UNIVERSITY OF

CALOOCAN CITY
Biglang Awa St., Corner Catleya St.,
EDSA, Caloocan City
COLLEGE OF EDUCATION

THE TEACHING PROFESSION

SUBJECT CODE: TC 002
TOPIC OR LESSON 5: On Becoming a Global Teacher
WEEK: 6
SUB-TOPIC/S:
3.3. Broadening Teaching Perspectives: Teacher Exchange
Program 3.4. Educational Technology and Innovative Teaching

OVERVIEW OF THE TOPIC

Global education poses variety of goals ranging from increased knowledge about the
peoples of the world to resolutions of global problems, from increased fluency in foreign
languages to the development of more tolerant attitudes towards other cultures and
peoples. Global education embraces today’s challenges as national borders are
opened. It paves the way for borderless education to respond to the needs of
educating children of the world they are entering. It offers new curricular dimensions
and possibilities, current scientific and technological breakthroughs for completely new
frontiers in education. (Bilboa, et al.)

Global teachers are ready for interconnectedness and international collaboration.

Intercultural exchanges among teachers hone their skills and competencies and bring
them to becoming culturally sensitive global teachers (Lim, et. al, 2014)

LEARNING OUTCOMES
Students are expected to analyze significance of exchange programs in honing
teachers’ competencies.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a. Recognize the teacher exchange program.
b. Identify the different technologies used in innovative teaching.
c. Portray an innovative global teacher.
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ENGAGE
Instruction: Read and analyze the given situation and make a reflection by answering
the questions below.

Situation:
Mrs.

Rosa
Rose a teacher born and raised in the Visayas married a Tausog in Jolo, Sulu.
The marriage forced her to transfer teaching in the place of her husband who
is also a teacher. Coming from different family background in terms of religion,
ethnic origin, and social background, Mrs. Rose has to adjust to
her

present relocated residence. She was

accepted to teach in one of the elementary schools in the area where a
mixture of different ethnic groups are enrolled. Reflect on the situation given.

Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse students?
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_ 3. What personal dilemmas will she encounter? If you were in her place, what will you
do?
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EXPLORE
Instruction: Write your perception of a traditional and innovative teacher.
Traditional Teacher Innovative Teacher
 EXPLAIN
I. Broadening Teaching Perspectives: Teacher Exchange Programs

“We cannot hold a torch to light another’s path without brightening our own.” – Ben
Sweetland

• Broaden – to make (something) wider or more general.

synonyms - extend, expand, enlarge, widen; enlighten, inform, educate;
sophisticate.
• Perspective –point of view

To become a global teacher, you need to broaden your teaching perspective.

Expanding your experiences beyond the confines of your classroom to the wider
learning environment of the world is one of the many avenues in order to achieve a
level of global competitiveness.

1. Visiting International Faculty Program (VIF)

➢ Is the United States largest cultural exchange program for teachers and schools It
is dedicated to transforming lives through international exchange of teachers

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Offers highly qualified teachers from around the world serving as teachers and
cultural ambassador in the United States.
▪ Purpose:
- to ensure that student, educators and communities worldwide reap the benefits of
international education REAP –to get (something, such as a reward) - as a result
 of something you have done.
▪ Beliefs:
- All school should have at least one international exchange teacher. - All students
should be exposed to a variety of exchange teachers during their academic
careers.
- All communities should have an equal opportunity to develop globally literate
citizens to help build a foundation for success in the global marketplace. ▪ History:
- It was founded in 1987 and began accepting teachers from other countries of the
world to teach kindergarten up to grade 12 in 1989. This project is in
cooperation with the North Carolina Department of Public Instruction. The first
group of 12 international teachers worked on in 10 North Carolina countries as
foreign language teachers. The international teachers are coming from more
than 50 countries of the world such as Australia, Canada, Chile, New Zealand,
Ecuador, Mexico, Spain including the Philippines.
- As a VIF cultural exchange teacher, you will: Develop as an educator; Grow
personally; Share your culture; Build bridges of mutual understanding; Prepare for
better career opportunities; and Share your experiences.
2. Fulbright Teacher Exchange Program
- Since 1946, the Fulbright Teacher Exchange Program has helped nearly 23,000
teachers and school administrators to promote mutual understanding between
the United States and countries around the world.
- For the U. S teachers, this opportunity involves a year or semester direct exchange
with a counterpart in another country teaching the same subject at the same
level.
3. Inter-African Teacher Exchanges Objectives
- to provide opportunity for African teachers to learn from teaching environment in
other African countries.
- aimed to extend experiences and widen the horizon of African teachers by
encouraging exchange visits to countries outside Africa as well.
- The teacher will travel to neighboring countries to work for over a period of the
TWO WEEKS after which in PAIRS they will engage in following activities: 1. Be
stationed at one school for one week and another school for another week. 2.
Observe teaching in the said teachers’ subject.
3. Guest ICTs at the schools that the teacher is visiting.
4. Engage in discussions with the teachers in another school.
5. Write a journal of their exchange visit.
4. Canadian Educators Exchange
- The Canadian Education Exchange Foundation is a non- profit foundation which
handles both student and educator exchanges.
- Canadian Educators Exchange International educational exchanges offer
educators and their students an opportunity to broaden their understanding of
one another’s cultures, customs, and languages.

