Sample 1

A SEQUENTIAL EXPLANATORY STUDY TO CAPACITATE INFORMATION 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The importance of technology in our daily lives is undeniable. This is due to the
fact that in today’s dynamic world, life without technology is meaningless. Since we live
in the “information age,” information technology has become a part of our everyday lives
and it has helped us achieved a lot.
On the words of Crisfrye (2012), the Information Technology (IT) is rapidly
growing especially in communications and electronic organizations and a lot of
companies now have IT departments that is in charge of the technical areas of their
business and also its computer and network management. Other IT jobs include computer
programming, network administration, computer engineering, Web development,
technical support, and many other related occupations. Information technology is
comprised of computers, networks, mobile and wireless devices, satellite
communications, robotics, videotext, cable television, electronic mail (e-mail), electronic
games, and automated office equipment. And it was defined in general as the study,
design, development, implementation, support or management of computer-based
information systems, particularly software applications, computer hardware and mobile
devices and it deals with the use of electronic computers and computer software to
convert, store, protect, process, transmit, and securely retrieve information.
Technology helped us achieved a lot from making it possible for us to travel,
keeping us in touch with our friends and loved ones from the other side of the country to
providing cure to many illnesses. It gathers tools that ease creation, use and exchange of
DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

information, and has a major goal of making tasks easier to perform as well as solving
many mankind’s problems.These are just some of the many advantages we get out of
technology as it continues to advance and provides more easiness to our lives (Glueck,
2012). In addition to that, Glueck also stressed out that through technology, problems
concerning the nature can also be addressed such as developing clean energy, transport
possibilities with less emissions and low-energy houses to save resources. It is obvious
indeed that technology does not just shape the future but it also helps the world be a
better place to live in by making it compatible with nature. We all know that technology
focuses in discovering new methods and processes but as Glueck stated, it is not just
about technology itself or more efficiency but it is more of an art, an art of making wise
choices for the future of technology because technology is not just developed because of
itself but of its value to the society and to the simplification of human life.
With the increasing demands of technology in our lives, and the many advantages
we get out of it, it is no wonder that using technology in teaching has also become a fad
(Abadines, 2017).
According to Cox (2015), in order to sail smoothly through the 21st century, we
must be technologically equipped because technology in the classroom nowadays is
becoming more and more predominant. Textbooks are being replaced by tablets, and we
can get instant information or research about anything we want through our smartphones.
Social media has become a commonplace, and the way we use technology has completely
transformed the way we live our lives and we could not anymore imagine how to live
without it.

Educators, too, have seen firsthand the benefits of technology in the classroom.
And according to studies, 75 percent of educators think that technology has a positive
impact in the education process. Educators also recognize the importance of developing
these technological skills in students so they will be prepared to be globally competent as
they enter the workforce once they complete their schooling.
The impact that technology has had on today’s schools has been quite
significant.Through the widespread adoption of technology, how teachers teach and how
students learn has completely changed and the traditional way of teaching-learning
process has now improved a lot. Teachers are now learning how to integrate technology
intheir classes and apply ICT-based learning through the use of emerging technologies
such as Smart Boards, Smart TVs, projectors, digital cameras, computers, tablets, etc.
while students are using advanced technology to shape how they learn. By embracing and
integrating technology in the classroom, we are setting our students up for a successful
life outside of school.
Among the benefits of integrating technology in the classroom as stated by Cox
are the following: (a) subjects that the students find challenging or boring can be more
interesting when lessons are presented through a video, using a tablet or a computer
because when technology is applied in the classroom, it makes learning more fun and
engaging because students nowadays specially like laptops, computers, tablets and many
other gadgets, (b) education technology in the classroom prepares students for their future
and these 21st-century skills are essential in order to be successful in this day and age and
sets them up for this increasing digital economy because jobs that may not have had a
digital component in the past, may have one nowbecause education during this new

