Task: Formulate a vision of technology-supported teaching and learning at your institution or organization
Guide Questions: 1) Briefly describe your institution or organization and state its mission. 2) Describe the internal and external environments in which your institution or organization will be operating in the next five years. (See Bates p. 49, for guide questions.) 3) Articulate a vision for teaching and learning at your institution or organization five years hence. 4) Include a list of references, if any.
Introduction These three government units work hand-in-hand in providing basic education in Quezon City. The DepED (from 2011 DepED Website) Mission To provide quality basic education that is equitably accessible to all and lay the foundation for lifelong learning and service for the common good. The Division of City Schools, Quezon City (from 2011 Official Website of DCSQC) Mission The Division of City Schools is committed to provide learners access to excellent basic education and lifelong learning through technologically driven value-laden and fully engaged instruction. The Local Government of Quezon City (from 2011 QC Government Web site) Mission To provide quality service which will make Quezon City an ideal community where people live, work, and do business in a hospitable, progressive, and peaceful environment.
Scanning the Environment I would like to discuss first the current budget of DepED (Philippines). It has a budget of PhP 175 billion, that will be shared among its units, departments, and public schools within the country. For the next school year, DepED is going to ask for an increase in budget allocation, around PhP 380 billion (Malaya, 2010), to cater to shortages in school buildings, classrooms, textbooks, chairs etc. As a division of the DepED National Capital Region (DepED NCR), the QC Division of City Schools oversees 97 public elementary schools and 46 public secondary schools within Quezon City. Aside from receiving financial allocation and other support from DepED, this division also receives support from the local government mainly in terms of school building constructions (DCSQC, 2011). Collection of taxes in 2006 reached PhP 6.475 billion for the general fund and with a surplus of PhP 225 million (Belmonte in SOCA 2006-07, 2008 December 10, p. 25). As of the State of the City Address in 2009, by Mayor Belmonte, the general fund of Quezon City in 2008 had reached PhP 8.36 billion (PhP 10.3 billion including special fund). An amount of 421 million pesos were remitted to the barangays. In the Local School Board Ordinance No. 1, s-2011, the estimated fund available for appropriation for year 2011 is PhP 1,070,000,000.00 (obtained from taxes). Some of its objects of expenditures are training expenses, office supplies, textbooks and instructional materials expenses, Internet
expenses, cable/satellite expenses, telegraph/radio expenses, telephone expenses, electricity expenses, postage and delivery expenses, repair and maintenance of buildings/office equipment/ furniture and fixture/ IT equipment, and IT equipment and software. Most likely there will be an increase in the fund appropriation for Quezon City public schools in the years to come. Enrollment increases every year in Quezon City public schools, around 2-3% (Belmonte, 2009). In the Data Enrollment for School Year 2010-2011 by the Division Office of QC, there were 15,210 students enrolled in preschool (SPED and regular), 264,264 students in elementary (SPED and regular), and 153,682 students in secondary (SPED and regular). A total of 416,339 students were enrolled in the QC public schools in school year 2010-2011. Moreover, there were also QC non-residents who were enrolled in QC public schools. In elementary, 13,339 (5.08%) were non-residents, while in secondary, 6,847 (4.46%) were non-residents. There were quite a number of innovations in the QC Division of City Schools regarding teaching and learning approaches. Innovations help improve scholastic performance of schools. Here are some of the innovations: • • • • • • • • • • A Day In School (ADIS) Supervisory Monitoring Maximize Contact Time Massive Training of Teachers (in both ES and HS) Teacher Induction Program Child Friendly School System Preschool Enhancement Improved Feeding and Food for School Program Encouraging Action Researchers E-skwela Improving School Libraries through the Division SB E-Libraries
According to the former mayor, Mayor Belmonte, the problem of underachieving students was solved through upgrading teaching skills and competencies. One example is the Training for Outstanding Performance in Education, or TOP Ed, which was developed in collaboration with the University of the Philippines and Miriam College. This was a city-funded training program for the city’s public school teachers in five key learning areas such as English, Math, Science, Social Studies, and Filipino. The information and communication technology (ICT) made a great impact in Quezon City. Investments from the business process outsourcing companies came in and generated the much needed revenue for the city government. It also made QC as the ICT capital of the Philippines, according to the former mayor. The use of ICT in government offices also made tax and data collection more efficient. As the technological infrastructure needed in ICT became available, the city government also initiated to offer more ICT and entrepreneurship courses to prepare the
students for the required skills in the ICT sector. In fact, in the March 2011 job fair (SM North EDSA), there were around 6,600 local jobs offered by the American companies, mostly in ICT. In the QC public schools, there are also projects and programs that integrated ICT in teaching and learning such as E-Skwela, Alternative Learning System (ALS), E-Libraries, and Open High School (OHSP). Most QC public high schools and libraries are now Internet-connected.
