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CHAPTER I
THE PROBLEM
Introduction
Information and Communication Technologies (ICT) that are becoming
increasingly pervasive in societies around the world are also reaching
schools. With numerous global advancements in ICT it is essential that
educators have a thorough working knowledge of these media and their
influence on the performance and engagement of their students. There is no
firm agreement on the definition of ICT, as these technologies evolve almost
daily. Here we assume that ICT includes, but is not limited to, personal
computers, laptops, printers, LCD projectors, palm devices, iPods, fax
machines, cell phones, Internet, and Intranet. Also we employ what the
National (US) Higher Education ICT Initiative (2003) describes as the ICT
proficiency in the higher education context:
[T]he ability to use digital technology, communication tools,
and/or networks appropriately to solve information problems in
order to function in an information society. This includes the
ability to use technology as a tool to research, organize,
evaluate, and communicate information and the possession of
a fundamental understanding of the ethical/legal issues
surrounding the access and use of information. (p. 11)
The rapid advances in information and communication technologies
are offering new potentials for producing and distributing knowledge. These
techniques have fundamentally altered how we live and work as well as how
we learn and have transformed the world into global community. The
technological
innovations
in
informatics
and
telecommunications
revolutionizing capacity to store, transmit, access and use information, the key
instrument in this globalization is the computer. Computer connectivity has
allowed new form of correspondence to evolve. Academic, are fast extolling
academically, professionally due to the advert of information technology
(Kofoworola, 2003). The secondary and primary education should not be left
out in this global connectivity. Olabode, Herselman and Jacobs (2006) stated
that most developed countries have exploited the potentials of ICT to
transform their educational process. With the Advent of ICT, it is expected that
there should be revolutionalization in the pedagogical methods of teaching
which will lead to quality education and improve the management of education
systems.
The primary concern of the educational aspect is the pupils learning.
With this, educational curricula has always been revised making important
changes in order to produce graduates who are not only responsible, ready to
study in the secondary/tertiary level, with good academic achievement and a
value-oriented individual but also an information and communication
technology (ICT) literate (Marabong, 2013).
Today in schools are both a focus of study (technology education) and
a support for learning and teaching (educational technology). Rationales can
be presented for both computer literacy and using computers as part of
educational technology.
The Philippines Government has been committed to modernize the
Philippine educational system, in particular, on basic education, in its effort to
make each and every student at par with each other students in the
developed economics. This is because in todays knowledge economy, the
capability to utilize and produce information and to transform it into knowledge
and vast array of goods and services is very essential to economic growth
and social development. Along with this effort are the continuous curricular
changes and reorientation, teacher training and investment in school facilities
and infrastructure, one of which is geared towards the vision of equipping
each public school with the modern computer and other information and
communication (ICT)-related gadgets and instructional materials (Camacho,
et.al. 2006; Marambong, 2013).
Technology allows us to better serve the diverse learning styles of our
students and educate them for wider range of intelligence. Everybody has
different learning styles for meaningful learning but teachers cannot represent
all the styles in a traditional classroom environment. However, with the
flexibility and help of technologies, we can design learning environments in
which students can manage and construct their own representations of
knowledge in their minds (Marambong, 2013). The role of the classroom
teacher is crucial factor in the full development and use of technology from
hardware, software and connections into tools for teaching and learning
depends on knowledgeable and enthusiastic teacher who are motivated and
prepared to put technology to work on behalf of their students (CEO Forum on
Education and Technology, 2000) (Marambong, 2013).
On success story cited was that of Mandaluyong Elementary School in
Metro manila. In the last four years, pupils and teachers have been learning
from and learning with knowledge channel. The pupils show positive learning
from Knowledge Channel programs, which explicitly produced and used for
instructional purposes (www.pilipinasschool.net.org) (Marambong, 2013)
Another success story in integrating technology into teaching-learning process
was in the Bais City National High School in Negros Oriental. They used
WebQuest, an inquiry learning activity using multi-technology devices. The
WebQuest results show that appropriate use of computers and the internet
had been an important tool in achieving both subject and information literacy
objectives by providing the students with exposure to and practice with
diverse resources, making them active learners (www.pilipinasschool.net.org).