generation isn’t just about memorization, it is about solving complex problems and being
able to collaborate with others in the workforce, (c) technology helps students retain
information better and as a result, technology improves retention rate as well, (d)
technology helps students to learn at their own pace and as an example, students can learn
according to their abilities and needs through applications (apps) since almost all apps
allow for individualized instruction and this form of teaching is also great for the teacher
because it gives him/her the time to work individually with students who may be
struggling, and (e) technology connects with students as it occupies an important place
within their lives since when they are outside the four walls of the classroom or not in
school, just about everything that they do is connected in some way to technology.
By integrating technology into the classroom, teachers arechanging the way they
used to teach and they do away from the traditional way of teaching providing students
with the tools that will take them into the 21st century.
Having seen how integrating technology into the classroom has its benefits,
today’s students need teachers and administrators who will re-envision the role of
technology in the classroom. And as technology changes by minute, and as this dramatic
shift is sweeping through schools, educators or teachers need to keep up with the times or
stay up to date in order to best prepare our students for this ever-changing world that we
live in (Blair, 2012).
This study will be anchored on the theory of Distributed Cognition which was
developed in the mid – 1980s by Edwin Hutchins. Bell and Winn (2000) stated the
following about Distributed Cognition:

In Distributed Cognition the student is afforded more power. In other words it is a
student centered approach to learning where the learners participate in a
systematically designed learning environment that supports interaction amongst
its participants. Distributed cognition describes a construction of knowledge that
takes place in a natural environment which is synergistically connected to the
cognitive actions taken by the participants in the learning environment. This
theory promotes learning in a community of learners or a system where
interaction takes place. It is through this interaction where cognition occurs.
Distributed Cognition requires sharing of cognitive activity among the parts and
participants of this system, which can be other people or artifacts such as devices,
technologies or media. These participants distribute their cognition among other
learners and physical or digital artifacts by externally representing their
knowledge. Artifacts can help to scaffold new capabilities as well as off – load a
certain amount of cognitive work thus reducing the cognitive load of the learners
and helping to augment their capabilities. At times, by using these artifacts, a little
bit of the information might stick with the user, this is known as cognitive residue.
It is through interaction with other members and artifacts that progresses
learning. Therefore communication among all participants is paramount in
importance. (pp. 123-145)
The role of technology in this theory is an irreplaceable part of the system in
which the interaction between the learners is observable. According to Bell and Winn
(2000), this interaction can either help to distribute their knowledge, off – load certain

amounts of cognitive work making the cognitive load less and or help to scaffold new
capabilities. In this theory technology can be used to help extend human capabilities.
It is in this light that integrating information technology into teaching and learning
has become a great concern for many educators in many developing countries like the
Philippines. IT must be used and taught in powerful and meaningful ways. With its rapid
development, educators should find ways to integrate technology in the learning process.
And as the need of teachers who will re-envision the role of technology in the classroom
arise, the researcher believes that not all educators who are employed in both private and
public schools in the Philippines are technology savvy, computer literate or
technologically equipped. Therefore, not all educators can integrate technology in their
respective classrooms and can provide learners with the 21st century skills they need. It is
in this manner that the study will be conducted. The researcher desires to come up with a
program specifically designed to alleviate the ability of teachers specially those who
belong to the generations X and Y when it comes to integrating technology in the
teaching-learning process to cope up with the demands of the 21st century education in
the Philippines.
Conceptual Framework
Figure 1 illustrates the schematic diagram of the study where the researcher
adopted the Input-Process-Output (I-P-O) model. The input includes the different kinds
of instructional materials (IMs) or teaching aids that the teachers integrate in the
development of their respective subject matters. It also includes the different internal
factors of influence on the teacher’s use, or lack of use of technology in the classroom
and the specific ICT skills of teachers which are in need to be developed together with

