Concurrent Sessions A: Presentations

Concurrent Sessions B: Presentations

Concurrent Sessions C: Presentations

Concurrent Sessions D: Demonstrations

Concurrent Sessions E: Presentations

Concurrent Sessions F: Demonstrations

Concurrent Sessions G: Demonstrations

The IBM KidSmart Early Learning Program:
Towards a Model of Integrating ICT in Early Childhood Education

by Adelina P. Calub and Jocelyn Amor S. Navera
The APC Center, Makati City

The IBM KidSmart Early Learning Program is a worldwide initiative that gives preschool to Grade 3 students in disadvantaged areas access to computers and integrates ICT learning into early childhood education. In the Philippines, IBM’s Corporate Citizenship and Corporate Affairs has been working with The APC Center (formerly EduQuest, Inc.) for almost seven years in implementing the IBM KidSmart Program. To date, the program has benefitted 841 teachers from 156 learning institutions and public schools in marginalized areas, thereby helping to bridge the digital divide.

The IBM KidSmart Early Learning Program is grounded on a clear understanding of the purposes, practices, and social context of early childhood education. It is not simply about donating computers to schools but is about promoting the professional development of teacher-implementers to enable them to engage young minds through the use of developmentally appropriate technologies. The program supports teacher professional practice to help teacher-implementers prepare children for lifelong learning.

This paper discusses the role and potential of ICT in early childhood education based on the IBM KidSmart model. It describes the different processes involved in identifying partner institutions and building the capacities of partner schools and teacher-implementers to use ICT to strengthen many aspects of early childhood education practice. It also shows how ICT has contributed to the transformation of the activities, roles, and relationships experienced by the students and teacher-implementers in early childhood education settings. Lastly, the need for interest in and support from various sectors (education, local government, and business) for the integration of ICT into education policy, curriculum, and practice in the context of early learning will be further emphasized.


“Oversold and Underused”? A Case Study of ICT Usage
in Grade 7 Classes in the Ateneo de Manila

by Ma. Mercedes T. Rodrigoa, Ma. Adelaida F. Pablob, Paulo S. Sanchezb, Gina P. Serquiñab, Ma. Lourdes B. Antoniob, Marvin E. Marbellab, Justino Gavino G. Posadasb, Jonathan J. Ramirezb, and Veronica G. Gargaritanob
aDepartment of Information Systems and Computer Science, Ateneo de Manila University, Quezon City
bAteneo de Manila Grade School, Quezon City

In this paper, the authors describe findings from an action research study conducted at the Ateneo de Manila Grade School from January to March of 2008. The purpose of the study was to examine the ways in which technology — a computer, a digital projector, and an Internet connection — was being used by the faculty and to gauge the reactions of the students. The study found that although students liked technology enhancements to the lessons, they were also discriminating of curricular relevance of the various media used. Teaching practice was found to be largely traditional despite the use of technology. Student-centered, technology-based approaches were not used. The paper ends with recommendations for teacher training and content development.


Breaking the Code the Tutorial Way:
The Digos City Division Reading Program

by Alfonso G. Gomez, Jr.
Schools Division of Digos City, Region XI

One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up. The poor first grade reader almost invariably continues to be a poor reader (Frances et al, 1996; Torgesen and Burgess, 1998). And the consequences of a slow start in reading become monumental as these accumulate exponentially over time. Thus, school-based preventive efforts should be engineered to maintain growth in critical word reading skills at roughly normal levels throughout the early elementary school period.

In Digos City Division, the primary focus is on early identification of children-at-risk for problems in learning to read. To support both the national and the regional reading program (ECARP and DIAMAR, respectively), a tutor program in reading was designed for identified struggling readers. The Reading-Tutor Program, as it is called, recognizes teachers, parents, and tutors who can run a successful tutorial and mentoring program in its 35 elementary schools.

Reading-tutor resource packets were developed. The packets include print and ICT-based materials and are organized into six instructional categories: Alphabet, Phonological Awareness, Phonics, High Frequency Word, Fluency, and Comprehension. Tutors determine which packets they will use after the pupils who will be part of the Reading-Tutor Program have been identified and their needs analyzed with the use of the Philippine Informal Reading Inventory (Phil-IRI). With the appropriate use of these convenient, well-organized and educationally-sound tutoring resources, the program has not fallen short of its goal of advancing Digos City learners along the path to literacy for four years now.


Right Triangles in Real Life: A Micro-Lessona
by Julius Gregory B. Hechanova
Iligan City East High School – Sta. Filomena, Schools Division of Iligan City, Region X

Solving word problems in mathematics requires the students to really understand and analyze the problem. Students can understand word problems better if they can visualize the problem settings. Giving them illustrations would do the job.

In this micro-lesson, students are asked to solve a couple of word problems in right triangle trigonometry. The micro-lesson uses MS PowerPoint in presenting word problems, with animated illustrations to help students better understand the problems to be solved. Due to the lack of computers, the students are grouped into five to share one computer. They would work together to solve the given problems and answer a quiz designed using Hot Potatoes applications. For their outputs, the students are asked to formulate problems in right triangle trigonometry, apply a real-life setting to these problems, and show the solutions. They are to present their outputs using MS PowerPoint or MS Movie Maker.

