Zoilo+J.+Pinongcos+Jr.+-+International+Education+Perspective

**Technology and Cultural Integration in Teaching**

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** Technology and Cultural Integration in Teaching **
 * Rationale: **

Culture and Technology are ubiquitous, touching almost every part of our lives, our communities, and our homes. We want to know why most schools lag far behind when it comes to integrating technology into classroom learning? Is it because technology and culture are interwoven in the curriculum? With the presence of cultural diversity, teachers must possess the necessary skills and different meaningful strategies in the delivery of his/her lessons. Technology and cultural diversity change the way teachers teach, offering effective ways to reach different types of learners and assess student understanding through multiple means. One of the main goals is to prepare instructional teachers, integrate technology into the curriculum and promote a student-learning environment that assists cultural understanding and encourages technological skills. Technological and Cultural integration are difficult to define because they are made up of many concepts. The multicultural society reflects cultural integration at school; where, through technology a seemingly borderless world is created. The myriad resources of the online world also provide each learning environment with more interesting, diverse, and current learning materials that caters too with cultural diversity. ==

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**Blog Entry Power Point Presentation**

 THE PHILIPPINE EDUCATION SYSTEM == The education system of the country includes formal and non-formal education. Compared to other Asiancountries, the Philippine education system differs in a number of ways. Basic education in the Philippines is only 10 years as again st 12 in other countries. The Philippine education system is closely related to the American syst em of formal education while other Asian countries are influenced by the English, French or Dutch system. The Philippines isusing a bilingual medium of instruction. Certain subjects are taught in English and the rest in the national language whichis Filipino. ==

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 The formal educatio n is a sequential progression of academic schooling at three levels, namely, elementary, secondary and terti ary or higher education. The structure of the formal system of education is illustrated below. ======

 THE PHILIPPINE EDUCATIONAL SYSTEM
 Elementary education   The first level, elementary or primary education, consists of compulsory six grades (Grades 1-6) for age group of 6 to 11. In addition, there is optional pre-school education which consists of kindergarten schooling andother preparatory courses. At the age of 3 or 4, a pupil may enter nursery school, and at 6 years old proceeds to gradeone.  Secondary education   The second level, secondary education, corresponds to four years of high school for age group of 12to 15, the prerequisite of which is completion of elementary education.  Higher education   The third level is tertiary or higher education where a student enters at age 16. Higher educationconsists of collegiate, master’s and doctorate degree programs in various fields or disciplines including the post-secondary schooling leading to one-, two- or three-year non-degree technical or vocational courses.As of 1998, there are 46,654 schools in all levels, of which, 85 percent is public (see Table 1). Of the38,774 elementary schools, 92 percent is public. In the secondary level, of the 6,598 schools, 60 percent is public. And of the 1,282 higher education institutions, 20 percent is public. Enrolment statist ics for all levels are shown in Table 2.  2.2 Non-formal education     Non-formal education is an organized learning activity aimed at attaining a set of objectives outside theestablished formal system intended for a particular clientele, especially the out-of-school youth or adult illiterates whocannot avail themselves of formal education. Courses are skills-oriented and range from 6 to 10 months.  3. HIGHER EDUCATION SYSTEM

** Cultural Integration **

== An organization's culture is like gravity. You can't see it or touch it, but it exerts a constant pull that holds things in place. Like gravity, culture is made tangible by its effects; it can be seen in the behaviors and practices of an organization's management and employees. When two different cultures are required to work together, the effects, while often catalytic, can sometimes be disruptive and can undermine morale, productivity, and profits. == == The need for integration of various organizational cultures is becoming more and more frequent, with increasing globalization and consolidation within many industries. The need to successfully integrate cultures, whether precipitated by a merger or acquisition, development of a new unit, labor-management difficulties, or cross-functional projects, presents complex management challenges. ==

== Most managers attempt to bring about cultural integration through top-down initiatives that are aimed at influencing behaviors and practices. These programs often fail because they address the effects of culture, leaving its causes unseen and unchanged. Vanto Group, a full-scale consulting firm, works with its clients to create initiatives in which people can successfully step outside their familiar frameworks to identify and address the embedded attitudes, assumptions, and ways of thinking that drive behavior and hold the culture's limitations in place. In doing so, participants gain the freedom to act in new ways, and to forge a new culture based on common goals and values. ==