Will Luistro advocate computer-dependent education for P-Noy's Daang Matuwid?

In 1998, I was alarmed by the article on the right side of my weekly column entitled “Erap classroom of the future” written by Dr. Amable R. Aguiluz V, president and founder of the AMA Computer College. His 10-point Reform Agenda is meant as “an antidote to the widening gap (the rich and the poor, the literate and the illiterate) in a developing country.” As a solution, he proposes an “ambitious plan to establish computer laboratories in all public and elementary high schools.” That’s quite a tall order not only in equipping thousands of public schools but in re-training thousands of traditional public school teachers. His claim that “this equalizer is taking an individual from his state of poverty…” is self contradictory, because generally what computer schools all over the country have done is to develop a new breed of clerks — the encoders.

The task of K to 12 basic education reform (1990-1991)

The Education Commission (EdCom) formed by our Congress and Senate in 1990-1991 decided to let the DECS focus mainly on restoring quality to elementary and high school education, referred to as Basic Education. This was the answer to the global call of the newly ratified Convention of the Rights of the Child (CRC).

All education secretaries since then, from DECS Secretary Andrew Gonzalez to the current DepEd Secretary Armin Luistro, have been tasked to upgrade the kindergarten, grade school and high school curriculum, and teacher quality as well as restore the academic excellence of principals by providing them administrative assistance.

Right after the EdCom survey, these four school reforms were analyzed for 18 months by the DECS Basic Education Task Force, funded by the World Bank and Japan, 1991-1995. If the EdCom survey revealed that the average public high school science teacher’s competence is only equivalent to the science knowledge of a Grade VII student from a good private school, and neither is she articulate in English, one can only conclude that computer education cannot simply be the solution.

The prophets of the Information Age

In the past 30 years, majority of high school graduates have been misled to take up computer courses, instead of the usual college preparatory technical or degree courses in education, business, engineering, law, science and medicine. Visions of highly paid positions abroad were dangled before them, while tiny computer schools began mushrooming all over the countryside.

The prophets of the Information Age foretold a marvelous revolution that mesmerized the youth. They claimed, “…The world’s storehouses of knowledge would become instantly available to young minds. Captivating digital landscapes would bring history, geography and science alive on screen. Not since Gutenberg (they exulted), had there been such a powerful new tool for learning.”

Now hear this, Dr. Aguiluz and the other eager computer advocates: “Computers are indeed everywhere in American schools for the past three decades, but they are generally used as little more than electronic workbooks for drill or as places for kids to play games during ‘free choice’ periods. The promised revolution has failed to materialize.”

The new Industrial Revolution requires scientists, engineers, accountants, etc.

True, there is definitely a revolution, but this refers to industries. Computer technology is at the center of a new Industrial Revolution, which has transformed modern life. Computers of all types, from the home or personal computer to the giant mainframe are becoming more powerful. They help out scientists and artists, musicians and engineers. They are vital in banking. They supervise the flight of aircraft and spacecraft. And they are used in medicine to display the internal structure and condition of patients’ bodies.

But before one can use the computer, one must first become a scientist, an artist, a musician, an engineer, a banker — or an experienced employee. Thus, learning how to operate computers and understanding its installed programs can best be done — on the job.

Besides airlines, banks, government offices and hospitals, which have larger storehouses of data, other large companies like newspapers and schools require computerization.

Catching up with the computerized world

Now, the 45 years old O.B. Montessori schools with its preschool to high school population reaching 4,500, the 223 faculty members and 192 administrative personnel had to catch up with this cyberspace era to become more efficient. In the year 2000 typewriters were discarded for computers. Like my other staff, I found myself caught between middle-aged computer wizzes and elementary school kids who seem to have been wired since birth. Thus, all administrative staff and academic coordinators in all four schools including myself, took 14-week sessions of computer training.

Under the so-called Management Information System (MIS) we had programs custom-made for each department by system analysts and programmers from a reputable computer programming company.

For the first phase, custom-made program for the Accounting Office linked to both the Registrar and the Cashier offices. Another program was made for the Warehouse and school stores to dispense books, uniforms, office and classroom supplies. The six libraries have their own special program.

This rigid computer training of administrative personnel and academic offices made use of the high school computer laboratory. Although still to be programmed for the second phase, all personnel of the Guidance Office, Cafeteria, Property Section, maintenance officers, engineers and housekeepers of the Environmental Care Office (ECO) took the training as well. It is expected that O.B. Montessori will enter into a fully computerized integrated system in a year’s time.

The computer mind of the student

Man’s mind especially during the formative years from birth to adolescence is the ideal computer. But the true nature of the student, whether he’s in grade school or high school, must be understood so he can be helped to double his power to learn. A revolutionary school system to fulfill the “becoming” must replace the traditional system.

Parents and teachers should act NOW to cultivate their computer minds. First they must do this by developing the child’s LISTENING POWER with the power of a tape recorder. At dinner time read a list of objects, basketball players, names of book characters, etc. Let the child name this back in order, first seven or eight items, then eight to ten.

 Make it harder with facts from a story or a news event with statistics. You’ll be astounded at his retention ability, for the secret of good listening is strengthening EAR CHANNEL MEMORY. Give him exercises in keeping pace with the teacher’s lecture or speaker’s talk. Second, turn LISTENING from PASSIVE to ACTIVE OCCUPATION. He’ll stop drifting if you teach him how to link the speaker’s ideas one to the other by SUMMARIZING it part after part. He’ll also think step by step with the speaker’s NEXT POINT. Then he must learn to LISTEN “BETWEEN the LINES” for points not put into words.

In this modern, scientific, automated world of ours, one’s future success or failure is going to depend almost entirely upon one’s ability to absorb facts, skills and procedures — putting them immediately to use.

Learning how to learn will destroy present study habits that make learning unpleasant and burdensome. It will be replaced with new, simpler and easier habits that will turn study into a thrilling, soaring hour of achievement every time one opens a book or listens to the teachers.

- The Learning Revolution by Claudia Wallis, Time Magazine

(Part III: Digital technology preferred for high school and beyond)