The presenter’s experience with this micro-lesson proves that integrating ICTs in classroom instruction can enhance the teaching and learning process. These types of lessons increase students’ motivation to learn and encourage students to participate actively in class, while also facilitating comprehension of difficult mathematical concepts and the development of problem-solving skills.

a This micro-lesson was judged the best Philippine entry in the 4th Microsoft Regional Innovative Teachers Conference in Hanoi, Vietnam in 2008. It will be presented at the 4th Microsoft Worldwide Innovative Teachers Conference in November 2008.


GuhIT 2008: A Project-Based Approach to Teaching Digital Literacy
by Louis Mark N. Plaza
Mindanao State University - Iligan Institute of Technology Integrated Developmental School, Iligan City

GuhIT 2008 was a special project of the first year high school students at the Mindanao State University-Iligan Institute of Technology Integrated Developmental School (MSU-IITIDS). It is an offshoot of the Intel Teach Skills for Success curriculum on digital literacy that has been adapted for MSU-IITIDS’ Information Technology I subject.

The project task was to produce a 10-minute presentation on one of five project ideas, namely: Travel, Park, Disaster, Future, and Problems of Iligan City. The project slogan was “Paint a Better Tomorrow”, to encourage the students to not only present the problems or flaws of their community but also to suggest ways of solving these problems.

This presentation outlines the objectives, structure, activities, and outcomes of the project. The two-month, four-step PDRS process (planning, doing, reviewing, and sharing) undergone by participating students will be highlighted. The presentation concludes with an assessment of the project and recommendations for improvement.


Spreadsheet-Based Learning Space
by Elumir P. Macas
Misamis Oriental General Comprehensive High School, Schools Division of Misamis Oriental, Region X

One of the centerpieces of the Strengthening ICT Use in Schools project of the Misamis Oriental General Comprehensive High School is the development of ICT-based lessons and support materials in Science, Mathematics, English, Filipino and Makabayan. A learning space built on Microsoft Excel was developed by the author to deliver these ICT-based lessons. Selected ICT-based lessons will be presented to demonstrate the key features of this spreadsheet-based learning space.


A Survey of ICT Integration in Teacher Education Institutions
by Shelanee Theresa P. Peraltaa and Celia T. Adrianob
College of Education, Mindanao State University – Iligan Institute of Technology, Iligan City
bCollege of Education, University of the Philippines, Diliman, Quezon City

This study investigated the expressed attitudes, perceived skill level, and level of ICT integration in instruction of teacher educators in nine state universities and autonomous and deregulated teacher education institutions in the National Capital Region. It explored the relationship between expressed attitudes and perceived skill level, on the one hand, and level of ICT integration, on the other. It also determined whether a significant relationship exists between the level of ICT integration and the following factors: gender, age, number of years as teacher educators, and employment status. It further sought the teacher educators’ opinions about how and in which teacher education subject is integration of ICTs best implemented.

Results of the survey of 72 teacher educators revealed the following: Generally, teacher educators have positive attitudes towards ICT integration and consider themselves “Good” in the integration of ICTs to instruction. However, there is a “Low” level of integration in all schools. Teacher educators from autonomous institutions have the highest positive perception of their skills in ICT integration as well as of their level of ICT integration in instruction. Perceived skill level is a significant predictor of ICT integration. A positive attitude towards ICT integration, on the other hand, does not assure the integration of ICTs in instruction. For every school type, a different attitude subscale predicts the integration of ICTs in instruction. There is a positive correlation between level of ICT integration and age: the lower the age, the higher the level of integration. Finally, ICT integration can be implemented not only in Educational Technology courses but also in other teacher education courses, and training teachers is the most effective way of implementing ICT integration in instruction.

On the basis of these findings, the study recommends strengthening pre-service and in-service training in ICT integration.


Project-Based Learning Made Easy
by Sonia M. Alensub
College of Education, Mindanao State University - Iligan Institute of Technology, Iligan City

Project-based learning (PBL) is a teaching-learning approach in which learners explore real-world issues and problems in authentic learning activities that are long-term, interdisciplinary, and learner-centered. In technology-supported PBL, learners use technology to complete project tasks and activities.

At the Mindanao State University – Iligan Instite of Technology, students taking up Educational Technology courses are taught technology-based PBL and they are expected to apply this approach in the design of their unit plans. However, most unit plans still tend to be traditional and teacher-centered in approach. It is only with the introduction of the WebQuest as an inquiry-based technology-supported learning strategy that students are finally able to design unit plans that integrate learner-centered activities where the role of the teacher becomes that of facilitator and guide.

This presentation discusses WebQuests as an example of technology-supported PBL.


One Computer in a Multi-Grade Classroom:
The Case of Buan Elementary School

by Julito C. Aligaen
Asuncion National High School, Schools Division of Davao del Norte, Region XI

The lack of equipment is often cited as a reason for the limited use of computers in the classroom. Yet many teachers have shown that it is possible to accomplish great things with access to just a single computer.

The One Computer in a Multi-Grade Classroom project at the Buan Elementary School was initiated to support the learning of 58 pupils in the combined Grade 5 and Grade 6 classes. The project aimed to develop the life skills of students with the help of ICTs and to reduce the digital divide among the elementary school teachers, students, and the community.

In this presentation, the one computer model will be explored in detail, including the technical requirements, utilization, learning activities, and costs. Conclusions and recommendations based on the pilot implementation will also be presented.


1:1 e-Learning at Muntinlupa Elementary School
by Jocelyn T. Clemente, Henel T. Perez, and Norlito A. Argante
Muntinlupa Elementary School, Schools Division of Muntinlupa City, National Capital Region

Transforming the delivery of education through effective ICT integration is seen as one of the solutions to the challenge of developing 21st century skills among students. At Muntinlupa Elementary School, the pilot implementation of the Intel 1:1 e-Learning Project on Classmate PC for selected Grade 5 students provided a means to utilize technology to facilitate teacher and student access to up-to-date information and educational content, and to foster collaboration, student engagement, and increased student-teacher interaction.

