Innovations of Educational technology in philippine settings

Innovations of Educational Technology in the Philippine setting

I.

1.  Instead of defining ICT for education in terms of technology literacy or information literacy, the concept of “ICT capability” should be understood and considered as a definition of ICT for education.ICT capability involves technical and cognitive proficiency to access, use, develop, create, and communicate information appropriately using ICT tools. Learners demonstrate this capability by applying technology purposefully to solve problems, analyze and exchange information, develop ideas, create models, and control devices. They are discriminating in their use of information and ICT tools, and systematic in reviewing and evaluating the contribution that ICT can make to their work as it progresses. ICT capability is much broader than acquiring a set of technical competencies in software applications.

2.  Along with establishing informatics or computer education as a curricular subject, the overall school
curriculum should be assessed to identify ways in which ICT may enhance learning in both core subject
areas and electives.

3.  ICT for education encompasses low and high technologies.

4.  In an ICT-supported learning environment, teachers need to act as a guide to facilitate student-centered
learning.

5.  School leaders must communicate a vision for ICT in the school and foster an ICT culture that allows all
school staff to be regular users of ICT.

II.

Naga City’s class act

BICOL’S model city is trying its best to address its ‘weakest link’ in achieving the Millennium Development Goals: keeping schoolchildren in class to complete elementary education.

  

 THE Naga City School Board has prioritized investments in information technology like the Computer Literacy and Instructional Center for Kids (CLICK) that provided computer hardware to elementary schools. 

III.

Veritas Parochial School launches Digital Learning Program with Vibal, Acer

When the students of Veritas Parochial School (VPS) returned to school this year, they were greeted by a big, bold sign at the gate: “You are now entering the Chrome Zone, proceed with wonder and excitement.”

The Chromebook as a learning platform is something new in the Philippines, where tablets are still the device used in most schools undertaking mobile education programs.  For VPS, the Acer C720 is proving to be most ideal. It is compact, lightweight, and offers a faster, simpler, hassle-free, and secure computing experience.  Parents also approve of the Chromebook for its affordability.

  

  

IV.

Young Women & The Web: Tech Age Girls Launches in Vietnam & The Philippines

From Intel’s groundbreaking new report Women and the Web to the theme of this year’s Women’s History Month—“Women Inspiring Innovation Through Imagination: Celebrating Women in Science, Technology, Engineering and Mathematics”—the call to involve more women and girls in the technology sector has never been more unified.

This makes the recent launch of IREX’s Tech Age Girls (TAG)project in the Philippines and Vietnam all the more exciting and relevant. TAG empowers a cadre of promising young women leaders to become tech-savvy agents of change in their communities.

  

  

Assignment #3

ASSIGNMENT NUMBER: 3

1. Indonesia
• develop the nation’s ICT capacity;
• provide schools with affordable PCs equipped with licensed software;
• formulate strategies for achieving higher levels of ICT proficiency;
• accelerate the process of improving ICT proficiency;
• assist teachers by developing course materials that use ICT in the classroom.
• Professional development of teachers, from basic ICT competency to advanced competency;
• Design of a national curriculum of ICT-literacy for K-12 students.

2. Malaysia
•The PiL programme works with the national education authorities to provide software to schools at a discount, and collaborates with ministry officials to organize training programmes for teachers.
• PiL provides training curricula and materials, while the MoE identifies participating schools and teachers, and organizes workshops.
• PiL facilitates meetings between the Curriculum Development Centre, MoE and international organizations.

3. Philippines
• “Tech-mentors” train fellow teachers in ICT basics, as well as in the effective use of ICT in teaching. Of the projects conducted in the Philippines, the most successful have been those planning and implementing ICT-related activities involving tech-mentoring.
• Teachers observe that technology enhances their work, re-kindling
their interest in engaging their students.
• Teachers also observe that ICT enhances the learning process for students, increases student-interest in lessons, and encourages self-directed learning.
• Students may acquire greater satisfaction from experiential learning, and enjoy their technology-enhanced projects more.

4. Thailand
• PiL offers training at three levels, but large numbers of teachers still require training. Many
teachers who are computer literate are still weak in ICT integration. PiL should address these
needs.
• PiL training programmes have positively affected schools by promoting ICT culture. Students are
enthusiastic about ICT, and one of the IT Youth Challenges received more than 1,000 submissions.
More teachers are using ICT in their teaching, which has led to the development of higher order
thinking skills for students.
• The PiL online portal functions as a static bulletin board, rather than as a dynamic community.
More publicity for the portal is needed and more resources should be directed to it.
• PiL Thailand needs to work towards sustainability. It has been pointed out that the PiL
programme has started many pilot projects. Rather than continuing to initiate new projects,
it has been recommened that PiL should consolidate and continue to support its existing
programmes.

