“Recent
changes occurred in the area of pedagogical theory and practice. It is now
accepted that the contribution of the computer to pedagogy makes up for “good
instruction”.
Owing
to the development, teachers must acquire or improve on their computer skills,
as well as their “computer-in-the-classroom” skills.”
The
following trends should be recognized by the educators:
§ Through school or training center computer courses,
present-day students have become computer literate. They send e-mails, prepare
computer encoded class reports, even make power point presentation sometimes to
the surprise of their media tradition-bound teachers.
§ Following the call for developing critical thinking
among students, teachers have deemphasized rote learning and have spent more
time in methods to allow students to comprehend/internalize.
§ Shifting focus from lower-level traditional learning
outcomes, student assessment/examinations have included measurement of higher
level learning outcomes such as creative and critical thinking skills.
§ Recent teaching-learning models (such as
constructivism and social constructivism) have paved the way for instructional
approaches in which students rely less on teachers as information-givers, and
instead more on their efforts to acquire information, build their own
knowledge, and solve problems.
In
sum, recent teaching-learning models (such as constructivism and social
constructivism) have paved the way for instructional approaches in which
students rely less on teachers as information-givers, and instead more on their
efforts to acquire information, build their own knowledge, and solve problems.
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