Exploring the ICT Curriculum in the Philippines: Between Structure and Teacher-Centricity

 Exploring the ICT Curriculum in the Philippines: Between Structure and Teacher-Centricity

My teaching experience at Vicente Andaya Sr. National High School in Capiz, the Philippines, was one of the most valuable moments in my journey as an Educational Technology student. This opportunity not only provided space for cross-border teaching practice but also broadened my perspective on curriculum approaches, particularly in the ICT (Information and Communication Technology) subject for 9th-grade students.

During the teaching process, I was guided by Ma'am Catherine E. Dumosdos as my Cooperating Teacher. She not only provided technical guidance but also introduced me directly to the structure and system of the curriculum used at this school. One of the documents I studied in depth was the ICT 9 Lesson Plan for the third quarter of the 2024–2025 academic year.

From analyzing this lesson plan, I found that the curriculum implemented is highly teacher-centered. The teacher is the primary actor who controls the entire learning process, from classroom management, delivering content, organizing activities, to assessment. This approach feels quite different from the Merdeka Curriculum currently used in Indonesia, where students are encouraged to be more active and independent in managing their learning process.

The structure of lesson plans in the Philippines also appears to be very systematic and detailed. Each section is written in detail, from learning objectives (in the form of content standards, performance standards, and learning competencies), materials, learning resources, to classroom activity steps. The class opening procedure even includes a group prayer, greetings, attendance check, and initial motivation through interactive games such as Kahoot.

Interestingly, even though the learning process is teacher-centered, technology is still actively utilized. Some of the learning media used include Puzzle.org, Google Forms, Smart TVs, and laptops. Teachers use technology as a learning aid, although not as a medium for open exploration for students.

Evaluations are conducted in the form of digital quizzes and reflective essay assignments, where students are asked to explain the importance of software applications in their lives. This demonstrates that despite the curriculum being structured and centralized, there is still room for students to develop critical thinking skills.

When compared to the approach in Indonesia, a striking difference can be seen in the roles of students and teachers. In the Philippines, teachers are the center of information and controllers of learning, while in Indonesia, students are guided to become active subjects who develop their potential independently. In terms of flexibility, the Merdeka Curriculum provides more space for teachers and students to adapt the learning context to actual needs.

However, there is no curriculum that is absolutely better or worse. Each is designed based on the social, cultural, and educational needs of each country. It is precisely through this cross-curriculum experience that I have learned that as an educator, one must be prepared to adapt to various approaches while prioritizing the needs of learners above all else.

Through this experience, I have come to realize that a curriculum is not merely a formal document but a representation of the educational values a nation holds dear. As a prospective educator, understanding various forms of curriculum is an essential foundation for becoming a wise, adaptive, and broad-minded facilitator of learning.