This is a slide presentation version of the Philippine ICT Roadmap draft as of June 2005 by the Commission on Information and Communications Technology. This is intended for the course Technology for Teaching and Learning 1.
โข Lesson 1: Global Education and the Global Teacher
โข Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World
โข Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
โข Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs
โข Lesson 5: Bringing the World Into the Classroom Through Educational Technology
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
Select and Use ICT Tools for Teaching and LearningIra Sagu
ย
This document discusses various digital tools that can be used for teaching, including QR codes, infographics, and Padlet. It provides details on what each tool is, examples of how it can be used, and step-by-step instructions for creating them. Specifically, it outlines how QR codes can link to additional resources, infographics can visually present information or data, and Padlet allows for online collaboration in bulletin boards. Overall, the document promotes integrating these digital tools in education to enhance engagement, accessibility of resources, and information sharing.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
โข Lesson 1: Global Education and the Global Teacher
โข Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World
โข Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
โข Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs
โข Lesson 5: Bringing the World Into the Classroom Through Educational Technology
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
Select and Use ICT Tools for Teaching and LearningIra Sagu
ย
This document discusses various digital tools that can be used for teaching, including QR codes, infographics, and Padlet. It provides details on what each tool is, examples of how it can be used, and step-by-step instructions for creating them. Specifically, it outlines how QR codes can link to additional resources, infographics can visually present information or data, and Padlet allows for online collaboration in bulletin boards. Overall, the document promotes integrating these digital tools in education to enhance engagement, accessibility of resources, and information sharing.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
This document discusses different learning delivery modalities (LDMs) in light of changes in the education system. It defines key LDMs like face-to-face, distance, blended, and alternative delivery learning. For face-to-face, it outlines approaches like modified shifting of classes and ESM-focused teaching. Distance learning includes modular and online approaches. Blended learning combines methods. It also discusses challenges like parental roles, resource access, and managing multiple modalities. Factors to consider when choosing a modality include risk levels, school/learner contexts, and resource availability. Comparing LDMs applied to one's school and identifying issues are suggested outputs.
This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
Teaching and learning framework in mathematicsCarlo Magno
ย
This document outlines a teaching and learning framework for mathematics education. It discusses important skills like critical thinking and problem solving. It also covers key content areas and processes to develop, like numbers, measurement, geometry, and representing and communicating. Principles for both teaching and learning mathematics are provided, such as the need for active engagement and using a variety of tools. Learning theories like constructivism, cooperative learning, and discovery-based learning are also referenced. Examples of experiential and reflective learning activities are given to help students learn mathematics concepts through real-world experiences and reflection.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher-centered to student-centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks. Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
The document discusses the teaching of Edukasyon sa Pagpapakatao (EsP) in the Philippines. It outlines the goals of EsP to develop students' ethical character and moral reasoning. EsP aims to guide students to find meaning in life and contribute to Philippine society. The document discusses the key stage outcomes for EsP from grades K-12 and the cognitive, behavioral and affective dimensions of EsP. It also summarizes the guiding principles and various approaches and methods used to teach EsP, including values inculcation, moral development, analysis, value clarification and action learning.
Journey in the Basic Education Curricular reformsPaul Christian
ย
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum is inquiry-based and focuses on understanding concepts, scientific processes and skills, and attitudes. Content and skills in life sciences, physics, chemistry and earth sciences are presented with increasing complexity at each grade level.
Status of ICTs in Philippine Basic Educationrexcris
ย
ICT refers to technologies used for communication and information sharing, including hardware, software, and networks. The document discusses ICT in Philippine education based on a national plan. It finds that while most schools have computers, they are underutilized due to lack of educational software, internet access, technical support skills, and teacher training in integrating ICT into lessons. Efforts are being made to address these gaps but challenges remain in focusing on non-digital technologies, capacity building, and integrating initiatives across different levels and organizations.
This document provides an overview of Outcomes Based Education (OBE) and the K-12 education program in the Philippines. OBE focuses on measuring student progress based on learning outcomes rather than comparing students. It allows for customized learning paths. The K-12 program extends basic education to 12 years by adding 2 years to senior high school. It aims to strengthen early education, use local languages and culture to enhance relevance, and ensure continuous learning across grades to better prepare students for tertiary education or employment.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
This is a slide presentation intended to orient pre-service teachers about the basics of assessment of learning. Included in the presentation are the following: definition and comparison and contrasting of terms, purpose of assessment, and classroom assessments.
