How do I keep my blog spot consistent and dynamic? a. By applying the 26 tips in writing a great blog spot as my guide. b. Must have a specific topic only.
How do you keep your blog posts consistent and dynamic? -By Applying or Following the 26 tips in writing a great blog. -By asking some Help/advice from the Expert in Creating a Blog.
through following guidelines/tips on how to have a consistent and dynamic blog post, like the 26 tips in having great blop, andconsult an opinion and advice of an expert
I'll Keep my blog update always, following the 26 tips we discussed,asking advices/opinions from experts , posting one topic that are realistic etc.to keep my blog consistent and dynamic.
To make my blog posts consistent and dynamic, I have to post something interesting,timely, and attention-catching so that my visitors and subscribers will have a reason to keep coming back to visit my blog. My blog posts must also be well organized, easy to understand and doesn't have contradicting ideas.
But before that I have to make my topics and my schedule or calendar on what to post and when to post. I have to follow the 26 tips that we've discussed. And ask some advice from experts and do some research.
I can keep my blog posts consistent and dynamic by @ using the 26 tips in writing great blog post that we learn @ keeping it short and simple but informative @asking help from others and accepting all comments and suggestions,,,
By keeping it short and simple for the followers or subscribers to get the main point or idea of your blog,and also by following the 26 tips in making a consistent blog...
To have a consistent and dynamic blog, we must follow the 26 Tips in making blog, update/post information that are clear and easy to be understood by the readers and must be Short and Simple.
How do I keep my blog consistent and relevant is by applying the 26 tips in making a blog and my blog posts must also well organized and easy to understand
GENERAL ACADEMIC STRAND Isagani Cruz of Philippine star focused on the real reason why the General Academic Strand of the K to 12 program was implemented. It is to give ways for the undecided students to think about their preferred degree once they step in to college. It may seem fair to hear the good side of it but it is obvious to know that the students who took the said strand are not really that prepared for their future. One of the anomalies of the program stated in the article is that some students go to college for the sake of getting a college degree. It sounds dispiriting if we think about these students' future, but it really is true. In fact, that is not the only case. There are over 42 percent of senior-high-school-students-to-be who weren't able to enroll this school year due to various reasons, which is quite saddening. Since we cannot force students to take strands they wouldn't want to be spending money on and isn't their choice, the General Academic Strand is the way for these undecided students. However, the article stated that the students who took the General Academic Strand will not be able to enter a type of college related to the other strands such as Science, Technology, Engineering and Mathematics or STEM and the Accountancy, Business and Management or ABM, because they have not taken the introductory subjects of either of the two strands. Some students start college with a major their parents picked for them, not realizing that if they end up changing majors too far into their education it will take them longer to graduate. It is also stated that there are some students who are currently in college that still do not know what future they want to pursue once they entered the adult life. Thus, they transfer from one course to another in hoping to find the appropriate track for their future. On a side note, the government did not implement the General Academic Strand for the undecided students only. Of course, students that wanted to pursue a major in college related to education are to be placed in this strand. In one way or another, the future is still in the hands of each student who are currently in senior high school. Whether they want to get a degree or simply just graduate, it is still up to them. These strands are just a guide point in their lives to help them make up their mind with what they really want to be once they had entered the adult life. Either way, students really should take the time to make up their mind about choosing the right path for their designated skills and talents, because these are the fundamental needs of preparing and choosing the strand suited to help them in their future jobs. source: http://www.philstar.com/education-and-home/2014/07/10/1344495/general-academic-strand (The Philippine Star) Author Isagani Cruz Group 6 Leonarine Soliba Charel Foster Nestlyn Buli-e Geraldine Dampayan Mayra Mabiasan
GAS (General Academic Strand) is one of the strands in academic track that focus on students who are undecided on what course to take in college. It also offers subjects from humanities and social sciences and science,technology,mathematics and engineering.
GAS is implemented to give ways for the undecided students to think about their preferred degree once they step into college. It is a guide point in the lives of students to help them make up their mind with what they want to be once they had entered the adult life. The students that wanted to pursue a major in college related to education are to be place in this strand.
General academic strand or gas is a course or strand that are willing to pursue in education or to be a teacher in future. This strand is also for the students that are still undecided for their courses and in this strand helps you in your college life. And in general studies does not focus in one specific paths only but rather it surround in many fields and many opportunities. Because the general studies program covers subjects that are not industry specific, graduates are qualified to work in any field, provided they possess the knowledge and abilities needed to perform the essential tasks of the job. Gas a strand that can help you decide correctly when you're conducted in your course as you pursue college.
Nowadays,majority of high school graduates know what course to pursue in college that is exactly what will happen to most G10 completers. Since G10 the equivalent of 4th year high school,nothing has really changed. Naming G11 instead of 1st year college is just a change in names far as career planning. GAS is One of the offered Academic track in SHS. This is intended for undecided students. This is more likely to be a Combination of HUMSS,ABM,& TVL because they are taking some of the subjects from that courses. Some subjects offered are Humanities, Social science,Organization and management,DRRM and Politics. Some college degrees related to GAS are the Ff. Business & Acountancy, Education, HRM , Culinary Arts, IT, Tourism, Law and Etc.
SOURCE: Cruz,I.(2014)The General Academic Strand Mini Critique. Lourdes School Quezon(2017) General Academic Strand
Members: Donna Ballada Jell Sagandoy Jhaira Apioten Jelene Sayud Joy Paplinit
Nowadays,majority of high school graduates know what course to pursue in college that is exactly what will happen to most G10 completers. Since G10 the equivalent of 4th year high school,nothing has really changed. Naming G11 instead of 1st year college is just a change in names far as career planning. GAS is One of the offered Academic track in SHS. This is intended for undecided students. This is more likely to be a Combination of HUMSS,ABM,& TVL because they are taking some of the subjects from that courses. Some subjects offered are Humanities, Social science,Organization and management,DRRM and Politics. Some college degrees related to GAS are the Ff. Business & Acountancy, Education, HRM , Culinary Arts, IT, Tourism, Law and Etc.
