Wednesday, April 23, 2008
Wednesday, March 12, 2008
network speed monitoring for school sysops under GILAS project
used PC's for public schools
Monday, March 03, 2008
Wednesday, August 08, 2007
Sunday, July 29, 2007
Monday, November 20, 2006
constructivism and problem solving
Monday, September 11, 2006
e-Skwela for non-formal education
ICTs in Basic Education, 2nd National Congress
Saturday, August 26, 2006
Division Level Information Technology Planning
- all the municipalities (but not the chartered cities) of a province, or
- one city
Part I. Policy and Strategy A. (review of national policies, which are already supportive of integrating ICT) B. (relate IT to the division Vision and Mission) C. Strategy, a 4-part agendaI have no idea whether this kind of outline is appropriate for the information technology component of a division improvement plan. Perhaps I can work with Supt. Borgonia to come up with a more specific plan suitable for the Cebu Provincial Schools Division. With such a draft, I would propose a ICT Division Planning workshop, with the superintendents, assistant superintendents and IT coordinators of the 7 school divisions in Cebu. The workshop could critique the draft of the provincial schools division, and participants from other divisions could start drafting their own plans. If such a workshop is successful, the DepEd regional office may also want to plan another similar workshop for the other divisions (and staff of the Cebu divisions who missed the first one). Before finalizing the plan for the Provincial Schools Division, there should be some consultations with the high school heads, similar to the one conducted last July. Participatory planning is useful, especially since the school heads have to incorporate IT into their school improvement plans to make things happen.
Part II. Capability Building A. Institutional Level: Schools, Division B. Personnel availability C. Competency Standards D. Human Capital Development plans Part III. Quality Assurance A. Performance Indicators B. Data collection activities C. Feedback on quality, external assessments D. Process Improvement Part IV. Execution and Monitoring A. Organizational structures and responsibilities B. Monitoring the deployment and use of computers and network services C. Development and monitoring of School Improvement Plans Part V. Resources A. Budget B. Additional resource mobilization efforts B. Sustainability Plan
- Hardware and Networking - connect 125 schools, ensure that each school has at least 10 PC's.
- Change Management
- School heads need to provide leadership
- Sustainability, including resource mobilization with PTCA and local government
- Teacher Training
- Formal education
- Graduate programs, including distance education
- DOST-SEI e-learning for science and math teachers
- Linkage with Teacher Education Institutes on Pre-Service Training
- In-Service Training
- ICT Seminars
- model of School-Based Training Program
- Integrating into Curriculum and Teaching-Learning Practices
Thursday, August 03, 2006
Friday, July 28, 2006
Teacher Fluency with IT for ACTIVE Learning
Saturday, July 15, 2006
Training for school heads in Cebu
One of the first steps is to update the inventory of data on computers in the schools. We have collected some general data, that show that about 80 percent of high schools have some computers, about 20 on the average. We are hoping the the governor will bew funding a major procurement soon, I have heard maybe 1000 units or maybe 7000 units.
Rather than have central office staff visit each school to get more detailed profiles, SDS Borgonia has decided to call a one-day workshop of about 300 school heads, where they can submit the data and get briefed on some of the emerging strategies. They can give inputs to ensure that the plans are responsive to their local conditions. We will meet on the 18th, at Ecotech in Lahug.
I am putting together a couple of presentations for the school heads, on on Management of Educational Technology, where I have been using an Indian book by S.M. Zaidi, Modern Teaching of Educational Technology, which I picked up in Hyderabad last year. I will also talk about Fluency with IT, just an overview contrasting the approach with more traditional computer literacy. Renante Manlunas, who teaches at UP Cebu High School, will also be talking about experiences with incorporating ICT into the curriculum at UP. Renante will be leaving end of this month, on a fellowship in Virginia, so I am trying to tap his expertise while he is still around.
Tuesday, April 11, 2006
Transforming the roles of teachers
Negroponte has minimized the importance of teacher training:
'Once children have the laptops, they'll teach themselves, he predicted, making teacher training beside the point. "Teachers teach the kids? Give me a break," he said. "Give any kid an electronic game and the first thing they do is throw away the manual and the second thing they do is use it." ' = ZDNet
Certainly for some of the brightest students, perhaps all the teachers need to do is get out of the way. However, even for that, many teachers will require training to change their approach to teaching and not become obstacles. However, for many students, especially the majority who have almost no family exposure to reading or English, I think a certain kind of training is essential.
At the least, I think teachers need to be trained for a transformation of their role. I believe they will need to go through a process of rethinking what it means for them to be a teacher, and if they can be simultaneously get assistance in acquiring competencies to play their new roles.
There are at least three important dimensions to such a role transformation that I have been thinking about. Many teachers stop growing intellectually after they graduate from university, and at least in some schools (and many public schools) have never learned to innovate in their knowledge or skills. Transformation 1): Teacher as Life-Long Learner. Of course there has been a lot of talk about continuing professional education for teachers, and for public schools there is always some in-service training programs. However, a connected digital robots gives them a tool to take personal responsibility for their continuing intellectual growth. I fear that many will not take advantage of those tools without at least some training, and some effort to build teacher networks.
I have read a number of articles that express skepticism about OLPC meeting the needs of the developing world. I think one reason that it is an exciting and important prospect is that it make possible Transformation 2): Teacher as Knowledge Worker. Many professionals of all sorts (marketing, journalist, researcher, practically any field) have seen the nature of work transformed with the surge of the World Wide Web around 1995. In many cases, the work has become more knowledge intensive, building on the infrastructure of global networks. Many traditional jobs are turning increasingly knowledge worker jobs. Many professionals, and increasingly non-professionals, have acquired first a desktop then a laptop, and the availability of those tools has expanded and transformed their daily work in many ways. Those people, many of them with kids in school, know instinctively that the teachers job also needs to go through such a transformation into modern knowledge work. Unfortunately, in most schools in the Philippines, such a transformation is barely beginning, and needs to be given a jumpstart to prevent it from stalling completely.
The third transformation is related to the OLPC educational philosophy of constructivism. This approach is also promoted in the Basic Education Curriculum recently instituted by the Philippine Department of Education, but not yet very successfully I hear. Transformation 3): Teacher as Facilitator. Unfortunately, a lot of teaching in Philippine schools is a narrow, even authoritarian, role of presenting content without ensuring there is a meaningful learning experience for all kids in the class. I suspect some of this teaching style is linked to language and communication difficulties. Once connected digital notebooks are in the hands of many students, and also their teachers, the opportunities for independent learning expands enormously. Many kids will learn no matter what the teachers do, but I fear that many will get left behind. Specifically, those kids who are already disadvantaged and have inadequate language and reading skills will suffer more than kids of the wealthier families. An OLPC roll-out will undoubtedly have a big effect on any digital divide, but I don't think it will automatically bridge the gap between the marginalized classes and those from "knowledge-rich" families. Many, probably the majority, of students in Philippine public schools will need some adult facilitation, to point the in a good direction, help define appropriate goals, to give them encouragement and feedback. To some extent, help can come from contacts over the network, but the role of an adult in the classroom, where they can actually observe how the kids respond to various learning experiences, will remain very important.
Sunday, March 05, 2006
Spoke with heads of teacher training schools
Thursday, January 26, 2006
Six constraints on ICT for development
- Communication Infrastructure
- Reliable and Maintainable Hardware
- Appropriate Applications and Content
Certainly cell phones are already widespread in the Philippines. I hope that once OLPC and other low-cost educational computers, local groups in the Philippines will be ready to program them and develop courseware. I don't think it will happen spontaneously, some promotion and orchestration may be of significant value.