SYMPOSIUM ON DRUG ADDICTION

DAVAO CENTRAL DISTRICT RONDALLA

KTMSCES GULAYAN SA PAARALAN

GAD and CPP Seminar

SINGAPORE TRIP (MAY 14-17, 2015)

BRIGADA ESKWELA 2015

INSPIRATIONAL QUOTES

The teacher provides rich environments, experiences, and activities for learning by incorporating opportunities for collaborative work, problem solving, authentic tasks, and shared knowledge and responsibility. In a collaborative classroom, the teacher must act as a guide-a complex and varied role that incorporates mediation, modeling and coaching. When mediating student learning, the teacher frequently adjusts the level of information and support based on student’s needs and helps students to link new information with prior knowledge, refine their problem-solving strategies and learn how to learn.

The potential of technology presents both the greatest opportunity and the greatest threat to schools and their leaders. Successful leaders are those who decide to focus and concentrate on how best to intersect technology with teaching and learning. There are few paradoxes faced by the technology leaders. These are: Technology can improve the interaction and dialogue between teachers and students, resulting in improved teaching and learning, but it can also isolate, marginalize and reduce effectiveness in the classroom next is technology can offer its power to all students, but it can also segregate and deny that power and lastly, technology can assist with engaging students in meaningful learning and promote higher-level thinking, but it can also mirror traditional instructional pedagogy.

I agree with the paradoxes the answers do not lie in the hardware and software of our computer labs and classrooms. They are not disguised in workshops and conferences, nor evident in our school and teacher preparation programs. The answers lie with the technology leaders and teachers who will make the choices for the future.  The choices is in our hands: Do we let technology ride us?





If an organization is to be a learning organization it must engage in critical self-inquiry at all levels. Given the imperatives of the post-modern, information age, a process for engaging in rational communicative inquiry is essential. Technology is driving this imperative and can promote its successful outcome. The much greater capability to share, store, present, and retrieve information presents us with the challenge of organizing a process of continuous improvement that can harness this data processing power to create knowledge to improve student performance.

To do this at the organizational level requires coordination of technological resources, development of a shared information system, and cultivation of human resources so that educators can become knowledge workers. That is our challenge as advocates of education. The feedback can play an important role in conquering this challenge by preventing us from simply going around in circles.




As the use of technology continues to improve and becomes more accessible for students and teachers, I believe and hope that schools will be transformed from isolated classrooms into vibrant learning communities. If technology can promote this, then surely technology matters.

As I have observed, I have a clearer picture of how students learn electronic information access skills and how I can improve my instruction using the technology.

The challenges are great; the possibilities are limitless. We have come to live the experience of how the Chinese people define crisis. The Chinese character means “opportunity” and crisis. It suggests that we are in a time of both opportunity and crisis.

The crisis we are facing is the crisis to public education as we struggle to maintain a system designed to educate our democratic nation. In conjuction with the advent of technology, we are observing a larger number of students, a greater inclusion of special needs students, more research and information about teaching and learning around which to process and shape practices, and a potential system based on accountability information systems.

The opportunity is that we are finally able to do what we believe all educators have wanted to do for so many years – create a science for teaching that does not ignore the art of teaching. We can finally bring all of the incredibly rich and artistic experiences teachers have developed to the fore, and so bring the wisdom of teaching to the larger education community. We can communicate with one another and connect to one another in ways that were either costly of our time and finances as possible. To meet the challenges posed by technology with the aim of improving student performance, we will need to follow a path of continuous growth and learning.

 




In order for the implementation of technology to be successful and effective, schools must be careful about external management or leadership. Yes, we sometimes need the help of experts from outside our immediate school environment, but often those experts are not familiar with the special needs of our school, therefore offering advice and council not particularly helpful to our needs. Some would say that in this case, the leader is really neglecting his or her responsibility to manage technology in such a way as to meet institutional goals and objectives.

One might reasonably ask, how can a person be the technology leader if he or she is not technologically competent or knowledgeable? I am not suggesting that leaders must avoid the use of technological experts from outside the school environment. The value of outside expertise and experience is not in question here. The core is this” A person as the technology leader must remain visible and involved in guiding the process of implementing technology, with teaching and learning as the driving force.

 




Identifying what direction we want ahead should be based on our organization’s needs and desires and focused on using our available resources – both financial and human: determining why we should head in that direction should be based on sound educational research; and determining how we will know when we get there requires the establishment of measurable goals and a continuous evaluation plan.

The leader should strive to integrate the technology plan into the school culture as much as possible. If technology is appropriately implemented, it is woven into the fabric of the school community and exists in harmony with all other aspects of the organization. Technology plans too separate distant from institutional goals and objectives make it difficult to identify the connection between technology and the teaching and learning goals it is designed to support.

