The College of Education (CED) of MSU-IIT was considered one of the most established CoL using the Intel® Teach program. Since its inclusion in SY 2004-2005, MSU-IIT CoL grew to involve various education stakeholders from TEIs, LGUs, DepEd Division Office, and secondary public schools.

The missionary zeal by which the program is implemented in a local setting like MSU-IIT allows Intel Teach to soar. What sustain it in the field is the “love of teaching” and the commitment of young teachers “to teach to the future.” Clearly, a new breed of teachers has emerged, imbued with new pedagogical principles and strategies, and with enhanced competencies for the school of the future.22

When the seasoned Intel® Teach Master Trainer, Prof. Amelia T. Buan, joined the CED faculty in June 2004, the College gained a fourth Intel® Teach-trained faculty member who was determined to immediately implement the Intel® Teach Pre-service Training Program.

In SY 2004-2005, the first year of its implementation, CED focused its training on integrating the Intel® Teach pre-service curriculum courses such as, Educational Technology, Principles and Methods of Teaching, Multimedia Applications in Teaching, and various strategy courses. During the first year of the Intel® Teach implementation, 380 out of 480 would-be teachers completed the program.

The CED Intel® Teach implementers trained not only the pre-service teachers but also their colleagues and the faculty members of other TEIs. Buan spearheaded the first training program at the Integrated Developmental School (IDS) of MSU-IIT. She coordinated with Monalisa T. Sasing, the Intel® Teach In-service Training Program Coordinator, and with Prof. Digna C. Padura, the IDS Principal, in organizing the seminar. Of the 16 participants, Dr. Myrna E. Lahoylahoy and Prof. Rizalina G. Gomez were CED faculty members. The other five who were able to implement their own unit plans were Mrs. Rudy Phel D. Sabaduquia, Ms. Rhea D. Febro, Ms. Joy R. Magsayo, Mr. John Alan D. Lee, and the CED Dean herself, Prof. Lydie D. Paderanga. Their participation increased the number of trained teachers under the Intel® Teach Program.

By the first semester of SY 2005-2006, there were 11 implementers of Intel® Teach. The semester began with the echo training of the Pre-service Faculty Enhancement Workshop. With more CED faculty members implementing Intel Teach, the number of CED students undergoing the program also increased to 481 from 380 in SY 2005-2006.

After a year of implementing the program, Yvonne Garcia-Flores, former Education Manager of Intel Technology Philippines, described MSU-IIT as an “outstanding” implementer of Intel® Teach. Ms. Celia Balbin, on the other hand, remarked that MSU-irr was “soaring high” and was setting a standard that other TEIs would be able to use as a model. Dr. Merle C. Tan, Director of UP-NISMED, invited MSU-IIT to share its Intel Teach experience with prospective Intel Teach implementers during the Deans’ Forum on October 27-28, 2005 because of “our high capacity” and successful implementation of Intel® Teach.

Consequently, MSU-IIT was one of the few universities selected to participate in the pilot phase of the Intel® Teach Pre-service Program Evaluation for Asia. Balbin informed the teachers that, “The way the results of the non-survey component of the study were reported brought out outstanding details of IIT’s accomplishments”.

The team was able to conduct three Intel® Teach programs from November 2005 to February 2006.

Intel® Teach Programs conducted by the ICT Training Team of MSU-IIT

Training activityDateParticipants
Educators’ Forum and Enhancement TrainingNovember 28-29,200552 from the DepEd Division of Iligan City
Orientation and Enhancement TrainingDecember 6-7, 2005171 CED Practice Teachers
Intel Teach In-service Training  for  Public Elementary SchoolsDecember 10, 2005 to February 25, 200620 DepEd Elementary Teachers

The commitment of the stakeholders played a significant role since they [CED] were able to train the most number of pre-service and in-service teachers in the whole Intel® Teach program. These MTs, who composed the ICT training team, reported to school to train, and worked overtime without additional compensation. Their support and monitoring were credited for the high rate of unit plans implemented at 90 percent.

The designation of an Educational Technologist as a “dedicated” Media Coordinator and a member of the College’s Executive Committee (CED-EXECOM) helped in creating a conducive infrastructure for the Intel® Teach program since its main task was the integration of ICT in the curriculum. Other factors included:

  • A vision coupled with action
  • The involvement of the leadership – the Dean herself became a participant and implemented her own unit plan
  • Teamwork, close and continuous coordination and cooperation among the university administrators and CED faculty in managing the activities and using all resources efficiently and effectively
  • The stakeholders’ united efforts

Strategies for Successful Program Implementation. As a Training Education Institute (TEI), MSU-IIT integrated the Intel Teach program into the different courses that pre-service teachers took during their course of study.

