My Philosophy in Education

On Using ICT-Enhanced Lesson in Teaching-Learning Process

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PRESENTED TO:

GREG MELCHOR DE LARA, Ph. D.

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PRESENTED BY:

ELADIO J. JOVERO Division ICT Coordinator (Elementary) Department of Education Division of Iloilo

Introduction
Globalization and technological change processes that have accelerated in tandem over the past fifteenyears have created a new global economy powered by technology, fueled by information anddriven by knowledge. As the half-life of information continues to shrink andaccess to information continues to grow exponentially, schools cannot remain mere venues for thetransmission of a prescribed set of information from teacher to student/pupil over a fixed period of time.Rather, schools must promote learning to learn,: i.e., the acquisition of knowledge and skills thatmake possible continuous learning over the lifetime. The illiterate of the 21st century, according tofuturist Alvin Toffler, will not be those who cannot read and write, but those who cannot learn, unlearn,and relearn.

Concerns over educational relevance and quality coexist with the imperative of expanding educationalopportunities to those made most vulnerable by globalization developing countries in general. The Department of Education through the Bureau of Elementary Education and Information and Technology Unit Technical Department provide Computer units and terminals to secondary schools through-out the nation and computer package in the elementary. This project aims that, through the aid and use ICT in education could lift up the educational/academic performance of the Filipino students/pupils. Answers the call of the 21st centurylearners, which will enable them to access in various learning resources (tri-media), keeping themselves getting into the trends and become competitive globally. Information and communication technologies (ICTs) which include radio and television, as well asnewer digital technologies such as computers and the Internet have been touted as potentially powerfulenabling tools for educational change and reform, keeping get rid of using MP1,MP2,MP,MP4 (known as Manila Paper1, Manila Paper2 and so on).I do believe that, when used appropriately, different ICTs aresaid to help expand access to education, strengthen the relevance of education to the increasingly digitalworkplace, and raise educational quality by, among others, helping make teaching and learninginto an engaging, active process connected to real life.

Definition of Terms

ICTs and Types of ICTs Commonly Used in Education ICTs stand for information and communication technologies and are defined, for the purposes of thisprimer, as a diverse set of technological tools and resources used to communicate, and to create, disseminate,store, and manage information. These technologies include computers, 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 housed and pupils/teachers in all levels will maximizethe use as its purpose. The use of 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-learningencompasses learning at all levels,both formal and non-formal, that uses an information network theInternet, an intranet (LAN) or extranet (WAN) whether wholly or in part, for course delivery, interactionand/or facilitation. Others prefer the term online learning. Web-based learning is a subset of e-learningand refers to learning using an Internet browser (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 online mentoring sessions with their teacherthrough chat, and are subscribed to a class email list. Or a Web-based training course can be enhancedby periodic face-to-face

instruction. Blending was prompted by the recognition that not all learningis best achieved in an electronically-mediated environment, particularly one that dispenses with a liveinstructor

altogether. Instead, consideration must be given to the subject matter, the learning objectivesand outcomes, the characteristics of the learners, and the learning context in order to arrive at theoptimum mix of instructional and delivery methods.

Expanding Access to Education

I believe that ICTs are a potentially powerful tool for extending educational opportunities, both formal and non-formal,to previously underserved constituencies scattered and rural populations, groups traditionallyexcluded from education due to cultural or social reasons such as ethnic minorities, girls and women,persons with disabilities, and the elderly, as well as all others who for reasons of cost or because of timeconstraints are unable to enroll on campus. This idea really justifies the project Education for All where education can be acquired anytime and anywhere without attending the normal setting inside the classroom.

Anytime, anywhere. The prevailing motto of ICT4E of the DepEd as one defining feature of
ICTs is their ability to transcend time and space.ICTs make possible asynchronous learning, or learning characterized by a time lag between thedelivery of instruction and its reception by learners.Online course materials, for example,maybe accessed 24 hours a day, 7 days a week. ICT-based educational delivery (e.g., educational programmingbroadcast over radio or television) also dispenses with the need for all learners andthe instructor to be in one physical 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 thoseabsent pupil/s/student/s enabling them to catch up with the lesson/s taught so that when they return to classroom they have already the knowledge and concepts, otherwise they will be left behind.