SOURCE: Cruz,I.(2014)The General Academic Strand Mini Critique. Lourdes School Quezon(2017) General Academic Strand
Members: Donna Ballada Jell Sagandoy Jhaira Apioten Jelene Sayud Joy Paplinit
While the other strands are career-specific, the General Academic Strand is great for students who are still undecided on which track to take. You can choose electives from the different academic strands under this track. These subjects include Humanities, Social Sciences, Applied Economics, Organization and Management, and Disaster Preparedness.
What are the subjects in this strand? Some subjects offered are Humanities, Social Sciences, Applied Economics, Organization and Management, and Disaster Preparedness.
Humanities
Making a Da Vinci in you? Humanities can be any of the specialized subjects in the Humanities and Social Sciences (HumSS) Strand. This could be Creative Writing / Malikhaing Pagsulat; Introduction to World Religions and Belief Systems; Creative Nonfiction; Trends, Networks, and Critical Thinking in 21st Century Culture.
See: curriculum Social Science
Want to become the next President? Social Science subjects can be Philippine Politics and Governance; Community Engagement, Solidarity, and Citizenship; Disciplines and Ideas in the Social Sciences; Disciplines and Ideas in the Applied Social Sciences.
See: curriculum Applied Economics
Gearing up to be the new Mareng Winnie? Applied Economics will discuss basic economic problems of the country; analyze market structures; and study strategies to minimize negative impact and maximize positive impact of businesses in the community.
See: curriculum Organization and Management
Thinking of managing an enterprise? Organization and Management introduces students to analytical tools like Political Economic Social and Technological (PEST) and Strengths Weaknesses Opportunities and Threats (SWOT) that can be used when starting business ventures.
See: curriculum Disaster Readiness and Risk Reduction
Seeing yourself as Mang Tani? Through Disaster Readiness and Risk Reduction, students will analyze disasters from different perspectives; explain and differentiate disasters; and identify areas that are exposed and prone to destructive calamities.
See: curriculum If you are still looking for the right strand or if you already have made a decision, you can take electives from the specialized subject of any other Track or Strand to help you with your choice.
1.GAS is for learners who are not yet decided on what course to take in college. It is possible that the learners will be given bridging courses to assess his/her preparedness for the field of study he/she will choose in the future. GAS will present the option for students to take their electives from specialized subjects of any other strands. 2. GAS Specialized subjects include: a.) Humanities 1 and 2 b.) Social Science 1 c.) Applied Economics d.) Organization and Management e.) DRRM f.) Elective 1 and 2 g.) Work Emersion 3. GAS >Comprises of cool subjects >Students who take GAS will not be unprepared >Can choose not once but two subjects from any other Academic Strand and mix and match as you please. 4. PROS & CONS *PROS >Students are able to learn best through their first language so the system offers a Multilingual Education. >Career counseling is also provided to help students decided on what they really want.
CONS >Companies still hiring college graduates than high schoolers. >The amount of school years does not equate to better quality of education. >DEPed cannot students w/ the lack of facilities.
Source: http://www.phtc.edu.ph/courses/seniors highschool programs. www.piktochart.com/blog
Group Members: John Mark Jacob Sarah Nalicao Jomarie Tolawan Kojiko Nasak Rogelyn Dumacyon
What is General Academic Strand? "From the word 'general'",it is pertaining to a group and when it is applied in education it means the fundamental part of any major strands".While other strands are specific GAS is not.According to Isagani Cruz, this strand is for students to make up their mind with what they really want to be in the Future. This strand is also for students who are willing to pursue Education or who wants to be a teacher in the future.
Advantages of GAS 1.It comprises of cool subjects. 2.You get to choose two subjects from the Humanities and Social Sciences (HUMSS) strand. Example of these subjects is the Philippine Politics and Governance. 3.Crazy combos Two subjects or more from other strands are mixed and matched with GAS's major Subjects. This includes Humanities,Social Science,Organization and Management,and Disaster Readiness and Risk Reduction. 4.Unli options 5.Students who take this strand will not be unprepared. 6.Students will get the general or basic part of others strands that will make them minimally prepared. 7.This strand doesn't focus in one specific paths only but it sorround many fields and many opportunities. 8.This cover ssubjects that are not industry specific. 9.Graduates of this strand are qualifications to work in any feild. 10.They. (GAS graduates) posses the knowledge and abilities to perform the essential task of the job.
•Students will still have problems qualifying for certain majors.For example,they cannot go into a STEM-type course and also in Accounting because they didn't took some introductory subjects of these courses in Senior High School.
•Students will have a bit problem catching up with lessons comparing to those who gets to pick the specific track because they will get more information in the course that they will take in college.
1.GAS is for learners who are not yet decided on what course to take in college. It is possible that the learners will be given bridging courses to assess his/her preparedness for the field of study he/she will choose in the future. GAS will present the option for students to take their electives from specialized subjects of any other strands. 2. GAS Specialized subjects include: a.) Humanities 1 and 2 b.) Social Science 1 c.) Applied Economics d.) Organization and Management e.) DRRM f.) Elective 1 and 2 g.) Work Emersion 3. GAS >Comprises of cool subjects >Students who take GAS will not be unprepared >Can choose not once but two subjects from any other Academic Strand and mix and match as you please. 4. PROS & CONS *PROS >Students are able to learn best through their first language so the system offers a Multilingual Education. >Career counseling is also provided to help students decided on what they really want.
CONS >Companies still hiring college graduates than high schoolers. >The amount of school years does not equate to better quality of education. >DEPed cannot students w/ the lack of facilities.
