Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolut... more Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolution era (FIRe), we gear our efforts to revolutionize the country’s STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) Education. The country’s firm stand on improving the human capital, and its science, technology and innovation (Philippine Development Plan [PDP], 2017) is our way towards concretizing Education 4.0, to help bridge us to the FIRe phenomenon (featuring technological revolution to converge and fuse human and the cyber world [Van Duuren 2017] through analytics, artificial intelligence, cognitive technologies and the internet of things [IoT] Renjen 2018]to design interconnected digital enterprises capable of more informed decision making tasks [Mars et al., 2014]). We also confirm that a strong STEAM (professionals, and education) will contribute to the knowledge society and economy of the country (Government Office of the Slovak Republic 2018; Morales, 2017), as well as improve its economic competence and competitiveness (English, 2016).
The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
The major shift in educational contour brought about by the Fourth Industrial Revolution (4IR) ch... more The major shift in educational contour brought about by the Fourth Industrial Revolution (4IR) challenges every component of the traditional educational landscape (Morales, Anito, Avilla, Abulon, et al., 2019; Shahroom & Hussin, 2018; Chao, 2017). In higher education, the relevance of qualitative research in Education 4.0 is a significant point of interest. This paper primarily presents our reflection points after conducting a three-tier qualitative data analysis, which is a component of a state-funded research project (Morales, Anito, Avilla, Sarmiento, et al., 2019). The research component described in this paper aimed at developing a pedagogical model of the current perspectives, ideals, and practices of Philippine Higher Education Institutions (HEIs) on Science, Technology, Engineering, Agri-Fisheries, and Mathematics (STEAM) Education. Likewise, this paper briefly describes the methodological rigors the we underwent in the development of the model. The developed model is also d...
Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolut... more Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolution era (FIRe), we gear our efforts to revolutionize the country’s STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) Education. The country’s firm stand on improving the human capital, and its science, technology and innovation (Philippine Development Plan [PDP], 2017) is our way towards concretizing Education 4.0, to help bridge us to the FIRe phenomenon (featuring technological revolution to converge and fuse human and the cyber world [Van Duuren 2017] through analytics, artificial intelligence, cognitive technologies and the internet of things [IoT] Renjen 2018]to design interconnected digital enterprises capable of more informed decision making tasks [Mars et al., 2014]). We also confirm that a strong STEAM (professionals, and education) will contribute to the knowledge society and economy of the country (Government Office of the Slovak Republic 2018; Morales, 2017), as well as improve its economic competence and competitiveness (English, 2016). The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transforma... more This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers’ and research participants’ journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, ...
This study was part of a larger data gathered in 2014. The study utilized a cross sectional resea... more This study was part of a larger data gathered in 2014. The study utilized a cross sectional research design to explain whether the exposure of students on educational shows can make a difference in their academic achievement compared to the achievement of students who have no exposure to educational shows. Students' achievement was measured by a test covering 5 subject areas. The test was administered to 32,768 students of which 13,095 students came from schools that received the Knowledge Channel package for the 2009, 2010, and 2011 grants. The other 19,673 students were from comparison schools who had not watched the Knowledge Channel shows. Significant findings revealed that students from recipient schools (RS) have significantly higher scores than those from the comparison schools (CS). Highest effects were noted in English (in 2009 and in 2010) and in Math (in 2011). Students from RS performed better across all subjects compared to students from CS.
Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolut... more Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolution era (FIRe), we gear our efforts to revolutionize the country’s STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) Education. The country’s firm stand on improving the human capital, and its science, technology and innovation (Philippine Development Plan [PDP], 2017) is our way towards concretizing Education 4.0, to help bridge us to the FIRe phenomenon (featuring technological revolution to converge and fuse human and the cyber world [Van Duuren 2017] through analytics, artificial intelligence, cognitive technologies and the internet of things [IoT] Renjen 2018]to design interconnected digital enterprises capable of more informed decision making tasks [Mars et al., 2014]). We also confirm that a strong STEAM (professionals, and education) will contribute to the knowledge society and economy of the country (Government Office of the Slovak Republic 2018; Morales, 2017), as well as improve its economic competence and competitiveness (English, 2016).
The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
The major shift in educational contour brought about by the Fourth Industrial Revolution (4IR) ch... more The major shift in educational contour brought about by the Fourth Industrial Revolution (4IR) challenges every component of the traditional educational landscape (Morales, Anito, Avilla, Abulon, et al., 2019; Shahroom & Hussin, 2018; Chao, 2017). In higher education, the relevance of qualitative research in Education 4.0 is a significant point of interest. This paper primarily presents our reflection points after conducting a three-tier qualitative data analysis, which is a component of a state-funded research project (Morales, Anito, Avilla, Sarmiento, et al., 2019). The research component described in this paper aimed at developing a pedagogical model of the current perspectives, ideals, and practices of Philippine Higher Education Institutions (HEIs) on Science, Technology, Engineering, Agri-Fisheries, and Mathematics (STEAM) Education. Likewise, this paper briefly describes the methodological rigors the we underwent in the development of the model. The developed model is also d...
Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolut... more Aimed at creating the Philippine Workforce 4.0, ideally skilled to flourish in the Fourth Revolution era (FIRe), we gear our efforts to revolutionize the country’s STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) Education. The country’s firm stand on improving the human capital, and its science, technology and innovation (Philippine Development Plan [PDP], 2017) is our way towards concretizing Education 4.0, to help bridge us to the FIRe phenomenon (featuring technological revolution to converge and fuse human and the cyber world [Van Duuren 2017] through analytics, artificial intelligence, cognitive technologies and the internet of things [IoT] Renjen 2018]to design interconnected digital enterprises capable of more informed decision making tasks [Mars et al., 2014]). We also confirm that a strong STEAM (professionals, and education) will contribute to the knowledge society and economy of the country (Government Office of the Slovak Republic 2018; Morales, 2017), as well as improve its economic competence and competitiveness (English, 2016). The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transforma... more This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers’ and research participants’ journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, ...
This study was part of a larger data gathered in 2014. The study utilized a cross sectional resea... more This study was part of a larger data gathered in 2014. The study utilized a cross sectional research design to explain whether the exposure of students on educational shows can make a difference in their academic achievement compared to the achievement of students who have no exposure to educational shows. Students' achievement was measured by a test covering 5 subject areas. The test was administered to 32,768 students of which 13,095 students came from schools that received the Knowledge Channel package for the 2009, 2010, and 2011 grants. The other 19,673 students were from comparison schools who had not watched the Knowledge Channel shows. Significant findings revealed that students from recipient schools (RS) have significantly higher scores than those from the comparison schools (CS). Highest effects were noted in English (in 2009 and in 2010) and in Math (in 2011). Students from RS performed better across all subjects compared to students from CS.
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Books by Jovito Anito
The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.
Papers by Jovito Anito
The Philippine context STEAM (where “A” refers to Agri/fisheries) in higher and advanced learning focuses on several aspects of teaching and learning, and on the merging of the disciplines to teach a particular STEAM content (Morales et al., 2019), thus, we explore the possibility of generating the Philippine STEAM Education model as our blueprint for STEAM higher and advanced learning and our way towards realizing the country’s development plan themed as AmbisyonNatin 2040 (PDP, 2017). We theorize that weaving all concepts and principles drawn from the nation’s policies, standards, and guidelines defined by its Commission on Higher Education (CHED) for the individual STEAM programs, tempered by the principles of the Philippine Professional Standards for Teachers, and looking at these extracted principles, ideas and concepts from the lens of TPACK may help define a contextualized model for the Philippines, which the current study, “TPACK in Philippine STEAM Education,” shares.