This is an evaluation of the effect of the Intel Teach to the Future Pre-service Program (ITTFPP) on two classes of BEED (Bachelor of Elementary Education) taking up Principles and Strategies in Teaching Communication Arts (ED4B1) during the second semester of SY2003-2004. The study describes what students learned, what problems they encountered, and how they coped with such problems.
Five instruments, namely, the ITTF Faculty and Student Evaluation Forms, the Student Monitoring Form, the ICT and Technology Integration Skills Survey Form, and the Teacher-Made Program Evaluation Questionnaire, served as sources of data on students' computer literacy development, their attitudes toward the program, their social and problem-solving skills, as well as their self-concept.
After one semester of implementation, students generally found teaching and learning more meaningful and interesting as a result of the integration of technology in the course. Their computer literacy skills were developed as they worked on their respective unit portfolios, as were their motivational, social, metacognitive, and reflective skills. They also observed that they developed values like patience, collaboration, diligence, resourcefulness, and a sense of responsibility. Students claimed that they formed a better concept of themselves after the program.
Among the problems met by the students were having to cope with a crowded curriculum, an inadequate number of computers in the laboratories on campus, lack of time for practice, having few copies of the required software programs (e.g., Publisher, Encarta, Powerpoint), and intermittent access to the Internet. Most students could not afford computer rentals outside of the university. Also, during their presentations, the computer laboratory was not always available and no technician could assist them whenever they had technical problems in using the computer.
In conclusion, it may be said that the success of the Intel Teach to the Future Pre-Service Program depends on a number of essential factors, namely, the students' willingness to learn, support from the school administration in the form of adequate provision of the necessary equipment and technical support, and the teacher's creativity in addressing problems met by students given the constraints in the university.