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- In ALBERTA, 2 kinds of exchanges are possible:
A. Canadian Educators Exchange One Year Exchanges
- Enable teachers in Alberta to swap their jobs (homes) with teachers in countries
such as Australia, New Zealand, UK and the US, Germany others for a period of
 one year. During this time, the teacher continues to be paid by his or her school
board in Alberta. When the year is over, the teacher returns home to his original
position in Alberta.
B. Short-term Exchanges
- Occur during spring and summer holidays, enable teachers and administrators to
job shadow with the counterpart in another country.
5. Global Teachers Millennium Awards
- Although this program is limited only to participating countries, it is important to
learn that Global teacher Exchange program contribute to the quality of
teachers worldwide.
- The Global Teacher Exchange program commits to improving the quality of
education in South Africa, Ghana, Uganda, and the UK.
- It promotes partnership between the North and South African countries. -
A Global Teacher in this program is described as someone who: • thinks
and act both locally and globally;
• embraces the world’s rich variety of ways of life’
• understand how world is interconnected.
• is committed to making the world a more equitable place;
• believes in education for sustainable development
• has professional and personal skills to share and to learn;
• brings the world into their classroom, school and community;
• encourages dialogue and partnership between the North and the South;
and • can inspire others to act as Global teachers.

The various activities of the Global Teacher Exchange Program have provided
learning experiences to the participating teachers in the development of their personal
and professional lives. The main changes which resulted from the program are
summarized by the following statements of teacher participants:

“As a result of the participating in the scheme, I have developed my ability to mentor
students and staff and have developed a more consultative leadership style in my
school.”

“The best thing I have ever done. I have come back a different person-more
understanding, more sensitive to the needs of the others. The impact of this Award will
stay with me forever.”

II. Educational Technology and Innovative Teaching

Technology for Teaching
Educationists began exploring the use of technology that supports models of
teaching that emphasize learning with understanding and more active involvement.
This exploration “made a decision to use a technology to go beyond facts-based,

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memorization-oriented curricula to a curricula in which learning with understanding is
emphasized was embraced.”
 ROLES OF TECHNOLOGY IN ACHIEVING THE GOALS OF LEARNING FOR
UNDERSTANDING By Goldman S., Williams R., et al (1999)
1. Technology provides support to the solution of meaningful problems. •Finding
answers to complex problems brought to the classroom is one important function of
technology.
•Some problems brought to the classrooms can be simulated and created with
graphics, video, and animation.
•Simulations or exploratory environments called microworlds allow students to carry out
actions and investigation right inside the classrooms with the use of the computers.

2. Technology acts as cognitive support.

• The use of technology provides cognitive support to learners.

3. Technology promotes collaboration as well as independent learning. •

Interconnectedness in networking through technology supports collaboration.

Technology Programs for Teaching

▪ Stand-alone programs “stand-alone” softwares, videodisc or CD-ROM ▪
Programs available on the internet
▪ Programs which are available on the internet from where the school can choose a
site. KIE (Knowledge Integration Environment) GLOBE Program (Global Learning
and Observation to Benefit Environment) Electronic field trips – This
communication technology allows learners to travel and visit places for global
explorations. Virtual electronic field trip – through an interactive broadcast from
expedition site
▪ Information Databases - Print-based materials available in electronic form. Ex. Set
of National Geographic Magazine is now in CD and ROM, Encarta and Grollier -
provide access to vast information.

