This action might not be possible to undo. Are you sure you want to continue?
ISLEY L. SOLOMON BBTE 4-1
: PROF. SHERYL MORALES
Dedication I dedicate this piece of work to the Almighty God, to my family, to my Alma Mater, to my professors, to my cooperating teacher, to my students and to my dearest one, Mar.
I would like to express my deepest gratitude to the following people who were with me all through out my practicum. To Lagro High School, for giving us the chance to be their student teachers for 12 weeks. To the whole TLE department, Mrs.Carina Ortiz Luis, and to all the TLE teachers who has been very nice to us. To my cooperating teacher, Mrs. Luisa Casuyon, for guiding me and helping me to be a better individual and a teacher. To my dearest students who have given me so much memories to treasure and letting me be part of their lives even just for a short while. To my ever supportive parents who are always there in my ups and downs. They’ve been very generous enough to give me my daily necessities. And above all, to our Almighty God for guiding me and giving me favors and blessings in every single day of my life. He also gave me the strength and knowledge I need.
PRAYERS FOR TEACHERS Lord God, we praise and glorify Your Name. We bless You. We thank
You for everything you have given to us. Thank You for everyday. Thank You for the strength, wisdom, patience and absolute joy. We know we can do nothing without You, but we can do anything only with You. We apologize for the sins we have committed. Cleanse our soul, body, and spirit in the name of Jesus. And Lord, we still ask for Your mercy, protection, and guidance to be with us always. We thank You for everything. Bless our family, co-teachers, and students in the name of Jesus. We are careful in bringing back all the honor and praise in Jesus mighty name we pray. Amen.
Life as a student has been good to me. It has been really challenging too. I gave my so many years in studying. On this 15th year of my school life, I am almost there to get my diploma. But before my journey as a student ends, my life as a teacher starts in this semester, my practicum II. As a student teacher, I’ve learned so many things. In my stay at Lagro High School, I’ve seen and witness the individual differences of each student in a class and the differences of each class to another. There are students who would always participate and some would just rather sit and listen. When I look at my students, I always tell myself, “I am like one of them before.” You’ll see students who always talk no matter how often you tell them to stop. Students who always stand, goes to the teacher and ask about stuffs and share their cute little stories, students who just stare at you. And the funniest thing when looking at them is when they are having a test and they think that I don’t catch them cheating. Although my voice tires out, my feet hurts because of my heels, I still feel good when I have shared something to them, whether it’s academic matter or personal experience in life. They are really noisy, playful, and naughty at times, but still glad I’ve met them and known them for some time. I have realized that a teacher influence a student in a manner we least expect. And I’m truly hoping I will be in the good part of their lives one day.
Polytechnic University Mission and Vision Vision
Towards a Total University
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike.
It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives.
PUP commits itself to:
2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;
5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and
10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.
Lagro High School Profile
History: In the early seventies, the growing number of people in the GSIS La Mesa Homeowners Association (GLAMEHA) triggered the need for a high school in Lagro Subdivision. The officers of GLAMEHA requested fervently for an establishment of a high school next to Lagro Elementary School. With the aid of the city government and the education bureau, Novaliches High School with Mr. Florencio Dumlao as principal started accepting students. This high school annex started on June 13, 1974 with 87 students and a facility, which were humbly two housing units in Block 59 and chairs the students provided themselves.
On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary School compound and occupied the sawali-walled makeshift building. The high school was then headed by Mr. Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat and Mrs. Greta Manlapig as pioneer teachers.
Two years after, the enrolment rose to 249 from the former 87 with three sections in first year, two in second year, and one in third year. They were all managed to stay in just four classrooms guided by nine teachers.
The first graduation from this high school happened two years after with an increased enrolment of 461 with Mrs. Josefa Q. Maglipon, head of the Home Economics Department in Novaliches High School, who replaced Mr. Pilar(who left for the United States).
The School Year 1977-1978 reached 774 with 15 sections occupying seven classrooms. With this problem on accommodation, Mr. Florencio Dumlao appealed to the national government for a Lagro Annex Building. Through the unrelenting efforts of the department head-in-charge and with the PTA lobbying behind, the 1.3 hectare present school site, and building became a reality.
At the opening of classes on June 11, 1978, 923 students flocked the newly constructed building which was a two-story 18-room structure standing proudly with Mrs. Maglipon as head of the school. She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to continue with the challenge to manage 19 sections of students with just 32 teachers.
It was the significant day of September 1, 1978 that Lagro High School was inaugurated by Mrs. Commemoracion M. Concepcion, the former schools division superintendent. Thus, it has become its foundation day.
Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase of student population. And to accommodate this increasing population, a six-room building on the southern site of the campus was constructed. The school then also improved with the completion of concrete fences surrounding the campus, construction of the stage and the new steel flagpole, all to house and educate the community.
Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on September of 1981.
Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another building funded by the city government. The same year created the Lagro High SchoolPayatas Annex with 257 students. This annex was assigned to Mrs. Sheridan Evangelista, who was then the Social Studies Department Head of the Main School.
Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High School. Mr. William S. Barcena took her place as the principal of Lagro High School on June 1991.
Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General Education Supervisor I-English, as Officer-In-Charge on January 8, 1993.
To accommodate the continuous increasing enrollees, the three-story building funded
by the Quezon City Government was constructed. The third Annex in Fairview was finally opened with Mrs. Justina A. Farolan as the Teacher-In-Charge.
Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more improvements.
Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High School in 1998 with improved facilities and technology advancements for the school.
The dawn of more improvements was realized when Dr. Fernando C. Javier became the principal in April 2003. The construction of the new building previously applied by Mrs. Sheridan Evangelista was built and inaugurated by the successor, Dr. Javier. The SB Building and the full renovation of the formerly called Social Hall was transformed into a multi-purpose conference room conveniently equipped with multimedia projectors and modern sound technology now being utilized for events, seminars, workshops by the whole division. The construction of the new gate, renovations of all facilities and the covered court; Lagro High School now boasts of not only its talents but it’s conducive learning ambience sure to provide every learner more motivation to pursue his dreams. Lagro High School reaped achievements in the district, division, regional and national competition under Dr. Javier. The Bureau of Alternative Learning System was established and soon after the Open High School. The Special Education Program was established accepting deaf and blind students. The Guidance Program was also enhanced and improved with the administration of Dr. Javier. International competitions, speech and debate contests sponsored by the government and private companies, Palarong Pambansa, National Schools Press Conference and the creation of the Special Program in the Arts which annually showcases talents in its culminating activities. Today, as we speak, Lagro High School does not only have a growing number of enrollees but also consistently develops as a community that consists of highly competitive and productive members.
PHILOSOPHY: The development of the young into an intelligent, morally upright, responsible and productive member of the society is the main focus of education. For this reason, Lagro High School believes that every Filipino high school age youth must be given the right to quality instruction in a compassionate and caring environment.
VISION: Lagro High School is an educational institution that produces academically competent, morally upright and vocationally prepared citizens of the society.
MISSION: To ensure the maximum intellectual, social, emotional and physical growth of the child and strengthen moral foundations through relevant and adequate learning experiences in a nurturing and caring school environment.
Mathay II building
Mathay I Building
Admin office building
Journalism room HE 1 HE 2
Faculty room Guard house
Organizational Structure: TLE DEPARTMENT
Dr. Fernando C. Javier Principal Dr. Carina A. Ortiz Luis Department head Master Teachers: Factora, Elena San Jose, Ma. Asuncion Esguerra, Sotero Estremera, Nestor De Paz, Ma. Cristina Ramirez, Melody Teachers: Abrajano, Marilyn Alecha, Jennifer Alvarez, Zaida Belo, Beverly Bico, Mar Anne Castrom Roslyn Casuyon, Ma. Luisa Dayag, Elena Endaya, Rosalinda Esguerra, Ma. Corazon Gonzales, Herminda Laxamana, Rosalinda Lat, Yolanda Ninfa Mercader, Letecia Vitug, Vilma Bajao, Erwin Delos Reyes, Rony Felipe, Wilson Jalipa, Luisito Manabot, Jonathan Millares, Norwin Raon, Gerardo, Tadeo, Alfredo Jr. Senora, Dave SPED Interpreters Juan, Edna Nano, Rowelda San Antonio, Emma Reyes, Benredy
Lagro High School District II – Quezon City, Metro Manila Name: Isley L. Solomon Cooperating Teacher: Mrs. Luisa C. Casuyon Date: February 22, 2011 Time: 1:55 PM – 2:50PM Year and Section: II – Olive
Learning Component: Technology and Livelihood Education II Sub-learning Component: Entrepreneurship I. Objectives: At the end of the lesson, students should be able to 1.diffirentiate the basic business patterns; 2.analyze the factors that affect business ownership; 3.appreciate the importance of learning the four basic patterns of business ownership. Content: A. Topic: Four Basic Patterns of Business Ownership B. Materials: power point presentation, chalk and board C. Reference: Effective technology and Home Economics by Luz Villanueva Rojo, Julia Garcia Cruz, and Dr. Christina A. Villanueva, pp. 257-260; wikipedia.com Procedure: A. Preparatory Activities: 1. Opening Prayer,, Checking of attendance, etc. 2. Review “Help!” Business problem situations will be presented to the class. They will analyze what possible management theory the entrepreneur may apply to solve the problem. 3. Motivation – Slide show presentation 4. Unlocking of Difficulties: Direction: Arrange the jumbled letters to identify the word that is being described. a. Ownership - Legal right to the possession of a thing. b. Proprietor - One who owns and manages a business or other such establishment. c. Stockholder - One who owns a share or shares of stock in a company. Also called stockowner. d. Shareholder – one who owns a share in a cooperative. e. Incorporator - To admit as a member to a corporation or similar organization B. Lesson Proper Learning Tasks The four basic patterns The factors that affect business ownership The lifespan and liabilities of different types of business organization Appreciation of learning the types of business organization
Strategies Brainstorming Discussion Buzz session
Evaluation Oral response/checklist Oral response Oral response
C. Closing Activities: 1. Generalization: The choice of business ownership is determined by the nature of the business, capital needed to start the business, people interested to join the business, prevailing business climate, management know-how, and business policies. 2. Values Integration: Joy in learning the four basic patterns of business ownership. D. Evaluation Students will have a 10-item quiz Identification. Direction: identify the following statements. 1. It is a voluntary decision by two or more individuals to carry on a business enterprise for profit as co-owners. 2. It is a business organization owned by one individual. 3. It is a factor that affects business ownership where in the knowledge on how to run a business is considered. 4. It is formed when five or more people decide to go into business. 5. It is a factor that affects business ownership where in the availability of people with capital who are interested to join a business. 6. It is the other term for stock holder. 7. It is owned by 25 or more individuals who buy shares in the business on voluntary basis. 8. It is an individual who admit himself as a member of similar corporation. 9. In this business organization, the owner may wish to expand, reorganize, sell or discontinue anytime he or she wishes. 10. It is a factor that affects business ownership where the existing business atmosphere is considered. ANSWER KEYS: 1. Partnership 2. Sole proprietorship 3. Management on know how 4. Corporation 5. Number of people who are interested to join the business IV.
