CHAPTER 3: ON BECOMING

GLOBAL TEACHER
 LESSON 1: GLOBAL EDUCATION AND THE GLOBAL
TEACHERS
1.Global Education Global education has been best
described by two definitions: 1. 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 people to a certain
world standards.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

2. 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 humanistic ally prepared.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

The United Nations entered into an agreement to pursue six goals to achieve some
standard of education in placed by 2015 worldwide. To achieved global education,
the UN 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 by 50%.
5. Achieve gender parity by 2015, gender quality by 2015 and
6. Improve quality of education.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

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 market place with a world view of
international understanding. In his article “Goals of Global Education,”
Becker emphasized that global education incorporates into the
curriculum and education experiences of each student a knowledge and
empathy of cultures of the nation and the world.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

Thus, to meet the various global challenges of the future, the 21st Century
Learning Goals have been established as basis of various curricula worldwide.
These learning goals include:  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.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

Thus, to meet the various global challenges of the future,

the 21st Century Learning Goals have been established as
basis of various curricula worldwide. These learning goals
include:  Life Skills: Leadership, ethics, accountability,
personal responsibility, self-directions, other  21st
Century Assessment: Authentic assessment that measure
the areas of learning.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

Global education is all about diversity, understanding the differences and teaching
the different cultural group in order to achieve the goals of global education as
presented by the United Nations. It is educating all people in the world from the
remote and rugged rural villages in developing countries, to the slum areas of
urbanized countries, to the highly influential and economically stable societies of
the world.

Global education addresses the need of the smallest schools, to the largest
classrooms in the world. It responds to borderless education that defies distance and
geographical location.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

• Global Teacher Looking back at that concept of global

education, how do we define now a global teacher? Is this
teacher somebody who teaches abroad? Is this person teaching
anywhere in the world, and is able to teach the 21st century
learning goals? These are some of the fundamental questions
which should be answered in order to understand, who a
GLOBAL TEACHER is?
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

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.
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

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 if life;  Has a vision of the future and
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;
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

• Must believe and take action for education that well

sustain the future;  Must be able to facilitate digitally-
mediated learning;  Must have depth knowledge; and 
Must possess good communication skills (for Filipino
teachers to be multilingual). And lastly but more
importantly,  Must possess the competencies of a
professional teacher as embodies in the National
Competency-Based Standards for Teachers (NCBTS).
 GLOBAL EDUCATION AND THE GLOBAL TEACHERS

• The table below shows the teaching posts needed by 2015, which you may avail of, if you are
qualified.
Region of the world Number of New teaching position needed by 2015 by
the thousands
Arab States 243,000
Central and eastern Europe 80,000
Central Asia 22,000
East Asia and the Pacific 104,000
Latin America and the Caribbean 10,000
North America and Western Europe 155,000
South and west Asia 292,000
 LESSON 2:A CLOSER LOOK ON THE EDUCATION SYSTEM OF
SELECTED COUNTRIES
Five Pillars which are:
1. Learning to Know
2. Learning to Do
3. Learning to Be
4. Learning to Live Together
5. Learning to Transform
 Educational System of AUSTRALIA

a. Australia’s Basic Education

• Australia, called by many as the last paradise on earth, has a high quality educational system.
• Many students from all over the world go to Australia to study.
• The educational system in Australia is similar with that of Canada and England.
Primary Schools- 6 years, High school- 6 years -junior high school (year 7- year 10) -senior high
school (year 11- year 12) o College/ University- 3 to 6 years.
Students who intend to go to college or university entrance examination;  Other students may
get a job after year ten; or  Go to a Technical and Further Education (TAFE) College to learn
technical skills.
 Educational System of AUSTRALIA

a) PRIMARY EDUCATION Compulsory Education 6 to 12 years old provided by

government and non- government primary schools However, in most states, children
start primary school at the age of five when they enroll in preparatory or kindergarten
year.

b) JUNIOR SECONDARY LEVEL for four years 12 to 16 years old At the end, a Junior
Secondary Certificate of Education (Year 10 Certificate) is awarded.