 

Grade Six Graduation Day

KTMSCES 111TH CLOSING EXERCISES

FIRE PREVENTION MONTH (March 1-31, 2015)

  

PhD Canditates Educational Trip (Feb. 28-March 1, 2015)



HAPPY 111TH FOUNDATION DAY KTMSCES



EARLY REGISTRATION



ELECTRONIC READING


 

SCHOOL CALENDAR



The Vision and Mission of our School



With the principles and practices of Child Friendly School System, the teachers, parents, community, LGU’s and NGO’s work together in achieving the school’s vision, mission



Background of our School





School Organizational Chart




The school work collaboratively to bring coherence to curriculum, instruction, assessment, intervention, and accountability for student achievement.





School Goals




School Program





KTMSCES is a Child-friendly School



WORLD TEACHERS DAY

SSP Website of the Month (August 2011): Kapitan Tomas Monteverde Sr. Central ES

 


DIVISION TECHNOLYMPICS 2015

The teachers’ commitment to their work has enabled the school to bag awards from different competitions.

ZONE OF PEACE

INTERMEDIATE CLASS PROGRAM

INSPIRATIONAL QUOTES

It is very important that if you want to reach out education arena, make the people use your product free of cost and of course, provide them exemplary customer service.-Viveka

Technology is currently influencing the individuals in different ways. With constant innovation, technology is now about meeting human needs through the creative process of designing and making our machinery more influential to all people. The use of technology necessitates training and continuous learning process to maximize the benefits of technology-driven equipment or machineries. A good technology curriculum is one must be flexible and user-friendly because technology is continuously developing in order to give ease in life.

Technology comes into many faces. Mostly of the establishments nowadays are relying its operation into technology compatible to the system required by certain organization. Some of the establishments are schools and other educational institutions. With the aid of online grading system, it gives ease to the century decades-long of manual encoding of scholastic records. It also offers an ease of access to teachers, students and as well as to the parents in evaluating the grades.

            Evidence over the past years has clearly indicated that efforts to ensureequal access to educational opportunities and quality education for all must beaccompanied by wide-ranging education reforms. Such reforms are not likely tosucceed without addressing the new roles played by teachers in preparing studentsfor an emerging knowledge-based and technology-driven society.Teachers must have access to adequate training and ongoing professional development and support and be motivated to use new teaching and learning methods and techniques.

            Information and communication technologies must be harnessed to supportEFA goals at an affordable cost. They have great potential for knowledge dissemination, effective learning and the development of more efficient educationservices. This potential will not be realized unless these technologies serve ratherthan drive the implementation of education strategies. To be effective, especiallyin the Philippines, ICT should be combined with more traditional technologiessuch as books and radios and be more extensively applied to the trainingof teachers.

            Education must reflect the diversity of needs, expectations, interests andcultural contexts. This poses particular challenges under conditions of globalizationgiven its strong tendency towards uniformity. The challenge is to define thebest use of ICT for improving the quality of teaching and learning, sharingknowledge and information, introducing a higher degree of flexibility inresponse to societal needs, lowering the cost of education and improving internaland external efficiencies of the education system.

            The most critical factor in the successful integration of ICTs into teachereducation is the extent to which the teacher educators have the knowledge and skills for modelling the use of ICTs in their own teaching practices. To enablethem to develop these skills requires a well-conceived and sustained programmeof professional development. The deparment should focus on the professional developmentof teacher educators and the programmes for which they are responsible,such as pre-service programmes and certificates for practising teachers.

            A further strategy for professional development is to start in a small way.Start by providing professional development in the use of ICTs to a small groupof teaching staff. Perhaps this group will have volunteered or demonstrated thatthey have basic ICT competencies for personal use, or have expressed personalinterest in using ICTs in their teaching. Working with this small group allowsthe professional development staff to determine the specific interests and needsof the teacher educators and what works best in the professional developmentprocess. Based on this experience, professional development may be provided toother small groups of faculty, thus expanding and refining the professionaldevelopment efforts.

            The opportunities for ICTs to create new paradigms of teaching and learning will depend largely on leadership and a shared vision, and on appropriate andcontinuing professional development.An important aspect of professional development is not only enablingteacher educators to understand and use ICT tools in their teaching practices,but understanding how technology coupled with new approaches toteaching and learning, may enhance student learning. Many teacher educatorsrecognize that approaches to education are changing and that new technologyhas the potential to improve education and student learning. Theymay also recognize the implications of increasing use of technology in societyand employment, including employment directly related to their owndisciplines and content areas. Less obvious are the implications for literacyand numeracy at the core of the educational process, and the need forteacher educators themselves to model good practice in their teaching sothat their students can easily transfer these strategies into their own teachingpractice. Teacher educators are experts in a domain, and it is importantto respect this domain while helping them to revitalize and modernize theirteaching with ICTs. The  curriculumand professional development of teachers become even more relevantwhen applied to teacher educators. Similarly, the risk that establishedteacher educators must take to develop their practice needs to be recognizedand mitigated as much as possible.

