A one page description of the Education Technology Ecosystem in the Philippines.

This topic brief was prepared by Liezl F. Dunuan, under a subcontract issued to the Foundation for Information Technology in Education (FIT-ED), Philippines. It is based on document review and interviews with officials and staff of the DepEd’s regional and division offices in the Cordillera Administrative Region and Baguio City, DICT, DOST-Science Education Institute, the United Nations Development Programme Philippines office, two private telecommunications companies (Globe and Smart), two private EdTech service providers, and two non-profit organizations working in EdTech. Relevant policy documents were also reviewed. Carmen Strigel (RTI International) contributed to the international policy analysis section.

This topic brief is based on information from interviews with officials and staff of the DepEd Information and Communications Technology Service, BLD, NEAP, and DOST-SEI; head of the education programs of private companies; and faculty members from three higher education institutions in the Philippines engaged in teacher professional development. Relevant policy documents were also reviewed. This brief was prepared by Monalisa T. Sasing, under a subcontract issued to FIT-ED, Philippines. It was edited by Sarah Pouezevara (RTI) prior to publication.

This topic brief is based on information from interviews with officials and staff of DepEd regional and division offices in the Cordillera Administrative Region and Baguio City, the Department of Information and Communications Technology, the Department of Science and Technology-Science Education Institute, the United Nations Development Programme Philippines office, two private telecommunications companies (Globe Telecommunications and Smart Communications), two private EdTech service providers, and two non-profit organizations working in EdTech. Relevant policy documents were also reviewed. This brief was prepared by Liezl F. Dunuan, under a subcontract issued to the Foundation for Information Technology in Education (FIT-Ed), Philippines. It was edited by Sarah Pouezevara (RTI) prior to publication.” (2 April 2020).

This policy brief is based on information from interviews with officials and staff of the ICTS Unit and the BLR of DepEd, participants in the OER teacher training workshops under the Digital Rise Program led by ICTS, and experts from two higher education institutions in the Philippines that are engaged in teacher training in using OER. In addition, relevant policy documents and projects reports were reviewed. This brief was prepared by Patricia B. Arinto, under a subcontract issued to the FIT-Ed, Philippines.

This report is an analysis of the education technology (EdTech) ecosystem in the Philippines. This report seeks to identify opportunities for EdTech alternatives to help the Philippines break away from the status quo in teaching and learning. It will contribute to ongoing policy review and curricular reforms intended to improve country-wide achievement in basic education. The information was gathered by a team of researchers from the Foundation for Information Technology Education and Development, Inc. (FIT-ED), and RTI over the course of four months in the second half of 2019. The study team interviewed over 50 key informants from government, civil society, and the private sector and visited schools, consulted relevant documents, and administered a large survey, all designed to answer the questions: what technology is being used in education, how is it being promoted and adopted, what are the effects, and how can good practices be scaled up? The result is the following ecosystem profile, based on the Scaling Equitable Education Technology (EdTech) Ecosystem Model published by Omidyar Network, now Imaginable Futures,1in 2019 (Omidyar Network, 2019a). Cite this report: Pouezevara, S. (2020). Philippines EdTech ecosystem profile. Prepared for USAID under the All Children Reading-Philippines Project, AID-OAA-TO-16-00017. Research Triangle Park, NC: RTI

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world. The Omidyar Network team included Eliza Erikson, Erin Simmons, Rebecca Hankin, and Eshanthi Ranasinghe. The data underpinning this report come from interviews, surveys, site visits, and desk research by a team of researchers and EdTech practitioners led by RTI International, drawing on local expertise in each of the case study countries. The team conducted more than 100 interviews with teachers, school principals, education administrators, policymakers, and EdTech experts. This study sought to understand the conditions that have thus far enabled EdTech initiatives to scale in China. The study found that there is a multibillion dollar business opportunity for EdTech entrepreneurs that leverage widespread access to mobile internet and performance pressure generated by cultural values and government standards. Reaching rural and ethnic minority schools with equal access to high quality lessons through virtual teaching and blended models of instruction.