6. Stock owner 7. Cooperative 8. Incorporator 9. Sole proprietorship 10. Prevailing business climate
Assignment: Topic: Scope and importance of Retailing Word study: retail, consumption, treasury, quantity, prospective Guide questions: 1. What are the types of retail business? 2. Why retailing is important to our national economy? 3. How are retail outlets classified? Reference: Any TLE, THE book.
Professional Readings Wednesday, 30 March 2011 13:46 Literary festival ‘invaluable’ teaching tool for WCU professors, students Written by: Quintin Ellison Samantha “Sam” Gampel, a sophomore at Western Carolina University, wants to write novels and earn her living as a professional writer. So in Gampel’s book, there’s nothing quite like rubbing shoulders with real working-fora-living writers such as the ones headlining this year’s literary festival at the university. This is learning in action for students such as Gampel, and the festival, she said, hugely enriches her experience of attending school in Cullowhee. “I think it is amazing to get all of these writers to come here,” Gampel said. “And it really opens your eyes to some you hadn’t heard of before.” WCU’s literary festival runs April 3-7. The Visiting Writers Series has 13 authors featured this year, providing an opportunity to combine hands-on learning with classroom teachings that excite not only students such as Gampel, but professors at WCU, too. ALSO: A meeting of the minds: Bringing together readers and writers “It’s invaluable,” said Deidre Elliot, an associate professor in the university’s English Department and director of the professional writing program.
That’s because professors can assign readings by authors, then — tah-dah — students can meet and talk to the authors firsthand. They can ask questions, and learn directly about both the craft of writing and how some writers successfully make livings practicing their craft. “It is totally enjoyable (for a student) to see the real person who was in a textbook,” Elliot said. Catherine Carter, a fellow associate professor of Elliot’s at WCU and director of English education, said there are a variety of ways she and other faculty incorporate the festival into teaching students. “The most usual are that we assign students to read some of the authors’ works and discuss them in class, and encourage — or, on a few occasions, beg, bribe or threaten — students to come to readings,” Carter said. “This is good not only because there’s something kind of cool about authors who are still alive and who are right there in the flesh … but because the etiquette of reading itself is worth teaching.” The etiquette being such niceties, Carter said, as refraining from texting or playing games on cell phones while the authors read. Carter also likes to encourage local teachers to bring students from the area high schools. “We had a class down from Summit (charter school in Cashiers) last year, and that was really nice,” she said. In fact, WCU will reserve local classes and their teachers some seats at the readings, particularly those held during the day, to encourage participation in the festival.
Mary Adams, a WCU associate professor who oversees the literary festival, said whenever book orders for classes are due, she pins fellow professors down on which attending festival authors’ books they’ll teach. “Sometimes it’s just a matter of trying to find a theme that works,” she said. This year, for example, an English class is focused on the figure of the vampire in literature and popular culture — poetry, fiction, nonfiction, television, film and the Internet. One of the books being read is Elizabeth Kostova’s “The Historian,” a tale of three generations of historians on the track of the original Dracula. Kostova’s book was the fastest-selling debut novel in American publishing history, and the author is set to speak Sunday, April 3. Meeting and hearing the authors they read in class, Adams said, “makes a huge difference” for students, “and it is very moving to the authors.” This is a big reason why the literary festival, which has a fairly small budget, is able to attract well-known writers, she said. The authors can depend on the university to pack in interested and engaged audiences. SHS social media policy defines teachers' 'friends'
By EMILY DUPUIS / Sun Staff Writer | 5 comments
STONINGTON - A proposed policy calling for school staff members to retain professional boundaries with students and their families on the Internet is expected to go before the Board of Education next month.
On Thursday, the Board of Education's Policy Committee approved a draft policy that bars school employees from using their personal social networking websites to have "friend" relationships with students. The proposal also establishes guidelines for employees to use social media like Facebook, Twitter and YouTube to comment on the school district.
A first reading of the proposed policy has been scheduled for April 14 before the full Board of Education. Policies must undergo at least two readings before being adopted.
The proposal sparked debate among committee members, seeking to balance the protection of First Amendment rights.
"The policy has to err on the side of safety for kids," said Superintendent Leanne Masterjoseph.
But, added Gail MacDonald, chairwoman of the Board of Education, "I don't want to be in the speech-controlling business at all."
As recommended by the Shipman and Goodwin law firm, the proposed policy calls on employees to "maintain appropriate professional boundaries with students, parents and colleagues."
For example, the draft policy says, it is not appropriate for a teacher or administrator to "friend" a student and his or her parent or guardian on the Facebook social networking website.
Employees must clearly state that any comments made about the school district or Board of Education are their personal views and do not represent the school district.
The draft also calls for employees to refrain from making harassing, threatening or other defamatory comments on social media that could reflect poorly on the district, and they must comply with the Board of Educations' policies concerning the confidentiality of student information.
Masterjoseph said she also would not want a school employee posting photographs of students on their personal social media pages.
"I would be very leery of that," she said.
The proposal does allow employees to use social media to educate students or for extracurricular activities, if they have administrative permission and if the membership is "closed and moderated."
The policy committee plans to begin work on a social networking policy for students at a future meeting; the committee next meets on April 27.
Guidelines, Policies and References of Student Teaching Successful K-12 Student Teaching Experiences Demonstrating a Professional Approach to Classroom Internships Feb 26, 2009 Barbara Abromitis
By displaying the right attitude and being open to others' expertise, student teachers can grow professionally and personally through their final mentored experience.
The student teaching experience provides teacher candidates the opportunity to practice what they have learned through education classes and previous clinical experiences. Ideally, they should also have the chance to creatively experiment with instructional ideas of their own. Unfortunately, not every classroom internship goes smoothly, and some end with the teacher candidates unprepared to lead classrooms of their own.
Student teachers can make their classroom experiences more rewarding and productive by using the professional approach described in the following guidelines: Respect the Cooperating Teacher's Boundaries
The classroom is a temporary venue for student teachers, and it is important for teacher candidates to respect the boundaries of the cooperating teacher or mentor. Follow established classroom rules, and discuss classroom expectations and etiquette. Apologize if boundaries are overstepped, and make the effort to correct any problems that may occur.
Show Initiative in the Classroom and the School
It is the responsibility of the student teacher to demonstrate professional growth. Show initiative by taking advantage of as many professional opportunities as possible, and accepting additional responsibilities when able. Volunteer to help supervise an afterschool club or to assist with playground duties. Attend professional development and faculty meetings, discussing the topics with the cooperating teacher when appropriate. Participate in parent teacher conferences and interact with classroom volunteers. Read professional journals and magazines and try new instructional ideas or projects with the class. Request Ongoing Feedback from the Cooperating Teacher
Cooperating teachers and university supervisors will provide formal feedback on lessons at designated times, but successful student teachers know that establishing a rapport with their mentors includes asking for feedback on other, more ongoing professional areas such as classroom management, parent communication,
instructional materials, pacing, voice quality, etc. Focus on areas that need improvement; and if no specific areas are indicated, ask for suggestions on the aspects of teaching that still need fine-tuning. Accept Criticism on Lessons
For student teachers as well as professionals, lessons sometimes go poorly. Maybe they are inappropriate for the age of the students, disorganized, dull, or confusing. By looking at the lesson objectively, and accepting the criticism offered by the cooperating
teacher or university supervisor, student teachers can grow from a bad experience and learn new ways to adjust lessons to prevent the situation from occurring again.