            The most significant change required of individuals and organizations providing teacher education is to redefine student roles and responsibilities. This is referred to as student-centred learning,and in the context of teacher education means that control of the teachinglearningprocess must move away from the teacher educator to the student ofteaching. Both students and teachers have always had rights and responsibilities,but the redefinition of the learning environment requires a change inthe balance of rights and responsibilities, with the student assuming more ofboth. ICTs demand this shift because technologies are constantly changing.Students need to develop the ability to think for themselves, continuallylearn as technologies change, and provide support to one another. This lastelement, peer teaching, is a natural product of ICTs because often theyounger generations bring increasingly high levels of competence into thelearning environment. This is a positive shift, and it should be noted thatthese strategies (learning from peer support and reciprocal mentoringbetween teacher and learner) are also appropriate for competencies that donot involve ICTs.

     The growth of e-learning reflects the recognition by the school world of the benefit to be gained through developing students capable of using new technological tools to gain a competitive advantage. E-learning is comprised or facilitated by technology. Web-based or online learning, one component of e-learning is expected to be the fastest-growing method for delivering education. Learning can no longer be dependent on locations, schedules, groups and the variable competencies of students. E-learning solutions allow the development of permanently available personalized guidance, in which each individual can learn at his own pace, and in accordance with his own special needs

In the modern knowledge, intensive economy human resources are the most critical factor behind the success of corporations. The Information and Communication Technology (ICT) sector is one of the most knowledge intensive branches of the economy. The overall importance of ICT has also greatly increased as it is nowadays widely integrated into almost all functions of the whole economy, business and society.

Industries that are not provided or don’t have enough tools and technologies are inefficient. They tend to make mistakes which are difficult to troubleshoot. These are industries who are working manually.

REFERENCES

Educator Development for ICT. 2000. April. SchoolNetsa: Creating learning communities.

[Online]. Available: http://www.school.za/edict/research.htm.

Preparing Tomorrow’s Teachers to Use Technology Program (PT3). 2001. Preparing

tomorrow’s teachers to use technology. [Online]. Available: http://www.pt3.org.

Somekh B. and Davis N.E. (Eds.). 1997. Using IT Effectively in Teaching and Learning:

Studies in Pre-service and In-service Teacher Education. Routledge: London and New York.

U.S. Congress Office of Technologsy Assessment. 1995, April. Teachers and Technology:

Making the Connection. OTA-HER-616, GPO stock #052-003-01409.

 “E-leaning Place-Free E-Learning Ideas, Reviews, Technology” Virtual_Classroom (Accessed January 6, 2015) http://www.elearningplaceblog.com/

http://unesdoc.unesco.org/images/0013/001390/139028e.pdf)

http://www.smartschools.ph/tools/smarttoolsarchive_copy1/ictineducation_copy1/09-03-02

“elearning is changing, And, we will see new models, new technologies and designs emerge. So, let’s drop the “e”-or at least give it a new and wider definition.”Eliot Masie

In today’s generation, the world is living in the age of modern technology. It is the place and time where everything needs machines and technologies. The very purpose of those is to help people live in this world easily. Technologies nowadays are used for communication, documentation, delivery of news to people, and etc.

Computers are really becoming necessary in our daily lives. Like any other technologies, it has become an integral part of people’s lives and it has influenced the way we act and think. Specifically, computers have been vital in carrying out  almost all transactions and their absence would entail unsuccessful business dealings and underdevelopment.

Technological advancements, elevated competition and the shifting demands of in education require schools to continually update their student’s skills and capacities. This is primarily achieved through training that develops skills, knowledge and value within students. The recognition of this is evident in the expansion of e-learning, and its labeling as the second wave of the Internet.

In our country, there are some challenges when it comes to teacher’s training and ICT:

1. As mentioned earlier, it has to be an ongoing training and exposure to ICT. Some schools contend with ICT training for faculty only once. Teachers, like those in Japan, also didn’t know how to maximize ICT in classrooms.
2. Students become more sophisticated in using computers than their teachers, who mostly use the computer for administrative tasks like record keeping, lesson plans and usual information searches.
3. Regular access to relevant and working ICT equipment is also a problem.

4.      When the initial challenges are hurdled, it is still up to the teacher to develop and train him/herself to use ICT in relation to mastery of the subject. School and government support can be crucial at this stage—it is an uphill process but it is worth it.

ICT have already impacted on the economies of all nations and on the fabric of society at every level within which teachers and students live and interact. In so far as ICT have the potential to impact similarly on every aspect of thelife of a school, the  broad things includes educational technology,multimedia presentations, multiple intelligences, wearable computers, goals ofeducation, and information objects.

            With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centred, lecture-based instruction to studentcentred,interactive learning environments. Teacher education institutions may either assume a leadership role in thetransformation of education or be left behind in the swirl of rapid technologicalchange. For education to reap the full benefits of ICTs in learning, it isessential that teachers are able to effectively use these newtools for learning. Teacher education institutions mustprovide the leadership for teachers and newtools for learning.Some practical answers to the increasing challenges posed by the newtechnologies to the teaching profession would provides resources to help teacher educators,administrators better apply ICTs in their lives.

