a closer look on the education system of
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GlobalEducation
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-is a curriculum that is
international in scope which
prepares todays youth around
the world to function in one
world environment underteachers who are intellectually,
professionally and humanisticallyprepared.
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James Becker
-Global Education as an effort to help
individual learners to see the world as a
single ad global system and to see
themselves as a participant in that system.
-Global Education- is all about diversity,
understanding the differences andteaching the different cultural groups in
order to achieve the goals of global
education
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Goals to achieve to somestandards of Education in place
by 2015 worldwide.
1. Expand early childhood care education
2. Provide free and compulsory primary for all
3. Promote learning and life skills for young and adult
4. Increase adult literacy by 50%
5. Achieve gender parity by 2005, gender equality by 2015
and
6. Improve quality of education
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Global
Teacher
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-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 inany place in the world.
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- He or she someone who thinks and acts both
locally and globally with worldwide
perspectives, right in the communities wherehe or she is situated.
- Should have the following qualities and
characteristics in addition to knowledge, skillsand values:
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Understand how this world is interconnected
Recognizes that the world has rich variety of ways oflife
Has a vision of the future sees what the future wouldbe for himself/herself and the students
Must be creative and innovative
Must understand, respect and be tolerant of thediversity of cultures
Must believe and take action for education that willsustain the future
Must be able to facilitate digitally-mediated learning
Must have depth of knowledge; and
Must possess god communication skills
Must possess the competencies of a professionalteacher
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The course syllabi are written by
scientist and professors hired by
the NATIONAL EDUCATION
COMMISSION.
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The first six years of school make
up the primary grades.This is mainly focused on the
development of cognitive skills of a
children and will be followed byanother six years of high schools.
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The average class size is 40-60
students.Students have to cover all
topics in order to pass thenational examination
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Students wishing to attend
university must pass one of thetwo version of National
University EntranceExamination.
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Six years of primary education.Three years of junior middle school, three
years of senior middle school.
Six years of university.Variety of technical and vocational schools.
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Kindergarten
Elementary
Lower Secondary
Upper Secondary
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The entire educational systemseems to be built on a principle
that if you do well in
examinations, you will get into
good schools, or universities and
automatically into a good life-
time job.
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Primary School Junior primary (grades1-3) Senior primary (grades 4-6)
Secondary Education Junior secondary (grades 7-9) Senior secondary (10-12)
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Certificate and Diplomas
Bachelors Degrees
Honors Degrees
Masters Degree Doctorate
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f h d
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Map of the U.S. Education System
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The American School System
General Information
The American education system is unlike that in
many other countries. Education is primarily theresponsibility of state and local government, andso there is little standardization in thecurriculum, for example. The individual stateshave great control over what is taught in theirschools and over the requirements that astudent must meet, and they are alsoresponsible for the funding of schooling.
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Therefore, there is huge variationregarding courses, subjects, and other
activities
it always depends on wherethe school is located. Still, there are somecommon points, as e.g. the division of the
education system into three levels:elementary/primary education, secondaryeducation, and postsecondary/highereducation (college or university).
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Formal schooling lasts 12 years, until around
age 18. Compulsory schooling, though,ends by age 16 in most states; theremaining states require students toattend school until they are 17 or 18. All
children in the United States have accessto free public schools. Private schools(religious and non-sectarian) are available,
but students must pay tuition to attendthem.
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Structure
U.S. educators frequently use the terms K-12education, and sometimes PK-12 education, torefer to all primary and secondary educationfrom pre-school prior to the first year or grade
through secondary graduation. One of thefollowing three patterns usually prevails in thecommunity:
Elementary school (K-5), middle school (6-8),high school (9-12);
Elementary school (K-6), junior high school (7-9), senior high school (9-12); or
Elementary school (K-8), high school (9-12).
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The majority of U.S. children begin theireducations prior to entering regularschool. Parents who send their children topre-schools/nursery schools (age 2-4) and
kindergartens (age 5-6) have to financethese institutions privately. Children learnthe alphabet, colors, and other elementary
basics.
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U.S. children enter formal schooling around age6. The first pattern (see above) is the most
common one. Elementary students are typicallyin one classroom with the same teacher most ofthe day.
