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Concurrent Paper Presentations
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Concurrent Paper Presentations 1 |
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Concurrent Paper
Presentations 2 |
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Concurrent Paper
Presentations 3 |
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Concurrent Paper
Presentations 4 |
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Reflections on ICTs in Basic Education Policy
and Practice in the Philippines
by Patricia B. Arinto
Associate Professor, Faculty of Education, University of the
Philippines Open University
This paper contrasts two perspectives on information and
communication technologies (ICTs) in education: the human
capital perspective, which views ICTs as vital for global
competitiveness, and the human development perspective, which
views ICTs as a means for achieving broad-based and equitable
development. It shows that while policy statements on ICTs in
basic education in the Philippines seem to espouse a human
development perspective, key ICTs for schools policy initiatives
tend to be informed by a human capital approach. This paper then
proposes some alternative policy directions for ICT integration
in Philippine schools based on a human development framework. |
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Building 21st Century Skills: What does it mean?
by George Scharffenberger
Executive Director, World Links
Basic education must first and foremost prepare its “graduates”
for the world of citizenship, work and/or further studies that
await them. In this regard, proponents of increased investment
in information and communication technologies (ICTs) in basic
education cite their unique value in developing “21st Century
Skills” among the next generation. But more often than not, what
is meant by 21st Century Skills is left undefined or at best
ambiguous. If the potential value of ICTs in building such
skills is to be realized, educators will need to be more
explicit in the specific skills being targeted and the
implications of those targets for how technology is used and the
way that classroom instruction is organized. New approaches to
assessment are also needed to measure relative success, motivate
students and educators, and gain the support of parents.
Despite increasing globalization, there is still no universally
applicable set of skills that corresponds to every country
setting. This presentation, which is based on the experiences of
World Links and the work of the Partnership for 21st Century
Skills, proposes a helpful framework that includes ICT Literacy
(computer, software, and Internet skills), Learning and Thinking
Skills (critical thinking, problem solving, collaboration, and
communication), 21st Century Content (global awareness,
financial/entrepreneurial literacy, and health and wellness
awareness), and Life Skills (leadership, ethics, social
responsibility, and accountability), in addition to traditional
core subject content (language arts, math, science, history,
civics, etc.).
Organizations such as World Links have been focusing on how ICTs
can be tapped to maximize the full range of 21st Century Skills
beyond simple ICT literacy. ICTs are being used to expand
targeted, student-centered, project-based learning pedagogies
that can be applied to every category of skill development. The
challenge faced is how to bring such programs to scale so that
these become a fulcrum for fundamental re-design of school for
all students rather than remaining an enrichment activity for
the few. |
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A Journey Towards Building a 21st Century School:
The San Isidro National High School experience
by Divinelinda E. dela Cruz,
Principal
and Eden Samadan, ICT Coordinator
San Isidro National High School, Schools Division of Makati
City
National Capital Region, Department of Education
Rapid advances in technology have changed the way people live
and gain information. Technology in this era continues to
revolutionize teaching practices and management in schools. It
is therefore a challenge for schools in the 21st century to make
themselves ready for the demands of the times.
This paper describes the efforts of San Isidro National High
School to raise the level of information and communication
technology (ICT) use in the school.
San Isidro National High School, a public educational
institution located in the gateway of Makati, has always
believed in providing the best education to the Filipino youth
in order to enable them to be productive citizens. Since 2004,
the school has taken steps to improve its management and
pedagogical practices. These initiatives encompass
infrastructure building, curriculum design, data management,
faculty professional development, and student development. All
these initiatives are anchored on the vision and mission of the
school.
The school is envisioned to be the prime center for development,
communication, and technology in Makati. Its mission is to
provide an ICT-enabled learning environment geared towards the
development of learners as critical thinkers, effective
communicators, skillful individuals, and morally upright members
of society. The attainment of this vision has been plotted in a
5-year strategic plan for ICT, which was drafted through the
concerted efforts of the school administrators, faculty,
students, parents, and other stakeholders.
Finally, the school hopes to measure quantitatively and
qualitatively the impact of ICT-related programs and projects
through a range of assessment strategies. A monitoring and
evaluation system has been devised to check on both progress and
outcomes. |
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The Integration of Technologies in the Classroom Program
of Placido del Mundo Elementary School:
Gateway to pupils’ learning success
by Joseph Acio
Principal, Placido del Mundo Elementary School, Schools
Division of Quezon City
National Capital Region, Department of Education
Placido del Mundo Elementary School, in its quest to enable its
learners to be highly competitive in a high-tech world, piloted
the Integration of Technologies in the Classroom (ITC) Program
in two classes each from Grades I to VI. Following a Station
Rotation Approach, children were grouped and then asked to
perform learning tasks at different stations over a one-week
period. These tasks required them to work with a variety of
technology-based materials.
This paper discusses the Station Rotation Approach adopted and
the impact of this new methodology on the pupil learning. It
argues that the most important elements of successful technology
integration are appropriate hardware and software, a technology
literate staff, and curriculum-driven technology use.
This paper then describes the challenges encountered by the
school as it endeavored to institutionalize the ITC program.
Faced with the prospect of upgrading and purchasing new
equipment, the school was thrown into an arena full of clashing
operating systems, developing uncertainties, and software
turmoil. However, with the support of parents, PTCA officers,
school officials, and partner non-government organizations,
problems were solved and the program continues to the present.
The breadth of the success of Placido del Mundo Elementary
School’s ITC Program is a result of a unique teaching
philosophy: Pupils of all ages learn best in an interactive,
creative environment that enables them to explore, challenge,
and discover. With the ITC Program, pupils at Placido del Mundo
Elementary School are continuously engaged in a variety of
activities that stimulate their desire to become active
constructors of knowledge.
