Integrating ICT in Teaching and Learning

[ace boado]

I would like to solicit ideas on how does the use of ICT in education will make a difference in
improving the teaching/learning process through the systematic
integration of the use of ICT into existing subjects in the Restructured basic Education Curriculum of the public schools here in the Philippines. Is it possible for our curriculum managers to develop an integrated ICT-based curriculum, teaching and learning
materials and applications for teaching science, mathematics
and english?

[John Macasio]

The difference that ICT shall make in education is conditioned by what education wants to realize with ICT in the context of its needs and strategic ends. The educators must have developed the practice and harnessed the lesson lesson learned of doing instructional design in context.

It begins by good planning that provides the real state of the learners based on globally accepted curricular benchmark, the target performance requirements, the instructional methods, the instructional materials, and the metrics to qualify and quantify the learning products, and the results to the learners.

The value of the ICT tools and ICT based content to make a difference is dependent on the educator's identification of the instructional outcomes, methods and materials that ICT can bring efficiently and effectively deliver for the teachers and the learners.

The integration of ICT in science, math and English into the RBEC is realizable due to the following:

1. The basic education teachers are trained to design and deliver instruction.

2. The learning competency prescription of math, science and English are all defined in the learning competency guidance for both elementary and high school.

3. The Internet has the free to use on-line knowledge base and multimedia learning resources to support the instructional content requirements of the learning competency objectives.

4. Free to download and use freeware and open source software are available to support the activity and content requirements of instruction.

5. The government and other organizations are contributing funds to realize access, and material development. (DepEd has millions allocated for ICT capital outlays and training.

6. Inside the community exists the prevailing and emerging forms of digital access.

However, ICT integration will not happen if,

1. The teachers and its leaders will spend time in re-inventing the wheel. Doing material development projects in science, math and English that are redundant to what are already available to meet the written learning competencies,

2. The waste of time in doing pilot on the use of computer and prescribing lesson exemplar on digital tools and multimedia content that are quick to evolve. Instead of strengthening the guidance on instructional design, usability assessment, and insuring the availability of digital tools and content in the schools to make teachers perform the evaluative use of ICT in their classroom for learning.

3. The teachers and leaders will continue to talk about ICT integration, and do not start using ICT as part of their daily lives and work. And putting a lot of excuses in not engaging the means to become digital citizen themselves.

4. The teachers training that is not rooted on agency-wide ICT competency standards, and ICT resource building for ICT integration.

5. The teachers training that is not synchronized to the ICT integration principles and performance metrics as understood agency-wide.

[Laura Builds]

The teacher ultimately makes the difference.

Laura B
Insurance medical