c) SENIOR SECONDARY LEVEL 16 to 18 years old no longer compulsory education

offered by government and non- government providers Senior Secondary Certificate of
Education (Year 12 Certificate) is awarded at the end of the senior secondary level.
 Educational System of AUSTRALIA
HIGHER EDUCATION 1. to enable individuals to develop their capabilities 2. to advance
knowledge and understanding 3. aid the application of knowledge 4. enable individuals to adapt
and learn 5. contribute to democratic civilized society.
Universities: autonomous, self-accredited institutions, established by Federal, State or Territory
legislation Academic year: begins with the undergraduate level of a Senior Secondary Certificate
of Education is required for admission of university education leads to a bachelor's degree.
A graduate with a bachelor's degree: can proceed to a one-year to two-year post graduate course
leading to a postgraduate diploma. A student who has qualified for a bachelor's degree (Honours)
may proceed to a master's degree. A student who has qualified for a bachelor's degree (Honours)
may proceed to study for doctorate usually Ph.D.
 Educational System of CHINA
Most populous country of the world is China o 200 million students attending
public schools taught by over 9 million teachers in the elementary, junior, and
senior high schools o largest educational system of the world (Wang, 1996;
Nanjundiah, 1996) o The course syllabi are written by scientists and
professors hired by the National Educational Commission.
UNIFORM subject matter and instructional contents o Primary grades (6 yrs)
devoted to development of cognitive skills o High School (6yrs) 3yrs
middle school 3yrs senior high Class size ranged from 40 to 60 students
Educational System of CHINA

1.University (6 yrs) For admission, must pass one of the

two versions of the National University Entrance
Examination. The quality and reputation of the school
will depend on the number of students passing the
examination (Changbin, 1995; Kwang, 2000)
Educational System in JAPAN

1.Japan Education o highly centralized o administered by

the Mombusho or Ministry of Education o 10% goes to
the university o 1/3 go to the private schools and the
rest are enrolled in the public of national school system
(Abner, 2002) o seen as a model of how operate
schools
 Educational System in JAPAN
• In 2005, a book in Japan in the 21st Century: Environment, Economy
and Society says: " Japan's educational system produces students who
perform for better on international examinations than Americans do,
and Japanese students are indisputably among the best in the world in
solving mathematical equations...Youngsters are well behaved, envied
around and law abiding; Japan's low crime rates are well known and
widely envied around the world. But what is even more striking than the
lack of crime is the overwhelming civility; graffiti and vandalism are
rare and schools sports teams not only bow to each other before the
game but rush over the opposing team's stand after the game to pay
their respect."
 Educational System in JAPAN

1.5 basic levels: Kindergarten, elementary school (6years), lowers

secondary school (3 years), upper secondary (3years) and university
(usually around 4 years).
2.In Japan, education is: FREE and compulsory for children 6 to 15
years, Classes are large and teaching methods is usually lecture,
Japanese students spend 243 days in a year in school. The school
calendar is year-round with some breaks between sessions.
Educational System in JAPAN

1. Standard curriculum includes : o Japanese language o Social

Studies o Math o Science o Art o Music o Home Economics o
Physical Education
2. Upper secondary schools offer: a) Academic -Japanese
language -English -Science -Math b) Technical c) Vocational
programs -Information Processing -Navigation -Fish Farming -
Ceramics -Business English
Educational System in JAPAN

1.Higher Education: Must take 2 examinations: -

national achievement test - given by the
university itself Graduate School: - only 7% of
university graduate gets Master's degrees
Doctorate Level - students enroll in medical
programs and the humanities
 Educational System of SOUTH AFRICA

