Teaching ICT

OVERVIEW:

“Your attitude is more important than your capabilities. “ - Jack ma.

The classroom is now changing its look from the traditional one, example from
one way to two way communication. Now teachers as well as students
participate in classroom discussion through technology. In this module, students
prepare to teach effectively to different grade levels through project-based
learning activities and strategies to employ in teaching ICT.

WHAT IS ICT?

ICT- Information & Communication Technology

Defined as the use of hardware & software for efficient management of

information

ICT refers to the forms of technology that are used to transmit, store, create, share or exchange
particular task

Why Teach with ICT

• Information & Communication technologies are
"technological tools and resources that are used to communicate, and to create, disseminate,
store & manage information"
- C. Blurton
• They "include hardware, software & netware, as well as institutional, financial, cultural &
application- related parameters that determine how ICTs will be shaped and developed by
society at large"
- The Research Council of Norway

ICT Creates Opportunity

● ICT can make significant contribution to teaching & learning across all subjects
● ICT can be a tool for school improvement
● ICT is a core skill which is essential for participation in today's society & economy
● The effective & systematic use of ICT is integral to the wider education strategy to bring
about further improvements in teaching, both in classroom & beyond

ICT ACTIVE TEACHING STRATEGIES

In terms of teaching ICT, active learning activities should be implemented in
theories of learning where student should reflect themselves, write up, talk,
express themselves which ensures that there will be contiguous development in
students. It should not considered regarding the scores of marks, but student will
be more engaged in class, being motivated for topics to be learned, forces them
to work with the topic taught, how much they have learned can be discovered.
The following are some strategies can be implemented:

1. Think-Pair-Share:

Allow student to think individually about the question or idea(s) put forth by a
teacher, Pair up with someone to discuss their thinking, and then Share their
conversation with their group, and then finally with the whole class. Firstly
the teacher will explain a topic to student. Then teacher will ask student a
question related to that topic. Give student some time for say 4 to 5 min to
think on the given question. After think phase now ask student to pair
answer with their neighbor ones, whether ideas/answer matches or not.
Lastly share phase, i.e to share their ideas with whole class. Because of this
the student is engaged in the class during the lecture and teacher comes to
know whether the topic taught to the student has understood or not.

2. Polling:

This is students vote anonymously on what they perceive as the best

explanation/answer to a question, followed by opportunities to discuss their
ideas with peers, and then to vote again leads to greater learning of the
material. It is important to have students discuss why they think their
explanation is the most accurate and why the other explanations proposed
are not accurate. It is also important that the teacher looks at the polling
results and listens to the reasoning of the students to determine what further
explanations and summary might need to be made in lecture. There are
various tools that can be used for polling, including Clickers, [Link]
and [Link]
3. Flipped Classroom Flipped Classroom

is nothing but a student doing preparatory activity such as watching a video

or reading some material outside the class and doing a lot of active learning
on that material in the class. The class time is spent in assimilation rather
than information transmission. Class time is spent in the higher cognitive
levels of apply, analyze and create on the topic rather than low levels of
recall and understand. The support of peers and the instructor is available to
the student while they are working on these higher cognitive levels

4. Brainstorm ideas

There are many effective ways for students to create brainstorms of ideas.
Working with pairs or in small groups tends to be effective because students
stimulate each other’s thought processes. Encouraging students to think out
of the box and to discuss a topic using this technique often has
unexpectedly positive results.

5. Fish Bowl

In this technique, the instructor gives students index cards and asks them to
write down one question concerning the course material. They should be
directed, for example, to ask for clarification of some aspect of the material
that they do not fully understand; or, perhaps, to ask about applying course
material to practical contexts. At the end of the class (or at the beginning of
the next class if the question is assigned for homework), students deposit
their questions in a fish bowl. The instructor then draws several questions
out of the bowl and asks the class to answer them. Instructors can edit the
questions or skip ones that are not appropriate for what they are trying to
accomplish. Then instructors can invite students whose questions were not
selected to see them after class or during office hours to have their
questions answered.

6. Quiz/Test Questions
 By asking students to contribute exam questions, instructors encourage
them to think more deeply about the course material, explore major themes,
compare the different views presented, make applications, and demonstrate
other higher order thinking skills. The students’ questions may be used on
exams, as the basis of review sessions, and as models of the most effective
questions. Further, instructors may ask students to discuss the merits of the
questions submitted. Students might discuss the relative merits of two
different questions on the same material, including degree of difficulty,
effectiveness in assessing learning, scope, and so forth.

Teaching Home Economics

I. Overview of Home Economics

● Ideal of modern home life: unhindered by past traditions, enhanced by modern science
(Ellen Swallow Richards).
● Focus: improving the well-being of individuals and families at home and in the
community.
● Relevance: part of technical-vocational track in education.

II. Home Economics in the Philippines

● Early Development:
○ 1901: Introduction of American teaching methods via Thomasites.
○ Emphasis on vocational training for girls (e.g., housekeeping, household arts).
● Key Figure:
○ Elvessa Ann Stewart: Teacher and Superintendent of Home Economics in
Manila (1929).
● Curriculum Milestones:
○ 1920: Girls in Grades 5-7 required to spend 80 minutes daily on:
■ Cooking, Sewing, Housekeeping, Sanitation, Home Nursing, Infant Care,
Food Selection, Embroidery, Lacemaking.
○ 1941: One-year home economics requirement for secondary girls; topics included
nutrition and child care.
 ○ Present: Home Economics emphasized in the K-12 Curriculum.

III. What is Home Economics?

● Definition: Field focused on managing home and community resources.

● Goal: Strengthen family life, increase individual productivity.
● Applications: From arts to science-based skills.
● Career Options: Includes fashion, food services, journalism, nutrition, family
development, and more.
● Role in Society:
○ Contributes to poverty alleviation.
○ Encourages self-reliance, social, and economic development.

IV. Areas of Home Economics in the 19th Century

● Cooking: Core discipline; includes food preparation, safety, preservation, and hosting.
● Child Development: Knowledge of child-rearing and development stages.
● Education and Community Awareness: Basics of teaching and moral lessons.
● Home Management and Design: Skills in organization, design, and decoration.
● Sewing and Textiles: Clothes-making, mending, and understanding textiles.
● Budgeting and Economics: Financial management, budgeting, and spending wisely.
● Health and Hygiene: Care for sick family members, sanitation, and health knowledge.

V. Areas of Home Economics in the K-12 Curriculum

● Specializations:
○ Housekeeping
○ Caregiving
○ Beauty Care
○ Cookery
○ Bread and Pastry
○ Dressmaking
○ Handicraft

VI. Importance of Home Economics

● Safety Lessons: Handling sharp or hot objects, managing dangerous situations.

● Nutrition Awareness: Importance of healthy eating and food’s nutritional value.
● Life Skills: Practical skills for cooking, cleaning, budgeting.
● Community Living: Sharing responsibilities, coexisting in shared spaces (e.g., dorm
life).