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 their educational needs. With the Internet and the World Wide Web, a wealth of

learning materials in almost every subject and in a variety of media can now be accessed from anywhere at anytime of the day and by an unlimited number of people. In accessing information we should be also aware that 90% is false and 10% only is correct, therefore we should be very particular in accessing correct information and use it properly. Students/pupils should be guided and monitored to information access, keeping them away from the evil of Internet.

Improving the quality of education using ICT

ICTs can enhance the quality of education in several ways: by increasing learner motivationand engagement,by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTsare also transformational tools which, when used appropriately, can promote the shift to a learner-centeredenvironment.Motivating to learn ICTs such as videos, television and multimedia computer software that combinetext, sound, and colorful, moving images can be used to provide challenging and authentic contentthat will engage the student/pupil in the learning process. Interactive radio likewise makes use of soundeffects, songs, dramatizations, comic skits, and other performance conventions to compel the studentsto listen and become involved in the lessons being delivered. Using Power Point Presentation with link Digital Learning resource in English, Math, Science, Filipino and HEKASI enables the students/pupils to learn effectively, because today s learners are called digital students/pupils as return teachers would also be in touch with the technology so that, they can be called as digital teachers. More so than any other type of ICT, networkedcomputers with Internet connectivity can increase learner motivation as it combines themedia richness and interactivity of other ICTs with the opportunity to connect with real people and toparticipate in real world events.Facilitating the acquisition of basic skills: The transmission of basic skills and concepts that are thefoundation of higher order thinking skills and creativity can be facilitated by ICTs through drill andpractice. Educational television programs such as Mathenik, HiyaraManawari,Bayani and other educational programs use repetition and reinforcement toteach the alphabet, numbers, colors, shapes and other basic concepts.Most of the early uses of computerswere for computer-based

learning (also called computer-assisted instruction) that focused onmastery of skills and content through repetition and reinforcement.

Traditional Pedagogy vs ICT-Emerging Pedagogy

I strongly believe when used appropriately, ICTs especially computers and Internet technologies enable new ways of teaching and learning rather than simply allow teachers and

students to do what they have done before in a better way. These new ways of teaching and learning are underpinned by constructivist theories of learning and constitute a shift from a teacher-centered pedagogy in its worst form characterized by memorization and rote learning to one that is learner-centered. The table below shows the advantages using ICT in education based on the aspects.

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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 learner s life situation.In this way, and in contrast to memorization-based or rote learning, ICT-enhanced learningpromotes increased learner engagement. ICT-enhanced learning is also just-in-time learning inwhich learners can choose what to learn when they need to learn it. Collaborative learning. ICT-supported learning encourages interaction and cooperation amongstudents/pupils and teachersregardless of where they are. Apart from modeling realworldinteractions, ICT-supported learning provides learners the opportunity to work within the group which made them work as one expressing one-self into one idea. Improve communicative skillsas well as their global awareness. It models learning done throughout the learner s lifetime byexpanding the learning spacefrom differentfields. Creative Learning. ICT-supported learning promotes the manipulation of existing

informationand the creation of real-world products rather than the regurgitation of received information. Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach toteaching 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 there aremany different learning pathways and many different articulations of knowledge. ICTs allowlearners to explore and discover rather than merely listen and remember.

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

possible. An ICT-enhanced Lesson or digital instructional material really helps the teacher building his/her curriculum in an easy way of imparting teaching-learning and information. Very much practical to the teacher instead of using the traditional way of teaching (using chalkboard, MP1, MP2, MP3, exerting more efforts of talking) making him/her as facilitator of learning with less effort.

We could not deny the fact those intriguing issues that affect ICT: it does really help expand access to basiceducation, raised the quality of education, cost-effective and will computer replaced teacher? These issues had been the hindrances in implementing ICT use in education hence now a days it already justify the importance and benefits of it which made the system succeed, grow and developed. Whereas, in disseminating information throughout the concerns become easy and faster, acquiring data and submission made easy and possible electronically and all DepEd database system were converted electronically. Then today, teaching-learning process made easy and more meaningful.