For your final requirement, answer the following questions. Minimum of 500 words for each question.

Deadline of submission on or before January 24, 2021.

FAILURE TO FOLLOW INSTRUCTIONS WILL RESULT IN A SCORE OF ZERO.

If you are asked to lecture on Education 4.0 and how schools can prepare learners for INDUSTRIAL
REVOLUTON 4.0 what will you dwell on? What will be the meat of your lecture? *

With all these profound changes brought about by IR 4.0., how should education be? What and how
should schools teach? What should curriculum consist of? What should curriculum focus on? The
answer or answers to these questions are actually what Education 4.0 means. In other words,

Education 4.0 is the response of the education sector to all the changes brought about by IR 4.0. Schools
have no choice but to respond to the dramatic changes brought about by IR 4.0, if they have to be
relevant. Higher education institutions cannot ignore these developments or else become irrelevant.

With the efficiency of machines, routinized jobs can be done by machines with greater efficiency than
human laborers. So human laborers must be taught how to use the machines at their advantage. But
machines lack important human characteristics such as creativity, flexibility, compassion and empathy.
School curricula then should focus on the development of these innately human characteristics of
creativity, flexibility, compassion and empathy. Actually, creativity and flexibility, compassion and
empathy form part of the 10 skills demanded by IR 4.0 enumerated by the World Economic Forum
Report as follows:

(1) Complex Problem Solving

(2) Critical Thinking
(3) Creativity
(4) People Management
(5) Coordinating with Others
(6) Emotional Intelligence
(7) Judgment and Decision-making
(8) Service Orientation
(9) Negotiation
(10) Cognitive Flexibility

(Source: World Economic Forum Report)

Education 4.0 must intentionally and formally include program butco course outcomes and learning
outcomes that are focused on the development of the 10 skills for success in IR 4.0. School curricula
should develop a new generation that is analytical in their way of thinking and is continuously adaptable
to new skills and new roles. Course content must necessarily, purposively (not incidental teaching)
include or integrate these 10 skills. They must be taught to welcome machines and other features
brought by IR 4.0. Learners should be taught that Al can enhance or optimize creativity but cannot
create. Al is a great creative tool for scientists, artists, musicians and writers. Learners must therefore be
taught how to use machines with their unprecedented processing power, storage capacity and their
unlimited access to knowledge. Learners must be made to understand that Artificial Intelligence (AI)
can't replace workers in creative jobs but can do the routine jobs at the service of humans. Teaching
methods, strategies and activities must be such that these top skills for success in IR 4.0 must be
developed. Problem based learning (PBL), project-based learning (PrBL), service learning, immersion,
shadowing, internship are expected regular features of teaching-learning methods and strategies.

If I am asked to give lecture regarding how schools can better prepare learners for INDUSTRIAL
REVOLUTON 4.0, I will dwell on the importance of helping their students develop the 21 st Century skills
which are deemed necessary for life, work, and citizenship, because teaching these skills will help
students become successful later on in their lives. Students essentially must be taught about how to
work with others, develop better communication skills, work with their hands, and complete tasks as
well.

The International Society for Technology in Education (ISTE), an international advocacy organization that

seeks to "transform teaching and learning" through technology and adherence to the ISTE Standards,
has its set of standards that must serve as guiding principles in order to appropriately employ
technology in preparing students to become individuals imbued with 21 st Century skills for their holistic
development. To attain this goal, teachers must know how to maximize the full potential of technology
in the classroom and encourage the students to use technology to engage in the learning process. As
mentors, they should manage the use of technology on digital platforms to ensure students use them
for their intended purposes. Teachers should be able to inspire students to act responsibly as they
participate in the world-- especially in the digital world-- by teaching safe, legal and ethical use of digital
tools. Teachers will also have to make use of online tools and digital programs to work with and assess
students as they progress through lessons. It is imperative that teachers innovate new and learning
challenges and use real-world problems as examples through design and computational thinking to
provide avenues for collaboration with peers and to promote a problem-solving mentality in the
classroom. Finally, teachers must consistently nurture, encourage and promote creativity and innovation
to make learning a student-driven process and help students become self-reliant, critical thinking
individuals.

It is known to many that the digital age has made it convenient for every person to create any form of
media regardless of whether it is legitimate or not. For this reason, media literacy is crucial for the
teaching and learning process. It is noteworthy that in this era, media literacy is an essential skill that
every person, including teachers and students, must acquire, especially now that we are in the digital
age. It is definitely the age wherein teachers are also expected to know how to utilize the full potential
of technology in the classroom and encourage students to use technology to engage in the learning
process. Thus, teachers must manage the use of technology on digital platforms to ensure students use
them for their intended purposes. Teachers should inspire students to act with a sense of responsibility
as they participate in the digital world. This can be realized by teaching safe, legal and ethical use of
digital tools.