It is for the above reason that the researcher would like to know the
teachers ICT level of performance in the grade six elementary pupils as basis
for improving pupils computer literacy particularly in Dableston Elementary
School.
Theoretical and Conceptual Framework
Over the last two decades, the use of ICT has been an important topic
in education. On the one hand, studies have shown that ICT can enhance
teaching and learning outcomes. For example, in science and mathematics
education, scholars have documented that the use of ICT can improve
students conceptual understanding, problem solving, and team working skills
(Brouwer, Nocente & Martin, 2005). As a result, most curriculum documents
state the importance of ICT and encourage school teachers to use them.
However, teachers need to be specifically trained in order to integrate ICT in
their teaching (Markauskaite, 2007).
The conceptual framework of this study is presented in Figure 1.
Basic computer
Word processing
Spreadsheets
Graphics
Technology
presentation
Internet use
Improvement of
Pupils computer
literacy
of
performance
and
Pupils computer
literacy.
Questionnaires were used to gather data. The results of the study may also
be a basis for other similar study.
Significance of the Study
The importance of this study lays on its potential to contribute to the
body of knowledge in education. The insights that will deduce on the
relationship of the awareness of teachers and the use of educational
technology in classroom teaching, could also be a significant help for a
proposed measures to be followed by the teachers in improving their teaching
practices.
other research
Definition of Terms
The following words were defined conceptually and operationally.
Application the act of putting something to a special use or purpose;
an application of a new method
Computer Machine that could store a large amount of information
and do very quick and complicated calculation, a machine design to store and
process data.
Educational technology also called learning technology, the study
and ethical practice of facilitating learning and improving performance by
creating, using and managing appropriate technology processes and
resources includes all components of information technology used in the
delivery of educational materials. As used in this study, it refers to the
technology used by the teachers in their teaching.
Productivity the quality of being productive. As used in this study, it
refers to the teachers use of technology to enhance their productivity and
professional practices.
Technology the usage and knowledge of tools, techniques, crafts,
systems or methods of organization. The word technology comes from a
Greek word technologies an art, skill or craft; and logia the study of
something, or the branch of knowledge of discipline
CHAPTER II
REVIEW OF RELATED LITERATURE
During the past decade a great deal of literature has been produced on
the use of Information and Communication Technology (thereafter ICT) in
schools (Summak & Samancioglu, 2011; Goyal, Purohit & Bhaga, 2011). The
ICT refers to the hardware, software, networks and media for the collection,
storage, processing, transmission and presentation of information (voice,
data, text, images), as well as related services (Evoh, 2007:1). Perron, Taylor,
Glass & Margerum-Leys (2010:67) describe the extent of the uses of ITCs in
the following terms:
Information and communication technologies (ICTs) are broadly
defined as technologies used to convey, manipulate and store data by
electronic means. This can include e-mail, SMS text messaging, video chat
(e.g., Skype), and online social media (e.g., Facebook, mixit). It also includes
all the different computing devices (e.g., laptop, desktops and smart phones)
that carry out a wide range of communication and information functions. All
these electronic tools constitute the Information and communication
technologies (ICTs) and are used to convey, manipulate and store
information (Perron, et. al. 2010:67).
From the earliest times when computers were commercially available,
they could be found in use in educational institutions, and educators argued
that computers should be used to support learning. There has always been
10
11
12
13
productivity, but also should learn from a student centered perspective, how
ICT can be incorporated into teaching learning process in order to promote
student learning. Hence, teachers keep an open mind about ICT integration in
the classroom. This means that teachers need to use ICT in more creative
and productive ways in order to create more engaging and rewarding
activities and more effective lessons (A. Birch and V. Irvine, 2009), (E. Honan,
2008). Hence researcher (C. Snchez and E. C. Alemn, 2011) suggested
that teachers keep an open mind about ICT integration in classroom. It is
crucial that teachers learn new teaching methods to adapt to the new devices
when teaching with ICT.
Investigators (A. Doering, J. Hughes, and D. Huffman, 2003) analyzed
pre-service teachers perspectives regarding ICT in their future classrooms
before and after participation in a teacher preparation program. The study
revealed that teachers had a better understanding about ICT use in the
classroom.
