Miguel Q. Rapatan and Allan B.I. Bernardo
De La Salle University-Manila
http://doi.org/10.57043/transnastphl.2002.5068
Abstract
Two approaches regarding the role of information and communication technology (ICT) in the reform of Philippine education are compared in this paper. The “transmission” approach assumes that the appropriation of ICT will serve to improve the existing systems and processes of the educational system. In particular, ICT would enable the more efficient and effective transmission of knowledge to students.
In contrast, the “transformation” approach assumes that ICT provides opportunities for transforming the systems and processes of the educational system. For example, the use of ICT can lead to the redirection of teaching-learning processes in ways that change the goals and nature of the curriculum, redefine the roles of the teacher and the student, and make the learning and assessment activities more interactive, experiential, and authentic.
Examples are given to illustrate the characteristics of how ICT is used in education according to the two approaches. The paper argues that the transformation approach to ICT use will be more effective in bringing about more meaningful learning for students, particularly in helping them develop the higher-level thinking skills required in a knowledge society. Thus, the transformation approach is more likely to produce graduates who will be more competitive and better equipped to navigate the emerging global labor markets.