1. THE IMPACT OF THE INTEL TEACH TO THE FUTURE PRESERVICE PROGRAM ON SELECTED BEED STUDENTS’ LEARNING Melissa Alma R. Orencia College of Education Philippine Normal University Manila

2. THE CONTEXT ITTF PP integrated in ED 4B1 No computer lab in the College of Education for students’ use Limited lab time at the CETDE Insufficient number of computers Unavailability of needed software Intermittent internet access

3. THEORETICAL FRAMEWORK PARADIGM SHIFTS Multiple Intelligences - people learn through a variety of learning channels - 7 intelligences (linguistic, musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal) - Gardner - 8 th intelligence (emotional) - Goleman (Norton & Wiburg, 2003)

4. THE PROBLEM 1.How did the ITT PP affect students’ computer literacy? 2.How did the ITT PP influence students’ attitude toward the use of technology? 3.What learnings did students acquire from their immersion in the ITT PP?

5. Constructivism - Learning occurs most effectively when the student is engaged in authentic tasks related to meaningful contexts; - Learning is using knowledge to facilitate thinking in real life (Heinich, 1999)

6. Instructional Implications active problem-solving maximize the use of varied learning channels engage students in meaningful experiences Create situations to help students create own understandings

7. THEORETICAL FRAMEWORK MI CONSTRUCTIVSMCONSTRUCTIVSM INTEL TEACH TO THE FUTURE PRESERVICE PROGRAM C O O L P E E A R A N T I I N V G E PROJECT-BASED LEARNING INQUIRY-BASED LEARNING CONTENT-BASED LEARNING ALTERNATIVE ASSESSMENT BETTERLEARNINGBETTERLEARNING

8. METHODOLOGY ITTF integrated in 2 ED 4 B1 classes III- 8 BEED with 34 students and IIIE – 1 BEED with 43 students Implementation Procedure: 1. Pre-testing and grouping (ICT & Technology Integration Skills Survey) 2. Orientation a. Unit Planning Discussion (2 meetings) - with module integration b. Sample unit portfolio presentation

9. 3. Implementation of ITTF PP (2 meetings) - planning and preparation in groups - group project checklist as guide - with teacher conferences/ coaching 4. Presentation of Outputs (6 meetings) - 30-minute Intel Unit Portfolio showcase - evaluation by teacher and peers 5. Debriefing - feedback on presentation, concerns/ problems met sharing of learnings, 6. Post-testing - ICT & Technology Integration Skills, Teacher-Made Program Evaluation Form, Student Evaluation and Monitoring Forms

10. RESULTS Computer Literacy - improved technology skills Attitude Toward Use of Technology - positive attitude toward role of technology in improving T – L Learnings Gained - technology skills - benefits of technology integration

11. RESULTS - developed creativity - improved academic outputs - enhanced problem-solving skills - developed resourcefulness, patience, diligence, decision-making skills, metacognitive skills, positive attitudes, sense of accountability, self-confidence, consideration for others, leadership skills, time-management, ability to work and appreciate others, motivation to achieve goals, appreciation for teacher’s role

12. CONCLUSION Students in the ITTF PP engaged in actual tasks of inquiring, planning, deciding, creating outputs, solving problems and interacting with others as they learn and work with others. Students were empowered because they were given opportunities to work independently, use their knowledge and skills and create their own understandings

13. CONCLUSION Better learning was gained because: active role in learning process opportunities for problem-solving and decision-making cooperative learning opportunities opportunities to inquire and seek answers to questions engagement in authentic tasks

14. RECOMMENDATIONS need administrative support in terms of: - hardware and software; - internet access; - technical assistance; - other needed equipment i.e., LCD projector, CD writer, scanner - faculty professional development study and revise the curriculum to integrate technology more appropriately

15. THE CHALLENGE: Integrating technology successfully will be determined by “ how we define educational visions, prepare and support teachers,design curriculum, address issues of equity, and respond to the rapidly changing world…long-term carefully planned commitments are required.” (Gordon, 2000)