UNIT IV

ACQUIRING KNOWLEDGE AND SKILLS TO BE A

GLOBALTEACHER

Overview

In this unit you will learn how to become and compete into the international arena
as global teachers. Being aware of what international proposition from different parts of the
world through a common medium or avenue. Knowing and understanding the emerging
discipline whose aim is to create equal educational opportunities from diverse racial, ethnic,
social class, and cultural groups (Vega, Prieto & Carreon, 2015). The role of technology
towards globalization and why do we need to join the Teacher Exchange Programs.

Unit Objectives

At the end of the lesson, I am be able to:

1. Gain clear understanding about global teacher is in the context of global education.
2. Enrich insights on global education by analysing and comparing the education of
selected countries of the world.
3. Describe multicultural diversity as an element of global education and the role of the
teacher in addressing diversity among learners
4. Identify opportunities in teacher exchange programs for the development of world-
class teachers.
5. Describe global application of technology in the classroom.

Expanding Your Knowledge

Acknowledging the Role of Globalization to Education

What is Globalization?

Globalization, as viewed at Suny Levin Institute, is a process of interaction and integration

among the people, companies and governments of different nations. It is a process
mechanically driven by international trade and investment and practically run by
information technology. This process affects the environment, the culture, the political
systems, economic development and prosperity, as well as human's physical well-being in
societies around the world. This current wave of globalization has been driven by policies
that have opened economies domestically and internationally. Many governments have
adopted freemarket economic systems, vastly increasing their productive potential and
creating myriad new opportunities for international trade and investment.

Globalization and Education. The issue of globalization has become a widespread topic
and phenomenon in all fora on education all over the world. It has influenced almost all
human activities involving politics, economy, culture, technology and even education.

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As teachers you are facing great challenges in preparing the youth for the demands of the
society. You need to prepare the youth to become multi skilled individual, adaptable,
diverse, innovative and creative to meet 21st-century skills demands to compete in a global
arena. A globalized world and its driving forces are posing new challenges to education for
families, schools, universities and lifelong training.

Education and globalization are closely interrelated as education played a significant role in
building a nation. The exchange of trade and industry in human activities is not going to
prosper without citizens who are equipped with expertise of knowledge and skills to fully
operate and transform the society into a rapid global economy.

Core values and competencies. Global education promotes core values which include
peace and nonviolence, social justice and human rights, economic wellbeing and equity,
cultural integrity, ecological balance and democratic participation. Among the core skills
and competencies include self-worth and self-affirmation, affirmation of cultural and racial
differences of others, critical thinking, effective and world acknowledged communication
skills, non-violent conflict resolution and mediation abilities and ability to envision
alternatives and effective organizing (Mische, 2001).

Global Education. The concept of global education begins with the realization of the many
issues affecting our society, like poverty and inequalities brought upon by the uneven
distribution of resources, violation of human rights, deterioration of environment and many
others. Cognition of these problems leads to a better understanding of their underlying
factors; thus, transform people's attitudes and recognize their own roles on addressing the
issues affecting the society. Global education encourages people to become responsible and
active global citizens.

Challenge to Global Teachers. Global education, in a wider perspective, includes and

encompasses various areas of education that involves Human Rights, Education for Peace
and Conflict Prevention, Development Education, Education for Sustainability, and
Intercultural Education; thus describing a global dimension of Education for global
citizenship. As educators in the 21st century, teachers are living in a challenging time and in
a controversial world.

The teachers are the facilitators and implementors of knowledge and they play a vital role
in promoting global education. Since learning will not take place without the teacher, it
follows that without teachers, globalization in education is far from reality. In globalization
context, what a global teacher in the 21st century must be characterized? Educators have
identified characteristics or attributes critical to 21st century education as shown on Figure
4. A modern-day teacher needs to be aware and understand the herein attributes of the 21st
century teacher.

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1. Global Classrooms – Education in the 21st century aims to produce global citizens
by providing students’ knowledge on global issues and make them aware and
recognize their roles in responding to the global concerns. This critical attribute of
the teachers requires the need to include current global issues/concerns in
classroom discussions.

2. 21st Century Skills - Education in the 21st century promotes the skills needed to
be functional and useful citizen of the society. Education should not be confined to
learning the basic skills but should move toward the acquisition of 21st century
skills that would help the students gain global perspective. You should learn to
utilize your skills in; creating thinking, problem solving and decision making and
ICT literacy.

3. Relevant, Rigorous and Real-world – It is based on actual and authentic

experiences of the learners. Learning acquired is relevant to the present and
contingent situations that would help them become a valuable member of the
society. This critical attribute implies that topics are taught using current and
relevant information and linked to real-life situations and context.

