UP NISMED The Pilot Intel® Teach Pedagogical Support System MONALISA M. TE-SASING & CELIA R. BALBIN 6 September 2006 UP NISMED

Goal creation of the Intel® Teach to the Future Community of Learning, where teachers and teacher educators integrate themselves and establish a support system within their community to dynamically sustain use of technology in school curricula and maximize student outcomes

UP NISMED Objectives 1.enhance the Unit Plan they developed during training; 2.implement the Unit Plan; 3.reflect on and evaluate implementation; and 4.revise the Unit Plan for future implementation

UP NISMED Pedagogical Support Process enhance Unit Plan implement reflect & evaluate revise Stage 1Stage 2Stage 3

UP NISMED Scope & Tools Project ran from October 2005 to May 2006 Tools: –A portfolio review guide –MT journals for Stages 1 and 2 –SP journals for Stages 1 and 2 –Class Observation Form –Guide for conducting debriefing sessions –SP Progress checklists for Stages 1 to 3

UP NISMED Beneficiaries 68 new MTs trained last May 2005 from Regions III, IV-CALABARZON, XI, ARMM, and NCR

UP NISMED Distribution of MTs by Stage of Support Received

UP NISMED Support Providers DepED – Intel® Teach Regional Trainers and Enhanced Master Trainers Intel® Teach Pre-service faculty from Teacher Education Institutions (TEIs) implementing pre-service Intel Teach to the Future UP NISMED

Accomplishments 66 (97%) MTs implemented their Unit Plans 2 (3%) will implement in SY

UP NISMED MTs Who Implemented their Unit Plans by Division DivisionTotal No. of MTs MTs who implemented their Unit Plans No.% Bulacan33100 Tarlac Batangas Province Laguna88100 Cavite22100 Davao City77100 Malabang11100 Makati City Quezon City San Juan22100 Total %

UP NISMED Challenges Unit Plan Enhancement and Implementation (MTs) lack of resources difficulty in –selecting the technology tools appropriate for a given student activity –formulating and matching Curriculum-Framing Questions with learning objectives –designing/adapting and properly sequencing activities –developing a new Unit Plan technical and logistical problems students’ poor ICT skills monitoring student progress and providing them with appropriate and timely assistance

UP NISMED Challenges Provision of Support (SPs) reviewing and suggesting enhancements to Unit Plans in learning areas other than their own scheduling and conducting face-to-face meetings with MTs encouraging the MTs to continue with Unit Plan implementation helping MTs apply effective classroom management techniques during implementation preparing individual reports for each MT supported

UP NISMED Learnings Factors Affecting Technology Integration Access to technological resources is a critical element that affects the way the MTs implemented application of computers in their classrooms. Administrative support and encouragement is essential and facilitative. Designing and implementing pedagogical strategies made possible by integrating technology requires flexibility in organizing and delivering the curriculum. Content and pedagogical competencies affected MTs’ ability to meaningfully integrate technology.

UP NISMED Learnings Impact of Using Technology in Class Implementing a technology-supported unit has improved teachers’ skills and confidence in using technology and increased their interest to innovate with technology in their classes. Integration of technology in learning activities improved student outcomes.

UP NISMED Learnings Provision of Support Effective pedagogical support requires content expertise and know-how of current best practices in the learning area. Post-training support entails time and utilizes multiple activities to address the MTs’ diverse needs. MTs became enabled when they learn from and are supported by a strong community of experts and co-learners.

UP NISMED Implications Administrative support and cooperation from the entire system Selection of teachers for professional development programs Participation of academic supervisors in supporting teachers on ICT-pedagogy integration Assessment and evaluation of student outcomes

UP NISMED Conclusion Post-training support scheme enabled newly trained teachers to implement the Unit Plan they developed during training. Educational change with technology in schools is a complex process. Utilizing learnings from an ICT-pedagogy integration training necessitates an enabling school environment coupled with support from the wider community of experts and co-learners.

UP NISMED References Intel® Teach to the Future Pilot Pedagogical Support System. Technical Report. UP NISMED. July Intel® Teach to the Future Program Evaluation Results. Presented in PowerPoint last April 2004 during the Intel Teach Enhancement Workshop at UP NISMED by SEAMEO Innotech.