Northern Zambales College, Inc.

Inhobol, Masinloc, Zambales

The Teaching Profession (EDTC4)

1st Semester A.Y. 2019 – 2020

Chapter 3: ON BECOMING A GLOBAL TEACHER

INTRODUCTION
We live in a “global village, hence a need for global teachers”.
Global education poses a variety of goals ranging from increased knowledge about the peoples of
the world to resolutions of global problems, from increased fluency in foreign languages to the
development of more tolerant attitudes towards other cultures and peoples. Global education
embraces today’s challenges as national borders are opened. It paves the way for borderless education
to respond to the needs of educating children of the world they are entering. It offers new curricular
dimensions and possibilities, current scientific and technological breakthroughs for completely new
frontiers in education.
Contemporary curricula respond to the concept of this global village. The increased use of
technology in the classroom, the incorporation of the changing realities of our world’s society, and the
ease of mobility of peoples of the world have become a challenge to your preparation as prospective
teachers.

LESSON 1 – GLOBAL EDUCATION AND THE GLOBAL TEACHER

GLOBAL EDUCATION
Global education has been best described by two definitions:
 UNESCO defines global education as a goal to become aware of educational conditions or lack of
it, in developing countries worldwide and aim to educate all the peoples to a certain world
standards.
 Global education is a curriculum that is international in scope which prepares today’s youth around
the world to function in one world environment under teachers who are intellectually, professionally
and humanistically prepared.
To achieve global education, the United Nations sets the following goals:
1) Expand early childhood care education
2) Provide free and compulsory primary education for all
3) Promote learning and life skills for young and adult
4) Increase adult literacy
5) Achieve gender parity by 2005, gender equality by 2015
6) Improve quality of education
 James Becker (1982) defined global education as an effort to help individual learners to see the world
as a single and global system and to see themselves as a participant in that system. It is a school
curriculum that has a worldwide standard of teaching and learning. This curriculum prepares learners
in an international marketplace with a world view of international understanding.
 In his article “Goals of Global Education,” Becker emphasized that global education incorporates into
the curriculum and educational experiences of each student a knowledge and empathy of cultures
of the nation and the world.
To meet the various global challenges of the future, the 21st CENTURY LEARNING GOALS have been
established as bases of various curricula worldwide.
 21ST CENTURY CONTENT: emerging content areas such as global awareness; financial, economic,
business, and entrepreneurial literacy; civic literacy; health and awareness.
 LEARNING AND THINKING SKILLS: critical thinking and problem solving skills, communication, creativity
and innovation, collaboration, contextual learning, information and media literacy.
  ICT LITERACY: using technology in the context of learning so students know how to learn.
 LIFE SKILLS: leadership, ethics, accountability, personal responsibility, self-direction.
 21ST CENTURY ASSESSMENTS: authentic assessments that measure the areas of learning.
 Global education is all about diversity, understanding the differences and teaching the different
cultural groups in order to achieve the goals of global education as presented by the United Nations.
 Global education provides equal opportunity and access to knowledge and learning tools which are
the basic rights of every child in the global community.

GLOBAL TEACHER
A global teacher is a competent teacher who is armed with enough skills, appropriate attitude and
universal values to teach students with both time tested as well as modern technologies in education in
any place in the world. He or she is someone who thinks and acts both locally and globally with worldwide
perspectives, right in the communities where he or she is situated.
More specifically, a global Filipino teacher should have the following qualities and characteristics in
addition to knowledge, skills and values:
 Understands how this world is interconnected
 Recognizes that the world has rich variety of ways of life
 Has a vision of the future, sees what the future would be for himself/herself and the students
 Must be creative and innovative
 Must understand, respect and be tolerant of the diversity of cultures
 Must believe and take action for education that will sustain the future
 Must be able to facilitate digitally-mediated learning
 Must have depth of knowledge
 Must possess good communication skills (for Filipino teachers to be multi-lingual)
 Must possess the competencies of a professional teacher as embodied in the National
Competency-Based Standards for Teachers (NCBTS)
 Global education is a concept that brings us to understand the connectivity of each member citizen
in the planet. The advancement of technology shrank the world to a size that everyone can be
reached. Because of this development, we have to learn the diversity or differences in cultures in order
to address the global standards for education set by the United Nations.
 To become a global teacher you should be equipped with a wider range of knowledge of the various
educational systems outside the country; master skills and competencies which can address global
demands; and possess attitudes and values that are acceptable to multicultural communities.

