SMIT Ed meeting for the 25th, 4:30 to 6:00


1. Bootstrapping Debian onto Bleeding-Edge Hardware : 08:46

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2. *** Attendance : 16:41

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The SMIT-Ed Program will become a recognized center for competency, research, and educational policy in math, science and IT education, in response to the needs of Philippine basic education.

salvacion: note about 'competency center'

advanced training higher learning degree-granting graduate / professional development

where are we going to put in 'curriculum' and 'material'?

center / institute - political distinction. institute has a higher status than a department. budget and autonomy implications. institute: director. center, under a department. outreach or particular researches, not degree-granting. you can't just give load.

advanced training and development? cathy: 'advanced training' can cover materials development and educational technology as well.

New version: The SMIT-Ed Program will become a recognized center for advanced training and development, research, and educational policy in math, science and IT education, in response to the needs of Philippine basic education.

Not worried about tertiary - different departments take care of that. basic education defined as before tertiary.

- As competency center, aims to service the needs of professional educators, education specialists, and policy makers in Math/Sci/IT, particularly in areas of: teacher training, materials development, educational technology, curriculum development and design - As research institute, seeks to contribute to fields of math/sci/IT education through research in areas of: teacher education, curriculum, cognitive psychology, culture, educational technology, software development - As educational policy center, seeks to be involved in critical issues pertaining to teaching and learning of Math/Sci/IT in the Philippines by providing directions for teaching math, science and technology

s/competency center/a center for advanced training and development

technical definition from Cathy: professional educators: teachers, principals, active educators in the field, usually people with a degree related to education, people who have passed through teaching education specialists: don't face students. at a desk. curriculum design. dept ed. they train professional educators. policy makers - supervisory positions, principals and up - dep ed, supervisors, superintendents, technical panelists, science education institute some overlapping

do you want to clarify this? is there an encompassing term?

cathy: insisted on specialists because of Ed.S. decree - between master of education and doctor of education. specialist in education. not expected to do research, but you should know a lot more than an master's degree holder does. We don't really have here.

explanation of areas of teacher training

question: curriculum development includes lab curriculum development? that seems to be what is needed. cathy: curriculum and program development and design? ex: math program for gifted students

teacher ed - teacher values and beliefs

curriculum - if you want to develop policy, you have to go into curriculum research too. that's how constructivist approaches in NZ got started.

cognitive psych - queena. it's interesting. possible interdisciplinary area. we don't have background in developmental psych, though

culture - cathy: social aspects of learning science and math. isolate the culture of a filipino science classroom, look at prominent features which contribute to effective learning in science; looking at the social aspects, as opposed to cognitive psychology. looks at interaction between and amongst students and teachers. values.

active learning pedagogy? where would that fall? student-centered? not among those listed. more focused on teaching methodologies. maybe called instructional methods? instructional - also focus on learning methodologies, so both need to be acknowledged note to self: learn how computers are being used in the grade schools.

problem-solving, where does it belong? cognitive or instruction/learning? cognitive psych seems to be under instruction and learning

we're back to linear compartmentalized instead of spiral. Moved curriculum back to advanced training and development, as it's more part of policy.

software development subsumed under educational technology educational technology includes hardware, aids, anything with technology somewhat redundant? which phrase to remove? Removed pertaining to... . nouned the gerunds (oh, my English teacher is going to kill me) added assessment

- As a center for advanced training and development, SMIT Ed aims to service the needs of professional educators, education specialists, and policy makers in Math/Sci/IT, particularly in areas of: teacher training, materials development, educational technology, curriculum and program development and design - As research institute, seeks to contribute to fields of math/sci/IT education through research in areas of: instruction, learning and assessment, teacher education, culture, and educational technology - As educational policy center, seeks to be involved in critical issues in the Philippines by providing directions for the teaching and learning of math, science and technology

question: what if people ask - if those who teach in the college level need help from us, where does that fall under...? We direct them to the respective departments. If they really want to learn more educational principles. Need focus, don't want to blur the line between SMIT Ed and the respective departments. Need to focus on basic education. Cross bridge when we get there.

Let's schedule our next meeting. Research agenda. What topics to focus on for research? When is a good time for you? September 15, 4:30 - 6:00, SEC Lounge.

So, who can present this? Cathy and Didith? September 10. Cathy and Joel will do it.

- presentation by Cathy, Joel and Dr. de las Pen~as. - also, book purchases.

1. More reflections

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If you'll excuse a bit of reflection, the Gospel reading for yesterday made me realize a few things. =) (Strange; I seem to be rediscovering faith.) These are very rough thoughts. I haven't really processed them much, and they're very disorganized. Still, they're out there. I'd love to hear your insights!

Not too long ago, the phrase "Wives, be submissive to your husbands" drew laughs from me. Submissive? Me? Ever? It seemed like such a throwback to less enlightened times when a woman's place was in the kitchen. Even now, I pride myself on being independent and not needing to be in a relationship in order to feel alive.

