EDUCATION in the New Social Milieu
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This report is all about what the Information and Communication Technology (ICT) contributes to the education system today.
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This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
education in the new milieu
This document discusses the impact of information and communication technology (ICT) on education. It notes that ICT allows faster access to more detailed information but that students must learn to think critically and creatively, not just memorize facts. ICT has also increased the digital divide between those who have access to technology and education and those who do not. The document discusses how ICT can increase access to education through distance learning and enhance teaching and administration. However, it also notes ICT risks reducing effective teaching and making students antisocial if overused. The future of education may involve acquiring knowledge outside of schools and ensuring skills training matches job requirements.
Reconstructionism
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
Role of Educational Technology in the 21st Century
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Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
Roles of technology for teaching and learning
This document discusses the roles of technology for teaching and learning. It outlines three domains of educational technology: technology as tutor, teaching tool, and learning tool. It describes how technology provides support for teachers, modernizes the learning environment, improves the teaching and learning process, opens new fields of research, and supports teacher development. For learners, technology supports learning independently, enhances communication skills, and upgrades higher-order thinking like critical thinking, problem-solving, and creativity. It provides strategies for teachers to develop these skills using techniques like asking different types of questions, introducing new technologies, and allowing different forms of reflection.
The teaching profession.pptx[1]
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Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
Ict integration
The document discusses integrating technology into teaching and learning. It defines ICT integration as strategically incorporating information and communication technologies into all aspects of education, including administrative functions and business models that support learning. The purpose is to improve quality, accessibility, and cost-efficiency of education delivery while taking advantage of networking learning communities. Effective ICT integration involves students actively using technology to support meaningful learning and attainment of curriculum objectives. Common barriers to integration include lack of resources and teacher skills, while facilitators include strong leadership and professional development.
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Basic concepts on integrating technology in instruction
This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
education in the new milieu
This document discusses the impact of information and communication technology (ICT) on education. It notes that ICT allows faster access to more detailed information but that students must learn to think critically and creatively, not just memorize facts. ICT has also increased the digital divide between those who have access to technology and education and those who do not. The document discusses how ICT can increase access to education through distance learning and enhance teaching and administration. However, it also notes ICT risks reducing effective teaching and making students antisocial if overused. The future of education may involve acquiring knowledge outside of schools and ensuring skills training matches job requirements.
Reconstructionism
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
Role of Educational Technology in the 21st Century
Role of Educational Technology in the 21st Century
Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
Roles of technology for teaching and learning
This document discusses the roles of technology for teaching and learning. It outlines three domains of educational technology: technology as tutor, teaching tool, and learning tool. It describes how technology provides support for teachers, modernizes the learning environment, improves the teaching and learning process, opens new fields of research, and supports teacher development. For learners, technology supports learning independently, enhances communication skills, and upgrades higher-order thinking like critical thinking, problem-solving, and creativity. It provides strategies for teachers to develop these skills using techniques like asking different types of questions, introducing new technologies, and allowing different forms of reflection.
The teaching profession.pptx[1]
The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
Ict integration
The document discusses integrating technology into teaching and learning. It defines ICT integration as strategically incorporating information and communication technologies into all aspects of education, including administrative functions and business models that support learning. The purpose is to improve quality, accessibility, and cost-efficiency of education delivery while taking advantage of networking learning communities. Effective ICT integration involves students actively using technology to support meaningful learning and attainment of curriculum objectives. Common barriers to integration include lack of resources and teacher skills, while facilitators include strong leadership and professional development.
Major foundations of curriculum
This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
principles of teaching
This document discusses principles of teaching and the learning environment. It covers that the learner is both a sentient body and rational soul. The fundamental equipment of the learner includes cognitive faculties like the five senses, instincts, imagination, memory, and intellect, as well as appetitive faculties like feelings, emotions, and rational will. It also discusses factors that contribute to differences among learners, learning styles, effective teachers, and the importance of both the physical and psychological climate of the learning environment.
The Teachers Personal Attributes
This document discusses the personal attributes and qualities of effective teachers. It identifies several key traits including passion for teaching, a sense of humor, strong values and ethics, patience, enthusiasm, and commitment to students. It also examines different types of teacher commitment, including affective, normative, and continuance commitment. Finally, it outlines seven domains of teacher competency defined by the National Competency-Based Teacher Standards, which include social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
Philosophical foundations of education
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
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This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's students are very dependent on technology for their activities and assignments. It also notes that most students are visual learners and teachers should use pictures and videos to engage them. Finally, it discusses the importance of teachers understanding technology learners in order to explore new instructional materials and make learning more enjoyable and interactive for students.