1.South African Education o Equal access to basic education o

Opportunities for lifelong learning o Democratic participation o
Sustainability of development and relevance of education
2.Basic Education Formal education in South Africa is categorized into
sectors or levels: o public ordinary school education, o independent
school education, o special school education, o technical college
education, o teacher training and o university training.
 Educational System in UNITED KINGDOM
1. The National Curriculum o minimum educational requirement for compulsory
school age, 5 to 16 years o mandatory for all state schools which promotes
holistic development, prepares them for opportunities, responsibilities and
experiences of adult life. o It includes religious education and for secondary
students sex and career education. o Followed by almost all the schools whether
private or state
2. a. Basic Education o National curriculum core subjects- English, Mathematics,
and Science. Each key level has definite emphasis that gradually becomes more
advanced as the level progresses. o Foundation Stage- covers children aged 3-5
years, but does not have a strong mandate as to what needs to happen during
these years of schooling as it is not yet mandatory.
 Educational System of the UNITED STATES OF AMERICA
1. There are public and private colleges, schools and universities in the United
States. o The public schools are funded, in part, by a city, and/or state, and or
state pay less tuition because some tax money is used to subsidize the tuition. o
Private colleges and universities are supported primarily by tuition and private
contributions. All students must pay the same tuition no matter where they come
from.
2. Basic Education Pre-primary education: o kindergartens, nursery schools,
preschool programmes, and child/day care centers. o 4-6 years old and the
duration is 2 years.
 Educational System in New Zealand
1.New Zealand education system is a 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.
2.Basic Education in New Zealand
School is compulsory for all children in New Zealand from age 6-16.
Children are eligible from free education if they are New Zealand citizens or
residents, or if they qualify as domestic students.
The average number of students to a teacher in every classroom is 18-1 in
primary schooling and 15-1 in secondary schooling in state schools.
Educational System in New Zealand

3 types of school in New Zealand

State-funded;
State integrated;
Private

Basic Education in New Zealand There is a national curriculum which

is set out as a learning requirements for all state schools. In the basic
education there are key competencies and shared vision, principles and
values.
Educational System in New Zealand
More subjects in New Zealand English Health and Physical Education
Language Mathematics and Statistics Science Social Science Technology
The Arts
Basic Education in New Zealand Secondary schools may add other subjects such
as accounting, art history, media studies and specialized science and language
studies. There are five competencies covered by the national curriculum.
5 competencies covered by the National Curriculum Thinking; Using
language, symbols, and texts-different ways to communicate and understand
information; Managing self-a “can-do” attitude Relating to others-being able to
listen, see different points of view and share ideas; and Participating and
contributing-big a group member and including others.
Education System in the Philippines
• Basic Education in the Philippines (K-12)
• The K-12 basic education in the Philippines consists of Kindergarten, 6
years of Elementary, 4 years of Junior high school, and 2 years of Senior
high school.
• Kindergarten became mandatory in SY 2012-2013.
• The teaching in Kindergarten is built around six domains.
Education System in the Philippines
• Basic Education in the Philippines (K-12)
• From Grade 1-10 is a core of academic subjects taught using the spiral
progression approach.
• The subjects from Grades 1-10 are the Languages (Mother Tongue, Filipino,
English), Math, Science, Social studies, TLE, MAPEH.
• Mother Tongue is used as the medium of instruction from K-Grade 3 and is
taught as a subject only in Grades 1, 2 and 3.
• Science as a subject is taught only beginning Grade 3.
• TLE is taught starting Grade 4 until Grade 10.
Education System in the Philippines
1.Basic Education in the Philippines (K-12) In Grades 11-12, the subjects are Languages
(Filipino and English), Math, Science, Social studies combined with TLE-Career Pathways.
The focus in Grade 11 and 12 is on the specialization subjects that equip the learner for the
career path of his/her choice. These career paths come in 3 tracks- academic, techvoc and
sports and arts. Those college bound choose the academic specialization.
2.Basic Education in the Philippines (K-12) Those who wish to continue the TLE specialization
they had in Grade 9 and Grade 10 may choose the techvoc track. another track can be sports
and arts. 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.
Education System in the Philippines
1.Philippine basic Education ladder Level of Schooling Age (Years) Description
Kindergarten 5 Pre-Elementary Grade 1 6 Elementary (6 years) Grade 2 7 Grade 3
8 Grade 4 9 Grade 5 10 Grade 6 11 Grade 7 12 Junior High School (4 years)Grade
8 13 Grade 9 14 Grade 10 15 Grade 11 16 Senior High School (2 years) Grade 12
17
2.Higher Education in the Philippines 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.
Education System in the Philippines
Higher Education in the Philippines Majority 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. Other highly specialized field like medicine and law take around eight
years to complete.
Higher Education in the Philippines 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.
(Nursing, Dentistry, Medical Technology, Medicine, Engineering and Teaching)
The examination are given by the Professional Regulation Commission (PRC)
while for law, the examination is given by the Supreme Court.
Education System in the Philippines