Source: http://www.phtc.edu.ph/courses/seniors highschool programs. www.piktochart.com/blog
Group Members: John Mark Jacob Sarah Nalicao Jomarie Tolawan Kojiko Nasak Rogelyn Dumacyon Alizza Boyoten
In this article the K12 curriculum strands specifically the General Academic Strand.General Academic Strand is the strands for students who are undecided for what courses they will take in college.the subjects under the General Academic strand which are social science, 2 chosen electives, applied economics, organization and management subject, disaster readiness and risk reduction, and etc. The disadvantage and advantages of taking General Academic Strand was also said in the article. What is General Academic Strand? From the word general it is pertaining to a group and when it is apply in the education strands it means the fundamental part of any major strands. In our own understanding about strand is the place for students who still don’t have a choice or for the students who has a lot of options but still can’t choose what to apply in. This strand is the place for us who our entering college who do not even know what they really want to major in. Unlike other strands it is pointing to some certain courses. I here a lot of people who said that General Academic Strand is specifically for students who wants to major in education. There are the general academic strand subjects that are talked in the article, it is the beginning level of the more higher subject. Social science, it is like the social studied in high school level it discuss about our country’s government and teaches our part as a responsible citizen. 2 electives, students or school our allowed to choose 2 electives from the other track which the school will offer. Applied Economics in this subject they will know the basic economic problems and some basic marketing. Organization and Management allows students to use PEST and SWOT analytical tools. Disaster Readiness and Risk Reduction is the subject which includes the preparedness plans of a community. the advantages and disadvantages of taking General Academic Strand. Advantages, first thing you get the general or the basic part of the other academic strand that will make them minimally prepared to enter higher education. Disadvantages, students who will take General Academic Strand will have a bit problem catching up with the lessons because the other student who gets to pick the specific track will get more information in the course that they will take in college. In our own opinion its is better to take General Academic Strand if your really undecided to what course you will take in college because it will be more difficult if you our still undecided in college and just like a lot of college students today that shift to another course because they are still not sure. Picking up a course in college is crucial so students should think a lot before picking because if not it would be a big waist of time and money. General Academic Strand is really helpful for students like us who our still undecided for our future. SOURCE: http://www.philstar.com/education-and-home/2014/07/10/1344495/general-academic-strand (The Philippine Star)
GAS (General Academic Strand) is one of the strands in academic track that focus on students who are undecided on what course to take in college. It also offers subjects from humanities and social sciences and science,technology,mathematics and engineering.
GAS is implemented to give ways for the undecided students to think about their preferred degree once they step into college. It is a guide point in the lives of students to help them make up their mind with what they want to be once they had entered the adult life. The students that wanted to pursue a major in college related to education are to be place in this strand.
What is GENERAL ACADEMIC STRAND? General Academic Strand is for learners who are not yet decided on what course to take in college. It is possible that the learner will be given bridging courses to assess his/her preparedness for the field of study he/she will choose in the future. General Academic Strand will present the option for students to take their electives from specialized subjects of any other strands.
Why General Academic Strand was Implemented? It is to give ways for the undecided students to think about their prefered degree once they step into college. It is just a guide point in the lives of students to help them make up their mind with what they really want to be once they had entered the adult life. The students that wanted to pursue a major in college related to education are to be place in this strand.
GAS Specialized Subjects a. Humanities 1 b. Humanities 2 c. Social Science 1 d. Applied Economics e. Organization and Management f. Disaster Readiness and Risk Reduction g. Elective 1 h. Elective 2 i. Work Immersion/Research/Career Advocacy/Culminating Activity
Instruction: Group yourselves by 6 (there should be 6 members per group). Activity 4: Article Making: Write a curated article about the "Impact of ICTs on learning and achievement of students". Remember to properly cite your sources. Articles should be posted before 5:00 P.M.. All articles posted after 5 Oclock will receive deductions. Please be guided with the rubrics to presented to you.. Thank you.
Note: Article should not be more than 4,000 words for the site to accept it. Post your article through the reply button.
Some researchers says that ICT use in education does not play a role in students achievement while other says there is. According to Attwell and Battle, who says that ICT plays a role in students achievement, who have access to a computer at home for educational purposes, have improved scores in reading and math. kuliks meta -analysis study also revealed that students who used ICT- based instruction scored higher than students without computers. They also learned more in less time and liked their classes more when ICT-based instruction was included. Fuchs and woessman clarified and explained that ICT use can enhance learning by making education less dependent on differing teacher quality and by making education available at home throughout the day. Also, ICT use help students exploit enormous possibilities for acquiring information for schooling purposes and can increase learning through communication. Users also believe that ICT's make a positive difference. Most users feel that using ICT's make them more effective leaders especially on self-reporting.ICT can also help in the development of student language and communication skills. However,ICT can distract learning. This may be particularly salient at home, where internet access could be a source of distraction bacause of chat rooms or online games, reducing the time spent in doing homework or learning. ICT-based instruction could restrict the creativity of the learner. This might reduce the students abilities in terms of problem solving and creative thinking in predetermined schemes but not their ability to come up with independent creative solutions on their own. In conclusion, ICT impacts on student achievement remains difficult to measure and open to much reasonable debate. The impacts of these ICT on students depend on how they use it. If its abuse, appropriate or inappropriate. ICT's are seen to be less effective(or ineffective) when the goals for their use are not clear.
During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organisation and in teaching and learning methods.
There is no standard definition for student performance. The standard approach focuses on achievement and curricula, how students understand the courses and obtain their degrees or their marks. However, a more extensive definition deals with competencies, skills and attitudes learned through the education experience. The narrow definition allows the observation of the outcomes of any change in higher education, while the more extensive definition needs a more complex strategy of observation and a focus on the labour market. The outcomes of education are mainly validated in the labour market.
The impact of ICT on learning is currently in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments.
To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The relationship between the use of ICT and student performance in higher education is not clear, and there are contradictory results in the literature. Earlier economic research has failed to provide a clear consensus concerning the effect on students’ achievement.
Starting from this point, the aims of this paper are two-fold: first, we summarise the main findings of this extensive literature and second, we give two complementary explanations on the contradictory results. Our first explanation is that most of the literature has focused on direct effects of ICT while it is more appropriate to look at the indirect effects through the traditional channels. Since student performance is mainly explained by a student’s characteristics, educational environment and teachers’ characteristics, ICT may have an impact on these determinants and consequently the outcome of education. The differences observed in the performances of students are thus more related to the differentiated impact of ICT on the standard determinants.
The direct link between ICT use and students’ performance has been the focus of extensive literature during the last two decades. Several studies have tried to explain the role and the added value of these technologies in classrooms and on student’s performances. The first body of literature explored the impact of computer uses. Since the Internet revolution, there has been a shift in the literature that focuses more on the impact of online activities: use of Internet, use of educative online platforms, digital devices, use of blogs and wikis, etc.
