1

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
From a global perspective, the United Nations Millennium Development Goals

are about achieving a universal primary and secondary education and promoting gender

equality, respectively. However, despite the continued efforts of the various Governments

on streamlining educational system on both primary and secondary levels through a wide

range of programs and activities, access to quality education continues to be a long-term

challenge for those involved in the continuous development of education.

Todays highly globalized environment has resulted educational reforms geared at

improving the delivery and access to quality education. The integration of Information

and Communications Technology (ICT) is one educational trend which has been

embraced by numerous countries across the globe. As there was a general consensus

among education practitioners that integrating ICTs in education has a positive impact on

the learning environment. It is understood that in diverse socio-economic and cultural

contexts ICTs can be successfully employed to reach out to a greater number of students,

including those to whom education was previously not easily accessible and help in

promoting learning along with providing ample training and equipping students with

technical skills required by many occupations nowadays.

ICTs in schools provide an opportunity to teachers to transform their practices by

providing them with improved educational content and more effective teaching and

learning methods. Furthermore, ITCs improve the learning process through the provision

of more interactive educational materials that increase learner motivation and facilitate

acquisition of essential knowledge and skills. The use of various multimedia devices such
 2

as television, videos and computer applications offers more challenging and engaging

learning environment for students across different levels.

In the Philippine setting, the nations educational arm has been always committed

to bring the educational system into a modernized status, in particular, on basic

education, in its effort to make each and every student at par with other students of

neighboring developed countries. This is because in todays highly globalized society, the

capability to utilize and produce information and to transform it into knowledge and vast

array of goods and services is deemed essential to social growth and development of

individuals. It is in this ground that the government has initiated its collective efforts

towards continuous curricular changes and amendments, reorientation, teacher training

and investment in school facilities and infrastructures, one of which is geared towards the

vision of equipping each school with the modern computer and other information and

communication (ICT)-related gadgets and instructional materials to provide teachers

improved instructional delivery in todays classrooms and at the same time, provide

students a simulated and interactive learning environment towards desirable level of

students academic achievement.

The researcher, being a secondary school teacher has observed several

uncertainties on how computer technology is used in schools within the locality of Alcala,

Cagayan. It is in the above-mentioned discussion, that the researcher was prompted to

undertake a study relating to the assessment on the use of computer technology in

instruction.
Background of the Study
The Philippines is a developing country in Southeast Asia whose educational

system shares many of the same problems and challenges as those of its fellow

developing nations.
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The Philippine national policy has, therefore, been formulated to advance the use

of ICT in education. In 2001, the Department of Education, Culture and Sports, now the

Department of Education (DepEd), began a process of curriculum restructuring aimed at

improving the quality of Filipino learners. The resulting 2002 Basic Education

Curriculum is being implemented nationwide beginning June 2002. Consistent with the

goals of the new curriculum, the Department of Education Information Technology

Framework lays down the action areas for ICT-integration in the basic education system

from 2000 to 2005. These include school computerization, teacher training, IT curriculum

development, multimedia content development, financing, monitoring and evaluation.

Research on the use of ICT in schools show that despite these efforts, however, access to

and use of technology in public schools are still quite limited. In a study by Rodrigo

(2001), it was suggested that there are generally poor levels of access to computers,

applications, software and the Internet among basic education schools. Identified also are

gaps which existed between the goals of schools to use ICT to promote active,

individualized instruction and to improve student achievement, on the one hand, and the

actual use of ICT, which was limited to classes on computer literacy, productivity tools

and programming.
The present study was undertaken as another attempt to contribute to the limited

body of knowledge on ICT use in Philippine schools, specifically in schools located in

provinces to find out how ICT is utilized in instruction as well as to identify problems

encountered by school teachers.

Conceptual Framework of the Study

 4

The conceptual framework of the study is rooted in the belief that the status of

computer technology use for instruction is the result of factors of variables that interplay

with one another.

The profile of the respondents such as age, gender, length of teaching experience,

educational attainment, subject area of assignment, seminars/trainings attended related to

computer are the inputs of the study. Further, in the process of finding out the status of

computer use, other inputs such as adequacy of instructional materials, problems

encountered by teachers related to computer technology use and the extent of use of

computer technology for instruction are also subject for assessment.

With the assessment of the different variables, it is expected that this will result in

the enhanced utilization of computer technology for instruction in the public and private

secondary schools.