5. Vietnam
• Teacher F, who attended ICT integration training and Peer Coaching training, is now a Master Trainer, and has peer coached other teachers in project-based teaching. She assists other teachers in Basic Skills training and her students are able to conf idently prepare lively PowerPoint presentations.
• Teacher G, a biology teacher, gave a lecture using the PowerPoint program and Flash animation to show transpiration in plants. Though the mode of instruction was teacher-directed and frontal, nevertheless the teacher was able to utilize ICT to present a lesson in an engaging way.
• School D in Hanoi, is well-equipped with computers and projection systems. Its students are highachievers, many of whom are preparing for foreign university exams. All students receive ICT instruction.

ASSIGNMENT IN EDUCATION 5

  

ROCEL E. FUERTE              BSEd III-A TTh- 10:00- 11:30

Activity: Answer the following questions:

1.Describe the Educational System of Bhutan. Itemize your answer.

Peace education programs centered on conflict resolution typically focus on the social-behavioural symptoms of conflict, training individuals to resolve inter-personal disputes through techniques of negotiation and (peer) mediation. Learning to manage anger, “fight fair” and improve communication through skills such as listening, turn-taking, identifying needs, and separating facts from emotions, constitute the main elements of these programs. Participants are also encouraged to take responsibility for their actions and to brainstorm together on compromises. IN general, approaches of this type aim to “alter beliefs, attitudes, and behaviors from negative to positive attitudes toward conflict as a basis for preventing violence. There are various styles or approaches in conflict resolution training that can give the practitioner the means to accept the conflictual situation and orient it towards a peaceful resolution. As one peer mediation coordinator put it: “Conflict is very natural and normal, but you can’t go through your entire life beating everybody up you have to learn different ways to resolve conflict

2.Discuss the SIF ICT in education project briefly.

This report about Collaboration in Teaching and Learning (CTL) focuses on the information and Communications technologies (ICT) that enable collaborative learning to happen online and includes School education, vocational education and training and higher education. Collaborative learning is one of the areas of investigation commissioned by the Australian Government’s Department of Education, Employment and Workplace Relations (DEEWR) as part of the Strategic ICT Advisory Service (SICTAS) project. The report briefly describes the theories that underpin collaborative learning, the skills that are necessary for its success, the implications of collaborative learning on teaching practice, on students, and the spaces in which learning occurs. ICT and collaborative learning provides opportunities to reduce the educational disadvantage experienced by Australians in remote and rural communities, and provide learning experiences that cater to diverse student groups, as well as providing students with the literacy skills needed to function effectively in the digital world.

3. What is Bhutan's EIT Curriculum?

The core curriculum set by the National Board of Secondary Education included English, mathematics, and Dzongkha. Although English was used as the language of instruction throughout the junior high and high school system, Dzongkha, and, in southern Bhutan until 1989, Nepali, were compulsory subjects. Students also studied English literature, social studies, history, geography, general science, biology, chemistry, physics, and religion. Curriculum development often has come from external forces, as was the case with historical studies. Most Bhutanese history is based on oral traditions rather than on written histories or administrative records. A project sponsored by UNESCO and the University of London developed a ten-module curriculum, which included four courses on Bhutanese history and culture and six courses on Indian and world history and political ideas. Subjects with an immediate practical application, such as elementary agriculture, animal husbandry, and forestry, also were taught

4. Explain the categories on the Use of Computer Technology in Education.

Educational technology has both general and specialized meanings. To the lay public and to a majority of educators, the term refers to the instructional use of computers, television, and other kinds of electronic hardware and software. Specialists in educational technology, in particular college and university faculty who conduct research and teach courses on educational technology, prefer the term instructional technology because it draws attention to the instructional use of educational technology. This term represents both a process and the particular devices that teachers employ in their classrooms. According to the Association for Educational Communications and Technology, one of the principal professional associations representing educational technologists, "Instructional Technology is a complex, integrated process involving people, procedures, ideas, devices, and organization for analyzing problems, and devising, implementing evaluating, and managing solutions to these problems, in situations in which learning is purposive and controlled."(p. 4). Educational technologists often employ the term instructional media to represent all of the devices that teachers and learners use to support learning. However, for many educators the terms educational technology, instructional media, and instructional technology are used interchangeably, and they are used so here. In addition, the principal focus will be upon the most modern computational and communication devices used in schools today.

Ang aking buhay

Ako po si Rocel E. Fuerte labing walong taong gulang, ipinanganak noong Desyembre 20 1995, na nakatira ako sa joyao-joyao,numancia,aklan. Ang aking mga magulang ay  sina gng. Cecilia E. Fuerte at Ginoong Romeo P. Fuerte. Kami ay limang magkakapatid ako ang pang-apat sa aming magkakapatid. Ang aming buhay simpleng pamilya lamang nabubuhay ng masaya kahit madaming kinakaharap na problema, ako ay nangangarap na makapagtapos ng aking pag-aaral sa kolehiyo. Ang kinukuha kong kurso ay Bachelor of secondary of education medyor sa filipino. Sa nakikita niyong larawan sa itaas, Silang lahat ang aking mga kamag-aral.