Ed Tech #1 Quiz

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Ed Tech #1 Quiz

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Obstacles in IT Educational practice

Obstacles in IT Educational Practice

Technology had made a greater factor or major factor to enchance our system in teaching or educational practices and now a days more and more countries all over the world are integrating technology in teaching or should I say IT Educational practice. As a student it really helps a lot in terms of my study of course when i seek information i can easily "google" or browse it in the internet I can proudly say that we have internet connection at home it easier for me to use it without spending a money to rent a PC in the internet cafe. But my mind was caught in using IT in Educational purposes or practices, yes it is. They are using technology in teaching, of course student are much more motivated with this as well as I, but we cannot say that in IT Educational practices students and instructor can never face or encounter problems regarding in IT Educational practices. Instructional technology (IT) into the university classroom has become a significant part of education. As such resources for educating and assisting faculty in this new arena have become crucial. Workshops on how to use software are not always enough. Teachers need to understand the ways in which these new tools can make a significant difference in student learning.
These are some problems or obstacles in IT Educational practice :

Time. The time requirements needed for preparation and delivery of the discussion.In addition, there were concerns that time devoted to research will be sacrificed to accommodate teaching expectations. Wise use of technology takes adequate training, time, planning, support, and teacher ownership.
Cost. Cost factors related to course development, instruction; technology hardware and use; technical staff and graduate assistant support; and increased costs to the students. Money spent on school technology is wasted without an equal effort to help teachers with its use and integration into the curriculum.
Instructional design. Concerns focused around faculty receiving technological assistance and training for designing courses, and then how to offer these courses via both face-to-face and distance methods on a parallel basis. Discovering whether technology “works” is not the point. The real issue is when and under what circumstances. Like any other tool, teachers have to come up with a strategy or pedagogy to make it work.
Instructor-student relationships. The emphasis was on whether there would be a decrease of personal contact with students, thus inhibiting the ability to get a feel for the students’ capabilities.
Focus. The focus of the students to catch up the discussion will be lessen because of so many features of IT in education they will lost their attention if instructors will not make a move to solve this one.

Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards that, when implemented systematically, enhance student achievement as measured in a variety of ways, including but not limited to standardized achievement tests. Technologies must be pedagogically sound, they must go beyond information retrieval to problem solving; allow new instructional and learning experiences not possible without them; promote deep processing of ideas; increase student interaction with subject matter; promote faculty and student enthusiasm for teaching and learning; and free up time for quality classroom interaction in sum, improve the pedagogy.

Instructional technology is not about technology it is primarily about content and effective instructional practices. Technology involves the tools with which we deliver content and implement practices in better ways.

ICT Strategies and Policies in other Countries that makes them today a progressive countries

ICT Strategies and Policies in New Zealand

The ICT strategy recognises that to focus on technical skills alone is to limit the vision of ICT in education. Rather, the focus must be on extending and deepening educational experiences (and on sharing those experiences) to work towards further developing an innovative and thriving society.
And for the future insights for the ICT developments in New Zealand they are referring of high-quality leadership that it must to be essential, and school leaders need to be committed to change and support the collaboration among teachers and school community. Bringing about the ICT developments in New Zealand they embed day to day practices and this is what they called short programs, they raise awareness of ICT to generate enthusiasm and clariffy the roles of educational leaders to enhance their shool teaching and learning and this is to promote collegial support and developments of networks. New Zealanders and as well as the teachers are sometimes oriented towards skill developments. however, technical skills does not necessarily lead to critical and creative thinking to improve the pedagogy. Teachers must have ready access to technology and be active and not only teachers but also the workers and students, they need to become reseachers of their own practice .
the Vision of ICT in New Zealand is to develop the knowledge, understanding, skills and attitudes, to participate fully in the society, to achieve in a global economy, and to have a strong sense of identity and culture. Regarding with their vision this will achieved the combined skills and leadership of teachers , principals, board of trustees, students and their families and communities, tertiary education providers businesses and goverments.
the Strategy supports establishes direction for learning and assessment in New Zealand schools, fosters achievements and success for all students, provide them for flexibilty, enabling schools and teachers to design programs which are appropriate to the learning needs of their students. Encourages students to become independent and life long learners, reflects the multicultureral nature of New Zealand society and Relates learning to the wider world.