4. Adapting to Constant Personal and Social Change, and Lifelong Learning

Education in the 21st century subscribes to the belief that learning does not always
take place inside the school, but also anywhere. Teachers should equip students’
knowledge, skills, attitudes and values which are suitable to all circumstances and
real-life situations. The teacher should design curriculum which will easily fit even
outside the four corners of the classroom or beyond the school setting.

5. Student-Centered Education that is the focused in the 21st century learning.

Learning and instruction considers the uniqueness of each individual learner. The
interests, abilities and needs of the students must be taken into considerations in
planning their learning experiences in the school. Likewise, it also includes planning
and designing curriculum that is suitable and relevant to a multicultural class. This
critical attribute implies that teachers should act as facilitators of learning and
should guide the students in directing their own learning and encourage them to
collaboratively work together.

6. Technologies and Multimedia - The use of ICT in Education is the new trend in
teaching-learning as it helps enhance the transfer and communication of knowledge.
Teachers nowadays are required to possess digital literacy skills to keep abreast
with the changes of times particularly of the new approaches and methodologies in
education. Likewise, teachers should teach the students the proper use of
technology due the proliferation of inappropriate views from various websites.
Students also need to observe ethical use of ICT.

7. Integrated and Interdisciplinary – Linking subject from various disciplines. This

means that the teacher needs to learn how to integrate themes from other subject
into his/her current lessons to make learning experiences of students more
meaningful. For example, music and algebra can be linked together in the discussion
of fractions. This critical attribute suggests that the acquisition of ICT skills should
be made useful and fruitful on both parties; the teacher and the student.

8. Project-Based and Research-Driven – Among the critical attributes of 21st

century education is the innovative approach to learning where students acquire

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 information by gathering data, interview and come up with evidenced based
decision through inquiry and research with the collective effort of a group.
A global teacher is equipped with 21st century skills so he/she can face the challenges of
modern day education and to help students to cope with the dramatic change in education
that is of global dimension.

Other aims of global education:

1. Educate citizens in social justice and sustainable development.

2. Open a global dimension and a holistic perspective in education to help people
understand the complexities today's world and develop values, attitudes, knowledge
and skills that will enable the people to face the challenges of an interconnected world.
3. Help learners to understand some of the complex processes leading to violence and
conflict at individual, collective, national and global levels and how it can be prevented
or resolved.
4. Develop learning communities, in which learners and educators are encouraged to work
cooperatively on global issues.
5. Stimulate and motivate learners and educators to approach global issues through
innovative teaching and pedagogy.
6. Challenge formal and non-formal education programs and practices by introducing their
own content and methodology.
7. Accept otherness and interdependency and creating the conditions for others to express
themselves and build behavior of solidarity.
8. Develop alternatives when taking personal or public life decisions and reflect on the
consequences of their choices, thereby, cultivating a spirit of "global responsibility of
the citizens of the world."
9. Promote participation in action. In other words, it invites educators and learners to act
dynamically for a more just and equal world for all.

Educational Systems of Selected Countries with K-12 Curriculum

Philippines

Education in the Philippines has undergone several reforms to ensure the provision of
quality education for Filipino children and the youth. The government enacted
Kindergarten Education Act in 2012 and the Republic Act 10533 known as Enhanced Basic
Education Act of 2013 in pursuance to the mandate that no learner shall be left behind and
that every Filipino child has access to quality education.

The K to 12 Program passed through an intensive consultations, studies and numerous

proposals before it was finally implemented in the Philippine educational system.

The K to 12 Program in the Philippines begins from Kindergarten plus 12 years of basic
education which is composed of six years of primary education, four years of Junior High
School, and two years of Senior High School [SHS]. The prime aim is to provide sufficient
time for mastery of concepts and skills, develop lifelong learners and prepare graduates for
tertiary education. K-12 is a short form for kindergarten (K) and the 1st through the 12th
grade (1-12).

The enhanced K-12 curriculum was implemented in SY 2012-2013. It was enacted in 2013
through a law known as RA10533. Senior High School curriculum was finished in 2014 and
finally implemented in 2015.

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Reasons for Implementation of K-12 Program

1. The poor performance of the students, as reflected by low achievement scores in the
National Achievement Test and international test like TIMSS (Trends In Math and
Science Subject), prompted the government to rethink about the 10 year Basic
Education Curriculum; thus, intensive study and proposals was made to introduce K-12
in the Philippine education system.
2. Lack of readiness of our high school graduates to pursue higher education or if they are,
they tend to shift courses. Likewise, they are not adequately prepared for employment
due to lack of basic competencies necessary for the job. The additional 2 years in senior
high school will help them prepare to pursue higher education and to secure better
employment opportunities.
3. Before the K-12 program, the Philippines is the only country in Asia and one of the three
countries in the world that has a 10-year basic education cycle. This hampers the
education and employment opportunities of Filipinos who wish to study and work
abroad.
Salient Features of Philippine K-12 Curriculum:

1. Access to early childhood education through the offering of Universal Kindergarten.

2. Inclusion of Mother Tongue-Based Multi-Lingual Education to build language
proficiency. Students learn best if they are using their first language, according to
several researches.
3. Mastery of Knowledge and Skills in Spiral Progression. Subjects are taught from the
simplest concepts to more complicated concepts through grade levels in spiral
progression.
4. Specialized upper secondary education by the addition of Senior High School. Students
may choose specialization based on aptitude, interest and school capacity. Senior high
school has three tracks which the students can choose from. These are Academic,
Technical-Vocational-Livelihood and Sports and Arts. Academic track has three stands:
BAM (Business, Accountancy and Management); HUMMS and STEM (Science,
Technology, Engineering, Architecture, Mathematics).
Students obtain Certificates of Competences or a National Certificate Level (NCI) after
Grade 10. A National Certificate Level II (NCII) is given after finishing a Tech-Voc in
Grade 12 provided that the student passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).

5. Development of Holistic Filipino. After the completion of Senior High Schools, students
are equipped with 21st century skills and are ready to proceed to college or start their
livelihood entrepreneurship. Every graduate will be equipped with: Information, media
and technology skills, Learning and innovation skills, Effective communication skills,
and Life and career skills, Life and career skills.

Other Countries with K to 12 Programs

1. Canada
 Implements the K to 12 educational curriculum
 Secondary schools varies within a province in terms of the inclusion of junior
high school
 Children start at the age of 5 or 6 and stay in school between 16 and 18 which
varies in the different provinces or territory
 Elementary schools include Grades 1-6 (those with the junior high school)
 Elementary school is until Grade 8 (those without junior high school)
 Secondary high school begins in Grade 7 to Grade 12 (with middle or Junior high
school) Secondary high school begins in Grade 9 (without middle school)

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2. Australia
 Education curriculum is similar to Canada and England
 Primary School and High School consist of six year
 College or University consists of three to six years.
 Secondary school is divided into:
Junior High School (Year 7 to Year 10)
Senior High School (Year 11 to Year 12)
 Students prepare for college after senior high school
 Other students take a job after junior high school
 or go to a Technical and Further Education (TAFE)
 Entry Age for compulsory education is 6 years and exit at age 15
 Government and non-government primary schools provided for primary
education
 Length of Education Program
Primary - 6 years
Junior secondary school – 4 years (12-16 years old)
(Student gets Junior Secondary Certificate of Education)
Senior secondary high school – 2 years (16-18 years old)
(Student is awarded Senior Secondary Certificate of Education)
 Government School operates under the State or Territory Education Minister
 Federal government provides supplementary financial support
Higher Education

 Academic Year – starts in March and ends in November

 Long vacation – December 1 to February 28 of every year
 Language of Instruction – English
 Undergraduate studies last between 3 to 5 years
 Graduate of bachelor’s degree can proceed to a one-year
To two-year post graduate course

3. USA (Vary from State to State)

 Education is the state and local government obligation
 The US Federal government contributes 10% to the national Education budget
 Every state has its own department of education and laws regulating finance,
hiring of school personnel, student attendance and curriculum
 Thus, every state has great control over what is taught in its schools and over
the requirements that a student must meet and it is also responsible for the
funding of schooling.
 Local property taxes are allotted to meet majority of school expenses.
 Many states and communities provide schools or special classes for children
with special educational needs.
 Early Childhood Education – (Age newborn to 5 years old) –Day care is form of
early childhood education. Day care provides substitute care for children while
their parents are away (e.g. working, etc.). Day care is not mandated and is not
free. It usually offers daily programs for up to 12 hours.
 Pre-School (also called Pre-K or Pre-Kindergarten). First formal academic
classroom-based learning that children in the US attends. It begins around the
age of three.
 Pre-school focuses on child’s:
a. Social development
b. Physical development
c. Emotional development; and
d. Cognitive development

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  Entry age to compulsory education varies according to the state, between 5 – 7
years old with 6 years old as the common entry age in Kindergarten.
 The 12 years following the Kindergarten year are usually organized under what
is known as the ‘6-3-3 plan’ where grades 1 to 6 are in elementary (primary)
school, grades 7 to 9 in junior high or middle school and grades 10 to 12 in a
(senior) high school.
 Variations on the 6-3-3 plan include 5-3-4 and 6-2-4 schemes as well as the
older 8-4 and 6-6 plans. Under the 8-4 plan students spend eight years (grades 1
to 8) in elementary school and four years (grades 9 to 12) in high school. Under
the 6-6 plan students spend six years (grades 1 to 6) in elementary school and
six years (grades 7 to 12) in a combined junior and senior high school.
 High school students in the senior year take standardized test (e.g. Scholastic
Assessment Test –SAT and/or American College Testing – ACT) as a
requirement for college admission.
 The SAT is developed by the College Board which determines whether the
person is ready for college or not.
 The ACT test assesses high school students' general educational development
and their ability to complete college-level work.

