My Philosophy in Education-Ladz

8/4/2019 My Philosophy in Education-Ladz

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My Philosophy in Education

On Using ICT-Enhanced Lesson in Teaching-Learning

Process

____________________________________________________________________________

PRESENTED TO:

GREG MELCHOR DE LARA, Ph. D.

___________________________________________________________________________

PRESENTED BY:

ELADIO J. JOVERO

Division ICT Coordinator

(Elementary)

Department of Education

Division of Iloilo


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Introduction

Globalizationand technologicalchangeprocesses thathaveaccelerated in tandemover the

past fifteenyearshave created a new global economy powered by technology, fueled by

information anddriven by knowledge. As the half-life of information continues to shrink

andaccesstoinformationcontinuestogrowexponentially,schoolscannotremainmerevenues

for thetransmission of a prescribed set of information from teacher to student/pupil over a

fixedperiodof time.Rather,schoolsmustpromote learning to learn,: i.e., theacquisitionof

knowledgeandskillsthatmakepossiblecontinuouslearningoverthelifetime. Theilliterateof

the 21st century, according tofuturist Alvin Toffler,will not be those who cannot read and

write,butthosewhocannotlearn, unlearn,andrelearn.

Concerns over educational relevance and quality coexist with the imperative of expanding

educationalopportunities to those made most vulnerable by globalizationdeveloping

countries in general. The Department of Education through the Bureau of Elementary

Educationand Informationand Technology Unit Technical Departmentprovide Computer units

and terminals to secondary schools through-out the nation and computer package in the

elementary. Thisprojectaimsthat,throughtheaidand use ICT ineducationcould lift upthe

educational/academicperformanceofthe Filipinostudents/pupils. Answersthecallofthe 21st

centurylearners, which will enable them to access in various learning resources (tri-media),

keepingthemselvesgetting intothetrendsandbecomecompetitiveglobally. Informationand

communicationtechnologies (ICTs)whichincluderadioandtelevision,aswellasnewerdigital

technologies such as computers and the Internethave been touted as potentially

powerfulenabling tools for educational change and reform, keeping get rid of using

MP1,MP2,MP,MP4 (knownas Manila Paper1, Manila Paper2 andsoon).I dobelievethat,when

usedappropriately,different ICTsaresaidtohelpexpandaccesstoeducation,strengthenthe

relevanceofeducation to the increasinglydigitalworkplace,and raiseeducationalqualityby,

amongothers,helpingmaketeachingand learningintoanengaging,activeprocessconnected

toreallife.


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Definition ofTerms

ICTs and Types of ICTs Commonly Used in Education

ICTsstand forinformation and communication technologies andaredefined, forthepurposes

ofthisprimer,asa diversesetoftechnologicaltoolsandresources usedtocommunicate,and

tocreate,disseminate,store,andmanageinformation.Thesetechnologiesincludecomputers,

the Internet, broadcastingtechnologies (radio and television), and telephony.

E-learning

The room is converted into an e-learning or e-classroom wherein the computer package is

housedandpupils/teachersinall levelswillmaximizethe useasitspurpose. The useof ICT in

education today is focused on curriculum development and enhancing the teaching-learning

process settings.Although most commonly associated with higher education and corporate

training,e-learningencompasseslearningatalllevels,both formalandnon-formal,that usesan

informationnetworktheInternet,anintranet (LAN)orextranet (WAN)whetherwhollyorin

part, forcoursedelivery,interactionand/or facilitation. Otherspreferthetermonline learning.

Web-based learning isa subsetofe-learningand refers to learning usingan Internetbrowser

(such as Mozilla Firefox, Google Chrome, Internet Explorer,etc). Software installed using

Microsoft Encarta Encyclopedia Library, Britannica, etc. can also be considered as electronic

information.

Blended learning

Another term/concept that is gaining currency is blended learning.This refers to learning

models that combinetraditional classroom practice with e-learning solutions.For example,

students in a traditional class canbe assigned both print-based and online materials, have

onlinementoringsessionswiththeirteacherthroughchat,andaresubscribedtoaclassemail

list. Or a Web-based training course can be enhancedby periodic face-to-face

instruction.Blendingwaspromptedbytherecognitionthatnotall learningisbestachieved in

an electronically-mediated environment, particularly one that dispenses with a liveinstructor


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altogether. Instead, consideration must be given to the subject matter, the learning

objectivesandoutcomes,thecharacteristicsofthelearners,andthelearningcontextinorderto

arriveattheoptimummixofinstructionalanddeliverymethods.

