Chapter IX

Education in the New Milieu

Descalzo, Maryanne Krista E.

Introduction
Milieu
- the physical or social setting in which
people live or in which something happens or
develops.

The New Environment

The New World
The New Millennium
Introduction
In today’s world, demands on the learner have
increased substantially.

In the traditional classroom, we view the

teacher, standing in front of the classroom while
students sit and listen.

Where once it may have been sufficient to

learn rote experiences within given working
environments.
Introduction
Now, the real world demands that individuals
use higher-order reasoning skills to solve
complex problems.

Learners must now be viewed as proactive

participants in learning, actively seeking ways to
analyze, question, interpret, and understand the
ever-changing environment.
Introduction
While the world is changing for progress it
requires education to increase its power to
educate people because the world now-a-days is
demanding for greater abilities, knowledge and
skills to its people.
Redefining the Role of
the School
A key purpose of schooling is to acclimatize
children to the present environment and prepare
them for the future.

In that construct, education is evolving on the

continuum of bridging the present to the future.
Redefining the Role of
the School
Todays schools have adapted to the prevailing
context and impending future in several ways.

Firstly, teaching techniques are adapting to

formats where learning by rote has been replaced
with learning by doing. An example of this is the
increasing use of technology in teaching and
learning.
Redefining the Role of
the School
Secondly, academics is not structured towards
solidity and security alone, but is aimed at
building excellence and making the child a global
citizen, in light with the future that waits for
him/her.
Redefining the Role of
the School
Thirdly, there is emphasis on extracurricular
activities towards creating a well-rounded
individual.

As schools envision a future where

‘unconventional careers will thrive, and children
can build their life on unique capabilities in
various fields, schools are providing them with
the space and support to explore these.
Redefining the Role of
the School
The following are some of the things to be
considered for the schools to incorporate into
system:
1. Students must be prepare for life, not just for
careers.
2. What ought to be taught, is not thought, but
the process of thinking.
3. Acceptance of heterogeneity is essential in
today’s world where we live in highly diverse
societies.
Redefining the Role of
the School
4. Teachers should drive application-based,
creative and innovative thinking while delivering
the curriculum.
Information and
Communication
Technology and
Education

The New Milieu

Information and
Communication
Technology and
Education
Information and
Communication
Technology and
Education
“Today we live in an age of lightning-fast
information transfer”

Technology has allowed individuals to obtain,

assemble, analyze, and communicate information
in more detail at a much faster pace than ever
before.
Information and
Communication
Technology and
Education
Policymakers in the modern times are
becoming increasingly compelled to produce
skilled work force and heightened social mobility.

Such noble task can only be accomplished

with the advent of information and
communication technology (ICT) in education.
Information and
Communication
Technology and
Education
According to Breur (1993), “learners must
rise above the rote, factual level to begin to think
critically and creatively.” These increased
demands dictate changes in the way teachers
interact with students. Moreover, these changes
must be grounded in an understanding of how a
diverse population of individuals learn.
Information and
Communication
Technology and
Education
There are various techniques, methods, and
technologies for helping learners acquire new
knowledge.
Lower-level Rote Learning
- ex. Drill and practice techniques for basic level
learning.

High-Order Skills
- ex. Simulations, discovery, problem-solving and
cooperative learning.
Information and
Communication
Technology and
Education
In these cases you will notice a shift in which
the learning experience is carried out. Instead of
the teacher’s total control and manipulation, the
importance of the learner’s role in planning,
implementation, and self-evaluation will be
emphasized.
 Role Changes in a
Learner-Centered
Environment
A Shift From:
Passively waiting for the teacher to give
A Shift To:
For the Student:

Actively searching for needed information

directions and information
Always being in the role of the learner
Always following given procedure
Viewing the teacher as the one who has all of
the answers
and learning experiences, determining what is
needed and seeking ways to attaint it
Participating at times as the expert/knowledge
provider
Desiring to explore, discover and create
unique solutions to learning problems.
Viewing the teacher as a resource, model and
helper who will encourage exploration and
attempts to find unique solutions to problem.
 Role Changes in a
Learner-Centered
Environment
A Shift From:
Always being viewed as the content expert
and source for all of the answers
Being viewed as the primary source of
information who continually directs it to
students
Always asking the questions and
controlling the focus of student learning
Directing students through preset step-by-
step exercises so that all achieve similar
conclusions
A Shift To:
For the Teacher:
Participating at times as one who may not know
it all but desires to learn
Being viewed as a support, collaborator and
coach for students as they learn to gather and
evaluate information for themselves
Actively coaching students to develop and pose
their own questions and explore their own
alternative ways of finding answers
Actively encouraging individuals to use their
personal knowledge and skills to create unique
solutions to problems
Information and
Communication
Technology and
Education
Generally, the new approaches of teaching
presented in the New Milieu are the fruit of the
growing and progressing technology. The
people’s willingness to progress is unlimited.

The world demands for education is increasing

and as response, education is upgrading it’s
curriculum and learning strategies.
ICT more than a New
Technology
I.C.T
- Consist of the hardware, software, network
media for the collection, storage processing,
transmission and presentation of information (via
text and images), as well as related services.
 ICT more than a New
Technology

World Wide Web (WWW)

(ex://www.google.com.ph) had bringing ICT to the
ordinary people and to education. It is, indeed, this
affordability and availability which had triggered the new
generation techno-economic economic innovations in our
society (Castells.1996)
 ISSUES in Educational
System
Farrel (1996)
 Equity of Access (educational policy)
 Curriculum relevance in technology (technology
and technology education as subject)
 Methodological development in technology (ICT
and learning)
 Cultural sensitivity (cultural globalization)
 How does ICT in Education
Initiatives contribute to the
Millennium Development Goals?
 Increasing access through distance learning.

 Enabling a knowledge network for students.

 Training teachers
 Broadening the availability of quality education
materials.

 Enhancing the efficiency and effectiveness of

educational administration and policy.
The Global Curriculum
Teachers and students exploring the internet’s
educational possibilities are termed “internauts”
trailblazers on this new educational frontier not
limited by distance or national boundaries.

“Curriculum for the World” includes problem-

solving strategies, cross-cultural knowledge and
communication skills.
Computers in Education will
enable us to:
 Teach more effectively
 Reach and teach more students
 Make the world our classroom

 Turn latchkey kids into connected kids

 Get ready for the future

Computers in Education disable
us because:
 Effective teaching all but disappears.

 The digital world remains divided.

 Students risk becoming antisocial.

 Computers are a health risk.

 Fundamental skills are sidelined.

How will the predicted
changes affect education
and schooling in the future?
A future where teachers and learners embrace and
integrate educational technology and use it to
improve teaching and learning is envisioned.
 The following are some of the
possible outcomes of the process
of change:
 Multimedia learning resources available via
information networks will proliferate and
become an essential feature of education.

 Learners and teachers alike will have access to

powerful potable computing devices that will
be wirelessly connected to network resources
 The following are some of the
possible outcomes of the process
of change:
 Learning increasingly will take place in
authentic contexts and focus on authentic tasks.

 Students will become active learners,

collaborating with one another and with more
experienced members of society, to seek out
information and gain knowledge.
 The following are some of the
possible outcomes of the process
of change:
 Teachers’ roles will tend to shift from the “sage
on the stage” to the “guide on the side”.

 Education will become a lifelong process,

important and accessible to all, and schools
will become centers of the community.
 The following are some of the
possible outcomes of the process
of change:
 The artificial divisions of grade level will
disappear.

 The boundaries separating school from each

other and the community will blur and
disappear.
Education and Industry
“Jobs and skills should match”

To solve the problem in mismatch in skills and

the requirements of the jobs, the former president
Gloria Macapagal-Arroyo, issued an executive
order creating a new path called ladderized
system of education and training.
Education and Industry
Converging the TVET system of Technical
Education and Skills Development Authority
(TESDA) and higher education programs of the
Commission on Higher Education.
The Basic features of the system
are as follows:
 Students and trainees acquire technical and
vocational skills from TESDA registered
programs in schools and training centers,
public and private.

 After the training, the graduated apply for jobs

and get employed.
The Basic features of the system
are as follows:
 When they decide later to continue their studies
to earn a college degree, the TVET training
they have completed will be credited in the
college course they will take.
End