The presentation will describe training sessions and other classroom-based activities undertaken in the course of pilot implementation. The outputs generated by teachers and students will be presented as well. The presentation will conclude with a discussion of the outcomes of the pilot implementation, highlighting both positive and negative factors that affected teacher and student participation.


Localization & Digitization:
An Approach to Appreciating Shakespeare’s Plays

by Warren L. Ambata
Baguio City National High School, Schools Division of Baguio City, Cordillera Administrative Region

Tradition and technology are combined to help students understand and appreciate a Shakespearean play. In Phase 1 of this project, students modernize the language of a Shakespearean play: they use the Internet to find resources that would help them understand the original script, and they localize the setting to reflect either the modern local community or ancient community customs and traditions. In Phase 2, students film the play and edit it using Windows Movie Maker 2. In Phase 3, students write their personal insights and analysis of the play.

An online classroom where the technology side of the project could be discussed was set up by the teacher. To prepare students to produce the digital films, they were given lessons on the basics of video editing.

The project develops multiple curriculum competencies while addressing students’ initial lack of enthusiasm for lessons about Shakespeare. Localization and digitization are applicable not only to Shakespearean plays but also to any classical literary text that students usually find boring or difficult to understand. Teachers of subjects other than English may also combine localization and digitization in learning activities that aim to promote authentic learning.

This work won for the author the Innovative Teacher of the Year Award at the 3rd Microsoft Regional Innovative Teachers Conference in Siem Reap, Cambodia in 2007. The same work was one of the 24 semifinalists in the 3rd Microsoft Worldwide Innovative Teachers Conference held in Helsinki, Finland in 2007.


InnerVision: A Cross-Curricular School Newsletter Project
by Adella C. Moslares
Dulag National High School, Schools Division of Leyte, Region VIII

To provide learners with enriching experiences for lifelong learning, teachers designed and implemented an ICT-supported project where students apply their knowledge and skills in statistics, scientific research, writing and business planning to produce a newsletter called InnerVision. This three-month project (conducted in January-March 2007) was designed to meet learning objectives in Mathematics, Science, Technology and Livelihood Education, English and Values Education.

The various project activities are described in this presentation. An analysis of factors that contributed to the project’s success, the difficulties encountered by both teachers and students, lessons learned, and some plans for future school newsletter projects are likewise presented.


Project ALERT: Issues and Challenges in ICT Integration
by Maria Theresa P. Pelones and Angelito C. Llanos
General Santos City High School, Schools Division of General Santos City, Region XII

On 23 August 2006, General Santos City High School was declared the ICT Center of Region XII tasked with delivering Project ALERT (Advancing Learning using Electronic and Relevant Technologies). This Web-based learning program aims to improve the competence of teachers and the academic performance of students through the use of interactive educational materials in the three core subjects — Science, English, and Math. The project has three major components: 1) online learning development, which focuses on capability building, development of a Web portal, and online assessment; 2) materials development using the Basic Education Assistance for Mindanao (BEAM) Learning Guide System; and 3) the Virtual Community IT Learning and Resource Center.

This paper presents the project’s conceptual framework, formation, organizational structure, strategies, and operational plan. It describes how the school’s ICT management team addressed issues and challenges in sustaining the program, as well as the benefits to the school and the community, the major accomplishments, and best practices.


Scaling Up ICT Integration in the Makati City Division
by Eden F. Samadana and Maribel A. Gumanganb
Schools Division of Makati City, National Capital Region
bBenigno “Ninoy” Aquino High School, Schools Division of Makati City, National Capital Region

DepEd Makati’s mission is empowering 21st century lifelong learners. To this end, it has set the following goals for 2010: improve the quality of teaching and learning using ICT; broaden access to quality basic education using ICT; and improve educational planning and management through ICT. With the assistance of the local government and other stakeholders, the Makati City Division spearheads various programs to ensure the attainment of these goals. These include the Computerization Program, Teacher Training on ICT Integration under Project TEACH, the Annual E-fair, and the PedSupport System, among others.

This presentation describes the training and post-training activities undertaken by the Makati City Division, as well as the incentives offered to schools, teachers, and students to actively participate in a Division-wide scale-up of ICT integration. The case of Benigno “Ninoy” Aquino High School is presented to highlight key issues and challenges. The presentation concludes with reflections on future prospects.


The Philippine Normal University’s Pilot Implementation
of Online Education: Challenges and Insights

by Melissa Alma R. Orencia
Center for Educational Technology and Distance Education, Philippine Normal University, Manila

The permeation of ICTs in daily life and its impact on education makes it imperative for higher education institutions to offer alternative ways of providing instruction to a growing market of adult learners who wish to advance their learning without leaving their work and homes. A new kind of education is required to meet their 21st century needs. This, plus the commitment to provide relevant and accessible education, serves as the impetus for Philippine Normal University (PNU) to evolve a kind of delivery system that is responsive to the new demands of the times.

