Manilyn as a BSED Social Studies Student

I am now a 3rd year college student. Actually, my course is not easy as they think of me. Many flaws, negative impacts from my instructors and professors, but i still stand firm and positive that one day, I will be graduating with flying colors. I am not dreaming to be in the top, hence i wish that i may get high grades. nevertheless, it is amazing to hear that i was once part of the team in quiz bee. a such blessing to be received last year.

My Personal Experience at School

Many students enter college expecting good times, knowledge, friendships, and a new sense of direction. They soon find out that college comes with challenges and struggles because of the great demands and expectations that are put on the importance of education. College students experience a great deal of stress, especially when they are trying to balance a full time job, raise children, and have a social life. The demands of doing many different things with very little time can become overwhelming.

The daily tasks of working and meeting the demands of job obligation can leave a college student exhausted. There are a limited number of students who work full time jobs and attend college full time. Others, still work late and get up in the wee hours of the morning trying to fit all of the required tasks of school and work into one day. Students often find themselves more exhausted when they are trying to schedule tasks, because there just does not seem to be enough time in one day. Putting in long hours and worrying about class schedules adds stress to a student life.

The college student who has children is faced with guilt about not being able to spend time with the children. The children has great demands on time. They need help with their homework, or need dinner and to be tucked in bed at a certain time. The thought of not being able to keep up with the demands of the children is very stressful and can be depressing to both the child and parent. In other words everyone suffers because you are unable to fulfill all the obligations that you have taken on.

College students finds very little time to enjoy extracurricular activities. Even if they attend any major school functions, games, or dating , they will regret not getting the term paper done that was due the following day or week. Many students begin to feel pressure that often leads to depression and social isolation. The fear of being a failure and not measuring up to someone’s expectations adds more pressure to the sleep-deprived, stressed out student.

College students are often left with no personal time, and must learn to manage job and family. College has many rewards if you do not get burned out and give up too soon. The pressure and time managing can all be worked out with patience and lots of understanding from family and friends.

SIPC-WVCST Miagao Campus Through the Years

History

The school has undergone several changes through the years. From a regional high school, an extension of Iloilo High School after World War II, it has evolved into a vocational-technical , polytechnic and state college.

In 1945, Miagao Regional High School was born through the concerted efforts of the Municipal Officials and concerned citizens. The school offered a refresher course to students whose studies were interrupted during wartime. The temporary schoolhouse was the marketplace. Beneficiaries of the short-term course were from Miagao and from the neighboring towns like Guimbal, Igbaras, Tigbauan, Tubungan, Oton and San Joaquin. Later, at the Miagao Central School site, temporary shacks were put up to accommodate the enrollees while the construction of the high school building on its present site was underway. In 1947, the school was officially recognized as the Miagao High School with Cruz Sedotes (1945-1948) and Francisco Gargarita (1948-1958) as principals. From 1945-1958, the school was able to turn out hundreds of graduates.

Miagao High School was converted to Miagao Vocational School in 1958 with Rosauro de Leon (1958-1960) as principal. The conversion was due to the joint efforts of the Miagao High School Administration, the town officials led by the late Mayor Dioscoro Mueda, the parents and the civic-spirited citizens who were mindful of the changing needs of the community. The proponents believed that the curriculum of the vocational school would be more practical since it would be in keeping with the livelihood of the people and the natural resources of the place. Dr. Pedro C. Trono, then the Congressman of the First District of Iloilo, acted on the proposal and introduced to congress RA 1957 which was then approved.

The enrolment continued to increase and the divergent needs of the students in particular and the community in general., could not be met adequately by the prescribed curriculum of the Miagao Vocational School whose emphasis was on vocational courses. Thus by 1977, the school started to offer a Two-Year Trade Technical Education curriculum with enclosure No. 2 to Department Order No. 2,s.1975 as the legal basis for the curricular offerings. The Trade Technical Education gave the high school graduates of the community and of the neighboring towns the chance to avail of the knowledge and occupational skills that would help them earn a decent living. The school then was under the leadership of Donato V. Opina (1960-1972) and Adriano Sullesta (1972-1976) as School Administrators.