• Summary: From the different educational systems presented, we can

say that basic education is compulsory in all countries. This is also
true to the Philippines, this is a positive response to global education as
presented by the United Nations. The number of years in every level,
primary or secondary, for some countries varies. Kindergarten or pre-
school, now made compulsory by the virtue of Republic Act 10157,
institutionalizer universal kindergarten. For every exit level (Grade 6,
Grade 10, Grade12) in the educational structure in basic education, a
student is certified through a diploma or a certificate of completion.
Education System in the Philippines

• Summary: The certificate or diploma is one of the

requirements for entrance to higher or tertiary education
which is available in almost all countries. With the
implementation of the K-12 in the Philippines, the
number of years in basic education is now equal to those
of other countries in the world.
Education System in the Philippines

•Summary: For advanced higher education,

master’s degrees and doctorate degrees are offered
in many colleges and universities of the countries.
You can also get enrolled for your own graduate
degrees in these colleges and universities here or
abroad.
LESSON 3:MULTICULTURAL DIVERSITY: A CHALLENGE TO
GLOBAL TEACHER
“All men are pretty much alike. It is only by culture that they are set
apart.” Confucius

What is Culture? “the values, traditions, social and worldview shared by

a group of people bound together by a combination of factors.” (Derman
and Sparks)
MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL
TEACHER

Trivia:
Culture Comes from the Latin word “CULTUS”

Diversit y Comes from the Latin word

“DIVERTAS”
 MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL
TEACHER
Diversity of Learners in Multicultural Classrooms • Race • Ethnic group •
Religious group • Languages • Socio-economic backgrounds

James Bank “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 receive an equal opportunity to learn in school.”
 MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL
TEACHER
MULTICULTURAL EDUCATION enables teachers and educators to
give value to the differences in prior knowledge, experiences of learners
from diverse background and familiarity with students’ histories of
diverse cultures. (Haertel, 1998)

Fraser-Abner (2001) Suggestions: 1. Be sensitive and aware. 2. Never

make assumptions. 3. Avoid stereotyping. 4. Get to know each student.
 MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL
TEACHER
Fraser-Abner (2001) Suggestions: 5. Look into your own conscious. 6.
Plan your activities. 7. Infuse multicultural instructional materials. 8.
Collaboration and cooperation.

Guiding Principles: 1. Pre-Service teacher education programs 2.

Equitable opportunities 3. Social skills 4. School Curriculum 5. Eliminate
stereotyping 6. Values
 MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL
TEACHER

Some of basic assumptions that enhance Teacher Development:1. No

two learners are exactly the same. 2. Children in all classrooms are
heterogeneous. 3. Strategies that work with one learner may not work
with another 4. Student’s background and experiences should be
considered 5. Community members can assist teachers in facing issues
LESSON 4: BROADENING TEACHINGPERSPECTIVE:TEACHER
EXCHANGE PROGRAM
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
1. VISITING INTERNATIONAL FACULTY PROGRAM ( VIF)• Is the United
States largest cultural exchange program for teachers and schools

• It is dedicated to trans forming lives through international exchange of teachers.

