the elearning club as a support strategy in technology integration
TRANSCRIPT
The e-Learning Clubas a Support Strategy in Technology Integration
Presented at the 1st National ICTs in Basic Education
Congress 6-7 December 2004
Cebu City, Philippines
Project Background
• The Coca-Cola ed.Venture pilot project is a core pilot project under Pilipinas Schoolnet
• Launched in April 2001 through the generous support of The Coca-Cola Export Corporation (Philippines & Asia Pacific)
• Project components are:– Connectivity– Training and Professional Development– Support Services– Monitoring and Evaluation
Project Background
• Set-up of 15 computer laboratories in 15 public HSs in Metro Manila, Bohol, Cebu, Iloilo, Negros Oriental and Leyte
• Training programs for teachers, school administrators and technical staff
• Teacher professional development:• Basic Computer and Internet Literacy• Information Literacy• Strategies in Curriculum-Technology Integration• Telecollaboration
Rationale
• Monitoring results after SY 2002-03:– Teachers had difficulty completing their
telecollaborative projects due to scheduling conflicts, lack of ICT skills and/or lack of opportunities to hone basic skills.
– Suggestion to involve students through the formation of e-Learning Clubs
• Recognizing the reality that students are highly motivated to learn and eventually adapt to the new technology
• Instead of working on inter-school telecollaborative projects, it may be more appropriate/feasible for students and teachers in each school to work together in designing and implementing learning activities that use the ICT facilities in the school.
• Formation of e-Learning Clubs in each school through workshops involving both students and teachers
• Complemented with a workshop on Curriculum Integration for teachers
Rationale
Objectives of the ELC
• To better prepare students and teachers for ICT-based learning activities
• To design, promote and implement learning activities in every year level that use ICTs
• To enhance the ICT skills of students through peer-to-peer tutoring and teacher-guided activities
Nature of the Club
The E-Learning Club activities are CURRICULAR, meaning:
• they are based on units and lessons in the curriculum; and
• for the most part, they will be done during class hours, or regular class sessions.
Core Membership
• One (1) Over-all Coordinator1
• Four (4) Year-level Coordinators2, one for each year
• 10 students per year level, representing different sections handled by the year-level coordinator
• the Center Manager and Assistant Center Manager
1. Preferably a Subject Area teacher2. Must be Subject Area teachers
Roles & Responsibilities
Student members:•Help classmates and schoolmates master the skills needed to complete assigned activities (e.g., surfing the Web, creating an e-mail account, working with e-mail, creating an e-group, etc.)•Assist teachers in planning and implementing ICT-based learning activities in their class and within their year level
•Plan and lead the implementation of at least 1 school-wide ELC project per year
Year Level Coordinators•Plan the ICT-based learning activities for the year level with the year-level club members •Ensure that there is a fit between curricular goals and the learning activities for their year level (instructional design) •Monitoring and reporting the progress of year-level activities•Serve as mentors or guides to new teacher members
Roles & Responsibilities
Over All Coordinator •Monitor and report the progress of year-level club activities•Provide whatever assistance is necessary to the year-level coordinators towards the successful completion of year-level activities•Ensure the provision of assistance and guidance to new teachers by the Year-Level coordinators•Regularly update their own skills in the use of ICTs for education and share knowledge and skills with other Club members
Roles & Responsibilities
Center Manager & Assistant Center Manager• Closely coordinate with the Over-all
Coordinator and Year-Level Coordinators in scheduling center use for e-Learning Club activities
• Assist student members in conducting website design and others skills trainings for other students
• Provide technical assistance to the Over-all and Year Level Coordinators
Roles & Responsibilities
Teacher reactions• Students were highly motivated to use
computers and Internet• Being able to observe group dynamics
closely; seeing how students work together and how they cooperate to achieve a single purpose
• Being able to focus on students who need more guidance and help than others
Some Observations
Teacher reactions• Shared responsibility; being able to entrust
leadership tasks to students• Learning from their students’ work, which in
turn, they use in enhancing their resource base for teaching
• In some cases, students’ enthusiasm and drive to finish the projects became the teacher’s source of motivation
Some Observations
Student reactions• Enjoyed working with computers and the Internet and
doing field research; developed specialized skills such as web designing
• Recognized the need to develop other skills such as interviewing experts and real-world sources and working as a team – authentic learning
• Recognized the role of the teacher as a guide in the process: sought after closer guidance
• What they learned aside from the subject area: patience, cooperation, self-confidence, connections between subject areas, pride in their independent work
Some Observations
• In some cases, creating a “community of practice” within the school: teachers working in teams, sharing each others’ experiences in implementation, “critiquing” of each other’s work
• Facilitating the recognition of innovation within the school since efforts are subsumed under an organizational structure
• In some cases, facilitating the provision of better or improved administrative support
Some Observations
• Classroom management issues:– Supervising students’ time in the laboratory and in the
field as well– Handling large groups of students (8 to 10 members
each)– Integrating results of the assessment of student
outputs • In some cases, lack of focus on curricular goals• Scheduling issues for teachers and students• In some cases, difficulties in coordinating the
use of the laboratory• Intermittent technical problems
Problems Encountered
• Addressing classroom management and scheduling issues
• Appropriate instructional design that integrates the use of available technology
• Continuous updating of skills of teachers in order to provide support to student members
• Membership expansion through skills trainings for both students and teachers
Challenges
• Provision of consistent administrative support at the school level: recognition of innovation, creation of an incentive system
• The ELC as an instrument to gain community support: awareness-raising among parents, community leaders and members
Challenges
THANK YOU!!!
Liezl S. FormillezaDeputy Director for Programs and Research
www.pilipinasschoolnet.org