A Systemic Approach in the Organization and Management of a

Technology Integration Initiative in a Higher Learning Institution:

A Case Presentation

Sr. Carolina Agravante, SPC

President
St. Paul University Iloilo
Iloilo City, Philippines

Dr.Nenita V. Habulan
Associate Director
Center for Educational Multimedia
De La Salle University-Manila
Manila, Philippines

Abstract:
Organizing and managing a school-wide technology integration initiative does not
simply require availability and accessibility of technology. There are several factors that
come into play when an educational institution introduces a technology integration program.
This paper presents the experience of St. Paul University-Iloilo, Philippines and the
application of the systemic approach in organizing and managing a technology integration
initiative. Specifically, the paper focuses on the systemic organization and management of
SPU-Iloilo technology integration program which covers three major areas namely;
curriculum integration, professional development and community involvement.

Key words: technology integration, systemic management

Introduction:

The unprecedented and steady growth and development of information and

communication technology has continuously posed a serious threat to the business of
education today. Schools, Colleges, and Universities worldwide are facing the greatest
challenge of addressing the learning styles of the present generation of IT savvy students.
Some of these educational institutions have applied several approaches in their attempt to put
a place for technology integration in their curriculum. A large chunk of the school budget for
instance, is invested to provide the necessary technology infrastructure and facilities. Others
focus on training their faculty in ICT application. However, after trying out several of these
approaches, educational institutions have observed that technology has not been optimized
and did not contribute much in enhancing the teaching and learning process. This paper
presents the systemic management approach applied to put the technology integration
initiative of SPU-Iloilo in place.

Technology Integration

Several scholars have shared their thoughts and understanding about technology
integration. The use of technology to support instruction is one basic meaning for technology
integration. Others associate this term with technology infusion, technology-based teaching
and learning, and technology mediated instruction. According to Pierson (2001), technology
integration is when teachers utilize content and technological and pedagogical expertise
effectively for the benefit of students' learning. Woodbridge J. (2004) on the other hand,
views technology integration as an instructional tool for delivering subject matter in the
curriculum which is already in place.

The integration of technology into content areas requires a strong pedagogical

foundation based on empirical studies and research. The absence of a conceptual knowledge
about the pedagogy in technology can hamper the effective use of technology in the teaching
and learning process. Hence, teachers using technology must have the proper pedagogical
orientation for technology integration to take place. Pedagogical orientation includes
understanding how students learn and how technology can address their learning needs.
However, full technology integration does not happen easily. Any school-wide initiative that
will focus on technology integration demands a strong leadership from top to bottom and a
systemic approach to achieve the desired goal.

St. Paul University – Iloilo

St. Paul University-Iloilo is part of the St. Paul University Philippines System
composed of five higher learning institutions located in different regions in the Philippines.
It is a Catholic higher learning institution established in 1946 by the Sisters of St. Paul of
Chartres. It earned its University status in 2004 and officially became part of the St. Paul
University Philippines System. The University has five colleges and it offers 22 Bachelors
Degree Programs with one graduate program in Nursing Education. It has a student
population of 1,707 and a faculty force of 138. The College of Nursing takes pride as one of
the Centers of Excellence in Nursing Education in the Philippines with an impressive 100%
passing in the Nursing Licensure Exams in the last five years.

As a growing premiere University in the Philippines, SPU-Iloilo lives to its vision

anchored on the words of St. Paul “CARITAS CHRISTI URGET NOS”, and commits to
achieve professional academic excellence and leadership through transformative learning,
innovative research and responsive community service.

Just like all other educational institutions worldwide, SPU-Iloilo is faced with the
challenge brought about by the new and emerging technology. Today, technology has
dramatically changed the way teachers teach and the way students learn. There is a
continuous demand for quality education to address the current need of the highly
technological workplace. And amidst all these developments, SPU-Iloilo inspired by its
vision for academic excellence has answered the call of the time through its technology
integration program.

SPU-Iloilo Technology Initiative

In July 2006, the ICT Task Force was organized to design and develop a 3-Year
Educational Technology Plan with the primary objective of creating a technology-integrated
academic program. The plan covers three major areas, namely: curriculum integration,
professional development and community engagement. Specific action plans were formulated
in each area.

In the area of curriculum integration, a review of existing syllabi was carried out to
identify the instructional technology needs of each content area. Small groups were organized
to carry out this specific task.
 In the area of professional development, an assessment of the current technology
skills of faculty was made to determine the level of technology competency. A progressive
skill-based ICT professional development program was designed to improve the technical
and pedagogical skills of the faculty. The professional development program comes in four
training modules, namely; Bridging Pedagogy with Technology, Instructional Design, Online
Course Design and Management and Development of a Technology-Integrated Instructional
Plan.