LESSON 2 – A CLOSER LOOK ON THE EDUCATION SYSTEMS OF SELECTED COUNTRIES OF THE WORLD
Educational systems in various countries such as Australia, China, Japan, South Africa, United
Kingdom, the United States of America, New Zealand and the Philippines will give us baseline information
on what kind of education prevails in these countries.
As a future teacher, we shall be guided by UNESCO’s principle that Education is for All and that this
education is anchored on the Five Pillars which are: 1) Learning to Know, 2) Learning to Do, 3) Learning to
Be, 4) Learning to Live Together and 5) Learning to Transform.

EDUCATIONAL SYSTEMS OF DIFFERENT COUNRIES

Education in Australia
a. Basic Education
Australia; called by many as the last paradise on earth, has a high quality education system.
The educational system in Australia is similar with that of Canada and England. Primary school is
for six years, high school is six years and for college or university is three years. High school is divided
into junior high school (year 7 – year 10) and senior high school (year 11 – year 12).
 The entry age of compulsory education is 6 years old and exit age is 15 years old.
 At the end of Junior Secondary level, a Junior Secondary Certificate of Education (Year
10 Certificate) is awarded.
 Senior secondary level is no longer compulsory education.
b. Higher Education
The main purposes of Australian Higher Education are:
1) to enable individuals to develop their capabilities for effective participation in the workforce,
for constructive contribution to society and for personal growth and fulfillment
2) to advance knowledge and understanding
3) aid the application of knowledge and understanding for the benefit of the economy and
the society
4) enable individuals to adapt and learn, consistent with the needs of an adaptable
knowledge-based economy at the local, regional and national levels
5) contribute to democratic civilized society
 To be admitted in higher education, a Senior Secondary Certificate of Education is required.

Education in China
 The education system is highly centralized. The course syllabi are written by scientists and
professors hired by the National Education Commission.
 The subject matter and instructional contents are uniform for all.
 The first six years of school make up the primary grades which is devoted to development of
cognitive skills, and this is followed by another six years of high schools.
 Students wishing to attend university must pass one of the two versions of National University
Entrance Examination. The quality and reputation of the school will depend on the number of
students passing the entrance examination.
Education, one of fundamental Chinese traditions, was used as a vital tool for centralization and
unification of the country. The new educational system includes:
 six years of primary education
 three years of junior middle school, three years senior middle school
 six years of university
 varieties of technical and vocational schools

Education in Japan
The Japanese education system is highly centralized and is administered by the Mombusho or
Ministry Education. The Japanese educational system is sometimes seen as a model on how to
operate schools. The system gives us a mental picture of obedient, quiet school children sitting on their
desks, listening to the teacher and working hard to pass the various entrance examinations.

a. Basic Education
 The Japanese educational system is divided into five basic levels: kindergarten,
elementary school (six years), lower secondary school (three years), upper secondary
school (three years) and university (usually around four years).
 In Japan, education is free and compulsory for children from 6 to 15 years. Classes are
large and teaching methods are usually lecture.
 Standard curriculum includes Japanese language, Social Studies, Math and Science
along with art, Music, Home Economics, Physical Education, with the greatest emphasis
on learning the Japanese language.
b. Higher Education
 Junior colleges for women who want to pursue courses stress Home Economics, Nursing,
Teaching, Humanities and Social Sciences.
 To get in the universities, the student must take two exams; the first one is a national
achievement test and the second one given by the university itself which is highly
competitive.
 Japanese education relies heavily upon examinations to determine which schools the
student will go to next.
 The entire educational system seem to be built on a principle that if you do well in exams,
you will get into good schools, or universities and automatically into good life-time job.
Education in South Africa
In South Africa, the Constitution guarantees equal access to basic education. The identified values
and principles of South African education include equity and redress, access to basic education
opportunities for lifelong learning, quality, in terms of providing learners with learning opportunities of
acceptable standards, efficiency, democratic participation, sustainability of development and
relevance of education.
a. Basic Education
 Formal education in South Africa is categorized into sectors or levels. These sectors are
closely linked to particular levels, namely: public ordinary school education, independent
school education, special school education, technical college education, teacher
training, technikon and university training.
b. Higher Education
 Institutions of higher education includes colleges, technikons and universities. Most
colleges of education offer a three-year programme leading to the Diploma in Education
(four years for higher diplomas).