Looking at the link between ICT and student performance seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is general purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008). A variety of models of usages can be identified leading to the same outcome. ICT brings widened possibilities for the learning processes that are independent from place and space. ICT also allows more flexible (asynchronous) and more personalised learning. It offers new methods of delivering higher education. Taking advantage of these opportunities needs a profound change in the organisation of the higher education system.
Members: Jhuderick Kidkid Donna Ballada Jell Sagandoy Myefe Pedro Aprilyn Misaen
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies. ‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable. Need for clear goals ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined. There is an important tension between traditional versus 'new' pedagogues and standardized testing Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles. Mismatch between methods used to measure effects and type of learning promoted In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs. ICTs are used differently in different school subjects Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills. Access outside of school affects impact The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming). Users believe that ICTs make a positive difference In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners. source:Trucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank.retreve on October 10 fromTrucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank.
Group Members:Mildred N.Dampo Jhaira Mae D. Apioten Lyca C. Cabungan Sean A.Mauro Omar A.Maticyeng Demetrio C.Fiarawan
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. ICTs are very rarely seen as central to the overall learning process Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning. An enduring problem: putting technology before education One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later. Impact on student achievement
The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies. ‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable. Need for clear goals ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined. There is an important tension between traditional versus 'new' pedagogies and standardized testing Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles. Sources: ImpaCT2: Emerging Findings from the Evaluation of the Impact of Information and Communications Technologies on Pupil Attainment [Becta 2001]
Impact of Educational Technology on Student Achievement - What The Most Current Research Has To Say [Schachter 1999]
Members: Charel F. Sarah N. Marian B. Kojiko N. John Mark J. Leonarine S.
As years pass by, new technology innovations are being introduced as people find its significance specially in the field of education. ICT make the learning of students nowadays easier than those students before who mostly depend on books. It also increase the learning gains of students, allowing opportunities for students to develop creativity and communication skills. But its negative effect on learners are also being observed nowadays because many students concentrate more on technologies rather than on their studies and the purpose of ICT is no longer served.
Source: Trucano, M.(2005).Knowledge Maps:ICTs in Education.Washington DC.
In general, and despite thousands of research studies, most of those conducted before 2005, the impact of ICT use on student achievement has remained difficult to measure. Now that ICT is used more and more in classrooms as a means to access information, support learning and communicate understanding (Literacy with ICT) rather than as a tool to be learned (ICT Literacy), research looking at student achievement seems to have become more qualitative-based. The connection between the use of ICT and the achievement of students is only valid when the means of measurement is congruent with the means of teaching and learning. In some studies there is a mismatch between the methods used to assess the effects of ICT on student achievement and on how ICT is actually used in the classroom. For example, some studies have looked only for improvements in traditional teaching and learning processes, and in mastery of knowledge, instead of looking for the new processes and higher order thinking skills related to the infusion of ICTs. Students who use ICTs often and regularly in their learning, but are evaluated using traditional methods such as pen and paper, may show little to no significant improvement in their achievement because they are not able, in the testing situation, to use the ICT-infused strategies they have become comfortable and successful with.
Group members : Lemoneh Pagedped Nestlyne Buli-e Joy Paplinit Diane Selioco
Promotes innovation and entrepreneurship in smart agriculture, digital technology, and climate change technology. Through business programs and early stage financing, we help developing countries in the Caribbean, Africa, and Asia go green and develop solutions to local problems.The methodology used by researchers to study the Impact of ICT on learning. It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills.
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How do you keep your blog posts consistent and dynamic?
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How do I keep my blog spot consistent and dynamic?
Deletea. By applying the 26 tips in writing a great blog spot as my guide.
b. Must have a specific topic only.
I'm going to follow the 26 tips as my guide in writing a great blog spot
DeleteHow do I keep my blog spot consistent and dynamic?
DeleteThrough following the 26 tips in making a great blog spot.
How do you keep your blog posts consistent and dynamic?
Delete-By Applying or Following the 26 tips in writing a great blog.
-By asking some Help/advice from the Expert in Creating a Blog.
By staying up to date.Posting relevant and realistic posts.Stay on line frequently.Give enough effort to your blog .
Deletethrough following guidelines/tips on how to have a consistent and dynamic blog post, like the 26 tips in having great blop, andconsult an opinion and advice of an expert
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DeleteI'll Keep my blog update always, following the 26 tips we discussed,asking advices/opinions from experts , posting one topic that are realistic etc.to keep my blog consistent and dynamic.
DeleteBy applying the 26 tips in wrting a great blog and asking some help to the people who is expert in creating blog.
DeleteTo make my blog posts consistent and dynamic, I have to post something interesting,timely, and attention-catching so that my visitors and subscribers will have a reason to keep coming back to visit my blog. My blog posts must also be well organized, easy to understand and doesn't have contradicting ideas.
DeleteBut before that I have to make my topics and my schedule or calendar on what to post and when to post. I have to follow the 26 tips that we've discussed. And ask some advice from experts and do some research.
To keep my blog post consistent and dynamic my information must be accurate and i will apply the 26 tips for better output.
DeleteBy updating.. following the 26 tips and putting the right and exsact details..
DeleteI can keep my blog posts consistent and dynamic by
Delete@ using the 26 tips in writing great blog post that we learn
@ keeping it short and simple but informative
@asking help from others and accepting all comments and suggestions,,,
By making schedules for blogging and we have to make sure that we are posting relevant blogs
DeleteBy taking time to blog or making schedules for blogging as well as following the 26 tips in writing blogs.
DeleteThrough following the all tips in writting great blog post and the guide lines..
Deletefollowing the 26 tips on writing a great blog and applying KISS (Keep it short and simple) and can give knowledge and information to the readers.
DeleteTo keep my Blog consistent and dynamic is to follow the 26 tips on writing a great blog
DeleteBy following the 26 tips on writing a great blog as guideline and applying KISS and ask some advice from experts and do some research.
Deleteby following the 26 tips of writing a great blog and asking some of the suggestion and comments.
