Seoul Accord Annual General Meeting

The Seoul Accord’s Annual General Meeting (SAGM2016) was held last June 3-5, 2016 at the Royale Chulan, Kuala Lumpur Malaysia. Read more

PSITE National Board (AY 2016-17)

Due to the recent developments with the PSITE National Board, the board met and reconvened in Manila on 15-March-2016 and held another election. Congratulations to the new set of officers listed below, they will bring PSITE into even greater heights! Soar high, PSITE! Mabuhay!!! Read more

Thailand Educational Benchmarking

Last May 23-28, 2015, I joined the Benchmarking Educational Tour of the PSITE National Board in Bangkok, Thailand. Read more

(ACTIS 2014, Japan) Asian Conference on Technology, Information and Socity

Last November 20-23, 2014, I attended and presented a paper entitled “Best Practices and Challenges of Information Technology Education in the Philippines. Read more

SEOUL ACCORD General Membership Meeting

The Accreditation Board for Engineering Education of Korea (ABEEK) invited me to attend the Seoul Accord General Meeting (SAGM2013(Seoul)), Millennium Seoul Hiiton, Seoul, Korea last June 21 to 23, 2013. Read more

Indonesia Educational Benchmarking

Last May 18-25, 2014, I joined the Benchmarking Educational Tour in Jakarta, Indonesia. Read more

PICAB MOA Signing

Philippine Information and Computing Accreditation Board -- MOA signing Read more

2013 NESRC

Pix taken during the 2013 National Engineering and Science Research Conference (2013 NESRC) held at the Heritage Hotel, Roxas Blvd, Pasay City last March 7, 2013 Read more

PSITE NATCON 2013

PSITE NatCon 2013 Opening Remarks; Read more

SMART SWEEP 2013

A team of four students from the Institute of Computing of the University of Southeastern Philippines clinched the Ideaspace Award and a PhP 100,000 cash prize; Read more

Hongkong Benchmarking Educational Tour

I joined the PSITE National Board Hongkong Benchmarking Educational Tour last January 03-06, 2013; Read more

eGOV Awards 2012

From a shortlist recommended by DOST-ICTO, i was invited to be one of the judges of the eGOV awards final judging last November 8, 2012 at Oxford Hotel, Clark Freeport Zone, Pampanga; Read more

10th National Conference on Information Technology Education

Delivered by Dr. Randy S. Gamboa, PSITE President, during the NCITE 2012 October 19, 2012 in Laoag City; Read more

Top 10 Finalists for the 9th SWEEP Innovation and Excellence Awards!

Two entries from the Institute of Computing had been shortlisted as top 10 finalists for the 9th SWEEP Innovation and Excellence Awards!; Read more

10th Philippine Youth Congress on Information Technology(Y4IT)

The Philippine Youth Congress on Information Technology or "Y4iT" (Youth for IT) is an annual event hosted by UP ITTC and UP SITF in cooperation with the UP ITTC Student Volunteer Corps, JICA, PSITE, CSP, PCS, PSIA, GDAP, EITSC, HSF, and Cyberpress. … Read more

Board Meeting

pix taken during the national board meeting last August 17-19, 2012 at Club Balai Isabel, Barangay Banga, Talisay Batangas.; Read more

Certificate of Recognition: Best Paper

The University of Southeastern Philippines held its 25th University Wide In-House Review; Read more

IBM Web Application Development Training

The Institute of Computing through its extension office with IBM and the Philippine Society of Information Technology Educators-Region X1 … Read more

ARIGATO GOZAIMAS

Konnichiwa , On behalf of the participants both from the Philippines and from other countries, I would like to thank the Association for Overseas Technical Scholarship or ….Read more

Thursday, March 24, 2005

Paper- Dominant value

WHAT IS YOUR DOMINANT VALUE? WHY AND WHEREFORE?



After reflecting on what my dominant value is, I came to realize that it is the value of close family ties, as what is present in most Filipinos. This is my dominant value because I believe that maintaining a peaceful and harmonious relationship within the family radiates to its environs. I believe that genuine affection, concern and love among family members reflect each in the way they deal with the outside world including events, circumstances, scenery, conditions, people, and objects. My goal is to live my life to the fullest, living a comfortable life and being able to help people in need.