Effective Mentoring of Student Teachers Cooperating Teachers Can Teach and Learn From Education Internships Jun 10, 2009 Barbara Abromitis
The effective mentoring of student teachers should include establishing strong communication, building professional collegiality, and encouraging classroom creativity.
The quality of a student teacher’s experience rests with the cooperating teacher. As a veteran educator, inservice teachers know well how to run a classroom and teach their content areas, but the act of mentoring another professional presents a new set of challenges. By following these three principles, cooperating teachers will be able to provide a quality intern experience, which does not compromise student learning and can result in their own further professional development. Establish Effective Communication
The key to any working relationship is communication. As a mentor, the cooperating teacher must establish clear systems of communication at the start of the experience, and encourage the student teacher to gradually assume more responsibility for leading these conversations. Mentors should also communicate regularly with the university
supervisor to share concerns, or areas of progress, as this will prevent small issues from becoming big problems that could affect student learning.
Areas that should be discussed before the experience begins include classroom expectations (what has to be done certain ways and what can be changed to suit the student teacher’s style); frequency and type of feedback and evaluation (both informal and formal feedback should be given on a regular basis, regardless and in addition to the formal system used by the university); and ways in which the student teacher should present the experience to parents. Build Professional Collegiality
Preservice teachers bring some experience to the classroom, and a great deal of learning and background knowledge. It is the responsibility of the cooperating teacher to structure the student teaching experience in a way that treats the teaching candidate as a fellow professional, while ensuring the integrity of student learning.
Establishing the authority of the student teacher with pupils is essential. Student teachers should begin immediately taking over teaching responsibilities, gradually but quickly building to teaching the whole day. Encourage students to go directly to the student teacher with questions, and intervene with decisions only in cases where safety or learning are at risk. Include the student teacher in playground or other duties, faculty meetings, professional development, and parent-teacher conferences.
Encourage Classroom Creativity
One of the most exciting aspects of mentoring a student teacher is the opportunity to learn new ideas from them. Though sharing materials, resources, and teaching methods is part of the mentoring process, cooperating teachers must also allow student teachers to try their own ideas to see what works and what doesn’t. Many cooperating teachers find new resources through their student teachers and their own teaching becomes revitalized. Top 10 Tips for Student Teachers By Melissa Kelly, About.com Guide
Student teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment. 1. Be On Time Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation. 2. Dress Appropriately As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments.
The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment. 3. Be Flexible Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher. 4. Follow the School Rules This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions. 5. Plan Ahead If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. 6. Befriend the Office Staff This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions
of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth. 7. Maintain Confidentiality Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators. 8. Don't Gossip It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement.
ICT in Society – Advantages of ICT By: Administrator; Date Added: Jul 3, 2010; Category: ICT ICT refers to the devices used to communicate between computers (full definition here). Information communication technology (ICT) has greatly impacted and enhanced global socialisation and interactions. In fact information technology has taken over nearly every aspect of our daily lives from commerce (buying and selling) to leisure and even culture.
Today, mobile phones, desktopcomputers, hand held devices, emails and the use of Internet has become a central part of our culture and society.
These technologies play a vital role in our day to day operations. ICT has made global social and cultural interaction very easy. We now live in an interdependent global society, where people can interact and communicate swiftly and efficiently. News and information can now be transmitted in minutes. Individuals can easily stay in contact with members of their families who reside in other countries or make new friends across the world. Examples of information and communication technology (ICT) tools used for these purposes are emails, instant messaging (IM), Chat rooms and social networking websites, such asFacebook and Twitter, Skype, iPhones, cellular phones and similar applications.
ICT made a major contribution towards the elimination of language barriers - people speaking different languages can connect and socialise or trade in real time via the Internet. This is made possible with the use of language translators. In as much as the advantages of IT are numerous, it is important to mention some of its major disadvantages to the society. A significant disadvantage is that older generations find it difficult to catch up with the ever changing and numerous technologies available to day. Fear of change, resistance to change and inability to catch up with rapid technology evolution are areas to note. The issue of digital divide can not be ignored. In the world today, there are people in the society who are not in the position to take advantage of available technology. This may be due to poverty or geographical location. For example, access to technology can be said to be limited in many developing countries and these may result in lesser opportunities for economical and social development.
The Importance Of Mobile Phones In Education BY TERRY FREEDMAN | TUESDAY, JULY 20, 2010 AT 8:00AM | PERMALINK
From listening to music, to taking and editing pictures of teachers, the young community have found various ways to misuse the new technology being made available to them in such small and compact mobile phones. Obviously, anything that can disrupt learning, or teaching, cannot be accepted in a classroom environment and should be dealt with accordingly. It is my opinion that as technology advances at such a blistering pace,
policies such as ‘mobile phones should be switched off and in your bag’, can be modified to benefit not only students, but teachers and schools alike. As a student who has experienced some very rowdy and distracting classes, I know that mobile phones can cause huge distractions for not only students, but teachers as well. I am also aware that mobile phones can be a danger to the school environment; however I believe they can still have their benefits in the classroom. As a very proud owner of an Apple iPhone 3G, I could rave all day about the importance of my mobile phone. It keeps me in contact wherever I go, which not only gives me peace of mind, but also my parents! An argument I have never understood is that youngsters have become too reliant on their mobiles. Nowadays mobile phones can be as useful to people as a pencil and paper, and I have never come across an argument that adults have become too reliant on those! The ability to download ‘apps’ to phones such as the iPhone can also make it not only personalised, but useful for people in most situations. From word processing software to a program that keeps an eye on the stock market, the range of potential uses can just not be argued with. For example, instead of waking up tired and grumpy, I use an advanced alarm clock to measure my sleeping patterns which also wakes me up when I am sleeping at my lightest. Not entirely necessary, but this could still be beneficial to anybody! So if this level of technology can benefit from city workers to journalists, why can it not be taken advantage of at school? I have numerously thought to myself in lessons such as Spanish and English that if it was accepted for me to use my phone, my learning
could be improved. Instead of taking out a dictionary, I could simply use my translator, and instead of trawling through books for a piece of literature, I could find the book online and be directed to a specific word, and so on. The fact is that these phones are really just computers, yet I am unaware of a school that is reluctant to allow the use of these. I'm not naïve; firstly not everybody has such an advanced phone and secondly, there are bound to be people who will take advantage. But as technology becomes cheaper, more people will invest in this equipment, and surely the people who take advantage of the leniency would use their phone regardless of new measures? Schools themselves are modernising greatly. My present school, for instance, is in the process of becoming an academy. This means that from September 2010 it will no longer be classed as a ‘school’, and by 2013 it hopes to have established completely new buildings. I am part of a group of students who have listened to the new plans, and I was impressed with the new technology being considered. Ideas such as giving each student a laptop and registering attendance online are being planned already. I think it is fantastic that schools are finally ‘getting with the times’ and are understanding the importance of ICT in education! Eventually I hope mobile phones will be looked upon in a much more reasonable way and take a more important role in education. After all, there’s only so much fun you can have with editing teachers’ faces! Ethan is a Year 11 (17 years old) student who is currently preparing for his final GCSE (High School graduation) exams. He is a huge lover of football, and Manchester United.
He hopes to carry on his education to university where he hopes to study Law and French. This is a slightly amended version of an article which first appeared in Computers in Classrooms, the free e-newsletter. The next issue is a games-based learning special, and we're running a prize draw to give away 2 marvellous prizes. More on that later today.
Games In Education BY TERRY FREEDMAN | WEDNESDAY, OCTOBER 20, 2010 AT
8:12AM | PERMALINK How can games be used in the pursuit of learning? Computers in Classrooms – a free e-newsletter – is currently featuring a host of articles and reviews on this very subject. Last night I attended the Essex Teachmeet, organised by Danny
Nicholson, @dannynic, at which Dawn Hallybone gave a 7-minute race through examples of games she has been using with her primary school children, and how. In the Q & A session afterwards I was impressed by Dawn’s description of the process of using games. It’s not just a matter of getting a box out of the cupboard and letting the kids get on with it. You have to think about the learning outcomes you want, the pedagogy involved organising the children and so on. And as for teaching to the test, because Dawn uses the games as vehicles for reading, writing and ‘rithmetic, and has them doing activities in strictly timed sessions, they’re prepared for the test anyway. The
only difference is that the children haven’t had the joy or learning drummed out of them by the time they take the tests. So, back to the newsletter. When I decided to focus on games-based learning, I assumed, naively as it turns out, that one issue of the newsletter would suffice. Well, it would, had I wished to produce something so long that nobody would have the time to read it. What I’ve done instead is publish a series of special games-based issues. Tow have been published so far, which include the following articles: It’s not about the game! Dawn Hallybone discusses activities surrounding games to maximise the benefits of games-based learning. Red Mist, the prison-based video game. Jude Ower tells us about a game which is won or lost by the state of your emotions! Creating a game – a positive impact on learning? David Luke reports on research he and colleagues undertook to determine, amongst other things, whether games-based learning disadvantages girls. Games-based learning: a personal view. Mother and computing graduate Amanda Wilson gives her opinion of games-based learning. Battling the barriers of games-based learning. John McLear explains how he set about developing a search engine for educational games. Could Co-operation and Collaboration lead to Greater Achievement than Autonomous Learning?
