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DEVELOPMENT
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CRISTOPHER P. SULLA
Secondary School Teacher I
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
II. INTRODUCTION:
The nature of technology use in schools has changed dramatically in the past decade. By
using computers, the Internet, and other digital technology in smart ways, schools are beginning
to transform themselves into the more modern, effective, and responsive institutions that our
society needs. Although schools have arguably reached a tipping point in using technology to
reform age-old ways of operating, the pace of change has been so fast that the modifications
schools are making are not yet widely known or understood. Most schools timetables have not
been designed to foster Information Communication Technology (ICT) integration. Much time in
our schools sixty minute instructional periods is often wasted in computer setup and shutdown.
Teachers are unsure about how to integrate technology in their lesson plans and tend to use it
as a tool rather than an instructional enhancer.
This research initiative was first, to reflect on, analyze and assess our own use and
integration of technology across the curriculum. Thus, setting up goal was to push ourselves to
achieve something new, in terms of technology integration, in our respective classrooms.
Such question may rise, How we feel integrating technology in teaching and enhanced
student learning?
IV. METHODOLOGY:
Susan Noffke (1997) outlines three different dimensions (professional, personal and
political) that can be useful to explore reasons for engaging this particular study, as well as its
limitations. Here, we will focus on the professional dimension and elaborate mostly on issues of
curriculum and professional development.
Prepared by:
CRISTOPHER P. SULLA
Secondary School Teacher I
Noted by:
LOIDA R. VOCES
Acting Department Head TLE
Approved: