Impact evaluation of Intel® Education initiative is paramount to Intel’s commitment in providing high quality and innovative teacher professional development program around the globe.
Data and evidence collected worldwide by independent research agencies not only serves as showcase and proof-points for leaders implementing Intel® Teach program to demonstrate the impact of our program but also creates continuous feedback to further improve our offerings.
Learn about worldwide impact of Intel® Education initiative from evaluation report as well as
first-hand stories from teachers and students around the world.
Click here.
For Malaysia, an impact evaluation of Intel® Teach program was commissioned by Intel in the year 2004 and 2005 to two independent agencies, ACNielsen and Universiti Sains Malaysia (USM) respectively.
In 2004, ACNielsen surveyed more than 1000 teachers in Malaysia and found among others that:
97% of teachers felt that Intel® Teach Essentials course helps them develop a greater understanding in integrating technology into their teaching.
62% of teachers who have attended Intel® Teach training have exchanged ideas in implementing what they have learned with other teachers from the same school.
79% of teachers surveyed viewed Intel® Teach course content as new.
93% of teachers surveyed viewed Intel® Teach course content as relevant to their teaching goals.
52% of teachers have started to use computer technology in their classes to teach.
51% of teachers have encouraged their students to work on computers in non-school settings.
In 2005, Universiti Sains Malaysia (USM) surveyed about 400 teachers in Malaysia and observed that:
There was an indication that the Intel Teach program has opened the horizons of teachers to the rich potential of technology in the design of lessons that are motivating and support high-order thinking skills amongst students and has helped Malaysian teachers to reflect on their practices, provides avenues for them towards reforming their practices, and ultimately integrate educational technology into their teaching.
The program has reached bridging “digital divide” concern: more teachers from the rural schools (31.3%) implement their unit plan more than once compared to the teachers from urban schools (24.3%).
65.15% of Malaysian teachers indicate that they are integrating technology in new ways upon completion of the training program.
80.8% of students are becoming more motivated and actively involved after teachers adopt the Intel Teach program.
61% of students showed more in-depth understanding of content.
63% of students better able to communicate their ideas/opinions with greater confidence.
In 2006, Intel conducted an impact study in the pre-service area conducted by University of Malaysia.
The respondents consisted of educators who have undergone Intel Teach program training: 48 new teachers, 231 practicum teachers and 18 faculty members.
Some of the findings about Intel Teach program were:
Positive impact on the role of the educators in the study and their roles in preparing and conducting technology-based lesson plans in the classrooms.
Promote greater interests amongst educators, encourage more independent learners and produce more interesting technology-based works including lessons and assignments.
Positive impact on teaching approaches of new teachers
In 2007, University of Malaya again conducted another study to uncover impact and implementation issues. The respondents of the study covered 147 faculty members, 18 coordinators, 11 heads of departments, 1 directors and 2 policy makers.
Among others, the study found that the program has impacted teacher educators in in varying degrees or behaviors such as on the ability to search for information online, incorporation of ICT enriched application or images into teaching, and expression of understanding using ICT enriched graphical medium and applications.