ICT Strategies and Policies in Singapore

The underlying rationale behind the plan was that students needed to acquire skills such as the ability to think independently and creatively, to be competent and confident problem-solvers, and to be life-long learners. The use of Information Technology was seen as a means of preparing students with such skills, and it would thus be important to equip schools and teachers with the necessary infrastructure. As we all know that Singapore is the cleanest country in the Asia because of their being obedient and disciplinary in all things there's no doubt why Singapore is one of the progressive country in ASIA and internationally. Singapore has this outcomes in order to achieve the progressive nation Pupils use IT effectively for active learning, Connections between curriculum, instruction and assessment are enhanced using IT, Teachers use IT effectively for professional and personal growth, Schools have the capacity and capability in using IT for school improvement, There is active research in IT in education , and There is an infrastructure that supports widespread and effective use of IT.

ICT Strategies and Policies in Australia

Ausralia has long been known for its successful distance education programmes to provide education to those who live in remote places. It is known as the pioneer for using ICT for educational purposes. The same with the other countries that are also progressive, Australia improved learning outcomes for students, supported by educational leaders, teachers and administration staff with the skills and motivation to use ICTs effectively. In order t achieve this strategy/ies it includes strengthening programmes for schools to adopt new paradigms of learning using ICTs and committing resources to the three key areas of professional development, infrastructure and curriculum content in a balanced and integrated way. A number of professional development projects are underway, focusing on student outcomes and on the most effective use of ICT to improve them.

ICT Strategies and Policies in Hong Kong

The strategy outlines Hong Kong's aims to harness the power of ICT to turn schools into dynamic and innovative learning institutions, where students can become more motivated, inquisitive, creative and independent lifelong learners. The same with Singapore they are aiming for the students to be more motivated with it regards to IT, to be more competent in all aspects that will help their countries to be more progressive as they were. Teachers will be trained at four different levels to become effective facilitators, guiding the students to play a more active role in learning, to feel comfortable with ICTand to be competent ICT users who have undergone in-depth training.

ICT Strategies and Policies in Malaysia

Malaysia has this three main policies for ICT in Education. First, ICT for all students, meaning that ICT is used as an enabler to reduce the digital gap between the school, second, the role and function of ICT in education as a teaching and learning tool, as part of a subject, and as a subject in its own right, and the third is, using ICT to increase productivity, efficiency and effectiveness of the management system. Malaysia implied Smart School this are not only characterized by the introduction of technology but by their ability to deliver education in a better way. The better way to deliver this education to their students was the ICT that was since implimented in the year 1966. The things that ICT in Education that was implemented in Malaysia is to prepare of sufficient and up-to-date tested ICT infrastructure and equipment to all educational institution, to roll out ICT curriculum and assessment and the emphasis of integration of ICT in teaching and learning, and to upgrade of ICT knowledge and skills in students and teachers.

ICT Strategies and Policies in Five Countries and as well as the Philippines

Moving towards global competitiveness through ICT utilisation in education.

As the technology goes high and competitiveness of ICT in education needs to update regarding with the skills of the teachers how competent they are in delivering the said ICT, and not only teachers are involve the students will do to acquire the knowledge and skills that the students needs to have. The government must to implement this ICT in order to achieve the progressiveness of one's country.

Initiatives on the Use of Information and Communication Technology

The use of ICT in education to improve our learning and teaching style. The more competent students and teachers that we have the more we achieve the progressiveness of our country, but in my opinion it doesn't really mean that the more high technology that we have the more competent the students and teachers will made. its always depends on how students and teachers committed theirs jobs.

A Happy Valentines Day of mine

A Happy Valentines Day of Mine

A very special day of mine and all the people out there who are celebrating today's event or day, a special day for lovers, friends, family and most special fo God's love to us. Febuary 14, 2010 it's a sunday today an yet i was not able to go to church because of my unfinish project i decided not to go to church because i was thinking i may no able to finish it and maybe my time is not enough to make this project but I thank God for giving me strength to make it possible, I thank my family for allowing me to stayed at home for my project and I thank Nol Regine Alpas for making me inspired everyday in my Life.
This afternoon we're planning to go to church with Nol to celebrate this day of Hearts and to thank God for loving us and for keeping us the love and respect to each other that how many small or big problems we may encounter I hope that we can still be together in bad times how much more in good times.
God bless you all spread LOVE.

Dead Poet Society

Dead Poets Societ

Dead Poets Society is an Academy Award-winning 1989 film, directed by Peter Weir. Set in 1959 at a conservative and autocratic boys prep school, it tells the story of an English professor who inspires his students to change their lives of conformity through his teaching of poetry and literature.

The story is set at the fictional Welton Academy in Vermont and was filmed at St. Andrew's School in Middletown, Delaware. A novelization by Nancy H. Kleinbaum (ISBN 0553282980) based on the movie's script has also been published.

