Unit III: ON BECOMING A GLOBAL TEACHER

LESSON 1: A Closer Look in the Educational Systems of the Selected

Countries of the World

Education in Australia.
This country has an integrated education system
supported by the Australian Qualifications Framework
(AQF). It is a national policy for regulated qualifications
across schools, vocational education and training, and
higher education, primary and secondary school, until
at least the age of 16. In the senior secondary years,
students who want to pursue universities vocational education and training institution shall
apply for study for their Senior Secondary Certificate of Education
Regarding their kindergarten courses, each Australian state and territory has a
different approach to pre-school, some operating independently, and some within primary
schools.
States and territories are responsible for delivering school education in Australia
with schools operated by government and non-government education authorities,
including faith-based and independent schools. Moreover, teaching in Australia
welcomes innovation, productivity, and giving students the skills they need for future
success.
Australia is a well-respected supplier of English language training services and is
the only country in the world with an English language training accreditation and quality
assurance framework.

Education in China.
Education in this country is divided into necessary
education, higher education, and adult
education. According to their law, each child must
have nine years of compulsory education, six years
from primary school, and three years to junior
secondary education.
Speaking of primary education in China, pre-school education is usually three
years. In comparison, primary education runs for six years to complete the course,
starting at the age of six, and another six years for secondary education.
 Secondary education has two routes: academic secondary education and
specialized/vocational/technical secondary education. The academic secondary
education consists of three years for junior and another 3 years for senior middle schools,
Junior middle school graduates wishing to continue their education take a locally
administered entrance exam. They will have the two options 1) continuing in an academic
senior middle school; 2) entering a vocational middle school to receive two to four years
of training. Senior middle school graduates wishing to go to universities must take the
National Higher Education Entrance Exam (Gao Kao).
Higher education is divided into two categories: 1) universities that offer four-year
or five-year undergraduate degrees to award academic degree qualifications; and 2)
colleges that offer three-year diploma or certificate courses on academic and vocational
subjects. Postgraduate and doctoral programs are only offered at universities.

Education in Japan. Compulsory education in

japan begins for all children after they have turned six
years of age; the majority of children attend kindergarten
(yochien). Primary school (shogakko) from grade 1 to
grade 6 is six years in length and is for children between
six and 12. At the end of primary school, a certificate of
completion is awarded. . Students who complete the
natural cycle are automatically accepted into lower
secondary school.
Secondary education is divided into two three-year cycles: lower and upper
secondary. Lower secondary school is compulsory while the upper secondary school is
not compulsory,
For the Japanese attending the lower secondary school is a critical phase of their
education process. Initially, it started from grades 7 –to grade 10 of the education cycle;
learners are 12 to 15 years of age. Results at lower secondary school can determine
whether or not the student gains access to an excellent upper secondary school and, by
extension, to a good university and career.
In the second and third year of the lower secondary cycle, attendance at Juku, or
cram schools, is expected as students prepare for the competitive upper secondary
school examinations. Students completing the more down secondary process are
awarded a graduation certificate and are eligible to take admissions examinations for
upper secondary school.
Higher education in Japan is provided at universities (daigaku), junior colleges
(tanki daigaku), colleges of technology (koto senmon gakko), and special training schools
and colleges (senshu gakko). Of these four types of institutions, only universities and
junior colleges are strictly post-secondary providers. Admission to an institution of
higher education requires the Upper Secondary School Certificate of Graduation
(Kotogakko Sotsugyo Shosho).

Education in South Africa. Kindergarten is

known as 'grade 0', while formal or compulsory
education starts from the age of seven, grade 1, to
the age of 15, level 9, and in total, the education
system runs all the way from group 0 (otherwise
known as reception) to grade 12. From grades 10
to 12, education is optional and is sometimes
taught in the specialist technical, community, or
private colleges, where they take a school-leaving
exam known as the Matric. Aside from international schools, there are three main types
of schools in South Africa these are the public government-funded schools, governing
body-funded schools, and private schools.
Eventually, public schools in South Africa rely on government funding and are
operated at a local level in their province, which means the quality of education varies
significantly between areas. Educational standards tend to be higher in the bigger cities,
but with a lack of government financing, some schools lack qualified teachers and
specialist equipment.
However, there are also private schools in South Africa that have an excellent
reputation, usually handling smaller class sizes, more extracurricular activities, and, in
some cases, learning systems more closely based on those in the likes of the United
States and Britain.
Once finishing high school, students receive the National Senior Certificate, with
matriculation endorsements defining their specific qualifications. These endorsements
are the minimum requirement to get into a South African university.