Miagao Vocational School was changed to Southern Iloilo Polytechnic College in 1984 under the administration of Jose V. Francisco (1976-1985) as the Superintendent. Former Assemblyman Salvador(Buddy) Britanico is the “father” of the conversion. It was in view of the magnitude of the service area of the school and of the multiple demands of the changing times that the expansion was a necessity. Additional shop courses were offered to meet the demands of the community. With the creation of the Bureau of Technical Education, the College was selected as one of the priority schools to offer One-Year Technician Curriculum with concentration on Refrigeration and Airconditioning during the administration of Dr. Gerardo Solas (1987-1993).

Pursuant to RA No. 7722 known as the “Higher Education Act of 1994”, the Southern Iloilo Polytechnic College was under the supervision of the Commission on Higher Education (CHED). It was during the administration of Ernesto N. Narida (1993-1997) as Officer-in-Charge. Effective November 24, 2000, SIPC has been integrated to Western Visayas College of Science and Technology. Mr. Jesus N. Nasa(1998-2002) was the superintendent at the time of the integration. It is in consonance with the pertinent provisions of Republic Act(RA) No. 7722, other wise known as the “Higher Education Act of 1994 and RA No. 8292, otherwise known as “Higher Education Modernization Act of 1997” and pursuant to the Special Provision No. 2 of CHED FY2000 Budget under the General Appropriations Act of FY2000 or RA 8760 on the Integration of CHED-supervised institutions, (CSIs) to State Universities and Colleges (SUCs).

On June 15, 2001, Mr. Richard Bole, CEO of Rosemar Techaid Foundation based in America and husband of Mrs. Sofia Espada-Bole, an alumna of Miagao Vocational School, turned over 50 computer units with accessories to SIPC-WVCST Miagao Campus Administrators. It paved the way to the offering of Bachelor of Science in Information Technology. By virtue of the WVCST BOT Resolution No.6/13/2001-45, the SIPC- WVCST Miagao Campus Computer Center is named Rosemar Techaid Foundation Center. In February 2006, additional donations of 236 computers were given plus lots of Information Technology textbooks.

In March 2002, Dr. Raul F. Muyong took over the administration of the College upon the retirement of Mr. Jesus N. Nasa. In line with the integration of the College to WVCST, the Secondary Program was phased out effective August 27, 2002. All third and fourth year high school students and six faculty members were transferred to the Department of Education through the Miagao National High School in accordance with Memorandum of Agreement between the Western Visayas College of Science and Technology and the Department of Education, Region VI. The Memorandum of Agreement was signed by Dr. Renato V. Alba , College President, WVCST and Dr. Victoriano B. Tirol, Jr., Regional Director, Department of Education, Region VI.

At present, Southern Iloilo Polytechnic College-WVCST Miagao Campus caters to the educational needs of more than two thousand college students. The College offers Bachelor of Industrial Technology; Bachelor of Science in Electrical Technology; Bachelor of Science in Electronics Technology; Bachelor of Science in Automotive Technology; Bachelor of Science in Hotel and Restaurant Technology; Bachelor of Science in Information Technology which is awarded the Candidate Status by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP), Inc. from December 1, 2008 to November 30, 2010; Bachelor of Elementary Education and Bachelor of Secondary Education major in Mathematics, Social Studies, Biological and Physical Science, English, Filipino and Technology and Livelihood Education. The Secondary Teacher Education Program is awarded Level 1 Accredited Status by the AACCUP, Inc. from December 1, 2008 to November 30, 2011.

The College is located along the highway about 500 meters from the town plaza and the Miagao Church. The site is titled and covers 10.33 hectares. The College is envisioned to meet global needs in this fast-changing world.

My Personal Experiences  in School

21st Century Learning

9 Characteristics Of 21st Century Learning

The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including:

–weighing the magic of technology with its incredible cost and complexity

–underscoring the potential for well thought-out instructional design

–considering the considerable potential of social media platforms against its apparent divergence from academic learning

Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century.

At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.

The following take on 21st century learning developed by TeachThought is notable here because of the absence of technology. There is very little about iPads, social media, 1:10 laptops, or other tech-implementation. In that way, it is closer to the “classic” approach to “good learning” than it is the full-on digital fare we often explore.

The size of the circles on the map are intended to convey priority.

9 Characteristics Of 21st Century Learning

1. Learner-centered 

2. Media-driven (this doesn’t have to mean digital media)

3. Personalized

4. Transfer-by-Design

5. Visibly Relevant

6. Data-Rich

7. Adaptable

8. Interdependent

9. Diverse 

Would love to hear your thoughts in the comments section!