Education in United Kingdom

 In England, education is compulsory for children ages 5-16.
 The National Curriculum defined as the minimum educational requirement for compulsory school
age, 5 to 16 years. It is mandatory for all state schools to provide a balanced broad-based
curriculum which promotes spiritual, moral, cultural, mental and physical development that
prepares them for opportunities, responsibilities and experiences of adult life. It includes religious
education and for secondary students sex and career education. Almost all schools whether
private or state choose to follow the national curriculum.
a. Basic Education
The core subjects of the national curriculum include English, Mathematics, and Science. Each
key level has definite emphasis that gradually becomes more advanced as the level
progresses.
1) Foundation Stage - 3-5 yrs. old
2) Key Stage One - 5-7 yrs. old – Grades 1 to 2
3) Key Stage Two - 7-11 yrs. old – Grades 3 to 6
4) Key Stage Three - 11-14 yrs. old – Grades 7 to 9
5) Key Stage Four - 14-16 yrs. old – Grades 10 to 11
6) Post 16 Education
- It is not mandatory in England. Students can either continue education or enter the
working world.
b. Higher Education
 Universities are not only concerned with the undergraduate and postgraduate teaching.
Higher education system in the UK needs to include reference to the Open University as a
major provider of the under-graduate and postgraduate degrees for adult. The Open
University pioneered the way for opening access by offering greater flexibility for adult
learners through distance learning programs.
 Students studying at a university for their first degree are called “undergraduates.” Once
a student has graduated, he/she becomes a “graduate” of the university.
 Ordinary degree programmes in the UK universities are usually 3-year courses.
Undergraduates completing these programmes successfully are awarded either a
Bachelor of Arts (B.A) or Bachelor of Science (B.Sc.) degree but are not permitted to place
B.A or B.Sc. after their names.
 Honour degree programmes are usually four-year courses. The degree title is extended to
B.A. (Hons.) and B.Sc. (Hons.), respectively.
 Master’s degree is usually achieved after two more years study following an Ordinary or
an Honours degree. The students are awarded M.A. or M.Sc.
 Doctorate (three years full time of research and presentation of a doctoral dissertation or
thesis).
Education in the United States of America
a. Basic Education
 Pre-primary education
 Primary Education (elementary school)
 Middle school education
 Secondary education (high school)
2 levels: Junior high school and Senior high school
b. Higher Education
 Higher education in the U.S. begins at the post-secondary education. It is a diverse
autonomous community of publicly and privately support institutions. These higher
education institutions are classified according to the following categories:
- Research universities (I and II)
- Doctorate – granting universities (I and II)
- Master’s (Comprehensive) universities and colleges (I and II)
- Baccalaureate (Liberal Arts) Colleges (I and II)
- Associate of Art colleges
- Professional school and other specialized institutions
- Postsecondary vocational and technical schools
- Post-secondary Education
- College and University education
 From a Bachelor’s degree a student can proceed student graduate program for
master’s degree or a doctorate degree. For non-residents of the US, a TOEFEL is required
and a Graduate Record Examination or GRE is a must.

Education in New Zealand

New Zealand education system is world-class, modern and responsive. It combines proven, traditional
principles of education with innovation, creativity and fresh thinking to produce learners and citizens
equipped for the 21st century (New Zealand Ministry of Education, 2012).
a. Basic Education
 School is compulsory for all children in New Zealand from age 6 to 16. Children are eligible
for free education if they are New Zealand citizens or residents, or if they qualify as domestic
student. The average number of students to a teacher in every classroom in primary
schooling is 18:1 and 15:1 in secondary schooling in state schools. There are three types of
schools in New Zealand: state-funded, state integrated and private.
 There is a national curriculum which set out as a learning requirements for all state schools.
There are five competencies covered by national curriculum. These are:
1) thinking
2) using language, symbols, and texts-different ways to communicate and understand
information
3) managing self- a “can-do” attitude
4) relating to others- being able to listen, see different points of view and share ideas
5) participating and contributing-big a group member and including others
 The national curriculum includes a vision for the young people to be confident, lifelong
learners. It also requires the importance of different cultures to value:
- excellence (aiming high and sticking at it)
- innovation, inquiry and curiosity (thinking, exploring and creating)
- diversity (different cultures, languages, and backgrounds)
- respect (for themselves, for others, for human rights)
- equity (fairness and justice)
- community and participation (taking part)
- ecological sustainability (caring for the environment)
- integrity (being honest and responsible)
 b. Higher Education
 Universities in New Zealand
- A university education is open to anyone who meets common standards prescribed by
the New Zealand Qualifications Authority (NZQA). Students can work towards bachelors,
masters and doctoral degrees as well as diplomas at various levels.
 Institutes of Technology
- State-owned. They offer courses that are equivalent in merit to those offered as degrees
in universities.
 Private Training Institutions and English Language Programs
- These private training institutions are registered and accredited by New Zealand
Qualifications Authority. They are offering short-term English language courses. They also
offer courses in specific areas like business, computing and design.