Now, however, I don't think the phrase is outdated or chauvinistic. Now it makes a lot more sense. I guess that the theology and philosophy subjects I took up in Ateneo have gradually reshaped my ideas. What does submission mean, anyway? It's not about acting like someone's maid. I think it means subsuming my plans in someone else's, placing my entire life in someone else's hands. I think that love's a little like my passion for computer science and for teaching. I always had problems waking up for my 7:30 classes as a student, but now I happily wake up for my 7:30 classes as a teacher. I care about the students in my class. I want to reassure them, dispel their doubts, and guide their growth. I try to think of little ways to help them understand the topics, and when they get it, I feel wonderful. I know I have a lot of limitations, but I share with them whatever I've learned, and I know they'll do better than I did.

But love demands a great deal more from me than that. My passion for computer science is still mostly about me and the fun I have working with computers. Although my interest in computer science hasn't flagged, occasionally I get a little lost. I don't know what to do next, where to go next. Right now, I'm playing it by ear, trusting the advice of people who have gone before me and the little voice that occasionally mumbles hints. My parents can offer me the best advice, as they know me and they really care about me. My teachers try their best, although it's harder for them to guide me because we aren't as close.

Submission doesn't mean making someone else make your decisions for you. That's too much to ask of someone - it's a lot of responsibility, after all, and as human beings we are also supposed to exercise free will. I suspect, however, that love means being able to share your thoughts with someone else, considering their insights in your decisions, and from time to time trusting that they know better than you do. It's like that with my parents. I know they want what's best for me. They might not always know what's best for me, but they try. When we don't agree on something, chances are they're right, and I trust them.

Naturally, this involves a great deal of trust and certainty, and that's why husbands are also enjoined to love their wives. This is much harder than it looks, because it means setting aside what's convenient for you and what you like and considering instead what's best for everyone concerned. This can mean making sacrifices. As the priest observed, most husbands will say that they'd gladly give up their life for their family, but ask them about sacrificing their ego and things get pretty fuzzy.

A lot of people seem to have some predetermined plans - you know, get married, have two kids, a house, two cars, whatever... Although I think that having some idea of what you want in life is a Good Thing, I think that sometimes sticking to your plan can be a bad thing, especially when there are other people involved. I feel that major decisions should be open to negotiation. By negotiation, I don't mean conceding one point to get another! The outcome should be the best for everyone. Getting married and having kids fits the image of success that most people have, but is it really what's best? I don't want to make major decisions like that on my own, because other people have valid concerns I should consider.

(Regarding children: I'm not particularly attached to the idea of propagating my genes, and I think that there are so many children out there for people to take care of already. Still, if it really is worth it - and we're talking about major investment here, as it's supposed to be a _lot_ of pain and very distracting - then maybe.)

Of course, all of this is still pretty up in the air right now. Here's my situation. I love teaching. I really want to encourage other people to pursue their dreams and I want to help equip them with the tools and skills to do so. In order to do this well, I need further training and exposure - hence my need for further studies. I feel that this is the reason why I am who I am. I'm not waiting for a Prince Charming to pass by and give my life meaning. I want to render service to the world even now.

I don't know if I'm called to this whole love and marriage thing. It could very well be that I'm meant to love my students and my teaching. It's also entirely possible that I'm currently wrong about my vocation - maybe I should be in basketweaving? I know that some way or another, life is going to work out just fine.

2. CS21A Today

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Last Wednesday, we released the specifications for their first project - a small inventory system. One of my students finished the project quickly and - here's the thing - uploaded his source code to our Yahoogroups. The project's supposed to be individual, so I had a long talk with the students on the need for academic honesty and the objectives of the project. I think I can trust them to do the right thing. I told them that we've set a project not so that we can check a gazillion inventory systems but so that they can find out what they need to practice, what they need more help with. Strongly encouraged them to do it from scratch. Hope that takes care of potential mayhem.

In retrospect, I'm glad the issue came up. After all, we know that some back-channel sharing does happen, and I had classmates who used to share modified versions of their own code with other students who simply couldn't get the hang of it. I frowned on the practice because I felt that people who don't make an effort to write things from scratch - particularly projects that are designed to be doable from scratch by everyone - miss out on a terrific learning opportunity. Because everyone knows that the source code is available somewhere, we can talk about the issues involved. I wanted to emphasize that I'm not just interested in the end result; I'm also interested in the process, and I want their projects to reflect what they know and what they feel comfortable with. I feel that if I explain to the students what their options are, I can trust them.

I presented a roadmap of the next few weeks as well so that they know what's coming up. It will be pretty exciting - interfaces and graphics, arrays, and more fun and games. We'll probably be able to write simple games by the end of this month. Yay!

In a clever use of class time (compared to, say, lecturing on something they can learn on their own), I gave them an assignment - define a class that drew a particular animal. We used class time to make sure that everyone had unique assignments, and I'm looking forward to combining their programs this Wednesday.

Met with Luis, Fanny and Christine today. Luis was somewhat put out that Fanny and Christine had gone on to check the midterms, as we were supposed to do them all together. I guess that means I'll be checking the CS midterms tonight. I alerted them to the situation in my class. We also talked a bit about GraphicsIOApplet and our plans for the next few weeks.

3. Hiring Technical People

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http://www.jrothman.com/weblog/htpblogger.html has plenty of tips for people who are looking for good technical employees or good technical employees-to-be looking for jobs. Excellent link from Miguel Paraz.