Education In The New Social Milieu 664w69

WRITTEN REPORT IN EDUC 117

Chapter 9 Education in the New Social Milieu

Reporters: Matala, Marjory M. Conde, Maria Cristina P. Quinto, Mary Grace Leonor T. Tapat, Camille R. BEED-4A

Chapter 9 Education in the New Social Milieu Information and communication Technology and Education Technology has allowed individuals to obtain, assemble, analyzed, and communicate information in more detail at a much faster pace than ever before. 

According to Bruer (1993), learners must rise above the rote, factual level to begin to think critically and creatively. These increased demands dictate changes in the way teachers interact with the students.

To help all learners acquire higher-level skills that allow them to more readily analyze, make decisions and solve complex "real-world" problems.

FOR THE STUDENTS A Shift from:

A Shift to:

ively waiting for teacher to give

Actively searching for needed information

directs and information.

and learning experiences, determining what is needed, and seeking ways to attained it.

Always following given procedures.

Desiring to explore, discover, and create unique solutions to learning problems.

Always in the role of the learner.

Participating at times as the expert/knowledge provider.

Viewing the teacher as the one who has all the answers.

Viewing the teacher as a resource, model, and helper who will encourage explanation and attempts to find unique solutions to a problem.

FOR THE TEACHERS A Shift from:

A Shift to:

Always being viewed as the content expert

Participating at times as one who may not

and source for all of the answer.

know it all but desires to learn.

Directing students through preset step-by-step

Actively encouraging individuals to use their

exercise so that all achieve similar

personal knowledge and skills to create

conclusions

unique solutions to problems

ICT- more than New Technology •

Information and Communication Technologies (ICT) in education consist of hardware, software, network media for the collection, storage, processing, transmission and presentation of information, as well as related services.

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ICT has become a personalized commodity and the environment we are operating in is more based on information and communication-technology. • ICT has been driving force foe globalization, but it has also divided the world into those who have and those who have not, information rich and information poor.

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This development can be seen as an explicitly development and policy based approach at different levels of the education system.

This are the approaches: •

Equip of access

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Curriculum relevance in technology

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Methodological development in technology

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Cultural sensitivity

According to Alasuutari and Ruuska (1999) - These global processes can be understood only for the co-existence of the uncontrollable economic development, it's cultural consequences and the policy based development related to these phenomena.

How does ICT in education Initiatives Contribute to the Millennium Development Goals? •

Increasing access through distance learning.

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Enabling a knowledge network for students.

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Training teachers.

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Broadening the availability of quality education materials.

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Enhancing the efficiency and effectiveness of educational istrational and policy.

The Global Curriculum Teachers and students exploring the internet's educational possibilities and termed "internauts" trailblazers and this new education frontier nor limited by distance or national boundaries.

What are some the options open to today's internauts? The global village created by the internet is real, but the content of its curriculum is still being shaped. If you were to design a "Curriculum for the World “what issues, concepts, and skills would you include? •The rate of technological innovation is so fast that even as today's applications are being disseminated, newer ones are being tested.

What do you say about the use of computers in education? Computers in education enable us to: •

Teach more effectively

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Reach and teach more students

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Make the world our classroom

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Turn latchkey kids into connected kids

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Get ready for the future.

Computers in Education disable us because: •

Effective teaching all but disappears

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The digital world remains divided

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Student risk becoming antisocial

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Computers are a health risk

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Fundamental skills are sidelined

How will the predicted changes affect education and schooling in the future? Education is a complex, social, cultural, and political phenomenon. While it is relatively simple to predict that present technological trends will one-day result in a computer capable of responding to human vocal commands, it is far less certain how, if at all such development may impact the education.

The following are some of the possible outcomes of the process of change: •

Multimedia learning resources available via information networks, will proliferate and become an essential feature of education.

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Learners and teachers alike will have access to powerful portable computing devices that will be wirelessly connected to network resources.

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Learning increasingly will take place in authentic contexts and focus on authentic tasks.

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Students will become active learners, collaborating with one another and with more experienced of society, to seek out information and gain more knowledge.

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Teachers' roles will tend to shift from the "sage on the stage" to the "guide on the side."

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Education will become a lifelong process, important and accessible to all, and schools will become centers of learning - not just for children, but for all of the community.

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The artificial divisions of grade levels will disappear.

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The boundaries separating schools from each other and the community will blur or disappear.

Education and Industry "Jobs and skills should match." One of the directs in finding a job is the mismatch of skills possessed by the graduates and the requirements of the job. To solve the problem in mismatch in skills and the requirements of the jobs. Executive order creating a new path called LADDERIZED SYSTEM OF EDUCATION and TRAINING, converging the TVET system of Technical Education and Skills Development Authority (TESDA) and the Higher Education Programs of the Commission on Higher Education. The basic features of the system are as follows: •

students and trainees acquire technical and vocational skills

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after the training the graduates apply for jobs and get employed

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when they decide later to continue their studies to earn a college degree. • One of the outstanding features of the ladderized system is the portability of credits earned in a TESDA ed program to a college graduates who will enroll in a related TVET program will earn the equivalent credits.

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This innovation program of partnering for jobs is perhaps the solution to the problem of mismatch in the competencies and skills of graduates and the requirements of employers.