Plot

Seven boys, Neil Perry (Robert Sean Leonard), Todd Anderson (Ethan Hawke), Knox Overstreet (Josh Charles), Charlie Dalton (Gale Hansen), Richard Cameron (Dylan Kussman), Steven Meeks (Allelon Ruggiero) and Gerard Pitts (James Waterston) attend the prestigious Welton Academy prep school, which is based on four principles: Tradition, Honor, Discipline and Excellence. According to the boys, the four pillars of "Hellton" are Travesty, Horror, Decadence, and Excrement.

On the first day of class, new English teacher John Keating (Robin Williams) tells the students that they can call him "O Captain! My Captain!" (the title of a Walt Whitman poem) if they feel daring. His first lesson is unorthodox by Welton standards, whistling the 1812 Overture and taking them out of the classroom to focus on the idea of carpe diem (Latin for 'seize the day') by looking at the pictures of former Welton students in a trophy case. In a later class Keating has Neil read the introduction to their poetry textbook, a staid, dry essay entitled "Understanding Poetry" by the fictional academic Dr. J. Evans Pritchard, Ph. D., which describes how to place the quality of a poem on a scale, and rate it with a number, a process that was popular in literary circles at the time. Keating finds the idea of such mathematical literary criticism ridiculous and encourages his pupils to rip the introductory essay out of their textbooks. After a brief reaction of disbelief, they do so gleefully as Keating congratulates them with the memorable line "Begone, J. Evans Pritchard, Ph. D." He later has the students stand on his desk as a reminder to look at the world in a different way, just as Henry David Thoreau intended when he wrote, "The universe is wider than our views of it" (Walden).

The rest of the movie is a process of awakening, in which the boys (and the audience) discover that authority can and must always act as a guide, but the only place where one can find out one's true identity is within oneself. To that end, the boys secretly revive an old literary club in which Keating had been a member, called the Dead Poets Society. One of the boys, Charlie Dalton, takes his new personal freedom too far and publishes an article in the school flyer that proposes girls be allowed at Welton. The article implies that the reason for the proposed change is to give the boys pleasure. When the faculty learns of it, he is paddled and interrogated about the others involved. Charlie says he acted alone.

John Keating standing on a desk

This free thinking brings trouble for one of the boys, Neil. He decides to pursue acting, which he loves and excels at, rather than medicine, the career his strict father (Kurtwood Smith) had chosen for him. Keating urges Neil to tell his father how he feels before appearing in a production of A Midsummer Night's Dream in which Neil wins the role of Puck. Neil feels unable to and lies to Keating, saying that his father is still unhappy with his acting but is letting him keep the role as long as he keeps up his studies, too. But Neil's father finds out the truth. After Neil's performance his father remains unimpressed and Neil is taken home instead of returning to school with everyone else.

Infuriated by this affront to his authority, Neil's father plans to pull him out of Welton and to enroll him in Braden Military School to prepare him for Harvard University and a career in medicine. Unable to cope with his feelings and equally unable to come out to his father, Neil commits suicide with his father's revolver.

As a consequence of Neil's suicide, Nolan, the headmaster, holds an investigation into the tragedy. Nolan gets help from one of the students, Richard Cameron. When Charlie Dalton finds out that Cameron has squealed on them, he furiously attacks his former friend, and is expelled from Welton.

Neil's father takes no responsibilty for his son's death and instead holds Keating responsible. All the boys, but Todd, confess what Keating has taught them, but coerced by his strict father, Todd regretfully signs a written confession casting blame on his former teacher. Keating is accused of inciting the boys to restart the Dead Poets Society, although they recreated it themselves, but Keating is fired.

In the film's dramatic conclusion, the boys return to English class following Keating's termination. The class is now being temporarily taught by Nolan, who has the boys read from the very Pritchard essay they had ripped out at the start of the semester. As the lesson drones on, Keating enters the room to retrieve a few belongings. On his way out, Todd apologizes to Keating for having signed the confession, citing the force exercised by the Academy. Keating acknowledges this. Nolan sternly orders Todd to be quiet and demands that Keating leave at once. As he exits the door, Keating is startled to hear "O Captain! My Captain!" being called out by Todd, who has stood on his desk as Keating bid him to do earlier, demonstrating the new perspective Keating has taught him. Furious, Nolan warns Todd to sit down immediately, only to be interrupted as, one after another; most of the students stand on their desks calling out "O Captain! My Captain!" as a form of salute (one student who does not rebel is Cameron (the snitch). The looks in the boys' eyes reveal that the life lessons Keating wanted to impart to them through poetry will be taken to heart. With tears in his eyes, Keating says: "Thank you, boys. Thank you," and then walks out of the classroom for good.

> This story tells us that every poets that has made by an author is reflect to what the reality is, if a person aims and dreams high he/ she can made it to the top but not as easy as he/she thinks but because of perseverance, patience and determination he/she can achieve it.