Problems and Issues in the Philippine Educational System
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
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This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
educational technology in philippines
The K-12 educational system in the Philippines aims to address shortcomings in the country's basic education system based on recommendations from surveys since 1925. It adds two years of junior and senior high school, bringing the total to 12 years of basic education. This is intended to better prepare students for tertiary education and make them more competitive internationally. The senior high school portion includes core subjects as well as opportunities for specialization in academic, technical, or sports/arts tracks. The goal is for students graduating in 2018 to demonstrate college readiness in terms of proficiency in languages, mathematics, sciences and other areas. While there have been issues in implementation, supporters view K-12 as crucial for developing the skills of future generations and leaders in
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This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the process of preparing learning opportunities for students and involves activities where individuals work together to study, plan, develop and improve the curriculum. The importance of efficient and effective curriculum planning is that it ensures a shared vision, continuity of learning, and improved student outcomes. The key difference between curriculum innovation and change is that innovation refers to teaching a subject in a new way, while change affects the actual subjects being taught.
Issues and Problems in the Philippine Basic Education
The document summarizes teacher to pupil ratios in various Asian countries, noting the Philippines has ratios of 1:45 for elementary and 1:27 for lower secondary. It also outlines significant shortages in classrooms, teachers, textbooks and other resources in the Philippines public education system from 2001-2006. Overcrowded classrooms with around 80 students each are common.
Perennialism (My Report)
This document discusses the educational philosophy of perennialism. Perennialism believes that education should focus on teaching ideas and truths that are enduring and do not change, rather than contemporary ideas that may be fleeting. Key figures in perennialism discussed are Mortimer Adler, who advocated studying classics, and Robert Hutchins, who believed in a liberal education focusing on timeless truths through subjects like logic, math, language, science and history.
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The document discusses the roles and functions of educational technology in the 21st century. It outlines how technology has changed the classroom environment from one with four walls and a blackboard to one that incorporates interactive tools to promote discussion and collaboration. It also explains how technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. Additionally, the document outlines important functions of educational technology like improving teaching and learning, developing curriculum and teaching materials, and identifying the needs of the community.
Education in the new milieu
The document discusses how information and communication technologies (ICT) can enhance education by moving beyond rote learning and encouraging critical and creative thinking, acting as a driving force for globalization and personalizing the learning experience. ICT contributes to development goals by increasing access through distance learning, enabling knowledge sharing between students, training teachers, broadening access to educational materials, and making administration and policy more efficient.
Behaviorism as a philosophy of education
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School and Community Relations
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
Reflections
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
Current trends, challenges, and issues in education presentation
This document discusses current trends, challenges, and issues in education based on a presentation about globalization and education. It identifies 5 topics: 1) allowing more time for creative and critical thinking over memorization, 2) concerns that standardized testing is reducing time spent on full novels in English classes, 3) productive ways to incorporate blogging, podcasting and social media into classrooms, 4) using electronic communication to improve literacy, and 5) challenges in providing a structured learning environment with consistent procedures. For each topic, it provides 1-2 paragraphs with examples and opinions on the issue from the perspective of a teacher.
education in new Milieu
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Chapter viii education in the new milieu
This document discusses the impact of information and communication technology (ICT) on education. It notes that ICT allows faster access to more detailed information but that students must learn to think critically and creatively. ICT has also divided those who have access from those who do not, known as the "digital divide." The document discusses how ICT can increase access to education through distance learning and enhance teaching and administration. However, it also notes ICT risks replacing effective teaching and creating antisocial or unhealthy behaviors in students. The future of education may see a transformation with knowledge no longer confined to schools and skills training increasingly matching job requirements.
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Major foundations of curriculum
This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Philosophical foundation of educ.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
principles of teaching
This document discusses principles of teaching and the learning environment. It covers that the learner is both a sentient body and rational soul. The fundamental equipment of the learner includes cognitive faculties like the five senses, instincts, imagination, memory, and intellect, as well as appetitive faculties like feelings, emotions, and rational will. It also discusses factors that contribute to differences among learners, learning styles, effective teachers, and the importance of both the physical and psychological climate of the learning environment.
The Teachers Personal Attributes
This document discusses the personal attributes and qualities of effective teachers. It identifies several key traits including passion for teaching, a sense of humor, strong values and ethics, patience, enthusiasm, and commitment to students. It also examines different types of teacher commitment, including affective, normative, and continuance commitment. Finally, it outlines seven domains of teacher competency defined by the National Competency-Based Teacher Standards, which include social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
Philosophical foundations of education
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
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Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
Lesson 3 understanding technology learners
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's students are very dependent on technology for their activities and assignments. It also notes that most students are visual learners and teachers should use pictures and videos to engage them. Finally, it discusses the importance of teachers understanding technology learners in order to explore new instructional materials and make learning more enjoyable and interactive for students.
