclusion
• A positive attitude towards using technoscapes is
prevalent
• Technoscapes in the classroom is a means of
coping up with the challenge to exist in a
globally competitive environment

27. Recommendations
• Ample time given for the study to be conducted.
• Other ethnographic approaches must be employed such
as surveys.
• Adequate sampling must be done.
• Studies about concrete classroom practices that
exemplify proper channeling of technoscapes must be
conducted.
• Studies about “glocalizing” the use of technoscapes must
be conducted.

28. Bibliography
• Vega, Violeta A., Prieto, Neila G., and
Carreon, Myrna L., “Education in the New Milieu”.
Social Dimensions of Education. Quezon City:
Lorimar Publsihing Inc. p. 154. Print.
• Education Week. “ Technology in Education”.
Education Week Research Center. September
1, 2011. Web. 09 March, 2013.
< http://www.edweek.org/ew/issues/technology-in-
education/>

29. Bibliography
• Wong, Andrea Chloe. “Filipino Students Experience
Technological Shock Abroad”. The Philippine Daily
Inquirer. October 23, 2011. Web. 09 March, 2013.
http://globalnation.inquirer.net/16167/filipino-
students-experience-%E2%80%98technological-
shock%E2%80%99-abroad
• Brewer, John. “Ethnography”. Staff Pages. Web. 10
March 2013.
http://www.abdn.ac.uk/staffpages/uploads/soc197/E
thnography.pdf