According to the former mayor, we should expect growth in the following areas of Education, Information technology, Health and Wellness, and Environment management. Likewise, the incumbent mayor, Mayor Bautista, stated that he also intend to keep the legacy of his predecessor when it comes to prudent spending of funds and ensuring the welfare of many. He will also utilize technology to bring the government to the people, focus on education, health, road and streetlight infrastructure, pro-poor housing program, and make QC as a globally competitive city. Moreover, he will also require buildings to comply with architectural designs that are environmentally-friendly and ecologically-sound. The possible threat that can reduce revenues to the city government and allocation of funds to QC public schools is the reduction of investments from the business sector such as the call center industry. Internet-based learning in QC public schools may no longer be provided regularly if allocation of funds and technical support for ICT will be reduced. Thus, Quezon City residents may no longer avail free computer lessons and Internet services in the E-Libraries. In order to avoid obsolescence of IT equipment and software, constant upgrading and updating is required. Similarly, retraining is needed to upgrade ICT skills. In addition, teacher education and training programs are
also required to keep up with the changes in the basic education curriculum (such as the enhanced K-12) and online learning and teaching (Valenzuela, 2006). On the bright side, if growth is sustained, more computer-based and Internet-based learning programs can be developed and offered to the students, as well as teachers, who cannot attend classes in physical classrooms regularly.
Quezon City Science Interactive Center
A Vision of Technology-Supported Teaching and Learning in QC Public Schools The nearest government unit that I can relate to is the QC Division of City Schools. Its vision: Globally competitive. Morally upright and fully committed learners. Within the next five years, DCSQC will have helped create a safer, harmonious, and technologysupported school community as well as helping the learners acquire the education, skills, and resources necessary to become globally competitive, morally upright, and fully committed learners. This division will also inculcate the appreciation for the arts, culture, and sports, beauty, simplicity, and the environment among its learners. I conducted my Field Study in 2009-2010 in some public schools within QC. Going back to some of these public schools after five years, I could probably see the following scenarios:
The NOH-School for Crippled Children (Banawe) has a new building, an annex, along D. Tuazon Street. The school can now accommodate more learners with special needs and students who are also undergoing treatment at the Philippine Orthopedic Hospital nearby. The students now have classrooms for each grade level. Unlike before, two to three classes/grade levels would be cramped in one big classroom, but separated by dividers, at the old building. Their library has also expanded. Aside from the collection of books, they now have three computer sets alloted for the e-library. There is also an Auxiliary Teacher Librarian working full time and preparing resources (electronic, CDs, videos, and print) for the different classes. Sometimes the Auxiliary Teacher Librarian (ATL) would help the Special Education (SPED) teacher in developing the lesson plans for the subject Technology and Livelihood Education. To maximize the learning time of the students, the SPED teacher would sometimes seek the assistance of the ATL to create digital versions of the lessons using the eXeLearning authoring tool. In this manner, the students can access it anytime or anywhere even after classes. The ATL would then save a copy to a compact disc (back-up) and also upload a zip file copy to Webs.com, Tripod.com and Weebly.com, via Internet, where the school has as an account. The zip files in these Web hosts would now display the on-line version of the lessons after pasting the corresponding URLs. The students will then have more opportunities to review and practice the lessons at their own learning pace. During recess, some of the students would access the on-line lessons in TLE at the e-library. By the time they report in their TLE class, the students are prepared on what they are going to do and also able to maximize the discussion period with the teacher. The teacher would assess the performance of the students using varied tools such as quiz, group project, individual project, portfolio, and exam. At the ground floor of the NOH-SCC annex, I could see some of the teachers preparing the audio-visual equipment. Students from the nearby private school are going to visit them and they are going to have a social interaction activity with the NOH-SCC students the next day. Passing by the computer laboratory, I noticed that the computer sets have been upgraded. They now have monitors with flat screens. The TLE teacher is also conducting a lesson on word processing while using Google Docs at the same time. After a few minutes, a student would come in together with his parent. The parent is requesting the TLE teacher to excuse the student from the class, for a month, because he needs to undergo a surgical operation at the Philippine Orthopedic Hospital. The TLE teacher is now making arrangements on some alternative modes of learning that the student can avail such as the Project EASE modules from DepED, on-line learning using Moodle, and mobile learning. At the same time, the teacher is also checking if the student has the appropriate equipment for e-learning.
