iAgree: Computer-Aided Instruction Tool in Agriculture for Grades 7-8
COMPUTER-AIDED INSTRUCTIONAL MODULE IN AGRICULTURE
FOR GRADES 7-8
EJAY FAJARDO BARCINILLA
CAROL BAESA DERES
EDITH ABEGAIL BRIONES MOJAR
LEONEL ROXAS POLLERO
JESUS BULALACAO RANCES
A DEVELOPMENTAL RESEARCH SUBMITTED TO THE FACULTY OF
SECONDARY EDUCATION PROGRAM, COLLEGE OF DEVELOPMENT EDUCATION,
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE,
SAN JOSE, PILI, CAMARINES SUR IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF
BACHELOR OF SECONDARY EDUCATION
MAJOR IN EDUCATIONAL MEDIA AND TECHNOLOGY
CHAPTER I
INTRODUCTION
At this time when the rapid effects of Information and Communications Technology (ICT) are being felt in all walks of life, education, which is an instrument for adapting to change, has to undergo unprecedented reforms. The global educational landscape has been transformed as educational technology has converged with Information and Communications Technology. This has largely affected the way teachers teach; the way students learn and the way educational institutions are being supervised and managed. Retooling teachers on ICT skills, providing them opportunities to master and use them towards creating an improved teaching and learning environment is of paramount importance. The new paradigm of education also requires that teachers should be adept in integrating ICT with pedagogical practices so as to develop 21st century skills among the students as well as the teachers.
The current educational landscape has changed significantly with the introduction of new technologies. They have affected the way people live, work, play and learn. Moreover, these new technologies have challenged the time-tested methods and approaches in teaching and the way education is managed. In the last couple of years, administrators of schools, colleges and universities have been preoccupied in putting up computer laboratories and in procuring hardware and software so as to keep abreast with the fast changing
FOR GRADES 7-8
EJAY FAJARDO BARCINILLA
CAROL BAESA DERES
EDITH ABEGAIL BRIONES MOJAR
LEONEL ROXAS POLLERO
JESUS BULALACAO RANCES
A DEVELOPMENTAL RESEARCH SUBMITTED TO THE FACULTY OF
SECONDARY EDUCATION PROGRAM, COLLEGE OF DEVELOPMENT EDUCATION,
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE,
SAN JOSE, PILI, CAMARINES SUR IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF
BACHELOR OF SECONDARY EDUCATION
MAJOR IN EDUCATIONAL MEDIA AND TECHNOLOGY
CHAPTER I
INTRODUCTION
At this time when the rapid effects of Information and Communications Technology (ICT) are being felt in all walks of life, education, which is an instrument for adapting to change, has to undergo unprecedented reforms. The global educational landscape has been transformed as educational technology has converged with Information and Communications Technology. This has largely affected the way teachers teach; the way students learn and the way educational institutions are being supervised and managed. Retooling teachers on ICT skills, providing them opportunities to master and use them towards creating an improved teaching and learning environment is of paramount importance. The new paradigm of education also requires that teachers should be adept in integrating ICT with pedagogical practices so as to develop 21st century skills among the students as well as the teachers.
The current educational landscape has changed significantly with the introduction of new technologies. They have affected the way people live, work, play and learn. Moreover, these new technologies have challenged the time-tested methods and approaches in teaching and the way education is managed. In the last couple of years, administrators of schools, colleges and universities have been preoccupied in putting up computer laboratories and in procuring hardware and software so as to keep abreast with the fast changing