Education in the United Kingdom The education

system in the United Kingdom is divided into four
main parts, primary education, secondary
education, further education, and higher education.
Children in the U.K. have to legally attend primary
and secondary education, which runs from about 5
years old until the student is 16 years old. .Primary
and secondary education is mandatory in the U.K.;
after age 16, education is optional. The education
system in the U.K. is divided into 4 key stages.
 Key Stage 1. This stage includes pupils at the primary school aged 5 to 7 years
old. Basically, during key stage 1, kids are introduced to some of the most basic
knowledge of subjects like the English language, Mathematics, History, Physical
Education, Geography, History, and Music.

Key Stage 2. Between 7 to 11 years, pupils will be in the second Key Stage of
compulsory education. In this stage, the curriculum aims to move them further in gaining
a bit more knowledge on core subjects. At the end of this stage, they will be tested in the
following topics English reading, English grammar, punctuation and spelling,
Mathematics, Science. In English and Mathematics, the testing will be done through
national assessment tests, while the teacher will independently assess the level of
improvement of each student in Science.

Key Stage 3. Pupils aged 11 to 14 are in the third stage of compulsory education.
To a certain degree, this period of their knowledge is critical because only a few years
later, they will sit for the General Certificate of Secondary Education (GCSE) national
qualification.

Key Stage 4. In the final stage of compulsory education, Key Stage 4 lasts from
14 to 16. This is the most common period for students to undertake the national
assessment tests that will lead them to take a GCSE or other national qualifications.
From age 11 to 16, students will enter secondary school for key stages three and
four, and to start their move towards taking the GCSEs. The most important assessment
occurs at age 16 when students pursue their General Certificate of Secondary Education
(GCSE's). Once students complete their GCSE's, they choose to go onto further
education and then potential higher education or finish school and go into the working
world.
In the Higher education system, the international students will enter directly into
the U.K. higher education system, after completing their home country's equivalent to the
U.K.'s "further education."

Education in the United States

. Young children enter formal schooling around
the age of five. Pre-School is not required. On
the other hand, it acts to prepare children to
succeed in a kindergarten better. Pre-School
programs are not free: they have to be financed
by the family.
U.S. educators frequently use K-12 education to refer to all primary and secondary
education, from kindergarten before the first year (or 1st grade) of formal schooling,
through secondary graduation (12th grade).
This pattern "Elementary school (K-5), middle school (6-8), high school (9-12)" is
the most common one. Elementary students are typically in one classroom with the same
teacher most of the day. After elementary school, students proceed to junior high school,
called middle school, where they usually move from class to class each period, with a
new teacher and a fresh mixture of students in every category. Students can select from
a wide range of academic courses and elective classes.
Children in the Elementary and Middle School or Junior High generally stay in the
classroom an average of 6.5 to 7 hours. In High School, students in their first year are
called freshman, in their second-year sophomore, in their third year junior, and in their
last and fourth-year senior. There is an even greater variety of subjects than before.
Students generally stay in the classroom an average of 7.5 hours and must earn a certain
number of credits to graduate and be awarded a High School Diploma. Only with a high
school diploma students can enroll in post-secondary education. Only with a high school
diploma students can enroll in post-secondary education. It is essential to know that
colleges and universities sometimes require specific high school credits or tests for
admission, and students must plan their high school careers with those requirements in
mind.