            Information and communication technologies (ICTs) are a major factor inshaping the new global economy and producing rapid changes in society.Within the past decade, the new ICT tools have fundamentally changed theway people communicate and do business. They have produced significanttransformations in industry, agriculture, medicine, business, engineeringand other fields. They also have the potential to transform the nature ofeducation-where and how learning takes place and the roles of students andteachers in the learning process.

            Teacher education institutions may either assume a leadership role inthe transformation of education or be left behind in the swirl of rapid technologicalchange. For education to reap the full benefits of ICTs in learning,it is essential that teachers have basic ICT skills and competencies. Teacher education institutions must provide the leadership for teachersand tools for learning. They must also provide leadership in determining how the new technologies can best be used in thecontext of the culture, needs, and economic conditions within their country.

            To accomplish these goals, teacher education institutions must workclosely and effectively with K-12 teachers and administrators, national orstate educational agencies, teacher unions, business and community organizations,politicians and other important stakeholders in the educationalsystem. Teacher education institutions also need to develop strategies andplans to enhance the teaching-learning process within teacher educationprogrammes and to assure that all future teachers are well prepared to usethe new tools for learning.

            As technology has created change in all aspects of society, it is also changingour expectations of what students must learn in order to function in the newworld economy. Students will have to learn to navigate through large amountsof information, to analyze and make decisions, and to master new knowledgedomains in an increasingly technological society. They will need to be lifelonglearners, collaborating with others in accomplishing complex tasks, and effectively using different systems for representing and communicating knowledgeto others. A shift from teacher-centred instruction to learner-centred instructionis needed to enable students to acquire the new 21st century knowledgeand skills.

            The role of the teacher will change from knowledge transmitter to that of learningfacilitator, knowledge guide, knowledge navigator and co-learner withthe student. The new role does not diminish the importance of the teacherbut requires new knowledge and skills. Students will have greater responsibilityfor their own learning in this environment as they seek out, find, synthesize,and share their knowledge with others. ICTs provide powerfultools to support the shift to student-centred learning and the new roles ofteachers and students.

            In planning to integrate ICTs into teacher education, it is important forteacher education institutions to understand types and levels of knowledge andskills needed for teachers to effectively use ICTs in instruction. They must alsounderstand the level of readiness of the institution to integrate technology intothe teacher education curriculum. The teacher education programme or institutionmust know the benchmarks, standards and guide-lines for ICTs inteacher education. It is also important that they have access to tools that helpthe institution assess its level of readiness or progress toward infusing ICTsinto the teacher education programme. A number of tools may be used asdeveloped, or adapted as needed, to help the technology planning team assessthe level of technology integration in their teacher education programme priorto developing plans for integrating ICTs into the curriculum.

REFERENCES

North Central Regional Technology in Education Consortium (NCR*TEC). 2002.

Learning With Technology Profile Tool. [Online]. Available: http://www.ncrtec.org/capacity/

profile/profwww.htm

U.S. Department of Education. 2000. An Educator’s Guide to Evaluating the Use of

Technology in Schools and Classroom. [Online] Available:

http://www.ed.gov/pubs/EdTechGuide/

Teaching, Learning, and Technology Group (TLT). 2002. Flashlight Current Students

Inventory. [Online]. Available: http://www.tltgroup.org/programs/inventory.html

Takita, Yuzo. “Integrating ICT Skills into teaching and learning Microsoft Academic Program.” from http://www.infodev.org/en/Publication.157.html

 “Teachers, Teaching and ICTs.” from
http://www.infodev.org/en/Publication.157.html

http://www.smartschools.ph/tools/smarttoolsarchive_copy1/ictineducation_copy1/09-03-02

One of the most areas we can develop as professionals is competence in accessing and sharing knowledge,” – Connie Malamed

Computers had been a very powerful tool for progress, a reason that made every sectors of the society adapts the principle of computerization. Also computers contribute a lot of uses to the industry, mostly in school institution, offices and other organizations.

The implication of modern technology on information system has improved the efficiency of organizations. The creation of information systems has led to countless business opportunities and vast improvements in our society. As the society advances new systems will be created to supply new demands.

As generations are rapidly changing, the world of technology is also to adapt to the changes. Through technology the growing needs and demands of the society is provided with ease. Since centuries ago, manually writing documents and then keeping or filling them in cabinets or drawers wasn’t much of a problem. But as the files being filed increased in number, it became a burden and a hassle. Eventually, the risk of losing important documents is at high possibilities. Currently, even though technology was a breakthrough in the industry, a lot of people are still using manual system in their process either because they prefer their system to be manually operated or because they are not capable of using automated/computerized systems due to being financially incapable or due to being computer illiterate.

