science

Information Communications Technology education in the Philippines

Information Communications Technology education in the Philippines is a science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Information Communications Technology education in the Philippines rather than just read about it. In short: Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011.

Key takeaways

Information Communications Technology education in the Philippines belongs to science; place it in that map before memorising details.
Learn the definition first, then one example that makes the definition concrete.
Connect Information Communications Technology education in the Philippines to a quantity you can measure, compute or draw — that is where exam questions come from.
Reproduce the core statement of Information Communications Technology education in the Philippines from memory before moving on to harder problems.

Reference excerpt

Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines (with Indonesia, Thailand, and Vietnam) were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.

History

Early modernization efforts In 1996, the Department of Education initialized a 10-year modernization program, which included a computerization project and the School of the Future project. The modernization project aimed to implement information technology in the improvement of teaching and learning processes, as well as in educational management and operations. This project was supported by numerous other government agencies and private sectors. Three-fourths of its budget of PHP 375 million was used on hardware and software procurement, while the remaining quarter on staff training on ICT. The modernization program also established a Center of Education and Technology (CET) whose main purpose was the development and production of multimedia instruction materials, hardware, software and training of DECS personnel. An additional of PHP 300 million was allocated in 1997 to computerize 97 state universities and colleges and another PHP 210 million was allocated in 1999 to equip 325 schools with computers and train 4000 teachers.

Project Cares In March 2001, The Senate of Committee on Education launched Project Cares, designed to improve upon the current public elementary and secondary school educational systems through the use and application of ICT. It provided public and district school offices with computer-based management and operation support tools that aimed to make the school more efficient and productive with their work. To improve upon the number and quality of skill of ICT professionals, both the Senate and the House of Representatives contemplated laws to make public and private institutions incorporate ICT into their curriculum at all levels of education. Among those plans proposed to improve ICT in the Philippines were tax incentives to encourage private companies to donate computer equipment to schools or research institutions and a bill that would have mandated the installation of computer equipment on all public schools.

Other non-government efforts Other non-government organizations such as Philippine Business for Social Progress (PBSP) have expressed the need for ICT education as well. The group formulated a portfolio of project proposals to build schools that would be focused on ICT personnel training and software development. Companies would review the portfolio and select the projects that they would want to fund. One of the projects, entitled "Computer Laboratories Program for Secondary Schools", sought to provide computer laboratories in at least 50 public and private high schools. This initiative produced numerous ICT experts from various schools and equipped institutions with the proper equipment.

Recent development In 2011, the Department of Education implemented the Enhanced Basic Education Information System, an online facility for encoding, storage and report generation of all school information such as enrolment, resource inventories and special programs. It was to create an online and automated system of gathering data to provide the department with more relevant and accurate information for decision making and planning. With this improved system, it aims to improve budget allocations in the Philippines, providing more schools with more equipment.

… excerpt ends here. Continue reading the full article.

Worked examples

Example 1 — a first encounter with Information Communications Technology education in the Philippines

Start with the simplest possible case. Write down what Information Communications Technology education in the Philippines claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Information Communications Technology education in the Philippines before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Information Communications Technology education in the Philippines ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Information Communications Technology education in the Philippines

In research: Information Communications Technology education in the Philippines appears in science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry: Engineering practice reuses Information Communications Technology education in the Philippines in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom: Information Communications Technology education in the Philippines is common in secondary-school and first-year university syllabi. It links to neighbouring topics Education in the Philippines, Information technology education, Information technology in the Philippines, so understanding it makes those chapters shorter.
In everyday life: Look for Information Communications Technology education in the Philippines outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.

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How to study Information Communications Technology education in the Philippines in 20 minutes

Read the reference excerpt below once, without taking notes.
Close the page and write down what Information Communications Technology education in the Philippines means in your own words.
Compare your version with the excerpt and mark what you missed.
Work through the three examples above with pen and paper.
Explain Information Communications Technology education in the Philippines out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Information Communications Technology education in the Philippines in simple terms?

Why does Information Communications Technology education in the Philippines matter?

Because it connects several science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Information Communications Technology education in the Philippines?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Information Communications Technology education in the Philippines.