Expanding Access to Education

I believethat ICTsareapotentiallypowerfultool forextendingeducationalopportunities,both

formal and non-formal,to previously underserved constituenciesscattered and rural

populations,groupstraditionallyexcluded fromeducationduetoculturalorsocialreasonssuch

asethnicminorities,girlsandwomen,personswithdisabilities,and theelderly,aswellasall

otherswho forreasonsofcostorbecauseoftimeconstraintsare unabletoenrolloncampus.

This idea really justifies the project Education for All where education can be acquired

anytimeandanywherewithoutattendingthenormalsettinginsidetheclassroom.

Anytime, anywhere.Theprevailingmottoof ICT4E of the DepEdasonedefining featureof

ICTs istheirabilitytotranscendtimeandspace.ICTsmakepossibleasynchronous learning,or

learning characterized by a time lag between thedelivery of instruction and its reception by

learners.Onlinecoursematerials, forexample,maybeaccessed 24 hoursaday, 7 daysaweek.

ICT-based educational delivery (e.g., educational programmingbroadcast over radio or

television)alsodispenseswiththeneed foralllearnersandtheinstructortobeinonephysical

location. Additionally, certain types of ICTs, such as teleconferencingtechnologies, enable

instruction to be received simultaneously by multiple, geographicallydispersed learners (i.e.,

synchronous learning). Lesson/s, assignments/home works and activities can be access by

thoseabsentpupil/s/student/senablingthemtocatch upwiththelesson/staughtsothatwhen

theyreturntoclassroomtheyhavealreadythe knowledgeandconcepts,otherwisetheywillbe

leftbehind.

Access to remote learning resources. Teachers and learners no longer have to rely solely

onprinted books and other materials in physical media housed in libraries (and available in

limitedquantities) for theireducationalneeds. With the Internetand the World Wide Web,a

wealthof


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learningmaterialsinalmosteverysubjectandinavarietyofmediacannowbeaccessed from

anywhere at anytime of the day and by an unlimited number of people. In accessing

informationweshouldbealsoawarethat 90% is falseand 10% only iscorrect,thereforewe

shouldbeveryparticularinaccessingcorrect informationand use itproperly. Students/pupils

shouldbeguidedandmonitored to informationaccess, keeping themaway from theevilof

Internet.

Improving the quality ofeducation using ICT

ICTscanenhancethequalityofeducationinseveralways:byincreasinglearnermotivationand

engagement,by facilitating the acquisition of basic skills, and by enhancing teacher training.

ICTsarealsotransformationaltoolswhich,when usedappropriately,canpromotetheshifttoa

learner-centeredenvironment.Motivating to learn ICTs such as videos, television and

multimediacomputersoftware thatcombinetext,sound,and colorful,moving imagescanbe

used to provide challenging and authentic contentthat will engage the student/pupil in the

learningprocess. Interactive radio likewisemakes useofsoundeffects,songs,dramatizations,

comicskits,andotherperformanceconventions tocompelthestudentsto listenandbecome

involved in the lessons being delivered. Using Power Point Presentation with link Digital

Learningresourcein English, Math, Science, Filipinoand HEKASI enablesthestudents/pupilsto

learneffectively,becausetodays learnersarecalleddigitalstudents/pupilsasreturnteachers

wouldalsobeintouchwiththetechnologysothat,theycanbecalledasdigitalteachers. More

so than any other type of ICT, networkedcomputers with Internet connectivity can increase

learnermotivationas it combines themedia richnessand interactivityof other ICTswith the

opportunitytoconnectwithrealpeopleandtoparticipate inrealworldevents.Facilitatingthe

acquisitionofbasicskills: Thetransmissionofbasicskillsandconceptsthatarethefoundation

ofhigherorderthinkingskillsandcreativitycanbe facilitatedby ICTsthroughdrillandpractice.

