Enrichment Activity In Educational Technology Essay Example

nature acted as the ultimate classroom where youths were instructed in vital aspects of life such as survival skills, reproduction, and finding food.

The necessary skills to survive were frequently taught through practical experiences. When possible, combat skills were trained; however, when constantly on the move, one had to adopt a kill-or-be-killed mentality. Any young individual unable to fight for survival would not likely succeed. They were educated on what to search for and how to find food through hands-on activities. Parents would involve the youths in their daily ventures. When camps were established, some young individuals would remain behind to assist with camp duties, while others would participate in hunting. Hunting parties were formed, and practical experience was crucial. Within the camps, it was typically the women and younger children who gathered berries and other necessities.

During the early period of American colonization in the Philippines, the education of primitive learners was a significant aspect. American-run schools played a crucial role in teaching Filipino children, as depicted in the accompanying photos. The Americans emphasized the importance of education and its power to shape realities, cultures, and life itself. The spread of democracy and the development of responsible citizens were central goals in this educational endeavor.

American education in the Philippines aimed at spreading American culture, especially the English language, among the Filipinos. In order to provide equal opportunities for education, the American government constructed public schools throughout the country. Initially, volunteer Filipino soldiers served as the first teachers and were responsible for building classrooms wherever they were assigned. However, in June 1901, a group of teachers from the United States arrived in the Philippines

aboard the ship "Sheridan," marking the end of the Filipino soldiers' teaching role.

In August 1901, a group of 600 teachers called "Atomies" arrived in the Philippines on the S. S. Thomas ship. These teachers were sent by the United States government and were created as a result of the Education Act No. 34. The Atomies played a crucial role in expanding the public school system that had already been established by the Spanish. They introduced English as the medium of instruction, successfully fulfilling their mission.

The Atomies were responsible for training Filipino teachers to help the Philippines become self-sustainable. They received a monthly salary of $125, which was higher than what they could have earned in the United States. Many Atomies came to the Philippines due to job security, high pay, fulfilling philanthropic work, and the chance to travel abroad. Alongside their duties, some American soldiers also volunteered to train Filipino teachers and teach them English, establishing the basis for the Philippine public school system.

Before the Atomies arrived on Corridors Island, the first public school had already been established. Upon their arrival, the Atomies underwent a short quarantine period before being allocated to their respective provinces. They provided instruction in various subjects including language, mathematics, domestic work, specific trade work, freehand drawing, and athletics. However, it is evident that freehand drawing was the only outlet for creative expression available to the indigenous population, hindering their ability to convey their emotions or respond to their oppression. Furthermore, the teaching of freehand drawing was seen as a practical skill for future employment opportunities.

The text emphasizes three language domains: English, grammar, and reading. The

primary objective was to ready Filipinos for integration into American society or rather to adhere to American customs within their own society. This had an adverse consequence on national awareness as Filipinos did not possess their own language. They were acquiring a foreign language while forfeiting the abundant variety of their native languages. This greatly affects the future of Filipino identity.

The integration of American education into American society will have a profound impact. Filipino women in these classes were taught domestic skills like housekeeping, sewing, crocheting, and cooking. The classes targeted Filipino women specifically, leading to many of them choosing nursing as their profession in the mid-1900s. This focus on "women's work" played a vital role in the expansion of elementary schools and educational institutions, ultimately making the Philippines the third-largest English-speaking country worldwide.

Every child aged 7 and above had to enroll in schools in their respective towns or provinces. Free school materials were provided to the students. The American period had three levels of education. The first level, known as the "elementary" level, comprised of four primary years and three intermediate years. The second level, referred to as the "secondary" or high school level, spanned four years. The third level was the "college" or tertiary level. Numerous elementary and secondary schools were established in cities and provinces, alongside normal, vocational, agricultural, and business schools.

During the American period in the Philippines, several colleges and vocational schools were established. These included the Philippine Normal School (now a university) in 1901, the National University of Manila in 1914, the Philippine Women University in 1919, and Far Eastern University in 1933. There were also vocational

schools such as the Philippine Nautical School, Philippine School of Arts and Trades, and Central Luzon Agriculture School. It is important to note that the University of the Philippines was founded in 1908. Religion was not part of these schools' curriculum and academic excellence among students was recognized by Americans.

