Exploring Intel Teach Program's Impact on Selected Pre-Service Teachers' Literacy and Attitude Towards Teaching and Learning
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Keywords
attitude towards teaching and learning, pre-service teachers', Intel teach programs, education
Abstract
This research describes the effect of integrating the Intel Teach to the Future Pre-service Program in Education 4B1 (Principles and Strategies in Teaching Communication Arts) on selected Bachelor of Elementary Education students' literacy development and attitude towards teaching and learning.
The Intel Teach to the Future Pre-service Program trains students to develop a digital portfolio consisting of a well-planned unit that is aligned with the Basic Education Curriculum. Students create teacher and learners' support materials, samples of teacher and learners' outputs, evaluation tools, and a works cited document. The program makes use of instructional strategies that are student-centered and constructivist in approach. Authentic assessment is used to evaluate learning.
Pre-service teachers' literacy development and their attitude toward teaching and learning are drawn from five instruments, namely, the Intel Teach to the Future Faculty and Student Evaluation Forms, the Intel Teach to the Future Monitoring Form, the ICT and Technology Integration Skills Survey Form, and the teacher-made Intel Teach Program Evaluation Questionnaire.
Enhancement of literacy skills and attitude toward teaching and learning were manifested after the students' immersion in the program. Furthermore, it was uncovered that the technology curriculum provided pre-service teachers with opportunities to improve and acquire technological skills as well as to develop personal, social and professional competencies. Results of this research have important implications for enriching teacher preparation.
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