Do we mistakenly evaluate games-based learning from our perspective as adult learners, asks Doug Woods. In What2Learn: Helping students play their way to exam success, John Rutherford describes a free bank o resources for playing and even creating games for the classroom. Action research: In Enhancing mental maths in the primary setting through gamesbased learning, Emma Barker summarises her MA research findings. What’s Next? Articles coming up include a review of BESA’s ICT use by primary pupils 2010, reports from FutureLab and the LSN, plus more articles, including original research, and reviews. More of that soon. So what’s the cost of all this? Well, nothing really, apart from a few minutes of your time. You fill in a form online and click OK. Then you check your email and click the link. You won’t be spammed, your details won’t be sold on or given away, and if you don’t like the newsletter all you have to do is click on a link at the bottom of it which says “Unsubscribe”.
There are many different learning styles. This article has information on auditory, visual, and tactile learners as well as the concept of multiple intelligences. Keep reading for more on learning styles.
There are a variety of different proposals for categories of learning styles, which are the favored approaches different people have for interacting with whatever they’re trying to add to their understanding or repertoire. A good understanding of learning style can help the learner to adjust his or her own approaches in order to achieve the best results, and can help teachers be aware of the types of instructional methods that may be of most value to their students. This article gives an overview of learning styles.
And Then There Were Three . . . or Maybe Four
One way that learning styles are frequently categorized is auditory, visual, and kinesthetic/tactile. This is how these types of learning styles are characterized:
• • •
Auditory learners prefer to take in information through listening activities. Visual learners prefer to see demonstrations, pictures, and visual aides. Kinesthetic/Tactile learners do best with activities that involve movement and touch.
If this were the complete package, we would have to wonder a lot about our schools employing so many textbooks that seemingly fit nobody’s learning style, but actually, four part division has also been suggested:
• • • •
Visual/Verbal Visual/Nonverbal Tactile/Kinesthetic Auditory/Verbal
with the Visual/Verbal learner showing a preference for reading and writing as learning approaches.
Or Maybe There Were Seven
Another proposal for learning styles is Howard Gardner’s concept of multiple intelligences, which proposes a broader spectrum of important types of interactive preferences exercised by people in coming to terms with the world. They are:
Linguistic Intelligence, which revolves around words and language, allowing for skilled speech and critical analysis of word craft;
Musical Intelligence, which revolves around sound and sound patterns, allowing for skilled production of and appreciation of music;
Logical-Mathematical Intelligence, which revolves around logic, reason, and numbers, allowing for an ability to conceptualize;
Spatial Intelligence, which revolves around visual perception, allowing for a strong ability to visualize;
Bodily-Kinesthetic Intelligence, which revolves around experiences of movement and touch, allowing for skillful athletic performances and manipulation of objects;
Intrapersonal Intelligence, which revolves around a clear sense of one’s own inner states and emotional life allowing for well-developed self-knowledge; and
Interpersonal Intelligence, which revolves around a clear window into the emotional lives of others, allowing for strong interpersonal connections
Learning Style Inventories
If you Google “learning styles,” you will find a number of inventories that profess to reveal your learning style to you. Be aware that they are posted by people with different levels of expertise, and that some of them are pretty blunt tools. Questions that are framed “would you rather a or b?” for example, may not take into account your preference to do a on certain occasions, but b in other circumstances. Thus, the result may be less than perfectly clear (or accurate).
The fact is that not everyone has a very strong leaning towards only one style, and some particular areas or topics may lend themselves more by their nature to one particular style than another. This may mean both that learners whose style is a good match with the material being learned may have an easier time, but also that learners may learn to adjust their preferred style to adapt to the material placed before them.
Despite the limitations of the quick tests that you find online, an analysis of your learning style by a professional who can help you gain insight into strategies that will make your
efforts more productive can be a very useful thing. It can help you to take steps that will make your studying time and learning more productive, and this is why guidance counselors will sometimes guide students towards this type of analysis.
Language Learning Approaches: Better Approaches For Faster Learning Submitted By: Jacob Coroner | Word Count: 580 | Views: 208 he language learning approach refers to the approaches that need to be applied to view the nature of the language, its beliefs and the ideas about how these can be applied practically so as to ease the language learning and teaching process. There are different approaches as applied by different people for language learning process but the approach that you take to learning a language largely depends on the beliefs that have for language learning, your personality and learning style and the approach or program that you find most suitable. Some of these approaches are discussed as below: 1. The Grammar ï¿½ Translation approach: formerly being used to teaching Latin and Greek this approach has now been generalized for learning modern languages. Here the importance is given to grammar and elaborate explanations are given. Reading of difficult texts is started quite early in the course of study. 2. Direct approach: here more importance is given to the integration of more use of the target language. Here the native language is not used but the target language is used directly. There is no translation and grammar is taught with the rules generalized. A little culture associate with the target language is also taught.
3. The Reading Approach: this approach is very helpful for those who do not travel to other countries and for them reading is the skill by which they learn a second language. Here the priority is to study the language first and being able to read and then move on to the study of the country where the language is spoken. Great importance is given to reading and attention to pronunciation and conversational skill is minimal. 4. The audiolingual Method: this approach is related to the principles of behavior psychology. Many principles and procedures of the direct method are adapted in this approach. This approach is based on the fact that language learning is a habit and therefore it depends on mimicry, learning of the set phrases and structures. Grammar is taught inductively in this approach and vocabulary is limited and learned in the text. There is abundant use of aids like tapes, visual aids and language laboratories. 5. The Community Language Learning: this approach uses the counseling techniques to ease the anxiety of learning a second language, in addition to helping the learner learn the language. The counselor maintains a cordial and healthy relationship with the client, here the student to ease him of the threat or confusion regarding the language. 6. The Silent Approach: this language learning approach makes use of verbal commands and set of colored rods in order to avoid the use of the vernacular, create simple linguistic situations, generate a game-like situation, provide support of perception and action and provide spontaneous speech over some duration. 7. The Functional-Notional Approach: in this language learning approach the emphasis is on breaking the global concept of the language in terms of communicative situations
as per their usage. It also stresses on the organizing of a language syllabus and finding means to do so. 8. Total Physical Response Approach: this approach is defined as the approach that combines the information and skill by the use of the kinesthetic sensory system. By this method learning is accentuated at a rapid rate. Learning is motivated because the learner is given adequate time to speak the language as per his readiness and comfort. Therefore these are the various language learning approaches that can be used. However the best approach is the one that best suits you.
Professional Career Plan:
I just finished my on the job training as a student teacher. It was hard and stressful. But at the same time, I feel joy during those times. The students have given me enough memories to make me miss them. But after graduation, I doubt if I’ll be really start my journey as a teacher. Yes I’ll take the Licensure Examination for Teachers but I just don’t know yet if I’ll be a teacher. I plan to work in a call center. This has been my plan right after graduation. But ofcourse, I know that I will not be treating this as a career. I just want to earn more. I could be a teacher though. Maybe I could be a teacher of pre schoolers or Korean students who wants to learn English. It could be here in the Philippines or in Singapore.