• Offers highly qualified teachers from around the world serving as teachers and
cultural ambassador in the United States.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
2. A. VIF PURPOSES AND BELIEFS
• It is the intention of the VIF to ensure that student, educators and communities
worldwide reap the benefits of international education . the program believes in the
following principles:
1. All school should have at least one international exchange teacher.
2. All students should be exposed to a variety of exchange teachers during their
academic careers.
3. 3All communities should have an equal opportunity to develop globally literate
citizens to help build a foundation for success in the global market place.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
B. HISTORY OF VISITINGINTERNATIONAL FACULTY PROGRAM VIF
• The program started 19 years ago. It was founded in 1987 and began accepting
teachers from other countries of the world to teach kindergarten up to grade 12 in
1989.This project is in cooperation with the North Carolina Department of Public
Instruction. The first group of 12 international teachers worked on in 10 North
Carolina countries as foreign language teachers.
• The international teachers are coming from more than 50 countries of the world
such as Australia, Canada, Chile, and New Zealand, Ecuador, Mexico, Spain
including the Philippines. There are several Filipino Teachers who participated in
this program.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
2. Fulbright Teacher Exchange Program• Since 1946, the Fulbright
Teacher Exchange Program has helped nearly 23,000 teachers and school
administrators to promote mutual understanding between the United
States and countries around the world. For the U. S teachers, this
opportunity involves a year or semester direct exchange with a
counterpart in another country teaching the same subject at the same
level.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
3. Inter –African Teacher Exchange
• The objectives of this program are to provide opportunity for African
teachers to learn from teaching environment in other African countries
and also aimed to extend experiences and widen the horizon of African
teachers by encouraging exchange visits to countries outside Africa as
well.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
• The teacher will travel to neighboring countries to work for over a period of the
two weeks after which in pairs they will engage in following activities:
1. Be stationed at one school for one week and another school for another week.
2. Observe teaching in the said teachers subject
3. Guest ICTs at the schools that the teacher is visiting
4. Engage in discussions with the teachers in another school.
5. Write a journal of their exchange visit.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM

4. Canadian Educators Exchange

• The Canadian Education Exchange Foundation is a non- profit
foundation which handles both student and educator exchanges.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
• In Alberta, two kinds of exchanges are possible for a powerful professional
development experiences. These are:1. One Year Exchanges - These exchanges
enable teachers in Alberta to swap their jobs (and homes) with teachers in countries
such as Australia, New Zealand, United Kingdom, and the United States, Germany,
and other for a period of one year. During this time, the teacher continues to be paid
by his/her school board in Alberta, when the year is over again the teacher returns
home to his original position in Alberta.
2. Short- term Exchanges – This exchange which occur during the spring and
summer holidays, enable the teachers and administrators to job shadow with the
counterpart in another country.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
5. Global Teachers Millennium Awards• Although this program is limited
only to participating countries, It is important to learn that Global teacher
Exchange program contribute to the quality of teachers worldwide.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
The programs Aims to:
• Change the live 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 under local
communities through the dissemination of innovative development
education.
• Support the aims and activities of Links’s educational program in South
Africa, Ghana, and Uganda
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
• Set a standard and develop model for other similar scheme
• It is the intent of the program to achieve learning outcomes among the target
partners of the Unite Kingdom in terms of:
A. Increase knowledge of people and life in developing countries
B. B. Better understanding of how UK is linked with other countries
C. More positive attitudes toward people and life in developing countries –
challenging stereotypes and beliefs in shared humanity
D. More positive attitudes towards multicultural nature of UK society-
challenging of stereotypes and embracing of diversity.
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
• A Global Teacher in this program is described as someone who:
• • Thinks and acts both locally and globally;• Embraces the world’s rich
variety of ways of life;
• • Understand how this world is interconnected;
• • Is committed to making the world a more equitable place
• • Believes in education for sustainable development
• • Has a professional and personal skills to share, and to learn;
• • Bring world into their classroom, school, and community;
• • Encourages dialogue and partnership between the North and the South;
• • Can inspire others to acts Global Teachers
BROADENING TEACHINGPERSPECTIVE:TEACHER EXCHANGE
PROGRAM
“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, and more sensitive to the needs of
others. The impact of this award will stay with me forever.”
LESSON 5: BRINGING THE WORLD INTO THE CLASSROOM THROUGH
EDUCATIONAL TECHNOLOGY

