Revisiting The Junior High School Technology and Livelihood Education Curriculum in ICT: Benchmarking Korean Model

Abstract

This study entitled “Revisiting the Junior High School Technology and Livelihood Curriculum in ICT: Benchmarking Korean Model” focuses on the similarities, differences and the gaps existed between the Technology Livelihood Education Curriculum ICT between Philippines and Korea employing a qualitative research design specifically, the documentary analysis method.

             Information and Communication Technology (ICT) has become an essential skill set for students worldwide. Majority of the everyday aspects of life in this generation depends on technology. Moreover, Korean education was known to have a good education system which was reflected on the famous PISA study while Korea ranks 3rd in Mathematics among other well-developed countries. However, concerns have been raised regarding the capability of the current Philippine ICT curriculum in preparing Filipino students for the fast-paced, technology-driven global economy. Thus, this study identified key aspects such as content, educational objectives, pedagogical approaches, and integration of modern ICT trends by which the ICT Philippine Curriculum can be re-designed bench-marking the Korean model.

 Moreover, secondary sources were also utilized to further support the findings of this study. In addition, the study was anchored on Technological Pedagogical Content Knowledge Framework by Punya Mishra and Matthew J. Koehler (2006). The said theory offers a dynamic approach to various dilemmas that teachers face in implementing educational technology (edtech) in their classrooms.

                        Furthermore, the findings revealed immense gaps between the ICT curriculum in the Philippines and Korea. To sum up, the Philippine ICT curriculum lacks focus on advanced ICT skills that are presented in the Korean ICT curriculum, while Korea integrated modern ICT trends such as AI and robotics. Moreover, the Philippines curriculum focuses more on basic ICT skills which limit students’ ability to create and innovate.

                        Thus, the study offered recommendations for the Philippine ICT curriculum to re-align its curriculum to global standards to be able to meet the necessary skills needed in this technology-driven world.