This slide presentation is an updated and thoroughly explained version from the first one. I also included some question and answer slides which you can use in class for interactive purposes
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
This document discusses different learning delivery modalities (LDMs) in light of changes in the education system. It defines key LDMs like face-to-face, distance, blended, and alternative delivery learning. For face-to-face, it outlines approaches like modified shifting of classes and ESM-focused teaching. Distance learning includes modular and online approaches. Blended learning combines methods. It also discusses challenges like parental roles, resource access, and managing multiple modalities. Factors to consider when choosing a modality include risk levels, school/learner contexts, and resource availability. Comparing LDMs applied to one's school and identifying issues are suggested outputs.
This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
Teaching and learning framework in mathematicsCarlo Magno
ย
This document outlines a teaching and learning framework for mathematics education. It discusses important skills like critical thinking and problem solving. It also covers key content areas and processes to develop, like numbers, measurement, geometry, and representing and communicating. Principles for both teaching and learning mathematics are provided, such as the need for active engagement and using a variety of tools. Learning theories like constructivism, cooperative learning, and discovery-based learning are also referenced. Examples of experiential and reflective learning activities are given to help students learn mathematics concepts through real-world experiences and reflection.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher-centered to student-centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks. Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
The document discusses the teaching of Edukasyon sa Pagpapakatao (EsP) in the Philippines. It outlines the goals of EsP to develop students' ethical character and moral reasoning. EsP aims to guide students to find meaning in life and contribute to Philippine society. The document discusses the key stage outcomes for EsP from grades K-12 and the cognitive, behavioral and affective dimensions of EsP. It also summarizes the guiding principles and various approaches and methods used to teach EsP, including values inculcation, moral development, analysis, value clarification and action learning.
Journey in the Basic Education Curricular reformsPaul Christian
ย
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum is inquiry-based and focuses on understanding concepts, scientific processes and skills, and attitudes. Content and skills in life sciences, physics, chemistry and earth sciences are presented with increasing complexity at each grade level.
Status of ICTs in Philippine Basic Educationrexcris
ย
ICT refers to technologies used for communication and information sharing, including hardware, software, and networks. The document discusses ICT in Philippine education based on a national plan. It finds that while most schools have computers, they are underutilized due to lack of educational software, internet access, technical support skills, and teacher training in integrating ICT into lessons. Efforts are being made to address these gaps but challenges remain in focusing on non-digital technologies, capacity building, and integrating initiatives across different levels and organizations.
This document provides an overview of Outcomes Based Education (OBE) and the K-12 education program in the Philippines. OBE focuses on measuring student progress based on learning outcomes rather than comparing students. It allows for customized learning paths. The K-12 program extends basic education to 12 years by adding 2 years to senior high school. It aims to strengthen early education, use local languages and culture to enhance relevance, and ensure continuous learning across grades to better prepare students for tertiary education or employment.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
This is a slide presentation intended to orient pre-service teachers about the basics of assessment of learning. Included in the presentation are the following: definition and comparison and contrasting of terms, purpose of assessment, and classroom assessments.
This slide presentation is an updated and thoroughly explained version from the first one. I also included some question and answer slides which you can use in class for interactive purposes
Here is a slide presentation of Edgar Dale's Cone of Experience/Learning or the Learning Pyramid. Included in this presentation are some important terminologies, explanation of each mode of teaching, application of these modes, and known misconceptions. This presentation is good for your Educational Technology classes. Thank you.
Essentials of Instructional Design: Merrill's First Principles of InstructionMr. Ronald Quileste, PhD
ย
Here is a slide presentation for your classes in Educational Technology or Technology for Teaching and Learning. In the first part of the course where you will cover about instructional design, its is important for the pre-service teacher to be oriented of Merrill's First Principles of Instruction. This slide presentation also contains application of the principles as well as a sample lesson plan. Thank you. Enjoy!