4. Malaysia
 Pre-school is not compulsory. The entry age is between 4-6.
 Primary education (lasts for 6 years). It is intended for pupils aged 7-12.
Three Kinds of Primary Schools:
a. National Schools
b. National Type Chinese Schools; and
c. National Type Tamil Schools
 Pupils take the Primary School Achievement Test (Ujian Prestasi Sekolah
Rendah (PSAT/UPSR) after finishing primary education.
 General secondary education (lasts for 7 years)

Two stages of secondary level:

a. Junior secondary education (lasts for 3 years) Pupils take the Penilaian
Menenga Rendah (Junior secondary School) test after completing
junior high school. Pupils of National Type Chinese/Tamil School pupils
Attend an additional year at a “remove class” before Entering Malaysian
medium junior secondary school.

b. Senior secondary and pre-university At the end of senior secondary

school students take the Sijil Pelajaran Malaysia (SPM) Open
Certification Examination (Malaysian Certificate of Education).

c. Passers of SPM can take another 2 years of pre-university) secondary

education. (1.5 years) at a Six Form College or a Matriculation College (1
Year).

d. Students receive the Sijil Tinggi Persekolahan Malaysia (STPM) –

Malaysian Higher School Certificate or the Matriculation Certificate after
completion of the programs In pre-university.

 Secondary Technical and Vocational Education

Students can choose for technical/vocational stream after 3 years of general
secondary education After completing 2year program, students take Sijil
Pelajaran Malaysia Vokasional-SPMV (Malasian Certificate of Vocational
Education).

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  Higher Education
Passers of Sijil Tinggi Persekolahan Malaysia and Matriculation Certificate
qualify students for admission at public higher education institutions.

5. South Korea
 Pre-school is not compulsory (aged 3-5) Parents pay for their children’s tuition
which is quite expensive. There are some schools subsidized by the government.

 Primary education lasts for 6 years (Grades 1 – 6) and is intended for children
aged 6-12. Entry age in primary school is between 5-7. It is free of charge.

 The school year is 34 weeks long. English is offered as a subject from Grade 3
onwards.
 From Grade 3 onwards the standard primary curriculum consists of the
following subjects: Korean language arts, ethics, social studies, mathematics,
science, practical course, physical education, music, art, foreign language
(English), independent activity and special activity
 Secondary school consists of two stages: 3 years Middle school and 3 years
high school
 Middle school follows after primary education which last for three years. (aged
around 12 – 14). It is compulsory and free of charge.
 Subjects covered: Math, Korean, English languages, Social Studies, Science, Art
and PE. Korean school also teach ‘Moral education” classes.
 Secondary School consists of three years. High school is not compulsory. And
students are required to pay admission fees and tuition. Entry age is from 15-18.
 Students from middle school must take a qualification exam and/or an
assessment that offers equivalent credits to be admitted.

There are four types of high schools

 General High School – provide general education for the major part of
all types of high schools. Admission is based on the students academic
records and examination scores of the region.
 Special-Purposed High Schools – provide professional education
and/or training in specialized areas. It is divided into multiple specialty
tracks.
a. Science High School
b. Foreign language High School
c. International high school
d. Art High School
e. Sports High School
f. Industrial High School

 Vocational High Schools – provide education through field-based

experiments and experienced-centered education based on students’
skills, talents and aptitude.
Diverse vocation education – offers courses on agriculture/life
industry, industry, commercial information, fishery/marine,
housework/business, etc.

 Autonomous High Schools – Schools with autonomy in implementing a

curriculum. There are two types:
a. Autonomous Public High Schools – select students based on academic
records and examination scores of the region.

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 b. Autonomous Private High Schools – select students based on
transcripts, teacher recommendations, interviews, evaluation of
students’ self-directed academic skills.

c. Higher Education: includes several kinds of institutes:

Junior College – provide 2 -3 years vocational and technical teaching

programs.
Colleges - provide 4 years undergraduate programs
University - provide undergraduate programs, as well as, master and
doctorate degree programs.
Open University - offers academic courses via internet Cyber
Preschool is not compulsory (aged 3-5) Parents pay for their
children’s tuition which is quite expensive. There are some schools
subsidized by the government.