the innovative ways of using technology to enhance learning and knowledge deepening.
The process involves the assessment of the data gathered through the checklists and
lastly, the output contains the proposed capacity-development program for ICT.
Input Process Output
1. What instructional
materials or teaching
aids does the teacher
integrates in the
development of
his/her subject
matter?
2. What are the

internal factors of
Proposed capacity-
influence on
development
teacher’s use, or
Assessment of data program for ICT
lack of use of
gathered through intended for
technology in the
checklists information
classroom?
technology-
challenged teachers
3. What specific ICT
skills of teachers are
in need to be
developed together
with the innovative
ways of using
technology to
enhance learning
and knowledge
deepening?
Feedback
Figure 1. Schematic Diagram of the Study
Statement of the Problem
This study aims to determine if there is a need for a program to capacitate
information – technology challenged junior high school teachers of Pampanga High

School. The general question for this study will be: What individual capacity-
development program for ICT might be proposed?
Specifically, this study seeks to answer the following questions?
1. What instructional materials or teaching aids does the teacher integrates in the
development of his/her subject matter?
2. What are the internal factors of influence on teacher’s use, or lack of use of
technology in the classroom?
3. What specific ICT skills of teachers are in need to be developed together with
the innovative ways of using technology to enhance learning and knowledge
deepening?
4. What recommendations can be suggested, or a program might be proposed in
order to improve the ICT skills of teachers.
Significance of the Study
The findings of this study are intended to benefit the following:
Teachers.Teacher development is the key to effectively implement the
curriculum with the integration of ICT to enhance the teaching and learning process
and to raiseeducational standards. Therefore, findings of this study will enhance teachers’
pedagogical and technical expertise leading to the incorporation of ICT in their respective
classrooms which is an effective tool in supporting the whole educational process.
Students. This study may lead to students’ active engagement in the teaching-
learning process which may result to a progress in their studies and performance on
different learning areas.

School Heads and Administrators.The findings of this study may serve as an
eye-opener to school heads and administrators for effective planning, direction or
guidanceto creating seminars and trainings for teachers which would help them develop
technical strategies and skills to cope up with the demands of the 21st century teaching
process.
Future Researchers. The result of this study will be a supplementary piece of
literature for other researchers who wish to conduct a study similar to this.
Scope and Delimitation
This study will be confined inidentifyingspecific ICT skills or technical expertise
of junior high school teachers which are absolutely criticaland in determining what
capability building program might be initiated for teachers to help enhance their
competence in ICT-based instruction. Moreover, this study will involve 340 junior high
school teachers of Pampanga High School (PHS) and will be conducted during the school
year 2017 – 2018.
Definition of Terms
For better understanding of this study, the following terms are defined
operationally for the purpose of clarity and better understanding.
Capacitate – means tomake(someone) capable of a particular action or legally
competent to act in a particular way (Oxford Living Dictionaries).
Computer Literate – the ability of a person to have sufficient knowledge and
skill to be able to use computers or who is familiar with the operations of computers
(Collins English Dictionary).

Educator – or commonly known as teacher, is a person who provides instruction
or education (Google Dictionary).
Generation X –is the generation born after that of the baby boomers, roughly
from the early 1960s to late 1970s (Wikipedia The Free Encyclopedia).
Generation Y – is the generation of people born during the 1980s and early
1990s (Wikipedia The Free Encyclopedia).
Information Age – is also known as the Computer Age, Digital Age, or New
Media Age. It is the modern age regarded as a time in which information has become a
commodity that is quickly and widely disseminated and easily available especially
through the use of computer technology (Merriam-Webster).
Information Technology – Challenged– refers to someone who has inadequate
knowledge about the use of modern technology especially computers.
Junior High School Teachers–refers to group of professional people who teach
and handle Grades 8 – 10 students under the K to 12 Program
Teaching and Learning Process – it is the most powerful instrument of
education to bring about desired changes to the students.
Technology Savvy – or tech savvy refers to the ability of someone to be well
informed about or proficient in the use of modern technology, especially computers
(Cambridge English Dictionary).
Acronyms
For the better understanding of the future readers of this study, the following
acronyms are spelled out:
CIRT – Center for Innovation in Research and Teaching

