The transformation of me … Have you ever read the book Doors, by Roxie Munro, an interactive “lift-the-flap” book for children? “This is a door of a different kind…to fantastic worlds that will open your mind…” Behind Door Number One: The Transformation of Pedagogy: New Vision…New Mission Twelve years ago, I was selected to be one of several teachers in my district to participate in a new program entitled Intel Teach to the Future. I really didn’t know much about the program, yet it was new and I have always had a strong desire to learn about the latest and greatest things happening in technology. I was thrilled to be selected and to attend my first Master Teacher training. Like many others that attended this training, I had pre-conceived notions that this training would be just like all the other technology trainings that I had attended. But, to my great surprise, within the first thirty minutes of that training, I realized how wrong I was. High quality integration, interactive collaboration, new pedagogy, relevant materials and engaging hands-on activities pushed beyond the boundaries of my technology integration and skill level at the time. I had a feeling of being overwhelmed, excited, inspired and motivated all at the same time. As I listened to the trainer, I thought to myself, “I’m going to do what? And… I’m going to turn in what and I have until when to get this done?” I can still hear her say…. “And you too can become a Senior Trainer…” I still remember my thinking… “Yeah right! I can’t even turn on my laptop and locate my CD!” After completing this train-the-trainer model, I couldn’t wait to return to my district to share my new found knowledge with my students and peers. Intel trained teachers to take what they learn back to their classrooms to give students the opportunities to increase skills while making global connections with digital tools. I can truly say Intel Teach has effectively transformed my teaching and learning models in the classroom. Behind Door Number Two: Transformation from Learner to Facilitator… Paradigm Shift…Enabling and Engaging Others. After delivering a few Master Teacher trainings in my district, I was asked to become an Intel National Senior Trainer. As an ST, I was able to share my knowledge and skills with students and teachers in my district, and also to inform and educate my peers throughout the United States. Fast forward ten years… I have been with Intel Teach since the very beginning and have seen the progression of the different courses as I grew with the program. I consider Intel Teach and Teachers Engage to be outstanding professional development resources, where cutting-edge tools help to engage both students and teachers and allow them to become global collaborators who transform teaching and learning in the 21st century. Attending that first training was the best educational decision I have ever made. From that very first hour, there was a paradigm shift for me in what “technology integration” was all about. This was what I needed to continue my quest to be a life-long learner and to take my teaching and learning to the next level. I have enjoyed my journey of learning with the program and how it has enhanced not only my own learning, but that of countless administrators, teachers and students with whom I have worked, and made a difference for them. We open different doors throughout our lifetimes... all doors provide learning experiences to all that enter. It is up to us to know how to enrich those experiences.

My Intel Teach trainer was Mr. Tom Mboya Okaya, a lecturer for Mathematics, Science and Technology Education in Africa. I have been the catalyst for the adoption of IT literacy for the whole school community, including teachers and non-teaching staff. The first computer received by the school was a donation of a Pentium II from Kenya Petroleum Refineries in 1998. Later we got two more donations from Kenya Breweries Ltd. In 2001 we organised a charity walk and bought five Pentium III desktops. In 2009, through my efforts, the school acquired an application for collecting and processing academic information. Initially, teachers were very resistant to the idea of using computers to analyze student marks, which I wanted for accuracy and efficiency. They claimed they did not know how to use a computer. I longed for an opportunity to have them all trained in computer literacy. Finally the opportunity came in October 2010. It was not easy to secure four consecutive working days for teachers during school days. Our principal, however, had by now realized the key role played by the IT Department, especially in analysis of school academic results. He sought permission with the education officers and students were given two days off. Teachers sacrificed their Saturday and Sunday to learn through the Intel Teach Getting Started Course. After the training, eight teachers bought laptops to increase their effectiveness in teaching. The school has acquired 31 Pentium IV branded computers, a network printer, laptop and two projectors, all for teaching. Students have a program in the pipeline to access the computer room, which has not been the case for the last ten years. Through the new IT club, one form four student has mobilised others to benefit from resources such as the Encarta, Wikipedia, and cyber-school in addition to the common application packages. However, many students desire to go through literacy classes with several seeking to explore software development. Intel Teach has helped demystify the use of computers in the teaching fraternity and as a school we will soon open our gates to the public to share this experience with them.

This door symbolizes the entrance to a temple where we (teachers) are messengers of the goddess Saraswati, and we are here to impart knowledge and inculcate good manners among students for their overall personality development and also help them to become good and responsible citizens.

Before I came to this training program I was unaware of preparing subject-wise projects. Now I am fully equipped with the skills and knowledge required for project-based learning. It is only through this training program that I received a complete idea of using computers and related equipment in preparing projects in my primary subject -- Mathematics. I can proudly say this training has delivered many benefits – all made possible by the talented and untiring lecturers of Intel Teach.