First week ( December 6-9) It’s my first week as a practice teacher at Lagro High School. Well I was surprised because it’s youth week here and during this week, every teacher will have a student counterpart. My critic teacher, Mrs. Luisa Casuyon has chosen a student counter part who will teach TLE for a week. And I felt like I have my own student teacher. ☺ I’ve been just facilitating the student while Ivan teaches since Mrs. Casuyon is not around. She’s sick. My first week was not so stressful. Had a great time though. ☺ I met all of the sections. Second week (December 13-15) For my second week, no more student teachers around. Mrs. Casuyon is back. We jus had project making week. I just facilitated and checked their works and guide them in making an extension cord and lampshade. I’ve tried it and it is not that hard at all. I wish I could learn more. The students are really noisy. But thank God are still manageable. ☺ Third week (January 3 – 7) First week for the year 211. Ma’am Casuyon let me do the lesson plan and handle the class. She’s not leaving me alone though. She gives me pointers and I’m learning. I’ve prepared chapter test as well but she told me I got to be strict somehow. This has been stressful week for me. Maybe because I just ad my vecation. It is sad I got colds and cough. Fourth week (January 10-14) For my fourth week. I’m feeling better now. I had my discussion and lectures for the whole week. I prepared some activities too. This week felt like just a review week or
should I say lecture week. Most of the time, I just let the students copy the lesson since it was discussed last week. Just making sure they have lectures. Fifth week (January 17-21) For the fifth week. I had much on lecturing since the periodical examination is on Thursday and Friday. I also took charge of 3 classes of an absent co-teacher. When I was there, they were just quiet. I missed my original students. I felt that a day in school without them is dull. Then we had the periodical exam. For the first day, Mrs. Casuyon and I took charge. I really made sure there’s no cheating. But at the end of the day, the students wanted and early out. When I dismissed them, they all shouted like wild animals. Unfortunately, the teacher at the next room got mad. I felt responsible about that. I wont let that happen again. On the second day of exam, I took charge alone. I re arranged their seats and became more stric. I let them clean the room before leaving. I was alone that day. Sad. Sixth week (January 24-28) This week, we checked their examinations. Not all of them passed. We had discussion and lecture too. I have been absent for two days since we need to submit our case study. During discussions, I prepared activities for the students so that they’ll be motivated with the discussion. This week has been stressful for me. Seventh week (Januray 31 – February 4) This week, I lectured and gave chapter tests to my students. They were asking if I prepared an easy one. Ive been reply that it is and when they have taken the test, they said, “ Ma’am, yung madali mo ang hirap naman po eh.” . Mrs. Casuyon won’t let me
give them easy exams because she said I’m handling higher sections, they should be given tougher examinations than the rest. Eighth week (February 7-11) This week, we had discussion. Im really getting used to the classroom situation, the discussion, me giving them examination, asking them questions, and hearing their loud unstoppable mouths. They are really noisy. But I love those kids. Ninth week (February 14-18) This week, I met my students just to check their chapter test. The following days, they had their National Achievement Test. Mrs. Casuyon and I facilitated II – Persimon. We stayed there till 5pm. Then that Thursday, we checked the examination of II – Banaba. Friday, we had an early dismissal since it is the promenade of the third year students. Tenth week (February 21-25) This week was supposed to be my last week, but it’s not. Also, this is the week, I’ll have my final demo. I’ve been very busy preparing my lesson, mastering it, finishing my lesson plan and when that day came, it went well! We prepared food too to our observers and I felt relieved. After that day, I had my usual discussions. Eleventh week (February 28 – March 4) This week is the second to the last weeks I’ll be having here at Lagro High School. We weren’t here Thursday and Friday. It was just project week this week. The students enjoyed doing the ice cream. I wish I was able to make one on my own. I stayed in the room while Ma’am managed each group who makes the ice cream.
Twelfth week (March 7-11) This is our last week. We still continued doing their ice cream. We prepared food to the TLE department as our farewell party for them. I will surely miss my students.
Local current issues
Wanted still: a revolution in education By Philippine First Posted Butch Daily 19:42:00 Hernandez Inquirer 12/31/2010
Filed Under: Education
FOR THE past decade, the Foundation for Worldwide People Power (FWWPP)—to the best of its ability—has endeavored to foster genuine and deep-seated changes in Philippine education. For the record, in 2002 our founder Ms. Eggie Apostol called for no less than a revolution—People Power style—to inspire entire communities to bring their talents and resources together to turn public schools into providers of quality education.
Sir Ken Robinson, the world-renowned creativity expert and an electrifying speaker, once delivered a lecture titled “Bring on the Learning Revolution.” In it, Sir Ken says that “every education system in the world is being reformed at the moment and it is not enough. Reform is no use anymore because that is simply improving a broken model. What we need is a revolution in education. This has to be transformed into something else,” Sir Ken argues.
This lecture is one of two hugely popular education-themed presentations delivered at the TED (Technology, Entertainment and Design) conferences. The second one is titled “Changing Education Paradigms.” Both talks have been posted online at TED.com and
at YouTube and have now been seen by millions. (If you are an education-reform advocate and you haven’t yet seen these presentations, I urge you to do so now. As an added incentive, you’ll find them highly entertaining at the very least.)
On his profile page at the TED website, Sir Ken Robinson is described as “a visionary cultural leader, (who has) led the British government’s 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements.”
“There now exists a crisis in human resources, as we have made very poor use of our talents,” says Sir Ken. He points out that education should naturally be the vehicle to create the circumstances that would draw out these human resources, which are often buried deep. He, however, avers that current education systems in a way dislocate very many people from their natural talents.
Sir Ken emphasizes that “[w]e have built our education system on the model of fast food, where everything is standardized. We have sold ourselves into the fast-food model of education, and it is impoverishing our spirits and our energies, as much as fast food is depleting our physical bodies.”
How then do we achieve the change that we seek?
Sir Ken and Ms Apostol both agree—along with perhaps the entire education reform community—that this kind of change can be difficult. For her part, Ms. Apostol has said often enough that two things are essential for change to take place. First, people must be made fully aware of the problem in all its complexity, and second they must be
moved enough to bring their talents and resources together for the cause of quality education. Both tasks are obviously easier said than done, but the FWWPP’s experience is that change is quite easier and more consistently achieved at the community level.
Sir Ken, on the other hand, believes that fundamental innovation is hard because it means we have to challenge what we take for granted. “The great problem for reform or transformation is the tyranny of common sense,” says Sir Ken.
In the FWWPP’s Mentoring the Mentors seminars, we’ve had occasion to see this rather inexplicable resistance to change especially when our expert resource, Dr. Celia Adriano—AVP for academic affairs at UP—starts discussing ways to make really effective lesson plans. For Dr. Adriano, a carefully considered lesson plan is the key to ensuring that learning takes place for the entire classroom. As such, she insists that teachers should really take more time to get this task right. However, many public school teachers we’ve met invariably find it hard to deviate from the process that they’ve grown accustomed to, which is to defer to the district supervisor with regard to matters like this. As such, it is common to see lesson plans drawn up from de facto templates, with little thought given as to what students in a particular class really need to meet their learning goals.
This closely reflects Sir Ken’s assertion that human talent is “tremendously diverse and that individuals have different aptitudes.” As such Sir Ken says, we should “customize education to our own circumstances and personalize it for the people we are actually teaching.”
To spearhead the education revolution, Sir Ken proposes something truly radical: that we “change metaphors” from an industrial or manufacturing model of education based on linearity, conformity and batching people, to one that is based on principles of agriculture.
Sir Ken explains the notion of linearity in education as like starting on a track where if one does everything right, one is set for life.
“In truth, life is not linear, it is organic. We have to recognize that human flourishing is not a mechanical process, it is an organic process. You cannot predict the outcome of human development. All you can do is, like a farmer, create the conditions under which they will begin to flourish,” says Sir Ken.
(Butch Hernandez (email@example.com) is the executive director of the Foundation for Worldwide People Power.) ARMM lawmaker protests pilot-testing of sex education By Inquirer Mindanao First Posted 15:05:00 06/20/2010 Charlie Señase
Filed Under: Health, Education
COTABATO CITY, Philippines – A member of the legislative assembly in the Autonomous Region in Muslim Mindanao (ARMM) rejected a proposal of the
Department of Education to use ARMM province as a pilot area for its sex education module in elementary and secondary schools.
Assemblyman Ziaurrahman Adiong said the planned inclusion of ARMM by DepEd in the United Nations Population Fund project that would initially tap the services of 159 public schools (80 in the elementary and high school, 79), only showed “Imperial Manila’s unilateral imposition of the UNFPA without regard to the sensitivity of the Muslim culture and practices.”
Adiong said his other Muslim colleagues in the Assembly have been contemplating filing a resolution to exclude ARMM provinces from the new sex curriculum which would be compulsory for Grades V and VI and high school students in public schools.
“There should have been public consultation first before launching the sex education project, especially conservative areas where inhabitants are so sensitive to matters concerning population control,” said Adiong, a native of Lanao del Sur that happens to be DepEd’s pilot-testing area on sex education.
The other affected ARMM provinces are Maguindanao, Sulu and Tawi-Tawi while the rest of the pilot areas include Sultan Kudarat in Central Mindanao; Olongapo City, Mountain Province, Ifugao and Masbate in Luzon; Bohol and Eastern Samar in the Visayas.
The Regional Legislative Assembly’s initial opposition to the sex-education, according to Adiong, borders on the absence of teaching modules, which when introduced might touch Muslims’ culture and religious practices.
“Proponents of the sex-education program should be rational and considerate to the Islamic conservative look at sex being introduced among the young,” said Adiong, whose brother Ansarrudin, acting ARMM governor, appears mum on the issue.
Education officials have assured that the program would not be coercive as it tries to introduce lessons on reproductive health, personal hygiene, proper peer behavior and unwanted pregnancy. Techtutor seminar to show role of ICT in Education
INQUIRER.net First Posted 11:16:00 09/16/2010
(general), Education, Children, Internet
MANILA, Philippines – Every child deserves quality education. Technology gives teachers new resources for engaging an effective education. It sparks the joy of discovery, provides students with a wider world, and develops skills that build the future. Technology has entered all aspects of the workplace, including education. As our schools evolve and continually embrace educational technologies into the classroom, it only makes sense that information technology be incorporated into teaching and learning. The tools are there, how to maximize it is the challenge.
TechTutor 2, an annual seminar conducted by the country's premier I.T. personality, Jerry Liao, is dedicated to explore the role of technology in enhancing all facets of education and personal andprofessional development.
Last 2009, more than 5,000 people attended the first TechTutor seminar. This coming September 28 and 29, 2010, people are again expected to troop to SM Megatrade Hall 3 to witness the annual TechTutor seminar which aims to provide the opportunity for educators, school leaders, and policy makers to interact with and learn from education researchers, thought leaders and expert practitioners from around the country.