The area of community engagement includes the ICT infrastructure and facilities, and
the involvement of the top level management and the support of the other SPU-Iloilo
stakeholders. An assessment of existing ICT facilities was likewise conducted by the
academic departments in cooperation with the Management Information System (MIS) along
with the IT professionals from the College of Information and Communication Technology.

In November 13, 2006, SPU-Iloilo formally launched its Technology Integration

Program with the theme “ICT: From Promise to Practice”. Simultaneous with the launching
was the official opening of the ICT Faculty Training Center equipped with 20 workstations
with wireless access to the internet and multimedia facilities. The ICT Faculty Center was
established mainly to provide facilities for the faculty in support of the Educational
Technology Training Program.

ICT Professional Development Program

Pierson (2001) suggests that educational reform efforts should not only focus on
acquiring more machines for classrooms but also on developing teaching strategies that
complement technology use within the curriculum. The ICT Professional Development
Program of SPU-Iloilo was designed based on the results of the faculty technology skills
needs assessment. Each training module addresses specific skills and competencies to prepare
the faculty in the full integration of technology in the teaching and learning process. Module
one is on the Bridging of Pedagogy with Technology. It introduces basic learning principles
and how technology can address specific learning styles and needs. Module two is on
Instructional Design. This training module prepares faculty to apply the basic graphic design
principles and pedagogical treatment to a technology supported instructional material using
presentation software. Module three is on Online Course Design and Management designed
to introduce the principles of online teaching and learning. The faculty participants are
introduced to the various online coursewares and the application of the various online tools
and recourses. Part of the training includes the management of synchronous communication
in a virtual classroom. And finally, the fourth module covers the Development of a
Technology-Integrated Instructional Plan. This particular training workshop is designed to
guide faculty participants in the design and development of a simple instructional plan
integrating technology. It covers the basic elements of an instructional plan from the
formulation of learning objectives to the various learning activities integrating technology.
Emphasis is made on the use of technology as an integral part of the learning process. Each of
these training modules has its corresponding workshop output.

For an effective delivery of each training module, a maximum of fifteen (15) faculty
participants are trained per session until the entire faculty force were trained. The training
schedules are prepared and coordinated through the various colleges, departments and
academic units in the University.
 Upon completion of the ICT Professional Development Program, each faculty was
observed in the classroom by the educational technology consultant and trainer who
evaluated the delivery and the application of the skills in integrating technology in the
teaching and learning activities. The classroom demonstration evaluation covers three areas,
namely; technology integration which looks into the pedagogical practices, teaching
strategies, methodologies and classroom management; the application of the basic design
principles in using technology-mediated lecture presentations such as the use of PowerPoint
and other presentation software, and the skill to use instructional web resources.

System Approach

There are several reasons why organizations today use systemic management
approach. For St. Paul University Iloilo, introducing a school-wide technology initiative is
seen as a complex process that demands commitment and involvement of the various units in
a University system. It requires strong collaboration between and among stakeholders in the
change process. Meyer (1994) believes that every result an organization achieves is the
output of a process.

The system approach applied in this case presentation is anchored on the management
principle where the whole is greater than the sum of its parts. That success in technology
integration initiative is achieved through the participation and involvement of the various
units of the school system. The support input from each area contributes to the output of
another area and the cycle moves on to achieve the desired goal. In the case of SPU-Iloilo
technology integration program, the continuous participation and support extended by each
sector of the University immeasurably contributed to the achievement of the desired
institutional goal which is that of creating a dynamic and collaborative learning environment
through the proper and effective use of technology. St. Paul University-Iloilo is viewed as a
system where all other sub-systems in the University deliver their respective inputs for the
other sub-systems to produce their expected outputs. There are several types of systems and
they range from simple to complex. McNamara (1997) believes that a high-functioning
system continually exchanges feedback among its various parts to make sure that they remain
focused on achieving the goal of the system. In the event that any of the parts in the system is
misaligned, proper adjustments are made to ensure that the desired goal is still achieved.

The application of the systemic management principle in the organization and

management of the technology initiative at St. Paul University-Iloilo was proven to be
effective. Today, St. Paul University Iloilo takes pride of its strong technology-integrated
academic program as it continuously nurtures a learner-centered academic community where
once technology was a promise and today a practice.

References

McNamara, C. (1997), Systems Thinking, Authenticity, LLC, Copyright 1997-2007

Meyer, C. (1994), Fast Cycle Time, New York: The Free Press.

Pierson, M. (2001), Technology practices as a function of pedagogical expertise,

Journal of Research on Computing on Education, 33(4), 413-430.
 Woodbridge, J. (2003), Technology integration as a teaching strategy, Dissertation,
Minneapolis, MN: Walden University.