This report presents the results of an evaluation of PNU’s Online Distance Education program based on four survey instruments, namely, Students’ Evaluation of Teaching, Online Education Program Evaluation, Online Course Evaluation, and the Faculty Online Survey Questionnaire. The surveys focus on perceptions about online learning and teaching, the quality of the online education course and program, and on suggestions for improvement and tips for potential online learners and teachers, including essential requirements for the success of online distance education. Other data to be presented have been derived from the Personal information Sheets and documentation of the Center for Educational Technology and Distance Education regarding the process of piloting the alternative educational mode.

Insights and recommendations to improve the implementation of PNU’s Online Distance Education program and ensure its sustainability are also presented.


The Education for All thru Radio Pilot at Mambago A Elementary School
by Dennis Pacaña
Mambago A Elementary School, Schools Division of the Island Garden City of Samal, Region XI

The Education for All thru Radio (EFAR) project is designed to effectively utilize radio to broaden access to educational content, especially of those not easily reached through traditional means. The pilot implementation of EFAR, which began in 2007, was funded by the Coca-Cola Company and managed by FIT-ED. The 16-part radio course on basic science and mathematics literacy, Mga Alaming Pangkalusugan at Pangkabuhayan, along with the companion classroom activities guide, was developed by UP NISMED.

In Mambago A Elementary School on Samal Island, EFAR was piloted as part of the Igacos Schools Division’s in-service training program for science and mathematics teachers. Pilot teachers organized listening sessions around the 15-minute lessons aired twice a week by a local radio station. Division-based face-to-face workshops were conducted by EFAR’s pool of trainers following the listening sessions to discuss the lessons aired over the radio and to simulate learning activities based on the radio content and outlined in the activities guide.

The presentation describes in detail the pilot activities at Mambago A Elementary School, including the series of classroom activities based on the radio program and the face-to-face workshops implemented during the second semester of school year 2007-2008 for a combined class of Grade 4 and 5 pupils with varying cognitive levels. It examines how the use of EFAR resources provided opportunities for students to collaborate with each other and to communicate with experts from within and outside the school. The presentation concludes with a discussion of strategies for enhancing implementation activities for other learning areas and classes.


Tagbilaran City Science High School’s Extended Classroom and Class Sessions: The Online Groups
by Jenelou John Fuderanan Israel
Tagbilaran City Science High School, Schools Division of Tagbilaran City, Region VII

Many teenagers in urban areas even in developing countries like the Philippines spend a significant percentage of their personal time online. In Tagbilaran City Science High School alone, survey results show that more than 75 percent of students go online every week.

Teachers and schools can turn students’ online time into an additional learning opportunity. With online learning, learning can be extended beyond the one-hour class period four to five times a week to 24/7, and the four-walled classroom can open up to a boundless place of learning.

With this in mind, the presenter organized his Computer Education classes at Tagbilaran City Science High School into online groups. Online groups are groups of individuals subscribed to the same Web-based services, which enable members to post messages, interact, share files, and create profiles.

The presentation describes the activities conducted through the online groups and how these activities complement classroom-based activities. Impact on student engagement in the learning process is also considered.


Extending the Classroom Online Through Blogging
by Manuel Jaime U. Vinuya
Manaoag National High School, Schools Division of Pangasinan II, Region I

Today, there is a plethora of ICT tools to make ICT integration in the classroom much easier, faster, and accessible to both teachers and learners. Among the newest of these tools is the “Web log” or “blog”. A blog is a “website, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video.” (Wikipedia)

Blogging has become commonplace. More and more people are getting into blogging either as blog owners themselves or by visiting and joining discussions and posting their own comments in other bloggers’ blogsites. What makes blogging interesting is its interactivity. It enables visitors to the site to share and post their comments to the blog posts or to other visitors’ comments.

The case of Research I and II special science classes at Manaoag National High School is presented as an example of the use of blogging as a teaching tool to enhance student participation in learning activities.


Crossing the Digital Divide in Gainza High School
Through the Community of Practice

by Jim B. Guarnes and Susan S. Collano
Gainza National High School, Schools Division of Camarines Sur, Region V

This paper describes the impact of a school-university partnership in promoting and supporting school efforts towards optimum use of ICT. More specifically, the paper describes the engagement of Physical Therapy students of the Universidad de Sta. Isabel in Naga City as “big buddies” in the ICT program for fourth year high school students of the Gainza National High School through the E-Sci Wired for Learning project. This project aims to promote computer literacy among high school students to help improve their study skills and academic performance. The project used the peer tutorial scheme to actualize partnership and hands-on online learning, following the concept of “Community of Practice” as articulated by Peter and Trudy Johnson-Lenz and the concept of “the learning organization” as defined by Senge. The benefits derived from this school-university partnership, as well as the challenges encountered, are also examined.


Twinning with the Department of Education on ICT-Pedagogy Integration: The MMSU CTE Experience
by Candelaria D. Garo and Shirley B. Mina
Mariano Marcos State University College of Teacher Education, Laoag City

This paper presents the impact on teacher trainers of a partnership on the promotion of ICT-pedagogy integration between the Mariano Marcos State University College of Teacher Education (MMSU CTE) and the Department of Education (DepEd) Schools Division of Laoag City.

As the lone Center of Excellence in Teacher Education in Region I, the MMSU CTE is tasked with assisting other teacher education institutions and DepEd schools in improving their programs and performance. A major thrust has been the promotion of technology integration in the classroom through the retooling of MMSU CTE faculty, integration of technology in identified classes in the teacher education curriculum, and training teachers in DepEd schools on basic computer literacy and on using the computer as a teaching and learning tool.