Problems and Issues in the Philippine Educational System
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
Fundametals of Curriculum Design-Report.pptx
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
educational technology in philippines
The K-12 educational system in the Philippines aims to address shortcomings in the country's basic education system based on recommendations from surveys since 1925. It adds two years of junior and senior high school, bringing the total to 12 years of basic education. This is intended to better prepare students for tertiary education and make them more competitive internationally. The senior high school portion includes core subjects as well as opportunities for specialization in academic, technical, or sports/arts tracks. The goal is for students graduating in 2018 to demonstrate college readiness in terms of proficiency in languages, mathematics, sciences and other areas. While there have been issues in implementation, supporters view K-12 as crucial for developing the skills of future generations and leaders in
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This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the process of preparing learning opportunities for students and involves activities where individuals work together to study, plan, develop and improve the curriculum. The importance of efficient and effective curriculum planning is that it ensures a shared vision, continuity of learning, and improved student outcomes. The key difference between curriculum innovation and change is that innovation refers to teaching a subject in a new way, while change affects the actual subjects being taught.
Issues and Problems in the Philippine Basic Education
The document summarizes teacher to pupil ratios in various Asian countries, noting the Philippines has ratios of 1:45 for elementary and 1:27 for lower secondary. It also outlines significant shortages in classrooms, teachers, textbooks and other resources in the Philippines public education system from 2001-2006. Overcrowded classrooms with around 80 students each are common.
Perennialism (My Report)
This document discusses the educational philosophy of perennialism. Perennialism believes that education should focus on teaching ideas and truths that are enduring and do not change, rather than contemporary ideas that may be fleeting. Key figures in perennialism discussed are Mortimer Adler, who advocated studying classics, and Robert Hutchins, who believed in a liberal education focusing on timeless truths through subjects like logic, math, language, science and history.
The roles and function of educational technology in the 21st century education
The document discusses the roles and functions of educational technology in the 21st century. It outlines how technology has changed the classroom environment from one with four walls and a blackboard to one that incorporates interactive tools to promote discussion and collaboration. It also explains how technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. Additionally, the document outlines important functions of educational technology like improving teaching and learning, developing curriculum and teaching materials, and identifying the needs of the community.
Education in the new milieu
The document discusses how information and communication technologies (ICT) can enhance education by moving beyond rote learning and encouraging critical and creative thinking, acting as a driving force for globalization and personalizing the learning experience. ICT contributes to development goals by increasing access through distance learning, enabling knowledge sharing between students, training teachers, broadening access to educational materials, and making administration and policy more efficient.
Behaviorism as a philosophy of education
Behaviorism as a Philosophy of Education focuses on conditioning student behavior through reinforcement and consequences, based on the work of psychologists like Pavlov, Watson, and Skinner. It aims to modify behavior through techniques like rewarding desirable behaviors and punishing undesirable ones. While controversial, behaviorism has increasingly influenced education through conditioning students to behave in ways like sitting still and being quiet. According to behaviorists, teachers can and do apply behavioral principles in their classrooms through things like praise, rewards, and other reinforcements.
Instructional leadership 05.26.12
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
School and Community Relations
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
Reflections
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
Current trends, challenges, and issues in education presentation
This document discusses current trends, challenges, and issues in education based on a presentation about globalization and education. It identifies 5 topics: 1) allowing more time for creative and critical thinking over memorization, 2) concerns that standardized testing is reducing time spent on full novels in English classes, 3) productive ways to incorporate blogging, podcasting and social media into classrooms, 4) using electronic communication to improve literacy, and 5) challenges in providing a structured learning environment with consistent procedures. For each topic, it provides 1-2 paragraphs with examples and opinions on the issue from the perspective of a teacher.
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The Complete List of Teaching Methods and Strategies.pdf
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Problems and Issues in the Philippine Educational System
Problems and Issues in the Philippine Educational System
Issues and Problems in the Philippine Basic Education
Issues and Problems in the Philippine Basic Education
The roles and function of educational technology in the 21st century education
The roles and function of educational technology in the 21st century education
Current trends, challenges, and issues in education presentation
Current trends, challenges, and issues in education presentation
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education in new Milieu
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.
Chapter viii education in the new milieu
This document discusses the impact of information and communication technology (ICT) on education. It notes that ICT allows faster access to more detailed information but that students must learn to think critically and creatively. ICT has also divided those who have access from those who do not, known as the "digital divide." The document discusses how ICT can increase access to education through distance learning and enhance teaching and administration. However, it also notes ICT risks replacing effective teaching and creating antisocial or unhealthy behaviors in students. The future of education may see a transformation with knowledge no longer confined to schools and skills training increasingly matching job requirements.
