The Role of Technology in Delivering the Curriculum

The role of technology in the curriculum springs from the very vision of the
e-Philippine plan (e stands for electronic). This points to the need for an e-curriculum, or
a curriculum which delivers learning consonant with the Information Technology and
Communications Technology (ICT) revolution. This framework presupposes that
curriculum delivery adopts ICT as important tool in education while users implement
teaching-learning strategies that conform to the digital environment. Following a
prototype outcome-based syllabus, this same concept is brought about through a vision
for teachers to be providers of relevant, dynamic and excellent education programs in a
post-industrial and technological Philippine society. Thus among educational goals
desired for achievement is the honing of competencies and skills of a new breed of
students, now better referred to as a generation competent in literacies to the 3 R’s (or
reading, ‘riting, ‘rithmetic) but influences, more particularly: problem-solving fluency,
information access and retrieval of texts/images/sound/video fluency, social networking
fluency, medical fluency, and digital creativity fluency
Instructional Media may also be referred to as media technology or learning
technology, or simply technology. Technology plays a crucial role in delivering
instruction to learners.
Technology offers a various tools of learning and these range from non-projected
and projected media from which the teacher can choose, depending on what he sees
with the intended instructional setting.
Non-projected Media Projected Media
 Real objects  Overhead transparencies
 Models  Opaque projection
 Field Trips  Slides
 Kits  Filmstrips
 Printed materials (books,  Films
worksheets)  Video, VCD, DVD
 Visuals boards (chalkboards,  Computer/multimedia
whiteboard, flannel board, etc.) presentations
 Audio materials

Table 1. Types of instructional media/technology

1. Practicality - is the equipment (hardware) or already prepared lesson material
(software) available? If not, what would be the cost in acquiring the equipment or
producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners - is the medium suitable to the
learners' ability to comprehend? Will the medium be a source of plain
amusement or entertainment, but not learning?
3. Activity/suitability - will the chosen media fit the set instructional event,
resulting in information, motivation, or psychomotor display?
4. Objective-matching - Overall, does the medium help in achieving the learning
objective(s)?