Several ICT-pedagogy integration training workshops have been conducted over the past five years (2003-2007). This paper attempts to take stock of this five-year experience, focusing in particular on the benefits derived from the twinning program with DepEd by the MMSU CTE as an institution and by teacher trainers who were involved in the program.

The paper reports findings from a qualitative research design using a phenomenological approach. Research respondents include the dean of the College, the teacher trainers, and the coordinator of the Continuing Education Program.


Developing and Implementing a Resource-Based Online Course
by Nemah N. Hermosa
University of the Philippines Open University, Los Baños, Laguna

Resource-Based Learning (RBL) is an instructional strategy where students construct meaning through interaction with a wide range of print, non-print (including digital/web-based materials), and human resources. It is constructivist in orientation, emphasizing both the active role of the learner in the teaching-learning process as well as the role of the teacher as creator of learning environments that are rich in “construction materials” rather than as creator of good information delivery systems.

Through examples drawn from RBL-based online courses, this presentation describes the benefits and the instructional design of resource-based learning. Concerns and issues in RBL as applied to online courses will be discussed. The interaction between learner and content, learner and instructor, learner and learner, and learner and interface will likewise be shown.


Development of an e-Learning Course on ICT Integration
for Secondary School Science Teachers

by Rhea D. Febro, Amelia T. Buan, and Esmar N. Sedurifa
College of Education, Mindanao State University – Iligan Institute of Technology, Iligan City

An online course on ICT integration in secondary school science teaching was developed. The course adopts five approaches to ICT integration, namely, an interdisciplinary approach, a tools approach, cooperative learning, problem-based instruction, and authentic assessment strategies. The course package includes a course guide, a resource manual, and an interactive CD that directs users to activities in the online classroom in the Mindanao State University - Iligan Institute of Technology Online Learning Environment (MOLE).

This presentation looks at each step in the course development process – analysis of needs, design, development, usability evaluation, and cost analysis. It also shares the results of an instructional design evaluation of the course conducted by experts and their recommendations for improving the course design.


Using Open Source Videos to Enhance Classroom Teaching
by Alejo J. Espinosa
Faculty of Information and Communication Studies, University of the Philippines Open University, Los Baños, Laguna

A case will be made for the incorporation of filtered YouTube and other open source videos into the classroom. The session will present the conceptual framework for video-supported learning, describe the mechanics of using open source videos in the classroom, and demonstrate the rich content management system for organizing video materials for teaching and learning. The role of the classroom teacher in media-rich classrooms will likewise be discussed. Finally, a snapshot of two ongoing initiatives (in Pagadian City and in the Pasig City Schools Division) in using open source videos to enhance classroom teaching will be presented.


Promoting Critical Thinking Through ICTs
by Monalisa M. Te-Sasing
University of the Philippines National Institute for Science and Mathematics Education Development, Diliman, Quezon City

Developing critical thinking among students has become increasingly important in today’s society. Teachers aim to develop critical thinking skills among students to prepare them to face the challenges of the workplace where they need to deal with complex tasks and make sound decisions. However, designing learning activities where students practice critical thinking skills requires a great deal of effort on the part of the teacher especially if students are not well motivated. This demonstration session explores using ICTs as a means to motivate students to engage in critical thinking, particularly within the context of a student-centered learning environment.


Authentic Technology-Supported Learning Activities
by Jan Herrington
The University of Wollongong, Australia

A common way to use technology in the classroom is to use it to deliver information or to teach concepts and skills (learning from technology). Another is to teach particular technologies and their uses (learning about technology). Perhaps the most powerful use of technology in classrooms is where technologies are used as cognitive tools to solve complex problems (learning with technology).

In this session, authentic activities will be demonstrated as a means to organize learning topics where students — as well as the teacher — can engage with technologies in innovative and effective ways. The strategies will draw on principles of authentic learning, and will be illustrated with examples and activities from elementary and high school classrooms.

          Recommended Resources


by Alfonso C. Corpuz, Exquil Bryan P. Aron, and Rose Marie Ann M. Saavedra
Iligan City East High School, Schools Division of Iligan City, Region X

These Microsoft Excel templates comprise a set of productivity tools designed for elementary and high school teachers whose duties include filling out a number of official forms. The templates aim to make it easier and less time-consuming for teachers to fill in forms particularly when the task involves making reports for 100 students or more.

Although many teachers are familiar with the use of spreadsheets especially in education management, the e-FORM project represents a further innovation on the use of spreadsheets by unifying and integrating them in a way that would minimize calculation, data entry, screen format, and even data generation. Aside from being user-friendly, the e-FORMS come with an electronic manual designed for teachers to be able to use the forms without assistance.

The e-FORM templates were first developed in May 2006. They were tested for a year and refined based on the recommendations of users. The continuing process of development has resulted in e-FORMS Version 6.0.


The ZENITH Project: Enhancing Teachers’ Professional Growth
by Glendale B. Lamiseria
Dulag National High School, Schools Division of Leyte, Region VIII

Project ZENITH (Zealous Enhancement and Nurturing of Individuals through Technology and Hands-on Project) was conceived to train teachers at Dulag National High School in teaching with ICT, to develop the learners’ multiple intelligences throughICT-based projects, and to strengthen the school’s community outreach program to Out-of-School Youth. The project used the EMAR training model (Echo, Mentoring, Appreciation, and Refresher) and was led by a core of nine trainers formed to undergo and then deliver a two-phase training program. This presentation details each component of the training model. It also reflects on project strengths and areas for improvement. Lessons learned and plans for future implementation are also presented.