After elementary school, students proceed tomiddle school, where they usually move fromclass to class each period, with a new teacher
and a new mixture of students in every class.Students can select from a wide range ofacademic classes and elective classes.
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In high school, students in their first yearare called freshman, in their second year
sophomore, in their third yearjunior, andin their last and fourth year senior.
There is an even greater variety of subjects
than before. Students must earn a certainnumber of credits (which they get for asuccessfully completed course) in order to
graduate and be awarded with a HighSchool Diploma there is no finalexamination like in many other countries.
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EDUCATIONINNEWZEALAND
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BASIC EDUCATION
School is compulsory for all children in NewZealand from age 6-16
Children are eligible for free education ifthey are New Zealand citizens or residents, orif they qualify as a domestic student
Average number of students to a teacher in
every classroom is 18 to 1 in primaryschooling and 15 to 1 in secondary schoolingin state schools
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3 TYPESOFSCHOOLINNEWZEALAND
State-funded
State integrated
private
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CORESUBJECTSINNATIONAL
CURRICULUMFORALLSTATESCHOOLSARE:
English
Health and Physical Education
Language
Mathematics and Statistics
Science
Social Science Technology
The Arts
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5 COMPETENCIESCOVEREDBYTHENATIONALCURRICULUM
1 . THINKING
2. USING LANGUAGE, SYMBOLS AND TEXTS
DIFFERENCE WAYS TO COMMUNICATE ANDUNDERSTAND INFORMATION
3. MANAGING SELF A CAN DO ATTITUDE
4. RELATING TO OTHERS BEING ABLE TOLISTEN , SEE THE DIFFERENT POINTS OF VIEWAND SHARE IDEAS.
5. PARTICIPATING AND CONTRIBUTING BIGA GROUP MEMBER AND INCLUDING OTHERS
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ITALSOREQUIRESTHEIMPORTANCEOFDIFF. CULTURESTOVALUES:
excellenceInnovation, inquiry an
curiosity
diversity respect
equityCommunity and
participation
Ecological sustainability Integrity
NEWZEALANDLEVELSOF
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EDUCATION
Schooling
Level
Years/Grades Age
Early Childhood Pre-school Birth- 5 years
Primary school Years 1-8 5-13
Intermediate schoolNot always applicableas some primaryschools include theseyears
Years 7-8 11-13
Secondary School Years 7-13 11-17 or 18
TertiaryAlso includes Institue ofTechnology andPolytechnics
University or Similar 17 onwards
NATIONAL CERTIFICATE IN
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NATIONALCERTIFICATEINEDUCATIONACHIEVEMENT (NCEA)
is the official secondary school qualificationin New Zealand
it was phased in between 2002 and 2004,replacing three older secondary school
qualifications Authority administers NCEA.
there are three NCAE qualifications:
Level 1
Level 2
Level 3
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SCHOOLTERMINNEWZEALAND
TERM 1 Early February until mid- April
TERM 2 Late April until the beginning of
July
TERM 3 Mid- July until later September
TERM 4 Mid- October until Mid- December
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HIGHER EDUCATIONUniversities in New Zealand
there are eight government-fundeduniversities in New Zealand and all haveinternationally respected academic andresearch standards
a university education is open to anyonewho meets the common standards prescribedby the New Zealand Qualifications Authority(NZQA)
the academic year for Universities starts in
March to November, however, there are alsocourses in the universities that start in July
Institutes of Technology and
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Institutes of Technology andPolytechnics
state-owned
they offer courses that are equivalent in
merit to those offered as degrees inuniversities
there are 20 polytechnic and technicalinstitutes in the country
Colleges of Education in most cases are
merged with the regional universities
Private Training Institutions and EnglishLanguage Programs
there are 800 private education providers inthe country, many of which are offering short-term English language courses
Registered and accredited by New ZealandQualifications Authority
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EDUCATIONIN
PHILIPPINES
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BASICEDUCATION (K-12)consists of Kindergarten six (6) years of elementary,four (4) years of junior high school and two (2) yearsof senior high school
Kindergarten became mandatory in SY 2012-2013
the subjects from Grades 1 to 10 are the Languages(Mother Tongue, Filipino, English),Math, Science, SocialStudies, Technology and Livelihood Education (TLE)and Music, Arts. Physical Education and Health.