Standards for the 21st Century Learner

Standards for the 21st Century Learner

 

Notes:

-Reading is the foundation of everything: decoding, comprehension, interpretation, and development (p. 2).

-Be safe, responsible, ethical, and fair online (p. 2).

-Utilize all technology skills to prepare for the future (p. 2).

-All kids need equitable access to information (p.2.)

-Information literacy includes: digital, textual, visual, and technological (p. 3).

-Students must develop socially as they develop academically (p. 3).

-Use inquiry-based learning processes and stress real-world connections (p. 4).

-Put things in context with background knowledge (p. 4).

-Be able to identify misconceptions, biases, and conflicting information (p. 4).

-Be Creative! (p. 4).

-Respect Copyrights! (p. 4).

-Self-monitor and self-assess (p. 4).

-Learn how to organize your gained knowledge (p. 5).

-Learn to "accept, reject, or modify" information appropriately (p. 5).

-Always seek other viewpoints (p. 6).

-Connect with and respond to various literature genres (p. 7).

-Get involved in social networking to expand your horizons (p. 7).

-Transcend your academic requirements (p. 7).

-Look for ways to grow personally and aesthetically (p. 7).

Reflection:

          This quick guide to 21st century standards is a concise list of the skills that educators intend for learners to master. Notice that the standards detail foundational skills as well as promoting personal development and encouragement to transcend assignment requirements.

The Advantages and Disadvantages of Student Social Media Use

The Advantages and Disadvantages of Student Social Media Use

http://www.onlineuniversities.com/blog/2012/10/balancing-advantages-disadvantages-student-social-media-use/

“In “Only Disconnect,” Andrew Reiner, writing for The Chronicle of Higher Education,   lamented the state of American youth, particularly their preoccupation with  social media. By the end of his article, Reiner advocated for social media  Sabbaths, in which students would disconnect from their networks in order to  more deeply engage with each other and their academic pursuits. While there are  certainly negatives that can be associated with social media overuse, it is  also a valuable part of the way our society functions.

Here are some of Reiner’s negatives about student social  media use, counterbalanced by some potential benefits to help educators take advantage  of this valuable resource for student learning.

The Negatives of  Social Media Use for Students

• Distraction – In his article, Reiner is talking  not about the momentary distraction of an isolated text message, but rather the  way in which social media involvement provides an acceptable diversion from  intellectual pursuits. Essentially, he is arguing that it is socially safer to  stay connected to peers through always-on social media, than it is to put  oneself out there by having a legitimate opinion about a serious topic and  disconnecting from the social networks long enough to put it out there.
• Pressure to Conform – Reiner cites examples of  students confiding in him that one of the main reasons behind their 24/7  connection is a fear of not keeping up with peers or appearing “like a  loser in public,” as one of his students confided in a class journal.
• Risk Aversion – Reiner is unclear about whether  students’ aversion to taking risks is a symptom of social media use or is  directly caused by it, but the point is no less important either way. Social  media engagement supports a culture of avoidance which operates in direct  opposition to the idea that students need to take risks and fail in their  academic endeavors in order to become successful innovators.
• Shallowness – This is an addition to Reiner’s  points, but social media does promote a kind of intellectual and social  shallowness that could have long-term negative consequences for learners.  Twitter, text messages, and other social media tools focus on brief, quick,  “shallow” interactions that do not encourage either deep social  engagement or intellectual exploration. There is, after all, only so much  information that can be obtained in 140 characters. While the option to dig  deeper may be present through embedded links in Tweets, for example, there may  be little reward in pursuing those connections for students.

The Positives of  Social Media Use for Students While Reiner makes many valid points for negative effects of social media on  students, particularly their level of academic risk taking, he fails to  acknowledge some very positive effects that might make participation in social  media a real benefit for students. While all of these may not be the mainstream  ways that students use social media, they are important benefits that can be  realized if educators are willing to embrace disruptive technology in their  classrooms.