Education in New Zealand. Education is free

between the ages of 5 and 19 at schools that are
government-owned and funded. Schooling is
compulsory from age 6 to 16. In the majority of schools,
children can start school on the day they turn 5 years
old. Primary education begins at Year 1 and goes to Year
8 when children are around 5-12 years of age, while
secondary education goes from Year 9 to Year 13 when
child age is around 13-17. The primary education focuses on foundation learning across
a range of subjects and competencies but especially in literacy and numeracy. The
students' study is guided by the New Zealand National Curriculum like English, the arts,
health, and physical education, languages, mathematics, and statistics, Science, social
sciences, and technology. The learners in this stage ages 5-10, from Years 1 to 6.
Students' abilities in reading, writing, and Math are regularly assessed against
expectations for their age level, as set out by New Zealand's National Standards.

At secondary school, students learn a broad and balanced curriculum, with some
specialization possible in Years 11-13. Schools that teach in the English language use
the New Zealand Curriculum. Schools that lead in the Māori language use Te Marautanga
o Aotearoa, a curriculum based on Māori philosophies. Students at this level are also
known as high schools or colleges - work towards the National Certificate of Educational
Achievement (NCEA). Secondary schools also offer some vocational subjects, such as
tourism and computing. At ages 18, they are now about to enter college.
In New Zealand, there are eight state-funded universities, 16 Institutes of
Technology and Polytechnics (ITPs) which have been unified into the New Zealand
Institute of Skills and Technology (NZIST), and about 550 Private Training Establishments
(PTEs), which include English language school

LESSON 2: MULTICULTURAL DIVERSITY

DIVERSITY OF LEARNERS AND MULTICULTURAL EDUCATION: A CHALLENGE
TO GLOBAL TEACHER

The diversity of learners pertains to students who belong to different groups'

orientation with diverse learning needs. It encompasses other elements, such as
"socioeconomic, worldview, race, age, cultural, gender, sexual orientation, physical
abilities, cognitive abilities, life experiences, and developmental stage" these are also
factors that require multiple approaches in teaching or teacher in differentiated
instruction.
Culture. It is defined as the values, traditions, social and worldview shared by a
group of people bound together by a combination of factors that include one or more of
the following: a shared history, geographic location, language, social classes, and
religion." (Derman-Sparks 1989)
Patty Ramsey (1987) defined multicultural education as a perspective
which encompasses many dimensions of a human difference besides cultures, such as
race, occupation, socioeconomic status, age, gender, sexual orientation, and various
physical traits and needs
Multicultural education is an idea,
an approach to school reform, and a
movement for equity, social justice, and
democracy. Specialists within multicultural
education emphasize different
components and cultural groups.
Multicultural education aims
to provide students with educational
experiences that enable them to maintain
commitments to their community cultures
and acquire the knowledge, skills, and cultural capital needed to function in the national
civic culture and community.
The primary goal of multicultural education is to restructure schools to acquire the
knowledge, attitudes, and skills needed to function in an ethnically and racially diverse
nation and world. Multicultural education seeks to ensure educational equity for members
of various racial, ethnic, cultural, and socioeconomic groups, and to facilitate their
participation as critical and reflective citizens in an inclusive national civic culture. It also
aims to develop and foster a democratic and just society where all groups experience
cultural democracy and empowerment, Improve academic achievement of all students,
help the students to develop the knowledge, attitudes, and skills needed to function within
their own micro-culture, other micro-cultures, and within the global community and
.provide opportunities to gain cultural competency.
"To achieve this ultimate goal of multicultural education, a teacher needs to know
differences in cultures, religion, ethnicity, and even the language of the students.
Likewise, preparing for a culturally diverse society is one of the most exciting and
rewarding endeavors in education. Moreover, teachers must also know each student's
unique individuality, avoid stereotyping and become sensitive to and aware of racial,
ethnic, cultural, and gender groups other than your own and another essential matter is
to never make assumptions about an individual based on their perception of that
individual's race, ethnicity, culture or gender
Amid this diversity, students must be given equal education opportunities. It is
essential to consider the need for curricular and instructional modifications, teaching
styles, a re-examination of teachers' attitudes, beliefs, and perceptions. As global
teachers, we must accommodate the cultural differences and commonalities of our
students. They have to feel that we can relate to their different culture, and one must not
be discriminated against because of being different.
The Dimensions of Multicultural Education
James A. Banks's Dimensions of Multicultural Education is used widely by school
districts to conceptualize and develop courses, programs, and projects in multicultural
education. The five dimensions are (1) content integration, (2) the knowledge construction
process, (3) prejudice reduction, (4) an equity pedagogy, and (5) empowering school
culture and social structure.