In creating and producing multimedia by the students, great opportunities are

given to them in the following aspects:
1. Selection of their own topics to provide sense of ownership.
2. Conduct research, plan the development and presentation of the product. 3.
Selection of simple multimedia presentation that gives only limited number of options. 4.
Opportunities for teaching grammar, writing, spelling within the context which is
meaningful to the students.

Modified technology education requirements for prospective teachers (technology

standards and performance indicators for teachers)
1. Technology operation and concepts Teacher should demonstrate an understanding
of sound technology operations and concepts. They should:
a. Demonstrate introductory knowledge, skills and understanding of concepts related
to technology.
b. Demonstrate continuous growth in technology knowledge and skills to keep abreast
of current and emerging technologies.

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2. Planning and designing learning environment and experiences. Teachers plan and
design effective learning environments and experiences supported by technology. They
should:
a. Apply current research on teaching and learning with technology when planning the
learning environment and experiences.
b. Identify and locate technology resources and evaluate them for accuracy and
suitability.
c. Plan for the management of technology resources within the context of learning
activities.
d. Plan strategies to manage student learning in a technology-enhanced environment.

3. Teaching learning and the curriculum. Teachers implement curriculum plans that
include methods and strategies for applying technology to maximize student learning.
Teachers should:
a. Use technology to support learner-centered strategies that address the diverse needs
of students.
b. Apply technology to develop students’ higher order skills and creativity. c.
Manage student learning activities in a technology- enhanced environment.

4. Assessment and evaluation Teachers apply technology to facilitate a variety of

effective assessment and evaluation strategies. They should:
a. Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student learning.
b. Apply multiple methods of evaluation to determine students’ appropriate use of
technology resources for learning, communication, and productivity.

5. Productivity and professional practice Teachers use technology to enhance their

productivity and professional practice. They should:
a. Use technology resources to engage in ongoing professional development and
lifelong learning.
b. Continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
c. Apply technology to increase productivity.
d. Use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.

6. Social, ethical, legal, and human issues Teachers understand the social, ethical, legal,
and Human issues surrounding the use of technology in schools and apply those
principles in practice. They should:
a. Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
b. Identify and use technology resources that affirm diversity.
c. Promote safe and healthy use of technology resources.
d. Facilitate equitable access to technology resources for all students.

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 ELABORATE
Instruction: Answer the following questions:

a. What
are the purposes of the Teacher Exchange Programs?
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a prospective teacher, what benefits will derive from these programs?

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How will the teacher exchange programs develop you as a global

teacher?

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EVALUATE
Instruction: Fill out the cause-and-effect diagram to show how Teacher Exchange
Program improves teachers’ competencies.

Cause and Effect Diagram

 Cause
Engaging in Teacher Exchange
Program
 Effects

Improvement in Teaching Competencies

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4.____________________________________________________________________________________
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5.____________________________________________________________________________________
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REFERENCES
Purita P. Bilbao, Ed.D, Brenda B. Corpuz, Ph.D, Avelina T. Llagas, Ed.D. The Teaching
Profession. Lorimar Publishing Company. QC
Dr. Avelina M. Jao (2017). The Teaching Profession. Jimezyville Publications Lourdes S.
Lim, Ed. D. Rosalina A. Caubic, Ed. D. Luvimi L. Casihan, Ph.D. The Teaching
Profession. Adriana Publishing Co., INC.
Monica Arbelaez, Colombia Dual Language Immersion (Bilingual Primary) Lead
Teacher. Retrieved from: [Link]
[Link] [Link]
experience/

ADDITIONAL
MATERIALS

Read: The Innovative Teaching and Educational Technology (ITET) Fellowship:

cultivating communities of practice in learning and teaching by Carol Russell. Retrieved
from:
[Link]
E
ducational_Technology_ITET_fellowship_Cultivating_communities_of_practice_in_learni
n g_and_teaching

Watch: broadening Teaching Perspectives by Lorie Ann Estares (2017). Retrieved from:
[Link]

Broadening Teaching Perspectives by Angel B (2016(. Retrieved from:

[Link]

PREPARED BY:
Ms. Rosell P. Cultivo Ms. Desiree S. Isidro

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