The use of automated technology is essential in the development of a business, organization, institution and even in the comfort of one’s home. This aids in managing transaction process inside and outside the company. The most developed companies and businesses or today’s generation are using an automated technology in their operations and processes because it made their complex jobs into simple and manageable ones.

Teachers must train continuously to keep abreast of ICT. Before, teachers were the main fountain of knowledge and authority in daily lessons. But with ICT, the Internet, the computer, television, cellular phones, and the various programs in all of these wherein one can communicate information, then the teacher becomes the facilitator.

This, however, does not mean the teacher’s work is delegated merely to teaching students how to turn on the computer and open a couple of documents. Teachers are still the main stars in the learning process, for they are responsible for lessons plans that are extremely important when using ICTs. Otherwise, the student gets distracted and runs off course the lesson’s path.

The best way for teachers to use ICTs and build an online habit is when they, supported by ICTs, can force students to think out of the box, challenging them to learn for themselves. Instead of a teacher-centric classroom, it becomes learner-centric.

As to what I’ve read, when teaching computer lessons, it is best to feed your students the basics of the subject. When they understand the fundamentals of a computer application, program, or software, they can start learning more about it on their own. So, even if upgrades and advances in computers continue to come out, your students can easily cope up with them.
            Technology can be used to support traditional forms of learning as well as to transform learning. A PowerPoint presentation, for example, can enhance a traditional lecture,but it does not necessarily transform the learning experience. Onthe other hand, using multimedia cases to teach topics that have previouslybeen addressed through lectures may well be an example of alearning experience transformed by technology. Students should experienceboth types of uses of technology in their programme; however, the brightest promise of technology in education is as a support fornew, innovative, and creative forms of teaching and learning (SITE,2002)development of colleagues and receive support themselves. ICTs have increased theaccess to and reach of such professional associations. Mentorship can be fosteredacross geographic distances and supported by synchronous and asynchronous interaction.

            Professional development may also be enhanced by public or private partnershipswith the community. Such partnerships may be particularly appropriate forprofessional development related to ICTs, with financial and technical support contributedby ICT companiesor bylocal communities.The professional development of teacher educators is also essential. Unlessteacher educators model effective use of technology in their own classes, it will notbe possible to prepare a new generation of teachers who effectively use the newtools for learning. It is also important to consider the question of who may teach.

            With ICTs, students often become teachers, using the processes of peer tutoring or reciprocal mentoring. Indeed, a teacher may facilitate learning by reversing theteaching-learning roles, with students acting as expert learners who model thelearning process. ICTs provide extensive opportunities for this to occur in waysthat can increase the self-esteem, motivation, and engagement of students.Teachers need encouragement to adopt such strategies rather than to feel ashamedto be taught by young learners. Members of the community also may becometeachers, or at least invited experts. ICTs extend the range of such opportunitiesand provide access to extensive relevant supporting materials. The teacher’s rolechanges to manager and facilitator in many of these situations as the teacher helpsthe expert communicate with the learners and scaffolds the learning process. Theteacher also acquires professional development by learning from the expert.

            The focus of professional development should also be expanded to those who work with teachers: the classroom assistants, school leaders, and membersof regional and national organizations for curriculum and professional development.A common vision for the role of ICTs in education is important for its success.Teachers may find it impossible to incorporate ICTs into their work withoutsupport and encouragement from colleagues, parents, and leaders. To bringthis about, these community members may also need professional development,along with the teachers.

            Globalization and technological change—processes that have accelerated in tandem over the past fifteenyears—have created a new global economy “powered by technology, fueled by information anddriven by knowledge.” The emergence of this new global economy has serious implications for thenature and purpose of educational institutions. As the half-life of information continues to shrink andaccess to information continues to grow exponentially, schools cannot remain mere venues for thetransmission of a prescribed set of information from teacher to student over a fixed period of time.Rather, schools must promote “learning to learn,” : i.e., the acquisition of knowledge and skills thatmake possible continuous learning over the lifetime.2 “The illiterate of the 21st century,” according tofuturist Alvin Toffler,“will not be those who cannot read and write, but those who cannot learn, unlearn,and relearn.”

            Concerns over educational relevance and quality coexist with the imperative of expanding educational opportunities to those made most vulnerable by globalization—developing countries in general;low-income groups, girls and women, and low-skilled workers in particular. Global changes also putpressure on all groups to constantly acquire and apply new skills. The International LabourOrganization defines the requirements for education and training in the new global economy simplyas “Basic Education for All”,“Core Work Skills for All” and “Lifelong Learning for All”. 3Information and communication technologies (ICTs)—which include radio and television, as well asnewer digital technologies such as computers and the Internet—have been touted as potentially powerfulenabling tools for educational change and reform.When used appropriately, different ICTs aresaid to help expand access to education, strengthen the relevance of education to the increasingly digitalworkplace, and raise educational quality by, among others, helping make teaching and learninginto an engaging, active process connected to real life.

