How important is technology in the K to 12 curriculum?
Since the buzz word today is “outcomes-based,” let us look at what the College Readiness Standards (CRS) of the Commission on Higher Education (CHED) demand as one of several outcomes of the K to 12 curriculum.
As described by CHED, the CRS represent a “combination of knowledge, competencies, and reflective thinking necessary for K to 12 graduates to participate and succeed – without remediation – in entry-level undergraduate courses in higher education.” Since the Department of Education (DepEd) promises that every Grade 12 graduate should be qualified to go to college, we can use the CRS as a basis for evaluating the K to 12 curriculum.
The CRS say that “after 12 years of pre-university education, a student wishing to enter college should be able to produce all forms of digital texts, work comfortably with relevant technologies, and communicate with local and global communities through new technologies of communication.”
Similarly, the Philippine Qualifications Framework (PQF), which DepEd shares with the Technical Education and Skills Development Authority (TESDA) and CHED, demands that, at the end of Grade 10, the learner must “possess foundational knowledge across a range of learning areas with core competencies in the use of technologies.” At the end of Grade 12, the learner must “possess functional knowledge in the use of technologies.”
What is most relevant to the question of the place of technology in the K to 12 curriculum is the description that DepEd offers to the learners under its care. This description comes from the DepEd website: “The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players, and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed as ‘digital natives’ and are extremely comfortable with technology. They can email, text, and use computers without any problems. In addition, members of Generation Z can understand and master advancement in technology.
“For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends and, for them, hanging out with friends means talking to them over the cell phones, emails, and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way companies work when they join the workforce.”
To address the peculiar characteristics of today’s learners – born in 2000 or later (since Grade 12 graduates will be 18 years old in 2018) – DepEd has devised a curriculum that is spiraled, such that learning areas are taught in rudimentary form in Kindergarten, gradually enhanced until Senior High School (SHS), and fully learned by Grade 12.
The subject that explicitly deals with technology in SHS is “Media and Information Literacy,” a required Core Subject for all learners.
The Curriculum Guide for this subject is on the Dep-Ed website. Among the topics and skills covered in this subject are: “3D printing, cyber-bullying, digital divide, electronic portfolio, holograms, internet addiction, Massive Open Online Courses (MOOCs), netiquette, new media, virtual self, and wearable technology.”
If the learner opts to take the ICT Strand of the Technical-Vocational-Livelihood Track of SHS, of course, then the level of technological sophistication is even more advanced. The learner can get National Certificates (NCs) in Animation, Computer Hardware Servicing, Computer Programming, Contact Center Services, Illustration, Medical Transcription, and Technical Drafting. All of these skills will give the learner NC IIs, except for Computer Programming, which even gives an NC IV.
Since the curriculum is spiraled, here are some examples from earlier grades about the way technology is used and taught:
From Grade 4 in TLE: “Naipamamalas ang kaalaman at kakayahan sa paggamit ng computer, Internet, at email sa ligtas at responsableng pamamaraan.” (The learner is able to show knowledge and skill in using computers, the Internet, and email in safe and responsible ways.)
From Grade 6 in English: The learner is able to “analyze the setting and characters used in print, non-print, and digital materials.”
From Grade 6 in Art: “The learner applies concepts on the use of software in creating digital paintings and graphic designs.”
From Grade 7 in Filipino: “Nagagamit sa pananaliksik at pagbabalita ang kasanayan sa paggamit ng makabagong teknolohiya gaya ng kompyuter.” (The student is able to use new technological tools such as the computer in doing research and journalism.)
The K to 12 curriculum, therefore, aims to produce learners adept in the use of technology. They can then easily pass the technology-related requirements of the CRS.
The mantra of basic education, as well as higher education, is that the formal education system aims to produce “holistically developed Filipinos with 21st century skills.” These 21st century skills involve technology, whether those born before 1997 like it or not.
The country (as well as the world) is now mostly populated by digital natives. If you are a digital immigrant, or worse, a digital alien, it is time to catch up with the young.