The reason for sending individuals to the U.S. was so they could further their education and become experts in their chosen fields or professions. These individuals were known as "scholars" because all of their expenses were covered by the government. In return, they had to work for the government or teach upon finishing their studies. Notable Filipino scholars include Judge Jose Bad Santos, Francisco Benefit, Dry. Honoraria Soon, and Francisco Delano. Additionally, the government ensured that formal education was accessible to those who were of appropriate age.

During the American period, schools were constructed in non-Catholic regions such as Sulk, Mindanao, and the Mountain Provinces. The focus was placed on vocational training and healthcare. There was a notable proficiency among Filipinos in reading and writing. Similar to the Spaniards, the Americans implemented numerous transformations throughout their 45-year rule in the country. To this day, these American influences continue to shape our lifestyle. In line with the 1935 constitution, the Commonwealth ensured free education in public schools across the nation.

Education placed a strong emphasis on nationalism and included the teaching of Filipino heroes' lives. It also valued vocational education and household activities such as sewing, cooking, and farming. Students were taught good manners and discipline. The establishment of the Institute of Private Education aimed to oversee private schools. By 1941, there were 10,000 students enrolled

in the 400 private schools across the country. Additionally, "Adult Education" existed to provide formal education to adults.

With the advent of audio-video machines and computers, modern students can be taught in a visually engaging manner. Visual and audio equipment are used to teach students effectively. These tools have been proven to enhance information retention and improve performance in tests and schoolwork. In the 1900s, programmed instruction emerged as the first educational technology designed to meet specific educational needs.

Educators have long recognized the importance of integrating various technologies, such as computers, into education. However, they have often approached the use of these technologies by simply applying traditional teaching methods. For example, technology was used to record and present information to students, much like teachers traditionally did. The students' role remained the same: to learn the information presented either by the teacher or through technology, such as films and television programs.

The purpose of the technology was to deliver lessons to students, likened to trucks delivering groceries to supermarkets (Clark, 1983). Just as grocery delivery guarantees people eat, instructional delivery is believed to guarantee student learning. However, this assumption is not always accurate. The integration of modern computer technologies in classrooms has followed a similar trajectory. Prior to the availability of microcomputers in the sass decade, mainframe computers were utilized for offering drill and practice exercises along with basic tutorials for teaching students lessons.

When microcomputers became common in classrooms, they were initially used in a similar manner. According to a national survey conducted in 1983, the most common use of microcomputers was for drill and practice (Becker, 1985). However, in the 1980s, educators started

recognizing the significance of computers as tools for productivity. The increasing popularity of word processing, databases, spreadsheets, graphics programs, and desktop publishing allowed businesses to become more efficient. As a result, students in classrooms began utilizing word processing and graphics packages, as well as desktop publishing programs for writing purposes.

According to a study conducted in 1993 by Hadley and Shingled, computer tools were extensively used in education. Educators employed various types of tools including text processing tools, analytic and information tools (such as databases and spreadsheets), graphics tools like paint programs and desktop publishing software, as well as instructional software such as problem-solving programs, drill and practice exercises, and tutorials. The introduction of affordable multimedia computers along with the emergence of the Internet during the mid-1990s brought about a rapid transformation in educational computing.

According to Hadley and Shingled, communications tools such as e-mail and computer conferences, as well as multimedia, have been the primary technologies used in classrooms. However, there is a concern about the lack of creativity from students who tend to reproduce information provided by teachers, textbooks, or copied from the Internet. Our perspective on educational computing and technology use does not view teachers or information repositories as the primary sources of knowledge.

Instead of memorizing information from teachers and textbooks, we believe that students should teach the computer or use technology to demonstrate their knowledge. Technologies offer various and adaptable means for representing students' knowledge and their learning progress. Several research studies have revealed that computers and other technologies are not any more successful at teaching students than teachers are. However, if we start considering technologies as tools for students

to learn with, rather than learn from, the way students learn will transform.