Deletefor a consistent blog blogger should follow the 26 tips in writing a blog and also blogger should be guided by some experts like journalist
DeleteBy keeping it short and simple for the followers or subscribers to get the main point or idea of your blog,and also by following the 26 tips in making a consistent blog...
DeleteThis comment has been removed by the author.
DeleteTo have a consistent and dynamic blog, we must follow the 26 Tips in making blog, update/post information that are clear and easy to be understood by the readers and must be Short and Simple.
Deleteby following the 26 tips in making blog and keep it short and simple .
DeletePlug in the Types of Posts and Topics You’re Going to Write About
DeleteMake it simple but informative ,must up-to-date considering the 26 tips that was been discussed,
Deleteby following the tips in making blog, being frequently updated online, posting accurate and timely issues
DeleteAnswer:
DeleteGive an accurate and specific information to the audience and apply the 26 tips in making a blog post.
How do I keep my blog consistent and relevant is by applying the 26 tips in making a blog and my blog posts must also well organized and easy to understand
DeleteAll answers beyond this post are considered late...
Deletein order for my blog to be consistent and dynamic, I will follow the 26 tips, create and discuss only one topic,then it will be up to date.
DeleteFor my blog to be consistent and dynamic , ill follow the 26 tips in making a blog.
DeleteActivity 3:
ReplyDeletePost your article in this page and let your classmates to post their idea or their reaction about it.
note: Please post your article through the reply button
GENERAL ACADEMIC STRAND
DeleteIsagani Cruz of Philippine star focused on the real reason why the General Academic Strand of the K to 12 program was implemented. It is to give ways for the undecided students to think about their preferred degree once they step in to college. It may seem fair to hear the good side of it but it is obvious to know that the students who took the said strand are not really that prepared for their future. One of the anomalies of the program stated in the article is that some students go to college for the sake of getting a college degree. It sounds dispiriting if we think about these students' future, but it really is true. In fact, that is not the only case. There are over 42 percent of senior-high-school-students-to-be who weren't able to enroll this school year due to various reasons, which is quite saddening. Since we cannot force students to take strands they wouldn't want to be spending money on and isn't their choice, the General Academic Strand is the way for these undecided students. However, the article stated that the students who took the General Academic Strand will not be able to enter a type of college related to the other strands such as Science, Technology, Engineering and Mathematics or STEM and the Accountancy, Business and Management or ABM, because they have not taken the introductory subjects of either of the two strands. Some students start college with a major their parents picked for them, not realizing that if they end up changing majors too far into their education it will take them longer to graduate. It is also stated that there are some students who are currently in college that still do not know what future they want to pursue once they entered the adult life. Thus, they transfer from one course to another in hoping to find the appropriate track for their future. On a side note, the government did not implement the General Academic Strand for the undecided students only. Of course, students that wanted to pursue a major in college related to education are to be placed in this strand. In one way or another, the future is still in the hands of each student who are currently in senior high school. Whether they want to get a degree or simply just graduate, it is still up to them. These strands are just a guide point in their lives to help them make up their mind with what they really want to be once they had entered the adult life. Either way, students really should take the time to make up their mind about choosing the right path for their designated skills and talents, because these are the fundamental needs of preparing and choosing the strand suited to help them in their future jobs.
source: http://www.philstar.com/education-and-home/2014/07/10/1344495/general-academic-strand (The Philippine Star)
Author Isagani Cruz
Group 6
Leonarine Soliba
Charel Foster
Nestlyn Buli-e
Geraldine Dampayan
Mayra Mabiasan
GAS (General Academic Strand) is one of the strands in academic track that focus on students who are undecided on what course to take in college. It also offers subjects from humanities and social sciences and science,technology,mathematics and engineering.
DeleteGAS is implemented to give ways for the undecided students to think about their preferred degree once they step into college. It is a guide point in the lives of students to help them make up their mind with what they want to be once they had entered the adult life. The students that wanted to pursue a major in college related to education are to be place in this strand.
Source:http:www.pnct.end.ph./courses/senior-high-school-programs.piktochart.com/blog
Aragon Girlie
Guisdan Romalyn
Maticyeng Omar
Mauro Sean
Labi Shindle Kate
This comment has been removed by the author.
DeleteGeneral academic strand or gas is a course or strand that are willing to pursue in education or to be a teacher in future. This strand is also for the students that are still undecided for their courses and in this strand helps you in your college life. And in general studies does not focus in one specific paths only but rather it surround in many fields and many opportunities. Because the general studies program covers subjects that are not industry specific, graduates are qualified to work in any field, provided they possess the knowledge and abilities needed to perform the essential tasks of the job.
DeleteGas a strand that can help you decide correctly when you're conducted in your course as you pursue college.
http://www.phikstar.com/campus/education/2014/07/10/1344495/general-academic-strand?nomobile=1
Group member:
Lemoneh Pagedped
Myefe Pedro
Florence Acquiadan
Irish Ngilin
Criselda Abejon
Nowadays,majority of high school graduates know what course to pursue in college that is exactly what will happen to most G10 completers. Since G10 the equivalent of 4th year high school,nothing has really changed. Naming G11 instead of 1st year college is just a change in names far as career planning.
DeleteGAS is One of the offered Academic track in SHS. This is intended for undecided students. This is more likely to be a Combination of HUMSS,ABM,& TVL because they are taking some of the subjects from that courses. Some subjects offered are Humanities, Social science,Organization and management,DRRM and Politics.
Some college degrees related to GAS are the Ff. Business & Acountancy, Education, HRM , Culinary Arts, IT, Tourism, Law and Etc.
SOURCE: Cruz,I.(2014)The General Academic Strand Mini Critique.
Lourdes School Quezon(2017) General Academic Strand
Members:
Donna Ballada
Jell Sagandoy
Jhaira Apioten
Jelene Sayud
Joy Paplinit
Nowadays,majority of high school graduates know what course to pursue in college that is exactly what will happen to most G10 completers. Since G10 the equivalent of 4th year high school,nothing has really changed. Naming G11 instead of 1st year college is just a change in names far as career planning.
