1.> "Hot Spots as Learning Spots" - With the deployment of low-cost WiFi technology, M.O.R.M.S. has became the "First public school" in the country that provides a wide campus WiFi internet access. Laptops and desktops (equipped with WiFi cards) can easily be transported and gain internet access from the school's open gym, school playgrounds and 85% of their classrooms are currently classified as 'hot spots'. This resulted for the school not just to consider regular classrooms as their learning space but the WHOLE campus itself is part of their 'learning environment'.

2.> The school became the main 'hub' or 'center' of I.C.T. education - Four(4) neighboring public schools utilizes M.O.R.M.S'. free basic I.C.T. tutoring services. At present, M.O.R.M.S. is not just percieved as an educational institution but also as: an 'institution of hope'. More or less 6,000 students and 460 teachers will be benefiting from the initiative.

3.> The visually impaired gained access to local organizations resulted in acquiring services from a NGO for the blind: RBI. - Through simple exchange of emails, our visually impaired tapped useful information and pursued networking with specialized teachers. Unaware of the existence of social services in the past, the visually impaired received skills on how to be INDEPENDENT and are starting to learn the basics and soon proceed in learning contracted Braille from volunteer specialized teachers. Two (2) out of 13 visually handicapped will be receiving contracted Braille tutoring and can communicate by email using a low-cost computer Braille keyboard we developed.

4.> It allowed stronger networking with other learning institutions - Using our synchronous web conferencing tool, high school youth pursued an on-line distance learning along with 25 volunteer university college students from the northern part of the Philippines. Using our virtual classroom, high school students are collaborating on-line and seeking tutoring services from college students that pertains to their homework in subjects in Algebra, Science, Social Studies, etc. This allowed high school students to reflect on their 'waterloo' and seek solutions to strentheng them. Approximately 110 students are utilizing this service. 

5.> It resulted in the establishment of a career counseling services for high school graduating students -Graduating high school students voiced out the need/access to career counseling services and raised issues 'to allow a reflection' prior to entering college life. Using our digital virtual archive through posting threads and blogs, our high school students reflects on feedback and discussions posted by college students about their academic experiences. We filter and retain positive 'first hand' information for future references and conduct webconferencing with college students in the northern Philippines. This activity allowed our youth to make informed decisions and prepare them towards college life and chosen career. This portal is being accessed anytime by approximately 2,000 students.

6.> The initiative unexpectedly discovered talents, skills and creative minds specifically from the out-of-school youth - With exposure to open source application (Google Sketch - CAD design), we realized a demand for a short term course in the community - Out-of-school youth are discouraged by their parents NOT to pursue high school education because of what they perceived as: 'senseless spending towards unemployment'. S.P.C.A.D. (Special Program in Computer Aided Designs) was developed for the out-of-school youth who wanted to cultivate their artistic skills within a short period with less financial contraints on the part of their parents. This one (1) year CAD certification program is geared in developing youth to be junior draftsmen for possible employment in Architectural/Engineering offices. This program was recently introduced to the community (running for 3 months now) and samples of their work can be viewed as attachments. To date, 48 students are enrolled in this program and all of them were formerly out-of-school youth.    

7.> Resulted more involvement from its own students - The school has been in existence for almost 45 years now and hiring a local web designer is financially challenging. Its students (with approval and support from the school principal and administrators) allowed its own students to freely design an appropriate website. Today, M.O.R.M.S. is the ONLY school in the Philippines whose website was designed, launched and currently being maintained by its very own students. Student's academic and non-academic activities can be view by visiting the school's official website: M.O.R.M.S. 

8.> A regular school has become a handicapped friendly learning institution - Awaiting DepEd's regional approval for the visually handicapped to 'co-exist' in regular classrooms, the school created the 'birth' of public awareness and acceptance that blind youth can utilize their potentials in the society by way of using open source adaptive learning technology. This resulted in overcoming current stereotype and discrimination to ALL persons with disabilities in their region.

9> The youth transformed their own educators(teachers) to be technologically literate - To date, 89 teachers has their own email addresses and showed competency uisng their virtual classrooms (synchronous web conferencing tool); using Word processing, Power Point and other software applications. These teachers uses their newly acquired skills in: communicating to other professional educators; presentations during seminars; accessing teaching materials on-line and are more sensitive towards positive self improvement. These teachers are now educating their own non-technology inclined colleagues and as a result they share their own stories to "old school teachers" to come closer to technology.    