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Schools Radio Broadcasting: 97.9 SJ FM La Salle Radio
by Emily D. Bondad
Head, External Affairs Office, St. Joseph School - La Salle,
Bacolod City
97.9 SJ FM La Salle Radio is a licensed FM radio station of St.
Joseph School – La Salle, which can be heard in Barangay
Villamonte, Bacolod City, Negros Occidental from 7:00 a.m. to
5:30 p.m. on school days. Programming includes a wide range of
music shows, public affairs programs, and curriculum-relevant
segments.
Schools radio broadcasting is an innovative way to learn about
many subjects across the curriculum. Thus, La Salle Radio
Program’s primary focus is to encourage teachers to incorporate
radio into curricular and extra-curricular activities. The goal
is not to ask teachers to do something extra, but rather to
offer them tools that will help them to do more effectively,
through the medium of radio, what they are already doing.
This paper gives an overview of the La Salle Radio Program, its
infrastructure and technical operations, content and
programming, management structure and financing arrangements.
This paper discusses the benefits that have redounded to the
school and the community as a result of the program, and the
issues and challenges to program sustainability. |
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Distance Education for the Marginalized:
Using communication technology as an alternative approach to
adult literacy education
by Jose S. Cruz III
Director, Office for Community Development, University of
Santo Tomas
The University of Santo Tomas Distance Education for the
Marginalized Program is an adult distance literacy education
program that uses two-way radio (broadcast) as the medium of
delivery. From an initial pilot class of 15 Aeta and “unat”
women in Sitio Malasa four years ago, the program is now being
implemented in four indigenous peoples’ communities in Bamban,
Tarlac. There are now close to 120 enlisted learners in eight
“sections” in four communities, supported by eight trained local
para-teachers.
This paper describes the experience of the University in
developing and managing this program. It identifies the
requisites for successful implementation, assesses the impact on
learners and their community, and discusses the main challenges
faced and how these were overcome. This paper concludes with
some general recommendations on how ICTs can be harnessed to
address the problem of unequal access to education services. |
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21st Century Lifeskills for the Poor:
The Sandiwaan experience
by Rev. Fr. Benigno P. Beltran, SVD
Executive Director, Sandiwaan Center for Learning
Among the many problems facing the country at present, the
deterioration of the Philippine educational system, once a model
for the Asian region, is the most serious. A potentially
explosive effect of this problem is the large number of young
people leaving school. Only four out of ten youths who start
elementary school get to finish high school. Estimates of the
number of out-of-school youths range from seven to nine million.
The Sandiwaan Center for Learning (SCL), a local non-government
organization (NGO) serving families in the Smokey Mountain area
in Tondo, Manila who make a living out of scavenging in the
biggest garbage dump in the world, initiated a program with the
Department of Education Bureau of Alternative Learning Systems (BALS)
to give out-of-school youths and even adults a chance to
complete their high school education. The first classes used
printed booklets and traditional classroom-style sessions, with
limited success. The SCL later received used computers with some
basic skills learning software and put them in the classrooms.
The students started attending classes more regularly and were
able to finish their lessons. Half of the students were able to
pass the equivalency tests for their high school diploma. With
startup funding from foreign foundations, and partnering with a
number of local NGOs, SCL’s e-Learning Project has now a core
staff of content experts working with graphic artists and
multimedia specialists to produce CDs and DVDs of learning
modules in English, Math, Science, and Makabayan (Social
Studies).
This paper discusses the experience of SCL in designing and
implementing an eLearning model for out-of-school youths, the
constraints and challenges it faced, and the prospects for
future action.
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Developing Localized ICT-enabled Content for e-Health:
The Molave WASH experience
by Angelo Juan O. Ramos, MD, MPH
Executive Director, Molave Development Foundation, Inc.
This paper describes the experience of the Molave Development
Foundation in developing and deploying ICT-enabled content for
teaching and learning about water, hygiene, and sanitation
(WASH) issues in a non-formal education setting. With funding
from the International Development Research Center of Canada,
Molave Development Foundation worked with two communities, one
in an urban slum area and another in a rural barangay, to
develop content for e-Health.
This paper discusses the bottom-up, community-based
participatory approach to content development employed, and
identifies the issues and problems encountered during the
conceptualization, beta-testing, and implementation phases.
Results of a study conducted to determine the relative impact of
using ICT-enabled content on the knowledge, skills, and behavior
of students with regard to proper hygiene and sanitation
compared to using traditional paper-based modules are also
presented. Finally, lessons learned from the experience and
recommendations for future implementation are presented.
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Designing and Implementing
an Effective Teacher Professional Development Program
on ICT Integration: A framework for decision-making
by Maria Cristina Robles
Education Supervisor I, Schools Division of Malabon and
Navotas
National Capital Region, Department of Education
Twenty-first century educators are exploring new paradigms of
teaching and learning in ensuring that technology is used
effectively to create new opportunities for learning and to
promote student achievement. However, the infusion of
information and communication technology (ICT) into the
curriculum requires that educators find appropriate ways to
integrate ICT into the core curriculum, align it with student
learning goals, and use it for engaged learning activities.
Thus, professional development for teachers becomes the key
issue in using technology to improve the quality of learning in
the classroom.
