Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
http//:www.debesmscat.edu.ph
GRADUATE SCHOOL
Cabitan, Mandaon, Masbate

PAUL ALDRIN A. OLAERA ICT

MAED – AS ROWELYN M. RAMISO

A Reaction to Aviram and Talmi: The Impact of Information and Communication

Technology on Education: The Missing Discourse between Three Different Paradigms.

The talk about the advantages of Information and Communication Technology and its
role on Education System is still ongoing. Lots of research have been made just to prove how
helpful is ICT when applied to education. But if there are people who are proICT, there are also
individuals who are reluctant in using ICT in school set up. The authors identified three
paradigms/cluster of views that will help us understand the arguments about computerization on
education. These paradigms includes the technocrat, the reformists, and the holistic.
Researchers and authors used the mapping matrix and text analysis method to briefly
digest the different views towards ICT on education. The first method used was mapping matrix
which classifies views on two axis, the horizontal axis and the vertical axis. The horizontal axis
pertains to the approaches to nature of the computerization of education. These approaches
includes the administrative, the curricular, the didactic, the organizational, the systemic, the
cultural and the ideological. Vertical axis on the other hand refers to the attitude about the level
of change that the merger of ICT with education will, or should, lead to. Vertical axis includes
the agnostic, the conservative, the moderate, the radical and the extreme radical attitudes.
From the perspective of their scope based on the mapping matrix method, it can be said
that each of these approaches encompasses the scope of the previous one (with the possible
exception of the curricular-disciplinary subapproach). One cannot adopt a systemic approach
without relating to organizational issues, nor can one adopt a didactic approach without referring
to the curriculum. It is important to bear in mind that there are some overlaps between
approaches and attitudes. Some approaches led more naturally to certain attitudes than to others,
while there are some intersections that are logically impossible. Thus, for example, the
administrative approach could only lead, by definition, to the agnostic attitude. The curricular
approach is only compatible with the agnostic, conservative, and moderate approaches. The
organizational, systemic, cultural and ideological approaches seemed to be incompatible with the
agnostic attitude. In text analysis method, based on the different conferences and convention
presented, didactic-moderate combination of views is the most dominant amongst the
participants.
 Based from the information and data presented, didactic-moderate combination of
approach and attitude towards computerization on education is the most clear and preferable to
make as consideration. Didactic means taking conceptual step beyond the curricular approach
since, and believes that change in teaching and learning is inevitable and desirable. While
moderate is the attitude of those who believe that for the sake of the integration of ICT, schools
should or would go through an extensive change in their didactics. This only means that change
should happen both in the approach and in attitude. Didactics wants change in curriculum while
moderate attitude believes that the school should have changes in their didactic as they integrate
the ICT in their school particularly in their curriculum.