Common Obstacles to Successful ICT Integration in Schools
According to Bingimlas (2009:235) the act of integrating ICT into
teaching and learning is a complex process and one that may encounter a
number of difficulties. Literature tends to highlight amongst others, the
following as being the common obstacles to successful ICT integration: lack of
teacher confidence, lack of teacher competence, lack of effective training,
resistance to change and negative attitudes, lack of technical support and lack
of infrastructure (Korte & Hsing, 2007).
Teacher Training in ICT
14
with
computers,
Internet
access
and
occasionally
more
sophisticated equipment such as interactive whiteboards and effective eLearning requires far more than the mere introduction of hardware in the
classroom (van Rij & Warrington, 2010:8). For this ICT equipment to mean
anything, teachers must be conversant in utilizing them to implement an
integrated approach in ICT use and new approaches (Bialobrzeska & Cohen,
2005:99). Thus, in view of the current scenario characterized by lack of
capacity, there is a heightened need to fast-track the training of teachers
(Beyers, 2000:52).
ICT Policy Issues
The government, being the lead sector, should realize that without a
unifying policy framework in intergrating ICT in the basic education, the
Filipino student will always be lagging behind the global standards for digital
literacy and will always be at the losing end of digital divide. Although the
government has set forth some policy change such as implementation of the
RBEC, this only appears to be cosmetic and at the very least, a lip service.
The policy framework should be coherent and consistenet with the over-all
15
Order
No.
s.2007:
Strengthening
the
Information
16
expected to benefit from technology if there teachers are neither familiar nor
comfortable with it. In addition, obstacles such as access to equipment, time
pressure, lack of mentor and opportunities for partnership of observation also
have an impact on teachers ability to use ICT (Slauti and Barton, 2007).
17
CHAPTER III
METHODOLOGY
research
environment,
research
subjects,
sampling
techniques,
18
19
School
ICT Teachers
with their
Assistant
Male
Dableston Elementary
School
Total
Female
Grade Six
Pupils
Male
Total
Femal
e
7
15
22
Sampling Techniques
.A simple random sampling technique was utilized in choosing the
respondents of this study. The respondents of this study will be the ICT
teachers with their assistants and the Grade VI pupils in Dableston
Elementary School, Sulatn Naga Dimaporo, Lanao del Norte for the year
2015-2016.
Instrumentation
An informed consent was prepared to the respondents to be informed
for the study survey. The personal data of the respondents were not included
in this study to remain confidentiality for the purpose of research. Moreover,
the researcher translated each questionnaire into vernacular for the
respondents to avoid confusing words and understand what was written and
what was the researcher was trying to study. Questionnaires were formulated
and used by the researchers in this study. For the teachers, the
questionnaires were divided into 2 (two). Part 1 will assessed the teachers
awareness towards ICT. Part II of the questionnaire will determined the
teachers opinion about the impact of ICT use to student learning. For the
20
Grade Six pupils, only one questionnaire will be given. Likert Scale was used
to score and interpret the data gathered.
Likert Scale:
How aware?
2 - Highly Aware
1 - Fairly Aware
0 - Not Aware
2- A little somewhat
3- A lot
1 - Fairly Active
0 - Not Active
Teachers Opinion
1- Not at All
Pupils level of performance:
2 - Highly Active
Degree of Relationship
Correlation Coefficient
0 - 0.20
0.21 - 0.40
0.41 - 0.60
0.61 - 0.80
0.81 - 1.00
Degree of Relationship
Negligible
Low
Moderate
Substantial
High or Very High
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results of the teachers level of awareness to
ICT and the pupils level of performance in the use of ICT. Table 1 shows the
summary of level of teachers ICT awareness. Table 2 shows the summary of
the level of pupils performance in the use of ICT. Table 3 presents the degree
of relationship between the teachers ICT awareness and the pupils ICT
performance. Table 4 shows the teachers opinion about the impact of ICT use
to the student learning. The Liker Scale shown in each table was used to
interpret the data.
Teachers Level of ICT Awareness
Mean
Level of
Performanc
e
Evaluation
93.33%
High Level
of
Performan
ce
Level of
Performanc
e
Evaluation
100.00%
High Level
of
Performan
ce
2.00
2.00
2.00
2.33
1.00
Mean
2.00
2.00
2.00
2.00
Level of
Performanc
e
90.00%
2.00
2.00
Mean
2.00
2.00
Evaluation
High Level
of
Performan
ce
records.