(MAPEH)
in grades 11 and 12, the subjects are Languages(Filipino and English), Math, Science, Social Studiescombined with TLE- Career Pathways
Elementary Education is concerned with the learners
mastery of basic skills and competencies. Secondaryeducation is geared towards the consolidation of theseknowledge and skills mastered at the elementary leveland is focused on equipping the learner withemployable gainful skills or preparing him/her formiddle level skills development or higher education.
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K-12 BASICEDUCATIONPROGRAMLevel ofSchooling
Age (Years) Description
Kindergarten 5 PRE-ELEMENTARY
Grade 1 6 ELEMENTARY (6YEARS)
Grade 2 7
Grade 3 8
Grade 4 9
Grade 5 10
Grade 6 11
Grade 7 12 JUNIORHIGHSCHOOL(4 YEARS)Grade 8 13
Grade 9 14
Grade 10 15
Grade 11 16 SENIORHIGHSCHOOL
(2 YEARS)
Grade 12 17
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HIGHER EDUCATION students who graduate in high schoolconsisting of four years may proceed to colleges,
universities or technical vocational institutions,which are classified as higher institutions
Higher educations institutions are supervisedby a government agency called the Commissionon Higher Education or CHED
Most college programs are four years for
baccalaureate degrees, other highly specializedfield like medicine and law take around 8 yearsto complete
For technical vocation education or postsecondary education, there are 2 year courses
Most of the college degree programs requirepassing a licensure examination for Nursing,Dentistry, Medical technology, Engineering,Medicine and Teaching
Examinations are given by the ProfessionalRegulation Commission (PRC) while for Law, theexamination is given by the Supreme Court.
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By nature all men are pretty much alike. Itis only by culture that they are set apart.
Confucius
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What is CULTURE?
the values, traditions, social andworldview shared by a group of people
bound together by a combination offactors.
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Students may differ in: Race
Ethnic or religious groups
Economic status
Languages spoken
Family background
Some could be stricken by poverty, unemployment,
relocations etc.
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Multicultural Education Enables teachers and educators to give value to thedifferences in prior knowledge , experiences oflearners from diverse background and familiarity with
students histories of diverse culture.
Curricular and instructional modifications
(Different) Teaching styles
Re-examination of teachers attitudes, beliefs, andperception.
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Goals of Multicultural EducationDevelop and foster a democratic and just society whereall groups experience cultural democracy andempowerment.
Improve academic achievement of all students.
Help the students to develop the knowledge ,attitudes and skills needed to function within theirown and other cultures, and within global community.
Provide opportunities to gain cultural competency.
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How do we achieve theseGOALS?
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a caring environmentwill
always enhance academicachievement.
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LESSON 4: BroadeningTeaching Perspectives:Teacher ExchangeProgramsWe cannot hold a torch to light anotherspath
without brightening our own.Ben Sweetland
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How to become a globalteacher?
Why do teachers confined in our
country need to expand theirexperiences to the wider
learning environment of the
world?
T b l b l t h d
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To become a global teacher, you need
to broaden your teaching
perspectives. Expanding yourexperiences beyond the confines of
your classroom to the wider learning
environment of the world is one of themany avenues in order to achieve a
level of global competitiveness.
Opportunities for this endeavor can beachieved through teacher exchange
programs.
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Few programs will be used asexamples for your informationand knowledge.
1. Visiting International Faculty
Program (VIF)
Visiting International Faculty Program
(VIF) is the United States largest
cultural exchange program for teachers
and schools. It is dedicated to transforming lives
through international exchange of
teachers.
VIF offers highly qualified teachers from
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around the world serving as teachers and
cultural ambassadors in the US.
FUNCTION:
VIF provides school in the United States
with world class teachers who teach a
new generation of students for success
in globally integrated world.
a.History of Visiting International FacultyProgram
Started nineteen (19) years ago
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Founded in 1987 and began
accepting teachers from other
countries of the world to teach
kindergarten up to grade 12 in
1989. In 2996, VIF was asked by the
North Carolina Department of
Public Instruction to recruitteachers in other subject areas.
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ABOUT VIF: VIF International Education, a privately-held
education company headquartered in Chapel Hill,North Carolina, helps K-12 schools create learning
and effective international learning environment.
VIF develops and manages comprehensiveinternational education programs that emphasize
cultural exposure and early language skills.