1. Profile of Respondents 1. Assess the Profile

1.1. Age of teachers
1.2. Gender 2. Assess the status
INPUT PROCESS OUTPUT
1.3. Length of Teaching of adequacy of
Experience computer
1.4. Highest
technology
Educational
instructional
Attainment Enhanced
materials
1.5. Subject Area of 3. Assess the Utilization of
Assignment problems Computer
1.6. seminars/training
encountered by Technology in
attended related to
teachers Instruction
computer
4. Assess the extent of
2. adequacy of
instructional materials computer
3. Problems encountered technology use for
by teachers related to instruction
computer technology 5. Correlate the
use perceptions of
4. Extent of use of teachers and
Computer Technology numerous variables
for Instruction
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- - - - - - - - - - - - - - - - - - - Feedback - - - - - - - - - - - - - - - -
Figure 1. Paradigm of the Study

Statement of the Problem

This study aims to assess the use of computer technology for instruction among

the secondary school teachers in Alcala, Cagayan, School Year 2013-2014.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 age
1.2 gender
1.3 length of teaching experience
1.4 highest educational attainment
1.5 subject area of assignment
1.6 seminars/training attended related to computer
2. What are the available computer Peripherals/Programs used as Instructional

Materials?
3. What are the problems encountered on the computer technology integration for

instruction?
4. What is the extent of the use of Computer Technology for Instruction by the

teachers?
5. Is there a significant relationship in the perception of the teachers on the extent of

use of computer technology when grouped according to the following variables?

5.1 Age
5.2 Gender
5.3 Length of teaching experience
5.4 Highest educational attainment
5.5 Subject area of assignment
5.6 Seminars/trainings attended related to computer
5.7 Adequacy of instructional materials
5.8 Problems encountered by teachers related to computer technology use
5.9 Extent of computer technology use for instruction by the teachers

Significance of the Study

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This study is hoped to be significant to the following groups:

Education officials. Results of this study will be of great help to all concerned

education officials of the Department of Education, the provincial office in particular and

the central office at large. The information gathered will encourage them to develop a

fundamental understanding of the importance and responsibilities of using computer

technology in the teaching-learning process and also suggest better ways of training and

equipping teachers with appropriate strategies, required techniques and proper

approaches.
School Teachers. This study is primarily relevant for school teachers to identify

the extent of the utilization of computer technology in the overall teaching-learning

process. This will enable them to identify problems related to the use of computer

technology in teaching.
Students. The results of the study is hoped to be of relevance for the students to

be more motivated and achieve desirable levels of academic achievement through the

proper integration of computer technology in the teaching-learning process.

Other researchers. This study can be used as a future reference for other

researchers to ascertain the usage of computer technology in schools within their

respective geographical areas.

Scope and Delimitations of the Study

This study is focused on the assessment of public and private secondary school

teachers use of computer technology for instruction in Alcala, Cagayan, school year

2013-2014.
Based from the list of schools operating in the municipality, the respondent

schools are the following: first, the Afusing National High School a public general high

school with a number of teacher-respondents of 25, second, the Alcala Rural School,
 7

where the researcher currently works, is a Technical-Vocational (Agricultural) school

with a number of teacher-respondents of 17, third, the Baybayog High School, a newly-

turned general high school from being former annex of Alcala Rural School having a

number teacher-respondents of 23, fourth, the Lyceum of Alcala, Inc., a private sectarian

secondary school with a number of teacher respondents of 17, and fifth, the Saint

Philomene of Alcala, Inc., a private-owned secondary school with a total number of

teacher-respondents of 21. It is noted that only teachers with a regular permanent

appointment are participants in this study regardless of their positions.

The study is further limited to the use of a research questionnaire as the primary

data gathering tool to solicit all necessary information and data from the respondents

involved.

Definition of Terms
The following terminologies are used throughout the thesis and are elucidated for

better understanding, to wit:

Access the right to obtain or make use of or take advantage of something for use.
Adoption the decision to make full or continued use of an innovation (Rogers, 1962).
Change agent individual or group responsible for creating an environment in which a

desired alteration in normal operation can be implemented.

Computer technology resources in the context of this study, computer technology

resources is used as a general term referring to any computer, Internet or Web-based

resource that can be used in language instruction.

Computer-related technology constantly evolving forms of computers, peripherals and

supporting software used to enhance learning (Schmidt, 1991).

Educational technology the use of technology in education to improve learning and

teaching. Educational technology is also known as instructional technology or learning

technology.
E-Mailelectronic communications between two or more individuals by way of an

Internet Service Provider (ISP).

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Innovationany idea of technology that is new to the individual (Rogers, 1962).