Education in the Philippines

a. Basic Education
The K to 12 Basic Education Program

Level of Schooling Age (Years) Description

Kindergarten 5 PRE-ELEMENTARY
Grade 1 6
Grade 2 7
Grade 3 8
ELEMENTARY (6 years)
Grade 4 9
Grade 5 10
Grade 6 11
Grade 7 12
Grade 8 13
JUNIOR HIGH SCHOOL (4 years)
Grade 9 14
Grade 10 15
Grade 11 16
SENIOR HIGH SCHOOL (2 years)
Grade 12 17

 Kindergarten or pre-school, now made compulsory by the virtue of Republic Act 10157,
institutionalized universal kindergarten.
 For every exit level (Grade 6, Grade 10, and Grade 12) in the educational structure in basic
education, a student is certified through a diploma or a certificate of completion.
 Elementary education is concerned with the learners’ mastery of basic skills and competencies.
Secondary education is geared towards the consolidation of these knowledge and skills
mastered at the elementary level and is focused on equipping the learner with employable
gainful skills or preparing him/her for middle level skills development or higher education.
b. Higher Education
 Students who graduate in high school consisting of four years may proceed to colleges,
universities or technical vocational institutions, which are classified as higher education
institutions. Higher education institutions are supervised by a government agency called the
Commission on Higher Education or CHED.
 Most of the higher education institutions in the country require entrance examination for
admission to college degree programs.
 Most college degree programs are four years for baccalaureate degrees. For technical
vocation education or post-secondary education, there are two-year courses.
  Most of the college degree programs require passing a licensure examination for the specific
profession. The examinations are given by the Professional Regulation Commission (PRC) while
for Law, the examination is given by the Supreme Court.
 After completing the bachelor’s or baccalaureate degrees, courses in the master’s program
of two years and doctoral programs for three to five years are offered by authorized colleges
and universities.

LESSON 3 – MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL TEACHERS

DIVERSITY OF LEARNERS IN MULTICULTURAL CLASSROOMS

“The major goal of multicultural education is to transform the school so that the male and female students,
exceptional learners, as well as students coming from diverse cultural, social-class, racial and ethnic
groups will experience an equal opportunity to learn in school.”
- James Banks

Diversity or differences among our students have placed greater demands to teachers in today’s
schools. In most public schools, students come from a wide range of socio-economic backgrounds.
Increasing number of children come from families that are plagued by poverty, unemployment, frequent
relocations, limited access to high quality medical and social services and perhaps crime ridden
neighborhoods.

In the midst of this diversity, the students are supposed to be given equal opportunities to
education. Thus, there is a need for curricular and instructional modifications, teaching styles, re-
examination of teachers’ attitudes, beliefs and perception. This movement called multicultural education
enables teachers and educators to give value to differences in prior knowledge, experiences of learners
from diverse background and familiarity with students’ histories of diverse cultures (Haertel, 1998).

The inclusion of learners with special needs has also increased diversity in schools. Environmental
adaptation of classrooms, behavior support plans, cooperative learning, peer tutoring and team
teaching are some of the responses of multicultural education.

Taking into account the diversity in schools is a major challenge. A focus on group differences may
lead to a basis for stereotyping which multicultural teachers have to avoid (Galilimore & Goldenberg,
1998).