• Social Constructivism – In the age of Wikipedia,  knowledge is increasingly becoming a social construction rather than the domain  of an individual expert. Social media provides an easily accessible tool for  helping students to work together to create their own meaning in academic  subjects, social contexts, or work environments. Social media platforms are  regularly used in business to enhance the connections between workers and to  allow for seamless collaboration across distances. Supporting the development of  this skill for students prepares them for real working experiences.
• Breadth of Knowledge – While  “shallowness” of knowledge and connections was listed as one of  negatives of social media, the flipside of that shallowness is the broadness of  the knowledge and connectedness that students can experience through social  media use. It is now easier than ever to know (or find out) something about  almost anything in the world through connected media. Additionally, students  can be connected to a broader base of opinions and world views through  instantaneous global connections.
• Technological Literacy – All social media relies  on advanced information and communication technologies that seamlessly work to  build and support technological literacy. Simply put, one cannot be engaged in  deep and meaningful uses of technology without developing the sorts of rich 21st  Century skills such as information evaluation, troubleshooting, mediated communication,  and others that will enable connected  learners to become valuable contributors to a connected global economy.

All three of these aspects of social media use are excellent  matches to employer expectations and help to develop the 21st  Century skills that students will need to be successful in a globally connected  economy.

What Can the  Skeptical Educator Do? In the post “Taking Advantage of Disruptive Technology in the  Classroom,” I  proposed several ways for educators to use the power of social media to their  advantage to promote student engagement rather than mandating social media  blackouts in higher education. Here are some suggestions:

• Guided Connectivity – Encourage students to use  social media to connect to experts outside of the classroom to conduct  first-hand research which they can share with the class.
• Knowledge on Demand – A wealth of static human  knowledge and information is available online. Encourage students to provide  support for their arguments or to refute your assertions.
• Covert E-reading – Student can, by some  estimates   save up to $600 per year through using e-books on their portable devices. While  that’s not specifically social media, it’s on the same device.
• Encouraging Silent Reflection – Through social  media platforms, every student can have the opportunity to express their  opinion, share insights, or make counter arguments. This can also spark greater  conversation in the classroom or in online forums.
• Lesson Rewind – Instructors can post recordings  of lectures online and circulate them via social media, share links to relevant  resources, or answer questions via Twitter or other social mediums. All of  these can invite deeper learning and support those who learn at different paces or who require remediation.

There is no right or wrong answer about social media in our  educational systems. It is an evolving method of communication and one that is  only more likely to gain acceptance and prevalence. Rather than rail against  it, it makes more sense to embrace it, minimize the negatives and teach  students new ways of engaging with social media, their instructors, and each  other that will support them in becoming connected learners with the skills to  become successful connected workers.”

The Advantages and Disadvantages of Student Social Media Use

The Advantages and Disadvantages of Student Social Media Use

http://www.onlineuniversities.com/blog/2012/10/balancing-advantages-disadvantages-student-social-media-use/

“In “Only Disconnect,” Andrew Reiner, writing for The Chronicle of Higher Education,   lamented the state of American youth, particularly their preoccupation with  social media. By the end of his article, Reiner advocated for social media  Sabbaths, in which students would disconnect from their networks in order to  more deeply engage with each other and their academic pursuits. While there are  certainly negatives that can be associated with social media overuse, it is  also a valuable part of the way our society functions.

Here are some of Reiner’s negatives about student social  media use, counterbalanced by some potential benefits to help educators take advantage  of this valuable resource for student learning.

The Negatives of  Social Media Use for Students

• Distraction – In his article, Reiner is talking  not about the momentary distraction of an isolated text message, but rather the  way in which social media involvement provides an acceptable diversion from  intellectual pursuits. Essentially, he is arguing that it is socially safer to  stay connected to peers through always-on social media, than it is to put  oneself out there by having a legitimate opinion about a serious topic and  disconnecting from the social networks long enough to put it out there.
• Pressure to Conform – Reiner cites examples of  students confiding in him that one of the main reasons behind their 24/7  connection is a fear of not keeping up with peers or appearing “like a  loser in public,” as one of his students confided in a class journal.
• Risk Aversion – Reiner is unclear about whether  students’ aversion to taking risks is a symptom of social media use or is  directly caused by it, but the point is no less important either way. Social  media engagement supports a culture of avoidance which operates in direct  opposition to the idea that students need to take risks and fail in their  academic endeavors in order to become successful innovators.
• Shallowness – This is an addition to Reiner’s  points, but social media does promote a kind of intellectual and social  shallowness that could have long-term negative consequences for learners.  Twitter, text messages, and other social media tools focus on brief, quick,  “shallow” interactions that do not encourage either deep social  engagement or intellectual exploration. There is, after all, only so much  information that can be obtained in 140 characters. While the option to dig  deeper may be present through embedded links in Tweets, for example, there may  be little reward in pursuing those connections for students.

