Everybody in the school seems to be technology savvy. But, there are findings that not all teachers are computer literate especially the older teachers. But do you believe in this?
According to Alvin Tofler,an American writer and futurist, throughout history, problems facing society eventually become the problems of the nations. Many problems have arisen in society with the change from an industrial society to an information society, and our educational systems are entangled in the process of change. Much of the change we see in today’s society has evolved from the rapid emergence of technology. “Keeping curriculum content up to date in a rapidly changing technical area is difficult, but it is a task that as educators, mastery is important if we are to continue to be a an important educational entity for society’s work force.
Technological competence has opened wide opportunities for teachers to integrate computers in teaching learning process. Computers greatly facilitates teaching-learning process for various curricular subjects especially language, mathematics and science. Computer technology is also being increasingly applied in non-instructional (record keeping, grade averaging, communication, etc.) and pre-instructional (developing materials, researching instructional content, etc.) uses.Teachers gradually became comfortable with the technology they interest in the pedagogical use of technology (rather than its operational issues) but also emphasized that such change processes did not occur rapidly and were not easily achieved.The aim of teaching Filipino is to widen knowledge in the four macro skills-Reading, Speaking ,Writing and Listening,.and to enhance knowledge in literature and the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in culture and the arts. Although civic competence is not the only responsibility of Filipino subject, nor is it exclusive to the field, it is more central to Filipino than to any other subject area in schools. By making civic competence a central aim, the DepEdhas long recognized the importance of educating students who are committed to the ideas and values of culture.. Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about one’s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. Young people who are knowledgeable, skillful, and committed to the love of country are necessary to sustaining and improving our democratic way of life, and participating as members of a global community.
On the other hand,technology has gained prominence as a tool within the Filipino subject with the potential to enhance current pedagogic practice. Although an increasing body of research suggests that technology can improve academic achievement, changes in instruction based on these findings have been tempered by the following: (1) questions about the efficiency and effectiveness of computer technology applications in the classroom; (2collaborative teaching represent emerging resources implemented in Filipino subject .) the role of teacher education institutions and school settings in facilitating or hindering computer-based activities;(3) the unrealized potential of technology; and (4) the overlooked consequences of technological development on children and youth with regard to their social functioning, interpersonal interactions, and global understanding. Various technologies such as Internet and web-based resources, hypermedia,data instruments, digital video, and teleconferencing.-
Technology, however, is more than just a tool of instruction, and these resources have effects on the political, social, and economic functioning of the society. Technology’s impact on society is exemplified in the phenomenon of the digital divide that separates those who are information rich through their access to telecommunications, computers, and the Internet from the information and technologically poor. Within the Filipino subject, educators focus on the differential impact of privileged access to these resources in the early stages of development and consider the potential ongoing consequences of this separation of haves and have-nots on economic success, civic influence, and personal advancement. Filipino education will continue to evolve as it is affected by events locally and abroad.
These include the globalization of the media and the economy, advancements in technology, shifts in schools and school demographics, teacher accreditation standards, student testing mandates, changes in the American family, and swings of the political pendulum. These forces will certainly impact ideological perspectives and influence the direction of Filipino subject in the future.
It is apparent that faculty members are not convinced that technology use to reconceptualize the curriculum is better. They use technology far more often at Level 3, the teacher educator level, than at the student level. Perhaps this is simply a sign of the times that will change as the education climate evolves and new technologies emerge. Or perhaps teacher educator faculty members will become more comfortable with the integration of technology into their teaching and will naturally seek to use it to reform their teaching. Perhaps the students, both K-12 and methods students, will begin to expect and demand applications of educational technologies in their coursework. Perhaps emerging technologies will become so entrenched in our society that teacher educators will find it impossible to teach without technology., they will naturally begin to integrate it in their instruction. They must believe that as faculty members they must become more comfortable with using technology, they will naturally begin to integrate it in their instruction. Students at all levels will begin expecting that technology be used for instruction and will encourage their teachers to use it. New technologies emerge and develop; they will become more entrenched in everyday teaching and learning.
Reference:
Contemporary Issues in Technologyand Teacher Education (CITE) 2008 Published in the Teaching Forum
By: Marilou FrandoAmante | T- I | BATAAN NATIONAL HIGH SCHOOL, City of Balanga, Bataan