Teach students in the use of
spreadsheet.
Graphics
Use graphics with word processor
and/or PowerPoint presentation.
Open, create and paste simple
pictures into document using drawing
programs and clip-arts.
Format pictures using Photoshop.
Promote student interpretation and
display of visual data using variety of
tools and programs.
Technology Presentation
Use of PowerPoint Presentation.
Use of Movie Maker Program
Use of sound, video clips and
graphics.
Use of publisher.
Present information to class
discussion using several of
multimedia elements.
Internet Use
Search information through Google.
Access school and district websites
to find information.
Follow links from the sites.
Use of search engines for
educational resources.
Teach students how to search
information through internet.
Likert Scale
How aware?
2 - Highly Performed
1 - Fairly Performed
0 - Not Performed
1.00
Mean
Level of
Performanc
e
Evaluation
91.67%
High Level
of
Performan
ce
Level of
Performanc
e
Evaluation
90.00%
High Level
of
Performan
ce
Level of
Performanc
e
Evaluation
100.00%
High Level
of
Performan
ce
2.00
2.00
2.00
1.33
Mean
2.00
1.33
2.00
1.67
2.00
Mean
2.00
2.00
2.00
2.00
2.00
Level of Performance
81-100% - High Level of
Performance
41-80% - Moderate level of
Performance
21-40% - Poor Level of
Performance
0-20% - Completely Ignorant
The best of all possible worlds would be for computers and the
Internet to become part, and probably only a small part, of a thriving academy
of motivated learners whose time in cyberspace is significantly exceeded by
time spent reading, visiting interesting places and people, having fascinating
conversations, helping their peers, developing their physical and artistic
talents, and enjoying life. (Chapman 2005:342).
What is the level of teachers performance in terms of basic computer
use, word processing, spreadsheet, graphics, technology presentation and
internet use? To answer this question the questionnaire was scored in such a
way that when they respond Highly aware to an item they are scored 2, but
if the response is Fairly aware, they are scored 1 and 0 if they tick Not
aware. The resulting scores will be totaled to get the mean and used to build a
measure of performance. The resulting percentage of the total mean in each
term will be categorized in such a way that 0-20% is used to depict
Completely Ignorant, 21-40% - Poor Level of Performance, 41-80%
Moderate level of Performance and 81-100% - High Level of Performance.
Table 1 shows the level of teachers ICT performance in terms of basic
computer
use,
word
processing,
spreadsheet,
graphics,
technology
and
Communication
Technologies
are
the
major
teachers in Philippines must not refuse to part of. This is conceivable when
teachers have right awareness, attitude and accept the integration of modern
technologies into the teaching process. Teachers basic computer use level of
performance is 93.33% which is of high level of performance. There is a clear
indication that there are computer literates in the public schools. As noted by
S.A. Onasanya, et.al. (2011), computer awareness refers to the ways in which
computers may have an impact on education. Computer awareness
programme familiarizes the students/teachers with the computer technology
and the basic principles on which computer works including some elementary
BASIC programming.
Teachers word processing level of performance is high (100%).
Perhaps no other technology resource has had as great an impact on
education as word processing. Not only does word processing offer high
versatility and flexibility, it also is "model-free" instructional software; that is, it
reflects no particular instructional approach. A teacher can use it to support
any kind of directed instruction or constructivist activity. Since its value as an
aid to teaching and learning is universally acknowledged, word processing
has become the most commonly used software in education.
Using Excel can enhance understanding of content within a graphic
presentation of the information; it provides a visual representation of data that
makes it easier to analyze. Teachers level of performance on spreadsheets is
high
(90%).
Spreadsheet
programs
like
Microsoft
Excel
and OpenOffice.org Calc can be used to manage grade sheets effectively. Not
only do they provide a safe (multiple backups) and clean (printouts) way of
keeping grade records, they can also be used to automate complicated tasks
Mea
n
Level of
Performanc Evaluation
e
1.67
1.67
1.33
62.50%
Moderate
level of
Performanc
e
0.33
Level of
Performanc Evaluation
e
50.00%
Moderate
1
level of
1
Performanc
Mea
n
1
Mea
n
0.67
0.33
0.33
Mea
n
1.33
1.67
0.67
1.67
1
Internet Use
Mea
n
1 - Fairly Active
0 - Not Active
61.11%
Moderate
level of
Performanc
e
2 - Highly Active
Completely
Ignorant
Level of
Performanc Evaluation
e
1.33
Technology Presentation
How active?
