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ICT4E Article - Manual
ICT4E Article - Manual
Introduction
It has been said that a teacher from the 1900’s would adjust easily in
today’s classroom because despite the huge difference in content, the
teaching and learning processes remain the same – the teacher stays in front
and, with the typical chalk and blackboard, delivers her lectures to a bunch
of passive note-taking or book-toting students arranged in neat rows and
columns.
All of us have gone through such a scene. But should this be the scene
in our classrooms today? Is it still the appropriate mode of delivery for this
day and age when huge chasms of differences exist between yesterday’s
society and that of today? Does this type of educational environment deliver
the knowledge and competencies we need today?
Gone are the days when employees are required to just focus on one
task – the Global Information Revolution requires today’s knowledge workers
to develop, inculcate, apply, and enhance 21st Century Skills to be ready and
competitive for 21st Century economy. Adriana Vilela, World Links Executive
Director, estimates that the average 20th century worker takes on only one to
two jobs in his lifetime, while the average 21st century knowledge worker
changes jobs 10 to 15 times – thus requiring him to be flexible and
adaptable. She further expounds that the 20th century worker is good at
what was taught (i.e. mastery in one field) while the 21st century knowledge
worker must be good at what was not taught (i.e. critical thinking) to be able
to successfully compete in this complex economy.
2
Available: http://www.ncrel.org/engaugeg/skills/21skills.htm. Accessed: March
2006. Refer to this article for a more detailed discussion of each 21st century skill
enumerated above.
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Harnessing ICTs in Philippine Basic Education
ICT in Education
3
Bransford et al (2003) in enGauge 21st Century Skills. Available:
http://www.ncrel.org/engaugeg/skills/21skills.htm. Accessed: March 2006.
4
Mehra, P. & Mital, M. Integrating technology into the teaching-learning
transaction: Pedagogical and technological perceptions of management faculty.
International Journal of Education and Development using ICT [Online], 3(1). March
2007. Available: http://ijedict.dec.uwi.edu/viewarticle.php?id=265. Accessed: March
23, 2007.
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5
Haddad, W.D. and Jurich, S. ICTs for Education: Potential and Potency. In
Haddad, W.D. and Draxler, A. (Eds.) Technologies for Education: Potentials,
Parameters, and Prospects. Paris/Washington: UNESCO and the Academy fro
Educational Development, 2002.
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globally aware, engaged, and productive students for the global economy as
follows:
General Math, Science, and Engineering
Skills: marrying cutting-edge technology with
current problems and opportunities – analyze,
evaluate, make decisions, assessing and
evaluating, recommending enhancements, etc.
General Workforce Skills: use ICT to collaborate and
practice teamwork; to enhance self-direction,
adaptability, accountability; critical thinking and creative
problem solving; social responsibility and ethical
Global and Civic Awareness: use ICTs to search for relevant
information and interact with/ participate in government,
economic, and social institutions globally and locally
ICT Literacy: use of ICT tools to communicate and express ideas
effectively, to facilitate analysis and problem solving, to sort through
resources, to synthesize, to manage time and tasks effectively –
includes technological literacy and information literacy
Basic Literacy: functional proficiency in language and numeracy
adapted from the publication entitled Educating for the Future by the Business Software Alliance, June 2004
As seen from the skills pyramid, BSA sets ICT Literacy as one of the
foundation skills, second only to the 3Rs. This presents significant
implications for the education sector in terms of curriculum (what to teach),
pedagogy (how to teach), teacher and student roles, classroom
management, tools and resources, assessment, and the role of the
community.
Effective ICT in Education calls for a pedagogical framework fit for the
digital age - a new learning theory by George Siemens called Connectivism
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Harnessing ICTs in Philippine Basic Education
The education sector is aware of this but is faced by the enormous task
of making it happen. Such a shift does not happen overnight. It definitely
requires time, conscious effort, commitment, and persistence on the part of
the teachers and the administration. There have been various initiatives and
programs – local and international - to assist the education sector in this
respect, such as efforts by UNESCO-Bangkok, World Links, Intel, DepEd, CICT,
FIT-ED, UP-NISMED, SEAMEO-INNOTECH, etc.
Much has been said about the low National Achievement Test results,
averages of which are way below the passing mark of 75%. In a recent High
School Readiness Test among 1.2 million Grade 6 examinees, only 8,000
passed. It was also found that 75% of elementary graduates cannot read
independently. Furthermore, dropout rates are staggering – out of 100 Grade
1 students, only 66 would reach Grade 6, and only 43 would reach High
School 4th year – 22% of whom drop out because of lack of personal interest
to education.
This sad state among Philippine learners have been attributed to big
class sizes (averaging 1:50 teacher:student ratio but sometimes reaching
1:70 or even 1:120 due to lack of teachers, lack of classrooms and other
9
National Framework Plan for ICTs in Basic Education, FIT-ED w/ CICT & DepEd, 2005,
p. 1.