Collegial Assistance in the Reinforcement of Instructional Growth: Development and Effectiveness
by Madeline Ann L. Diaz
Muntinlupa Science High School, Schools Division of Muntinlupa City, National Capital Region

Project CARING (Collegial Assistance in the Reinforcement of Instructional Growth) in Science and Technology II was conducted at Muntinlupa Science High School from July 2007 to February 2008. Groups of two to four Biology teachers from four public secondary schools in the Schools Division of Muntinlupa City were formed. Members of each group were expected to collaborate with each other to improve their teaching practice. Through the creation of this community of practice, Project CARING sought to impact positively on the performance of students from the four schools in the National Achievement Test of 2007-2008.This presentation discusses the mechanics of this collaboration and the training, mentoring, and resource sharing activities undertaken. It describes the impact of the project on teacher-participants and identifies the difficulties encountered.


Technology Integration Strategy: Inspiring Teachers Through Incentives
by Emmanuel L. Resurreccion
Congressional National High School, Schools Division of Cavite Province, Region IV-A

In 2007, the Congressional National High School (CNHS) in Dasmariñas, Cavite launched an incentive scheme designed to promote the successful integration of ICTs into all the learning areas and to drive continuing teacher professional development in ICT integration. This presentation gives an overview of the CNHS incentive scheme for teachers, which includes awarding merit prizes and school-based service credits; showcasing, training certification, and other forms of recognition; and funding participation in seminars and conferences in ICT integration. The presenter will share his reflections on the impact of the incentive scheme on the teachers’ engagement in ICT integration, the challenges encountered, and future plans.


Introducing Web-Enhanced Learning into High School Classrooms:
Lessons from World Links Philippines

by Liezl Formilleza-Dunuan
Foundation for Information Technology Education and Development, Inc., Makati City

World Links, a worldwide teacher professional development program in ICT integration, was introduced in the Philippines in June 2005. Since then, some 170 high school teachers and teacher educators from 119 public and private secondary schools and teacher education institutions all over the country have been directly trained in designing and implementing two types of Web-enhanced learning activities, online treasure hunts and WebQuests. One thousand one hundred fifty more have benefited from echo training.

This presentation explores the dynamic of changing teacher practice as gleaned from the experience of World Links teachers. It will discuss the challenges to innovation – in terms of teacher competencies, curriculum, technology resources, policy and administrative practices, and costs – commonly faced by teachers. It will then focus on the case of two World Links teachers who are effectively innovating with technology in their classrooms, with the aim of identifying essential conditions for successful ICT integration. Finally, the question of sustainability and of scalability will be considered.


Reflections on Using the BEAM Learning Guides for Teachers and Students
by Rosebell M. Bolencesa and Warlito E. Huab
aSto. Tomas Central Elementary School, Schools Division of Davao del Norte, Region XI
bBongabong National High School, Schools Division of Compostela Valley, Region XI

The Basic Education Assistance for Mindanao (BEAM) project jointly funded by the Governments of the Philippines and Australia aims to improve access to and the quality of basic education in Southern and Central Mindanao. The project includes the production and use of Learning Guides, which are comprehensive and flexible teacher-resource and student-learning materials based on the Basic Education Curriculum. The Learning Guides use a constructivist approach and present a sequence of learning that is student-centered and activity-based, and which fosters the development of higher order thinking skills.

To assist BEAM Subject Specialists in writing the Learning Guides, BEAM has developed an Internet-based information management system called the Learning Guide System (LeGS) that also acts as a repository of published Learning Guides that teachers can search, view, and download for use in the classroom. The LeGs into Schools Program develops the capabilities of schoolteachers to write Learning Guides using the system.

The Learning Guides and LeGS were presented during the 2nd National ICTs in Basic Education Congress held in 2006. In this presentation, the presenters will discuss their experiences as writers, trainers, and users of the Learning Guides, highlighting the problems and frustrations, the rewards and the impact of their work.


Weblinks Integration into Teaching Strategies in Advanced Chemistry at Cordillera Regional Science High School
by Ethielyn E. Taqued
Cordillera Regional Science High School, Schools Division of Benguet, Cordillera Administrative Region

In a science high school like Cordillera Regional Science High School every teaching-learning process is aimed at a mastery level of 85-100 percent. Chemistry II (Advanced Chemistry) is perceived by the students to be one of the most difficult subjects in the science curriculum, and the mastery level in this subject tends to be lower than 85 percent.

Weblinks Integration into Teaching Strategies (WITS) was conceived to remedy this situation. WITS aims to improve academic performance among fourth year Chemistry II students through the use of Web-enhanced learning activities, such as online treasure hunts and WebQuests.

This presentation shares the experience of the presenter in implementing the online treasure hunt on the topic of “Dissolving”and the WebQuest on “Thermodynamics” with fourth year high school students, and how these learning activities affected how the students learned difficult concepts in Advanced Chemistry. It also reports the findings of an action research study conducted by the presenter on the use of WITS.


Perfect Community, Anyone? A Social Action Project
by Leonides O. Pilar
Palanan Elementary School, Schools Division of Makati City, National Capital Region

This literature-based project is inspired by the book The Giver by Lois Lowry, which is set in a seemingly perfect community where there is no war, pain or even fear, and every being has a role to play. Titled “Perfect Community, Anyone?,” the project aims to help learners develop a sense of community and make a contribution to community development.