Despite the many challenges posed against the family, Filipinos look up to the family as their source of strength in moments of difficulties. While it has been observed that the Filipino family is in the verge of breakdown due to many factors, many Filipinos still maintain the family as the basic unit of society, and I am one of them. Concern for family is manifested in the honor and respect given to parents and elders, in the care given to children, the generosity towards kin in need, and in the great sacrifices one endures for the welfare of the family. This sense of family results in a feeling of belonging or rootedness and in a basic sense of security.

We make choices and decisions based on our values. Let me discuss some decisions which I made based on my dominant value. First is my choice of school in college. It has never occurred to me that I would like to be independent and study outside Davao City. This is because I do not want to leave my family behind and financially overburden them to support my studies. After finishing college, though there were offers for me to work abroad, my decision was still to work in Davao City. This is because I am the only one among my siblings who is left with my old parents. Leaving them alone is something which I couldn’t afford that time, even until I got married.

Being one with close family ties may have its advantages and disadvantages. One of its disadvantages is that it limits the opportunity for growth of a person. There is a vast of opportunities outside his hometown for one who is educated and capable. Being in tact with the family constricts this opportunity. While concern for the family is one of the Filipino's greatest strengths, in the extreme it becomes a serious flaw. Excessive concern for the family creates an in-group to which the Filipino is fiercely loyal, to the detriment of concern for the larger community or the common good.

So where does this value lead me? It still is leading me towards attaining my goal of living my life to the fullest. However, everything should be done in moderation. And I should live a balanced life towards my family, friends and career. But most of all, I should live with the Almighty as the center of my life.

Tuesday, March 22, 2005

Paper - Contemporary Youth Learning Values

DO YOU THINK THE CONTEMPORARY YOUTH OF REGION XI IS LEARNING HIS/HER VALUES FROM HIS/HER TEACHERS IN SCHOOL?


Yes. Values are the framework for our lives. The ways we think, feel and behave depend upon the values we hold, our religious and moral beliefs. Some values vary according to the situations we find ourselves in, others are more fundamental. A Filipino experiences family closeness and solidarity (pagpapahalaga sa pamilya), politeness (use of po or ho), hospitality (tuloy po kayo), gratitude (utang na loob) from "within", that is, subjectively and emotionally, unlike a non-Filipino observer, social scientist, or psychologist who studies Filipino values objectively from "without" or "from a distance". Such Filipino values as social acceptance, (pakikisama, amor propio, economic security, pagmamay-ari), and trust in God (paniniwala sa Diyos, bathala or Maykapal) find their philosophical basis in man's dynamic openness toward nature and the world (e.g., the value of hanap-buhay ng magsasaka), one's fellowmen (the values of paggalang, hiya, katarungan, pag-ibig), and God (the values of pananampalataya, pananalangin, kabanalan).

Values development has and will always be the concern not only of societies but also particularly of societal institutions like the schools and universities. The development of values is a complex process and the initial stages depend on those who look after us at home and at school.

Based on the premise above, the answer to the question posed as title of this paper is affirmative. The contemporary youth is learning his/her values from teachers in school. One avenue wherein the youth learns values from teachers is from the formal curriculum itself. In Region XI, in response to the need for values development, massive training programs in various elementary, secondary and tertiary levels are being conducted, aimed to equip the teachers with skills and strategies for developing values in their students. Strategies used in the elementary schools ranged from the simple telling, modeling, persuading to the more complex approach of identifying values, exploring feelings, and values clarification. In the secondary schools, the most widely used methods are inculcating, moral development, values analysis, value clarification, and action learning. The tertiary level integrates values in various disciplines by methods ranging from games, quiz shows to problem solving and role-playing.

There is also a way wherein values are integrated into the curriculum—through the “hidden curriculum.” Teachers and administrators help in shaping the values of students in an unconscious and unintentional way through two psychological processes: the reinforcement or the system of reward and punishment formally and informally and the role modeling or the imitation of significant adults in the school. There is however, the possibility that some values might be unintentionally emphasized such as giving recognition to achievement or hard work might overstress personally motivated success thereby promoting personal ambition over the value of service of others. In fostering economic security the educator might overemphasize working for economic betterment and in the process cultivate materialism over the values of thrift and simplicity.

Still, another way that teachers foster values to the youth is through informal approaches - primarily being a role model and providing examples for their students. It is good if teachers intentionally impart positive values by example. What is not good is when teachers tell their students about positive values but they themselves show the students negative values, unknowingly. Some Filipino values are positive but may be showed and taken in a negative manner. If these situations persist in school, the teachers will be contaminating the students or the youth in particular. The technical and professional competence of the teachers may not be in question here but rather it is the essence of the teacher, their core values, and their vision.

