The goal of the Smart Mentors scholarship program is to equip teacher-champions with the tools necessary to empower them to mentor other teachers in the science of Instructional Design.  Mentoring is achieved when the SMART Mentors train, guide and coach co-teachers to develop or improve, implement, and evaluate new or existing ICT-enabled learning activities that, in the end, help enhance student learning.

Through the technology of the web, the influence and impact of the Smart Mentors are no longer confined to the boundaries of schools or divisions.  Teachers from all over the country can benefit from the knowledge and skills of the teacher-champions.  

Immersion into mentoring begins right after the two-week face-to-face learning experience.  Smart Mentors are expected to mentor 15 other teachers within the 11- to 12-month scholarship period and submit regular reports on the status of their mentoring.  Mentoring should continue at least a year after the scholarship period, with Smart Mentors training other teachers within and outside their respective schools and divisions.

The Smart Mentors scholarship covers an action research course that focuses on the application of information and communications technology (ICT) in the development, implementation and evaluation of learning environments and teaching strategies. 

The course lasts for eleven (11) months with a maximum extension period of one (1) month.  It starts with a two (2)-week, live-in, intensive face-to-face learning experience.  After this, student-faculty will implement and evaluate their action research projects in their teaching contexts. 

During this period, the student-faculty journeys with an expert who provides enabling interactions towards the achievement of the research agenda.  Interactions will be mediated by telementoring, i.e. via email, discussion boards, text messages and/or face-2-face meetings.

At the end of the course student-faculty is expected to:

  • Understand and fully appreciate the strengths and weaknesses of cognitive theories to know their implications on instructional design, teaching and learning contexts and environments.
  • Understand, appreciate and critique various models of ICT applications to teaching and learning.
  • Formulate and implement ICT-enabled learning environments.
  • Develop the attitude and skill to regularly subject own teaching practices to reflective and scientific analysis to improve and transform one’s profession.
  • Develop and sustain a community of practice where professionals with the same interests or discipline can engage in collaborative and constructive exchanges to hone the ability to deliver quality and effective services.

During the 2-week face-to-face session, the student-faculty is expected to complete ten (10) modules:

Module One:

Mining the Internet

Module Two:

Digital Storytelling

Module Three: 

Educating the Net Generation: Modes of Technology Support for Learning

Module Four: 

Integrating ICT Across the Curriculum: Mapping Out ICT Competencies with
Subject Area Competencies

Module Five:   

Problem/Project-Based Learning

Module Six:    

Authentic Assessment

Module Seven: 

Telecollaborative Projects: Leveraging Communications Technologies for
Knowledge Construction Beyond the Classroom

Module Eight: 

Laying the Foundations for Peer Mentoring

Module Nine:  

Learning Theories, Methods and Strategies on Teaching with Technology

Module Ten:  

Action Research

Upon completion of the 11-month course under the Smart Mentors Program, the student-faculty shall be awarded a Master of Arts Degree in Instructional Design and Technology.