Specifically, learners take a deep look into the problems of the community and try to resolve it in their own little ways. Acting like journalists, learners conduct a survey and interviews of community leaders and dwellers. The data gathered from these activities is used to come up with a futuristic community newsletter and one-day community service. The project introduces learners to, a telecollaboration site where they can plan the project, post messages and reflections, and construct their community portfolios which consist of documents/outputs of the project.

The project helps learners realize that even at a young age they can do something to improve the future of their community. It also develops 21st century skills, such as collaboration, critical and creative thinking, technological literacy, communication, and self-direction, which prepare learners to face the challenges of the future.


The TAO Project: Telecollaborative Learning Across the Curriculum
by Roberto R. Binaga and Erich Shihb
aDavao City National High School, Schools Division of Davao City, Region XI
bAteneo de Manila High School, Quezon City

The TAO Project is a telecollaborative project of teachers and students from Ateneo de Manila High School, Benguet National High School, and Davao City National High School designed and implemented under the World Links Philippines program. The project aimed to challenge the students to discover and understand the plight of indigenous people’s groups in their locality, and to use computers and the Internet to produce multimedia presentations to share what they have learned. The project meets specific learning objectives in the secondary school English, Filipino, and Social Studies curricula, while also helping to develop 21st century skills, such as effective communication skills, teamwork and collaboration, creative thinking, and information literacy.

The use of the word “tao” for this project is not incidental. The project aims to encourage students to explore and reflect on their personal and cultural identity through a deeper understanding of indigenous communities. It motivates students to connect to cultural roots which they may have been unaware of or which they may have neglected but which could well be a wellspring of learning for the present.

Student outputs from the three participating schools include video clips and multimedia presentations shared online and showcased in a project website.


ROBO-ARM: Robotics at Juan Sumulong High School
by Wilmar de Real Lee
Juan Sumulong High School, Schools Division of Quezon City, National Capital Region

Juan Sumulong High School got involved in robotics in the late 1990s when selected students were trained to become members of the Philippine Micromouse Team, which placed 4th in an international competition in 2000. The Robotics Club continued building robots as a hobby. At present 2nd year students are being given training in robotics and they have been encouraged to design and build a robot. The students have built a miniature industrial-type robot arm programmed to move material, parts, tools, or specialized devices through variable motions.

The presentation will show how the students learned how to construct robots, and how they continue to share these skills with their peers in school. It will also discuss the issues and challenges that the students and the teachers encountered in introducing specialized technologies, such as robotics, in the school.


eSkwela: ICT-Enhanced Educational Opportunities for Out-of-School Youth and Adults
by Juan C. Obierna, Gina Labor-Obierna, and Irene D. Barzaga
Don Alejandro Roces, Sr. Science-Technology High School, Schools Division of Quezon City, National Capital Region

Launched on February 7, 2001 in Quezon City, the eSkwela Project is envisioned to provide ICT-enhanced educational opportunities to out-of-school youth and adults. The initiative responds directly to a national development priority. Likewise, it brings e-learning opportunities and ICT learning resources to Mobile Teachers, Instructional Managers, and out-of-school learners in the Philippine Alternative Learning System (ALS).

The eSkwela Project has four major components, namely: Infrastructure Deployment, Curriculum Review and Materials Development, Training, and Project Monitoring and Evaluation. Under the Infrastructure Deployment component, the Quezon City eSkwela Center at the Don Alejandro Roces, Sr. Science-Technology High School was provided with 21 computer units with relevant peripherals by the Commission on Information and Communications Technology (CICT), through its Human Capital Development Group.

The Curriculum Review and Materials Development component aims to develop learning materials that are not only relevant but also interesting and engaging for learners. Relevant, authentic, and interactive e-learning materials are blended with collaborative models of instruction and performance-based assessment. Out-of-Youth and Adult Learners enrolled in eSkwela can choose from three exit programs or tracks, namely: Accreditation and Equivalency Certification through the ALS Accreditation and Equivalency Program, review or catch-up opportunities for those who wish to return to formal schooling, and Livelihood Enhancement for those who want to update their skills.

The Training component aims to ensure the success of the eSkwela through training for staff and people involved in the

Finally, in the Project Monitoring and Evaluation component, project outcomes are measured in close coordination with CICT, the DepEd Bureau of Alternative Learning System, the Schools Division of Quezon City, and the recipient communities. Regular site visits and program assessment sessions are held to ensure smooth implementation and review of processes.

This presentation outlines the learning activities undertaken at the Quezon City eSkwela Center. It provides an assessment of Center activities to date, identifying both drivers and barriers to successful operations, and discusses future directions.


ICT for Teaching Students with Special Learning Needs
by Felina P. Espique
Saint Louis University, Baguio City

The integration of computer-based technologies into the classroom for typically functioning students is known to many. Fewer individuals, however, recognize the great number of benefits that computer-based technologies may afford students with disabilities. As with other students, computers can help students with special learning needs to find, explore, analyze, exchange, and present information. Use of technology enhances their creativity and helps them become independent learners. At the same time, the students’ confidence in dealing with others increases. Their social skills are enhanced alongside the development of their technology skills. This happens when collaborative learning activities are designed where students with special needs work with students without special needs inside the classroom or with other students outside the school or university.

This presentation reports the experiences of students with hearing impairment and visual impairment in using word processing and multimedia applications in a regular classroom, and how these tools help them keep up with their non-disabled peers. For students with specific learning disabilities, word processors afford ease of revising text, producing clean and readable text and fostering a sense of authorship, which in turn lead to improved writing.

