Bringing The World Into The Classroom Through
Educational Technology
Technology- as a link to new knowledge,
resources and the high order thinking skills have
entered classrooms and schools worldwide.
 Personal computer
 CD-ROMs
 Online services
 Worldwide Web
 Technology for Teaching
The roles of technology in achieving
the goal of learning for understanding.
(Goldman, S, Williams. R. et al 1999).
1. Technology provides support to the solution
of meaningful problems.
a. Microworlds- allow students to carry
out actions, immediately observe the
results and do a lot of investigations
right there in the classrooms with the
use of the computers.
2. Technology acts as cognitive support.
3. Technology promotes collaboration as well
as independent learning.
 Technology Programs for Teaching
A.Stand-alone Programs
 Some programs are available as “stand-
alone” software, videodisc or CD-ROM
media.
 Some titles –include The Jasper
Woodbury Problem Solving Series, Little
Planet Literacy Series, and the Magic
Hats.
B. Programs Available on the Internet
 Knowledge integration Environment
(KIE)-Teachers and students to think of
the web information as evidence and
evaluate it critically with regard to
authorship, credibility and relevance.
 The Global Program (Global Learning
and Observations to Benefit
Environment)-Involves students in
gathering data about local environment
and creating a database open to the
GLOBE community.
Electronic Field Trips
 This communication technology allows
learners to travel to visit places the
global exploration. Students prepare
themselves to a “virtual electronic field
trip” through a live interactive broadcast
to the expedition site. “Electronics field
trips” have an advantages over a video
because they occur in a real time.
C. Information Databases
 Many form of print-based materials are
now available in electronic form.
 The entire set of the national
Geographic magazine is now in CD-
ROM.
 Encarta and Grollier provide access to
the vast information.
a. Hypermedia- the ability to jump in a
nonlinear fashion to related
information, whether that the
information is text, graphics, video or
sound.
In creating and producing multimedia by
the students, great opportunities are given
to them in the following aspects:
1. selection of their own topics to
provide a sense of ownership.
2. conducting research, planning
the development and presentation of
the product.
3. Selection of simple multimedia
presentation that gives only limited number
of options.
 4. opportunities for teaching grammar, Teachers implement curriculum plants
witting, spelling within the context which is that include methods and strategies for applying
meaningful to the students. technology to maximize student learning.
Teachers should:
Meeting these standards will guarantee
your ability to cope with the rapid demand for 3.1. use technology to support learner-
use of technology in the global classrooms. centered strategies that address the
diverse needs of students.
1. Technology operations and concepts.
3.2. apply technology to develop
Teachers should demonstrate an
students’ higher order skills and
understanding of sound technology
creativity.
operations and concepts. They should:
3.3. manage students learning activities in
a technology-enhanced environment.
1.1. demonstrate introductory
knowledge, skills and understanding 4. Assessment and evaluation
of concepts related to technology.
Teachers apply technology to facilitate a
1.2. demonstrate continuous growth
variety of effective assessment and evaluation
in technology knowledge and skills
strategies. They should:
to keep abreast of current and
emerging technologies. 4.1. use technology resources to collect
and analyze data, interpret results,
2. Planning and designing learning
and communicate findings to improve
environments and experiences.
instructional practice and maximize
student learning.
Teachers plan and design
4.2. apply multiple methods of evaluation
effective learning environments
to determine students’ appropriate
and experiences supported by
use of technology resources for
technology. They should:
learning, communication, and
productivity.
2.1. apply current research on
teaching and learning environments and 5. Productivity and professional practice.
experiences.
Teachers use technology to enhance
2.2. identify and locate technology
their productivity and professional
resources and evaluate them for
practice. They should:
accuracy and suitability.
2.3. plan for the management of
5.1. use technology resources to
technology resources within the
engage ongoing professional
context of learning activities.
development and lifelong learning.
2.4. plan strategies to manage
student learning in a 5.2. continually evaluate and reflect on
technology-enhanced environment. professional practice to make informed
decisions regarding the use of
3. Teaching, learning and the curriculum.
technology in support of student
learning.
 5.3. apply technology to increase
productivity.
5.4. use technology to communicate
and collaborate with peers, parents, and
the larger community in order to nurture
student learning.
6. Social, ethical, legal, and human issues.
Teachers understand the social, ethical,
legal and human issues surrounding the use of
technology in schools and apply those principles
in practice. They should:
6.1. apply technology resources to enable
and empower learners with diverse
background, characteristics, and
abilities.
6.2. identify and use technology resources
that affirm diversity.
6.3. promote safe and healthy use of
technology resources.
6.4. facilitate equitable access to technology
resources for all students.
The Professional of Teaching
-AVELINA TESTON-LLAGAS, Ed.D.
Learning Outcomes:
At the end of this Chapter you should be able
to:
1. Compare PD 1006 and RA 7836, laws
that professionalized teaching.
2. Explain how the amendments in RA
9293 support the teaching profession.
3. Demonstrate deep appreciation for the
professionalization of teaching and for
the teaching profession itself.
4. Relate the impact of the
professionalization of teaching on your
future life as a full-fledged professional
teacher.
Basic Laws on the Professionalization of
Teaching
 On January 1, 1977, Presidential Decree
1006 , entitled providing for the
Professionalization of Teachers,
Regulating Their Practice in the
Philippines, otherwise known as the
Decree Professionalizing Teaching was
proclaimed.
With the presidential proclamation,
teaching became professionalized in the
Philippines. The proclamation. PD 1006 was
premised on the following:
1. “The institutions of the country have
relied upon teachers whose direct and
continuing interaction with the young people
and the children made them potent forces for
the development of proper attitudes among
the citizenry;
There is a tremendous growth of the
teaching population, comprising in the
civil service sector alone more than 300,
000 teachers deployed all over the
country.
3. To insure that in the immediacy and
urgency of teacher recruitment, qualitative
requirements are not overlooked, it
has become necessary to regulate the
teaching profession;
Teaching requires a number of years of
collegiate study, it is the only course that
it is yet considered a
profession; and
5. In recognition of the vital role of teachers
in nation- building and as incentive to raise
the morale of teachers, it is imperative
that they be considered as professionals
and teaching be recognized as a profession”
(PD 1006).
Republic Act 7836 were amended by
PD 1006 made teacher’s license a Republic Act 9293
requirement for teaching, the decree
 Is in support to move to hire the most
states:
competent teacher in the classroom.
“Three years after the effectivity of this
Decree, no person shall engage in teaching
and/or act as a teacher as defined in this
Decree, whether in the public or private
elementary or secondary school, unless he is
holder od a Professional teacher Certificate
or is considered a professional Teacher under
this Decree.”

The Congressional Commission of Review

and Assess Philippine Education (EDCOM)
came out with the finding that the “quality
of Philippine education is declining” and
that the teachers are” at the heart of the
problem”. The EDCOM found, among
others that;

a. teachers are poorly trained.

b. there is low quality of students
enrolled in teacher training; and
c. teaching is perceived as a poorly
esteemed profession.

Article XIV, Section 4 (5) Reporter:

 These show that teaching does not Mañibo, Jesielyn T.

attract the best as mandated in the BSEd-Science II
Philippine Constitution that
”teaching will attract and retain its
rightful share of the best available
talents through adequate
remuneration and other means of
job satisfaction and fulfillment.”

Teachers’ Professionalization Republic Act

No. 7836/ Philippine Teachers
Professionalization Act of 1994

 This law recognized the vital role of the

teachers in nation building.