Innovatorsoften considered techies; they grab on to new technology as soon as it is

available. Typically, they are more concerned with the actual technology, than the way it

can be applied to a specific problem (Geoghegan, 1994).

Instructional technologythe use of technology (computers, compact discs, projectors,

interactive media, modem, satellite, teleconferencing, etc.) to support learning

Internetan international connection of millions of computers on-line for the purpose of

communications and the sharing of information.

Preconceptionan idea or opinion formed in advance of or prior to formal instruction.
Technology in the classroomthe use of computers, the internet, or other computer-

related techniques during traditional classroom-based instructional delivery.

Technology non-usersfaculty members who have not adopted or had ceased using a

form of computer technology to enhance their traditional classroom methodologies at the

time the survey was conducted.

Technology usersfaculty members who have adopted the use of computer technology

techniques to enhance their traditional classroom methodologies.

World wide weba method of interconnecting large number of computers via the use of

browsers and capable of incorporating audio and video images, as well as text (Benton,

2001).

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
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This chapter presents relevant literature and studies which has significant bearing

with the present study which is focused on how computer technology is used for

instruction in todays schools.

A. Foreign Literature

This part is comprised of related discussions and literature written and/ or

conducted by foreign authors which has direct bearing with the present study.

Computer Technology in the Classroom

Technology is a part of everyday life in the 21st Century. As a result, according to

a Digest of Technology Education, it should also be prevalent in the 21st Century High

School classroom (Soine, 2000). Classroom technology should also become an integral

part of the core mission for the institution (Johnson, 1997), with its primary focus rooted

in the paradigm shift from teaching to learning (Jafari, 1999; Reynolds and Wermer,

1998). According to Reil, Schwarz, Peterson, and Henricks (2000), programs that foster

the use of computer technology in the classroom increased familiarization with

technology and led to empowerment in technology as well as teaching. Bilimoria (1997)

in his book cautioned the future generations would be computer literate and would expect

technology in the classroom. In order to find ways to avoid becoming pedestrians on the

information superhighway, the author recommended that faculty members cease to view

themselves as the receptacles of knowledge in our societies and expand their

professional competencies as facilitators and technologists.

According to Bates (2000), reasons for using technology to enhance the classroom

experience includes improvement of learning quality, providing students with

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opportunities to learn technology skills, extending access to post secondary instruction,

and expanding the search of technology in the world outside the classroom.

While the infusion of technology into the traditional classroom delivery can

provide what Tait & Mills (1999) termed, an adventure in the pursuit of knowledge,

(p.152) the curriculum itself must be the driving force, with technology use in an

adjunctive capacity (Chizmar & Williams, 2001); Duhaney & Zemel, 2000; Hammer &

Kellner, 2000). Smith (1997) reported a tendency of faculty to jump on the technology

bandwagon due to the expectations of peers or supervisors or because the technology was

available, rather than for the value of it would add to the curriculum.

Hammer & Keller (2000) contended that faculty must get beyond the mechanics

of using technology to the point of truly incorporating into their classrooms. They also

expressed a need for faculty to assist students in developing their own cultural artifacts

with the educational setting (New Educational Technology: Challenges and Potential,

Section 4) as a means of bringing quality to learning. The use of technology for

instruction in the classroom should serve to empower and enlighten both students and

faculty (New Educational Technology: Challenges and Potential, section 18). The

implementation of computer technology in the classroom can be characterized as the

selection of experiences and activities that augment traditional instruction in ways that

provide enrichment without overshadowing the intended objectives (Jewett, 2000).

Instructional technology is a vital part of career and technical education and

encompasses not only the computer but also other technologies and delivery systems

(Lu & Miller, 2002) that may be used in the classroom. In recent years, there has been an

increased emphasis on the integration of technology into curriculum, especially at the

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high school level (Peake, Briers & Murphy, 2005). Lu & Miller (2002) described the

technology used in the classroom to be in various forms including computers, DVD/VCR

players, digital and video cameras, televisions, cooking equipment, and welding

equipment. They also described how classroom technology can help the teacher to use,

assess, alter, and present information in a variety of ways.

Computer Technology and Information and Communication Technology

Computer technology allows school teachers to build a bridge between the

classroom and the world (Ward & Parr, 2010) and allows students to experience real-

world opportunities in the classroom, which are highly valued (Lang, 2000). Technology

can be the curriculum, a mechanism for the delivery of course materials, a means of

supplementing instruction, or an instructional device (Ginsburg, as cited in Imel, 1998) to

enhance learning (Milliron & Miles, 1999).

