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Title: PowerPoint Presentation Author: Luli M. Arroyo Created Date: 4/17/2000 4:18:43 AM Document presentation format: On-screen Show Other titles – PowerPoint PPT presentation

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Title: A%20diverse%20set%20of%20technological%20tools%20and%20resources%20used%20to%20communicate,%20and%20to%20create,%20disseminate,%20store,%20and%20manage%20information.

ICTs Defined
  • A diverse set of technological tools and
    resources used to communicate, and to create,
    disseminate, store, and manage information.
  • Defined as the basis for developing and using
    telecommunications and computer systems and
    digital information and communications systems in
    the broadest sense. ICT includes hardware,
    software and netware, as well as institutional,
    financial, cultural and application-related
    parameters that determine how ICT will be shaped
    and developed by society at large.

--C. Blurton
--The Research Council of Norway
National Vision for ICT
  • MTPDP 2004-2010 envisions ICT as a development
  • ICT will be harnessed as a powerful enabler of
    capacity development. It will therefore be
    targeted directly towards specific development
    goals like ensuring basic education for all and
    lifelong learning, among others.

National Vision for ICT in Education
  • The education goal set forth MTPDP 2004-2010 is
    that by 2010 everyone of school age will be in
    school, in an uncrowded classroom, in
    surroundings conducive to learning. Three
    thousand school buildings a year shall have been
    built and a computer put in every high school.
  • The MTPDP provides for the wider use of computers
    to support teaching-learning processes, the
    promotion of e-learning and information literacy
    shall, and the establishment of e-learning
    competency centers.

ICT Plan for Basic Education
  • Drafted in 2002 and focuses in the ff key areas
  • infrastructure development
  • technical support
  • teacher training on the design, production and
    use of ICT-based instructional materials
  • research and development
  • technology integration in the curriculum
  • use of innovative technologies in education and
  • fund generation, particularly through
    non-traditional financing schemes

ICT Plan for Basic Education
  • Operational targets by 2009
  • provision of appropriate educational technologies
    to all public high schools
  • provision of a computer laboratory with basic
    multimedia equipment to 75 of public high
  • provision of electronic library systems to all
    public science-oriented high schools
  • training of 75 of public secondary school
    teachers in basic computing and Internet skills
    as well as in computer-aided instruction (CAI)
  • integration of ICT in all learning areas, when

Curriculum Pedagogy
2002 Restructured Basic Education
Curriculum Conceived as an interactive
curriculum that promotes integrated teaching and
interdisciplinary, contextual and authentic
learning. What makes this curriculum
interactive is the use of information technology
and the greater emphasis on computer literacy in
all the learning areas in every school where
equipment is available.
Curriculum Pedagogy
The use of ICT is articulated in terms of skills
in accessing, processing and applying
information, and using educational software in
solving mathematical problems and conducting
Computers in Schools
  • 14.28 of ESs HSs, public and private, have
  • Highest PC penetration rates
  • NCR Region 21.3
  • Region III 15.6
  • Region IV 12
  • Note that only 66 of schools have electricity!
  • Computers in schools are acquired mostly through
    purchases using school funds (45) or through
    donations by government and private groups (40).

--SEAMEO Survey, 2000-2001
Computers in Schools
  • Recent National Government Computerization
  • DepED 1996 to 2004, 3 Batches
  • PCs for Public Schools of DTI 2001 to 2005, 3
  • DOST periodically since 1994

Computers in Public High Schools
  • DepED estimates to date 69 of public HSs
    already have at least one computer, and expects
    this to increase to 75 by end of 2005.
  • poor student-to-computer ratio
  • ranges from 121 to 1,0981
  • mean ratio 2671
  • modal ratio 2091
  • poor teacher-to-computer ratio
  • 75 of schools have a ratio of 51 or worse
  • mean ratio 91
  • modal ratio 81

--FIT-ED Survey, 2002
Computers in Public High Schools
  • Instructional Use of Computers in public HSs

