Republic of the Philippines

BULACAN STATE UNIVERSITY

COLLEGE OF EDUCATION
Bustos Campus
Bustos, Bulacan

A TEACHING PORTFOLIO OF EXPERIENCES IN PRACTICE TEACHING

IN

ALEXIS G. SANTOS NATIONAL HIGH SCHOOL

Liciada, Bustos, Bulacan

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

IN PRACTICE TEACHING (EDUC 426 MAP)

Submitted By:

Aldwin S. Santos
BSED Mapeh IV-F
Pre-Service Teacher

Submitted To:

Mrs. Gladys S. Cruz

Supervisor
Practice Teaching

July 22, 2016

 REACTION PAPER

I. Introduction

K-12 system is the new system being implemented in the Philippines. It is

made as a law named Republic act 10533 of the Enhanced Basic Education Act of
2013. Some people are against the said new way of educating children.
The SC or the Supreme Court seeks for the side of the government
regarding the same matters regarding the petition to stop the said act earlier. The
respondent of the petition are from different the Department of Education
(DepEd), Labor and Employment (DOLE), and Technical Education Skills
Development Authority (TESDA), chairperson of commission on Higher
Education (CHED) etc.
The petition said that it may cause different effects on the teachers of
different universities. It may cause effects like educational workers may faced risk
on diminution of salaries and benefits. They also say that Enhanced Basic
Education Act of 2013 or RA 10533 is not ready or incomplete.
K-12 or Kindergarten to Grade 12 is about requiring students to undergo
Kindergarten, six (6) years in elementary, four (4) years in Junior high school and
two (2) years in senior high school. Then after it, they can now study in college.
They say that many college teachers and non-teaching personnel may lose
their job because of no freshmen students may be enrolled in college in two (2)
years because of the additional years of studying which Grade 11 and Grade 12
where the students will study vocational subjects or courses that they want.

II. Discussion

“Education is the key to success” where it is the only treasure that cannot
be stolen from you. K-12 system is studying for 12 years of basic education where
students can be a globally competitive person as they graduated.
Lack of education or years of education is the main reason of why I think
K-12 system is being implemented. Many employers from other countries are
questioning the length of education that an applicant from the Philippines have.
They see the 10 years of educational process in the Philippines. Based on what I
know only few countries are using ten (10) years of studying and Philippines were
one of those before. And the employers think that those applicant are not so
competitive in their job.
III. Personal Reaction/conclusion

K-12 education is really a big help in for the students but also there no
thing is this word that has a bad side. The bad side of the K-12 is the incoming
jobs lose of the different college teachers and non-teaching personnel.
This act or law can improve the competitiveness of the graduates in the
Philippines. The two (2) years of studying vocational courses are so helpful
for the students because as they graduated in Senior high school they are
already ready to have a job.
I think the main reason of implementing the said act is like what I said
earlier to improve the professionals of our country. This act may cause a big
problem but those people who may lose their job can apply as Senior High
School teachers but the one of the requirements is to be Masters Degree
holder. The incoming loss of jobs of those people can add to the big need of
teachers in public high school.
The education in K-12 seems so long and as I see the ten years of
education is already hard for the students to graduate because of their financial
problem and also over population. It may affect a lot of things but let’s think
for the betterment of the students and also for the sake of our country in
having highly competitive professionals or graduate which is the most
common traits of an applicant an employer from other country and even in our
country is looking.
I have concluded that k-12 education have big problem in some matters
regarding loss of jobs but the biggest effect is for our betterment and the
success of our beloved country.

REACTION PAPER
I. Introduction

The technology is a big deal now days and Philippines are quite not in
trend when it comes to technology. K-12 curriculum is an outcome based
education where they implemented the use of modern technology in curriculum.
CHED describe the College Readiness Standards (CRS) as 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.” The CRS also says that
after 12 years of education, a student wishing to enter college should produce all
forms of digital text, can comfortably work with technologies and can
communicate globally through the use of modern technologies.
The learners at the end of K-12 curriculum must possess functional
knowledge in the use of technologies. The DepEd says that this is the first
generation with complete technology where generation from the year 1994 to
2004 is referred as generation Z. they say that the new generation is born with
PCs, Mobile phones, gaming devices, MP3 players and ubiquitous internet. They
assure that the use of the technology are taught and used in the safety way as seen
in different subjects from Grade 4 to Grade 7.

II. Discussion

Technology is the new trend on the world today. Technology can

minimize a lot of household chores, can communicate throughout the world and
can teach students. Philippines is one of the countries in the world who not on the
trend of new or modern technologies. But now, Philippines is implementing
modern us of technology as they put the use of technologies in the subjects of the
new education curriculum in the country called K-12.
They assure that the use of technologies are in the safety way and they
assure that students will learn a lot on the new K-12 system regarding the use of
technology. As they say, “students will possess functional knowledge in the use of
technologies and also they say that the learner must “possess foundational
knowledge across a range of learning areas with core competencies in the use of
technologies.”
The use of technology in the K-12 system is applied in different subjects.
They use technologies in teaching and learning process like from Grade 6 in Art,
“the learner applies concepts on the use of software in creating digital paintings
and graphic designs.
III. Personal Reaction/conclusion

The use of technologies must be assured to be taught properly and the

learners must not use the technology in ways that it may affect their studies
like watching pornography and the likes. The Deped must also assure that
technologies in different schools in the Philippines have new or modern
computers, internet connections and a competent teacher who can teach use of
technologies in the effective way.
I see how Deped want to have globally competitive graduates in the new
K-12 curriculum. They want our country to be have professionals or graduates
who can fight in the trends of qualifications of an applicant in the world
economy.
It is so great that the outcomes of the K-12 system when it comes to the
use of technologies are beneficial to the students and implemented in different
subjects of the learners. The only thing that scares me is it may affect some
parts of learning like reading books and students may skip their classes just to
play or use computers even their parents didn’t allow them to use it in the time
of school.
I hope that DepEd must assure that the K-12 system must be implemented
well and materials like books and computers must meet the numbers of the
students and I hope that the delivery of those materials are at the right time not
late like what I see now.
Technology in K to 12
MINI CRITIQUE By Isagani Cruz (The Philippine Star) | Updated July 30, 2015 -
12:00am

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.

Homepage ( Article MRec ), pagematch: 1, sectionmatch: 1

“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

Reference: www.philstar.com/education-and-home/2015/07/30/1482483/technology-k-12