ACCOMODATING CULTURAL DIFFERENCES AND COMMONALITIES

It is very important for prospective teachers to be knowledgeable about differences in cultures,
religion, ethnicity and even language of your students. To assist teachers in understanding multi-cultural
learners Fraser-Abner (2001) offers the following suggestions:
 Learn as much about and become as sensitive to and aware of racial, ethnic, cultural and gender
groups other than your own.
 Never make assumptions about an individual based on your perception of that individual’s race,
ethnicity, culture or gender.
 Avoid stereotyping.
 Get to know each students as a unique individual: Walk in the footsteps of all your students.

Other suggestions include the following:

 Look into your own conscious and subconscious biases about the people who are different from
yourselves in race, ethnicity, culture, gender or socio-economic status.
  Plan your activities within a multicultural framework while making your classroom a safe and secure
haven for all the students.
 Infuse multicultural instructional materials and strategies in your teaching.
 Foster collaboration and cooperation among your learners, parents and teachers.

 A caring environment will always enhance academic achievement.

 Whenever this diversity exists, intergroup tension, stereotypes and discrimination develop. This becomes
an opportunity for teachers and school to help unify individuals and citizen as a contribution to a
democratic and pluralistic society.

Some guiding principles which were adapted from an interdisciplinary group of psychologists,
political scientists, sociologists and multicultural specialists, are hereby presented, to wit:
1. Pre-service teacher education programs should help prospective teachers understand the complex
characteristics of ethnic groups in ways race, ethnicity, language and social class interact to influence
student behavior.
2. Teachers should ensure that all students have equitable opportunities to learn and to perform to a
standard.
3. Teachers should help students acquire social skills needed to interact effectively with students from
other racial, ethnic, cultural, language of social groups.
4. The school curriculum helps students understand that knowledge is socially constructed and reflective
of the social, political and economic context in which they live and work.
5. Schools should provide all students with opportunities to participate in extra- and co-curricular activities
that develop knowledge, skills and attitudes that increase academic achievement and foster positive
intercultural relationships.
6. Teachers and students should learn to reduce or eliminate stereotyping and other related biases that
have negative effects on racial and ethnic relations.
7. Schools should provide opportunities for students from different racial, ethnic, cultural and language
groups to interact socially under conditions designed to reduce fear and anxiety.
8. Teachers should teach and students should learn about the values shared virtually by all cultural groups
like justice, equality, freedom, peace, compassion and charity among others.

Multiculturalism has broadened and deepened our traditional curriculum into a wider range of
accommodating cultures not of the teacher’ culture alone. It has underscored fundamental concepts
which before were given less importance. This section has clarified some of basic assumptions that
enhance teacher development.
 No two learners are exactly the same.
 Children in all classrooms are heterogeneous.
 Strategies that work with one learner may not work with another.
 Student’s background and experiences should be considered when teaching.
 Community members from various ethnic groups can assist teachers in facing issues of ethnic
differences and similarities.

LESSON 4 – BROADENING TEACHING PERSPECTIVES: TEACHER EXCHANGE PROGRAMS

To become a global teacher, you need to broaden your teaching perspectives. Expanding
experiences beyond the confines of your classroom to the wider learning environments of the world is
one of the many avenues in order to achieve a level of global competitiveness.

1. Visiting International Faculty Program (VIF)

The Visiting international faculty program (VIF) is the United Sates largest cultural exchange
program for teacher and schools. It is dedicated to transforming lives through international exchange
of teachers. VIF offers highly qualified teachers from around the world serving as teachers and cultural
ambassadors in the United States.
A. VIF Purposes and Beliefs
 It is the intension of the VIF to ensure that students, educators and communities worldwide reap
the benefits of international education. The program believes in the following principles:
 All school should have at least one international exchanges teacher.
 All students should be exposed to a variety of exchange teachers during their careers.
 All communities should have an equal opportunity to develop globally literate citizens to
help build a foundation for success in the global market place.
B. History Of Visiting International Faculty Program (VIF)
 The program started nineteen (19) years ago. It was founded in 1987 and began accepting
teachers from others countries of the world to teach kindergarten up to grade 12 in 1989.
 In 1996 VIF was asked by Northern Carolina department of public instruction to recruit
teacher in other subject area.
2. Fulbright Teacher Exchange Program
This is opportunity involves a year or semester direct exchange with a counterpart in another
country teaching the same subject at the same time level.

