DepEd SDO Nueva Ecija
Quality in Education With or Without Technology
(by Ermina A. Tungpalan  2/9/2017)


In facing the 21st century learners, teachers are expected to be innovative, creative, and effective facilitators of learning. At the same time, they must transform the classrooms to be productive environment to give the learners the experience of a “workplace” they will enter as workers to be. Needless to say that many have conformed with these 21st century requirements by setting an interactive and interdisciplinary nature of teaching and environment equipped with Multimedia Assisted Instruction (MmAI). They are deeply admired, modelled and appreciated and they indeed deserve commendations and rewards.¬†¬†


Studies and researches worldwide have proven the indispensability of technology in harnessing the interests and effectively gear towards the 21st century learning styles of the learners (as they are so-called natives of today’s technological era). However, the so-called 21st century teaching skills and knowledge are presumed and assumed to come out naturally among teachers, and technological facilities and equipment can be readily available in an instant as the needs arise for as long as teachers are dedicated, resourceful, and flexible.


¬†Ironically, not all teachers are exposed to computers and internet and have quick technical learning abilities (considering others’ confessions that they have “technophobia” or fear in manipulating computers). Though others are being convinced of the many advantages and necessity of utilizing ICT in teaching and in doing related tasks, self-training is just not enough. Others seek the help of their children’s help in exploring the net and it pained them to be turned down or be disgraced with belittling remarks of ignorance in technology.


Realizing the advantages and comfort of using technology in teaching and in doing related tasks, there are teachers who admit that they can’t even afford to avail for themselves ICT devices for economic reasons. Community resources are also very limited particularly in remote areas where stakeholders are confined to priority needs of the learners. Another deterrent is the unavailability of the internet access. Browsing and downloading of modules, materials and memos, and even on-line reporting are very difficult, time-consuming, and stressful staying very late at night until dawn waiting for signal only to fail and spend for another load for internet connection.


Ideally, the learners today deserve exemplary educators who are technologically empowered and these learners are very fortunate to have them. In reality, not all learners are provided with equal opportunities. Others do not have even a black and white television in the classroom, and there are some if not many teachers who need technological help and assistance to cope up with fast-advancing demands of Philippine education.


Yet we cannot also deny the fact that there are great Filipinos who were products of the “pre-computer age education” who have become pillars and moulders of Philippine education. They learned through their teachers’ passion in teaching who designed and employed creative and effective audio-visual materials, making the most out of the available resources in the community, and by giving the unconditional love, guidance and motivation to achieve their learners’ hopes and dreams and become responsible citizens of the future and that’s how most of our teachers have become today.


With or without technology quality education can be possibly achieved as long as the passion and commitment continue to flourish in the heart of every teacher.






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