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During the 2nd National ICTs in Basic Education Congress held last
September 2006k, Secretary Lapus said, “The quality of and access to basic
education substantially remains as the overriding goal of educational
10
Medium Term Philippines Development Plan 2004-2010, NEDA, 2004, p. 2.
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Most recently, the World Bank funded, through the efforts of the
Educational Development Projects Implementing Task Force (EDPITAF) of the
Department of Education, the development of the Strategic Framework on
Information and Communication Technology for Education (ICT4E) under the
Basic Education Sector Reform Agenda (BESRA). The framework is
envisioned to provide “focus and coherence, validation and confirmation to
existing initiatives and plans within the reform platform.”11
Since the mid-1970’s, ICTs have been widely accepted by the public
especially for the benefits that these tools have contributed to business,
industry, government, and the home. Yet, even though there have been
well-documented developments and successes in these sectors, the
education sector has had a sluggish take-up rate of maximizing the use of
ICTs in education, “despite numerous reforms and increased investments in
computers and networks.” 14 Note that this is not just unique to the
Philippines.
(1:728), and one for every three secondary school teachers (1:3).“ DepEd
reports that only around 50% of public high schools have 10 or more units.
The agency estimates that by year-end, this figure will go up to 70% with the
deployment of the PCs for Public Schools Program Phase 3 by DTI.
Teacher Training
Creating innovative
Specializing in the
Stage 4: Transforming learning
use of ICT
environments
Understanding how to Stage 3: Infusing Facilitating learning
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use ICT
Learning how to use Enhancing
Stage 2: Applying
ICT traditional teaching
Becoming aware of Supporting work
Stage 1: Emerging
ICT performance
Stages of ICT Stages of ICT Pedagogical
Usage Development Usages of ICT
From Padongchart, S. A Curriculum Framework for Integrating ICT and Pedagogy in
Teacher Education. National Training Programme for Teacher Educators on ICT-
Pedagogy Integration Training Manual. June 2006. Please refer to the section
on NICS-Teachers.
and structuring of existing trainer and teacher training activities that are
being conducted by various providers – at the pre-service and in-service
levels – vis-à-vis curriculum standards and the National Competency Based
Teacher Standard (NCBTS), to include a systematic mentoring and follow-
through mechanism in the teacher monitoring and assessment program.
Content
CICT’s Efforts
The Program aims to develop quality ICT graduates and accelerate ICT
literacy, awareness, and skills development throughout the country by
building the capabilities of the IT, Education and Business faculties of partner
State Universities and Colleges (SUCs). The program further seeks to
enhance the capabilities of member-SUCs in delivering standards-based ICT
education in their areas, facilitate the development of digital schools, and
provide technical assistance in other ICT initiatives. It covers four areas:
In the very near future, CICT will be working with recognized educators,
content experts, and experienced developers in mapping, compiling, and
producing appropriate, relevant, and meaningful educational multimedia
content that can be used by schools to improve teaching and enhance
learning, matched to national curriculum requirements and possessing
locally meaningful content. CICT’s Content Development Initiative aims
to provide learners with a diverse mix of high-quality, well-designed, and
well-produced interactive multimedia educational materials and national
heritage collections, as well as government information and other resources
deemed of practical importance. These materials will be easily replicated
and distributed at low cost, necessary for greater access to all Filipino
learners. The project will support effective access, selection, and
exploitation of commercial and non-commercial materials.
and other relevant information for the education and training sector. It will
provide Philippine educational institutions, teachers, and students with online
resources that have been collected and recommended by a competent group
of evaluators to further improve teaching and learning (i.e. strategies, best
practices, model lesson plans, content and applications). It will likewise serve
as venue for educators to put their content online, similar to the efforts being
done via the iSchool Webboard and the Pilipinas SchoolNet Projects.
Conclusion
ICT in Education does not stop with the provision of infrastructure and
connectivity to schools. Much bigger focus should be given to how ICTs can
be used effectively with regards to broadening access to and improving the
quality of education (through appropriate and relevant infrastructure,
training, content), empowering teachers and learners towards lifelong
learning, making educational governance more efficient, and improving
coordination and collaboration among stakeholders.
ANNEX A
NICS-TEACHERS
from: http://nicsforteacher.blogspot.com/2006/08/nics-teachers-project.html
This section introduces you, the teacher, to the many things that you
can do with the computer – to whet your appetite. No need to panic! You will
be going through the different applications with your iSchools trainer as you
go along. Hopefully, this section will excite you to look forward to the
upcoming modules and even to explore the different applications on your
own, with the aid of this manual.
1. Will you be able to integrate what you've learned about ICT in your admin
tasks as well as in classroom teaching and learning?
What? How? When? Why? With whom?
Cite concrete examples: topics, strategies,
output/product/performance
2. What will you commit to (vis-a-vis monitoring)?
Which will you use extensively? Why?
3. What kind of support will you need?
From us? From others?
Internet
The word Internet evolved form the terms Inter for international
and Net for network. Internet refers to a global collection of interconnected
networks - a network of networks linking computers globally. Think of it as a
huge web spun digitally across the globe, providing access to information
stored in these individual computers to anyone who is “linked”.