            However, the experience of introducing different ICTs in the classroom and other educational settingsall over the world over the past several decades suggests that the full realization of the potential educationalbenefits of ICTs is not automatic.The effective integration of ICTs into the educational systemis a complex, multifaceted process that involves not just technology—indeed, given enough initialcapital, getting the technology is the easiest part!—but also curriculum and pedagogy, institutionalreadiness, teacher competencies, and long-term financing, among others.This primer is intended to help policymakers in developing countries define a framework for theappropriate and effective use of ICTs in their educational systems by first providing a brief overview of the potential benefits of ICT use in education and the ways by which different ICTs have been used ineducation thus far. Second, it addresses the four broad issues in the use of ICTs in education—effectiveness,cost, equity, and sustainability. The primer concludes with a discussion of five key challengesthat policymakers in developing countries must reckon with when making decisions about the integrationof ICTs in education,namely, educational policy and planning, infrastructure, capacity building,language and content, and financing.

REFERENCES

Keith, Kimberly. “Kid-Safe Internet Access.” from
http://childparenting.about.com/od/familycomputer/a/kidsafeinternet.htm
“Safe Surfing Guide.” from
http://resources.kaboose.com/safe-surf/parents-intro.html
“Firewall.” from
http://www.webopedia.com/TERM/F/firewall.html

Blurton, C.,“New Directions of ICT-Use in Education”. Available online http://www.unesco.org/education/educprog/lwf/dl/edict.pdf

See Taghioff, Daniel (April 2001),“Seeds of Consensus—The Potential Role for Information andCommunication Technologies in Development: Empowerment, Appropriateness and Measuring ifNeeds Really Get Met;” available from http://www.btinternet.com/~daniel.taghioff/index.html

Perraton, H. and C. Creed,“Applying New Technologies…”

Dirr, R.,“The Development of New Organizational Arrangements in Virtual Learning”, in TheChanging Faces of Virtual Education; available fromhttp://www.col.org/virtualed/virtual2pdfs/Virtual2_complete.pdf

Moe, M. and H. Blodget,“The Knowledge Web”. Cited in A.Bates,“The Continuing Evolution of ICTCapacity: Implications for Education”, in Glen M.Farrell (ed.), The Changing Faces of VirtualEducation; available from http://www.col.org/virtualed/virtual2pdfs/Virtual2_complete.pdf

http://www.smartschools.ph/tools/smarttoolsarchive_copy1/ictineducation_copy1/09-03-02

            Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event,” –Heidi-Hayes Jacobs

The most obvious technique for professional development for teachers is to provide courses in basic ICTs knowledge and skills, delivered by experts in national and regional centres. These types of courses, taught at training centres or universities with a syllabus set by regional or national agencies, have been a common practice in many countries. However, this approach has had limited successwithout follow-on training and support, as compared to effective use of ICTs bytrained teachers. Similarly, courses for teachers in particular software and hardwareapplications are difficult to implement in a way that results in use of theseapplications in classroom instruction or other professional practices withoutadditional support. The development of ICTs does not improve education if the focus is on ICTs. The vision must focus on whatICTs can do to improve education.A more successful approach is to provide on-site training in schools thataddresses the concerns of individual teachers and is supported by leadershipwithin the school.

            Over the last decade, many countries that included ICTs in education wereslow to also include it in teacher education. Only recently have national agenciesbegun to realize the importance of educating teachers at the beginning oftheir careers. Younger people are more likely to be familiar with ICTs, to beadaptable, and to not yet have formed habitual modes of instruction that aremore difficult to change with more experienced teachers. It is in the pre-servicestage that they are most open to learning how to infuse technology intoinstruction. Based on their long experiences with traditional modes of learning,teacher educators may find it challenging to incorporate ICTs into their owninstructional practices. They may also lack experience in developing the complex partnerships between higher education and schools that facilitate technology-rich contexts for training student teachers. To bring this about, it is usuallynecessary that the faculty be held accountable to standards and that the institutionprovides both incentives and resources to support technology-rich programmesand initiatives.

            One approach that encourages collaboration between the teacher preparationprogramme and the community is the formation of computer clubs forstudents interested in computers and education. This approach was used successfullyin Russia and works well where computing resources are limited.Care must be taken, however to ensure that the emphasis is on educationrather than on games or competitions. Peer tutoring models are very effectivein club settings and may develop into reciprocal mentoring with teachers inwhich the students provide ICT training for peers and teachers and the teachersmentor the tutors’ developing skills as teachers. Peer tutoring is a relativelycommon approach in classrooms of cultures around the world. Thisapproach is effective even when teachers have little ICT skill and knowledge.Parents and other community members may also serve as teachers, tutors, andco-learners, and the whole community may benefit economically because ofan increase in the ICT skills among diverse members of the community. GenYis a peer tutoring approach that has been successful in many places, includingthe Caribbean and the USA.