This paper examines teacher development for the integration of
ICT in terms of both pre-service teacher education and
continuing professional development. The first part of this
paper discusses issues and trends in teacher professional
development and ICTs. The second part describes current models
and approaches to pre-service teacher education and continuing
professional development that address ICT integration. The third
part identifies a number of key characteristics or ingredients
associated with successful ICT teacher professional development
drawn from both professional development initiatives and models
from different parts of the world and from current research
literature. Part four identifies barriers and critical success
factors for effective teacher learning. Part five presents a
framework for exemplary practice selection based on a synthesis
of the professional development initiatives and models described
in this paper and on current research literature. To conclude,
this paper offers recommendations that flow from the analysis of
effective models and measures of effectiveness of teacher
professional development programs discussed. |
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Developing a Technology-distributed
Teacher Professional Development Program:
Framework, issues and challenges
by Nemah N. Hermosa
Dean, Faculty of Education, University of the Philippines
Open University
New communication technologies make it possible for teachers to
participate in larger, geographically dispersed professional
communities beyond the boundaries of the classroom, the school,
and the local district. These technologies enable teachers to
collaborate with each other at a distance in order to build new
knowledge, learn about new resources, and develop new strategies
to enhance teaching. Yet the effectiveness of
technology-distributed programs does not hinge on developing
cost-effective technology solutions and ensuring accessibility
alone. This paper discusses the framework for, as well as the
broad range of issues, challenges, and demands involved in
developing an effective technology-distributed program for
teacher professional development. |
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ICT and Teacher Training: Case studies from across the world
by Tim Unwin
Professor, Department of Geography, Royal Holloway,
University of London
The central purpose of this paper is to present the findings of
recent research and program implementation on the use of
information and communications technology (ICT) in teacher
training from diverse countries across the world. Drawing on
this, it highlights key policy implications for those wishing to
implement such programs in the future.
This paper begins with an overview of the more important
challenges facing those interested in using ICT to enhance
teacher training programs, noting in particular the high cost of
such initiatives, the value that distance education can
nevertheless provide, and the need to focus on how best to use
ICT to support learning objectives rather than as an end in
itself. It then notes that there are many existing frameworks
for such activities, notably the work of the Society for IT in
Education and the UNESCO framework published in 2002. Two
African case studies are illustrated: the DEEPER program run by
the United Kingdom’s Open University and Fort Hare University in
South Africa, which introduced the use of personal digital
assistants to enhance teacher performance; and the Imfundo
initiative set up by the Prime Minister of the United Kingdom
(UK) in 2001 to support ICT education initiatives across the
continent, emphasizing in particular the value of partnerships.
This is followed by the examples of the European Union (EU)
Gansu Basic Education Support Program, emphasizing the
appropriate use of new technologies in rural areas; the Jordan
Education Initiative, highlighting the role of the private
sector; the UK’s experiences, focusing especially on integrating
teachers within a wider program of ICT-based educational reform;
and the experiences of Singapore, focusing especially on the
need for substantial support and training in the use of basic
ICT resources.
In conclusion, this paper emphasizes the desirability of
ensuring that the following eight success principles are in
place before such programs are initiated in the future: the
existence of an integrated national plan for the use of ICT in
education; the involvement of all stakeholders, and especially
teachers, in the preparation of the program; a combination of
in-service and pre-service training; the provision of sufficient
technical support; the need to draw on existing examples of
success while ensuring that these are tailored to local
conditions; the need for cross-sectoral partnerships to help
ensure sustainability; the existence of links to wider schemes
of teacher professional development and rewards; and the
importance of comprehensive monitoring and evaluation. |
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Mindanao eLearning Space Quality Management System:
An effective approach to eLearning
by Gilbert Importante, Danilo
Galarion, Gladys Florangel Ortiz,
and Ansylm Condrad Gamalong
Mindanao eLearning Space,
Philippines–Australia Basic Education Assistance for Mindanao
Project
The greater demands placed on business by customers and by the
forces of globalization and information and communication
technology combined with increasing dissatisfaction with
traditional command and control management paradigms demand
greater flexibility and adaptability through continuous
organizational learning (Creech 1994, Denton 1998, Juran 1979).
Drucker (1993) contends that a fundamental challenge for
organizations is to build systematic practices for managing
self-transformation. These include continuing improvement in
every activity, development of new applications from its own
success, and continuous innovation in an organized process.
Thus, there is a recognized need for organizations to
continually improve and accelerate learning and knowledge
creation so that they can compete effectively in a constantly
changing operating environment.
This paper examines how the Mindanao eLearning Space consortium
has developed and implemented a quality management system (QMS)
to support continuous improvement in meeting the learning needs
of the Department of Education. It begins by providing a brief
background on the establishment of Mindanao eLearning Space and
the impetus for change. A review of literature on quality,
continuous improvement, and organizational change follows, which
serves as the underpinning rationale for the quality approach
taken to the instructional design of eLearning products.
Discussion of the instructional design process also analyzes how
the QMS has been structured at each step to maximize learning
and enhance the outcomes of eLearning products. |
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The Pilot Intel® Teach to the Future Pedagogical Support System
by Monalisa M. Te-Sasing and Celia
R. Balbin
Information Science Group, University of the Philippines
National Institute
for Science and Mathematics Education Development
The Intel® Teach to the Future Program has already trained more
than 50,000 high school teachers on how to effectively integrate
technology in the subjects they teach. Although end-of-training
evaluations consistently show that a high percentage of teachers
greatly appreciated the new strategies and skills they learned,
an impact survey conducted in 2003 reported poor utilization of
said strategies and skills in the classroom as evidenced by the
very low percentage of teachers actually implementing the
technology-enhanced Unit Plan developed during training. Among
the reasons cited by teachers was the lack of adequate technical
and/or instructional support.