10> From non-technologically inclined youth to: "Technology Ambassadors" - It forced multiplied young technology 'ambassadors' which they advocate I.C.T. benefits right to their own family members, small villages and to their own peers. Eighty (80) young tutors issued 380 certificate of Basic I.C.T. Education to non-technology inclined youth. 89 teachers received their certificate of accomplishment as well which was signed and handed out right by their very own students.     

KIDZ 2 TEACH fulfills basic I.C.T. computer training and education based on the type of learners. Learners in the program are divided into 3 groups: (a) Unsighted (blind) youth; (b) Out-of-school school and youth who are currently enrolled but don’t have access to technology/information in their own schools and (c) Public school teachers who desire to learn basic computer applications.

1.> In the case of the unsighted youth, tutors of KIDZ 2 TEACH fulfilled the tutees need to: To SEE and COMMUNICATE to the world through hearing. (The unsighted youth calls it: "Oh I C") Assisting them to overcome their disability, their tutors gained access to open source audio screen readers, assisted in using the mouse and computer keyboard (with Braille markings) and access free on-line talking books. Always paired in working group: a) The sighted youth introduced the Unsighted to various sounds of animals which the unsighted tries to identify; b) On-line audio alphabet lessons which the unsighted youth practiced reciting and sing the English alphabet and many other free on-line audio learning materials which the unsighted learner has never heard, exposed or learned before. The sighted youth further introduced the establishment of individual email accounts for every unsighted learner; the sighted tutors assisted networking with local organizations that deal with the visually impaired and linked them to social and medical on-line disability services.

2.> The needs of the out-of-school and other learners who are currently enrolled are addressed by way of: a) Learners learned from tutors how to access open source learning sites which they can decide to print or uploaded for listening purposes or as their take home assignments; b) The tutees receives guidance from the tutors as to which learning sites are helpful in sharpening their reading and comprehension skills; c) Tutees learned to use search engines, on-line dictionaries; d) Tutors assist the learners to basic on-line math exercises; e) Introduction of environmental awareness issues to the tutees; and f) Tutee's receives tutor's assistance in establishing personal email accounts and linking them to on-line local social services that are appropriate to their needs. KIDZ 2 TEACH I.C.T. tutoring style for this group is by watching and imitating through example. One example: a) how to use the mouse. Tutors visually show how each button works and its significance.

3.> Lastly, the challenging I.C.T. learning needs of school teachers are met by way of practical hands on tutoring from the tutors. Teachers who desired to learn the use of software applications (Word, Excel, and Power Point) simply learn side-by-side with the tutor by way of learning by: a) Sequence & activity or b) Step by step directions. Depending on the teacher's need, the scope of tutoring to teachers depends on WHAT is it to learn and HOW to go about using office applications: a) Using word documents; b) Constructing/Design of Power Point presentations; c) Use of their synchronous web conferencing tool; d) Establishing email accounts; and even e) How to operate a computer. This group comprises of teachers who have very limited or no exposure to computers and most of them never experienced having an e-mail account during their teaching career.

There are currently 80 tutors (Power Users of I.C.T.) under the KIDZ 2 TEACH initiative. These youth engages in a 1:1 I.C.T. tutoring to non-technologically inclined youth and teachers. Working through by way of 'batches' and learner classification as:

1) WeekDAY learners - comprises of youth from their own school, their own teachers and the visually impaired. After regular school hours, tutees meet their tutors 1 hour per session 3 times a week. (Monday, Wednesday and Friday). The tutors accomodates 50 learners per session. Totalling 135 learners in a week or 540 learners in a month. 

2) WeekEND learners - Learners meet with their tutors every Saturday. Learners under this class are out-of-school youth and teachers coming from other public schools - Every weekend, out-of-school and youth from other public schools with some teachers meet their tutors in the morning and another class in the afternoon. (50 learners in the morning session and another 50 in the afternoon session). A total of 100 learners during Saturday session or 400 learners in a month.   

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