            ICTs provide powerful new tools to support communication between learninggroups and beyond classrooms. The teacher’s role expands to that of afacilitator of collaboration and networking with local and global communities.The expansion of the learning community beyond the classroom alsorequires respect for diversity, including inter-cultural education, and equitableaccess to electronic learning resources. There is growing evidence thatcommunities learn through collaborative activities that reflect diverse culturesin authentic projects that serve society. Both local and global understandingscan be enhanced using ICTs. The development of teachers’ competenciesin networking and collaboration are therefore essential to ICTs ineducation. Through collaboration and networking, professional teacherspromote democratic learning within the classroom and draw upon expertise both locally and globally. In this process, they will:

• demonstrate a critical understanding of the added value of learning networksand collaboration within and between communities and countries;

• participate effectively in open and flexible learning environments as alearner and as a teacher;

• create or develop learning networks that bring added value to the educationprofession and society (locally and globally); and

• widen access and provide learning opportunities to all diverse membersof the community, including those with special needs.

            The rapid infusion of technology into schools requires a new generation ofleaders who are able to use the new tools to enhance their own productivity anddecision-making activities and who understand the importance of integratingtechnology into the learning process. Leadership is often the most importantfactor in the successful integration of ICTs into the school’s instructional practicesand curriculum. Research has shown that without effective and supportive leadership, changes in the teaching-learning process and widespread, effectiveuses of technology in learning are not likely to occur.

Information Technology with the use of computers and telecommunications to retrieve, store and transmit information. It is the science of making life easy. As the human knowledge increases, new technology emerges in this fast moving world. Network is a branch of information technology which is an interconnected system of things and people. Networking today are giving people the opportunity to connect others, build up relationship, growing business and discovering new resources in a way that suits an individual and provides a much better way of life.

REFERENCES

Society for Information Technology and Teacher Education. 2002. Basic Principles

[Online] Available: http://www.aace.org/site

International Society for Technology in Education. National Educational Technology

Standards web site. Available: http://www.iste.org and http://cnets.iste.org

Society for Information Technology and Teacher Education. 2002. Basic Principles

[Online] Available: http://www.aace.org/site

                                                                                                                          

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            Students are co-users of classroom technology, So, students have to learn how to use the technology, Make them involved in all the activities in the classroom,-Bryan

            Through the ongoing use of technology in the schooling process, students should achieve important technology capabilities. The key individual in helping students achieve those capabilities is the classroom teacher. The teacher is responsible for establishingthe classroom environment and preparing the learning opportunities thatfacilitate students’ use of technology to learn, communicate, and develop knowledgeproducts; consequently, it is critical that all classroom teachers are preparedto provide their students with these opportunities. Teacher preparation programmes must provide technology-rich experiences throughout all aspects of thetraining programmes.

            Teachers must be prepared to empower students with the advantages technology can bring. Schools and classrooms, both real and virtual, must have teacherswho are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology conceptsand skills. Real-world connections, primary source materials, and sophisticated data-gathering and analysis tools are only a few of the resources that allow teachers to provide heretofore unimaginable opportunities for developing their students’ conceptual understandings.Traditional educational practices no longer provide pre-service teacherswith the skills necessary to teach students to survive economically in today’sworkplace. Teachers must prepare their students to apply strategies for problemsolving, and to use appropriate tools for learning, calculating, collaborating, andcommunicating. ICT tools and resources can contribute dramatically to establishing these new learning environments of schools

            The curriculum for teacher educators is often rich with strategies for presentingsubject matter and pedagogy; however, it may be lean in terms of integratingtechnological tools for supporting that learning. Consequently, curriculumdevelopers for teacher preparation programmes must be vigilant in identifyingappropriate ways to apply ICT tools throughout the coursework and experiencesplanned for pre-service teachers.

            Multimedia combines media objects such as text, graphics, video, animation, and

sound to represent and convey information. In this method ofteaching and learning, students acquire new knowledge and skills by designing,planning, and producing a multimedia product.Many teachers find that students are motivated to learn when they can usetechnology to present the results of a rich project or activity. The multimediapresentation contains content conveyed by the student’s selection of media. Theteachers in training can look at examples of projects and lessons, at Internet siteshousing collections of student samples. Some examples of multimedia presentationsinclude:

• creating a web page or site;

• developing a branching hypermedia stack;

• using a multimedia slide show application to create a computer presentation;

• shooting and editing video to create a computer-generated movie.

            As new forms of multimedia are explored, the types of projects becomemore complex. Multimedia-authoring tools are used to link and branch screens,making them interactive and layered with information in photos, scannedimages, movies, and text. Students and candidates can easily narrate their projectsusing a microphone.

            Educators need technical assistance to use and maintain technology. The focus of thefaculty member, and teacher should be on teaching and learning,not on maintaining and repairing the technology beyond basic troubleshooting procedures.When the technology does not function well, a learning opportunity is lostand faculty frustration grows. Timely technical assistance is imperative for faculty andcandidates to feel confident that they can use technology in their teaching and learning.