Designated by the U.S. Department of State as an
Exchange Visitor Program, VIFs 20 year history isrooted in providing greater student exposure to the
worlds language, cultures and diverse perspectives
through international teachers.
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VIF Purposes and BeliefsAll schools should have at least one
international exchange teacher.
All students should be exposed to a
variety of exchange teachers during their
academic careers.
All communities should have an equal
opportunity to develop globally literatecitizens to help builds foundation for
success in the global marketplace.
FULLBRIGHT TEACHER
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FULLBRIGHT TEACHER
EXCHANGE PROGRAM
Since 1946, the Fullbright TeacherExchange Program has helped nearly23,000 teachers and school administratorsto promote mutual understandingbetween the United States and countriesaround the world. For the U.S. teachers,this opportunity involves a year orsemester direct exchange with acounterpart in another country teachingthe same subject at the same level.
IMPACT OF THE FULLBRIGHT
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CLASSROOM TEACHER EXCHANGE Impact to Teachers:
Increased understanding of host
country, language and academic field.
Opportunity for career-enhancing
professional development experience
which allows teachers to gain new
perspectives, be exposed to newteaching methods, develop new
curricula and share professional
expertise
Opportunity to develop lifelong
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Opportunity to develop lifelong
friendship and professional
relationships and become a memberof an international community of
Fulbright alumni
Additional benefit to accompanying
family members, who gets to live or
go to school in a different culturalenvironment.
I t t S h l
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Impact to Schools: Increased global awareness on the
part of students taught byInternational exchange teachers andby the returning Fulbright Teachers
Increased knowledge and
international awareness on the partof professional colleagues throughinteractions with exchangeteachers
Opportunity for students to learnforeign languages from nativespeakers
Impact on Communities:
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Impact on Communities:
Presence of an International
teacher and his or her family asresources in the community,
providing the whole community the
opportunity to learn about anothernation
Opportunity for increased
awareness of and respect fro,diverse ideas, values, world views
and ways of life.
INTER-AFRICAN TEACHER
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EXCHANGE
The objectives of this program areto provide opportunity for Africanteachers to learn from teaching
environment in other Africancountries and also aimed to extendexperiences and widen the horizon
of African teachers by encouragingvisits to countries outside theAfrica as well.
The teacher will travel to neighboring
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The teacher will travel to neighboring
countries to work for over a period of
the two weeks after which in pairs theywill engage in following activities:
1. Be stationed at one school for one week andanother school for another week.
2. Observe teaching in the said teachers subject.
3. Guest teach using ICTs at the schools that the
teacher is visiting
4. Engage in discussions with teachers in anotherschool.
5. Write a journal of their exchange visit.
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CANADIAN EDUCATORSEXCHANGE The Canadian Education Exchange
Foundation is a non-profit foundationwhich handles both student and
educator exchanges.
International educational exchangesoffer educators and their students anopportunity to broaden theirunderstanding of one anothers culture,custom and languages.
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2 KINDS OF EXCHANGES:a. ONE YEAR EXCHANGES
Enable teachers in Alberta to swap theirjobs (and homes) with teachers in countriessuch as Australia, New Zealand, UnitedKingdom and the United States, Germany
and others for a period of one year.
b. SHORT TERM EXCHANGES
Occurs during the spring and summerholidays, enable the teacher andadministrators to job shadow with thecounterpart in other country.
JOB SHADOWING
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JOB SHADOWING
Is a popular on the job learning, careerdevelopment , and leadershipdevelopment intervention.
Involves working with another employeewho might have a different job in hand,
might have something to teach, or canhelp the person shadowing him or her tolearn new aspects related to the job.
Helps both parties to learn and exchange
ideas. It helps in networking, exploring
opportunities, feedbacking andcollaboration with departments.
Organizations have been using this as
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g g
a very effective tool for learning.
APPLICATIONS OF JOB SHADOWING:New Job Training
Career Development
Developing Expertise
Leadership Development
GLOBAL TEACHERS
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MILLENIUM AWARDSAlthough this program is
limited only to participating
countries, it is important tolearn the Global Teacher
Exchange Program contribute
to the quality of teachersworldwide.