Cognizant of the crucial role of post-training support in
maximizing impact at the school level, the program piloted the
Intel Teach to the Future Pedagogical Support System (PSS) in
school year 2005-2006. The PSS was set up to provide
instructional support to 68 teachers trained in May 2005 to
enable them to implement a technology-enhanced Unit Plan and
overcome challenges during implementation. The support provided
consisted of an array of activities, resources, and services
carried out in three stages, namely, Stage 1: Unit Plan
Enhancement, Stage 2: Unit Plan Implementation, and Stage 3:
Reflection and Evaluation.
This paper describes the structure, processes, personnel, and
tools comprising the pilot Pedagogical Support System that
enabled 97% of the teachers to fully and successfully implement
their Unit Plans. It then discusses the challenges encountered
by the teachers and support providers as well as the learnings
derived from the pilot implementation. It concludes with a
discussion of implications for curriculum delivery and
supervision, planning, and administrative support. |
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Techmentoring: The Partners in Learning way
by Sherlita L. Daguisonan
ICT Coordinator, Iligan City East High School – Hinaplanon
Schools Division of Iligan City, Region X, Department of
Education
and Manuel O. Caberte
ICT Coordinator, Bayugan National Comprehensive High School
Schools Division of Agusan del Sur, CARAGA Region, Department of
Education
Technology has the potential to open the classroom to a greater
world of learning and experience. Teachers are challenged to
prepare their students for a technology-driven environment and
to innovatively make technology a part of their teaching tools.
Helping the country’s educators teach technology and teach with
technology is Microsoft’s Partners in Learning (PiL) initiative.
This paper describes the experience of the authors as part of a
core group of 40 public high school teachers trained as PiL
“techmentors” in 2005 to provide instructional support for
technology and curriculum integration to peers (called “mentees”)
in their respective schools, divisions, and regions. It shows
how they and their mentees undertook learning from each other in
order to realize the educational potential of technology.
Specifically, this paper focuses on the following questions:
- How did the authors get
started as techmentors?
- What kind of support do
techmentors provide mentees?
- What aspects of
techmentoring do mentees find most helpful?
- How does techmentoring
affect the mentees?
- What are the effects of
techmentoring on student attitude and performance in class?
- What are the challenges to
successful techmentoring?
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Using Radio to Deliver Instruction:
UP NISMED’s Titser’s Iskul on the Air Program
by Ester A. Bautista
Audio Visual Group, University of the Philippines National
Institute
for Science and Mathematics Education Development
This paper discusses the experience of the University of the
Philippines National Institute for Science and Mathematics
Education Development (UP NISMED) in using radio to deliver
instruction in science and mathematics. It describes how the
radio’s versatile features and its wider reach were used to
effectively provide non-formal education services to in-service
teachers and the general public. Highlights of a recently
conducted course, Titser’s Iskul on the Air: Third Course, are
presented to concretize the strategies used to teach basic
mathematics concepts via radio. This paper also presents partial
results of evaluations conducted, noting the merits of the radio
course as well as the areas for further improvement. The
learnings gained from UP NISMED’s experience can be useful
inputs to implementers of similar programs and to education
planners interested in exploiting the potential of radio as a
distance education medium. |
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Soaring High: The ICT in education experience of MSU-IIT
by Sonia M. Alensub
AV Media Coordinator, College of Education
Mindanao State University - Iligan Institute of Technology
In 2004, the College of Education (CED) of Mindanao State
University - Iligan Institute of Technology (MSU-IIT) became an
implementing university of the Intel® Teach to the Future
Training Program. Thus began its information and communication
technology (ICT) in education journey. By the first semester of
academic year 2005-2006, there were already 11 faculty members
integrating the Intel® Teach Pre-service curriculum in courses
such as Educational Technology, Principles and Methods of
Teaching, Multimedia Applications in Teaching, and in the
various Strategies courses.
Following initial successes, CED’s ICT training team geared up
for more involvement in ICT in education. Besides pursuing the
goal of becoming a regional training university of Intel® Teach,
its members worked hard also for the College to be a teacher
education institution for Microsoft’s No Teacher Left Behind
project and for FIT-ED’s World Links Philippines project.
This paper outlines the history of technology-curriculum
integration at CED. It discusses the strategies CED employed and
identifies success factors and “best” practices. |
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ICT Integration: A roadmap for Philippine educational
institutions
by Lloyd D. Espiritu
Associate Professor, Instructional Systems Technology Program
College of Computer Studies, De La Salle University
The effective use of information and communication technology (ICT)
is a must for creating world-class educational institutions and
globally competitive workforce. The roadmap proposed in this
paper is a multi-stage, multi-user approach aimed at guiding
educational institutions to acquire and develop the appropriate
info-structure (information infrastructure) and competencies
(knowledge and skills) for optimizing the use of technology by
school administrators and staff, teachers, and students. The
roadmap is accomplished through an ICT integration methodology
that involves systematic planning, implementation, training, and
evaluation of every aspect of the technologies to be used. |
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Information Fluency
Continuum
by Fr. Jose Marie Legaspi
President, Learn.ph Foundation
Raising children who are technology savvy is becoming more and
more a non-issue in academic dialogue or conversations. We live
in a world where technology is so pervasive it is embedded in
practically every aspect of human activity. Yet to be successful
in a knowledge-based society where information is ubiquitous
requires more than just technology literacy. While technology
literacy provides the basic platform to navigate through a
plethora of information, information fluency is the critical
building block of knowledge construction in the 21st Century.
Information fluency encompasses a range of competencies that
enable an individual to effectively use appropriate information
and communication technologies (ICTs) to access, analyze,
critique, and synthesize information, solve problems,
communicate ideas in multiple formats to a variety of audiences,
and create new knowledge.
