Beyond the Brand

 

                                                   (image: youtube.com / One News PH)

The Department of Education (DepEd) has procured 172,654 Apple MacBook Neo laptops worth approximately ₱43,000 each for public school teachers and administrative staff following a completed competitive bidding process. Of the total units, 169,008 are allocated to teachers and 3,646 to administrative personnel, with deliveries scheduled from November 2026 through March 2027, according to Philippine Star reporter Cristina Chi.

The announcement sparked excitement and mixed reactions across social media. Many teachers expressed their anticipation of receiving their MacBooks, while others posted AI-generated photos depicting themselves as having already received their packages.

Some teachers jokingly remarked that they could finally feel a little more “sosyal,” bringing their sleek new MacBooks to coffee shops instead of lugging around their old, blue, and outdated laptops that crawl, malfunction, and test their patience. Some even referred to these aging devices, humorously and perhaps sarcastically, as “Jurassic gadgets.”

Do these commentaries and reactions invite us to pause and reflect on whether we sometimes value form more than substance? Are these devices being perceived as status symbols or fashionable props than as essential tools for enriching the teaching and learning process?

When I decided to buy a new phone, my godchild insisted that I get an Apple. He reasoned that I might look outdated using other brands. I also wanted a phone that could take clearer photos, so I eventually gave in. Later, however, I realized that its basic functions were hardly different from those of other brands. Since I primarily use my phone for communication, I could barely distinguish its everyday functionality from that of my previous device. This made me wonder how much of what we pay for is actual functionality and how much prestige is associated with the brand.

Social Identity Theory explains how people sometimes adopt certain preferences and acquire possessions to feel accepted and belong to a social group (Tajfel & Turner, 1979). This may explain why some people gravitate toward fashionable brands and expensive gadgets, not necessarily because they perform better, but because they project an image of modernity, success, or social relevance. In the case of MacBooks, the excitement may extend beyond their usefulness as teaching tools to the prestige and identity associated with owning one.

There is nothing inherently wrong with appreciating something beautiful, fashionable, or prestigious. The problem begins when the symbol becomes more important than the purpose it is supposed to serve. However, I also believe that much of the teachers' excitement stems from something more meaningful: the feeling that their concerns, efforts, and long-standing pleas are finally being heard by the Department. Whether some view these laptops as social symbols or simply as much-needed resources, what truly matters is that this investment translates into better teaching and learning experiences. Technology should not merely enhance appearances; it should strengthen the quality of education.

At the end of the day, the worth of a laptop is not measured by the brand it carries or the status it projects, but by the learning it enables and the lives it helps transform.