It is essential to have a full grasp of the ISTE Standards for Educators and Learners when integrating
technology in the teachers’ lesson plans, because these set of standards are the most critical since the
purpose of education is to ensure student learning. It cannot be denied that today's learning
environment is technology-rich as never before, and it is a trend that is only accelerating. There has
been a notable paradigm shift in education, as teachers and students continue to integrate technologies
in education. Teacher-centered instruction is now replaced by student-centered learning. Since the ISTE
Standards are geared to empower students' voices and ensure that learning is a student-driven process,
these standards should be well understood and applied so that teachers will be able to deepen their
practice, promote collaboration with peers, challenge themselves to rethink traditional approaches, and
prepare students to drive their own learning with the aid of technology.

The qualities that the 21st Century teachers must have, (i.e., communication skills, deep knowledge of
the subject, creativity and imagination, experience sharing and motivation, and changing the role of 21st
Century teacher to mentor)

Teachers must help their students develop the 21st Century skills which are deemed necessary for life,
work, and citizenship, because teaching these skills will help students become successful later on in their
lives. With Project-Based Learning, some of these skills will also be developed because it provides them
avenues to work with others, develop better communication skills, work with their hands, and complete
tasks as well.

When you become a teacher in the future which teaching delivery will you use during a pandemic
why? *

1. The Context of Teaching and Learning

Since the World Health Organization (WHO) has declared a pandemic time in March, 2020 everything
has changed, including people's way of life. The havoc that Covid 19 has brought in reclaiming more
than 10 million lives (and still counting) is unprecedented in human history. Education as a human right
has to continue despite this pandemic, thus curriculum delivery appropriate to context should be given a
more serious thought by educators and teachers.

The Context

Based on the initial scientific studies, COVID 19 is a rare disease which is caused by a new virus. By the
nature of the virus, the WHO issued fundamental guidelines for everybody to follow to avoid its
contamination and transmission. These are:

STAY AT HOME KEEP DISTANCE WASH HANDS WEAR FACE MASK

With the fundamental rules given above, face-to-face classes are almost impossible. Thus the usual
classroom scenario can never be the same during this time. Schools are open, but faculty and students
are not allowed to report physically to work at the height of pandemic, although the protocols are
calibrated as the days go on. The current education and perhaps, the future new normal shall happen
anytime, anyplace and anywhere as in Education 4.0. Hence, in this situation everything is Volatile,
Uncertain, Complex and Ambiguous (VUCA). For teacher education to continue, these contexts should
be given great consideration.

2. The Learners and the Teachers

Before the pandemic, students come from diverse backgrounds based on geographical location (rural or
urban); economic status (rich or poor) schools in attendance (big universities or small local) and many
more. Likewise, the teachers are also coming from similar contexts. Because of this diversity, it can be
said that to shift from face-to-face to online or flexible learning maybe difficult for both the learners and
teachers. Thus the choice of delivery must be appropriate to the condition

3. Appropriate Teaching Delivery During the Time of Pandemic and Beyond

So what kind of teaching delivery, may be appropriate for the learners and teachers context? This is a
difficult question to answer because there are several factors to consider aside from the learners and
teachers. Below are examples of delivery modes which may be utilized for flexible learning relative to
students and teachers with the availability of internet connectivity as a major factor to implement
flexible teaching and learning. What kind of teaching delivery can be used if the students and teachers
have:

No Internet Connectivity?
Here are some ways:

1. Use of printed self-learning modules or learning packets which are distributed through means that
will follow social distancing. Can be picked up from strategic distribution centers.

2. In places with no risk of Covid 19, a group of not more than ten students may meet face to face but
health protocol: should be followed. (Social Distancing Use of Mask, Wash Hands Often, and others)

Limited Internet Connectivity?

Here are some ways:

1. Asynchronous Learning-a teaching delivery where students are doing their work independently based
on what has been instructed on line by the teacher or they can access on-line learning at different times.
This will allow flexibility in the learner's schedule. They can learn on their own pace.

 Students are provided with learning materials or packets which may either be printed, recorded
tutorials.
 Open Educational Resources or OERS will be provided

Excellent Internet Connectivity?