INTRODUCTION  Technologies as link to new

knowledge, resources and high order thinking skills have
entered classrooms and schools worldwide. Despite the
various opportunities... Still many future teachers may feel
unprepared to teach using technology for global
application in the classroom.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

• TECHNOLOGY FOR TEACHING  Educationists

began exploring the use of technology that supports
models of teaching that emphasize learning with
understanding and more active involvement.  This
exploration “made a decision to use a technology to go
beyond facts-based, memorization-oriented curricula to a
curriculum in which learning with understanding is
emphasized was embraced.”
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

ROLES OF TECHNOLOGY IN ACHIEVING THE GOALS OF LEARNING FOR

UNDERSTANDING Technology provides support to the solution of meaningful
problems
•Finding answers to complex problems brought to the classroom is one important
function of technology.
•Some problems brought to the classrooms can be simulated and created with
graphics, video and animation.
•Simulations or exploratory environments called microworlds allow students to
carry out actions and investigation right inside the classrooms with the use of the
computers.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

Technology acts as cognitive support.

• The use of technology provides cognitive support to learners.

Technology promotes collaboration as well as independent learning

• Interconnectedness in networking through technology supports

collaboration.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

TECHNOLOGY PROGRAMS FOR TEACHING  Stand-alone programs “stand-

alone” softwares, videodisc or CD-ROM  Programs available on the internet 
Programs which are available on the internet from where the school can choose a
site. KIE (Knowledge Integration Environment) GLOBE Program (Global Learning
and Observation to Benefit Environment) Electronic field trips – This
communication technology allows learners to travel and visit places for global
explorations. Virtual electronic field trip – through an interactive broadcast from
expedition site  Information Databases • Print-based materials available in
electronic form. Ex. Set of National Geographic Magazine is now in CD –ROM,
Encarta and Grollier - provide access to vast information.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

OPPORTUNITIES FOR STUDENT AS PROSPECTIVE TEACHER TO

PRODUCE PRODUCTS
1. Selection of their own topics to provide sense of ownership.
2. Conduct research, plan 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, writing, spelling within the context which is
meaningful to the students.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR

PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
1. Technology operation and concepts Teacher should demonstrate an
understanding of sound technology operations and concepts.
They should:
a. Demonstrate introductory knowledge, skills and understanding of concepts
related to technology.
b. Demonstrate continuous growth in technology knowledge and skills to keep
abreast of current and emerging technologies.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

2. Planning and designing learning environment and experiences. Teachers plan and design
effective learning environments and experiences supported by technology.
They should:
a. Apply current research on teaching and learning with technology when planning the
learning environment and experiences.
b. Identify and locate technology resources and evaluate them for accuracy and suitability.
c. Plan for the management of technology resources within the context of learning
activities.
d. Plan strategies to manage student learning in a technology-enhanced environment.
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TECHNOLOGY

3. Teaching learning and the curriculum. Teachers implement curriculum plans that
include methods and strategies for applying technology to maximize student
learning.
Teachers should:
a. Use technology to support learner-centered strategies that address the diverse
needs of students.
b. Apply technology to develop students’ higher order skills and creativity.
c. Manage student learning activities in a technology- enhanced environment.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY
4. Assessment and evaluation Teachers apply technology to facilitate a variety of effective
assessment and evaluation strategies.
They should:
a. Use technology resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
b. Apply multiple methods of evaluation to determine students’ appropriate use of technology
resources for learning, communication, and productivity.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

5. Productivity and professional practice Teachers use technology to enhance their

productivity and professional practice.
They should:
a. Use technology resources to engage in ongoing professional development and lifelong
learning.
b. Continually evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning.
c. Apply technology to increase productivity.
d. Use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY

• 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:
• a. Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
• b. Identify and use technology resources that affirm diversity.
• c. Promote safe and healthy use of technology resources
• d. Facilitate equitable access to technology resources for all students.
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TECHNOLOGY

SUMMARY
With the 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 a 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. Suggested requirements for prospective teachers are
included in this lesson for you to ponder on.