WRITTEN REPORT IN EDUC 117

Chapter 9
Education in the New Social Milieu

Reporters:
Matala, Marjory M.
Conde, Maria Cristina P.
Quinto, Mary Grace Leonor T.
Tapat, Camille R.
BEED-4A
 Chapter 9

Education in the New Social Milieu

Information and communication Technology and Education Technology has allowed individuals
to obtain, assemble, analyzed, and communicate information in more detail at a much faster pace
than ever before.

 According to Bruer (1993), learners must rise above the rote, factual level to begin to
think critically and creatively. These increased demands dictate changes in the way
teachers interact with the students.

To help all learners acquire higher-level skills that allow them to more readily analyze, make
decisions and solve complex "real-world" problems.

FOR THE STUDENTS

A Shift from:
Passively waiting for teacher to give
directs and information.
Always following given procedures.
Always in the role of the learner.
Viewing the teacher as the one who has
all the answers.
A Shift to:
Actively searching for needed information
and learning experiences, determining
what is needed, and seeking ways to
attained it.
Desiring to explore, discover, and create
unique solutions to learning problems.
Participating at times as the
expert/knowledge provider.
Viewing the teacher as a resource, model,
and helper who will encourage
explanation and attempts to find unique
solutions to a problem.
 FOR THE TEACHERS
A Shift from: A Shift to:
Always being viewed as the content expert Participating at times as one who may not
and source for all of the answer. know it all but desires to learn.
Directing students through preset step-by-step Actively encouraging individuals to use their
exercise so that all achieve similar personal knowledge and skills to create
conclusions unique solutions to problems

ICT- more than New Technology

• Information and Communication Technologies (ICT) in education consist of hardware,
software, network media for the collection, storage, processing, transmission and
presentation of information, as well as related services.
• ICT has become a personalized commodity and the environment we are operating in is
more based on information and communication-technology. • ICT has been driving force
foe globalization, but it has also divided the world into those who have and those who
have not, information rich and information poor.
• This development can be seen as an explicitly development and policy based approach at
different levels of the education system.

This are the approaches:

• Equip of access
• Curriculum relevance in technology
• Methodological development in technology
• Cultural sensitivity

According to Alasuutari and Ruuska (1999) - These global processes can be understood only
for the co-existence of the uncontrollable economic development, it's cultural consequences and
the policy based development related to these phenomena.
How does ICT in education Initiatives Contribute to the Millennium
Development Goals?

• Increasing access through distance learning.

• Enabling a knowledge network for students.
• Training teachers.
• Broadening the availability of quality education materials.
• Enhancing the efficiency and effectiveness of educational administrational and policy.

The Global Curriculum

Teachers and students exploring the internet's educational possibilities and termed
"internauts" trailblazers and this new education frontier nor limited by distance or national
boundaries.

What are some the options open to today's internauts?

The global village created by the internet is real, but the content of its curriculum is still
being shaped. If you were to design a "Curriculum for the World “what issues, concepts, and
skills would you include?

•The rate of technological innovation is so fast that even as today's applications are being
disseminated, newer ones are being tested.

What do you say about the use of computers in education?

Computers in education enable us to:

• Teach more effectively

• Reach and teach more students
• Make the world our classroom
• Turn latchkey kids into connected kids
 • Get ready for the future.

Computers in Education disable us because:

• Effective teaching all but disappears

• The digital world remains divided
• Student risk becoming antisocial
• Computers are a health risk
• Fundamental skills are sidelined

How will the predicted changes affect education and schooling in the future?

Education is a complex, social, cultural, and political phenomenon. While it is relatively

simple to predict that present technological trends will one-day result in a computer capable of
responding to human vocal commands, it is far less certain how, if at all such development may
impact the education.

The following are some of the possible outcomes of the process of change:

• Multimedia learning resources available via information networks, will proliferate and
become an essential feature of education.
• Learners and teachers alike will have access to powerful portable computing devices that
will be wirelessly connected to network resources.
• Learning increasingly will take place in authentic contexts and focus on authentic tasks.
• Students will become active learners, collaborating with one another and with more
experienced members of society, to seek out information and gain more knowledge.
• Teachers' roles will tend to shift from the "sage on the stage" to the "guide on the side."
• Education will become a lifelong process, important and accessible to all, and schools
will become centers of learning - not just for children, but for all members of the
community.
• The artificial divisions of grade levels will disappear.
 • The boundaries separating schools from each other and the community will blur or
disappear.

Education and Industry

"Jobs and skills should match." One of the directs in finding a job is the mismatch of
skills possessed by the graduates and the requirements of the job. To solve the problem in
mismatch in skills and the requirements of the jobs.

Executive order creating a new path called LADDERIZED SYSTEM OF EDUCATION

and TRAINING, converging the TVET system of Technical Education and Skills Development
Authority (TESDA) and the Higher Education Programs of the Commission on Higher
Education.

The basic features of the system are as follows:

• students and trainees acquire technical and vocational skills

• after the training the graduates apply for jobs and get employed
• when they decide later to continue their studies to earn a college degree. • One of the
outstanding features of the ladderized system is the portability of credits earned in a
TESDA registered program to a college graduates who will enroll in a related TVET
program will earn the equivalent credits.
• This innovation program of partnering for jobs is perhaps the solution to the problem of
mismatch in the competencies and skills of graduates and the requirements of employers.