The steps below will provide you, the teacher, with guidelines and
helpful Web resources for designing the hunt.
1. What is the topic of your Treasure Hunt? (i.e., U.S. Westward
Expansion, female African-American writers)
2. Search for high quality Web sites that are relevant to your
selected topic.
3. Bookmark and organize your selected Web sites on your Web
browser (Microsoft Explorer, Mozilla Firefox, etc.).
4. Select Web sites for your "Resource Bank" from your collection of
bookmarked sites. Provide both the titles and Web addresses of
Web sites in the "Bank".
• One of the goals of this type of activity is to help students feel
competent in using the Web. To avoid anxiety and frustration,
direct younger students to the exact Web page where answers
to your questions may be found. You may direct older or more
experienced students to the home page of a Web site and ask
them to search throughout the site to find the answers.
Finally, you may offer hints about where to look for the
answers as in the following sample Treasure Hunt.
5. Develop Treasure Hunt questions, using information within each
Web site one time.
6. Ask a final, evaluative question that asks students to synthesize
the information they have
learned and develop it into a Some samples online:
broad understanding of the • A WebQuest about
topic. Evaluating Websites:
• Learn more about asking http://mciunix.mciu.k12.pa.
purposeful questions at us/%7Espjvweb/evalwebstu
Levels and Types of .html
Questions: Bloom's • The WebQuest Place:
Taxonomy http://www.thematzats.com
(http://www.oir.uiuc.edu/di /webquests/page3.html
d/booklets/question/quest1 • Best WebQuests.com:
.html). Your final question http://bestwebquests.com/
should be a higher level • Look Who’s Footing the Bill
question within Bloom's - An Introductory WebQuest
taxonomy, requiring on Democracy and the
students to analyze, National Debt:
synthesize, or evaluate http://www.kn.pacbell.com/
information. wired/democracy/debtques
t.html
Web Quest (Stages 3 (infusing) • So, you’re gifted! A
& 4 (transforming)): “an inquiry- Webquest of Self-Discovery:
oriented activity in which some http://www.ldcsb.on.ca/sch
or all of the information that ools/cfe/WebQuests/Gifted/i
learners interact with comes ndex.htm
from resources on the Internet” • Math and Baseball:
(discoveryschool.com) http://www.kn.pacbell.com/
wired/baseball/
WEB QUEST
• Buying your First Car -
Computer Application:
http://www.otsego.k12.oh.u
s/bernthisel/carshoppingwe
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Additional Elements:
1. WebQuests are usually a group activity. Often they are designed
to have 3 to 5 students per group, with the students working
cooperatively on the task. Usually the groups work on different
aspects of the task.
2. WebQuests often include role-playing, in tune with techniques
on catering to multiple intelligences. By incorporating role-
playing, students learn to look at issues from multiple
perspectives. Each group could represent a role; or each student
in a group could represent a role and become an expert on a
particular topic. The group then synthesizes the information they
find and creates a product that demonstrates their learning.
3. WebQuests can be single discipline or interdisciplinary.
WebQuest lessons can just focus on one subject, but they can
easily cover multiple subject areas.
• Educational Tools:
Instant Messaging: similar to SMS/texting, allows real-time chatting
with online “friends”; Yahoo Messenger, Google Talk, Skype, etc.;
http://webmessenger.yahoo.com, http://meebo.com
Email: electronic mail, asynchronous means of communication but
definitely preferred over snail mail; http://gmail.com,
http://mail.yahoo.com
Blogs: online journals, used by many as venues to publicize opinions
and ideas; www.blogspot.com
The Internet and World Wide Web serve as the foundation for LCMS and
other distance learning systems because they are accessible from
virtually all computer platforms. Internet provides links to online courses
and degree program providers as well as online study resources. There
are application software for the delivery of interactive live group learning
and training, and web-based training via the Internet or corporate
intranets.
For sample free and open source LCMS, search for the following:
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Word Processing
• bullets and tables may be used for lists and test items like multiple
choice, true or false, analogies, matching type, enumeration, short
answers, essays, etc.
• graphics and other layouting tools (i.e. columns, tables, text boxes, etc.)
may be used to make your documents more effective and interesting –
sample products: announcements, newsletters, brochures, leaflets,
posters, class information, worksheets, textbooks, etc.
• graphics and other elements from the Internet may likewise be inserted
into your document – just be sure to acknowledge appropriately
• the Mail Merge tool may be used to produce just one letter template and
send individualized copies to your students’ parents or perhaps potential
event sponsors
• may be uploaded as attachments to emails or as linked files to websites
• may be saved and uploaded as webpages
Electronic Spreadsheet
Slide Presentation
With the various tools in a Slide Presentation, you can express your
ideas in a variety of ways. With text, bulleted and numbered lists, tables,
charts, clip art, and a wide array of graphic objects along with background,
animation, transitions and effects, any visuals can heighten attention and
interest.