MSU-IIT conducted a curriculum review to realign subjects with the Intel® Teach Pre-service Curriculum. As a prerequisite for subjects where Intel Teach was successfully integrated, students had to first enroll in Computer Science (or ICT). After taking CompSci, students had to enroll in both Ed 105 (Educational Technology) and Ed 107 (Principles and Methods of Teaching) where Modules 1, 2, 3, and 5 were integrated. Thereafter they had to take Ed 114/Strategies where Modules 4, 6, 7, and 8 were integrated. When they enrolled in Ed 197A (Observation and Internship), they were expected to do Modules 9 and 10 since they would already have been exposed to the actual classroom settings. When they enrolled in Ed 197B (Practice Teaching), they were therefore expected to have already completed their unit plans and to be ready to implement them during Practice Teaching.

Second, the Curriculum Revision as mandated by CHED Memorandum Order No. 11, included a laboratory component to Ed 105 (Ed Tech 1) and Ed 114 (Ed Tech 2). This gave an additional opportunity for students to be exposed to Intel® Teach activities and web-enhanced learning activities.

Third, as a response to the CED faculty’s difficulty in evaluating student outputs, there was a reduction in the class size for those doing Intel Teach, e.g., from 35 or more to 20 to 25 students.

Fourth, small ICT training seminars were conducted to prepare CED faculty for the ten-day intensive Intel Teach Pre-service Program.

Fifth, other measures were employed to ensure the successful implementation of the program, such as:

  • Survey of readiness for Intel Teach
  • Free computer literacy sessions for students who were not computer literate or were not yet enrolled in Computer Science
  • Pairing the computer literate with the computer illiterate
  • Pairing students taking the same degree program
  • Free use by the students of the ICT equipment in the classroom for Intel Teach activities
  • Requesting approval for the use of ICT facilities overnight or beyond office hours to allow students to do laboratory activities and to complete their unit plans
  • Faculty implementers’ use of the computers at the ICT laboratory for free
  • Improving ICT infrastructure with CED’s funds and through linkages/partnerships with GOs and NGOs

Encouraging in-house trained faculty members to implement Intel Teach by giving all out support to them, i.e., giving them a crash program on Ed 105, sharing with them the instructional materials, and making these materials readily available at the ICT laboratory.

Appreciating Maranao culture through Mathematics

Using unit plans to heighten the students’ appreciation of the Maranao culture and Mathematics.

ILIGAN City, Philippines: Amy Buan, a teacher at the Iligan City East High School, had a dilemma. She observed that her students were having difficulty understanding geometric concepts. She pondered over the best way to increase their appreciation for Geometry especially since her students were seniors who were about to take their college entrance examinations. Luckily, she had just attended the Enhancement Workshop for Intel® Teach Regional Trainers conducted by the National Institute for Science and Mathematics Education Development based at the University of the Philippines. In the workshop, she learned about Curriculum-Framing Questions, Project-Based Learning, Inquiry Approach, and Authentic Assessment and how to integrate these into her teaching.

Prior to attending Intel® Teach, Amy Buan’s idea of a multimedia project from her students was their transferring content from their textbooks and presenting this in digital format complete with audio, animation and action buttons. After attending the Intel® Teach workshop, however, she began to expect more from them. She encouraged her students to think critically and demanded that their projects manifest a conceptual understanding of mathematical concepts, Geometry being the subject she handled.

To guide them, Amy developed a unit plan entitled Maranao Craft and Mathematics. It aimed not only to use technology in teaching and learning Mathematics, but more importantly, it sought to develop in the students a sense of appreciation for Maranao culture and history through Mathematics. It also promoted higher order thinking.

Maranao is the local term used to describe the people of Lanao Province located in southern Philippines. The Maranao culture traces its roots to the era preceding Spain’s colonization of the Philippines in the 15th century. They are famous for their artworks, intricate woven designs, wood and metal craft, and literature. Unfortunately, their cultural traditions are fast disappearing because of the influx of more modern practices.

A Maranao cultural tradition that has been preserved, however, is cloth weaving, the finished product of which is the malong. A malong is a multi-colored cloth bearing a variety of okir designs. Measuring about two yards long with the short edges sewn together, it can be used for several purposes: as apparel, a blanket, a hammock and a prayer mat.

Through this piece of cloth Amy illustrated how a design could be geometrically transformed or graphically depicted by mathematical functions, e.g. linear, quadratic, etc. using a graphing calculator. With the same calculator, the students came up with generalizations on the effects of using the graph(s) and applied translation concepts to graphs of linear, polynomial, exponential and logarithmic functions.