The Information Fluency Continuum discussed in this paper is a
proposed framework for ICT-related student competencies at the
primary and secondary levels. Levels of information fluency are
defined by specific competencies with corresponding performance
indicators. In addition, this Continuum provides educators with
a reference point for seamlessly aligning information fluency
competencies with specific subject area competencies in a given
learning activity. |
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Online Learning and Intellectual Property Rights: An overview
by Atty. Adrian S. Cristobal, Jr.
Director General, IP Philippines
Today, technology has provided virtually unlimited access to
knowledge and information to anyone with a computer and Internet
access. This presentation discusses the challenges facing online
learning or education, specifically in dealing with the
intellectual property rights (IPRs) of authors vis-à-vis the
need to disseminate knowledge and information. This presentation
also discusses the legal issues surrounding IPRs on the
Internet, particularly those affecting online learning and
education, and some of the measures being taken to address these
issues. |
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FOSS in Education Strategy
by John Macasio
Consultant, Human Capital Development Group
Commission on Information and Communications Technology
People normally associate free and open source software (FOSS)
with Linux. But it should be noted that FOSS goes beyond the
mere use of Linux. Rather, it is an advocacy to make the
development of technology solutions a “project” openly and
freely supported by a global community of developers and users.
It encourages free distribution of software products along with
their corresponding documentations so that the codes can be
freely studied and modified for feature enhancement and
localization.
FOSS covers information and communications technology (ICT)
projects on operating systems, network services, databases,
programming tools, office productivity, communication and
collaboration, multimedia tools, educational systems, business
solutions, project management tools, and user’s manuals. Most of
the stable projects have become part of the enterprise ICT
infrastructure to implement web-based business applications,
integrated data systems, content management, and enterprise
collaboration. Mainstream FOSS developments are being managed by
the best and most respected innovators in the software
development world who have greatly contributed to the evolution
of best practices and standards in the ICT sector.
In essence, FOSS provides the licensing framework to use, share,
and modify freely software and documentations – something that
the education sector needs to exploit in its instructional
strategy.
This paper presents a strategic framework for the education
sector to invest in free and open source solutions to enhance
curriculum, to support instructional delivery, and to build the
corresponding ICT service infrastructure. It calls for the
education sector to seriously consider and incorporate free and
open source solutions into its ICT services portfolio, aligning
these with the business and instructional ends of education.
This paper then reviews the free and open source projects that
offer the “no lock-in” environment necessary to build generic
ICT competencies and to promote productivity among education
practitioners. Finally, it articulates the significance of open
source licensing and project collaboration in propelling the
education sector to contribute globally and locally to the
maturation and implementation of “open standards” and
“technology solutions for all”.
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GILAS: Connecting our youth to the World Wide Web
by Oscar Sañez
Director, GILAS, Ayala Foundation, Inc.
Internet literacy has become an imperative today. Companies have
raised the bar for new hires, requiring proof of Internet
literacy as part of the minimum qualifications for employment.
The Filipino youth suffer the risk of being ill equipped in a
world that is increasingly digital. However, since the
Philippine Government remains heavily burdened by the task of
improving on even more basic resource shortages in the public
education system, this problem is not yet urgently addressed.
Nonetheless, the inadequacy of resources in the system should
not be cause to separate the Filipino youth from the wealth of
knowledge and opportunities that the Internet offers. Before the
project “Gearing Up Internet Literacy Access for Students”
(GILAS) was launched, only about 308 (below 6%) of the country’s
public high schools had facilities that give students training
for and access to the Internet. GILAS was started in 2005,
aiming to provide Internet connectivity to all 5,789 public high
schools in 5 years. Since then students from 875 public high
schools now enjoy Internet access.
This paper highlights the educational benefits of connectivity
and reflects on the technical, pedagogical, organizational, and
financial challenges of connecting Philippine public high
schools. The issue of sustainability is likewise addressed. The
work of GILAS in the Schools Division of Quezon City is
presented as an example of multi-sectoral engagement for
sustainable ICT use in basic education.
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Making Information Technology Safe
for Children and Young People Wherever They Are
by Josefina Encenso-Alforque
Advocacy Officer, ECPAT Philippines
Violence against children and young people committed via new
technologies, and in particular, the Internet, is a new
phenomenon that has spread across diverse societies around the
world in recent years. The scale of violence against children in
virtual space is closely related to the rapid expansion of
information and communication technologies (ICTs).
Production, distribution, and use of materials depicting child
sexual abuse; online solicitation or ‘grooming’ of children;
exposure to materials that can cause psychological harm, lead to
physical harm, or facilitate other detriment to a child,
including online harassment, intimidation, and bullying – these
are some of the types of online violence. A child may also
witness extreme violence or be exposed to harmful content
through online games and in online shops selling materials such
as weapons and drugs.
Children and young people at risk include those who currently
use ICTs and those who will do so in the future. Even those who
do not have access to the latest communications devices may be
subjects of photos that are sent into cyberspace or advertised
online as commodities. All children may be at risk when they go
online anywhere – at home, in school, and in Internet shops.
This paper describes the various threats to which children and
young people are exposed online and discusses a range of
existing technologies and strategies that may be used to make
the Internet a safer place for everyone. |
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Managing Your ICT Laboratory: Systems and procedures
by Roy V. Zapata
Business Manager, Center for Industrial Technology and
Enterprise
Preparing the ICT laboratory manager for the school’s computer
network for teaching and learning does not only involve training
him or her in computer and network maintenance. If the ICT
center is to work for many years, recouping – in terms of
effective and efficient use by students, teachers, and the
community – investments made in facilities and operations, then
systems and procedures that all the users must follow strictly
must be put in place.
AUPs and SOPs may seem like an alphabet soup but they spell the
difference between efficiency and wastefulness. CITE’s years of
experience with private and public schools in designing and
installing ICT laboratories show that systems and procedures are
essential aspects of successful school ICT facility projects.