A. Fulbright Teacher Exchange Program Purpose and Belief

 By living and working abroad Fulbright teachers improved their understanding and
appreciation of another culture and education system.
B. History
 Since 1946, the Fulbright teacher exchange program has helped nearly 23,000 teacher and
schools administrations to promote mutual understanding between the United States and
countries around the world.
 Thirty countries including the Philippines currently participating in the Fulbright teacher
exchange program which varies from year to year. Since our country is participating you
may in the future also become a Fulbright teacher exchange fellow.
 This program in the Philippines is manage by the Philippine-American Education
Foundation.

3. Inter-African Teacher Exchange

The object of this program are to provide opportunity for African teachers to learn from the
teaching environment in other African countries and also aimed to extend experiences and when the
horizon of African teacher by encouraging exchange visits to countries outside Africa as well.
Furthermore, the program is envisioned to create cultural awareness and tolerance of development in
different African education environments.

The start-up year begins with the African teacher exchange visits within a school or school in the
African country. The teacher will travel to neighboring countries to work for over a period of two weeks
after which in pairs they will engage in the following activities:

 Be stationed at one school for one week and another school for another week.
 Observe teaching in the said teacher’s subject.
 Guest teaching using ICTs at the schools that the teacher is visiting.
 Engage in the discussions with teachers in another school.
 Write a journal of their exchange visit.
4. Canadian Educators Exchange
The Canadian Education Exchange Foundation is a non-Profit foundation which handles both
students and educator exchanges. International educational exchanges offer educators and their
students an opportunity to broaden their understanding of one another’s cultures, customs and
languages. Exchanges are rewarding but there are some factors needed for consideration.
In Alberta, two kinds of exchanges are possible for a powerful professional development
experiences. These are:

 One Year Exchanges

These exchanges enable teachers in Alberta to swap their jobs (and homes) with teachers
in countries. For a period of one year. During this time the teacher continues to be paid by his or
 her school board in Alberta. When one year is over, the teacher returns home to his original
position in Alberta.

 Short-Term Exchanges
These exchanges which occur during the springs and summer holidays, enable the
teachers and administrators to job shadow with counterpart in another country.

5. Global Teachers Millennium Awards

Although this program is limited only to participating countries, it is important to learn that the
global teacher exchange program contributes to the quality of teachers worldwide.

The global teacher exchanges program commits to improving the quality of education in
South Africa, Ghana, Uganda, and UK and to promote partnership between the North and South
African countries. The program aims to:

 Changes the lives of UK educators, personally and professionally by encouraging them to

fulfill their aspiration and use their talents in innovative ways.
 Ensure benefits for staff and pupils of UK schools and their local communities through the
dissemination of innovative development education.
 Support the aims and activities of Links educational programs in south Africa, Ghana and
Uganda
 Set a standard and develop a model for other similar scheme.

It is the intent of the program to achieve learning outcomes among the largest partners of the
United Kingdom in terms of:

 Increased knowledge of people and life in developing countries

 Better understanding of how UK is linked with other countries
 More positive attitude towards people in life in developing countries-challenging
stereotypes and beliefs in shared humanity
 More positive attitudes towards multicultural nature of UK society-challenging of
stereotypes and embracing of diversity

A global teacher in this program is described as someone who:

 Thinks and acts both locally and globally

 Embrace the worlds rich variety of ways of life
 Understands how this world is interconnected
 Is committed to making the world a more equitable place
 Believes in education for suitable development
 Has professional and personal skills to share and to learns
 Brings the world into their classroom, school and community
 Encourages dialogue and partnership between north and south
 Can inspire others to act global teachers

The various activities of the global teacher exchange program have provided learning
experiences to the participating teachers in the development of their personal and professional lives.
The main changes which resulted from the program are summarized by the following statement of
teacher participants.

“As a result of participating in the scheme, I have developed my ability to mentor students and
staff and have developed a more consultative leadership style in my school."

"The best thing I have ever done. I have come back a different person-more tolerant, more
understanding, more sensitive to the needs of others. The impact of this award will stay with me forever."

More specifically, participants in the group increased in self-confidence; improve in

professional skills, particularly in relation to school improvement processes, peer support, collaborative
working and delivery of in-service training; increased their understanding of school management,
leadership issues and approaches, Increased in knowledge of the many aspects life in the placement
 country; Improved in the re-assessment of professional values and commitment, resulting in changed
perspectives; and personal changes, Including re-evaluation of personal values and lifestyles.

