Year  | 2000 |  | 2001 |  | 2002  |  |  2003  |  |  2004  |  | 2005  |  | 2006 |  |  2007  |

EVALUATION OF INTEL TEACH TO THE FUTURE TRAINING PROGRAM

With the integration of technology in classroom teaching, students became more motivated in learning and more active in participating (81%). They developed better interpersonal skills, collaborating with their peers in using the technology and in doing classroom activities (80%). They became creative (77%) and resourceful in their researches (75%).

Teachers, on the other hand, are now adept in using computers to deliver their functions. However, figures indicate that the computers are used more for doing administrative work (61%) than for accessing the Internet (16%) or using CD-based materials (38%) to aid in developing lessons and activities.

These were revealed in the initial findings on the evaluation of the Intel Teach to the Future Training Programme conducted by SEAMEO INNOTECH from July to August 2003. The Centre, with funding support from Intel Philippines, distributed survey questionnaires through the Department of Education’s regional IT coordinators, and carried out focused group discussions.

The evaluation, which covered about 20% of the Intel trained teachers, intends to find out the impact of technology use in the students’ learning processes. It also aims to collect information on whether the teachers apply the skills gained during the training or not at all, as indicated by the percentage of students (19%) who claimed that they have not had lessons integrated with technology. Finally, the evaluation covered issues and challenges, which the teachers may have had in the process of integrating technology in the classroom.

Among the issues uncovered during the FGDs was the misconception of some teachers that the training was a computer literacy program. In addition, some teachers perceived technology integration as merely using the computer as a medium of presentation.

For some, the echo training turned out to be not as successful as the national and regional training. The reasons given were the unavailability or lack of equipment needed for the training, lack of knowledge in the software to be applied, and the teachers’ schedule or class loads that inhibit the conduct of the required 10-day continuous training.

Topping the list of concerns regarding the successful implementation of the program was the difficulty in scheduling adequate time in the computer laboratory (65%). The number of computers was simply not enough to accommodate the number of students per class. There was also an evident problem in the students’ lack of skills that are needed in computer-related activities.

The results of the evaluation will provide valuable inputs to enhance the Intel Teach to the Future Training Program.

TOP