Chapter ix Education in the New Milieu
The document discusses how information and communication technologies (ICT) are shifting education from a teacher-centered model to a more student-centered one. For students, it marks a shift from passively receiving information to actively seeking and evaluating information themselves, and from viewing the teacher as the sole expert to seeing both the teacher and themselves as sources of knowledge. For teachers, it shifts their role from being the primary information source to a coach and collaborator who encourages student exploration and question-posing. ICT initiatives can help achieve Millennium Development Goals by increasing access to education through distance learning, enabling knowledge-sharing networks for students, training teachers, and broadening access to educational materials and administration.
Globalization and education
Globalization is increasing the integration of economies worldwide through greater trade, investment, and technology sharing, which is impacting education through greater internationalization, privatization, and an increased focus on workforce skills. Education systems will need reforms like updated curricula focused on productivity, as globalization constrains national policies while spreading cultural influences and creating economic inequalities across borders. The impacts of globalization on youth experiences through technology, social changes, and economic realities will shape needed roles for education to best prepare students for an interconnected world.
GLOBALIZATION and EDUCATION
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
G r o u p 6
This document discusses the changing landscape of education due to advances in technology and information access. Key points include:
- Technology has increased the speed at which individuals can access and share information.
- The role of teachers is shifting from solely imparting knowledge to guiding students in actively seeking and creating their own learning experiences.
- ICT (information and communication technologies) have made information more personalized but also risk dividing societies into information "haves" and "have nots."
- Future education models may include lifelong learning opportunities, multimedia resources, more authentic learning contexts, and blurred boundaries between formal education and workforce training.
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- 3. Information and Communication Technology and Education TECHNOLOGY – making information in more detail at a faster pace than ever before LEARNERS – acquire higher level skills for real world problems
- 4. Information and Communication Technology and Education “Learners must rise above the rote, factual level to begin to think critically and creatively.” (Bruer, 1993) -more emphasis on CHANGE as part of learning
- 5. Information and Communication Technology and Education LOWER-LEVEL rote learning (Ex. drill and practice techniques for basic level learning HIGHER-ORDER skills (Ex. simulations, discovery, problem-solving and cooperative learning
- 6. Information and Communication Technology and Education TEACHER (before) – total control and manipulation LEARNER (today) – has roles in planning, implementation, and self-evaluation
- 7. Information and Communication Technology and Education SOURCES of POTENTIAL INFORMATION (due to learner-centered instruction): teacher technology parents media
- 8. Actively searching for needed information and learning experiences, determining what is needed, and seeking ways to attain it Participating at times as the expert/knowledge provider Desiring to explore, discover, and create unique solutions to learning problems Viewing the teacher as a resource, model, and helper who will encourage exploration and attempts to find unique solutions to problems
- 9. Participating at times as one who may not know it all but desires to learn Being viewed as a support, collaborator, and coach for students as they learn to gather and evaluate information for themselves Actively coaching students to develop and pose their own questions and explore their own alternative ways of finding answers Actively encouraging individuals to use their personal knowledge and skills to create unique solutions to problems
- 12. ICT has also been a driving force for globalization, but it has also divided the world into those who have not, information rich and information poor (Dutton et al., 1996)
- 14. Increasing access through distance learning. Enabling a knowledge network for students. Training teachers. Broadening the availability of quality education materials. Enhancing the efficiency and effectiveness of educational administration and policy.
- 17. • Effective teaching all but disappears. • The digital world remains divided. • Students risk becoming antisocial. • Computers are a health risk. • Fundamental skills are sidelined.
- 19. The following are some of the possible outcomes of the process of change. • Multimedia learning resources available via information networks, will proliferate and become an essential feature of education. • Learners and teachers alike will have access to powerful potable computing devices that will be wirelessly connected to network resources. • Students will become active learners, collaborating with one another and with more experienced members of society, to seek out information and gain knowledge.
- 20. • Teacher’s roles will tend to shift from the “sage on the stage” to the “guide on the side”. • Education will become a life-long process, important and accessible to all, and schools will become centers of learning. • The artificial divisions of grade levels will disappear. • The boundaries separating schools from each other and the community will blur or disappear.
- 21. To solve the problem in mismatch in skills and the requirements of the jobs, the former president Gloria Macapagal- Arroyo, issued an executive order creating a new path called ladderized system of education and training, converging the TVET system of Technical Education and Skills Development Authority (TESDA) and higher education programs of the Commission on Higher Education.
- 22. • Students and trainees acquire technical and vocational skills from TESDA registered programs in schools and training centers, public and private. • After the training, the graduated apply for jobs and get employed. • When they decide later to continue their studies to earn a college degree, the TVET training they have completed will be credited in the college course they will take.
- 23. Thank you!