1. Content integration. Content integration deals with the extent to which teachers use
examples and content from a variety of cultures and groups to illustrate key concepts,
principles, generalizations, and theories in their subject area or discipline. The infusion
of ethnic and cultural content into a subject area is logical and not contrived when this
dimension is implemented correctly.
2. The knowledge construction process. The knowledge construction process
describes teaching activities that help students understand, investigate, and
determine how the implicit cultural assumptions, frames of references, perspectives,
and biases of researchers and textbook writers influence how knowledge is
constructed. Multicultural teaching involves not only infusing ethnic content into the
school curriculum but changing the structure and organization of school knowledge. It
also includes changing how teachers and students view and interact with experience,
helping them become knowledge producers, not merely the consumers of knowledge
produced by others.

3. Prejudice reduction. The prejudice reduction dimension of multicultural education

seeks to help students develop positive and democratic racial attitudes. It also allows
students to understand how ethnic identity is influenced by the context of schooling
and the attitudes and beliefs of dominant social groups. The theory developed by
Gordon Allport (1954) has significantly influenced research and approach in intergroup
relations. He hypothesized that prejudice can be reduced by interracial contact if the
contact situations have these characteristics: (1) they are cooperative rather than
competitive; (2) the individuals experience equal status; and (3) the contact is
sanctioned by authorities such as parents, principals, and teachers.

4. An equity pedagogy. An equity pedagogy exists when teachers modify their teaching
in ways that will facilitate the academic achievement of students from diverse racial,
cultural, socioeconomic, and language groups. This includes using various teaching
styles and approaches that are consistent with the range of learning techniques within
different cultural and ethnic groups; an equity pedagogy assumes that students from
diverse cultures and groups come to school with many strengths. Multicultural
theorists describe how cultural identity, communicative styles, and the social
expectations of students from marginalized ethnic and racial groups often conflict with
the values, beliefs, and cultural assumptions of teachers.

5. An empowering school culture. This dimension involves restructuring the culture

and organization of the school so that students from diverse racial, ethnic,
socioeconomic, and language groups experience equality. An empowering school
structure requires the creation of qualitatively different relationships among various
groups within schools. Relationships are based on mutual and reciprocal respect for
cultural differences reflected in school-wide goals, norms, and cultural practices. An
empowering school structure facilitates multicultural education by providing teachers
with opportunities for collaborative planning and instruction, and by creating
democratic systems that give teachers, parents, and school staff shared responsibility
for school governance.
THE GLOBAL AND GLOCAL TEACHER

UNESCO defines global education to develop countries worldwide and aims to

educate all people per world standards. Second, that global education is a curriculum
that is international in scope, which prepares today's youth around the world to function
in one world environment under teachers who are intellectually, professionally, and
humanistically prepared.
Roland Robertson (1992), a sociologist, in his article "Glocalization Time-Space
and Homogeneity-Heterogeneity, suggests replacing the concept of globalization with the
view in mind to blur the boundaries between global and local. Robertson offers to see the
locals as one aspect of globalization. It may mean a global outlook adapt or a regional
perspective adapted to the worldwide condition. Further, he said that the term
glocalization means it is the local culture that assigns meaning to global influences and
that the two are interdependent and enable each other.
Bilbao.et.al (2018) cited that a global teacher is an educator that incorporates
various global issues into their curriculum, including multiculturalism, economic,
environmental, and social issues. The teacher expands the scope of their viewpoint
beyond the normal boundaries of the local classroom, as students learn about diversity
and how they fit into the global society. As the world becomes more interconnected,
teachers are diversifying their approach to education. The need for glocal teachers is on
the rise in several countries worldwide. Even developed countries need competent
teachers who will teach in rural and urban classrooms imbued with the characteristics
and attributes of a glocal teacher.
Global competence in teaching is a set of essential knowledge, critical dispositions,
and performances that help foster learners' global competence. A globally competent
teacher has experience of the world, pressing global issues, their local impact, and the
cultural backgrounds of learners; manifest intercultural sensitivity and acceptance of
difference; incorporates this knowledge and sensitivity into classroom practice; and,
develops the skills to foster these disposition, understanding, and performances in
learners. (NAFA: Association of International Educators, 2015)

Distinct Characteristic of a GLOCAL Filipino Teacher

The following are the characteristics and core values of Filipino Teachers: This was
adapted from the Master Plan for Filipino Teacher 2017.