DeleteGAS is One of the offered Academic track in SHS. This is intended for undecided students. This is more likely to be a Combination of HUMSS,ABM,& TVL because they are taking some of the subjects from that courses. Some subjects offered are Humanities, Social science,Organization and management,DRRM and Politics.
Some college degrees related to GAS are the Ff. Business & Acountancy, Education, HRM , Culinary Arts, IT, Tourism, Law and Etc.
SOURCE: Cruz,I.(2014)The General Academic Strand Mini Critique.
Lourdes School Quezon(2017) General Academic Strand
Members:
Donna Ballada
Jell Sagandoy
Jhaira Apioten
Jelene Sayud
Joy Paplinit
While the other strands are career-specific, the General Academic Strand is great for students who are still undecided on which track to take. You can choose electives from the different academic strands under this track. These subjects include Humanities, Social Sciences, Applied Economics, Organization and Management, and Disaster Preparedness.
DeleteWhat are the subjects in this strand?
Some subjects offered are Humanities, Social Sciences, Applied Economics, Organization and Management, and Disaster Preparedness.
Humanities
Making a Da Vinci in you? Humanities can be any of the specialized subjects in the Humanities and Social Sciences (HumSS) Strand. This could be Creative Writing / Malikhaing Pagsulat; Introduction to World Religions and Belief Systems; Creative Nonfiction; Trends, Networks, and Critical Thinking in 21st Century Culture.
See: curriculum
Social Science
Want to become the next President? Social Science subjects can be Philippine Politics and Governance; Community Engagement, Solidarity, and Citizenship; Disciplines and Ideas in the Social Sciences; Disciplines and Ideas in the Applied Social Sciences.
See: curriculum
Applied Economics
Gearing up to be the new Mareng Winnie? Applied Economics will discuss basic economic problems of the country; analyze market structures; and study strategies to minimize negative impact and maximize positive impact of businesses in the community.
See: curriculum
Organization and Management
Thinking of managing an enterprise? Organization and Management introduces students to analytical tools like Political Economic Social and Technological (PEST) and Strengths Weaknesses Opportunities and Threats (SWOT) that can be used when starting business ventures.
See: curriculum
Disaster Readiness and Risk Reduction
Seeing yourself as Mang Tani? Through Disaster Readiness and Risk Reduction, students will analyze disasters from different perspectives; explain and differentiate disasters; and identify areas that are exposed and prone to destructive calamities.
See: curriculum
If you are still looking for the right strand or if you already have made a decision, you can take electives from the specialized subject of any other Track or Strand to help you with your choice.
This comment has been removed by the author.
ReplyDelete1.GAS is for learners who are not yet decided on what course to take in college. It is possible that the learners will be given bridging courses to assess his/her preparedness for the field of study he/she will choose in the future. GAS will present the option for students to take their electives from specialized subjects of any other strands.
ReplyDelete2. GAS Specialized subjects include:
a.) Humanities 1 and 2
b.) Social Science 1
c.) Applied Economics
d.) Organization and Management
e.) DRRM
f.) Elective 1 and 2
g.) Work Emersion
3. GAS
>Comprises of cool subjects
>Students who take GAS will not be unprepared
>Can choose not once but two subjects from any other Academic Strand and mix and match as you please.
4. PROS & CONS
*PROS
>Students are able to learn best through their first language so the system offers a Multilingual Education.
>Career counseling is also provided to help students decided on what they really want.
CONS
>Companies still hiring college graduates than high schoolers.
>The amount of school years does not equate to better quality of education.
>DEPed cannot students w/ the lack of facilities.
Source: http://www.phtc.edu.ph/courses/seniors highschool programs.
www.piktochart.com/blog
Group Members:
John Mark Jacob
Sarah Nalicao
Jomarie Tolawan
Kojiko Nasak
Rogelyn Dumacyon
General Academic Strand
DeleteWhat is General Academic Strand?
"From the word 'general'",it is pertaining to a group and when it is applied in education it means the fundamental part of any major strands".While other strands are specific GAS is not.According to Isagani Cruz, this strand is for students to make up their mind with what they really want to be in the Future. This strand is also for students who are willing to pursue Education or who wants to be a teacher in the future.
Advantages of GAS
1.It comprises of cool subjects.
2.You get to choose two subjects from the Humanities and Social Sciences (HUMSS) strand.
Example of these subjects is the Philippine Politics and Governance.
3.Crazy combos
Two subjects or more from other strands are mixed and matched with GAS's major Subjects.
This includes Humanities,Social Science,Organization and Management,and Disaster Readiness and Risk Reduction.
4.Unli options
5.Students who take this strand will not be unprepared.
6.Students will get the general or basic part of others strands that will make them minimally prepared.
7.This strand doesn't focus in one specific paths only but it sorround many fields and many opportunities.
8.This cover ssubjects that are not industry specific.
9.Graduates of this strand are qualifications to work in any feild.
10.They. (GAS graduates) posses the knowledge and abilities to perform the essential task of the job.
•Students will still have problems qualifying for certain majors.For example,they cannot go into a STEM-type course and also in Accounting because they didn't took some introductory subjects of these courses in Senior High School.
•Students will have a bit problem catching up with lessons comparing to those who gets to pick the specific track because they will get more information in the course that they will take in college.
Sources:
*https://edukasyon.ph/Courses/senior-high-tracks/academics
*generalacademic.blogspot.com
*https://edukasyon.ph/course
*https://www.philstar.com/education-and-home
*https://educationalresearch144.wordpress.com
Group members:
Aprilyn Misaen
Jerah Fernandes
Dianne Selioco
Jhonnie mar Cuanso
Margret Gacita(Magie Do Kyung)
This comment has been removed by the author.
Delete1.GAS is for learners who are not yet decided on what course to take in college. It is possible that the learners will be given bridging courses to assess his/her preparedness for the field of study he/she will choose in the future. GAS will present the option for students to take their electives from specialized subjects of any other strands.
Delete2. GAS Specialized subjects include:
a.) Humanities 1 and 2
b.) Social Science 1
c.) Applied Economics
d.) Organization and Management
e.) DRRM
f.) Elective 1 and 2
g.) Work Emersion
3. GAS
>Comprises of cool subjects
>Students who take GAS will not be unprepared
>Can choose not once but two subjects from any other Academic Strand and mix and match as you please.