Educational television programs such as Mathenik, HiyaraManawari,Bayani and other

educationalprograms userepetitionandreinforcementtoteachthealphabet,numbers,colors,

shapesandotherbasicconcepts.Mostoftheearly usesofcomputerswere forcomputer-based


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learning (also called computer-assisted instruction) that focused onmastery of skills and

contentthroughrepetitionandreinforcement.

Traditional Pedagogy vs ICT-Emerging Pedagogy

I strongly believe when used appropriately, ICTsespecially computers and Internet

technologiesenablenewwaysofteachingandlearningratherthansimplyallowteachersand

studentstodowhattheyhavedonebeforeinabetterway. Thesenewwaysofteachingand

learningare underpinned by constructivist theoriesof learningand constitutea shift froma

teacher-centered pedagogyin its worst form characterized by memorization and rote

learningtoonethatislearner-centered.

Thetablebelowshowstheadvantages using ICT ineducationbasedontheaspects.

3333333333333333333333333333333333333333333333333333333333333333333333333333

3333333333333333333333333333333333333333333333333333333333333333333333333333

333333333333333333333333333333333333333333333333


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Active learning. ICT-enhanced learning mobilizes tools for examination, calculation and

analysisof information, thus providing a platform for student/pupil inquiry, analysis and

construction of newinformation. Learners therefore learn as they do and, whenever

appropriate,work on real-lifeproblems in-depth,making learning less abstract and more

relevant to the learners life situation.In thisway,and in contrast tomemorization-basedor

rote learning, ICT-enhanced learningpromotes increased learner engagement. ICT-enhanced

learning isalso just-in-time learning inwhich learners can choosewhat to learnwhen they

needtolearnit.

Collaborative learning. ICT-supported learning encourages interaction and cooperation

amongstudents/pupils and teachersregardless of where they are. Apart from modeling real-

worldinteractions, ICT-supportedlearningprovideslearnerstheopportunitytowork withinthe

group which made them work as one expressing one-self into one idea. Improve

communicativeskillsaswellastheirglobalawareness. Itmodels learningdonethroughoutthe

learnerslifetimebyexpandingthelearningspacefromdifferentfields.

Creative Learning. ICT-supported learning promotes the manipulation of existing

informationand the creationof real-worldproducts rather than the regurgitationof received

information.

Inte

grative

le

arning. ICT-enhanced learning promotes a thematic, integrative approachtoteaching and learning.This approach eliminates the artificial separation between the

differentdisciplines and between theory and practice that characterizes the traditional

classroomapproach.

Evaluative learning. ICT-enhanced learning is student/pupil-directed and diagnostic.Unlike

static,text- or print-based educational technologies, ICT-enhanced learning recognizes that

therearemanydifferentlearningpathwaysandmanydifferentarticulationsof knowledge. ICTs

allowlearnerstoexploreanddiscoverratherthanmerelylistenandremember.

Moreover, using ICT in education can answer the trend the world today as computer age.

Teaching-Learning process can be achieved in an aspect of anytime, anywhere, where

students and pupils as well as the teacher contact at a real time situation, learning made


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possible. An ICT-enhanced Lesson or digital instructional material really helps the teacher

buildinghis/hercurriculuminaneasywayofimpartingteaching-learningandinformation. Very

muchpracticaltotheteacherinsteadof usingthetraditionalwayofteaching (usingchalkboard,

MP1, MP2, MP3,exertingmoreeffortsoftalking)makinghim/heras facilitatoroflearningwith

lesseffort.

Wecouldnotdeny the fact those intriguing issues thataffect ICT: itdoes reallyhelpexpand

access to basiceducation, raised the quality of education, cost-effective and will computer

replacedteacher? Theseissueshadbeenthehindrancesin implementing ICT useineducation

hencenowadays italreadyjustifythe importanceandbenefitsof itwhichmadethesystem

succeed,growanddeveloped. Whereas,indisseminatinginformationthroughouttheconcerns

becomeeasyand faster,acquiringdataandsubmissionmadeeasyandpossibleelectronically

and all DepEd database system were converted electronically. Then today, teaching-learning

processmadeeasyandmoremeaningful.

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My Philosophy in Education-Ladz