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Concurrent Demonstrations
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Concurrent Demonstrations 1 |
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Concurrent Demonstrations 2 |
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Scaffolding Learning
by Patricia B. Arinto
Associate Professor, Faculty of
Education, University of the Philippines Open University
In education, the word scaffolding
is used to refer to various forms of support given to assist,
guide, or facilitate the learning process. Scaffolding is
particularly important in helping students accomplish complex
learning tasks. In technology-supported lessons, scaffolds can
help “teachers and students to focus more on content than on the
mechanics of technology use” (Fryer, 1999). Well scaffolded
technology-supported lessons “point students to good resources
and speed them toward insight” (McKenzie, 1998). In this
session, examples of scaffolding for inquiry-based,
computer-supported collaborative learning activities will be
examined. These include guide questions, templates and forms,
and graphic organizers such as concept maps, outlines, charts,
and storyboards. |
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Integrating Video Lessons in Instruction to Develop HOTS
by Evelyn L. Josue
Chair, Earth and Environmental
Science Group
University of the Philippines National Institute
for Science and Mathematics Education Development (UP NISMED)
Research has shown that video is an
appropriate media for teaching students, particularly those with
low achievement, poor retention, behavioral problems, poor
attendance, low socioeconomic status, and low literacy. However,
showing a video to these students is only the first step. It’s
true that video will attract their attention and make them
receptive to learning. But once a video has caught their
interest, the teacher should move on to one of the major
objectives of teaching—to foster the development of higher order
thinking skills (HOTS).
The Department of Education Bureau of Secondary Education and UP
NISMED have developed a series of 14 video lessons using as
context the Basic Education Curriculum for High School Science I
(Integrated Science). Each video lesson is accompanied by a
teacher’s guide, which describes curriculum entry points and the
competencies addressed by the video; the contents of the video
itself; recommended usage; the audio script; and a discussion
guide. Strategies for using video lessons from this series to
target HOTS will be explored. |
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World Links “Our Village”:
Project-based Telecollaborative Learning
by Maria Lurenda Suplido Westergaard
Associate Professor, Faculty of
Management and Development Studies
University of the Philippines Open University
In project-based learning, students
create knowledge products in the process of investigating an
issue or finding solutions to an open-ended problem. Students
are encouraged to access and manage the information they gather,
analyze this information, and make their own decisions. All
these processes occur within a framework that veers away from
the teacher-centered “lecture” approach, in a classroom
atmosphere that tolerates experimentation, innovation, error,
and changewhere students regularly reflect on what they are
doing, and where evaluation takes place continuously. In
addition, there is a final product (not necessarily material)
that is produced and evaluated.
The Internet adds another dimension to project-based learning
because not only does it allow unprecedented access to a wealth
of information and educational resources, it also allows
students and teachers to collaborate with distant peers. This
paper discusses several potential benefits of
“telecollaborative” learning projects, or those collaborative
learning projects made possible through the use of information
and communication technologies (ICTs). It also describes the
changes in the respective roles of the teacher and the student
that occur when this type of learning project is conducted, and
how the community can become more involved in the teaching and
learning process.
One of the most challenging aspects of telecollaborative
learning projects is instructional design. Many teachers have
difficulty designing projects that are well-integrated into
their curriculum, have defined means of assessment and
evaluation, are acceptable to all participants, can be supported
by existing technologies, and are not unduly burdensome to
teachers and students in terms of time and resources. An ongoing
national (and soon to be international) project called “Our
Village”, developed and managed by the international
non-government organization World Links, will be used to examine
these and other issues related to the design, implementation,
and assessment of telecollaborative projects. |
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iSchool WebBoard
by John Macasio
Consultant, Human Capital
Development Group
Commission on Information and Communications Technology
The iSchool WebBoard is a
teacher-managed instructional website for e-learning. It
provides teachers with a simple jumpstarting tool and
methodology for integrating Internet resources into the teaching
and learning process within the context of Department of
Education (DepED)-defined learning competency standards. It
contains an organized collection of instructional presentations,
guided activities, reviewed references, and test materials that
are openly published and updated by the teachers themselves
under the copyright conditions of the Creative Commons License.
These materials are intended for students to access before and
after classroom instruction.
The iSchool WebBoard is a cooperative effort of the DepED Bureau
of Secondary Education and the Human Capital Development Group
of the Commission on Information and Communications Technology,
with support from USAID’s Last Mile Initiative Philippines and
Intel Philippines.
