COMPUTER-AIDED INSTRUCTIONAL MODULE IN AGRICULTURE
FOR GRADES 7-8
EJAY FAJARDO BARCINILLA
CAROL BAESA DERES
EDITH ABEGAIL BRIONES MOJAR
LEONEL ROXAS POLLERO
JESUS BULALACAO RANCES
A DEVELOPMENTAL RESEARCH SUBMITTED TO THE FACULTY OF
SECONDARY EDUCATION PROGRAM, COLLEGE OF DEVELOPMENT EDUCATION, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE,
SAN JOSE, PILI, CAMARINES SUR IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF
BACHELOR OF SECONDARY EDUCATION
MAJOR IN EDUCATIONAL MEDIA AND TECHNOLOGY
At this time when the rapid effects of Information and Communications Technology (ICT) are being felt in all walks of life, education, which is an instrument for adapting to change, has to undergo unprecedented reforms. The global educational landscape has been transformed as educational technology has converged with Information and Communications Technology. This has largely affected the way teachers teach; the way students learn and the way educational institutions are being supervised and managed. Retooling teachers on ICT skills, providing them opportunities to master and use them towards creating an improved teaching and learning environment is of paramount importance. The new paradigm of education also requires that teachers should be adept in integrating ICT with pedagogical practices so as to develop 21st century skills among the students as well as the teachers.
The current educational landscape has changed significantly with the introduction of new technologies. They have affected the way people live, work, play and learn. Moreover, these new technologies have challenged the time-tested methods and approaches in teaching and the way education is managed. In the last couple of years, administrators of schools, colleges and universities have been preoccupied in putting up computer laboratories and in procuring hardware and software so as to keep abreast with the fast changing mode of teaching and learning. Hand in hand is their concern on the massive retooling of teachers and employees so as to be able to use these modern equipment in managing the affairs of their institutions. Thus we hear such terms as on-line registration, on-screen monitoring form, e-learning, virtual university, internet access, e-mail and others. There has been a shift in the roles that teachers play in the classroom from that of a purveyor of knowledge to that of a facilitator or a guide in the quest for knowledge. Teachers are no longer considered as the sole source or fountain of knowledge, but the planner, the facilitator and organizer of a technology-based learning environment where students can play an active role in learning and in evaluating their own learning.
Information Technology, a vast area of study in its own right, continues to have a strong impact on the entire education system. It has provided easy access to worldwide information that enriches teaching and learning.
In the early 1950s and 1960s (Encarta Encyclopedia 2002), researches in the development of communications theory and system concepts brought about Educational Technology as the focus. The subjects and content of educational technology came to be known as educational process, its elements and their interrelationship e.g. the teacher, teaching methodologies, the information conveyed, the materials used and the student and his responses. Educational technology has converged with Information and Communications Technology (ICT) through multimedia materials and internet services. We come across terms like technology in education, instructional technology and technology integration in education books, and educational media.
Technology in education is “application of technology to any of those processes involved in operating the institutions which house the educational enterprise. It includes the application of technology to food, health, finance, scheduling, grade, reporting and...
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