CHAPTER VIIIEDUCATION IN THE NEW

MILIEU

Information and communication Technology and Education

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

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

ICT- more than a New Technology

ICT has become a personalized commodity and the environment we are operating in is more and more based on information and communication technology.

ICT has also been a driving force for globalization, but it has also divided the world into those who have and those who have not, information rich and information poor. The “digital divide” is not only dividing people in terms of availability of ICT but also in terms of availability of education and wealth.

How does ICT in education Initiatives Contibute to the Millenium Development Goals?

Increasing access through distance learning.

Enabling a knowledge network for students.

Training teachers. Broadening the availability of quality

education materials. Enhancing the efficiency and

effectiveness of educational administration and policy.

The Global Curriculum

Teachers and students exploring the internet’s educational possibilities are termed “internauts” trailblazers on this new educational frontier not limited by distance or national boundaries .

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

Computers in education enable us to: Teach more effectively Reach and teach more students. Make the world our classroom. Turn latchkey kids connected kids. Get ready for the future.

Computers in education disable us because:

Effective teaching all but disappears. The digital world remains divided. Students risk becoming antisocial. Computers are a health risk. Fundamental skills are sidelined.

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

According to Lewis Perelman, there is a strong case of education transformation. He argued that knowledge acquisition is no longer something that happens only in school.

Education and Industry“Jobs and skills should match.” One of the deterrents in finding a job is the mismatch of skills possessed by the graduated and the requirements of the job.

The basic features of the system are as follows:

Students and trainees acquire technical and vocational skills from TESDA registered programs in schools and training centers, public and private. After the training, the graduates apply for jobs and get employed. when they decided later to contribute their studies to earn a college degree, the TVET training they have completed will be credited in the college course they will take.

Prepared by:Josie Dela torreCynthia BuqueMilmar Joy Belarmino