6. Singapore
 Kinder curriculum includes mother tongue (Chinese, Malay, Tamil and Indian
 Education is compulsory at the primary education level. (1-6 years)
 Primary School Leaving Examination (PLSE is administered to all students at the
end of primary 6 to determine the secondary courses which fit to the students’
learning pace and abilities.
 Secondary school curriculum offers the following streams which the students
may decide but depending on the results of PLSE)
 Special (Secondary 1-4 years)
 Express (Secondary 1-4 years)
 Normal (Academic-Secondary 1-5 years)

 Students in the Normal (Academic course) take academically based subjects, while
those,
 Students in the Normal (Technical course) has a practice-oriented curriculum
 Students for Special and Express courses take the Cambridge General Certificate of
Education (Ordinary Level) – (GCE ‘O’) examination.
 Passers of GCE ‘O’ examination can qualify for
 Junior College (2 years)
 a Polytechnic (3 or 5 years) or
 a Pre-university center (3 Years)

 Students of the above courses take a GCE ‘A’ exam. Passers can proceed to enroll in
local university or to the NATIONAL University College
 Normal course students take the General Certificate of Education
 ‘Normal’ level (GCE ‘N’ level) exam.

Adopting Multicultural Education for Culturally Diverse Learners

Diversity is defined as the condition or fact of being different. It is described as a

mixture of races and religions that make up a group of people (Cambridge Dictionary). The
world is inhabited by different people with different cultures, religion, languages, ideas,
beliefs and many other things that make each one unique from the others.

In the field of teaching, diversity in a classroom is of greater concern for teachers. The
diversity of learners may come from students who originate from different regions, ethnic
or religious groups with different spoken languages.

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Challenges of Teaching a Culturally Diverse Learners

In dealing with global diversity, the students are supposed to be given equal opportunities
to education. Thus, there is a need for curricular and instructional modifications, teaching
styles, re-examination of teachers' attitudes, beliefs and perception. This movement called
multicultural education enables teachers and educators give value to the differences in
prior knowledge, experiences of learners from diverse background and familiarity of with
students' histories of diverse cultures (Bilbao, et. al., in Haertel, 1998).

Multicultural Education

Wilson (2012) defines multicultural education in relation to schooling and instruction

designed for the cultures of several different races in an educational system. According to
Wilson, the aim of this type of education is to guarantee equal opportunity in solving
problems arising from cultural conflicts and to support students in developing empathy and
making it recognize its mutual and common cultures and in so doing, increase its academic
success. Multicultural education also assumes that the ways in which students learn and
think are largely influenced by their cultural identity and heritage.

To teach culturally diverse students effectively requires educational approaches that value
and recognize their diversified cultural origins. In this way, multicultural education aims to
improve the success in learning of all students, particularly students from ethnic groups
that have been historically underrepresented or that suffer from lower educational
achievement and attainment (The Glossary of Education Reform).

Hence, in order to allow you to deliver effective education in highly diversified multicultural
classes, you must be encouraged to be vigilant and creative in employing cultural sensitivity
strategies and ensure equality of opportunity so as to ensure the academic success and
personal development of all students (Sharma, 2005). Making use of varying multicultural
teaching techniques is helpful for students of all learning styles (Dr. Khatoon, Sufiana, et.
al.).

Instructional Strategies in Promoting Multicultural Education

To promote multicultural education and to address cultural diversity in the classroom, the
following instructional strategies are suggested by Greg T. Pawilen:

1. Content Integration- This refers to the assimilation of the values and practices of the
different cultures, personal experiences and cultural perspectives in the subject's
content lessons.

Cultural Immersion - Students can observe the way of life of other people by
spending time with them and have personal experience of their culture and values.

2. Celebrating Cultural Diversity- Holding activities relevant to the different cultures,

like folk dances, music, food and festivities distinct to the different places/regions.

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 Culture Responsive Pedagogy – use pedagogical methods, approaches and
techniques that respect the cultural values, cultural mindset and cultural practices
of the learners.

3. Teaching Local Culture- Conducting lectures, fora and symposia about local culture.

Using local language as medium of instruction – Using mother tongue in teaching

knowledge on diversity among learners.

Nadda, Pracci (2015) suggested other teaching strategies along with other
methods to supplement in teaching a multicultural classroom:

1. . Role Playing. To bring in issues of the subjects related to caste, religion,

current topics or something related to history which are otherwise difficult
to explain to the students in the class, a role play activity in the class maybe
organized by the teacher.

2. Exposure to different language and culture. By encouraging group

activities, students are given the opportunity to explore varying cultures,
different customs, languages and traditions as they also share some common
traits.

3. Knowledge of student's background. Taking time to learn the background

of the students. Knowledge of the traditions, beliefs, values, customs, food
habits, economic status, etc. helps in understanding the students in a better
way. This knowledge should then be shared with students by incorporating
them in the learning experiences. Likewise, students should be encouraged
to ask questions that help them understand more about others who have a
background different from the observe norm.

