The eLearning Club as a Support Strategy in Technology Integration

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The eLearning Club as a Support Strategy in Technology Integration

The eLearning Club as a Support Strategy in Technology Integration

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  • 1. The e-Learning Club as a Support Strategy in Technology Integration Presented at the 1 st National ICTs in Basic Education Congress 6-7 December 2004 Cebu City, Philippines
  • 2. 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
  • 3. 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
  • 4. R ationale
    • 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
  • 5.
    • 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
    R ationale
  • 6. O bjectives 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
  • 7. N ature 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.
  • 8. C ore M embership
    • One (1) Over-all Coordinator 1
    • Four (4) Year-level Coordinators 2 , 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
    • Preferably a Subject Area teacher
    • Must be Subject Area teachers
  • 9. R oles & R esponsibilities
    • S tudent 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
  • 10.
    • Y ear L evel C oordinators
    • 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
    R oles & R esponsibilities
  • 11.
    • O ver 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
    R oles & R esponsibilities
  • 12.
    • C enter Manager & A ss istant 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
    R oles & R esponsibilities
  • 13.
    • 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
  • 14.
    • 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
  • 15.
    • 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
  • 16.
    • 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
  • 17.
    • 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
  • 18.
    • 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
  • 19.
    • 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
  • 20.
    • THANK YOU!!!
    • Liezl S. Formilleza
    • Deputy Director for Programs and Research
    • FIT-ED
    • [email_address]
    • www. pilipinasschoolnet .org