The e-Learning Club as a Support Strategy in Technology Integration Presented at the  1 st  National ICTs in Basic Educati...
Project Background  <ul><li>The Coca-Cola ed.Venture pilot project is a core pilot project under Pilipinas Schoolnet </li>...
Project Background <ul><li>Set-up of 15 computer laboratories in 15 public HSs in Metro Manila, Bohol, Cebu, Iloilo, Negro...
R ationale   <ul><li>Monitoring results after SY 2002-03: </li></ul><ul><ul><li>Teachers  had difficulty completing their ...
<ul><li>Instead of working on inter-school telecollaborative projects ,  it may be more appropriate/feasible for  students...
O bjectives  of the ELC <ul><li>To better prepare students and teachers for ICT-based  learning  activities </li></ul><ul>...
N ature of the Club <ul><li>The E-Learning Club activities are CURRICULAR, meaning: </li></ul><ul><li>they are  based on u...
C ore  M embership  <ul><li>One (1) Over-all Coordinator 1 </li></ul><ul><li>Four (4) Year-level Coordinators 2 , one for ...
R oles  & R esponsibilities <ul><li>S tudent members: </li></ul><ul><li>Help  classmates and  schoolmates master the skill...
<ul><li>Y ear  L evel  C oordinators </li></ul><ul><li>Plan  the ICT-based learning  activities for the year level with th...
<ul><li>O ver All Coordinator  </li></ul><ul><li>Monitor and report the progress of year-level club activities </li></ul><...
<ul><li>C enter Manager  &  A ss istant Center Manager </li></ul><ul><li>Closely coordinate with the Over-all Coordinator ...
<ul><li>Teacher reactions </li></ul><ul><li>Students were highly motivated to use computers and Internet </li></ul><ul><li...
<ul><li>Teacher reactions </li></ul><ul><li>Shared responsibility; being able to entrust leadership tasks to students </li...
<ul><li>Student reactions </li></ul><ul><li>Enjoyed working with computers and the Internet and doing field research; deve...
<ul><li>In some cases, creating a “community of practice” within the school: teachers working in teams, sharing each other...
<ul><li>Classroom management issues: </li></ul><ul><ul><li>Supervising students’ time in the laboratory and in the field a...
<ul><li>Addressing classroom management and scheduling issues  </li></ul><ul><li>Appropriate instructional design that int...
<ul><li>Provision of consistent administrative support at the school level: recognition of innovation, creation of an ince...
<ul><li>THANK YOU!!! </li></ul><ul><li>Liezl S. Formilleza </li></ul><ul><li>Deputy Director for Programs and Research </l...
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The eLearning Club as a Support Strategy in Technology Integration

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The eLearning Club as a Support Strategy in Technology Integration