If not, a CD-ROM copy or printed copy of the ready-made modules can be issued immediately to the student. The teacher would also ask the student for a contact number, cell number, email address, or even a Yahoo! IM account name, to be able to communicate with the student at a distance, in case he will have questions regarding the modules. While on my way to exit, I could see a small group of elementary SPED teachers convening by the Principal’s Office. They are trying to arrange their transportation going to Tagaytay City, where they are going to attend a training/orientation program. The focus is on using the updated version of an e-classroom package at the Development Academy of the Philippines. It is going to be conducted by DepED’s Bureau of Elementary Education and private sector partners (Intel Teach, Microsoft, IBM). Representatives from the Bureau of Elementary Education, Staff Development Division and Technical Support will also attend the training program. For those who are unable to attend, a recorded version (video) will be posted on the DepED Web site after a week. I passed by SM Sky Garden on my way to two more schools, Quezon City Science High School and San Francisco High School. At the Sky Garden, there are ramps, escalators, and elevators for the disabled persons, elderly, and pregnant women. Some students are doing their homework using their laptops, tablets, and mobile phones while having a snack. They can access the Internet through a Wi-Fi hotspot. At the Quezon City Science High School, in one classroom, the students are very busy with their group projects on robotics. Their teacher would check on them from time to time and remind them to follow the project guidelines. A rubric scale is also provided on how they are going to be assessed as participants and their final product. At the covered court, where some students are playing basketball, another group is viewing an international competition about Future Cities in Taipei, Taiwan. They are using a laptop with wireless broadband stick. Some of their classmates and two of their teachers are participants in the competition. These participants are also relaying the event back home using mobile technology. Sometimes they would chat using Yahoo! or Skype. Crossing the street to go to San Francisco High School, there are now e-tricycles (electric, instead of gas) lining up the terminal. In SFHS, students who are enrolled in the Special Program for the Arts are having a week-long exhibit and art demonstration. They also have a Web site where they can showcase their e-portfolios to the public. The principal, by this time, is talking to a group of teachers regarding the new schedule of the Alternative Learning System Accreditation and Equivalency Classes (ALS A&E). The school now has fifty prospective ALS students, their former students who dropped out in the previous school year, waiting for advice through email or text. They also have to coordinate with the QC Division
Office and their Instructional Managers regarding the materials needed for the current school year or if there are any updates or revisions.
Through the use of technology in learning and teaching, the teachers are more relaxed. The students are also given opportunities to choose their mode of learning whether traditional or alternative. Teachers who are able to provide print, CD-ROM, and on-line format of their lessons, also consider the different abilities, learning styles, and learning pace of their students. The teacher serves as a facilitator of instruction, mentor, and coach.
San Francisco High School
References: Field Study Photos of Schools: http://tle4.webs.com/fs2009/ Reports: http://www.scribd.com/doc/46951995/NOH-SCC-Banawe-QC-July-Dec-2010 http://www.scribd.com/doc/46952221/NOH-SCC-Banawe-Jan-2011 http://www.scribd.com/doc/37912422/DepED-NCR-Public-Basic-Education-2009-2010 http://www.scribd.com/doc/37971189/Statistical-Planning-Education-Research
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