20.83%
0.33
Mea
n
e
Level of
Performanc Evaluation
e
Level of
Performanc Evaluation
e
Moderate
level of
62.50%
Performanc
e
Level of
Performanc Evaluation
e
2
0
1.67
1.67
66.67%
Moderate
level of
Performanc
e
Level of Performance
81-100% - High Level of
Performance
41-80% - Moderate level of
Performance
21-40% - Poor Level of
Performance
0-20% - Completely Ignorant
have and their actual level of competence. Students abilities were clearly
lower than expected. Many students have little prior Excel experience and for
that matter, any application similar to Excel.
Table 3 Degree of Relationship between the Teachers ICT Awareness
and the Pupils ICT performance
Is there any significant relationship between teachers ICT awareness
to the improvement of the pupils ICT awareness?
Teachers'
Level of
Performanc
e
Average
Mean
Particulars
Basic
Computer
Use
1.87
Word
Processing
2.00
Spreadshe
et
1.80
Graphics
1.83
Technolog
y
Presentati
on
1.80
Internet
Use
2
Degree of Relationship
Pupils'
Level of
Performanc
e
Average
Mean
Correlation Coefficient
0 - 0.20
0.21 - 0.40
0.41 - 0.60
0.61 - 0.80
0.81 - 1.00
Compute
d Value
of r
Tabulate
d Value
of r
Remarks
0.31973
<
0.8114**
Low
Positive
Relationshi
p
1.25
1.00
0.42
1.22
1.25
1.33
Degree of Relationship
Negligible
Low
Moderate
Substantial
High or Very High
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
computer,
Word
processing,
spreadsheet,
graphic,
technology
presentation, and internet use?; What is the level of the ICT performance of
the grade six pupils?; Is there any significant relationship between teachers
ICT performance to the improvement of the pupils computer literacy?
The researcher used a survey questionnaire to gather data in the target
school (Dableston Elementary School). Sample respondents were taken
randomly from the population. An informed consent was given to inform the
objectives of the study. The personal backgrounds of the respondents were
kept confidentially. The data gathered were analyzed using the statistical tools
(Average Mean, Percentage, and Correlation). Liker scale was used to
interpret the results. Results show that teachers basic computer use level of
performance is 93.33% which is of high level of awareness. Teachers word
processing level of performance is high (100%). Moreover, teachers level of
performance on spreadsheets is high (90%). Teachers has a high level of
performance in graphics (91.67%), technology presentation and on internet
use is high (100%) is high (90%).
between the teachers ICT performance and the pupils computer literacy. It
shows that it has a low positive relationship.
Conclusions
The findings in the survey were resulted to the formulation of the following
conclusions:
ICT has become an integral and accepted part of everyday life for
many people. ICT is increasing in importance in peoples lives and it is
expected that this trend will continue, to the extent that ICT literacy will
become a functional requirement for peoples work, social, and
personal lives.
To sum up, the results show that the ICT teachers (respondents) are
Recommendation
The following will be the recommendations of the researchers to the
teachers of Dableston Elementary School, Sultan Naga Dimaporo, Lanao del
Norte that would serve as the action plant for improving the ICT performance
of the pupils:
To direct students to use the Web as one of several research tools for
homework, essays, term papers, etc. Note that students are already
is, perhaps, not the most efficient way to find information about a topic.
Internet in education training course for all staff
effective teaching of the National Curriculum programme of study for
understanding);
deployment of resources so that subject areas can access ICT when it
is needed, including provision of ICT within subject classrooms or
areas;
a policy for purchasing of resources that maximises their use and
allows for flexibility of use, for example, whole-class teaching, smallgroup work, individual teacher use this could include consideration of
whole-school networking provision, laptops and wireless networking
capability;
planned use of ICT in schemes of work for all subjects, so that