Here are some ways:

1. Synchronous Learning real time teaching and learning using on line platforms like Zoom Facebook
Messenger, Google Meet, or Google Classroom. This is also called remote learning
 Teacher prepares an instructional guide (IG) like a lesson plan where most of the delivery will be
lecture or demonstration. It is similar to whole class instruction. There is a very little interaction at the
end of the session through a Question and Answer (Q & A)
 Synchronous learning can also be followed by an asynchronous learning
ANSWER #1

If I am asked to give lecture regarding how schools can better prepare learners for INDUSTRIAL
REVOLUTON 4.0, my lecture will dwell on the importance of helping their students develop the 21st
Century skills which are deemed necessary for life, work, and citizenship, because teaching these skills
will help students become successful later on in their lives. Students essentially must be taught about
how to work with others, develop better communication skills, work with their hands, and complete
tasks as well.

It is known to many that the digital age has made it convenient for every person to create any form of
media regardless of whether it is legitimate or not. For this reason, media literacy is crucial for the
teaching and learning process. It is noteworthy that in this era, media literacy is an essential skill that
every person, including teachers and students, must acquire, especially now that we are in the digital
age. It is definitely the age wherein teachers are also expected to know how to utilize the full potential
of technology in the classroom and encourage students to use technology to engage in the learning
process. Thus, teachers must manage the use of technology on digital platforms to ensure students use
them for their intended purposes. Teachers should inspire students to act with a sense of responsibility
as they participate in the digital world. This can be realized by teaching safe, legal and ethical use of
digital tools.

The International Society for Technology in Education (ISTE), an international advocacy organization that
seeks to "transform teaching and learning" through technology and adherence to the ISTE Standards,
has its set of standards that must serve as guiding principles in order to appropriately employ
technology in preparing students to become individuals imbued with 21st Century skills for their holistic
development. To attain this goal, teachers must know how to maximize the full potential of technology
in the classroom and encourage the students to use technology to engage in the learning process. As
mentors, they should manage the use of technology on digital platforms to ensure students use them
for their intended purposes. Teachers should be able to inspire students to act responsibly as they
participate in the world-- especially in the digital world-- by teaching safe, legal and ethical use of digital
tools. Teachers will also have to make use of online tools and digital programs to work with and assess
students as they progress through lessons. It is imperative that teachers innovate new and learning
challenges and use real-world problems as examples through design and computational thinking to
provide avenues for collaboration with peers and to promote a problem-solving mentality in the
classroom. Finally, teachers must consistently nurture, encourage and promote creativity and innovation
to make learning a student-driven process and help students become self-reliant, critical thinking
individuals.

It is essential to have a full grasp of the ISTE Standards for Educators and Learners when integrating
technology in the teachers’ lesson plans, because these standards are the most critical since the purpose
of education is to ensure student learning. It cannot be denied that today's learning environment is
technology-rich as never before, and it is a trend that is only accelerating. There has been a notable
paradigm shift in education, as teachers and students continue to integrate technologies in education.
Teacher-centered instruction is now replaced by student-centered learning. Since the ISTE Standards are
geared to empower students' voices and ensure that learning is a student-driven process, these
standards should be well understood and applied so that teachers will be able to deepen their practice,
promote collaboration with peers, challenge themselves to rethink traditional approaches, and prepare
students to drive their own learning with the aid of technology.

----

ANSWER #2

From the time when the World Health Organization (WHO) has declared a pandemic time in March,
2020, everything has become different, including people's way of life. The turmoil that covid-19 has
caused in reclaiming more than 10 million lives (and still counting) is never done or known before.
Education as a human right has to persist in spite of this pandemic; consequently, curriculum delivery
suitable to context is ought to be given a more serious consideration by educators and teachers.

As the country remains to confront diverse issues brought about by the coronavirus disease 2019
(COVID-19) pandemic, the Department of Education (DepEd) is dealing with the challenges in the basic
education for the school year 2020-2021 by means of its Basic Education Learning Continuity Plan (BE-
LCP) under DepEd Order No. 012, s. 2020. The BE-LCP has been designed with a legal framework
responsive to the “new normal,” keeping in mind the constitutional mandate to uphold the right of all
citizens to quality education at all times. Accordingly, the learning delivery modalities that schools can
adopt may be one or a combination of the following, depending on the local health conditions, the
availability of resources, and the particular context of the learners in the school or locality: (1) face-to-
face, (2) distance learning, (3) blended learning, and (4) homeschooling.

When I become a teacher in the future, I will utilize appropriate teaching delivery modalities which I can
adopt during the time of pandemic and beyond based on the BE-LCP for flexible learning relative to
students and teachers with the availability of internet connectivity as a major factor to implement
flexible teaching and learning. I will make adjustments and resort to asynchronous delivery and offline
learning activities if necessary in order to accommodate and to respond to social inequality in access. It
cannot be denied that there is also a need to not simply resort to synchronous instructional delivery but
a combination of different approaches, such as asynchronous and offline modular instruction, to
augment stakeholders’ concern on the digital divide in access and promote inclusivity in the new normal
in education context.