The objective of the seminar is to equip students, educators and future entrepreneurs with the skills for turning their ideas and ambition into action and to generate new ideas, and practices for integrating technical tools to improve education. Thus making technology use more effective in instruction, encourage an open dialogue between experts and parents on how these technological advancements be utilized for the betterment of the community.
The seminar will focus on collaborative web environments focused on wikis, microblogging, and other social media applications. The cloud computing solutions like the new Microsoft Office 2010 has evolved to a point where traditional IT processes & job duties are no longer required and less time is needed to support our learners and educators.
Moreover, the web 2.0 environment has evolved to make it easier for non-tech savvy users to integrate technology with little tech support. Threats and dangers that surround the web and the entry of Web 3.0 will also be discussed during the seminar.
The latest products and solutions will be showcased by companies like Acer, Blackberry, Canon, Dell, HP, Lenovo, LG, Microsoft, Samsung, Powermac, RedFox, Western Digital and WSI. Other partners include Apple, ASI, Asiantech, Belkin, BenQ, Lacie, NEO Computers, PC Gilmore, Philips Go Gear, STI, Suzuki andViewsonic will also show their wares during the event.
Education Managers/Directors, Technology specialists, Teachers, Academic Advisors, Education researchers, ICT experts, IT Managers and parents are all encourage to attend this once a year seminar by Jerry Liao.
Attendees will also get the chance to win raffle prizes like laptop computers, printers, mobile phones, and a lot more. Tickets are available at Ticketnet outlets and SM Cinemas. For more information, visit www.infochat.com.ph/powertips. UN: RP trails Tanzania, Zambia in education By Philippine First Posted Philip Daily 03:48:00 Tubeza Inquirer 01/20/2010
Filed Under: Education, Poverty, Annual Reports
MANILA, Philippines—The United Nations has warned that the Philippines is in
danger of leaving the poor behind when it comes to their education.
Noting an “absence of decisive political leadership,” a major UN report on education on Tuesday said the Philippines was in “real danger” of missing its target of providing universal primary education by 2015.
The 2010 Education For All (EFA) Global Monitoring Report, which was launched by UN Secretary General Ban Ki-Moon at UN headquarters in New York cited the Philippines as a “particularly striking example of under-performance” in educational reforms as its current polices were failing to make a difference in improving the education of the poorest Filipinos.
“Education indicators for the Philippines are below what might be expected for a country of its income level … With an average income four times that of [African countries] Tanzania and Zambia, it has a lower net enrollment ratio,” the report said.
“The unfavorable comparison does not end there. Whereas Tanzania and Zambia have steadily increasing net enrollment ratios, the Philippines has stagnated,” it said.
RP could miss its goal
“Given the country’s starting point in 1999, achieving universal primary education by 2015 should have been a formality. There is now a real danger that, in the absence of decisive political leadership, the country will miss the goal,” the report added.
The Global Monitoring Report (GMR) is produced annually by an independent team of
UN experts and is published by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The report assesses the global progress towards the six EFA goals to which over 160 countries committed themselves in 2000.
These goals include expanding early childhood care and education, providing free and compulsory primary education for all, providing learning and life skills to young people and adults, increasing adult literacy by 50 percent, achieving gender equality by 2015, and improving the quality of education.
In the portion “The Philippines—leaving the marginalized behind,” the 2010 report said “extreme poverty and regional disparities were at the heart” of the mismatch between the Philippines’ income level and its poor educational outcomes.
It noted that, in 2007, the number of out-of-school youth aged 6 to 11 “broke through” the one-million mark and “there were over 100,000 more children out of school then than in 1999.” It added that around one-quarter of those entering school drop out before Grade 5.
“The net enrollment ratio was 92 percent in 2007, which is comparable with countries at far lower levels of average income, such as Zambia, and below the levels attained by other countries in the (East Asia) region, such as Indonesia,” the GMR said.
“Why have countries that were so close to universal net enrollment at the end of the 1990s failed to go the extra mile? One factor is the difficulty in extending opportunities
to certain regions and parts of society,” it added.
The report said that this happened to countries like the Philippines and Turkey that faced “problems of deeply entrenched marginalization.”
“In the Philippines, marginalization is strongly associated with poverty and location, with the Autonomous Region in Muslim Mindanao (ARMM) and some outlying islands falling far behind,” the GMR said.
“It is evident in the cases of the Philippines and Turkey that current policies are not breaking down inherited disadvantage. One contributory factor is the low share of national income invested in education,” it added.
The report noted that the gap separating the poorest 20 percent of Filipinos from the rest of society was “far wider than in most countries in the region.”
“Those aged 17 to 22 in the poorest quintile average about seven years of education—more than four years fewer than in the wealthiest 20 percent. Data on school attendance provide evidence that current policies are not reaching the poorest,” the GMR said.
“Around six percent of 7- to 16-year-olds from the poorest households are reported as not attending school or to have ever attended. Extreme economic inequalities fuel education inequalities, notably by pushing many children out of school and into
employment,” it added.
Deep fault lines
The report said regional data also reveal “deep fault lines” in educational opportunities within the country.
“Nationally, about six percent of those aged 17 to 22 have fewer than four years of education. In the best-performing regions—Ilocos and the National Capital Region— the share falls to one percent to two percent. At the other extreme, in the ARMM and Zamboanga Peninsula over 10 percent fall below this threshold,” the GMR said.
“The disparities are driven by a wide array of factors. The impact of high levels of poverty is exacerbated by conflict in Mindanao, and by the remoteness and wider disadvantage experienced by indigenous people in the Eastern Visayas and Zamboanga,” it added.
The sound of howitzers
To give a “human face” to the conflict in Central Mindanao and its ill effects on education in the region, the report included the story of 13-year-old Muhammed, a refugee living in a tent on the grounds of Datu Gumbay Piang Elementary School in Maguindanao.
“Most of the children come to class to escape the dismal living conditions in their
tents. But there is no immediate escape from the destruction and violence they have witnessed,” the report said.
“When the children are in class, they are either lethargic or very nervous because [evacuees] often hear howitzers being fired not far from [them],” it added.
Quoting an evacuee who works in the school, the report said: “‘Students are often absent because they spend hours lining up for rations and water at the pump or because they’re sick.”
Given these problems, the GMR said Filipino authorities faced “difficult policy choices if the Philippines is to achieve universal primary education by 2015.”
“Far more weight has to be attached to reaching marginalized populations and providing them with good quality education. Social protection and conditional cash transfer programs, such as those in Brazil and Mexico, could play a vital role in combating child labor and extending educational opportunities to the poor,” the GMR said.
The report added that another urgent priority was the use of local language when it comes to teaching in indigenous areas.
“The diversity of the challenges sets limits to what the central government can do. Regional and sub-regional authorities need to develop and implement policies that respond to local needs. However, the central government could do more to create an enabling environment,” the GMR said.
“The education system suffers from chronic shortages of teachers and classrooms, rising class sizes and low levels of learning achievement. Addressing these problems will require an increase in the 2.1 percent share of national income directed towards education in 2005—one of the lowest levels in the world,” it added.
12-year basic education: a quality imperative By Philippine First Posted Chito Daily 00:16:00 B. Salazar Inquirer 08/28/2010
Filed Under: Education, Schools, Government
THE MOVE to expand our basic education to 12 years from the present 10 is not about quantity versus quality. It is about quality, period; or, more accurately, it is about the low quality of our education system. Philippine education is plagued by two major ills—the high attrition rate of our students and their low achievement rates. Simply put, too many of students leave school early, around a third before graduating elementary school, the largest chunk dropping out before Grade 4.
However, those who stay in school are only just a bit better off, receiving a substandard education with more than 90 percent failing our own National Achievement Tests. The majority of students are reading below their age and grade levels; and our high school graduates proceed to college with barely a Grade 6 reading competency.
What accounts for this low quality? Years of neglect; much, much lower than needed budget allocations; teaching quality; incentives and performance measures; the lack of classrooms, textbooks and desks; and, a short basic education cycle. The problems are complex and the causes are interconnected.
While teacher quality is central to the solution, our teachers, no matter how good, cannot teach well in a crowded classroom, without the proper books, or even a proper room. Similarly, our teachers, no matter how good, cannot teach well, with an overcrowded curriculum, when they are being required to teach more than their counterparts anywhere in the world, in a significantly shorter period of time. Nor can our students learn properly, when we are asking them to learn too much, too soon. What students in other countries are expected to learn in 12 years, we are asking our students to learn in 10. Consequently, more often than not, our students are being forced to learn concepts more complex than their developmental profile permits. It is then no wonder that our students cannot read properly nor pass our own diagnostic exams.
Just as the causes are interconnected, so too are the solutions. We must address teacher quality to improve the education of our children. We must likewise address the resource gaps. But we must also increase the number of years in basic education. The
lack of years in our basic education cycle is an inherent cause of the low quality of education, just as are all the others. The additional years will unclog the curriculum and will allow the teachers to teach better. More importantly, the students learn more. While each of these solutions is necessary, none of them, on their own, are sufficient; and, we will not be able to address the quality issue without expanding the number of years. There really is no silver bullet.