ICT – Information and Communication Technology
IM – Instructional Material
IT – Information Technology
PHS – Pampanga High School

CHAPTER 2
METHOD
This chapter deals with the research design, key informants, instrument, data
collection, ethical considerations and data analysis.
Research Design
This study will utilize the mixed methods approach in gathering data to identify
the specific number of teachers in the Pampanga High School who are information
technology-challenged.By definition, mixed methods is an approach integrating both
quantitative and qualitative data at some specific stages of the research process within a
single study for the purpose of gaining a better understanding of the research problem. It
is a procedure for collecting, analyzing, and “mixing” data (Tashakkori & Teddlie, cited
in Creswell, 2005).
Tashakkori and Teddlie (1998) stated that neither quantitative nor qualitative
methods are sufficient, by themselves, to capture the trends and details of a situation that
is why both kinds of data are mixed within one study because when combined,
quantitative and qualitative methods complement each other and allow for a stronger
analysis, taking advantage of the strengths of each.
Specifically, this study will apply the sequential explanatory design. This design
consists of two distinctphases: quantitative followed by qualitative (Creswell et al.,
2003).
On the words of Creswell (2003), this design lets a researcher to collect and
analyze the quantitative data first rather than the qualitative data. The qualitative data are
collected and analyzed second in the sequence to help explainthe quantitative results

obtained in the first phase. The qualitative phase builds on the quantitative phase and then
these two phases are connected in the intermediate stage of the study. The rationale for
this approach is that the quantitative data and their subsequent analysis provide a general
understanding of the research problem. The qualitative data and their analysis refine and
explain those statistical results by exploring participants’ views in more depth.
Key Informants
In this study, 340 junior high school teachers of Pampanga High School will serve
as key informants to gather relevant information. Table 1 shows the profile of the key
informants.
Table 1.Respondents of the Study
Department Male Teachers Female Teachers Total
Agriculture 4 10 14
English 6 35 41
Filipino 6 34 40
Home Economics 0 24 24
Industrial Arts 11 15 26
MAPEH 15 27 42
Mathematics 9 31 40
Science 13 31 44
Social Studies 6 31 37
SPED 1 7 8
Values Education 5 19 24
76 264 340

The researcher will use the universal sampling technique or also known as total
population sampling in the quantitative part of the study. According to Crossman (2017),
the total population sampling is a kind of purposive sampling wherein the researcher
chooses to observe the entire population that has one or more mutual characteristics. It is
commonly used to create reviews of events or experiences, which is to say, it is common
to studies of particular groups within larger populations.
On the other hand, the researcher will apply non-probability sampling technique
on the qualitative part of the study. In non-probability sampling technique, the samples
are gathered in a manner that does not give all individuals in the population equal
chances of being selected. Moreover, the Center for Innovation in Research and Teaching
(CIRT), stated that this type of sampling technique does not depend on the use of
randomization techniques to select members. This is typically done in studies where
randomization is not possible in order to obtain a representative sample.
Specifically, the researcher will adopt a specific technique under the non-
probability sampling which is the judgmental sampling or commonly known as the
purposive sampling technique in choosing the participants of the study. This kind of
sampling technique is primarily used in qualitative studies and may be defined as
selecting units (e.g., individuals, groups of individuals, institutions) based on specific
purposes associated with answering a research study’s questions.Maxwell (1997) further
defined purposive sampling as a type of sampling in which, particular settings, persons,
or events are deliberately selected for the important information they can provide that