Indeed, when utilized fully and appropriately computer technology can help many students with mild or more severe disabilities overcome a wide range of limitations that hinder classroom participation. However, many teachers are not adequately trained in how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. For the use of computer technology in teaching differently abled students to become more widespread, the barriers of inadequate teacher training and cost need to be addressed.


Facilitation Techniques
by Celia R. Balbin
University of the Philippines National Institute of Science and Mathematics Education Development, Diliman, Quezon City

How might teachers facilitate learning in technology-rich situations? This session discusses the teacher’s roles and responsibilities in different technology-based learning activities. It likewise reviews practices that teachers do routinely in class and examines how such routine practices may be transformed into purposeful facilitation techniques that enable students to get the most out of technology-rich activities. An Online Multimedia e-Learning Solution
for Science and Mathematics

by John J. Macasio
Stepdesk Phil is an Internet-based multimedia e-learning solution launched by the Department of Education and Intel Philippines to help improve science and mathematics education. For each topic in the curriculum, there are interactive lessons and exercises on that use animated graphics, video, and voice-overs to make complex subjects like mathematics and science interesting and easier to understand. The multimedia learning objects, which may be accessed online or downloaded for offline viewing, can be used by any teacher to present concepts or review lessons. In addition, provides online study guides that identify the knowledge items in science and mathematics that learners need to understand. Teachers can use these knowledge items to benchmark locally defined information sets being offered to students.

This demonstration presents the usability and alignment framework for the contextual use of the multimedia learning objects on, and shows how the learning objects can be used to enhance learning activities in the science and mathematics classroom.


LearnEnglish: British Council Online Resources
by Mina Patel
Ten Education Consultants, Malaysia

Ministries of Education worldwide are keen to harness the potential of ICT to enhance the learning and teaching process. In language learning, multimedia materials are increasingly being used to provide a useful and stimulating environment for students to learn. The demonstration will look at the learning pathways offered by the LearnEnglish website’s multimedia content and its possible implementation in both language and content classrooms. It will also look at the pedagogical features of LearnEnglish as a learning resource.


Collaborative Projects in the Learning Environment
by Marilou C. Flores
Coalition for Better Education/Center for Teacher Excellence, Cebu City

More and more educators are adopting technology-supported project-based learning approaches that require students to work collaboratively with peers inside and outside the classroom. There are many collaborative learning suites that can be used synchronously or asynchronously. But whatever the type of collaboration, it is important to be guided by the level of learning desired.

This session presents tools for designing and facilitating collaborative projects in the classroom. Among these is Learning Essentials, a toolkit that enables teachers to develop mini-lessons for a collaborative classroom. Telecollaborative techniques that make use of online collaboration tools will also be introduced. At the end of the session, the participant will have acquired a broader understanding of the use of technology-supported collaborative techniques as applied in the classroom environment.


Action Research
by Zosima A. Pañares
Center for Research and Development, Cebu Normal University, Cebu City

This demonstration session begins with a description of the development of action research in information systems and technology towards the end of the 1990s and its philosophical context, which is strongly based on post-positivist assumptions. The session outlines the different forms and stages of action research as presented by different authors. Guidelines on how to do action research are provided in detail, with some sample investigations. The demonstration session ends with a note on the limitations of this research method.


openD.E.S.K. (Open Digital Education Solutions Kit)
by John J. Macasio
Stepdesk Phil

A digital inclusion project in support of education for all, the Open Digital Education Solutions Kit (openD.E.S.K.) is a toolkit of open source business-ready software designed to create a digital environment supportive of 21st century skills development. openD.E.S.K. also includes software review of open source educational software projects supporting teaching and learning activities in reading, writing, mathematics, sciences, and the arts at the elementary level. An open software review checklist is available to enable teachers to assess educational software for appropriateness and relevance to the curricular objectives of the school. This demonstration session presents openD.E.S.K. and demonstrates the use of the template for evaluating the usability of computer applications and digital content that are licensed as open source software.


Intel Education’s Assessing Projects: Supporting Assessment
Throughout the Learning Cycle

by Celia R. Balbin
University of the Philippines National Institute for Science and Mathematics Education Development, Diliman, Quezon City

The Intel Education Assessing Projects website is a free online resource designed to support teachers’ varied needs in implementing assessment in the classroom. It contains information about the research and theory behind successful assessment and a wide variety of assessment strategies that teachers can use with their own students. It has an online application that teachers can use to develop checklists, rubrics, scoring guides, and open-text assessments from scratch. It likewise carries a database of high-quality, ready-made assessment tools for products and performances, processes and thinking skills that teachers can modify to meet their needs. Teachers can save their own assessment tools in the online Teacher Workspace and share them with other teachers registered in the site.

This demonstration session will introduce the features and functionalities of the Teacher Workspace, use this application to create original teacher assessment tools from scratch, and show how sample assessment tools from the Assessment Library may be modified to support teachers’ assessment of thinking skills, processes, products, and performances.


Web 2.0 for Learning
by Amelia T. Buan
College of Education, Mindanao State University – Iligan Institute of Technology, Iligan City

The term Web 2.0 refers to a range of World Wide Web technologies that enable users to move beyond information retrieval to content creation, sharing, editing, re-use, and re-creation. The power of Web 2.0 rests on this enhanced interactivity, the enabling of participation, and the resulting network effects.

This session will demonstrate how teachers can use Web 2.0 technologies, such as wikis, blogs, social networking sites, media sharing services, and other collaboration applications, to support communication, hone information literacy skills, encourage collaboration, and foster creativity among students.