State-of-the-art-ET
application process
Looking through progressive state policies that support
technology-in-education, and other new developments in pedagogical practice,
our educators today have become more aware and active in adopting
state-of-the-art educational technology practices they can possibly adopt.
The following trends should also be
recognized by educators:
·
Through school
and training center computer courses, present-day students have become computer
literate. They send e-mail, prepare computer encoded class reports, even make
PowerPoint presentation sometimes to the surprise of media tradition-bound
teachers.
· Following the call for developing critical
thinking among students, teachers have deemphasized rote learning and have
spent more time in methods to allow students to comprehend/internalize lessons.
· Shifting focus from low-level traditional learning
outcomes, student assessment/examinations have included measurement of higher
level learning outcomes such as creative and critical thinking skills.
· Recent teaching –learning models (such as
constructivism and social constructivism) have paved the way for instructional
approaches in which students rely less on teachers as information-givers, and
instead more on their efforts to acquire information, build their own
knowledge, and solve problems.
Virtue is in moderation and so, there
is truly a need for teachers to balance their time to the preparation and
application of instructional tools. Through wise technical advice, schools can
also acquire the most appropriate computer hardware and software. At the same
time, training should ensure that the use of ET is fitted to learning
objectives. In addition, teachers should acquire computer skills for so that
they can serve as models in integrating educational technology in the
teaching-learning process.
FIGURE 1 – SYSTEMATIC INSTRUCTIONAL
PLANNING PROCESS
Following modern trends in
technology-related education, schools should now foster a student-centered
learning environment, wherein students are given leeway to use computer
information sources in their assignments, reports and presentation in written,
visual, or dramatic forms.
All these suggestion show that teachers
and schools can no longer avoid the integration of educational technology in
instruction. Especially in the coming years, when portable and mobile computing
will make computing activities easier to perform, the approaches to classroom
pedagogy musts change. And with continuing changes in high-speed communication,
mass storage of data, including the revolutionary changes among school
libraries, educators should be open for more drastic educational changes in the
years ahead.
ako-mai-mai