To further deepen their understanding of geometric concepts, Amy divided the class into groups of five. She then tasked each group to choose a Maranao craft and to discuss the mathematical concepts used in its design. The different groups therafter developed a variation of the design and presented their research through a multimedia presentation. They also wrote journals on their learning experiences in relating mathematics to the real world. In her journal, Karen Kirsty Villamor wrote:

“The world of mathematics is the foundation of every strong and creative craft made. You just have to give Math a chance to show you this inter¬relationship. At first glance, the crafts of our Muslim brothers and sisters, which display a variety of styles and patterns, probably all look the same. Once examined closely, however, one notes that every portion of the pattern is unique.”

In her journal, Princess Pundogar, another of Amy’s students wrote:

“Based on my readings, I learned that Muslim craft designs are greatly influenced by the religious prohibitions made by Prophet Mohammed. He stated that artists must not imitate God by making representational art of living things. For this reason, crafts are embellished with ornamental geometric and decorative floral designs done in artistic forms, rather than with people or animals.

Intuitively, Muslim craft designs contain mathematical concepts. Even as they portray aesthetically created designs, they also show great mathematical ideas.

Here in Mindanao, the native Muslims called Maranao have created a special kind of cloth which exhibits the mathematical concept of transformation… Generally, mathematics is not only a fundamental knowledge but also a definite form of art.”

Through an ICT-enhanced lesson plan, Amy was able to heighten the students’ appreciation of Maranao crafts and Mathematics. 

 * Based on the 2005 “Intel Teach to the Future Terminal Report” submitted by the Foundation for Information Technology Education and Development.** A synopsis of the paper presented by Sonia A. Alensub, entitled “Soaring High: The ICT in education experience of MSU-IIT”, during the recent Innovating with Technology Conference on September 6-7, 2006, in Cebu City, Philippines. Accessed in concurrent_paper_presentations.htm1 The Intel name and brands are the property of Intel Corporation.2 This is the latest figures from the Philippine National Statistics Office. Accessed at National Economic Development Authority (NEDA). 2004. Medium-term Philippine Development Plan 2004-2010.4 Accessed at bus/arroyo.seeks.higher. National Statistics Coordination Board, FAQs on Official Poverty Statistics of the Philippines, June 2007.6 RA 7784 or “An Act Strengthening Teacher Education in the Philippines by Establishing a Center of Excellence and Creation of Teacher Education Council.”7 Ibid.8 Victoria L. Tinio (2002). Survey of Information and Communication Technology Utilization in Philippine Public High Schools. Foundation for Information Technology Education and Development.9 Prudencia R. Orani, (June 2001). “Philippines: Teachers Get IT Boost From Intel, Government – Company Business and Marketing.”10 Ibid.11 The PCs for Public Schools Project (PCPS) of the Department of Trade and Industry (DTI) was launched in 2001 under the leadership of then Secretary Mar Roxas. PCPS is funded by the Counter Value Funds under the Government of Japan’s Non-Project Grant Aid, and is implemented in coordination with other government agencies, LGUs, and private companies. It distributes PCs to public schools aiming to reduce computer backlogs in public schools.12 The Adopt-a-School Program of the DepEd, which was launched in 2000, provides private corporations and individuals a chance to partake in the government’s initiative to promote public education by providing assistance on developing competencies or building infrastructure. Over PhP2.4 billion worth of contributions have been generated, augmenting the mainstream budget allocation for education and benefiting some 22,000 public schools nationwide.13 Content Localization refers to the process by which the Intel® Teach Teacher Development Curriculum (or Essentials Course Module) is modified to suit the needs and demands of its beneficiaries, without altering its primary objectives.14 Rubrics are matrices of criteria that define what are expected in a learning situation. They show levels of performance, with a specific standard attached to each level. Rubrics differ according to the tasks to be assessed.15 For further information on the student outputs under the Intel Teach Program, please access this link: Partnership for 21st Century Skills website.17 In 2002, DepEd issued the Revised Basic Education Curriculum. One of its major features was the emphasis on learner-centered pedagogy and authentic assessment.18 Higher Order Thinking Skills (HOTS) refers to the student’s capacity to evaluate, synthesize, analyze, apply, and comprehend information.19 U.P. College of Education et al. (2006). Intel Teach to The Future SY 2005-2006 Evaluation Study.20 Ibid.21 Dr. Ma. Cynthia Rose Banzon-Bautista et. Al. (2006) Intel Teach to the Future Pre-Service Program Impact Evaluation 2006 Pilot Phase – Philippines.22 Dr. Ma. Cynthia Rose Banzon-Bautista et. Al. (2006) Intel Teach to the Future Pre-Service Program Impact Evaluation 2006 Pilot Phase – Philippines.

Topics : intel teach