dated July 18, 2011~ My birthday! XD
Sir showed this video while copying the ppt for reporting.
Sabado, Enero 7, 2012
Biyernes, Enero 6, 2012
Sir. Braña filming the LATECOMERS.
Kinda sad because it's blurred and dark but we're definitely having fun during the SHOW.
CLASS rather.haha XDMartes, Enero 3, 2012
Lesson 4: A CONTINUUM OF APPROACHES
A CONTINUUM OF APPROACHES
Studies of ICT development in both developed and developing countries
identify at least four broad approaches through which educational
systems and individual schools proceed in their adoption and use of ICT.
These four approaches, termed emerging, applying, infusing, and transforming, represent a continuum depicted as the model in Figure 2.1.
Figure 2.1. Model depicting a continuum of approaches to ICT development in schools
The emerging approach
Schools at the beginning stages of ICT development demonstrate the
emerging approach. Such schools begin to purchase, or have had donated,
some computing equipment and software. In this initial phase, administrators
and teachers are just starting to explore the possibilities and consequences of
using ICT for school management and adding ICT to the curriculum.
Schools at this emerging phase are still firmly grounded in traditional,
teacher-centred practice. The curriculum reflects an increase in basic skills
but there is an awareness of the uses of ICT. This curriculum assists movement to the next approach if so desired.
The applying approach
Those schools in which a new understanding of the contribution of ICT to
learning has developed exemplify the applying approach. In this secondary
phase, administrators and teachers use ICT for tasks already carried out in
school management and in the curriculum. Teachers largely dominate the
learning environment.
Schools at the applying approach phase adapt the curriculum in order to
increase the use of ICT in various subject areas with specific tools and software. This curriculum assists movement to the next approach if so desired.
The infusing approach
At the next stage, the infusing approach involves integrating or embedding
ICT across the curriculum, and is seen in those schools that now employ
a range of computer-based technologies in laboratories, classrooms, and
administrative offices. Teachers explore new ways in which ICT changes
their personal productivity and professional practice. The curriculum
begins to merge subject areas to reflect real-world applications.
The transforming approach
Schools that use ICT to rethink and renew school organization in creative
ways are at the transforming approach. ICT becomes an integral though
invisible part of daily personal productivity and professional practice. The
focus of the curriculum is now learner-centred and integrates subject areas
in real-world applications. ICT is taught as a separate subject at the professional level and is incorporated into all vocational areas. Schools have
become centres of learning for their communities.
Lesson 3: Online Education
The computer technology has a deep impact on education.
Online education has revolutionized the education industry.
Computers facilitate an efficient storage and effective presentation of information.
Homework and test assignments submitted as soft copies save paper.
largest benefit of technology is the easy and fast
Communication has also become much simplercomputers should be used as an educational tool, rather than a means of education
Online courses remove the ability to deal with truly great teachers in a personal way, and it also removes the ability to truly interact with other students.
Linggo, Enero 1, 2012
Lesson 1: Learning with Traditional Technology
Traditional education or back-to-basics refers to long-established customs found in schools that society has traditionally deemed appropriate. . Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students' needs and self-expression.
Depending on the context, the opposite of traditional education may be progressive education, modern education (the education approaches based on developmental psychology), or alternative education.
As beneficiaries of this scheme, which educational progressivist John Dewey described as being "imposed from above and from outside", the students are expected to docilely and obediently receive and believe these fixed answers. Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced simple oral recitation
*"assignment-study-recitation-test",
*onrote memorization
elements of coercion on traditional education:
· use of corporal punishment
· inculcating the dominant religion and language
· separating students according to gender, race, and social class, as well as teaching different subjects to girls and boys.
reported by: ms. solosa and company.
Lesson 2: Evolution of Development of ICT in Education
Evolution and Development of ICT in Education
Some important changes are already under way in education, due to ICT. Such changes are in the following:
A. Teaching and Learning practice in institutions of any level (Schools, universities, etc.)
-mathematics
-language
-all other subjects
B. New Teaching ideas, approaches and methodologies have being developed, relying on ICT
-Distance Education
-Home Schooling
-Cross Curriculum
-Virtual Reality
Four Major Phases in the History of Computer in Education
• Late 1970’s-early 1980’s: Programming, drill, and practice
• Late 1980’s-early 1990’s: Computer based training (CBT) with Multimedia
• Early 1990’s: Internet Based Training (IBT)
• Late 1990’s-early 2000: e-Learning
• Late 2000: Social software + free and open content.
Late 1970’s-early 1980’s: Programming, drill, and practice
• “ATK”– Automated Data Processing
• Nokia MikroMikko- released by Nokia Corporation’s computer division Nokia Data from 1981 through 1978. MikroMikko was Nokia Data's attempt to enter the business computer market. They were especially designed for good ergonomy.
• The reason to teach programming was not to train programmers but the believe that it will develop students’ logics and math skills.
Late 1980’s-early 1990’s: Computer based training (CBT) with Multimedia
• It was said that students would learn if they could watch animations in colours, small video clips and then do the exercises.
• Golden era of CD-ROMs and multi media computers.
Early 1990’s: Internet Based Training (IBT)
• The 3rd wave of using computer in education came with the raise of the world wide web.
• The promoters of this new paradigm claimed that information changes so fast that one should update it almost everyday. And the solution: The Internet and Internet-based training.
• All you could do on the Internet that time was text and pictures and some early experiments with animations, video and audio.
• The purpose and reason to promote this was the believe that it is cost-efficient as there were no more travelling to training or absence from workplace.
Late 1990’s-early 2000: e-Learning
• The hype around e-learning is a kind of classical example of creating needs. Thousand of websites, articles and companies made it clear for all somehow related to education that this is something you must be involved.
• The IT managers of thousands of educational institutions and organizations were asked by the educational experts to come up with e-Learning solutions and companies were happy to help the IT managers.
• The markets for e-learning courses and especially for Learning Management Systems (LMS) were created.
• The point of e-learning is to deliver courses for the students.
• Later on, the learning platform developers has become more aware that learning requires social activities among the learners themselves and the teacher.
Late 2000: Social software + free and open content.
• Blogs and wikis have already brought web back to its original idea: simple tool for your personal notes that are easily accessible and even editable.
• Such projects as the GNU-GPL, Creative Commons, Wikipedia and Open Courseware have shown that free content benefits all- and that people are willing to contribute to the common good.
References:
thanks to:
ms.encinares
ms.de vera
ms.trinidad
for making this lesson possible.
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