Percentage of schools that use computers for
teaching and learning activities in the indicated
subject areas
80.4 of the total number of hours of computer
use in the schools is for basic ICT skills
training under Technology and Home Economics for
predominantly 3rd and 4th year students
--FIT-ED Survey, 2002
Computers in Public High Schools
  • DESPITE...
  • Computers having fast processors and fairly
    recent operating systems
  • 96.4 have Pentium processors
  • 96 run on Windows 95 or 98
  • Computers having multimedia capability
  • (with CD ROM drives and sound cards)
  • 86 computers available for teacher use
  • 87 computers available for student use

--FIT-ED Survey, 2002
Computers in Public High Schools
  • Computers in public HSs are
  • Computers are not used primarily for their
    intended, curricular purpose, i.e., to enhance
    the teaching and learning process
  • Computers are not used to their full potential
    as machinesthey are being used as glorified

Why are Computers Underutilized?
  • Lack of educational software

Percentage of schools with educational software
available for use by students
--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Lack of hardware peripherals

Percentage of schools with hardware peripherals
available for use by students
--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Lack of local area networks (LANs)
  • Networking indicates a higher level of efficiency
    in management of educational resources (e.g.,
    sharing of files, distribution of Internet
  • Only 7 of schools have computers used for
    educational purposes that are networked

--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Lack of Internet access
  • Only 13 of the schools have Internet access
  • Only 9 of schools have computers with Internet
    access available for teacher use
  • Only 8 of schools have computers with Internet
    access available for student use
  • Only 5 of schools have simultaneous Internet
    access between 2 to 35 computers
  • Online time is limited Half of the schools go
    online an average of less than one hour per day.
    Mean access time per month 32 hours

--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Lack of Internet access
  • Bandwidth is limited The majority of schools
    have dial-up connections, max of 56.6 kbps
  • Educational use is limited
  • In 75.6 of schools 10 or less of faculty use
    the Internet
  • In 57.1 of schools 10 or less of student
    population use the Internet for educational
    purposes, mostly for online research

--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Generally low level of computing and Internet
    skills of teachers

Percentage of schools by percentage of teachers
with basic computing skills
Percentage of schools by percentage of teachers
with basic Internet skills
--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Generally low level of skills in using
    subject-specific applications among faculty

Percentage of schools by percentage of teachers
who can use subject-specific applications
  • There is a lack of technical support skills
  • as well.
  • Only 32 of schools have at least one member of
    its staff who can install, maintain and repair
    hardware and software

--FIT-ED Survey, 2002
Why are Computers in Public HSs Underutilized?
  • Perceived major obstacles to ICT use
  • lack of computers
  • lack of technical support
  • lack of training opportunities for teachers
  • lack of standards and guidelines for ICT
  • lack of funds for operations and maintenance

--FIT-ED Survey, 2002
Some Efforts to Fill the Gaps
  • Networking Internet Access
  • Special rates for schools 1 year free access
    and preferential rates thereafter, offered by
    Innove and PLDT
  • CLIC Program (USAID-Growth with Equity for
    Mindanao) for ARMM and conflict afflicted areas
    in Mindanao
  • YouthTech (Ayala Foundation)
  • ConnectEds GILAS Project (in the pipeline)
  • Thin Client Pilot (DOST-SEI)

Some Efforts to Fill the Gaps
  • Teacher Professional Development, ICT
    Integration, Materials Development
  • Intel Teach to the Future Program
  • Appropriate use of New Technologies for
    Teaching-Learning Science (DOST-SEI)
  • Partners in Learning (Microsoft)
  • Coke ed.venture (FIT-ED)
  • e-Curricula for High Schools (Coke, Mirant
    Foundation, FIT-ED)
  • Computer-based Teaching Modules Development
  • Mobile Information Technology Classroom in the
    Regions (DOST-SEI)

Three Challenges
  • REAFFIRM the power of older ICTsradio,
    television, and playback technologies
  • Computers and the Internet may be sexier but
    these are not always the most appropriate!

Three Challenges
  • FOCUS as much on the soft side of educational
    ICTs as the hard side.
  • Capacity building, content development,
    community-building for sustainability are as
    important, if not more so, than getting the
    technology into schools.

Three Challenges
  • INTEGRATE effortsvertically and horizontallyin
    ICT integration.
  • Learn to learn from each other.
  • Start building a community of practice
  • Break the endless cycle of pilots and start
    thinking about how we can go to scale
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