The Positives of  Social Media Use for Students While Reiner makes many valid points for negative effects of social media on  students, particularly their level of academic risk taking, he fails to  acknowledge some very positive effects that might make participation in social  media a real benefit for students. While all of these may not be the mainstream  ways that students use social media, they are important benefits that can be  realized if educators are willing to embrace disruptive technology in their  classrooms.

• Social Constructivism – In the age of Wikipedia,  knowledge is increasingly becoming a social construction rather than the domain  of an individual expert. Social media provides an easily accessible tool for  helping students to work together to create their own meaning in academic  subjects, social contexts, or work environments. Social media platforms are  regularly used in business to enhance the connections between workers and to  allow for seamless collaboration across distances. Supporting the development of  this skill for students prepares them for real working experiences.
• Breadth of Knowledge – While  “shallowness” of knowledge and connections was listed as one of  negatives of social media, the flipside of that shallowness is the broadness of  the knowledge and connectedness that students can experience through social  media use. It is now easier than ever to know (or find out) something about  almost anything in the world through connected media. Additionally, students  can be connected to a broader base of opinions and world views through  instantaneous global connections.
• Technological Literacy – All social media relies  on advanced information and communication technologies that seamlessly work to  build and support technological literacy. Simply put, one cannot be engaged in  deep and meaningful uses of technology without developing the sorts of rich 21st  Century skills such as information evaluation, troubleshooting, mediated communication,  and others that will enable connected  learners to become valuable contributors to a connected global economy.

All three of these aspects of social media use are excellent  matches to employer expectations and help to develop the 21st  Century skills that students will need to be successful in a globally connected  economy.

What Can the  Skeptical Educator Do? In the post “Taking Advantage of Disruptive Technology in the  Classroom,” I  proposed several ways for educators to use the power of social media to their  advantage to promote student engagement rather than mandating social media  blackouts in higher education. Here are some suggestions:

• Guided Connectivity – Encourage students to use  social media to connect to experts outside of the classroom to conduct  first-hand research which they can share with the class.
• Knowledge on Demand – A wealth of static human  knowledge and information is available online. Encourage students to provide  support for their arguments or to refute your assertions.
• Covert E-reading – Student can, by some  estimates   save up to $600 per year through using e-books on their portable devices. While  that’s not specifically social media, it’s on the same device.
• Encouraging Silent Reflection – Through social  media platforms, every student can have the opportunity to express their  opinion, share insights, or make counter arguments. This can also spark greater  conversation in the classroom or in online forums.
• Lesson Rewind – Instructors can post recordings  of lectures online and circulate them via social media, share links to relevant  resources, or answer questions via Twitter or other social mediums. All of  these can invite deeper learning and support those who learn at different paces or who require remediation.

There is no right or wrong answer about social media in our  educational systems. It is an evolving method of communication and one that is  only more likely to gain acceptance and prevalence. Rather than rail against  it, it makes more sense to embrace it, minimize the negatives and teach  students new ways of engaging with social media, their instructors, and each  other that will support them in becoming connected learners with the skills to  become successful connected workers.”

21st Century Learning

In 21^st Century Learning, students use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions. Utilizing emerging technologies to provide expanded learning opportunities is critical to the success of future generations.  Improved options and choice for students will help improve student completion and achievement.

In its 10th Report in 2007, the Premier’s Technology Council (PTC) identified technology and e-learning as central to addressing future skill shortages in the work force, particularly in rural areas of the province. The PTC described “blended learning” – technology-enhanced learning that is both online and in the classroom– as an effective approach to enhance education. The PTC recommendations are consistent with international initiatives that promote 21^st Century Learning and the use of technologies to support student choice and flexibility.

The Premier's Technology Council December 2010 Report, A Vision for 21^st Century Education, describes what a educational system might look like should it be transformed.

One of the driving forces behind the push to infuse 21^st Century Skills into education is the Partnership for 21st Century Skills, a national organization in the United States.