If my students and I have no internet connectivity, modular activities may be brought to children who do
not have the internet access and gadgets. If possible, I will make use of printed self-learning modules or
learning packets which are distributed through means that will follow social distancing. These modules
can be picked up from strategic distribution centers. In places with no risk of covid-19, a group of not
more than ten students may meet face to face, rest assured that the health protocol should be followed
(i.e., social distancing, use of mask, wash hands often, and others).

If my students and I have a limited internet connectivity, I will consider utilizing asynchronous learning—
a teaching delivery where students are doing their work independently based on what has been
instructed online by the teacher or they can access online learning at different times—as this will allow
flexibility in the learners' schedules. With this, they can learn on their own pace. Students will be
provided with learning materials or packets which may either be printed, recorded tutorials. Open
Educational Resources or OERS will also be provided.

If my students and I have an excellent internet connectivity, learning can be delivered through
synchronous learning (also known as remote learning)—real time teaching and learning via online
platforms such as Zoom, Facebook, Messenger, Google Meet, or Google Classroom. As a teacher, I will
prepare an instructional guide (IG) like a lesson plan where most of the delivery will be through lecture
or demonstration, similar to whole class instruction. There will be a very little interaction at the end of
the session through a Question and Answer (Q & A). Synchronous learning can also be followed by an
asynchronous learning.

Verily, the learning environment amidst the COVID-19 pandemic will be very out of the ordinary. Yet,
despite the various socio-economic situations of families which affect the provision of learning support
in the home, and the atypical needs of different learners, the BE-LCP could be the key to delivering
quality basic education which is accessible and responsive in the new normal.

The BE-LCP is consistent with the directive of Section 1, Article XIV of the 1987 Constitution for the state
to protect and promote the right of all citizens to quality education at all levels, and to take upright steps
to make such education accessible to all. Under Section 6, Chapter 1 of Republic Act No. 9155, or the
Governance of Basic Education Act of 2001, DepEd is bestowed with the authority, accountability, and
responsibility for guaranteeing access to, promoting equity in, and advancing the quality of basic
education.
Ahead of the pandemic, students hail from diverse backgrounds based on geographical location (rural or
urban), economic status (rich or poor), schools in attendance (big universities or small local), and many
more. Similarly, the teachers are also coming from analogous contexts. Due to this diversity, it can be
inferred that to shift from face-to-face to online or flexible learning may be difficult for both the learners
and teachers. Therefore, the choice of delivery must be appropriate to the condition. Because there are
numerous factors to think through apart from the learners and teachers, a difficult question to answer is
this: what kind of teaching delivery may be appropriate for the learners’ and teachers’ context?

-----

Below are examples of delivery modes which may be utilized for flexible learning relative to students
and teachers with the availability of internet connectivity as a major factor to implement flexible
teaching and learning. What kind of teaching delivery can be used if the students and teachers have:

No Internet Connectivity?
Here are some ways:

1. Use of printed self-learning modules or learning packets which are distributed through means that
will follow social distancing. Can be picked up from strategic distribution centers.

2. In places with no risk of Covid 19, a group of not more than ten students may meet face to face but
health protocol: should be followed. (Social Distancing Use of Mask, Wash Hands Often, and others)

Limited Internet Connectivity?

Here are some ways:

1. Asynchronous Learning-a teaching delivery where students are doing their work independently based
on what has been instructed on line by the teacher or they can access on-line learning at different times.
This will allow flexibility in the learner's schedule. They can learn on their own pace.

 Students are provided with learning materials or packets which may either be printed, recorded
tutorials.
 Open Educational Resources or OERS will be provided

Excellent Internet Connectivity?

Here are some ways:

1. Synchronous Learning real time teaching and learning using on line platforms like Zoom Facebook
Messenger, Google Meet, or Google Classroom. This is also called remote learning
 Teacher prepares an instructional guide (IG) like a lesson plan where most of the delivery will be
lecture or demonstration. It is similar to whole class instruction. There is a very little interaction at the
end of the session through a Question and Answer (Q & A)
 Synchronous learning can also be followed by an asynchronous learning

If there arises a need to shift to asynchronous delivery and offline learning activities in order to
accommodate and to respond to social inequality in access, I will make adjustments. There is also a need
to not simply resort to synchronous instructional delivery but a combination of different approaches,
such as asynchronous and offline modular instruction, to augment stakeholders’ concern on the digital
divide in access and promote inclusivity in the new normal in higher education context. Modular
activities may be brought to children who do not have the internet access and gadgets. There is also a
chance that other students will opt for blended learning modalities while considering the problems with
internet connectivity and other underlying causes in order to ensure that the goal of delivering
instruction is still met in spite of the challenges imposed by the phenomenon.