Thanks to the Intel Teach Program, my professional and personal growth has taken off. I’m not only a teacher, but a methodologist and a postgraduate student, where the subject of my dissertation is deeply connected to Intel Teach. Project-based learning, information technology, WEB 2.0—all help my students be more successful, compatible and competent.

I have to admit I was a little intimidated to share this story. Intel has some of the most dedicated and intelligent educators I have ever met. Another admission is that someone who worked closely with me through one of my Intel trainings reminded me that I had a story to tell. Journey Number One - The very first Intel Teach training I conducted made me feel like, “This training is a piece of cake!” The participants were all tech-savvy facilitators who were hungry to learn. Any skill that was introduced, they knew how to do it, the lessons they created were well thought out and planned, and they were a pleasure to work with. Although this was a great bunch of dedicated educators, we each walked away with a sense of accomplishment that even though we were out of the classroom, we were still continuing our learning journey, empowering ourselves so we could help others, and it felt good. So, I planned my next journey. Or should I say it was planned for me by my superintendent. Since he had recently been through the Intel Leadership Forum and was impressed with the content, he decided every teacher at one of our optional schools should go through Intel Teach Essentials Online Course. Begin journey number two. Just as before, I prepared my information, gathered my resources and got into my teacher mode. Two days before my training, the assistant principal called me to tell me that the faculty was already angry with me because they are being forced to take the training. I told myself this will pass, and I will win over each and every one of them with my “charming” personality. The day their training started, I had chocolate and donuts waiting because we all know how teachers are at meetings. If snacks are provided, you are good to go. Needless to say, the snacks did not do the trick. Before any introductions were conducted, they were approaching me and telling me they were not going to do this course. Still smiling, I told them it would be fine and we would conquer this together. I had so much to teach them and was so excited about the Intel tools and project-based learning, so they should be too, right? When one participant asked me how to find the Internet, my smile began to fade. How in the world am I going to get through this training with teachers who cannot navigate the internet, and who are already screaming at me? I told myself to start slowly. So I talked about project-based learning and the benefits it had on student achievement, real world connections, and student interest. The teachers looked at me like I was crazy. I wanted them to let kids do what? They were not going to lecture? Had I completely lost my mind? Continuing my presentation about the Intel Essentials model, I began to see a few heads nod. At this point I am thinking if I have one survive, I will have accomplished something. Throughout our discussions about Essential Questions and alternate forms of assessment, I was winning over a few more. They were scared of change, and needed to know how to go about changing. I was there to help them. After the first face to face day, I have to admit I went home in tears. I took it personally that I did not reach all of my participants. I wanted everyone to leave as happy and excited as I am about technology and effective lesson planning. After my pity party, the hardheadedness in me kicked in and I made up my mind. I believed in the Essentials information, I knew these teachers needed to change, and I knew we could do it. The online portion of the course was difficult. There were times that the course would lose the information the participants posted, and no one knew what was happening. The participants had me on speed dial and would call me in a panic. Working closely with teacher training, we were able to resolve the problems and calm the participants. There were days I opened the lab to the participants to come in so that they could be trained in basic skills and tasks such as working in multiple windows, creating folders, etc. They were thankful for the one on one help and the “lagniappe” they received. The journey finally came to an end, and we all survived. I am happy to say that twenty-one of the twenty-four participants completed the course. What an accomplishment for all of us. The even better news is that many of them have come back for more of my trainings and have actually began implementing the skills they learned in their own classrooms. Will all of them use what they learned? No, but each of us had to step outside of our comfort zone and tackle a task that was new to us…and I feel we all walked away better educators. Thanks to programs like Intel Teach, I have to stay on top of things so that I can still make a difference.

I had the opportunity to be a part of the Intel Teach family by being trained to be a a Master Trainer. This was the first training program to introduce me to technology as a tool to enhance my teaching and improve classroom interaction. I also trained my colleagues on the course and empowered them with technology tools. This exposure has given a new dimension to my teaching and learning process. The training has had a tremendous impact on my professional development , to empower me as a 21st century educator. I have been continuously updating myself with the changing environment and exploring various online tools to learn and teach. I believe that if concepts and application competency is truly a goal, the Biology classroom cannot afford to be focused merely on concepts and conventional knowledge. Rather, it should provide ample opportunities for concepts to practice and activities that

My Intel Teach trainers used a very different approach to teaching teachers to use technology. It’s not about mastering the technology. What matters, they emphasized, was our desire to translate what ‘little’ we could learn into magic tricks in the classroom.