LESSON 5 – BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL TECHNOLOGY
Technologies as link to new knowledge, resource and high order thinking skills have entered
classrooms and schools worldwide. Personal computer, CD-ROMS, online services, the World Wide
Web, and other innovative technologies have enriched curricula and altered the types of teaching
available in classroom. School’s access to technology is increasing steadily every day and most of
these newer technologies are now even used in traditional classrooms.
Despite the various opportunities mentioned, still many future teachers may feel unprepared to
teach using technology for a global application in the classrooms.

TECHNOLOGY FOR TEACHING

The use of technology in the classroom has never been underscored than now. However, survey
data suggest that technology remains poorly integrated into schools, despite massive acquisition of
hardware. Some observations indicate that the most frequent use of computers is for drill-and-skill
practice that supplement existing curricula and instructional practices.

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.
Finding answers to complex problems brought to the classrooms is one important function of
technology. Unlike authentic problems or problems that occur in real world, some problems brought
to the classrooms can be simulated and created with graphics, video and animation. These can be
explored over and over again through technology.

2. Technology acts as cognitive support.

The use of technology provides cognitive support to learners. It assumes interactions with others
who are knowledgeable who can coach, model, guide and give reminders in the accomplishment
of various tasks.
3. Technology promotes collaboration as well as independent learning.
The concept of network can be traced back to technology. Interconnectedness in networking
through technology supports collaboration. Technology provides avenues for discussion and
communication among learners.

TECHNOLOGY PROGRAMS FOR TEACHING

There are various technology that can be used to assist teachers to be innovative in teaching.
 Stand-alone Programs
 Programs Available on the Internet
 Information Databases

Aside from being mere users of technology programs, students can also be multi-media
developers. In creating and producing multi-media by the students, great opportunities are given to
them in the following aspects:
 Selection of their own topics to provide a sense of ownership.
 Conduct research plan the development and presentation of the product.
 Selection of simple multimedia presentation that gives only limited number of options.
 Opportunities for teaching grammar, writing, spelling within the context which is meaningful to the
students.

As teachers in the future, who will be both learners and users of technology, there are
performance indicators that are offered for your guide.
 Technology operations and concepts
  Planning and designing learning environment and experiences.
 Teaching, learning and curriculum.
 Assessment and evaluation Productivity and professional practice.
 Social, ethical, legal, and human issues.

With a global perspective, educational technologies and innovative teaching are imperative
in today’s time. The unlimited resource of available technology and its utilization for innovative
teaching promise challenging experience for prospective teachers. This lesson cannot sufficiently
explore all possibilities to respond to the challenges, however, it has clearly underscored that
technology can provide support to teaching in the resolutions of meaningful problems, act as
scaffolding to learning, and promotes independent learning and collaboration with experts. The lesson
also offered technology programs for teaching in the form of stand-alone program, programs through
internet and information data base.

Modified Technology Education Requirements for Prospective Teachers.

(Technology Standards and Performance Indicators for Teachers)

ISTE Standards
The International Society for Technology in Education (ISTE) is the foremost organization in teaching
technology in the classroom. ISTE standards are ultra-high technology education benchmarks for
both learners and teachers

ISTE STANDARDS FOR EDUCATORS

The ISTE Standards for Educators are your road map to helping students become empowered
learners. These standards will deepen your practice, promote collaboration with peers, challenge
you to rethink traditional approaches and prepare students to drive their own learning.

EXPLORE THE EDUCATOR STANDARDS

1) LEARNER – Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student
learning.
2) LEADER – Educators seek out opportunities for leadership to support student empowerment
and success and to improve teaching and learning.
3) CITIZEN – Educators inspire students to positively contribute to and responsibly participate in
the digital world.
4) COLLABORATOR – Educators dedicate time to collaborate with both colleagues and students
to improve practice, discover and share resources and ideas, and solve problems.
5) DESIGNER – Educators design authentic, learner-driven activities and environments that
recognize and accommodate learner variability.
6) FACILITATOR – Educators facilitate learning with technology to support student achievement
of the ISTE Standards for Students.
7) ANALYST – Educators understand and use data to drive their instruction and support students
in achieving their learning goals.

Prepared by:

Hermogino, Noreen
Billempo, Erra
Abastillas, Ma. Felesa Erica
Garcia, Kristine
Pendon, Rhea