Thus, one of the key components in CITE’s projects is to help
lab managers carefully design and install systems and procedures
that are appropriate to their particular situation.
Appropriate Use Policies or AUPs are broad policies that apply
to workstations as well as to the local area network and the
Internet. Standard Operating Procedures or SOPs refer to the
collection of common, clearly defined steps that must be
followed when running the laboratory. AUPs and SOPs, when
adhered to strictly, prevent or reduce risk or damage to both
equipment and users, promote more efficient use of resources,
and make the job of the lab manager more practicable.
This presentation will go through the process of developing a
simple AUP and SOP that can serve as template for lab managers
who plan to develop and enforce systems and procedures in their
own schools.
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Involving Communities for Better Education:
The case of Tayud, Consolacion
by Luchi C. Flores
Executive Director, Coalition for Better Education/Center for
Teacher Excellence
Involving Communities for Better Education or iNCUBE, a project
developed and implemented by the Coalition for Better Education,
seeks to improve the quality of education by providing “critical
inputs” identified by the Department of Education as necessary
for effective classroom learning. One such input provided is
curriculum development, with a particular focus on integrating
information and communication technologies into curricula and/or
enhancing existing curricula to highlight “living values”.
This paper describes the “edu-system” approach of iNCUBE, which
involves the twinning of interventions at the school/classroom
level with interventions at the community level in order to
increase the participation of various local education
stakeholders in the development of school programs and plans of
action. This in turn enhances the relevance of school reforms
and improves prospects for sustainability. The educational and
social impact of iNCUBE is likewise discussed. This paper
concludes with a discussion of key strategies for improving
community participation in education. |
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“Broadbanding” Education - The Smart way
by Ramon R. Isberto
Public Affairs Group Head, Smart Communications, Inc.
The experience of the Smart Schools Program demonstrates that
“broadbanding” education requires not only the provision of
improved communications technologies but also more sustained
efforts to raise the capabilities of teachers via trainings and
the provision of venues for collaboration.
Launched in December 2004, the Smart Schools Program started out
with the aim of connecting public high schools to the Internet.
Using its wireless broadband service, Smart has been able to
rapidly provide connectivity to its public high school partners,
even in areas without fixed line connections. After its pilot
phase, however, it became clear that it was not enough to
provide connectivity. A robust teacher training program was
needed to ensure that the provision of Internet access would
produce lasting gains in terms of improved teacher and student
performance.
This presentation discusses how the Smart Schools Program
developed a training-led deployment strategy to ensure that
teachers and schools are properly prepared to absorb the new
technologies. Smart initially engaged various partners—the
Philippine Business for Social Progress, Microsoft Philippines
Partners in Learning, and sister companies within the PLDT
group—for implementation and training. To further consolidate
its training thrust, Smart also tapped as training hubs its
network of over 40 colleges and universities nationwide under
the Smart Wireless Engineering Education Program. As a result,
over 3,000 public high school teachers have been trained, and
now these teachers are mentoring their peers. Through this
innovative strategy, the Smart Schools Program has developed
greater and more cost-effective training capacity. It has also
encouraged greater participation of partner schools in the
program’s growing online community and a stronger commitment to
sustaining the program beyond the initial one-year connectivity
grant, with some partners now utilizing their computer
laboratories as training centers and community e-centers. |
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Mobilizing Island Communities to Sustain Television-based
Instruction: The Knowledge Channel experience in Mindanao
by Doris Nuval
Project Director, TEAM-Mindanao, Knowledge Channel
Foundation, Inc.
The Knowledge Channel Foundation, Inc.’s project called
Television Education for the Advancement of Muslim Mindanao
(TEAM-Mindanao) is a 3-year (2005-2007) USAID-assisted program
meant to equip 150 public schools in the Autonomous Region in
Muslim Mindanao, Region IX, and Region XII with educational
television. Dedicated access to the Knowledge Channel is
provided to selected public elementary and high schools by
installing satellite dishes, digital receivers, and 29” TV sets
in the neediest and most remote sites in Muslim Mindanao. This
communications technology-based educational intervention seeks
to improve the academic performance of students in Math,
Science, and English; and correspondingly, to increase the
beneficiary schools’ achievement levels in the same subject
areas in national examinations.
This paper discusses the TEAM-Mindanao model, highlighting
community ownership and participation as a prerequisite of
sustainability. This paper concludes with some recommendations
for improving the model. |
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Private Sector-Public Sector Partnerships
on ICT-related Services: The STI On-the-Job Training Program
by Sherrie B. Garcia
Curriculum and Courseware Manager, Academics Division, STI
Headquarters
Funding has long been a source of bottlenecks in pushing,
supporting, or maintaining education innovations in the school,
particularly in the public sector. This difficulty in sourcing
financial support has exacerbated our public schools’ struggle
for competitiveness not only in keeping up with the ever growing
population of student enrollees, but more so in introducing much
needed education innovations to ensure that our students have
the knowledge and skills necessary to meet the demands of
today’s workplace.
With this in mind, STI has entered into partnerships with
several educational institutions, both public and private, on
ICT-related services through an On-the-Job Training (OJT)
Program. This paper shares the experience of STI in building
these partnerships and provides insights on the relevance and
implications of such partnerships. STI Alaminos and STI Santiago
are presented as illustrative cases.
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Financing ICTs in
Basic Education
by Maria Victoria D. Abcede
Chair, ICT Technical Committee, Department of Education
While the bulk of the investment requirements for the
development, deployment, and operation of information and
communication technologies (ICTs) programs and projects comes
from the annual budgetary appropriations of the National
Government, an intensified resource mobilization scheme
involving all stakeholders in basic education is being pursued
by the Department of Education to defray the total cost of
ownership of ICT-supported initiatives.