• Cultural and Historical rootedness - can be discussed as building on the culture

and history of learners and the place.
 • Ability to contextualize- this can be achieved using local and indigenous
materials, context, and pedagogy whenever appropriate.

• Excellence- both in personal and professional competence, leadership,

technology, innovation, and creativity.

• Responsiveness can be possible through social involvement and service,

learner-centeredness, respect, and sensitivity for diversity and inclusiveness.

• Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible, honest, and loyal.

• Ecological sensitivity - teacher being resilient and a steward of the environment

for sustainability.

• Nationalism/Filipinism- the teacher should show for being a responsible citizen

and upholding the Filipino identity amidst globalization(glocalization);

• Faith in the Devine Providence- teacher, being humane, just, peace-loving, and
respectful of human rights.

Distinct Characteristic of a GLOCAL Filipino Teacher

The following are the characteristics and core values of Filipino Teachers: This was
adapted from the Master Plan for Filipino Teacher 2017.

• Cultural and Historical rootedness - can be discussed as building on the culture

and history of learners and the place.

• Ability to contextualize- this can be achieved using local and indigenous

materials, context, and pedagogy whenever appropriate.

• Excellence- both in personal and professional competence, leadership,

technology, innovation, and creativity.

• Responsiveness can be possible through social involvement and service,

learner-centeredness, respect, and sensitivity for diversity and inclusiveness.

• Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible, honest, and loyal.
 • Ecological sensitivity - teacher being resilient and a steward of the environment
for sustainability.

• Nationalism/Filipinism- the teacher should show for being a responsible citizen

and upholding the Filipino identity amidst globalization(glocalization);

Faith in the Devine Providence- teacher, being humane, just, peace-loving, and
respectful of human rights.

LESSON 3: Broadening Teaching Perspectives: Teacher Exchange

Programs

Visiting International Faculty Program (VIF)

Visiting International Faculty or VIF, it is an international program that allows the
teacher to spend time abroad, studying the culture and language of another country, and
immersing themselves in a different educational system. Since 1989, the Visiting
International Faculty (VIF) program has brought international teachers to selected schools
in the United States to serve as classroom teachers and cultural ambassadors from their
native countries.
.U.S. is the most extensive cultural exchange
program for teachers and schools. The program
facilitates intercultural experiences for thousands of
people from around the world each year. This widespread
diplomacy effort, though the government initiated, is
structured to rely on designated sponsors to recruit
exchange participants and place them in U.S.
schools. The basic requirements for the VIF
program for teachers are credentials and
qualifications like baccalaureate degrees or higher,
teacher preparation, relevant coursework, and
English fluency. After this, the VIF will provide a
week-long orientation for all teachers upon their arrival in the United States.
It has the intention to ensure that the students and communities worldwide reap
the benefits of international education. It is guided by its principles that, in every
school, there should be one international student, that every student should be exposed
to various teachers during their academic careers, that all communities should have equal
opportunities to develop globally literate citizens. The mission of the Visiting International
Faculty is to expand the student's exposure to world cultures. Though VIF was designed
as a language exchange program for teachers, administrators began using the agency to
fill gaps in other hard to staff subjects during a period of U.S. teacher shortages.