My comprehension of Intel Teach was very vague and I used to hear various controversial opinions as far as this course is concerned. I was therefore hesitant at the beginning. However, a person can’t form his particular point of view about any issues at all until he tries it, so I decided to register for the course, giving it a try hoping to accomplish my goals. I consider this course as an entrance to a small kingdom, which may seem small to some in terms of area; however, it is tremendously big in terms of being rich in outcome. It serves as an entrance and a channel to the world of knowledge and science, which I would like to transfer to my students for their benefit. This course provides wider opportunities, broadening horizons for our students. I can imagine myself being in the outer space which, however, is not a real one, but the space of knowledge; it’s my students and myself being there together hoping and planning for a brighter future.

Managing Limited Resources Straddling the eastern coasts of the Philippine Archipelago, Region VIII consists of six provinces with a total land area of over 21,500 square kilometers. Conversely, the region is traversed by only one highway and limited arterial roads. Most of these roads can only be traveled on foot or by “habal-habal” – the motorcycle-turned-public-utility-vehicle that carries up to four passengers (and their loads) up and down otherwise impassable dirt roads that are ubiquitous in the southern part of the country. Strung out over this vast area are 199 school districts, home to over 5,000 public high schools and elementary schools. With such a broad area of responsibility, monitoring positions in the Department of Education regional office favor individuals with no qualms about being on the road for weeks at a time in order to cover the area in the time allotted. In 2003, I was 30 years old, and still unmarried, so I was given the job of monitoring the ICT programs in the region's schools. February 2003 found me riding a habal-habal to my next school visit, when oncoming traffic and a pothole defeated our driver’s efforts. I fell off the bike and ended up with a broken leg. The doctor’s prognosis was good – I would still be able to walk on my own, but lengthy periods on the road were no longer possible. Since a lame ICT Coordinator would not serve the intended purpose, I found a more suitable posting instead: as principal of Samar National High School. To the public, it was the “oldest academic institution in Samar and Leyte,” with a record of alumna in public service: a governor and a congressman, among others. To education insiders, it was known as a retirement sinecure – a well-established school that needed little effort to run. Unfortunately, the institutional scenario that I came upon turned out to be as incapacitated as my leg. Despite the school's venerable history, infrastructure was lacking, the relationship between the teachers and administration was cold and the quality of education was low. Unfortunately, despite the school's large enrollment, resources were severely limited. SNHS was on its last legs. I reached for my cane and buckled down to do the work of rehabilitation. STEP 1: Conduct an environmental survey. I made a thorough inventory of the school’s facilities and resources. As a former ICT Coordinator, one of the first things I investigated was the ICT facilities. Most of the existing computers were no longer functioning, and there was no ICT laboratory for students to use. The teachers lacked both strategy and initiative to teach fruitfully, and were going through the motions of teaching. This all translated to the low academic performance of the students as seen in the below average cumulative scores of the students in regional and national examinations. On the plus side, a large alumni organization was ready and willing to be tapped for assistance. The local government also boasted alumni from SNHS who were eager to aid in the school’s make-over. Finally, there were a number of private stakeholder programs -- such as Intel Teach – working to advance quality education. STEP 2: Consolidate your team and involve them in the development of a vision for the school. I called for a meeting of the entire school staff and presented the results of the survey. When I asked for suggestions in order to solve the problems, most were willing to share their views. Some pointed to our lack of resources and were pessimistic about how much change could be accomplished. We ended up agreeing to maximize available resources first, and then conceptualize more creative ways of addressing the school’s needs. The important thing is that we all agreed a change was needed and all of us would be responsible for its actuation. STEP 3: Map out a detailed plan for implementation which includes provision for sustainability and carry it out. I’ve always believed in the 5Ps: “Proper Planning Prevents Poor Performance.” Good planning conserves time and maximizes resources. Our attack was two-pronged: improve infrastructure and enhance teaching. Consequently, we developed projects and took on programs that addressed these two main concerns. And so we counted ourselves fortunate to have been granted a slot in the Intel Teach Program for AY 2006-2007. As one of only nine divisions selected nationwide, we benefited from the enhanced program package that offered not only teacher training, but post-training services in the form of pedagogical support for the trained teachers and planning and managing support for school administrators. This dovetailed neatly with our own efforts to institutionalize efforts at reform. The Intel Teach experts’ input gave our team the necessary acknowledgement that we were on the right track and the spur to focus efforts into more concrete goals along a realistic timeline. We enhanced our school improvement plan with specific tracks for appropriate technology use for teaching and learning. This initial detailed three-year plan has since evolved to accommodate changes, but it was what first got us going. With the influx of programs and so few resources, the school created the Committee on Solicitation to concentrate on the development and farming out of project proposals. We also dusted off relationships with old partners and sought out new ones, since it is their support that multiplies our capacity for resource generation and program sustainability. Through solicitations, the school was able to fund programs and provide facilities and materials for the school. The school now has four computer laboratories that can accommodate 70 to 100 students. The computers were donated by stakeholders. The Department of Trade and Industry gave us another 20 computers through a personal letter of request. The Department of Education gave 50 more computers through the Adopt a School program. We were chosen as recipients after we institutionalized the Intel Teach program and presented to DepEd the innovations integrated into our curriculum. STEP 4: Conduct regular review and evaluation of implementation. Teacher trainings were documented and evaluated. Post-training classroom practice was also monitored and documented in order to assess the benefits (or disadvantages) gained by the school. Regular meetings were held to monitor on-going programs and activities. Challenges and issues are dealt with immediately and decisively in open discussion in order to prevent a return to the former divisive order of things. STEP 5: Continue to update your plan based on active assessment. Do not rest on your laurels. There will always be room for improvement. New teaching strategies and programs geared towards the better learning of students were added into the SNS educational system. These included the Program for the Mentally Gifted, Special Program in the Arts, the Visually-impaired class; Science and Technology Curriculum (formerly ESEP); Revised Basic Education Curriculum (RBEC), and the Night Class (for working students). To sustain the spirits of the faculty, we echoed the rewards and incentives scheme we experienced in the Intel Teach program in our school. Service credits were awarded for outstanding teaching performance or acceptance of extra workload. Likewise, a recognition ceremony is held periodically to acknowledge the efforts of partners and stakeholders. Five years later, in 2007, SNHS was given the Champion School Award at the 2nd National Intel Teach Awards for 21st Century Educators. In 2009, SNHS was declared the ICT Center of Education in the division of Samar. The school that once had no ICT lab can now accommodate more than one class with a one-to-one student-to-pc ratio. Students are now performing better with the improved facilities and energized teachers. The activities, trainings and programs of the school have also strengthened the bond among the teachers, as well as confidence in the administration. The atmosphere that once was cold is now warm and relaxed. The school with limited resources now manages not just to adequately provide for the classroom needs of students but continues to develop and implement new programs to improve teaching and learning.