4. PROS & CONS
*PROS
>Students are able to learn best through their first language so the system offers a Multilingual Education.
>Career counseling is also provided to help students decided on what they really want.
CONS
>Companies still hiring college graduates than high schoolers.
>The amount of school years does not equate to better quality of education.
>DEPed cannot students w/ the lack of facilities.
Source: http://www.phtc.edu.ph/courses/seniors highschool programs.
www.piktochart.com/blog
Group Members:
John Mark Jacob
Sarah Nalicao
Jomarie Tolawan
Kojiko Nasak
Rogelyn Dumacyon
Alizza Boyoten
In this article the K12 curriculum strands specifically the General Academic Strand.General Academic Strand is the strands for students who are undecided for what courses they will take in college.the subjects under the General Academic strand which are social science, 2 chosen electives, applied economics, organization and management subject, disaster readiness and risk reduction, and etc. The disadvantage and advantages of taking General Academic Strand was also said in the article.
DeleteWhat is General Academic Strand? From the word general it is pertaining to a group and when it is apply in the education strands it means the fundamental part of any major strands. In our own understanding about strand is the place for students who still don’t have a choice or for the students who has a lot of options but still can’t choose what to apply in. This strand is the place for us who our entering college who do not even know what they really want to major in. Unlike other strands it is pointing to some certain courses. I here a lot of people who said that General Academic Strand is specifically for students who wants to major in education.
There are the general academic strand subjects that are talked in the article, it is the beginning level of the more higher subject. Social science, it is like the social studied in high school level it discuss about our country’s government and teaches our part as a responsible citizen. 2 electives, students or school our allowed to choose 2 electives from the other track which the school will offer. Applied Economics in this subject they will know the basic economic problems and some basic marketing. Organization and Management allows students to use PEST and SWOT analytical tools. Disaster Readiness and Risk Reduction is the subject which includes the preparedness plans of a community.
the advantages and disadvantages of taking General Academic Strand. Advantages, first thing you get the general or the basic part of the other academic strand that will make them minimally prepared to enter higher education. Disadvantages, students who will take General Academic Strand will have a bit problem catching up with the lessons because the other student who gets to pick the specific track will get more information in the course that they will take in college. In our own opinion its is better to take General Academic Strand if your really undecided to what course you will take in college because it will be more difficult if you our still undecided in college and just like a lot of college students today that shift to another course because they are still not sure. Picking up a course in college is crucial so students should think a lot before picking because if not it would be a big waist of time and money. General Academic Strand is really helpful for students like us who our still undecided for our future.
SOURCE: http://www.philstar.com/education-and-home/2014/07/10/1344495/general-academic-strand (The Philippine Star)
Members: Mildred Dampo
Lyca Cabungan
Demetrio Fiarawan
This comment has been removed by the author.
DeleteGAS (General Academic Strand) is one of the strands in academic track that focus on students who are undecided on what course to take in college. It also offers subjects from humanities and social sciences and science,technology,mathematics and engineering.
DeleteGAS is implemented to give ways for the undecided students to think about their preferred degree once they step into college. It is a guide point in the lives of students to help them make up their mind with what they want to be once they had entered the adult life. The students that wanted to pursue a major in college related to education are to be place in this strand.
Source:
http:www.pnct.end.ph./courses/senior-high-school-programs.piktochart.com/blog
Name:
Bargue, Marian
All answers beyond this post are considered late...
Delete
DeleteWhat is GENERAL ACADEMIC STRAND?
General Academic Strand is for learners who are not yet decided on what course to take in college. It is possible that the learner will be given bridging courses to assess his/her preparedness for the field of study he/she will choose in the future. General Academic Strand will present the option for students to take their electives from specialized subjects of any other strands.
Why General Academic Strand was Implemented?
It is to give ways for the undecided students to think about their prefered degree once they step into college. It is just a guide point in the lives of students to help them make up their mind with what they really want to be once they had entered the adult life. The students that wanted to pursue a major in college related to education are to be place in this strand.
GAS Specialized Subjects
a. Humanities 1
b. Humanities 2
c. Social Science 1
d. Applied Economics
e. Organization and Management
f. Disaster Readiness and Risk Reduction
g. Elective 1
h. Elective 2
i. Work Immersion/Research/Career Advocacy/Culminating Activity
Source:https://create.piktochart.com/output/19625910-general-academic-strand-infograph
Name: Amerto Tibao
Instruction: Group yourselves by 6 (there should be 6 members per group).
ReplyDeleteActivity 4: Article Making: Write a curated article about the "Impact of ICTs on learning and achievement of students". Remember to properly cite your sources.
Articles should be posted before 5:00 P.M.. All articles posted after 5 Oclock will receive deductions.
Please be guided with the rubrics to presented to you.. Thank you.
Note: Article should not be more than 4,000 words for the site to accept it. Post your article through the reply button.
This comment has been removed by the author.
DeleteSome researchers says that ICT use in education does not play a role in students achievement while other says there is.
DeleteAccording to Attwell and Battle, who says that ICT plays a role in students achievement, who have access to a computer at home for educational purposes, have improved scores in reading and math. kuliks meta -analysis study also revealed that students who used ICT- based instruction scored higher than students without computers. They also learned more in less time and liked their classes more when ICT-based instruction was included. Fuchs and woessman clarified and explained that ICT use can enhance learning by making education less dependent on differing teacher quality and by making education available at home throughout the day. Also, ICT use help students exploit enormous possibilities for acquiring information for schooling purposes and can increase learning through communication.
Users also believe that ICT's make a positive difference. Most users feel that using ICT's make them more effective leaders especially on self-reporting.ICT can also help in the development of student language and communication skills.
However,ICT can distract learning. This may be particularly salient at home, where internet access could be a source of distraction bacause of chat rooms or online games, reducing the time spent in doing homework or learning. ICT-based instruction could restrict the creativity of the learner. This might reduce the students abilities in terms of problem solving and creative thinking in predetermined schemes but not their ability to come up with independent creative solutions on their own.
