Travel through Time and Space – Dialoguing with Su Shi As a Chinese language teacher in the Beijing Information Management School, I had long been bothered by a problem: vocational students generally lack long-term interest in study, and can easily acquire a long-term weariness of study and a capacity for troublemaking. In August 2000, after receiving training in the Intel Teach Program, I realized that students’ initiative must be motivated. I wanted to apply inquiry-based learning, group cooperative learning, and framework design strategy to teaching in order to help address his long-standing concern. In the second semester of grade two in senior high school, complex and even contradictory ideas contained in Nian Nujiao · Chi Bi and Former Red Cliff, two works of the great writer Su Shi of the Song dynasty, had long presented difficulty in teaching. Young people today often lack an interest in classical literature and may find it difficult to understand and therefore fail to recognize the beauty of the works. Understanding that today’s students have a strong sense of expression and group identity, I began my attempts in teaching reform, and changed the way I taught these two literary classics – away from the traditional way of giving instructed classes to brainstorming-style discussion classes. I raised several well-designed questions that interested students. For example, “If you passed through a time tunnel to meet Su Shi, what question would you want to ask him most?” Or, “What emotion of Su Shi was expressed in Nian Nujiao · Chi Bi and Former Red Cliff? Was this emotion truly shown?” I then asked the students to work within their own group to study and demonstrate their findings. As a result, laziness was reduced. The students not only gave personalized names to their own groups and put great enthusiasm into investigating and making presentations in their spare time, but also displayed results in the classroom and participated in some heated discussions. The difficulty of teaching was successfully conquered. Meanwhile, I was delighted to find that the modern young people’s passion of exploring and imagination was far beyond my imagination. It was the Intel Teach Program that has enabled students to travel through thousands of years and have a passionate dialogue with Su Shi.

I was introduced to the magical world of Intel in 2009 when my Institute nominated me to be a Master Trainer for Intel Teach Essentials Online and Essentials Course. Over the years I have trained many of our teachers in Intel Teach Trainings. Now, we are making a difference by inculcating not only technological literacy, but also the competency to impart collaboration, critical thinking, media literacy and communication skills, enabling students to be self directed and fully empowered with 21st century skills. The Intel Teach Program helped me to convert my classroom from “Teacher centered” to “Student Centered” by kindling curiosity and promoting students’ creativity. My objective for this step is to make my students competent enough to match those in any part of the world. I am trying to implement PBL in all of my classes. After learning from the Intel Teach Courses, I created wikis for collaboration with other TEVTA (Technical Education & Vocational Training Authority) Institutes. I uploaded the resource material for students on my wiki and motivated students to submit their assignments online for teacher as well as peer feedback. My students are doing this activity in group as many of my students have no computer or internet at their homes. They are grouped in a way to help each other to complete the task. Intel Teach Program helped me to develop self-direction among students; when I facilitate my students in collaborating to do projects, I consider myself socially responsible and accountable. My Intel experience helped me to enliven my dream to make a change for students who lack resources. The change in students is tremendous. I felt my students grow up having the capability to think big and independently with greater self-reliance and self-confidence. Within two months from the commencement of the session, even the shiest students tried to express themselves in class interactive activities. My long term goal is to get rid of the traditional education system entirely from my pedagogical practices and replace it with project/activity based learning (PBL). So far the biggest hindrance I am facing is to motivate other teachers to use technology in their classroom ambiance. The teachers in our educational system are reluctant to use technology. Many of our teachers do not realize their dynamic role to make students more conscious and socially aware global citizens. I give all the credit to Intel programs and the Teachers Engage community for opening a new door of learning and enabling me to use student oriented methodologies to make them self-confident and successful member of global citizenry.

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.

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.

It was the best day, when I was informed that I have been selected as a Senior Trainer for the Intel Teach Program. Today, I can say I enjoyed my 11 years journey of learning with the program. It has enhanced not only my own learning, but also that of teachers and students. I see change in teachers, they now give me their email and blog addresses, they introduce each topic through presentations. Intel Teach changed the Pre-service syllabi; a two credit course of computer application was revised as 4 credit course. Intel Teach course is included as reference for B.ED courses. I co-authored a research paper “Understanding the Practices of Teacher Educators in implementing Intel Teach” with senior educationist, available at www.intel.com/cd/corporate/education/APAC/ENG/pk/ The credit to the program were the words of the provincial minister of education, ”Intel has taken and delivered what should have been the responsibility of the Government.”

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.

The program has opened new opportunities for me to implement a profession! I am happy that I belong to this unique community of teachers! This is a breakthrough in education!

I have participated in the Intel Teach program for seven years. During this time I have trained more than two thousand teachers. Graduates of the program are characterized by a project-oriented culture and a spirit of research and cooperation. This is our common success!

I feel responsible for the future of my students. The 21st century is here, and I feel that being involved in the Intel Teach Program has helped boost my competence as a teacher to start on a more challenging teaching/ learning process where an aware and wise use of technology makes the difference!