4. Cooperative learning. For a better learning of various knowledge and

skills, the classroom environment, the teachers and the students
cooperatively work all-together to assist learners from minority cultures to
participant in developing cooperation and social skills. According to experts,
cooperative learning groups have been found to have strong and consistent
positive effects on social relationships between culturally different students.
Group members become more accepting of classmates who are different.

5. Group discussion. It is an activity where members of group shared their

own thinking, ask questions to each member of the group; thus, stimulates
shared learning. It is an excellent strategy for enhancing and cultivating
student's motivation to learn within the group, fostering intellectual ability
and encouraging democratic habits.

4. Teacher in multi-cultural context- Teaching a multi-cultural class can give

tremendous tasks on the part of teachers. Dealing with students of diverse cultures
demands all teachers to be equipped with knowledge and skills that would be
appropriate and fair to each student. Teachers are required to have the best methods
so that all students in the class fair opportunities in achieving learning. The teacher
must have the information and training for dealing with diverse students in classroom
environment with multicultural learners. With minor revisions, this book adapted
Banks’ (1981), as cited by Tomlison (1984), figure describing the information needs of
a teacher in a multicultural class.

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Experiencing the World Through Educational Technology: An Introduction

Technology has become part of human life. Your homes are equipped with machines
and gadgets making our life easy. It is a reality that the modern-day world is tremendously
surrounded with different technologies which make human life comfortable and less
difficult. Technology allows people to know and become aware of what is happening around
and outside the world. Keeping in touch with friends and meeting new ones on the other
side of the earth is likewise possible. Access to knowledge and new information becomes
simple and effortless by means of information communication technology which is made
possible through opening the various websites in the internet.

In education, being a teacher the topmost concern is how learning can be effectively
achieved. Various methods and approaches in instruction are being tried by teachers to be
able to create learning experiences meaningful to students. One of the tools that teachers
resort to is the use of computer technology to motivate students to learn. Motivation helps
students increase their ability to learn and raise their academic achievement.

Computer-based instruction is now being used in modern type of teaching. According to

Kulik (1994), computer based instruction individualizes and simplifies the delivery of the
educational process to accommodate the needs, interests, and learning styles of each
student. Teachers need to be more creative in style and selective in time and means to fit
the type of technology approach with the nature of learners. Integration of technology into
curriculum is now the trends instead of viewing technology as an add-on or substitute, an
afterthought, or an event. Teaching of technology, teaching in technology and teaching for
technology must be clearly differentiated by the teacher.

Teaching of Technology, Teaching in Technology and Teaching for Technology

The teaching of technology is a trend nowadays. According to one of UNESCO’s study in

2013, information and communications technology is now viewed as a “major tool for

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building knowledge societies” and as a mechanism at the school education level that could
provide a way that to revisit, rethink and redesign the system of education that would fit to
global standard. Thus, the teaching of technology for future students become part of the
curriculum through the inclusion of computer subjects and educational technology.

Teaching in technology-based instruction requires that teachers be more than one step
or one night ahead of students. The teachers who were born before the advent of ICT must
retool themselves and be e-tech (techi) compliant. The integration of ICT also stimulates the
creation of responding mechanisms needed to face learning experiences and the resulting
demands for its use.

Teaching for technology, like the use of information and communication technology, has
become inevitably important. ICT gadgets and materials, which include television, latest
models of cellular phone, i-pod, lap top and desk top computers, internet, etc., must be
taught to students as part of their ways of life. (Budhwar and Kanika, 2017).

Advantages of Technology in Education

1. Easily access to learning material- E-books, revision guides and past or incoming
examination papers are available on World Wide Web for easy access of students who
can take advantages of these to improve knowledge based or to comply with certain
requirements.

2. Continuous learning- With information technology in education, it is possible for

students to keep on learning at any time of the day, wherever you are. This way
efficieny in the education sector is thus facilitated and enhanced.

3. Sharing of knowledge- Students from all directions of the world can come and meet,
converge their ideas, share the experiences, discuss issues, or even solve problem as
geographical distances are no longer a barrier. Technology serves as learner's flat
form.

4. Learning aids- By using audio- visual materials, it became possible and accessible to
put some practical aspect to the theory taught in class as students can develop a better
understanding of topics as teaching can be enhanced by simulation technique.

5. Distance learning- It is now possible to attend a college and obtain a diploma where
ever the learner is, be it in the province or overseas and at the learner's own
convenience. This became possible through the help of online courses. Likewise,
teachers can possibly do online teaching or tutoring through technology.

6. Proper record keeping- Because records can now be uploaded to the web, the
prowess of information technology takes care of the files which made record easy to
access, protected, systematic, orderly and free of manual or physical annihilation.