In conclusion, ICT impacts on student achievement remains difficult to measure and open to much reasonable debate. The impacts of these ICT on students depend on how they use it. If its abuse, appropriate or inappropriate. ICT's are seen to be less effective(or ineffective) when the goals for their use are not clear.
#resources: www.infodev.org>articles>impact-icts-...
:http://rusc.ngc.edu
MEMBERS
Shindle Labi
Mayra Mabiasan
Margret Gacita
Flerence Acquidan
Jelene Sayud
Irish Ngilin
During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organisation and in teaching and learning methods.
ReplyDeleteThere is no standard definition for student performance. The standard approach focuses on achievement and curricula, how students understand the courses and obtain their degrees or their marks. However, a more extensive definition deals with competencies, skills and attitudes learned through the education experience. The narrow definition allows the observation of the outcomes of any change in higher education, while the more extensive definition needs a more complex strategy of observation and a focus on the labour market. The outcomes of education are mainly validated in the labour market.
The impact of ICT on learning is currently in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments.
To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The relationship between the use of ICT and student performance in higher education is not clear, and there are contradictory results in the literature. Earlier economic research has failed to provide a clear consensus concerning the effect on students’ achievement.
Starting from this point, the aims of this paper are two-fold: first, we summarise the main findings of this extensive literature and second, we give two complementary explanations on the contradictory results. Our first explanation is that most of the literature has focused on direct effects of ICT while it is more appropriate to look at the indirect effects through the traditional channels. Since student performance is mainly explained by a student’s characteristics, educational environment and teachers’ characteristics, ICT may have an impact on these determinants and consequently the outcome of education. The differences observed in the performances of students are thus more related to the differentiated impact of ICT on the standard determinants.
The direct link between ICT use and students’ performance has been the focus of extensive literature during the last two decades. Several studies have tried to explain the role and the added value of these technologies in classrooms and on student’s performances. The first body of literature explored the impact of computer uses. Since the Internet revolution, there has been a shift in the literature that focuses more on the impact of online activities: use of Internet, use of educative online platforms, digital devices, use of blogs and wikis, etc.
Looking at the link between ICT and student performance seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is general purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008). A variety of models of usages can be identified leading to the same outcome. ICT brings widened possibilities for the learning processes that are independent from place and space. ICT also allows more flexible (asynchronous) and more personalised learning. It offers new methods of delivering higher education. Taking advantage of these opportunities needs a profound change in the organisation of the higher education system.
Members:
Jhuderick Kidkid
Donna Ballada
Jell Sagandoy
Myefe Pedro
Aprilyn Misaen
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills.
DeleteThe positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.
‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas
Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
Need for clear goals
ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined.
There is an important tension between traditional versus 'new' pedagogues and standardized testing
Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles.
Mismatch between methods used to measure effects and type of learning promoted
In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
ICTs are used differently in different school subjects
Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills.
Access outside of school affects impact
The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming).
Users believe that ICTs make a positive difference
In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners.
source:Trucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank.retreve on October 10 fromTrucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank.
Group Members:Mildred N.Dampo
Jhaira Mae D. Apioten
Lyca C. Cabungan
Sean A.Mauro
Omar A.Maticyeng
Demetrio C.Fiarawan
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
DeleteThere is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
ICTs are very rarely seen as central to the overall learning process
Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning.
An enduring problem: putting technology before education
One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later.
Impact on student achievement
The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.
‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas
Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
Need for clear goals
ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined.
There is an important tension between traditional versus 'new' pedagogies and standardized testing
Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles.
Sources:
ImpaCT2: Emerging Findings from the Evaluation of the Impact of Information and Communications Technologies on Pupil Attainment [Becta 2001]
Impact of Educational Technology on Student Achievement - What The Most Current Research Has To Say [Schachter 1999]
Members:
Charel F.
Sarah N.
Marian B.
Kojiko N.
John Mark J.
Leonarine S.
As years pass by, new technology innovations are being introduced as people find its significance specially in the field of education.
DeleteICT make the learning of students nowadays easier than those students before who mostly depend on books. It also increase the learning gains of students, allowing opportunities for students to develop creativity and communication skills. But its negative effect on learners are also being observed nowadays because many students concentrate more on technologies rather than on their studies and the purpose of ICT is no longer served.
Source: Trucano, M.(2005).Knowledge Maps:ICTs in Education.Washington DC.
Names:
Fernandez,Jerah
Guisdan, Romalyn
Boyoten, Alliza
Tolawan, Jomarie
Aragon, Gerlie
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DeleteIn general, and despite thousands of research studies, most of those conducted before
Delete2005, the impact of ICT use on student achievement has remained difficult to measure. Now
that ICT is used more and more in classrooms as a means to access information, support
learning and communicate understanding (Literacy with ICT) rather than as a tool to be
learned (ICT Literacy), research looking at student achievement seems to have become
more qualitative-based.
The connection between the use of ICT and the achievement of students is only valid when
the means of measurement is congruent with the means of teaching and learning. In some
studies there is a mismatch between the methods used to assess the effects of ICT on
student achievement and on how ICT is actually used in the classroom. For example, some
studies have looked only for improvements in traditional teaching and learning processes,
and in mastery of knowledge, instead of looking for the new processes and higher order
thinking skills related to the infusion of ICTs. Students who use ICTs often and regularly in
their learning, but are evaluated using traditional methods such as pen and paper, may
show little to no significant improvement in their achievement because they are not able, in
the testing situation, to use the ICT-infused strategies they have become comfortable and
successful with.
Group members :
Lemoneh Pagedped
Nestlyne Buli-e
Joy Paplinit
Diane Selioco
Promotes innovation and entrepreneurship in smart agriculture, digital technology, and climate change technology. Through business programs and early stage financing, we help developing countries in the Caribbean, Africa, and Asia go green and develop solutions to local problems.The methodology used by researchers to study the
ReplyDeleteImpact of ICT on learning. It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills.
Sources:http://www.infodev.org/articles/impact-icts-learning-achievement
Group members:Rogelyn A. Dumacyon
Criselda P. Abejon
Amerto Tibao
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