This paper presents good practice models in financing ICTs in
basic education. More particularly, it provides insights on
tapping the resources of local government units through the
Special Education Fund for greater and more efficient investment
in ICT-based initiatives that meet locally defined strategic
goals. This paper also highlights experiences and lessons
learned in securing donations and contributions from other
government agencies, international development organizations,
and the private sector, and in mobilizing the financial support
of Parent-Teacher-Community Associations, non-government
organizations, and local industry for ICT-based programs and
projects. |
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Surfing Under the Sun: A sustainable computer
laboratory-Internet café at Cabilao National High School
by Mario L. Garcia
Principal, Cabilao National High School, Schools Division of
Bohol Province
Region VII, Department of Education
Cabilao, a roughly eight square kilometer island between Cebu
and Bohol, is one of the most popular dive spots in the Visayan
seas. While most of the 3,500 Cabilao residents survive by
fishing or farming, the island also hosts three beach and dive
resorts, which cater to mostly foreign tourists and which
contribute significantly to the local economy.
Because of Cabilao’s isolated location, basic services such as
power and water are not readily available on the island. The
community operates a gasoline-powered generator that supplies
residents with electricity, but for only four hours in the
evening. Despite these constraints, DED (German Development
Service) and GTZ (Deutsche Gesellschaft für Technische
Zusammenarbeit), in partnership with the local government and
the Center for Industrial Technology and Enterprise, envisioned
providing the 450 students of Cabilao National High School (CNHS)
with the same learning opportunities enabled by information and
communication technologies that are available to their peers in
less remote and better resourced communities. In 2004, six
computers running on solar power were installed at CNHS and
Internet access was provided via satellite.
This presentation gives an overview of the project, noting its
technical and organizational features, the curriculum-based
teaching and learning activities organized, and the benefits to
students and the rest of the community derived from the project.
It then focuses on the Internet Café model developed by the
school and the community to ensure the financial sustainability
of the project, noting in particular the ownership and
management structure, pricing and marketing strategy,
partnerships, and financial management. A cost-revenue analysis
is also provided. Finally, key issues, challenges, and success
factors are highlighted. |
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IBM eMentor Scholarship Program in Mindanao:
Strategic partnerships for effective ICT use in education
by Teresita P. Medado
General Manager, EduQuest, Inc.
Presented on the author’s behalf by Adelina Calub
Academic and Professional Development Services Manager, EduQuest,
Inc.
Mindanao is known to have enormous economic potential, yet is
one of the most underprivileged areas in the Philippines. Armed
conflict and government negligence have hampered the development
of the region. But despite geographic and economic limitations,
communities in Mindanao are striving to reform their schools
while maintaining their rich cultural heritage.
The IBM eMentor Scholarship Program has identified the
Autonomous Region in Muslim Mindanao (ARMM) as among its
beneficiaries, specifically the provinces of Lanao del Norte,
Lanao del Sur, Maguindanao, Sulu, Tawi-Tawi, and Basilan. The
program is a collaborative effort of IBM Philippines EduQuest,
Inc., the USAID-funded Growth with Equity in Mindanao (GEM-2)
Project, Mindanao State University, the ARMM local government,
and the Department of Education - ARMM. This strategic
partnership has become the driving force in introducing new ICT-enabled
teaching and learning practices in 22 high schools in ARMM. By
pooling together their expertise and resources, partner
institutions have succeeded in guiding these schools to adopt
new practices that have had not only considerable educational
impact but have also fostered socio-cultural change within the
indigenous communities to which the schools belong.
This paper presents the IBM eMentor Scholarship Program as a
benchmark for the smooth transition of schools towards
meaningful ICT enablement and modernization, highlighting the
role of strategic partnerships in furthering effective ICT use
in education. |
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The Negros Oriental High School e-Learning Club:
Organizing students in support of ICT–based innovations
by Myrna E. Sun,
Coca-Cola ed.Venture Center Manager
and Kathleen S. Lasola,
e-Learning Club Overall and Second Year Level Coordinator
Negros Oriental High School, Schools Division of Dumaguete City
Region VII, Department of Education
Negros Oriental High School (NOHS) is one of the biggest high
schools in the province of Negros Oriental, with a student
population of over 4,000 and a teacher population of over 100.
The school was also fortunate enough to receive support from
various organizations in order to set up two computer
laboratories (one with 35 computers and another with 16
computers) to serve the needs of students not only for computer
literacy training but also in subject-specific learning.
In 2003, the Coca-Cola ed.Venture Program initiated the
formation of an e-Learning Club (eLC) in the school. Ten
students each from the first to fourth year levels were
organized to serve as teacher assistants and peer coaches for
ICT integration activities in the classroom. Three years later,
the eLC continues to renew and strengthen its membership and
activities.
This paper presents an overview of the eLC and its activities.
It then looks at the issues and concerns faced by the teachers
and their students in the course of organizing and managing the
eLC. Lastly, this paper makes recommendations on how to organize
and sustain student support for ICT-based innovations.
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Students as Catalysts of ICT Integration:
The Dynamic Mathematicians Group at the University of the East
(Caloocan) High School
by Jerrylin Cuenca
Adviser, Dynamic Mathematicians Group, University of the East
(Caloocan) High School
To take advantage of the potential of technology use in boosting
students’ interest in mathematics, especially in geometry, and
to answer the call for innovations in teaching and learning
math, high school teachers and students at the University of the
East (Caloocan) organized D’Math Group (Dynamic Mathematics
Group), an officially recognized student organization under the
Math Club umbrella.