In todays highly globalized society, a more acceptable and desirable term was

coined and paved way to the rise of Information and Communication Technology (ICT)

which is an all encompassing term which includes computers, the Internet, and electronic

delivery systems such as radios, televisions, and projectors among others is widely used

in todays education field. As cited by Kent and Facer (2004), the school is a salient

environment in which students participate in a wide range of computer activities, while

the home serves as a complementary site for regular engagement in a narrower set of

computer activities. Increasingly, ICT is being applied successfully in instruction,

learning, and assessment at large.

ICT as applied in the field of education was regarded as a powerful tool for

educational change and reform. According to Weert and Tatnall (2005), learning is an
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ongoing lifelong activity wherein learners change their expectations by seeking

knowledge, which starts from traditional approaches. As time goes by, these learners will

have to expect and be willing to seek out new sources of knowledge. Skills in using ICT

will be an indispensable prerequisite for these learners.

In addition to, ICT provides greater access to education. By means of ICT,

learning can occur anytime and anywhere. Online course materials, for instance, can be

accessible 24 hours a day, seven days a week. Teleconferencing classrooms allow both

learner and teacher to interact simultaneously with ease and convenience. Based on ICT,

learning and teaching no longer depend exclusively on printed materials. Multiple

resources are abundant on the Internet, and knowledge can be acquired through video

clips, audio sounds, visual presentation and so on. Current research has indicated that ICT

assists in transforming a teaching environment into a learner-centered one (Castro

Snchez and Alemn 2011). Since learners are actively involved in the learning processes

in ICT classrooms, they are authorized by the teacher to make decisions, plans, and so

forth (Lu, Hou and Huang 2010). ICT therefore provides both learners and instructors

with more educational affordances and possibilities.

Benefits of ICT in education

A number of desirable advantages of using ICT in education are presented in the

succeeding literature.
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According to Glazewski and Hew (2008), ICT is ustilized as a tool for students to

discover learning topics, solve problems, and provide solutions to the problems in the

learning process. ICT makes knowledge acquisition more accessible, and concepts in

learning areas are understood while engaging students in the application of ICT.

Students are now more frequently engaged in the meaningful use of computers

(Castro Snchez and Alemn 2011). They build new knowledge through accessing,

selecting, organizing, and interpreting information and data. Based on learning through

ICT, students are more capable of using information and data from various sources, and

critically assessing the quality of the learning materials.

ICT develops students new understanding in their areas of learning (Chai, Koh

and Tsai 2010). ICT provides more creative solutions to different types of learning

inquiries. For example, in a reading class, e-books are commonly used in reading aloud

activities. Learners can access all types of texts from beginning to advanced levels with

ease through computers, laptops, personal digital assistants (PDAs), or iPads. More

specifically, these e-books may come with some reading applications, which offer a

reading-aloud interface, relevant vocabulary-building activities, games related to reading

skills and vocabulary acquisition, and more.

Koc (2005) cited that using ICT enables students to communicate, share, and

work collaboratively anywhere, any time. For instance, a teleconferencing classroom

could invite students around the world to gather together simultaneously for a topic

discussion. They may have the opportunity to analyze problems and explore ideas as well

as to develop concepts. They may further evaluate ICT learning solutions. Students not
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only acquire knowledge together, but also share diverse learning experiences from one

another in order to express themselves and reflect on their learning.

From a constructive learning approach, ICT helps develops students mind to focus

on higher-level concepts rather than less meaningful tasks (Levin and Wadmany 2006).

McMahons study (2009) showed that there were statistically significant correlations

between studying with ICT and the acquisition of critical thinking skills. A longer

exposure in the ICT environment can foster students higher critical thinking skills. Thus,

schools are strongly advised to integrate technology across all of the learning areas and

among all learning levels. Where this is done, students are able to apply technology to the

attainment of higher levels of cognition within specific learning contexts.

There are three important characteristics are needed to develop good quality

teaching and learning with ICT: autonomy, capability, and creativity (Lowther et al.,

2008). Autonomy means that students take control of their learning through their use of

ICT. In this way, they become more capable of working by themselves and with others.

Teachers can also authorize students to complete certain tasks with peers or in groups.

Through collaborative learning with ICT, the students have more opportunity to build the

new knowledge onto their background knowledge, and become more confident to take

risks and learn from their mistakes.

Serhan (2009) concluded that ICT fosters autonomy by allowing educators to

create their own material, thus providing more control over course content than is

possible in a traditional classroom setting. With regard to capability, once students are

more confident in learning processes, they can develop the capability to apply and

transfer knowledge while using new technology with efficiency and effectiveness. For
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example, in an ESL listening and speaking class, students may be asked to practice their

pronunciation using an online audio dictionary.

