Scribd
Upload
84 views

Lesson 2: Roles of Technology For Teaching and Learning: Prepared By: Shainah M. Sanchez, LPT

Educational technology can serve three roles: as a tutor, teaching tool, and learning tool. It provides support to teachers and modernizes the learning environment. For learners, technology supports independent learning, communication skills, and higher-order thinking. ICT policies aim to implement technology in education to address student and teacher needs. Key policy themes around the world include vision/planning, infrastructure, teachers, skills, resources, monitoring/evaluation, and equity/safety. The Philippine government has policies to integrate ICT and computer literacy through its education system.

Uploaded by

Shainah Melicano Sanchez
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
84 views

Lesson 2: Roles of Technology For Teaching and Learning: Prepared By: Shainah M. Sanchez, LPT

Educational technology can serve three roles: as a tutor, teaching tool, and learning tool. It provides support to teachers and modernizes the learning environment. For learners, technology supports independent learning, communication skills, and higher-order thinking. ICT policies aim to implement technology in education to address student and teacher needs. Key policy themes around the world include vision/planning, infrastructure, teachers, skills, resources, monitoring/evaluation, and equity/safety. The Philippine government has policies to integrate ICT and computer literacy through its education system.

Uploaded by

Shainah Melicano Sanchez
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 14

Lesson 2: Roles of Technology for

Teaching and Learning


Prepared by: Shainah M. Sanchez, LPT
According to Stosic (2015)

… Educational technology has three


domains:

1. Technology as a tutor.
2. Technology as a teaching tool.
3. Technology as a learning tool.
A. For Teachers and Teaching
1. Provides essential support to teachers.
2. Modernizes the teaching-learning environment.
3. Enhances teaching-learning methods and strategies in
teaching.
4. Opens opportunities for educational research.
5. Improves the capability of teachers and inculcates
scientific attitude.
6. Serves as an avenue for teacher professional
development.
7. Encourages scientific attitude.
B. For Learners and Learning

1. Supports learners on learning how to learn on their own.


2. Develops the communication skills of learners through
social interactions.
3. Augments learners‘ higher-order-thinking skills: critical
thinking, problem solving and creativity.
Lesson 3: ICT Policies and Safety
Issues in Teaching and Learning
ICT National or International Policies That
are Applicable to Teaching and Learning
 The international policymakers join forces to successfully
implement ICT in educational practice to address the
individual needs of students, the implications of
technology for student assessment, and teacher learning to
successfully implement technology (Voogt, 2013).

 A National ICT Policy is a policy put into place so that the


government and stakeholders can have access to
information that is committed to bringing digital
technology to all individuals and communities.
 The provision of ICT to academic staff and students is
critical to recommend them to more effective learning
environments. By overcoming the needs and reinforcing
the functional aspects, it may help decision-makers to
employ academic staff on an investigation of the status of
the developments of ICT in improving the teaching and
learning environment in educational institutions.
(Alzahrani, 2017).
 The ability of policymakers to innovate on related policy
issues outperform technological innovations because it
changes and evolves. Different institutions in different
countries formulated and proposed policies in various
forms. Lack of rigorous and significant evidence
complicates the attempts to outline impactful
ICT/education policies.
 The World Bank‘s Systems Assessment for Better
Education Results (SABER) initiative, as part of their
work, attempts to document national educational
technology policies around the world and their evolution
over time. Policymakers try to benchmark their policies
on ICT use in education against international norms, so a
related SABERICT policy framework has been developed.
Likewise, those of comparator countries around the world,
identify key themes and characteristics, draw on an
analysis of their policy documents.
There are eight policy themes around the world that
are commonly identified in educational technology
policies;

(1) vision and planning;


(2) ICT infrastructure;
(3) teachers;
(4) skills and competencies;
(5) learning resources;
(6) EMIS;
(7) monitoring and evaluation; and
(8) equity, inclusion, and safety.

The framework only considers policy intent but not the extent to which policies
are realized in practice, nor the impact of such policies. The policymakers are
challenged to offer useful related policy guidance for rapid developments and
innovations in the technology sector (Trucano, 2016).
SABER-ICT policy framework may find useful by
policymakers as a means to help their country benchmark
the current state of related policy development. It can look
forward to potential future policy directions and gain
inspiration from other countries. There are two official
documents wherein Policy on the use of ICTs in the
Philippine basic education system is articulated. The
Medium-Term Development Plan of the Philippines
(MTPDP) 2004-2010
The MTPDP states:
“―ICT will be harnessed as a powerful enabler of capacity
development. It will, therefore, be targeted directly towards
specific development goals like ensuring basic education for all
and lifelong learning, among others‖” (National Economic Development Authority, 2004a, p. 2)
and the 2002 Basic Education Curriculum (BEC), that stipulates the following goal of
Philippine primary education:

“―We must educate our Filipino learners to filter information


critically, seek credible sources of knowledge, and use data and
facts creatively so that they can survive, overcome poverty, raise
their personal and national esteem, and realize a gracious life in
our risky new world.‖ (p. i)”
The Philippine government, especially the Department of
Education and Department of Science and Technology, has
forwarded ICT educations through policies and projects. The
Restructured Basic Education Curriculum launched in 2002
aimed to implement an interactive curriculum and to integrate
technology in instruction and education, with computer literacy
much emphasis. The Act of 1998 (R.A. 8484) was passed to
generate the participation of companies and to engage the
private sector. There are programs with DepEd through
streamline data collection to improve ICT education. To help
schools to participate in ICT-related programs, the DepEd
Computerization Program (DCP) was implemented.
According to Arinto (2006), policy statements on ICT
integration in Philippine primary education reflect a human
development perspective. However, critical ICTs for
schools‘ programs tend to be informed by a human capital
approach. The human development perspective joined the
mainstream of education and development in the 1990s, and
it now reinforces the international consensus on Education
for All and the Millennium Development Goals, However,
many educational reform efforts. It continues to influence
the human capital perspective (Avalos, 2003).

You might also like