D’Math was established to help students extend their
understanding of the concepts in geometry with the use of
Geometer’s Sketchpad, improve their critical and creative
thinking skills, and develop strategies for solving not only
mathematical problems but real world problems as well.
Geometer’s Sketchpad is a software application designed to allow
users to “draw” geometric figures and mathematical diagrams
using virtual versions of the compass, the straightedge, and
other standard mathematical tools (Jones, 2002).
This paper outlines the rationale for establishing D’Math Group,
its process of formation, organizational structure, membership,
and program of activities. It then discusses the impact the club
has had on both members and non-members, highlighting the role
of the club in catalyzing ICT integration in the school as a
whole. This paper concludes with a discussion of the issues and
challenges faced by the club in initiating and sustaining its
activities, and the factors that have contributed to its
success. |
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Data-driven Information and Communication Technology
Planning for Schools, Divisions, and Regions
by Ma. Mercedes T. Rodrigo
Associate Professor, Department of Information Systems and
Computer Science
Ateneo de Manila University
Data-driven decision-making refers to the gathering of
information to guide educational planning. In 2005, the
Foundation for Information Technology Education and Development
(FIT-ED), in cooperation with the Department of Education (DepEd),
provided technical assistance to schools, divisions, and regions
on information and communication technology (ICT) planning. A
fundamental part of this planning process was the conduct of an
environmental scan.
The objective of environmental scanning is to gather baseline
information on basic utilities, ICT facilities, extent of use of
ICT facilities, personnel attitudes towards ICTs, personnel ICT
skill levels, ICT needs and desired uses, and perceived
obstacles to ICT use. Organizations then plan programs and
projects that will take them from the baseline to a desired
target state.
This paper explains the background and rationale behind
environmental scanning, discusses the prescribed contents of an
environmental scan, and explains the connection between the data
gathered and analyzed and an organization’s subsequent ICT
plans. |
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Project LIFTS – Harnessing ICT to Serve the Region
by Larry Samala
Regional ICT Coordinator, Region IV-MIMAROPA, Department of
Education
The geographical configuration of the islands in Region IV-MIMAROPA
poses a big challenge to educational management. One has to deal
with the diverse physical and cultural attributes of each of the
provinces, not to mention the financial burden and physical
stress involved in going from one island to another. This is the
very reason why the Department of Education Region IV-MIMAROPA’s
Project LIFTS (Learning Improvements for Teachers and Students)
came into existence. Project LIFTS aims to:
- create an alternative,
efficient, and cost effective mode of service delivery;
- reduce then eliminate the
digital divide;
- build the capacity of
English, Science, and Mathematics teachers;
- decentralize management of
training;
- develop teachers’ skills in
producing technology-based instructional materials; and
- foster communities of
practice where everyone shares and learns in the experiences
of others.
Twenty-five “learning stations”
were identified and established across the region. These
stations were the best equipped schools in the region as far as
information and communication technology (ICT) is concerned.
Twenty secondary and elementary teachers in each learning
station were then tasked to be facilitators to teachers of
satellite schools who would avail of the services offered by
these stations.
This paper outlines the design and implementation of Project
LIFTS, focusing on the key challenges encountered and the
actions taken to overcome these challenges. Factors that
contributed to project success are also identified, and
implications for policy suggested. |
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Project Online ECIJANOS:
Using digital imaging and video technology
to enhance instruction, administration, and documentation
by Ericson S. Sabacan
Education Supervisor I (ICT and Media), Schools Division of
Nueva Ecija
Region III, Department of Education
Recognizing the need to make information and communication
technology (ICT) widely accessible to students and teachers in
the basic education system, considering the limited capacity of
bringing ICT equipment to public schools, and understanding the
value of modernization and technological advancement to an
educational system, the Department of Education Schools Division
of Nueva Ecija conceived of Project Online ECIJANOS. This
project aims to:
- introduce and apply basic
digital technology in instruction, administration, and
documentation;
- equip teachers,
administrators, and students with relevant skills and
knowledge in basic digital imaging and video technology; and
- prepare electronic and
digital school profiles, documentaries, reports, and
instructional materials to enhance teaching, learning, and
administration.
This paper describes the
activities and accomplishments of Project ECIJANOS to date, the
impact the project has had on teachers, students,
administrators, and members of the community, and the issues and
challenges encountered during project implementation. |
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Mobilizing Community Support for ICT-based Innovations
by Ariel C. Lansang
Education Supervisor I, Schools Division of Olongapo City
Region III, Department of Education
While the Department of Education has embarked on a massive
campaign to institutionalize a new curriculum that embraces
technology integration, the immediate communities where schools
are located have had little active involvement in the assessment
of educational technology needs and related concerns. This is
especially true insofar as school improvement planning in
general, and the development and implementation of information
and communication technology (ICT) programs and projects in
particular, are concerned.
This paper contends that parents and other members of the larger
community should not be mere auxiliaries of the school. This
means that the community must be a dynamic partner in promoting
the use of ICT as a valuable tool for improving student
competencies. This paper proposes a paradigm for mobilizing
community support for ICT-based innovations that considers the
dynamic between community, communication, and technology.
Strategies for optimizing community support for ICT-based
innovations, possible benefits, and potential risks are
analyzed. |
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Copyright © 2006 Foundation for Information Technology Education and Development, Inc (FIT-ED). |
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| This website contains abstracts of all paper presentations and demonstrations, and the full papers and slide presentations submitted to the Congress organizers by 7 September 2006. Copyright to individual papers and presentations belongs to their respective authors. Any opinions, findings, and conclusions or recommendations expressed in these papers and presentations are those of the authors and do not necessarily reflect the views of the Congress organizers. |
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