This brings us to the problem of government resources. It is true that there are limited funds and we must prioritize. However, the difficulty is the opponents of the move to a 12-year system are making this a choice among education goods—better teaching quality versus the expansion or more classrooms versus more years. However, should this not be about quality education versus losing more revenues to smuggling or uncollected taxes; or about education quality versus special education funds being spent on basketball courts, boy scout jamborees or sports fests; or should this not be about education quality versus expensive meals abroad, pork barrel or the intelligence funds of GOCC executives? The families of our children graduating with minimal learning are paying a very expensive price for an underfunded education system.
Ultimately, the beneficiaries of the improvement of our education quality are the poor. For logistical reasons, public school students with low achievement rates or who have not mastered the prescribed competencies still manage to graduate, but they are grossly unprepared to land good jobs and improve their lives. The true social costs accrue not from the additional years of education but from the false hopes arising from a high school diploma that essentially represents little.
The proponents of the 12-year basic education cycle insist that the additional two years be added to the elementary and/or high school levels; not to tertiary education, nor purely as a pre-university requirement. The addition must be to basic education because that’s precisely what it is and where it needs to be. A 12-year basic education is the minimum, fundamental education everyone must receive to have a decent opportunity for a good life. As such, as the Constitution declares, it must be a right, and it must be free.
Finally, ironically, despite all the opposition, the best basic education schools in the country (e.g., Ateneo and La Salle) already follow an 11-year system at least. These are the premier schools that parents would want to send their children to if they could afford the tuition. Children who attend schools like these usually have had three years of preschool before they even step into the first grade. Yet, for whatever good reason, some would rather deprive the majority of Filipinos of these additional years—please note, a total of 14 to 15 years of basic education—that a fortunate minority already receives. So which program is truly anti-poor?
Chito B. Salazar, Ph.D. (firstname.lastname@example.org) is the president of Philippine Business for Education.
Foreign current issues in education
Are High Schools Failing Their Students? The Need Does earning a diploma guarantee that a high school graduate is ready for work and college? It should, for very practical reasons. Entrance requirements for colleges have increased. Employers expect more. Students must be able to communicate effectively, think critically, analyze and interpret data, and evaluate a variety of materials. Sixtyseven percent of new jobs in the market today require some postsecondary education (Achieve Inc., 2006).
Yet despite these demands, many high school graduates are inadequately prepared to continue their education or to enter the workforce. According to the National Center for Education Statistics (NCES), at least 28 percent of students entering four-year public colleges in the fall of 2000 were required to take remedial courses when they started, especially in mathematics and language arts, as did 42 percent of those enrolled in twoyear public colleges (NCES, 2004). Employers also have noted that many recent high school graduates do not possess the basic reading, writing, and mathematics skills they need to function on the job; and providing remedial training to address this problem costs employers millions of dollars each year (The American Diploma Project [ADP], 2004).
Growing concern about the academic proficiency of high school graduates has placed high school reform at the forefront of the education policy agenda. Critics have begun
to question the degree of academic rigor in our nation’s high schools, and many states and school districts are looking for ways to address this issue. This month’s newsletter explores the issue of academic rigor and highlights current efforts to challenge and support high school students.
Rigorous Curriculum for All It is no secret that a challenging curriculum has a positive effect on student performance after high school. A study released by the U.S. Department of Education (Adelman, 1999), for example, found that “the academic intensity and quality” of a student’s course of study was a far more powerful predictor of bachelor’s degree attainment than class rank, grade point average, or test scores. And this impact is “far more pronounced” for African-American and Latino students than for any other group. A rigorous curriculum also predicts greater skill in the workforce and greater wage-earning potential. An extensive study conducted by ETS found that 84 percent of highly paid professionals and 61 percent of “well-paid, white-collar” professionals had taken Algebra II or higher level mathematics courses while only 30 percent of low-to-moderately skilled and lowpaid workers had done so (ADP, 2004). These findings make a strong case for high schools nationwide to provide all students—not just those enrolled in “college prep”— with a challenging academic program.
ISLEY L. SOLOMON 12 Naguilian St. New Haven Village Novaliches, Quezon City 09331713575 email@example.com Job Objective: Be able to be a student teacher with enthusiasm, discipline, passion for teaching and be able to bring out the best in me and of the students. Skills: • Strong values orientation • Effective communication skills Education: POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon City Campus Bachelor in Business Teacher Education 2007-present SACRED HEART ACADEMY OF NOVALICHES 1155 Quirino Highway, Zabarte Road, Novaliches, Quezon City DELFIN M. GERALDEZ ELEMENTARY SCHOOL St. Dominic • Fluent in English and Filipino languages • Computer literate
Seminars attended: • • • • Jobstreet Career Congress 2010 SMX Mall of Asia Enhancing Teaching Skills Towards Professionalism Polytechnic University of the Philippines, Quezon City Empowering the Youth Towards a Sustainable Environment Polytechnic University of the Philippines, Quezon City Education on the Wheels Program Polytechnic University of the Philippines, Quezon City • Strengthening and building a learning community Eurotel, SM North Edsa
Birthday: September 2, 1991 Religion: Roman Catholic Mother: Emily L. Solomon Father: Eduardo R. Solomon
Lesson Plan No. ___ Date: January 11, 2011 V. Objectives: At the end of the lesson, students should be able to: 1. Define capacitors and identify it’s different classifications. 2. Draw the different capacitors used in electronics. 3. Appreciate the importance of learning more about capacitors. Content: D. Topic: Capacitors E. Materials: visual aids and actual capacitors F. Reference: TLE pp 173-174 Procedure: E. Preparatory Activities: 5. Opening Prayer 6. Checking of Assignment 7. Review – What is resistor? 8. Motivation – Show a real capacitor 9. Unlocking of Difficulties: f. Capacitor – is an electronic component that has the ability to store electrical charges on voltage. g. Fixed capacitor – these capacitors are either be polarized or non polarized. h. Variable Capacitor – these capacitors are polarized and their capacitance may be varied. i. Capacitance - is the ability of a body to hold an electrical charge j. Farad – unit of capacitance F. Development/Presentation of Lesson Learning task Strategies Evaluation 1. Define capacitors and identify discussion oral response Its different classifications. 2. Draw the different capacitors discussion oral response Used in electronics. 3. Appreciate the importance of discussion oral response Learning capacitors. G. Closing Activities: 1. Generalization: Knowledge about capacitors will help them further understand capacitor and it’s importance. 2. Values integration: Joy in learning more about capacitors. 3. Application: students will identify the different kind of capacitors and its functions. 4. Evaluation: Scoring Rubrics Dimension Very Satisfactory Satisfactory Needs improvement Accuracy All capacitors are 1 incorrect 2-3 incorrect answers Drawn and labelled answer Properly. Neatness No erasures. Slightly more than 3 erasures. Not crampled. Crampled crampled. Work habits With complete some are most materials are Materials. Borrowed. Borrowed.