Families, Schools, and Communities: Historical and Philosophical Perspectives...Mr. Ronald Quileste, PhD
ย
This document provides an overview of philosophical viewpoints on education and child development over time. It discusses perspectives from preformationism to modern theories like ecological systems theory. Key thinkers mentioned include Plato, Rousseau, Dewey, Piaget, Vygotsky, Bronfenbrenner and Gardner. Trends in families and society that influence child rearing are also examined, such as changing gender roles, mobility, and stress in modern life.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Gagnรฉ's nine events of instruction provide a systematic framework for designing effective instruction. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. While the framework is simple to follow, some argue it could lead to overdependence on guidance. The nine events also require significant development time and may restrict creativity and learner involvement. Overall, the framework provides a basic recipe for instruction but requires adaptation based on content, learners, and goals.
The Rating Rubric: How to Create and Use Them Effectively in Your Performance...Mr. Ronald Quileste, PhD
ย
This is a slide presentation for course Assessment of Learning, particularly on the topic of Rubrics. May this slide presentation help both the pre-service and in-service teacher in understanding about Rubrics. Thank you!
(Systems Analysis) Social Control: Sociology of Social Change in the CommunityMr. Ronald Quileste, PhD
ย
Here is a presentation of a topic in the PhD course Systems Analysis. This presentation covers social control and feedback of social change in the community.
This is a research-based slide presentation which talks about the use of ICT: its benefits, significance, as well as various strategies which help the pre-service and the in-service teacher.
Here is an updated version of my previous upload about the PPST. Feel free to share this presentation to your pre-service teacher training sessions. Thank you very much.
This presentation focuses on Validity and Reliability of summative assessments. This also describes the types of validity and reliability, the purpose for conducting validation, and the processes of getting the r- value of the summative test. Used in Assessment of Learning 1 lecture.
Enjoy! Namaste.
This presentation talks about the basic terms in Child and Adolescent Development, as well as the pioneers in child psychology and the history of this discipline. Enjoy!
Here is a presentation which guides the pre-service and the in-service teacher in creating basic problem-solving test items. Whether they are maths or in sciences, the guidelines will help you. Namaste!
Here is a simplified and muscled presentation of the New NCBTS or also called Philippine Professional Standards for Teachers. You may use this in your pre-service and in-service teacher trainings/seminars provided that they don't get offended with the bodybuilding images (I am into bodybuilding, that's why). Let us all empower the profession through improving the quality of our teachers and our training.
PS. I have provided a link on the second to the last slide for you to download the PPST file.
This presentation is an introduction and all about the Positivist and Post-positivist perspective in Educational Research and how these perspectives link to Quantitative Research. Determining a personal research perspective is an important move before deciding on writing the first chapters of a study.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
This presentation is intended for Daycare teachers and Early Childhood Education majors. This presentation will guide you in making a harmonious classroom atmosphere, using planners, routines, and individual/group activities.
Writing True/False, Binary Choice, and Interpretive Exercises Test ItemsMr. Ronald Quileste, PhD
ย
In this presentation, the pre-service teachers are taught what are these types of pen-and-paper tests, disadvantages and advantages, as well as the rules on how to write them.
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
ย
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
Get Success with the Latest UiPath UIPATH-ADPV1 Exam Dumps (V11.02) 2024yarusun
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Are you worried about your preparation for the UiPath Power Platform Functional Consultant Certification Exam? You can come to DumpsBase to download the latest UiPath UIPATH-ADPV1 exam dumps (V11.02) to evaluate your preparation for the UIPATH-ADPV1 exam with the PDF format and testing engine software. The latest UiPath UIPATH-ADPV1 exam questions and answers go over every subject on the exam so you can easily understand them. You won't need to worry about passing the UIPATH-ADPV1 exam if you master all of these UiPath UIPATH-ADPV1 dumps (V11.02) of DumpsBase. #UIPATH-ADPV1 Dumps #UIPATH-ADPV1 #UIPATH-ADPV1 Exam Dumps
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
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It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
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Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
The Science of Learning: implications for modern teachingDerek Wenmoth
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Keynote presentation to the Educational Leaders hui Koฬkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
Information and Communication Technology in EducationMJDuyan
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
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-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
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Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Creativity for Innovation and SpeechmakingMattVassar1
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Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Cross-Cultural Leadership and CommunicationMattVassar1
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Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.