State-of-the-Art ET Application Practices

                                                               

One can see greater need for teachers to acquire not only computer literacy, but competence as well. The list of audiovisual aids available to/schools may not even apply anymore since modern-day computer hardware and software have rendered them obsolete. Sad to say, some software materials acquire by school about 5 years ago are not even compatible anymore to more recent computer systems.

More recent ET in Education Practice

                                                                

  Recent changes have also occurred in the area of pedagogical theory and practice. It is now accepted that the contribution of computer to pedagogy makes up for “good instruction.”

        Owing to the development, teachers must therefore acquire or improve on their computer skills. The following trends should also be recognized by educators:

• ·       Through school or training center computer courses, present day students have become computer literate. They send e-mail, prepare computer encoded class report, even make their power-point presentation sometimes to be the surprise of their media tradition-bound teachers.
• ·       Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons.
• ·       Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.
• ·       Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems.

Obstacle to IT pedagogical practice

                                                         

 Especially for educators living in developing or peasant economies, objections are likely to be heard such as that the use of computer is time-consuming and expensive. Besides there is also the danger of a technology-centered classroom along the fear that computers may soon replace teachers.