As a Senior Trainer for Intel Teach, I’ve had the opportunity to work with teachers and university faculty throughout the United States and internationally. This role has transformed my teaching, most obviously from face-to-face to virtual. Even when I'm in a traditional setting, I'm always focused on how to use technology to improve teaching and learning. Intel Teach has taught me to "plan with technology in mind.” I love my job – preparing teacher candidates, teachers, and university faculty around the world—to be change agents who use technology to engage learners and prepare them for 21st century workplaces. I also love the Intel Teach Elements Courses [free at www.intel.com/teachers], which are significantly impacting teacher development. Teachers enjoy the rich lessons, incredible resources, and detailed instructions for developing high quality instructional materials to prepare their students to think critically, collaborate effectively, and improve understanding of subject matter. Photo Captions: [Door:] This is a door to my fireplace. It reminds me of family and friends, good times, and is also where I sit nearby, use my laptop, and interact with the world! [Classroom Photo 1:] Teaching Online - One of my favorite virtual classrooms is the Moodle Course Delivery System - we call it TITANium at Cal State Fullerton] [Classroom Photo 2:] Teaching Online - Another favorite virtual classroom is Google Sites.

The Intel Teach Program helped me master Project Based Learning. Having completed the project “Information civilization” in the 11th form, I’ve found confidence that I’m on the right path. This project became the turning point in my professional life. Intel Teach was always a safe “abutment” (support) for me and I’m sure will be in the future.

When technology's door is opened, we let in infinite possibilities… That is how the Intel Teach program has entered my school and my professional CV. It has helped me to rethink methodologies, to plan new teaching practices and to reinvent the teaching/learning processes. Learning, experiencing and living are part of my daily life through this door. I believe the education is the door for new possibilities in children's lives. New technologies came to enhance even more our students' artistic productions, who now have new possibilities of creation.

Intel Teach is the best teaching program I have ever seen until now. I believe that my pupils were in need of a good way to understand and communicate with each other and with society. I found--in Intel Teach and Intel Learn programs--that new way. Today my pupils are able to think, understand, describe, innovate, study with more efficiency. I think every teacher in the whole world needs to learn and use these programs in his/her class. The important thing is never to stop questioning.

New friends, constant forward movement, the desire to know today what we couldn't imagine yesterday.

The thinking tools of Intel Teach have enabled my students to discuss subject matter in a systematic way. Because of this, they have become more involved in class, and were able to cooperate with each other more effectively to complete the project.