On November 11, 2008, the first winter after the Wenchuan earthquake, chilliness invaded the Sichuan Basin. At 8:18 a.m., I went to the computer room to prepare for the application training of the Intel Teach Program. To my surprise, several teachers who attended the training course were waiting for me to open the door. What made me even more gratified was that, although teachers from the disaster area were still physically and mentally exhausted, they were rarely absent from training, but so enthusiastic to participate that I had to increase the number of people to answer questions during class. During the break, an ailing female teacher voiced her feelings that even though tired, she was still highly affected by concepts contained in the training. I told her that, “The project training has given everyone both pain and happiness,” and shared my own experience of participating in the national backbone teacher training. When I went to Beijing to attend the fourth Intel® Teach Program national training courses for backbone teachers, I went with the expectation of leisure and travel. But when I saw the schedule, I was astonished. The training time was 8:00 to 18:00 every day, with one and a half hours for lunch break and only a fifteen-minute recess in the morning and afternoon respectively. After the opening ceremony, the training teachers also announced that the time for the opening ceremony and other activities will be made up by extending the training time. This made I feel that the training was not perfunctory. Then, all thirty-six participants were arranged around a table according to their their names. The scene was serious. A Master Teacher, two assistants, a staff member from the central audio-visual education museum and an Intel educator built a sense of invisible pressure. However, on the fourth day of the training, the speaker teacher unexpectedly took out lollipops to alleviate the fatigue caused by the high intensity of training and homework in the first three days. The classroom was full of laughter “Oh, we haven’t eaten lollipops for years!” In this way, I felt the shock of the training and gradually came to realize the gist of the project – taking students as the main body, developing students’ creative thinking and cultivating students’ three skills in the 21st century: technical quality, reasoning, and cooperation skills. I have been exploring the education reform for many years, and at that moment I felt that the training might be the direction for China’s education reform and the key to change China’s laggard education status and bring into play China’s innovative advantages. In just six days, from confliction to adaption, from passiveness to activeness, I have undergone a major transformation in life.

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.

There are many doors in life; some bring us peacefulness, others open new horizons to us. Intel Teach is one of the doors that helps teachers and students master technology, the skills of 21st century and even the key to success.

Finding the Beauty of Civilization of Three Thousand Years At an awards ceremony for the Intel Teach Program, a peculiarly-dressed and beautiful girl from the Dan minority, an old fishing boat and a fisherman’s singing attracted everyone’s attention. As principal of Haicheng District No 9 Elementary School in Beihai, Guangxi Province, I have been exploring for years how to make breakthroughs in the “cramming” method of teaching. The ideas that the Intel Teach Program advocates, such as encouraging students’ creativity, teamwork and problem-solving skills and letting children take the initiative to learn, were fresh and new to me. My school is adjacent to a fishing island, which is the birthplace of the Danjia culture – a typical marine civilization, but my students knew little about the characteristic culture. Being aware of the problem, I said “I will find a way to combine active learning, exploring spirit and issues around us, so that children can know more about their hometown.” I designed a field study project – “Look for Danjia People.” Students formed teams to collect cultural relics of the Danjia. At the beginning stage of data collection, some unknown legends of the Danjia culture, the accumulation of three thousand years of history, and the vast information about the ancestry of fishing residents touched the souls and lives of students. In the following field study, unique customs, such as “when visiting the home of a Danjia family, do not step on the threshold of the door,” or “when people of Dan minority eat fish, they call 'turn over the fish'” and “Danjia people use boats as their homes” inspired the children’s interest. Especially when they heard the vague but penetrating love songs from the elderly Danjia people, the children said “We never expected that we would be so impressed by the old Danjia songs.” In my view, all of this is the practical result of a new educational philosophy, which helped students change their understanding about the world when they study and record the past. Therefore, when presenting results, I used to think students were too young to study and understand such profound concepts as civilization. But with the innovative methods of the Intel Teach Program, the children not only resurrected the culture of the ancestor in their minds, but also developed a love for the old civilization. I also believe that the students will create their own bright future after experiencing and recording dying civilizations.

My experience with Intel Teach When I open the website of Intel Teach [www.intel.com/teachers], I am interested to try and join. I try to practice in my classroom. Wonderful ..... With these teaching methods and IT, I'm making progress with my students. The activity levels of my students increased from 63% to 79% and the learning achievement increased too, from a mean of 74,69 to 81,46. Thanks to Intel Teach. The door, for me, means that we can find the science from anywhere, any source at SMA N 1 Godean Sleman Jogja.

The most aggressive feeling one can have is discovering that you have been working the wrong way for 10 years. That’s how I felt in Intel teach which showed me and my colleagues that we have two choices either we stay the same or to work hard to change ourselves, the students, and the school environment. That’s what I decided to do, “Change the world from my class”. The last unit plan I implemented was a lesson about flying to students in the 10th grade. I teach English which aim to enhance 4 skills. The unit was about the different parts of the airplane and how it flies and land. The students submitted powerful reports after data search and a visit to the airport and the engines department in industrial school. The conducted interview with pilots and engineers in English, they did talk in English while they were constructing a plane by meccano toy .the student enjoyed working with each other they had so many teachers from real world I was their as a facilitator most of the time, planner and evaluator from time to time. This project has been submitted by the school to the ministry and won the first place on the PBL 2011 competition.

The magnetism that pulls me towards the Intel Teach program is that it enables the teachers to expand the boundaries of the classroom and connects the knowledge being imparted with life outside the class -- therefore making knowledge an integral part of the student’s life.