cannot be gotten as well from other choices (Maxwell, 1997, cited in Teddlie & Yu,
2007).
By following the above cited information about judgmental or purposive
sampling,
the researcher will choose the key informants in the qualitative part of the study based on
the following qualifying criteria:
1. The key informant must be a junior high school teacher of Pampanga High
School.
2. The key informant must be information technology-challenged.
Instrument
The main instrument that will be utilized in the quantitative part of this study for
the data gathering procedure is a checklist. A checklist is a type of a closed-ended
questionnaire which is consists of a prepared list of items. It will be developed by the
researcher based on various related literature and other documents pertinent to the study.
On the qualitative part, on the other hand, a structured interview will be utilized as
another research instrument. The structured interview will be facilitated by the researcher
to gather additional data from the key informants which would support and substantiate
the data gathered through the checklist.
In the structured interview, a researcher-made questionnaire will be utilized and
will be prepared beforehand. The questionnaire will include the key informants’ profile in
terms of name, age, sex, civil status and years in the teaching service. Another part of the
questionnaire includes the key informants’ perspective in integrating information
technology and how has it become essential in improving the teaching-learning process

and also how capable and effective the key informants are in incorporating the use of the
technology in their own respective classrooms.
The researcher will subject the said checklist and questionnaire to his/her research
adviser’s critiquing and evaluation. All necessary corrections and suggestions will be
applied and necessary revisions of the instruments will be considered before finalizing it
and using it as a tool for the data gathering part of this study.
Data Collection
Permission to conduct the study will be secured by the researcher from the
principal of Pampanga High School, City of San Fernando, Pampanga. Once approved,
the researcher will solicit the support of the head teachers per department in facilitating
the distribution of the checklists to the key informants. To give consideration to the busy
schedule of the junior high school teachers as key informants, and to give them sufficient
time for answering, checklists will be retrieved by the researcher two days after.
A structured interview will be given to selected key informants right after the
checklists have been subjected to careful analysis in order to get additional information
needed and to elucidate other matters which are pertinent to their responses.
The interview schedule will be set by the researcher considering the availability of
the key informants. All information coming from the key informants will be carefully
written and with their consent, an audio and video recorder will also be used to ensure
that all data will be acquired properly and clearly.
Figure 2 illustrates the data gathering procedure which will be used in this study.

Communicate with the administrators of the school to

seek permission to conduct the study.
Facilitate the distribution of the checklists to the key

informants through the school's department heads.
Gather all the checklists.
Conduct structured interview to gather

supplementary information.
Figure 2. The Data Collection Process
Ethical Consideration
As this study employs, research ethics will be taken in consideration. In view of
this ethical aspect, and to avoid any foreseeable problems in the conduct of this study,
permission to conduct such will be secured from the principal, head teachers and junior
high school teachers of the locale of the study.
Key informants will be well-informed by the researcher about the purpose of the
study and their contribution to it. Enough time will be given to them in answering the
checklists and in the conduct of the structured interview. Consent from the key
informants will be taken and appropriate permission will also be ensured for the usage of
their given data. In addition, key informants will be given the assurance that all
information that were gathered from them will be treated with care and confidentiality
and shall only be used for the purpose of the study.
Data Analysis
In the conduct of this study, data will be gathered, classified, tabulated, be
carefully analyzed and interpreted by the researcher with the help of the thesis adviser
and statistician. The researcher will utilize the mixed data analysis. Mixed data analysis
or mixed analysis is the term used for analyzing data in the mixed methods approach. As