In this session, selected iSchool WebBoard content will be
discussed and key functionalities of this online platform will
be demonstrated. |
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Authentic Assessment
Strategies
by Hazel C. Acosta
Coordinator, Education
Department, Social Science and Education Division
School of Arts and Sciences, Ateneo de Davao University
Traditional assessment methods that
measure only what students have learned—and not why and how they
have learned it—do not do justice to student learning in
project- and inquiry-based computer-supported learning
activities. Unlike traditional assessment, authentic assessment
evaluates students’ abilities in real-world contexts, develops
and measures multiple skills, and values the learning process as
much as the finished product.
This session provides an overview of the forms of authentic
assessment, namely: performance-based assessment, portfolio
assessment, peer review and group feedback, and student
self-assessment. Specific authentic assessment strategies under
each form will be demonstrated. |
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BEAM Learning Guide System
by Roger Saunders
Philippines – Australia Basic
Education Assistance for Mindanao Project
The Basic Education Assistance for Mindanao (BEAM) Learning
Guide System (LeGS) is an Internet-based platform for delivery
of comprehensive teacher-resource and student activity materials
that can also be modified for specific teacher needs. The system
provides a controlled authoring, editing, and publishing
environment that allows teachers to create and submit Learning
Guides for publication, to be accessed and used by others. It
also provides a database of materials that can be downloaded and
printed locally.
In this session, existing Learning Guides will be cited and the
following tools and functions of the LeGS platform will be
explored: template documents that provide the structural and
formatting standards for the Learning Guides; the use of the
FreeMind Application to create a Mind Map of the Learning Guide;
the On-line LeGS Editor; On-line Help; and the Administrator’s
console. The discussion of these resources and tools will be
framed by considerations of quality, curriculum-relevance,
usability and adaptability, scalability, and sustainability. |
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Intel® Teach to the Future Evaluation Methodology
by Daniel Light
Senior Researcher, Center for
Children and Technology
Education Development Center
Effective evaluation should produce
practice-based knowledge of how the information and
communications technology (ICT) integration process can be
designed to meet locally defined learning goals in education
systems and combine this with research-based knowledge of what
ICT applications work best in various educational environments
to support program improvement and validation. Intel® Teach to
the Future is one of very few international teacher professional
development programs that supports evaluation of its own
programs in the majority of countries where it is present in
order to develop locally relevant programs. As one of the
external evaluators for Intel® Teach programs, the Education
Development Center (EDC) has been conducting evaluations in the
United States for the past eight years and coordinating with
many of the evaluators in
other countries. In the U.S., EDC has provided formative
feedback to program staff to inform program improvement and to
look longitudinally at implementation issues and program impact.
EDC has seen the program grow and change over time as the
materials and implementation models have improved. This has
given EDC ample opportunity to learn about the inherent
complexity of designing evaluation models across diverse
contexts.
The goal of this session is to discuss the design of effective
evaluations and help audience participants address some of their
own concerns in designing an evaluation. In this session, EDC
will explain the design of the Intel® Teach evaluation
strategies and review some of the evaluation instruments and
protocols used. Using the experience of Intel® Teach, EDC will
talk about how to decide upon appropriate research questions and
how to identify pertinent indicators of success. The different
advantages of quantitative and qualitative methods and the
differences of formative and summative evaluation will also be
discussed. The session will conclude with a brief discussion of
how to use evaluation data to support program design and
redesign to better accomplish overall program goals. |
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Moodle and
Student-centered Learning
by Maria Lurenda Suplido Westergaard
Associate Professor, Faculty of
Management and Development Studies
University of the Philippines Open University
Moodle is a free, open source course management system that a
school can set up to facilitate the implementation of online
activities. It can be used for a variety of purposes:
presentation, drill and practice, interaction, and
collaboration. It can also be used to facilitate administrative
tasks related to teaching, such as student tracking, reporting
learner progress or completion of tasks, and assessment.
It is important to remember, however, that to optimize teaching
with technology requires skills in instructional design that
would enable a teacher to exploit the array of available
technological tools to achieve curricular goals. It is also
important for teachers to recognize and embrace the paradigm
shift that underpins the use of technology in education – that
technology is used not merely to emulate or simulate
conventional classroom practices but to create an environment
for active, collaborative, and authentic learning.
In this session, the key features and functionalities of Moodle
will be demonstrated in the context of student-centered
instructional design. |
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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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