Lesson 3

The Role of Technology

in Delivering the
Curriculum
 E-Philippines

“an electronically enabled society where all

citizens live in an environment that provides
quality education, efficient government services,
greater sources of livelihood and ultimately a
better way of life through enhanced access to
appropriate technologies.”
(International workshop on emerging technologies, Thailand, December 14-16, 2005)
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 E-Philippines

▰ Following a proto-type outcomes-based

syllabus, this same concept is brought about
through a vision for teachers to be providers of
relevant, dynamic and excellent education
programs in a post-industrial and technological
Philippine society.
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 E-Philippines

Competence in literacy: 3 Rs More particularly on influences:

 Reading  Problem-solving fluency
 Information access and retrieval
 Writing of texts/images/sound/video
 Rithmetic fluency
 Social networking fluency,
 Media fluency
 Digital creativity fluency

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 Instructional Media

▰ Can be referred to as media technology or learning

technology or simply technology.

▰ Tools of learning
o Non-projected media
o Projected media
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 Instructional Media
Table 1. Types of instructional media / technology

Non-projected Media Projected Media

▰ Real objects ▰ Overhead transparencies
▰ Models ▰ Opaque projection
▰ Field trips ▰ Slides
▰ Kits ▰ Filmstrips
▰ Printed materials (books, worksheets) ▰ Films
▰ Visuals (drawings, photographs, graphs, ▰ Video, VCD, DVD
charts, posters) ▰ Computer / multimedia presentations
▰ Visual boards (chalkboard, whiteboard,
flannel board, etc.
▰ Audio materials 6
 Factors for Technology Selection

1. Practicality – Is the equipment (hardware) or

already prepared lesson material (software)
available?
2. Appropriateness in relation to the learners – Is
the medium suitable to the learners’ ability to
comprehend?
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 Factors for Technology Selection

3. Activity / suitability – Will the chosen media fit

the set instructional event resulting in either
information, motivation, or psychomotor
display?
4. Objective-matching – Overall, does the medium
help in achieving the learning objective(s)?
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 The Role of Technology in Curriculum Delivery

First trend Second trend Third trend

The broadening realization
that education is not simply
The paradigm shift a delivery of facts and
from teacher- information, but an educative
process of cultivating the
centered to student- cognitive, affective,
centered approach to psychomotor, and much
learning more the contemplative
intelligence of the learners
of a new age.
Possibly the “more
explosive trend” is
the increase in the
use of new
information and
communication
tchnology or ICT.
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Upgrading the quality of teaching-and-learning in schools

Increasing the capability of the teacher to effectively inculcate

learning, and for students to gain mastery of lessons and courses

Broadening the delivery of education outside schools through non-

traditional approaches to formal and informal learning

Revolutionizing the use of technology to boost educational paradigm

shifts that give importance to student-centered and holistic learning
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Self-Check
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The ways we learn…

83% 10% 4% 2% 1%
SIGHT HEARING SMELL TOUCH TASTE

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 Basic principles of basic design:
Visual elements (pictures, illustrations, graphics):
1. Lettering style or font – consistency and harmony
2. Number of lettering style – no more than 2 in a static display (chart,
bulletin board)
3. Use of capitals – short titles of headlines should be no more than 6
words
4. Lettering colors – easy to see and read. Use of contrast is good for
emphasis
5. Lettering size – good visibility even for students at the back of the
classroom 13
 Basic principles of basic design:
Visual elements (pictures, illustrations, graphics):
6. Spacing between letter – equal and even spacing
7. Spacing between lines – not too close as to blur at a distance
8. Number of lines – No more than 8 lines of text in each transparency
/ slide
9. Appeal – unusual / catchy, two dimensional, interactive (use of
overlays or movable flaps)
10. Use of directional – devices (arrows, bold letters, bullets,
contrasting color and size, special placement of an item.
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 Hypermedia

▰ Or multimedia packages that includes:

• Text
• Audio
• Graphic image (still picture)
• Animation
• Video clip
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 Approach to Instruction
Traditional approach
a) Presents the lesson to the
class
b) Assesses the students
(through oral or written
tests)
c) Moves to the next lesson
Proposed mastery approach
a) Presents the lesson to the whole class
b) Assesses if learners attained mastery of
the lesson
c) Provides enrichment activities with the
use of media technology
d) Re-mediates the non-mastery student
e) Moves on to the next lesson
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Lesson 4
Stakeholders in
Curriculum
Implementation
 Stakeholders

▰ Involved in curriculum and curriculum development

▰ Individuals or institutions that are interested in the
curriculum
▰ They get involved in many different ways

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 Curriculum Stakeholders

1. Learners are at the core of the curriculum

 Learners have more dynamic participation from planning,
designing, implementing and evaluating.
 The degree of their involvement is dependent on their
maturity.
 Learners together with the teachers, place action to the
curriculum.
 Fundamental question: Have the students learned?
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 Curriculum Stakeholders

1. Why do curricularists place a lot of premium on

the students?

 The learners make the curriculum alive

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 Curriculum Stakeholders

2. Teacher are curricularists

 Stakeholders who plan, design, teachers, implement and
evaluate the curriculum
 Most important person in curriculum implementation
 Should have full knowledge of the program philosophy,
content and components of curriculum and ways of
teaching.

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 Curriculum Stakeholders
Some of the roles that the teachers do in curriculum implementation
are:
 Guiding, facilitating and directing the activities of the learners;
 Choosing the activities and the methods to be utilized;
 Choosing the materials that are necessary for the activity;
 Evaluating the whole implementation process and
 Making a decision whether to continue, modify or terminate the
curriculum.
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 Curriculum Stakeholders

3. School leaders are curriculum managers

 Should understand fully the need for change and the
implementation process
 Should be ready to assist the teachers and the students in
the implementation
 Communication line should be open to all concerned
 Committed to change and should employ strategies to meet
the needs of the teachers and the learners.
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 Curriculum Stakeholders

4. Parents
 Schools need to listen to parents’ concerns about school
curriculum
 May not be directly involved in curriculum implementation,
but they are formidable partners for the success of any
curriculum development endeavor.

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 Curriculum Stakeholders
How do parents help shape the curriculum in schools?
 The school composed of parents who are positively involved in
school activities have better achievement that schools with
uninvolved parents
 The home is the extended school environment.
 In most schools, parent associations are organized.

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 Curriculum Stakeholders

5. Community as the Curriculum Resources and a

Learning Environment
 “It takes the whole village to educate the child”
 Extended school ground
 The rich natural and human resources of the community can
assist in educating the children
 The community is the reflection of the school’s influence
and the school is a reflection of the community support.
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 Curriculum Stakeholders

6. Other Stakeholders in Curriculum Implementation and

Development
 These are agencies and organizations that are involved in
the planning, design, implementation and evaluation of the
school curriculum.

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 Curriculum Stakeholders

6. Other Stakeholders in Curriculum Implementation and

Development
6.1 Government Agencies
 DepEd, TESDA, CHED
 Professional Regulation Commission (PRC) & Civil
Service Commission (CSC)
 Local Government Units (LGU)
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 Curriculum Stakeholders

6. Other Stakeholders in Curriculum Implementation and

Development
6.1 Non-Government Agencies
 Gawad Kalinga
 Synergiea
 Metrobank Foundations
 PAFTE, SUCTEA, NOSTE, MTAP, etc…
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Le Finale. Muchos Gracias!!!
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