Assignment: Topic: Types of metal A. Word Study: Ferrous metals, Nonferrous metals, elasticity, ductility, malleability, brittleness, conductivity, hardness. B. Guide Questions: 1. What are the different types of metals? 2. What are the metals under ferrous metals? 3. What are the metals under nonferrous metals? C. Reference: TLE book p 184-185
Isley L. Solomon Summary of Daily Time Record:
MONTH: December DAY 6 7 8 9 13 14 15 TIME IN 12:47pm 12:40pm 1:00pm 12:42pm 12:55pm 11:20am 12:55pm TIME OUT 8:00pm 8:00pm 7:45pm 8:00pm 8:00pm 8:00pm 7:50pm NO. OF HOURS 7 hrs 13 min 7 hrs 20 min 6 hrs 45 min 7 hrs 18 min 7 hrs 15 min 8 hrs 40 min 6 hrs 55 min
TOTAL NO. OF HOURS: 51 HRS 26 MIN DAY 3 4 5 6 7 10 11 12 14 17 18 19 20 21 24 27 28 31 MONTH: January TIME IN TIME OUT 12:47pm 8:00pm 12:50pm 8:00pm 12:48pm 7:05pm 12:50pm 8:00pm 12:50pm 8:00pm 1:17pm 8:00pm 1:00pm 8:00pm 12:58pm 8:00pm 12:50pm 8:00pm 12:50pm 8:00pm 1:00pm 8:00pm 12:54pm 8:00pm 12:45pm 6:00pm 1:00pm 6:00pm 12:30pm 8:00pm 12:40pm 8:00pm 12:30pm 8:00pm 12:30pm 8:00pm NO. OF HOURS 7 hrs 13 min 7 hrs 10 min 6 hrs 17 min 7 hrs 10 min 7 hrs 10 min 6 hrs 43 min 7 hrs 7 hrs 2 min 7 hrs 10 min 7 hrs 10 min 7 hrs 7 hrs 6 min 5 hrs 15 min 5 hrs 7 hrs 30 min 7 hrs 20 min 7 hrs 30 min 7 hrs 30 min
TOTAL NO. OF HOURS: 124 HRS 16 MIN
DAY 1 2 3 4 7 8 10 11 14 15 16 17 18 21 22 23 24 28
MONTH: February TIME IN TIME OUT 12:30pm 8:00pm 12:30pm 8:00pm 12:25pm 8:00pm 12:35pm 8:00pm 12:25pm 8:00pm 12:25pm 8:00pm 12:30pm 8:00pm 12:30pm 8:00pm 12:30pm 8:00pm 12:30pm 8:00pm 12:30pm 8:00pm 12:45pm 8:00pm 1:00pm 6:30pm 12:35pm 8:00pm 11:00am 8:00pm 12:50pm 8:00pm 12:30pm 8:00pm 12:50pm 8:00pm
NO. OF HOURS 7 hrs 30 min 7 hrs 30 min 7 hrs 35 min 7 hrs 25 min 7 hrs 35 min 7 hrs 35 min 7 hrs 30 min 7 hrs 30 min 7 hrs 30 min 7 hrs 30 min 7 hrs 30 min 7 hrs 15 min 5 hrs 30 min 7 hrs 25 min 9 hrs 7 hrs 10 min 7 hrs 30 min 7 hrs 20 min
DAY 1 2 7 8 11
TIME IN 12:45pm 12:37pm 1:00pm 1:00pm 1:32 pm
TOTAL NO. OF HOURS: 133 HRS 50 MIN MONTH: March TIME OUT NO. OF HOURS 8:00pm 7 hrs 15 min 8:00pm 7 hrs 23 min 8:00pm 7 hrs 8:00pm 7 hrs 5:00pm 3 hrs 28 min
TOTAL NO. OF HOURS: 32 HRS 6 MIN
OVER ALL TOTAL NUMBER OF HOURS: 341 HOURS 36 MIN
REPUBLIC OF THE PHILIPPINES POLYTECHNIC UNIVERSITY OF THE PHILIPPINES QUEZON CITY GUIDE TO OBSERVATION OF GENERAL DEMONSTRATION TEACHING Name of demonstration teacher: Isley L. Solomon Subject demonstration: TLE II Place/School: Lagro High School Date:February 22, 2011 100-95 Excellent I. LESSON PLANNING A. Objectives were stated in behavioural terms B. There was congruency between: 1. Objective and subject matter. 2. Objective and teaching procedure. 3.Objective and formative 4.Objective and assignment II. TEACHING METHODS A. Methods/used was/were suited to the needs of the students. B. The teacher was creative enough to adapt his/her method to the students. C. Visual aids and other examples were to illustrate the lesson. D. The teacher made effective use of the formative test after teaching. III. CLASSROOM MANAGEMENT A. The teacher had a systematic way of checking: 1.Attendance 2.Assignment 3.Practice Exercise 4.Group work/projects 5.Passing in and out of the room 6.Collecting, distributing and collecting paper. B. Order and discipline were present in the classroom. C. Visual aids were within easy reach during his or her teaching 94-89 VS 88-83 S 82-79 Fair 77-72 Unsatisfactory
IV. COMMUNICATION SKILLS A. The teacher spoke clearly with a well-modulated voice. B. The teacher used correct grammar speaking C. Correct responses were given by the students through the teachers skilful questioning. D. He/she observed correct punctuation. E. The board work of teacher was free from errors. V. THE TEACHER’S PERSONALITY A. The teacher is neat and wellgroomed. B. The teacher is free from mannerism or physical defects that tend to disturb the student’s attention. C. The teacher’s personality is strong enough to command respects and attention. COMMENTS/SUGGESTION: You have shown more about the lesson. Always remember that you are the master in the classroom. There should be no dull moment. RATING: 94.15
OBSERVER: Luisa C. Casuyon _____________________ DESIGNATION
REPUBLIC OF THE PHILIPPINES POLYTECHNIC UNIVERSITY OF THE PHILIPPINES QUEZON CITY GUIDE TO OBSERVATION OF GENERAL DEMONSTRATION TEACHING Name of demonstration teacher: Isley L. Solomon Subject demonstration: TLE II Place/School: Lagro High School Date:February 22, 2011 100-95 Excellent I. LESSON PLANNING A. Objectives were stated in behavioural terms B. There was congruency between: 3. Objective and subject matter. 4. Objective and teaching procedure. 3.Objective and formative 4.Objective and assignment VI. TEACHING METHODS E. Methods/used was/were suited to the needs of the students. F. The teacher was creative enough to adapt his/her method to the students. G. Visual aids and other examples were to illustrate the lesson. H. The teacher made effective use of the formative test after teaching. VII. CLASSROOM MANAGEMENT D. The teacher had a systematic way of checking: 1.Attendance 2.Assignment 3.Practice Exercise 4.Group work/projects 5.Passing in and out of the room 6.Collecting, distributing and collecting paper. E. Order and discipline were present in the classroom. F. Visual aids were within easy reach during his or her teaching 94-89 VS 88-83 S 82-79 Fair 77-72 Unsatisfactory
VIII. COMMUNICATION SKILLS F. The teacher spoke clearly with a well-modulated voice. G. The teacher used correct grammar speaking H. Correct responses were given by the students through the teachers skilful questioning. I. He/she observed correct punctuation. J. The board work of teacher was free from errors. IX. THE TEACHER’S PERSONALITY C. The teacher is neat and wellgroomed. D. The teacher is free from mannerism or physical defects that tend to disturb the student’s attention. E. The teacher’s personality is strong enough to command respects and attention. COMMENTS/SUGGESTION: You have the mastery of the subject matter. In the size of your class, make and walk in the center aisles to reach to the students at the back. Be energetic in your discussion. Create vibrant action. Avoid clipping of your hands. Keep up the good work. Congrats. RATING: 93.84
OBSERVER: Sotero E. Esguerra MT I _____________________ DESIGNATION
REPUBLIC OF THE PHILIPPINES POLYTECHNIC UNIVERSITY OF THE PHILIPPINES QUEZON CITY GUIDE TO OBSERVATION OF GENERAL DEMONSTRATION TEACHING Name of demonstration teacher: Isley L. Solomon Subject demonstration: TLE II Place/School: Lagro High School Date:February 22, 2011 100-95 Excellent X. LESSON PLANNING C. Objectives were stated in behavioural terms D. There was congruency between: 5. Objective and subject matter. 6. Objective and teaching procedure. 3.Objective and formative 4.Objective and assignment XI. TEACHING METHODS I. Methods/used was/were suited to the needs of the students. J. The teacher was creative enough to adapt his/her method to the students. K. Visual aids and other examples were to illustrate the lesson. L. The teacher made effective use of the formative test after teaching. XII. CLASSROOM MANAGEMENT G. The teacher had a systematic way of checking: 1.Attendance 2.Assignment 3.Practice Exercise 4.Group work/projects 5.Passing in and out of the room 6.Collecting, distributing and collecting paper. H. Order and discipline were present in the classroom. I. Visual aids were within easy reach during his or her teaching 94-89 VS 88-83 S 82-79 Fair 77-72 Unsatisfactory
XIII. COMMUNICATION SKILLS K. The teacher spoke clearly with a well-modulated voice. L. The teacher used correct grammar speaking M. Correct responses were given by the students through the teachers skilful questioning. N. He/she observed correct punctuation. O. The board work of teacher was free from errors. XIV. THE TEACHER’S PERSONALITY D. The teacher is neat and wellgroomed. E. The teacher is free from mannerism or physical defects that tend to disturb the student’s attention. F. The teacher’s personality is strong enough to command respects and attention. COMMENTS/SUGGESTION: You showed mastery of the lesson. Don’t be too serious. Inject humor in the discussion. Think of other strategies. RATING: 94 OBSERVER: Ma. Cristina N. De Paz _____________________ DESIGNATION
http://lagrohighschool.blogspot.com/ http://www.pup.edu.ph/profile/mvo.asp http://opinion.inquirer.net/inquireropinion/colu mns/view/20101231-311940/Wanted-still-arevolution-in-education http://newsinfo.inquirer.net/breakingnews/region s/view/20100620-276619/ARMM-lawmaker-protestspilot-testing-of-sex-education http://newsinfo.inquirer.net/breakingnews/infote ch/view/20100916-292600/Techtutor-seminar-toshow-role-of-ICT-in-Education http://newsinfo.inquirer.net/inquirerheadlines/n ation/view/20100120-248349/UN-RP-trailsTanzania-Zambia-in-education http://opinion.inquirer.net/inquireropinion/colu mns/view/20100828-289168/12-year-basiceducation-a-quality-imperative http://www.smokymountainnews.com/news/item/3603 -literary-festival-%e2%80%98invaluable%e2%80%99 -teaching-tool-for-wcu-professors-students http://www.thewesterlysun.com/news/article_0c78c 7f0-56e4-11e0-8be2-001cc4c002e0.html http://www.divinekonection.info/articles/ICTin-Society--Advantages-of-ICT-a28.html http://www.education.com/reference/article/Ref_H
igh_Schools_Failing/ http://www.educationbug.org/a/learning-styles.html http://www.ictineducation.org/homepage/2010/7/20/the-importance-of-mobile-phonesin-education.html http://www.ictineducation.org/homepage/2010/10/20/games-in-education.html