Limitations of Technology in Education

1. Access to inappropriate content- Technology has its downside and one of them is
how the students can effortlessly have access to inappropriate materials like
violence and pornography. This can be alarming since parents, teachers and others
concerned person cannot keep an eye on them all the time.

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 2. A disconnected Youth- It is a fact that when people, especially the youth, use
technology, they are glued to their screens 24/7. Gaming and movies which are
available on line take learner's time away from their family and friends.

3. Cyber bullying Trap- Harassment is now becoming a problem in social media. It is

being used by other people to harass, malign, and extort money to some gullible and
credulous victims. Cyber bullying had caused great damage to people victimized by
hackers and strangers who were able to conveniently enter one's account. Sad thing
is there is no means to monitor or discipline students if they happened to be
involved in it.
4. Inevitable Cheating- Unfortunately, technology can also be a means to cheat,
particularly during examination. Cellphones have made it easier for students to
cheat.

5. A major Distraction- Student's concentration in the classroom is severely affected

when they use their cellphones or laptops without the knowledge of the teacher.
Their focus on the lesson is completely lost that the achievement of learning is
unattainable.

The need of technology in the classroom is summarized as follows:

1. It provides the students the opportunities to fully prepare themselves for future
careers since technology influences in the world of work.
2. It addresses problems in diversity of learning styles because of various resources
and tools that technology.
3. It encourages collaboration among students and the chance to participate and
exchange opinion with each other.
4. It gives the students more excitement and fun filled learning since the integration of
technology in education stimulates their interest.
5. It provides facility of access to up-to-date information with the availability of mobile
technology.
6. It eliminates the traditional approach in the teaching-learning because technology
encourages learning that is student-centered.
7. It helps students to acquire free information because of the accessibility to digital
textbooks that are constantly updated and often more vivid, helpful, creative and a
lot cheaper than those old heavy books.

Joining Teacher Exchange Programs

Teachers need to be globally fluent to be ready for an education comparable to

international standards. The quality of the teaching professions is enhanced if teachers are
exposed and trained to new methodologies in curriculum. Teacher Exchange Program is an
avenue where teachers can enrich their pedagogical skills and expand their perspectives
regarding cultural differences among people in other countries. It allows people
interconnectedness by means of modern technology; thus, forming a channel for exchanging
of ideas and improving the quality of education. Teacher Exchange Program deepens
teacher's knowledge of foreign cultures and strengthens international relationships.

Teachers Exchange Program has the following benefits:

1. Gain significant experiences in personal and professional aspects of teachers.
2. Discover modern teaching methodologies and curricula that may improve teaching
–learning skills.

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 3. Learn other languages and broaden an understanding of different cultural and
community perspectives.
4. Opportunity to work in other countries for future and career advancement.
5. Develop friendly international relationships to fellow professional colleagues.
6. Awareness of global issues and deepens an understanding of problems affecting the
world.

Japan Exchange Teaching Program (JET)

The Japan Exchange and Teaching (JET) Program was established by Japan in 1987 to open
its door to interested professionals from other countries for employment opportunities in
local Japanese municipalities. It aims to boost the internalization of Japanese communities
and enhance its harmonious relationship with other nations. Since its inception, the number
of program participants continuously increased.

The individuals who successfully qualified for the JET Program are welcomed to come to
Japan and be the representatives of their countries. They will be assigned in public and
private primary, junior high and senior high schools.

The participants are required to give a year-long commitment and they are desired to be
adaptable, mentally and physically capable of performing various job duties in Japan.
Likewise, it is expected that during the duration of the program, the participants could be
able to build strong relationships among the people in their assigned communities in Japan
through various language and cultural exchange activities.

The JET Program is considered as one of the largest exchange programs in the world.
Japan's Ministry of Foreign Affairs, through its Japanese Embassies and Consulates in
participating countries, facilitates the recruitment, application and selection process for the
JET Program. Participants in the program are expected to perform the following duties and
responsibilities:

1. Assisting in the preparation of teaching materials;

2. Planning and supervision of extracurricular activities for students, such as English
club or sport activities; and
3. Organizing cultural or international exchange programs.

It is important to note that an applicant's ability to use the English language accurately
and appropriately will be assessed based on the information he or she will provide in the
application documents, as well as the results of an inhouse English exam. The screening
process also involves a teaching demonstration in English and a Nihonggo conversation test.

Canadian Education Exchange Foundation (CEEF) and Alberta’s International

Education Exchange Program

The Canadian Education Exchange program is offered for both teachers and students. The
CEEF organizes the program as a non-profit one which provides a reciprocal educational
exchange programs for elementary and secondary students as well as for college leaners.
For students, it offers two phases: a hosting period and a visiting period. For the teachers,
the basic exchange program assumes that a Canadian teacher will exchange his or her
teaching position with an educator in another country or province for a period of one year.
Exchange is required to trade residences or provide appropriate living accommodation for
the incoming exchange partner throughout the year.