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THE PROGRAM AIMS TO:Change the live UK educators
personally and professionally by
encouraging them to fulfill their
aspiration and use their talents ininnovative ways,
Ensure benefits for staff and pupils of
UK schools under local communitiesthrough the dissemination of
innovative development education.
S t th i d ti iti
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Support the aims and activities
ifLinks educational program in
South Africa, Ghana, and
Uganda.
Set a standard and develop a
model for other similar scheme.
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How can youdescribe aglobal teacher?
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QUESTIONS:1. If you want to be a part of any teacher
exchange program, what are the
qualifications do you have?
2. Among the following teacher
exchange program, what program doyou think suit your qualifications?
It is interesting to note that these
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It is interesting to note that theseprograms give teachers the opportunity
to live their professional lives inanother context, in another setting, inanother country, thus strengtheningtheir skill in understanding diversity
and multiculturalism.
Thank you!By: MS. VERONICA ROSE S.BUENAVENTURA
TECHNOLOGY
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TECHNOLOGY
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1. Technology provides
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1. Technology provides
support to the solutionof meaningful problems
Finding answer to complexproblems brought to the
classroom is one importantfunction of technology
Technology act as
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Technology act as
cognitive support
The use of technology providescognitive support to learners.
Ex. Multimedia Database on CD-
ROMSVideodisc
Web
Technology promotes
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Technology promotes
collaboration as well asindependent learning
Interconnectedness in networkingthrough technology supportcollaboration. Technology
provides avenues for discussionand communication amonglearners.
Technology Programs for Teacher
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Technology Programs for TeacherStand-alone program
Software CD-ROMS
Information Database
Print-based form now in electronic form
Programs available in the Internet
Knowledge Integration Environment GLOBE PROGRAM(Global Learning and Observations
to Benefit Environment)
Electronic field trip
MODIFIED TECHNOLOGYEDUCATION REQUIREMENTS FOR
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EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS
1. Technology operations andconcepts
Demonstrate introductory knowledge, skillsand understanding of concepts related totechnology
Demonstrate continuous growth intechnology knowledge and skills to keepabreast of current and emerging technologies
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2. Planning and designing learning
environments and experiences Apply current research on teaching and learningwith technology when planning the learningenvironments and experiences
Identify and locate technology resources andevaluate them for accuracy and suitability.
Plan for the management of technologyresources within the context of learningactivities.
Plan strategies to manage student learning in atechnology-enhanced environment
3. Teaching ,learning and curriculum.Teachers implement curriculum plans that
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p pinclude methods and strategies for applying
technology to maximize student learning. Use technology to support learner-centered
strategies that address the diverse needs ofstudents.
Apply technology to develop students higher orderskills and creativity.
Facilitate equitable access to technology resourcesfor all students.
Manage student learning activities in technology-enhance environment
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4. Assessment and evaluation Use technology resources to collect and
analyze data, interpret result and
communicate findings to improveinstructional practice and maximizestudent learning.
Apply multiple methods of evaluation todetermine students appropriate use oftechnology resources for learning,communication and productivity
P d ti it d P f i l
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5. Productivity and Professional
practice Use technology resources to engage in ongoing
professional development and lifelong learning.
Continually evaluate and reflect on professionalpractice to make informed decisions regardingthe use of technology in support of studentlearning.
Apply technology to increase productivity.
Use technology to communicate and collaboratewith peers ,parents and larger community in
order to nurture student learning
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6. Social, ethical , legal andhuman issues Apply technology resources to enable and
empower learners with diverse backgrounds,
characteristics and abilities. Identify and use technology resources that
affirm diversity.
Promote safe and healthy use technologyresources.
Facilitate equitable access technology resourcesfor all students.
How should Technology be used?
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How should Technology be used?
Use technology linked to district and school initiatives to support
the content of the learning area.
Integrate technology with the curriculum rather than makingtechnology a separate subject area.
Use technology to assist with data driven decision makingtechnology
Use technology to support different learning styles to meet the
needs of all learners including those with disabilities.
Use technology as a vehicle for professional development.
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With substantial knowledge, skills and appropriate
attitude in the use of technology, you can now applyinnovative teaching strategies in your classroom.
As technology becomes increasingly useful forteaching, administration and management withinschools, all staff need to be confident ICT users.
This means devoting time to developing technologyskills and ensuring they are updated regularly in order
to keep up with rapid changes in the digital space.