            There are many ways technical assistance can be obtained, including asking communitymembers or student assistants to maintain a help desk. It is a critical factor forsuccess in implementing ICTs.

            Educators must be knowledgeable in the content, standards, and teachingmethodologies of their disciplines. Teacher candidates must learn to use technology in powerful, meaningful ways in the context of teaching content.

            Technology brings relevant resources from the real world to subject area content,

provides tools for analyzing and synthesizing data, and conveys contentthrough a variety of media and formats. Pre-service teachers should learn to usetechnology in ways that meet the content standards and the technology standardsfor students and teachers.

            Teaching in all settings should encompass student-centred approaches to learning.Technology should not be used only as a tool for demonstration, as an electronicoverhead projector or blackboard; rather the use of technology by students shouldbe an integral part of instruction. In student-centred approaches to learning, studentsbecome the source for problems investigated. Students and teacher candidatesmust have opportunities to identify problems, collect and analyze data, draw

conclusions, and convey results using electronic tools to accomplish these tasks.

Faculty should model the use of ICTs to demonstrate their usefulness and appropriatenessfor collaboration, acquisition of resources, analysis and synthesis, presentation,and publication.

Internet can help your students a lot in learning. It develops problem-solving, fact-gathering, analysis, writing skills, and many more. It also allows them to meet other people from all over the globe. They can even talk directly to renowned scientists, authors, or leaders through the internet and get answers straight from them.

Everything seems to be available in the internet but with such open and vast information, risks are also high. It is important that you learn about these risks so you can help protect your students from it. Here are some of the dangers of using the internet that you should be aware of so you can properly guide your students as they use it:

• Exposure to inappropriate materials. The Internet makes available and accessible all kinds of information including those that are sexual, hateful, or violent in nature that encourage dangerous or illegal activities. Right now, there is no control over these information published on the Internet so students and children really need to be properly guided.

• Exposure to drugs, alcohol, tobacco, and other dangers. Some websites contain information that advocate the use of drugs, tobacco, or alcohol. There are also websites that teach how to make weapons or commit violence.

• Exposure to objectionable messages. Your student might encounter emails, messages, comments, or advertisements that are harassing, demeaning, or abusive.

• Legal and financial issues. Some websites may ask for private information such as home address, or credit card or bank details and students may give these information right away, thinking that it will do them no harm. With the anonymity of the Internet, you should teach your students to be careful in representing themselves.

• Hackers. You should warn your students not to give out passwords to anyone. There is a high risk that an Internet account can be misused or stolen. Give them tips on formulating strong passwords so hackers may not easily decode it.

• Fake identities. Stop your students from meeting up with someone they knew online. Some people might not be who they say they are.

• Privacy issues. Children also have a right to privacy, meaning everything about them such as their names, age, school or family details, should not be extracted from them against their will or without their parents’ consent. It is important that you let your students know of this right. Also, have them check the privacy settings of their email or social networking accounts so that their identities can be protected from harmful strangers. Tell them not to give out their complete personal information in their internet accounts.

• Gambling. Warn your students about websites that allow people to gamble with real money for “free.”

All these could be a good way for you and your students to become more and more competent in ICT. Even President Gloria Macapagal-Arroyo noted of this in a speech in CebuCity in 2008. She said that ICT could provide jobs to millions of Filipinos being the wave of the future.

In first world countries, it is common that every company or establishment has systems because they are far more advanced when it comes to high-technology. These countries can also afford it. There, the bigger the company, the more the systems are complicated. It is easy for them to come up with an excellent system because they are equipped with the knowledge of technology. This is so because people are up to date with technology and almost every day of their lives they are dealing with it.

In some countries like the Philippines, also known as third world countries, technology is just limited that is why some companies are struggling with a mediocre system. They are not equipped with too much technology and that is because they cannot afford it. And unfortunately, even some of them are still using that old paper system.

Everyday most of the people are faced with difficult tasks. These tasks are either from work or even just at home. These have been paid of a system which has existed for so long. Most establishments, organizations or institutions follow a simple system. They follow this system for better work output or to increase productivity.

These days, the demand for improving the current system in different fields is starting to rise. A computerized information system comes into place as a tool for the job. Industries of any kind are welcoming computerized and high technology systems for better results.

REFERENCES

International Society for Technology in Education. 2002. National Educational TechnologyStandards for Teachers: Preparing Teachers to Use Technology. Eugene, OR: ISTE.

International Society for Technology in Education. 2001. National Educational TechnologyStandards for Teachers. Eugene, OR: ISTE.

Clark, Ruth Colvin and Richard E. Mayer, e-Learning and the Science of Instruction, (McGraw Hill, 2008)

“E-leaning Place-Free E-Learning Ideas, Reviews, Technology” Virtual_Classroom http://www.elearningplaceblog.com/

Hiltz, S.R. (1995) “Teaching in a Virtual Classroom”, from http://wiki.mediaculture.org.au/index.php/E-Learning-_The _Virtual_Classroom

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