Fulbright Teacher Exchange Program

The mission of the Fulbright Teacher Exchanges is to create a global community
of educators to invigorate student learning. We provide opportunities for educators to
share practices across borders and bring international knowledge, skills, and
perspectives to their classrooms and schools. Through exchange programs, educators
forge lasting connections and prepare their students to be open-minded future leaders.
The latter is well-positioned to work with others around the world to address shared global
challenges.
Fulbright Teacher Exchange fellows equip their students with 21st-century skills
and bring an international perspective home to U.S. schools. Each year, nearly 150
educators from across the United States are sent to participate in programs abroad from
two weeks to six months. Successful applicants come from all backgrounds, and their
applications demonstrate how the exchange experience will influence their teaching and
their students going forward.
Fulbright Teacher Exchanges bring primary and secondary educators from more
than 85 countries and territories worldwide to the United States for professional growth
and learning. Fellows have the opportunity to expand professional leadership skills and
build mutual understanding within their U.S. hose community.
Fulbright welcomes teacher participants to conduct research, individual inquiry,
projects, take courses, and collaborate with colleagues on educational practices to
improve student learning—research Program. Furthermore, Fulbright provides an
opportunity for educators from the United States to take part in a three- to six-month
professional learning experience abroad to conduct research and pursue additional
learning.

Inter-African Teacher Exchange

The objectives of this program are 1) provide opportunities for African teachers to learn
from the teaching environment in other African countries, 2) it also provides experiences
and widens the horizon of African teachers by encouraging exchange visits to countries
outside Africa, and 3.) Envision to create cultural awareness and tolerance of
development in different African education environments

These exchange programs occur during the spring and summer holidays. This enables
teachers and administrators to shadow their counterparts in another country.
In this program, the African teacher exchange visit within a school or another African
country for two weeks with the following activities. 1) they will be assigned at one school
for one week and another school for another week, 2) observe teaching in the said
teacher's subject, 3) engage in discussions with teachers in another school, 3) the guest
teacher teaches using ICTs at the school that the teacher is visiting 4), lastly, write a
journal of their exchange visit experiences.

Canadian Educators Exchange

The Canadian Education Exchange Foundation (CEEF) is a not-for-profit
corporation specializing in exchange programs for school groups, students, and teachers.
Their exchange programs are designed to enhance language proficiency, increase
awareness of other cultures' customs, languages, and foster global understanding,
promote personal growth and development.
The Canadian Education Exchange Foundation (CEEF) offer various Programs,
and that includes:

a. Student Exchanges – 2 to 3-month reciprocal educational exchange programs for

elementary and secondary school students through partnerships with government
and private agencies in many international countries. CEEF student exchanges
are school-based.

b. Educator Exchanges – exchanges for educators at the elementary, secondary, and

in some cases, college levels. CEEF maintains links with the
Ministries/Department of Education and Training in addition to official exchange
authorities. The basic program assumes that a Canadian teacher will exchange
their teaching position with an educator in another country or province for one year.

c. School Groups – the School Partners Abroad program allows schools to benefit
from an international partnership, which will increase awareness of other cultures,
enhance language proficiency, foster global understanding, and promote personal
growth. Each program involves a class or school group, including a teacher,
participating in a two-to-four week exchange with a partner school abroad.

More specifically, participants in the program increased in self- confidence,

improved the professional skills, particularly about school improvement processes, peer
support, collaborative working and delivery of in-service training; increased their
understanding of school management, leadership issues, and approaches; increased in
the knowledge of the many aspects of life in the placement country; improved in the
reassessment of professional values and commitment, resulting in changed perspectives;
and personal changes, including re-evaluation of personal values and lifestyles.
LESSON 4: BRINGING THE WORLD INTO THE CLASSROOM THROUGH
EDUCATIONAL TECHNOLOGY

ANALYSIS

Technology is considered an integral part of the teaching and learning process;

it is finally integrated into educational reforms. The use of technology for teachers still
remains a challenge. Even though many schools today are privileged to have ready
access to technology, trained teachers, and a favorable policy environment, technology
in the classroom is still encouraged. Hence, technology can be a powerful tool for
transforming learning. Technology can play as delivery vehicles for instructional lessons;
with technology, we move towards an era where we do not need to move physically to
get most of our work done. But still, we can expect increased efficiency and effectiveness
on both the part of teachers and students. Students should embrace technology to
benefit, and teachers should be open to introducing technology into the classroom to
improve and innovate their teaching practice.