Benefits of an exchange include:

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 1. A better understanding of other cultures
2. Enhanced language skills
3. Exposure to different education systems and assessment methods
4. Building an international network
5. Developing new pedagogical ideas
6. Bringing international perspectives to classrooms and schools

The program offers two types of educator exchanges: The short-term lasts for one to two
weeks and is available for teachers and administrators for countries in Germany, Spain,
Denmark and the United Kingdom. The long-term is a full year exchange that occurs in a
calendar year (January to January) or a school year (July to July). It is only available for
teachers for countries in Australia, Canada (British Columbia, Ontario, Prince Edward
Island, Nova Scotia and New Brunswick), Denmark, Germany and the United Kingdom.

U.S.-China Teachers Exchange Program

The U.S.-China Teachers Exchange Program (TEP) was launched in 1995 with
funding sourced from the Freeman Foundation. The participants of this program are U.S.
and Chinese teachers with the aims of enhancing the knowledge of the teachers and
students about the cultures of other countries. Likewise, it also aims to introduce or
strengthen Chinese studies in participating American The U.S.- China teacher exchange
program started between 1996 and 2014. The Chinese teachers typically spent a school
year teaching Chinese language and culture in American schools. The American teachers
taught oral English in schools in Chinese cities. - 128 - schools; thus, improving the English
language instruction in selected Chinese middle schools. For the last two years, the program
was funded by the Yihai Education Foundation.

Participating teachers of this program give emphasis on the necessity of preparing students
to have a global perspective and the importance of personal contact between students and
teachers from both countries. Moreover, they also need to be aware of each other's language
and culture and other things about their respective countries. "Chinese teachers are also
given orientation and preparation for the new teaching experience before they go to the
United States" (Lim, Lourdes, S. et. al.).

Korea-Philippines Teacher Exchange Program (KPTEP)

The KPTEP was initiated by the Ministry of Education (MOE) of the Republic of
Korea and implemented in the Philippines in partnership with the Asia-Pacific Centre of
Education for International Understanding (APCEIU). The MOE of Korea and DepEd began
the program in 2012 under the framework of the Asia-Pacific Exchange for Global Education
(APTE). This is on the basis of the Cultural Agreement between the Republic of the
Philippines and Republic of Korea on April 27, 1973.

The program aims to provide Korean and Filipino teachers opportunities to learn from each
other's education system, deepen cultural understanding, build inter-cultural
communicative competency in teaching while collaborating with local teachers and
strengthen networks in education between the two countries. (Press Release: Department
of Education)

Inter- African Teacher Exchanges

This exchange program provides the participants the opportunity to explore the
learning environment of other African countries with the aim to widen the perspective and

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experiences of African teachers. Likewise, the program hopes to inspire African teachers for
exchange visit to countries outside Africa. It is expected to achieve cultural awareness and
acceptance of the learning developments in different African education environment.

During the commencing year of the program, 20 African teachers were selected to make an
exchange visit within the school and/or schools in another African country for over a period
of two weeks. Ten teachers from selected Southern African and ten teachers from West and
East African countries traveled to respective neighboring countries to work with a school
over a period of two weeks. The teachers traveled in pairs and engaged in the following
activities:

1. Stationed at one school for one week and another school for the coming week.
2. Observed teaching in the said teacher's subject area.
3. Taught using ICTs at the schools that the teacher is visiting.
4. Engaged in discussions with teachers at the schools on ways.
5. Wrote a journal of their exchange visit for submission to the African Teachers
Network (ATN) and School Net Africa (SNA).

The output of the program expected to provide the African teachers experiences and to
have exchanged ideas for support and collaboration with another African school in another
African country. Likewise, the African teachers should have contributed to the teaching
process using ICTs of the school they are visiting. Similarly, an evaluation report will be
widely disseminated and will provide recommendations for scaling up an exchange
program of this nature (African Education Knowledge Warehouse).

The Fulbright Classroom Teacher Exchange Program

The Fulbright Classroom Teacher Exchange Program is the first recognized program
of competitive and merit-based grants for international educational exchange for students
in higher education, graduate and post graduate levels, scholars, teachers and other
professionals in practice, scientist and artists. The program provides the educators the
opportunity to live and work abroad by exchanging teaching position with another teacher
from another country for one semester or academic year. It aims to improve their
understanding and appreciation of the culture and education system of another country.

With an enhanced awareness of these opportunities, teacher- participants expanded their

global perspectives which they share with students, colleagues and host communities which
positively impacted the quality of classroom instruction. The program was open to teachers
from the United States and selected countries in many regions of the world.

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