Technology in teacher education
By Dr. Paz I. Lucido
On the full implementation of the new teacher education curriculum beginning SY 2008, it is well to note that technology is one of the challenges that Filipino student teachers will be exploring.
The new thrust can harness the potentials of technology as a tool for teaching-
learning construction in a student-centered classroom.
learning construction in a student-centered classroom.
Most fittingly the Philippine Association for Teacher Education launched during its recent national convention (Oct. 23-25) the textbook "Technology in Teaching for the Global Teacher." The textbook will prove advantageous since it is designed as an intervention to imbue computer literacy as well as hands-on integration of technology in classroom instruction.
Many are unaware but significant changes have occurred in the Asia Pacific region that will now require our teachers to apply technology skills. These changes are mainly due to government policies that infuse technology into their schools. It appears that economies in the region perceive that a nation’s economic success in the millennium is possible only if it thrives in a global information technology (IT) environment.
The adoption of technology in education as a national goal is most prominent in Australia, Hong Kong, Malaysia, New Zealand, Singapore and Hong Kong. These economies have formulated master-plans for IT in education that would create: (a) IT networks that link schools (b) install substantial numbers of computers in each school, (c) train all teachers in technology skills (d) acquire sufficient hardware and software, and (d) provide digital library resources.
In particular, Hong Kong aims for an average of 40 computers in each primary school, and 82 computers in each secondary school. It is also setting up about 85,000 rr training places for teachers. Meanwhile, Singapore has a technology infrastructure which can provide a 2: 1 pupil computer ratio. New Zealand on its part, views that rr should support the educational curricula, and so it has engaged in information and communication. (ICT) professional development for teachers and principals.
As yet there is no Philippine government declaration for educational technology initiatives in education. Still, there are initiatives to harness the potentials of technology as a tool for instructional innovation. Recently, a research in the Leyte State University analyzed the Filipino university teachers’ concept of learning technologies. Input from this research could guide technology initiatives in our teacher education schools.
The Leyte study shows that technology innovations through Power Point presentations, video materials, CD-ROM, etc. (a) effectively transmit information much like de1iver:ing a lecture in a traditional classroom (b) learning remains passive with students focusing on rote learning (c) teaching~with technology catches students’ interest and improve motivation, retention, and understanding while saving time.
The results of the study show that technology in Philippine education is still in its primal stage. Yes, technology is being used to improve teaching outcomes, but this is along a traditional approach to technology, meaning using technology to transmit information.
It is important to be aware of new learning paradigms so that technology can effectively be applied in instruction. Behaviorism (through drill-and-practice) and cognitivism (through. information transmission) are traditional theories of learning that to this date prevail in Philippine settings. The focus of these traditional theories are the outcome of learning that will enable students to cope up with achievement tests.
Informative tool. The computer in school can provide vast amounts of information in various formats (text, sound, graphics, video). One source of data is the Internet which is an enormous electronic database from which learners can be made to access information, including educational resources. Under the constructivist view, students themselves should be made to download information which material can be reorganized for their writing and presentation projects.
Communicative tool. The teacher and student can go beyond the physical barriers of communication through the use of the e-mail, electronic bulletin boards, chat, teleconferencing, and electronic whiteboards. The use of technology as communicative tool is most useful in engaging students in social or group constructivist learning.
Constructive tool. Learners can construct their knowledge and visions through brainstorming. They con organize and present ideas using desktop publishing programs. The use of the word processor, preparation of spreadsheets, simulation and multimedia creation are other samples of constructive use of technology
Co-constructive tool. Students can be made to work together to construct a presentation of their shared learning. In the electronic white-boarding, students can post their ideas. Within a dynamic collaborative environment, students can engage in higher-level cognitive processes (explaining, problem-finding, problem-solving, etc.)
Situating tool. Virtual reality software can place the user in an environment where they can experience contexts and happenings. The flight simulation program is an example of a situating tool. The development of web-based multi-media resources provides interactive environment that presents information in a multimedia format.
Given existing resources, the Filipino teacher can still use traditional approaches that use the information transmission’ model. Through technology integrationt however, teachers can extend the instructional scenario and go beyond ‘delivery and talkt, by using a variety of teaching resources to support his lesson.
This means the teacher can adopt computer-based technologies for higher learning skills and creativity of students. Thus, he can do more than encourage students to receive, recall and recite knowledge but will expect students to be cognitively flexiblet analytical and creative.
He can assign activities that focus on Information technology projects. Through an inquiry approach, students can search and package information. They can create by writing, drawing, illustrating, taking photos (cellphone photos are affordable). Through the use of educational software and sources from the Internet, they can be tasked to relate lessons to real-world situations so that class learning become lifelong leaning.
With the use of technology teachers can now easily reach out those students who are slow learner. Through the advancement of technology the teaching leaning process will never be as hard as it is. Just like the rapid pervasiveness of smart board the newly form of the traditional board and chalk . Through this new instructional technology students can easily follow the discussion and will no longer imagine the picture of a particular object because they can already see it with the help of smart board as it is the real picture.
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