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Twinning with DepEd on ICT-Pedagogy Integration

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Presentation on theme: "Twinning with DepEd on ICT-Pedagogy Integration"— Presentation transcript:

1 Twinning with DepEd on ICT-Pedagogy Integration
Teaching the Net Generation: Curriculum, Pedagogy and the Challenge of 21st Century Learning 10 to 11 September  Cebu City, Philippines Twinning with DepEd on ICT-Pedagogy Integration The MMSU CTE Experience CANDELARIA D. GARO & SHIRLEY B. MINA 10 September 2008

2 The Mariano Marcos State University College of Teacher Education
Teaching the Net Generation: Curriculum, Pedagogy and the Challenge of 21st Century Learning

3 MMSU CTE in a Capsule Center of Excellence in Teacher Education since 1996 Awarded Level 3 accredited status by AACCUP One of the 7 campuses of MMSU Situated in (Sunshine City) Laoag City, Ilocos Norte

4 Introduction Twinning or networking is seen as an effective approach to quality delivery of services between and among institutions having common goals and objectives. Thus both parties should be benefited. The CTE being a COE explored the possibility of conducting ICT/Pedagogy trainings to the DEpEd Divisions of Laoag City and Ilocos Norte using the approach

5 The Research Questions
What ICT/Pedagogy training were conducted by CTE in cooperation with DepEd? Who were the faculty members involved and what were their qualifications? What were the objectives of the teachers in participating as trainers? What are the benefits derived from the twinning program by the CTE as an institution, the trainers and other teachers?

6 Methodology This paper was inspired by the qualitative research design using the phenomenological approach in gathering data. The pieces of information gathered were taken in pure form which were the unit of analysis.

7 Respondents/Participants
The Dean, the BEEd and BSEd Chairs and 11 faculty trainers, the Extension Coordinator and five other teachers

8 Research Instrument and Data Analysis
A questionnaire was the main tool for gathering information Validated by an interview using an interview guide Data were analyzed using themes and categories

9 The Findings On what ICT/Pedagogy Trainings Were Conducted
Basic Computer Literacy Skills Intel Teach Curriculum for In-Service Teachers Intel Teach Getting Started and Skills for Success e-Learning in Elementary Mathematics and Elementary Science

10 Benefits derived and the degree to which the CTE is benefited
The College has enhanced (Very Much) its standing as the training center for innovations in Teacher Education It has contributed (Very Much) to the maintenance of the CTE as COE The CTE has become the node of networking in Region I (Very Much)

11 Benefits derived and the degree to which the CTE is benefited
The curriculum and the syllabi were updated (Much) to accommodate ICT integration The facilities and equipments are updated; the computer laboratory has been enhanced with additional units, Internet connectivity, LCD: and the Cyber Nook, is maintained for teachers and students (Much)

12 Benefits derived by the faculty-trainers
They became more adept and updated in their pedagogy and computing skills(VM) They became more creative, productive, relevant and effective teachers(VM) They felt more fulfilled and self actualized (VM) as they made a difference in others

13 Benefits derived by the faculty-trainers
They earn the respect and high regard from fellow teachers as they are tapped as trainers, resource persons in seminars and workshops (VM) Three claimed that they are sent to trainings for professional growth (VM), 3 M, 5 were moderately sent.

14 Benefits derived by other teachers
They became motivated to join similar trainings They became more open to new trends and approaches Some tried to integrate what they have learned along ICT/Pedagogy integration

15 Challenges Met Inadequate computer units and Internet connectivity
Inadequate basic computing skills lessons Unfavorable attitude of some teachers Inadequate support from some principals and head teachers

16 Analysis The CTE is not remiss in the delivery of services along its role as COE . The success of the twinning program is due to proper planning, consultation and MOA signing, commitment of the faculty and unquestionable support from administration.

17 Analysis: continued The credibility of the College as a COE has been strengthened as it spearheads trainings on recent trends. It is an Intel Training Hub, WL Training Center, e-Training Center for Elem. Math and Science, Training Center for Teacher Certificate Program for non-specialist in Filipino and Araling Panlipunan

18 Analysis: continued The art of linkaging and interfacing with people and in executing training designs became better.

19 Analysis: continued The teachers grew professionally. It was an opportunity to hone their pedagogy and computing skills They became fulfilled and self actualized.

20 Analysis: continued Approaches to teaching and learning, administrative and supervisory roles became technology-based as facilities and equipment were updated and enhanced.

21 Analysis: continued The BEEd and the BSEd curricula became more relevant. Skills learned by students were attuned to the 21st centuryskills.

22 Analysis: continued The twinning program serve as motivation for faculty who were lukewarm in attending the training

23 Implications The CTE, the administration and the faculty also benefited very much from the twinning relationship with DepEd schools Twinning with institutions is an effective approach to the delivery of services to attain common goals and objectives It is recommended for tryout by others.

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