Onwuegbuzie and Combs (2011) stated, it involves the use of both quantitative and
qualitative analytical techniques within the same framework. Mixed analyses involves the
analysis of one or both types of data, quantitative data and qualitative data, which occur
either concurrently or sequentially in two or more than two phases. The sequence
involves either the qualitative analysis phase will be conducted first before the
quantitative analysis phase or vice versa.
As this study employs, utilization of quantitative data analysis precedes
qualitative analysis. On the words of Babbie (2010), “quantitative data analysis is the
numerical representation and manipulation of observations for the purpose of describing
and explaining the phenomena that those observations reflect” (p. 422).In quantitative
data analysis, we classify features, count them, and even construct more complex
statistical models in an attempt to explain what is observed. Moreover, it allows us to
discover which phenomena are likely to be genuine reflections of the behavior of a
language or variety, and which are merely chance occurrences. In order to determine and
describe the key informants’ profile and their responses in the checklists given,
descriptive statistical tools like mean, percentage, standard deviation and frequency
distribution will be used in the quantitative data analysis. According to Polonsky and
Waller (2011), frequency distribution counts the number of response to a question or to
the occurrence of a phenomenon of interest (Polonsky & Waller, cited in Muhamad &
Yaakub, 2013).
The quantitative data analysis will be initiated by carefully inspecting the
completeness and consistency of data. After inspecting the data gathered, the researcher
will convert them to numerical forms and will subject them for evaluation. Converting

the data gathered using descriptions will be utilized after. Figure 3 illustrates the process
of quantitative data analysis.
Tabulate the
Implement Convert the
number of
careful tabulated
occurances Interpret
inspection of data into
using data.
data numerical
frequency
gathered. values.
distribution.
Figure 3. Quantitative Data Analysis Process
The statistical treatment of data will be done through the Statistical Package for
Social Sciences (SPSS).
Right after the quantitative data analysis, qualitative data analysis will be utilized
next. As stated by Sesay (2011), qualitative data analysis uses words, concepts, terms,
etc. to construct a framework for communicating the essence of what the data reveal from
the procedures and techniques done during the quantitative data analysis. The results of
qualitative data analysis guide subsequent data collection, and analysis is thus a less-
distinct final stage of the research process than quantitative analysis, where data analysis
does not begin until all data have been collected and condensed into numbers.
The data analysis in the qualitative part of this study will begin with the
researcher reading the data line by line and dividing them into meaningful analytical units
followed by the key point coding. The groups with commonalities will then be grouped
into concepts. The researcher will categorize these concepts out of analytical thinking and
abstract reasoning to verify which data are comparable when classified accordingly. Then
and there, themes will be created out of similar concepts. And lastly, a conceptual

framework will be illustrated by presenting the themes in a figure. Figure 4 shows the
whole qualitative data analysis process which will be applied in the conduct of this study.
Read the transcribed data line by line and then divide

the data into meaningful analytical units.
Use key point coding to apply key terms to each

analytical unit.
Group codes with commonalities into concepts.
Create themes or categories from similar concepts.
Illustrate the conceptual framework by presenting the

themes in a figure.
Figure 4. Qualitative Data Analysis Process (Nicdao, 2015)

References
Abadines, M. J. (2017). The importance of technology to teaching and learning.
Retrieved August 17, 2017, from http://thefilipinoteacher.com/2017/04/13/
importance-technology-teaching-learning/
Babbie, E. (2010). The practice of social research. California, Wadsworth Cengage
Learning
Bell, P., & Winn, W. (2000). Distributed cognitions, by nature and by design. In D.
Jonassen, & L. S. M., Theoretical foundations of learning environment (pp. 123-
145). New Jersey: Lawrence Erlbaum Associates, Inc.
Blair, N. (2012). Technology integration for the 21st century learner. Retrieved August
13, 2017, from https://www.naesp.org/principal-januaryfebruary-2012-
technology/technology-integration-new-21st-century-learner
Center for Innovation in Research and Teaching (CIRT). (n.d.).Research methods.
Retrieved August 29, 2017, from https://cirt.gcu.edu/research/development
resources/research_ready/quantresearch/sample_meth
Cox, J. (2015). Benefits of technology in the classroom. Retrieved August 13, 2017, from
http://www.teachhub.com/benefits-technology-classroom
Crisfrye, J. (2012). How important the information technology in the society. Retrieved
August 17, 2017, from https://ebitesblog.wordpress.com/2012/09/21/how-
important-the-information-technology-in-the-society/
Crossman, A. (2017). Understanding purposive sampling: An overview of the method
and its applications. Retrieved August 29, 2017, from https://www.thoughtco.
com/purposive-sampling-3026727