In Region XI, teachers should take extra caution considering cultural differences. While the youth learn from teachers their values, the family upbringings pertaining to certain cultures are heavier than that in school. Further, religion is also a factor to consider. Hence, values of the youth are not totally by teachers but also the family and the environment.

Saturday, March 19, 2005

Paper - Dominant Value of the Society

WHAT IS THE DOMINANT VALUE OF THE SOCIETY? WHY AND WHEREFORE?


The dominant value of the society, particularly the Philippine society is power. This is because for several decades the Filipinos were under the mercy of foreigners such as the Americans, Spaniards and Japanese. When they got its independence, every person aspired of acquiring power in its own right.

Filipinos think of power in many forms. In the elite society, people think that money is power. That is why they do everything they can to gather as much money they can, even at the expense of other people. They would rather sacrifice relationship, close family ties and even religiosity, as long as they acquire cash and assets and be considered a moneyed person, thus having power.
For some Filipinos, power is having many friends. This is why the cultural value of “pakikisama” thrives in the Philippines. “Pakikisama” is a desire to blend in, to be part of a group, not to buck the existing system but to become part of it. This quality promotes cooperation, and in a family, it can sustain team effort. An example of this team effort is the people power in EDSA. Not all people went to the street because they were fighting for a cause. Many were there because of “pakikisama”.
The more visible perception of power of the Filipino society nowadays is the spiritual power. This is evidenced from the many religious sectors and sub-sectors, charismatic groups and subgroups, from a very large congregation to a small prayer group. This perception cuts across level in society and is very much noticeable from the actions of the President of the Philippines, down to the slum-dwellers and nomads.
Ultimate power can never be gained. Objectively, if this dominant value of the society will be coupled with peace, harmony and hard work, this will lead to a better Philippine society. Harmony in the family should be promoted since the family is the basic unit of the society. By harmony, it does not only mean physically harmonious, but also seeing to it that each one in the family plays an important role in its economic upliftment, social responsibility and spiritual growth. Economic upliftment is best acquired through hard work. An individual economic contribution affects the economic status of the community. The individual and the community as a whole should do its share to the betterment of the society where they belong. However, the Filipinos as whole can obtain its individual and societal quest for power if there is peace among each other. Peace means that the legislative, executive and judicial bodies of the government working in good tandem. Peace means that there is no more fighting and killings between Christians and Muslims. Peace means that politicians set aside their personally interest in favor of the good of their constituents. Peace means that each family member loving each other. And lastly, peace means being at peace with oneself and the Almighty. With these, the dominant value of the society will lead to a better and more progressive country.

Paper : The value of ICT faculty

THE VALUE OF THE INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT) FACULTY



An ICT faculty should possess the value of competence. The notion of competence with regard to the ICT faculty is broader than the technical skills needed to use ICT. To take a technical view of competence is to deny the plethora of skills needed by teachers to create meaningful and productive learning contexts for students. Therefore, while it may be easy to take a technical view of ICT competence, this is not sufficient to equip teachers to understand, and make effective use of, ICT in the classroom. The type of ICT competence needed by teachers is a collection of knowledge, skills, understandings and attitudes that are inextricably bound up with context and pedagogy.

An accomplished ICT teacher also has a deep understanding of their subject and of curriculum planning and development. He/she should be able to implement the curriculum through effective classroom/learning environment planning and management, and effective pedagogy. Parts of an ICT faculty’s skills are student monitoring, assessment and reporting; and administrative competencies including decision making and planning. More specifically, teachers need the knowledge and understandings of how ICTs are used within their discipline, not only in an educational setting, but also in industry, government and in the broader society. Teachers need an understanding of how ICT use impacts on society and conversely how social, political and economic processes structure how and by whom technologies are accessed and used, so they can meaningfully relate ICT use in teaching and learning to the students’, their families’, and the broader community experience of ICT in their personal, community, educational and work-related lives. And lastly, teachers need an understanding of the transformative potential of ICT use in redefining the who, when, where and why of the teaching and learning process in relation to the work they currently do in classrooms, to their own professional development, and to the possibility of transforming the nature of the formal educational process within a rapidly changing society.

Hence, the reason for existence of the ICT faculty is developing people to use ICT for their personal, community, educational and work-related lives. The ever-changing and fast-developing technologies poses a challenge to the ICT faculty to keep up with its pace in order to effectively accomplish its mission.