How can technology be used to improve learning?

The following are ways that technology could be
better leveraged to improve learning:

1. With the widespread availability of student

databases that can track individual progress,
teachers are encouraged to identify learning
objectives and differentiate instruction based
on the needs of their students.

2. Whenever teachers attempt to present instruction using technology, they should

use a channel relevant to the objectives, the learning style, model, and the
technology selected.

3. When evaluating technology-based instruction, there needs to be appropriate

evaluation techniques that are in line with the methods of teaching, objectives, and
technology.
 4. Teachers can design a lesson, follow-up students' progress in the activities,
evaluate student learning, using technology

For the Constructivist:

1. Educational technology serves as a learning vehicle tools that learners learn

with. It engages learners in "active, constructive, intentional, authentic, and
cooperative learning. It provides opportunities for the teacher and learner to
interact for meaningful learning. In this case, technology will not be a mere delivery
vehicle for content. Instead, it is used as a facilitator of thinking and knowledge
construction.

2. Technology as a tool to support knowledge construction utilizing learners' ideas,

understandings, and beliefs - for producing organized, multimedia knowledge
bases by learners.

3. Technology as knowledge to support learning-by-constructing - for accessing

needed information - for comparing perspectives, beliefs, and world views.

4. Technology as context to support learning-by-doing - for representing and

stimulating significant real-world problems, situations, and contexts for
representing beliefs, perspectives, arguments, and stories of others - for defining
a safe, controllable problem space for student thinking.

5. Technology as a social medium to support learning by conversing - for

collaborating with others - for discussing, arguing, and building consensus among
members of a community - for supporting discourse among knowledge-building
communities.

6. Technology as an intellectual partner to support learning-by-reflecting it help

learners to articulate and represent what they know - for reflecting on what they
have learned and how they came to know it - for supporting learners' internal
negotiations and meaning-making - for constructing personal representations of
meaning - for supporting mindful thinking.

7. Learning technology is part of your continuing professional development to

become a "digital native" and not remain a "digital immigrant." It is good to become
a "netizen" or a "screenager," able to participate not only in seminars but also in
"webinars."
 Research indicates that technology "increases students' learning, understanding,
and achievement but also augments motivation to learn, encourages collaborative
learning, and supports the development of critical thinking and problem- solving skills."
Proper implementation of technology in the classroom gives students control of their own
learning and tends to move classrooms from teacher-dominated environments to more
learner-centered ones. The use of technology in the school enables the teacher to do,
differentiated instruction considering the divergence of students, readiness levels,
interests, multiple intelligences, and learning styles. Technology also helps students
become lifelong learners.

Technology provides cognitive support to learners.

Technology offers portability, accessibility, and availability to a lot of information,
which boosts our knowledge. It is not wrong to involve gadgets in our lifestyle but revolving
our lives around devices is somewhat disconcerting. However, technology could also be
a part of the educational process like the following.
a. Multimedia databases on CD-ROMs, video disc, or the Worldwide Web provide
essential information sources for students doing their assignments. The
technology could also serve as an additional resource to collect and analyze data,
interpret results, and communicate findings to improve instructional practice,
research, and eventually maximize student learning.

b. Electronic references are easy to search, and they provide information very
quickly; in fact, through technology, they can choose programs available on the
internet site. .Students may create charts, maps, and other graphic representations
that they can generate through simulation.

c. A two-way video and two-way audio systems allow students and teachers at
remote sites to see and hear from each other. The technology could also be a
means for the teacher to communicate and collaborate with their peers, parents,
and even the broader community to nurture student learning.

d. Communication technology allows learners to travel and visit places for global
explorations. A virtual electronic field trip is possible through an interactive
broadcast from the expedition sit.

e. Technology can be used to support learner-centered strategies that address the

diverse needs of students and could also develop students' higher-order skills and
creativity.
f. In using technology, teachers can apply multiple methods of evaluation to
determine students' appropriate use of technology resources for learning,
communication, and productivity.

g. Teachers can use technology as a medium to engage in the professional

development program.