  1. 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. 2. Project Background <ul><li>The Coca-Cola ed.Venture pilot project is a core pilot project under Pilipinas Schoolnet </li></ul><ul><li>Launched in April 2001 through the generous support of The Coca-Cola Export Corporation (Philippines & Asia Pacific) </li></ul><ul><li>Project components are: </li></ul><ul><ul><li>Connectivity </li></ul></ul><ul><ul><li>Training and Professional Development </li></ul></ul><ul><ul><li>Support Services </li></ul></ul><ul><ul><li>Monitoring and Evaluation </li></ul></ul>
  3. 3. Project Background <ul><li>Set-up of 15 computer laboratories in 15 public HSs in Metro Manila, Bohol, Cebu, Iloilo, Negros Oriental and Leyte </li></ul><ul><li>Training programs for teachers, school administrators and technical staff </li></ul><ul><li>Teacher professional development: </li></ul><ul><ul><ul><li>Basic Computer and Internet Literacy </li></ul></ul></ul><ul><ul><ul><li>Information Literacy </li></ul></ul></ul><ul><ul><ul><li>Strategies in Curriculum-Technology Integration </li></ul></ul></ul><ul><ul><ul><li>Telecollaboration </li></ul></ul></ul>
  4. 4. R ationale <ul><li>Monitoring results after SY 2002-03: </li></ul><ul><ul><li>Teachers had difficulty completing their telecollaborative projects due to scheduling conflicts, lack of ICT skills and/or lack of opportunities to hone basic skills . </li></ul></ul><ul><ul><li>Suggestion to involve students through the formation of e-Learning Clubs </li></ul></ul><ul><li>Recognizing the reality that students are highly motivated to learn and eventually adapt to the new technology </li></ul>
  5. 5. <ul><li>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. </li></ul><ul><li>Formation of e-Learning Clubs in each school through workshops involving both students and teachers </li></ul><ul><li>Complemented with a workshop on Curriculum Integration for teachers </li></ul>R ationale
  6. 6. O bjectives of the ELC <ul><li>To better prepare students and teachers for ICT-based learning activities </li></ul><ul><li>To design, promote and implement learning activities in every year level that use ICTs </li></ul><ul><li>To enhance the ICT skills of students through peer-to-peer tutoring and teacher - guided activities </li></ul>
  7. 7. N ature of the Club <ul><li>The E-Learning Club activities are CURRICULAR, meaning: </li></ul><ul><li>they are based on units and lessons in the curriculum ; and </li></ul><ul><li>for the most part, they will be done during class hours, or regular class sessions. </li></ul>
  8. 8. C ore M embership <ul><li>One (1) Over-all Coordinator 1 </li></ul><ul><li>Four (4) Year-level Coordinators 2 , one for each year </li></ul><ul><li>10 students per year level, representing different sections handled by the year-level coordinator </li></ul><ul><li>the Center Manager and Assistant Center Manager </li></ul><ul><li>Preferably a Subject Area teacher </li></ul><ul><li>Must be Subject Area teachers </li></ul>
  9. 9. R oles & R esponsibilities <ul><li>S tudent members: </li></ul><ul><li>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. ) </li></ul><ul><li>Assist teachers in planning and implementing ICT -based learning activities in their class and within their year level </li></ul><ul><li>Plan and lead the implementation of at least 1 school-wide ELC project per year </li></ul>
  10. 10. <ul><li>Y ear L evel C oordinators </li></ul><ul><li>Plan the ICT-based learning activities for the year level with the year-level club members </li></ul><ul><li>Ensure that there is a fit between curricular goals and the learning activities for their year level (instructional design) </li></ul><ul><li>Monitoring and reporting the progress of year-level activities </li></ul><ul><li>Serve as mentors or guides to new teacher members </li></ul>R oles & R esponsibilities
  11. 11. <ul><li>O ver All Coordinator </li></ul><ul><li>Monitor and report the progress of year-level club activities </li></ul><ul><li>Provide whatever assistance is necessary to the year-level coordinators towards the successful completion of year-level activities </li></ul><ul><li>Ensure the provision of assistance and guidance to new teachers by the Year-Level coordinators </li></ul><ul><li>Regularly update their own skills in the use of ICTs for education and share knowledge and skills with other Club members </li></ul>R oles & R esponsibilities
  12. 12. <ul><li>C enter Manager & A ss istant Center Manager </li></ul><ul><li>Closely coordinate with the Over-all Coordinator and Year-Level Coordinators in scheduling center use for e-Learning Club activities </li></ul><ul><li>Assist student members in conducting website design and others skills trainings for other students </li></ul><ul><li>Provide technical assistance to the Over-all and Year Level Coordinators </li></ul>R oles & R esponsibilities
  13. 13. <ul><li>Teacher reactions </li></ul><ul><li>Students were highly motivated to use computers and Internet </li></ul><ul><li>Being able to observe group dynamics closely; seeing how students work together and how they cooperate to achieve a single purpose </li></ul><ul><li>Being able to focus on students who need more guidance and help than others </li></ul>Some Observations
  14. 14. <ul><li>Teacher reactions </li></ul><ul><li>Shared responsibility; being able to entrust leadership tasks to students </li></ul><ul><li>Learning from their students’ work, which in turn, they use in enhancing their resource base for teaching </li></ul><ul><li>In some cases, students’ enthusiasm and drive to finish the projects became the teacher’s source of motivation </li></ul>Some Observations
  15. 15. <ul><li>Student reactions </li></ul><ul><li>Enjoyed working with computers and the Internet and doing field research; developed specialized skills such as web designing </li></ul><ul><li>Recognized the need to develop other skills such as interviewing experts and real-world sources and working as a team – authentic learning </li></ul><ul><li>Recognized the role of the teacher as a guide in the process: sought after closer guidance </li></ul><ul><li>What they learned aside from the subject area: patience, cooperation, self-confidence, connections between subject areas, pride in their independent work </li></ul>Some Observations
  16. 16. <ul><li>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 </li></ul><ul><li>Facilitating the recognition of innovation within the school since efforts are subsumed under an organizational structure </li></ul><ul><li>In some cases, facilitating the provision of better or improved administrative support </li></ul>Some Observations
  17. 17. <ul><li>Classroom management issues: </li></ul><ul><ul><li>Supervising students’ time in the laboratory and in the field as well </li></ul></ul><ul><ul><li>Handling large groups of students (8 to 10 members each) </li></ul></ul><ul><ul><li>Integrating results of the assessment of student outputs </li></ul></ul><ul><li>In some cases, lack of focus on curricular goals </li></ul><ul><li>Scheduling issues for teachers and students </li></ul><ul><li>In some cases, difficulties in coordinating the use of the laboratory </li></ul><ul><li>Intermittent technical problems </li></ul>Problems Encountered
  18. 18. <ul><li>Addressing classroom management and scheduling issues </li></ul><ul><li>Appropriate instructional design that integrates the use of available technology </li></ul><ul><li>Continuous updating of skills of teachers in order to provide support to student members </li></ul><ul><li>Membership expansion through skills trainings for both students and teachers </li></ul>Challenges
  19. 19. <ul><li>Provision of consistent administrative support at the school level: recognition of innovation, creation of an incentive system </li></ul><ul><li>The ELC as an instrument to gain community support: awareness-raising among parents, community leaders and members </li></ul>Challenges
  20. 20. <ul><li>THANK YOU!!! </li></ul><ul><li>Liezl S. Formilleza </li></ul><ul><li>Deputy Director for Programs and Research </li></ul><ul><li>FIT-ED </li></ul><ul><li>[email_address] </li></ul><ul><li>www. pilipinasschoolnet .org </li></ul>

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