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world. The Omidyar Network team included Eliza Erikson, Erin Simmons, Rebecca Hankin, and Eshanthi Ranasinghe. The data underpinning this report come from interviews, surveys, site visits, and desk research by a team of researchers and EdTech practitioners led by RTI International, drawing on local expertise in each of the case study countries. The team conducted more than 100 interviews with teachers, school principals, education administrators, policymakers, and EdTech experts. This study sought to understand the conditions that have thus far enabled EdTech initiatives to scale in Indonesia. Focusing on K–12 education, and drawing on interviews with 22 practitioners in the field, we found that Indonesia is paving the way for modern learning using digital and connected technology. As Indonesia overcomes the challenge of access to EdTech, the near future will require greater attention to its impact through research, evaluation, and evidence-based product design.

Modul Perkuliahan Membaca dan Menulis Kelas Awal untuk LPTK. Modul yang dikembangkan atas kerja sama Florida State University dan Universitas Negeri Semarang ini berisi: Unit 1: Pengantar perkembangan literasi di kelas awal sekolah dasar Unit 2: Pondasi dasar membaca dan menulis: Bahasa lisan dan pemahaman menyimak Unit 3: Langkah pertama dalam belajar membaca dan menulis: Mengembangkan kesadaran bunyi (kesadaran fonologi) Unit 4: Keterampilan pra-membaca dan menulis: konsep-konsep tulisan dan kesadaran alfabet Unit 5: Transisi ke teks: Belajar membaca kata Unit 6: Mendukung pengembangan keterampilan membaca kata: SAS Minggu 7: Peer teaching/lesson study, berdasarkan konsep-konsep yang dibahas dalam unit 1 - 6 Minggu 8: Ujian, berdasarkan konsep-konsep yang dibahas dalam unit 1 - 6 Unit 9: Mendukung pemahaman: Mengembangkan kelancaran membaca anak Unit 10: Mendukung pemahaman: Mengembangkan keterampilan kosakata anak Unit 11: Menggabungkan semuanya: Mengembangkan pemahaman membaca anak Unit 12: Mengembangkan budaya membaca: Mendorong membaca perorangan dan mandiri Unit 13: Peranan menulis di kelas-kelas awal sekolah dasar Unit 14: Mengembangkan keterampilan literasi dalam pendekatan tematik Minggu 15: Peer teaching/lesson study, berdasarkan konsep-konsep yang dibahas dalam unit 9 - 14 Minggu 16: Ujian, berdasarkan konsep-konsep yang dibahas dalam unit 9 – 14. // The module, developed in collaboration with Florida State University and Semarang State University, contains: Unit 1: Introduction to the development of literacy in the early grades of primary school Unit 2: Basic foundations of reading and writing: Oral language and listening comprehension Unit 3: The first step in learning to read and write: Develop sound awareness (phonological awareness) Unit 4: Pre-reading and writing skills: written concepts and alphabet awareness Unit 5: Transition to text: Learn to read words Unit 6: Supports the development of word reading skills: SAS Week 7: Peer teaching / lesson study, based on concepts discussed in units 1-6 Week 8: Exams, based on concepts discussed in units 1-6 Unit 9: Support understanding: Develop children's reading fluency Unit 10: Supporting understanding: Developing children's vocabulary skills Unit 11: Combine everything: Develop children's reading comprehension Unit 12: Develop a reading culture: Encourage individual and independent reading Unit 13: The role of writing in the early grades of elementary school Unit 14: Develop literacy skills in a thematic approach Week 15: Peer teaching / lesson study, based on concepts discussed in units 9-14 Week 16: Exams, based on concepts discussed in units 9-14.

Buku ini berisi materi literasi di sekolah dasar, tetapi juga berisi ide-ide tentang bagaimana dosen dapat menggunakannya dalam kuliah. Ide-ide praktis dilengkapi dengan referensi teori terbaru, foto-foto hasil kerja siswa dan contoh-contoh kegiatan di kelas untuk membantu pengguna memahami lebih lanjut tentang melek huruf di sekolah dasar. | | | This book contains literacy material in elementary schools, but also contains ideas about how lecturers can use it in lectures. Practical ideas are supplemented by reference to the latest theories, photographs of students' work and examples of activities in class to help users understand more about literacy in elementary school.