Glueck, M. (2012). The role of technology in today’s world and in the future. Retrieved
August 13, 2017, from http://www.eoi.es/blogs/marieglueck/2012/06/30/the-role-
of-technology-in-today%E2%80%99s-world-and-in-the-future/
Ivankova, Creswell&Stick (2006). Using mixed-methods sequential explanatory design:
From theory to practice. Retrieved August 23, 2017, from
http://wtgrantmixedmethods.com/sites/default/files/literature/Ivankova%20etal_2
006_mixed%20methods%20sequential%20design.pdf
Muhamad, A.,& Yaakub, F. (2013). Quantitative data analysis. Retrieved September 27,
2017, from https://www.slideshare.net/asmasemma/quantitative-data-analysis
Onwuegbuzie, A., and Combs, J. (2011). Data analysis in mixed research: A primer.
International Journal of Education
Teddlie, C.,& Yu, F. (2007). Mixed methods sampling: A typology with examples.
Retrieved August 30, 2017, from http://sociologyofeurope.unifi.it/upload/sub/
documenti/Teddlie%20-%20Mixed%20Methods%20Sampling%20-
%20A%20Typology%20With%20Examples.pdf

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A SEQUENTIAL EXPLANATORY STUDY TO CAPACITATE INFORMATION 1

THE PROBLEM AND ITS BACKGROUND

and it has helped us achieved a lot.

On the words of Crisfrye (2012), the Information Technology (IT) is rapidly

growing especially in communications and electronic organizations and a lot of

programming, network administration, computer engineering, Web development,

technical support, and many other related occupations. Information technology is

comprised of computers, networks, mobile and wireless devices, satellite

communications, robotics, videotext, cable television, electronic mail (e-mail), electronic

design, development, implementation, support or management of computer-based

information systems, particularly software applications, computer hardware and mobile

convert, store, protect, process, transmit, and securely retrieve information.

Technology helped us achieved a lot from making it possible for us to travel,

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

must be technologically equipped because technology in the classroom nowadays is

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

these technological skills in students so they will be prepared to be globally competent as

they enter the workforce once they complete their schooling.

life outside of school.

Among the benefits of integrating technology in the classroom as stated by Cox

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

live in (Blair, 2012).

following about Distributed Cognition:

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

In Distributed Cognition the student is afforded more power. In other words it is a

student centered approach to learning where the learners participate in a

systematically designed learning environment that supports interaction amongst

its participants. Distributed cognition describes a construction of knowledge that

takes place in a natural environment which is synergistically connected to the

cognitive actions taken by the participants in the learning environment. This

theory promotes learning in a community of learners or a system where

interaction takes place. It is through this interaction where cognition occurs.

technologies or media. These participants distribute their cognition among other

learners and physical or digital artifacts by externally representing their

It is through interaction with other members and artifacts that progresses

learning. Therefore communication among all participants is paramount in

importance. (pp. 123-145)

The role of technology in this theory is an irreplaceable part of the system in

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

public schools in the Philippines are technology savvy, computer literate or

belong to the generations X and Y when it comes to integrating technology in the

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

Input Process Output

2. What are the

Figure 1. Schematic Diagram of the Study

Statement of the Problem

This study aims to determine if there is a need for a program to capacitate

information – technology challenged junior high school teachers of Pampanga High

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

development program for ICT might be proposed?

Specifically, this study seeks to answer the following questions?

development of his/her subject matter?

technology in the classroom?

the innovative ways of using technology to enhance learning and knowledge

4. What recommendations can be suggested, or a program might be proposed in

order to improve the ICT skills of teachers.

Significance of the Study

The findings of this study are intended to benefit the following:

Teachers.Teacher development is the key to effectively implement the

classrooms which is an effective tool in supporting the whole educational process.

different learning areas.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

School Heads and Administrators.The findings of this study may serve as an