It was found out by Watts-Taffe et al. (2003) that teachers can act as catalysts for

the integration of technology through ICT. If the encouragement, equipment, and

necessary technological support are available from institutes for the teachers, developing

an ICT class will be easier for them. The main responsibilities of these teachers will be

changing their course format, creating and explaining the new assignments, and arranging

for the computer lab through their technology learning specialists or assistants.

Factors on the use of ICT

There are existing factors that somehow influences the use of ICT. It can be

divided into external factors and internal factors. These factors are interrelated to each

other and to ICT usage level (Tezci, 2011). Sort of external factors have been identified

that influence the progression or effectiveness of technology integration in schools. These

factors to consider is comprised of the availability of technology, accessibility of ICT

equipment, time to plan for instruction, technical and administrative support, school

curriculum, school climate and culture, faculty teaching load and management routine,

(Al-Ruz and Khasawneh 2011; Lin, Wang and Lin 2012; Tezci, 2011).

Among these external factors, the most common are lack of access to computers

and software, insufficient time for course planning, and inadequate technical and

administrative support (Chen, 2008). Al-Ruz and Khasawneh (2011) found that some

external factors were positively associated with technology integration, including

availability of technology and support from technicians, teachers, and principals. Thus,
 16

technology availability and overall support are important to technology integration. The

higher the support structure and technology availability, the higher the technology

integration efforts are made by teachers.

According to Sang et al. (2011), there are also several internal factors also

influence technology integration outcomes. Internal factors related to teachers include:

understanding of ICT use; beliefs, which may conflict with the application of ICT;

attitudes toward technology integration; perceptions, including intention or motivation to

use ICT; self-confidence and knowledge; technology skills; readiness to use ICT; and

technology self-efficacy (Al-Ruz and Khasawneh 2011; Chen 2008; Lin, Wang and Lin

2012; Sang et al. 2011; Tezci 2011a). Chen (2008) discovered two common issues

associated with internal factors. First, teachers may implement policies based on limited

or improper theoretical interpretations and comprehension of ICT use. Second, teachers

may be under pressure to cover all content and be unwilling or hesitant to let students

spend more time exploring content on their own with technology due to their other

conflicting beliefs. These issues imply that teacher beliefs may not resonate in their

practices. A school culture emphasizing competition and a high stakes assessment system

can discourage teachers from integrating technology into their classrooms. Thus, teacher

beliefs influence ICT use in the classroom (Chen, 2008).

The importance of school culture on ICT use

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School culture encompasses the vision, plans, norms and values that are shared by

school members (Maslowski 2001). Focusing on the importance of school culture for ICT

integration, Pelgrum and Law (2009) indicated that effective ICT integration depends on

the perceptions and vision of school leaders rather than teachers ICT skills. School

culture has a mediating role that influences teachers actions, beliefs, and attitudes (Chai,

Hong and Teo 2009). Therefore, in addition to the external and internal variables

mentioned previously, school culture also plays an important role in successful

technology integration (Tezci 2011b).

In order to explore teacher perceptions of school culture related to the level of

ICT usage, Tezci (2011) examined Turkish teacher perceptions from both the technical

and motivational perspectives. The results showed that their perceptions from both

perspectives were not positive, because the majority did not believe that they would

receive adequate technical and motivational support from their school. However, as the

school culture became more positive, the teachers

ICT usage level increased. Ward and Parr (2010) stated that teachers need to feel

confident in their ability to facilitate student learning with technology in order to

integrate technology into their classrooms. To achieve this goal, more professional

development is required with a focus on increasing teachers skills so that they are able to

overcome apprehensions associated with using technology. Further, new teaching

approaches and technical support should be offered by schools to allow them to retain

control while facilitating learning with computers. Overall, implementing effective

teaching with technology integration requires changes in teachers knowledge, beliefs,

and school culture (Ertmer and Otternbreit-Leftwich 2010).

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B. Foreign Studies

The succeeding discussions are comprised of relevant studies conducted to

ascertain the use of ICT in the educational field.

In a study made by Palak and Walls (2009), they investigated whether teachers

who frequently integrate technology and work at technology-rich schools shift their

beliefs and practices toward a student-centered paradigm. The results showed that their

practices did not change; neither student-centered nor teacher-centered beliefs are

powerful predictors of practices. However, teachers attitudes toward technology

significantly predict teacher and student technology use, as well as the use of a variety of

instructional strategies.

Sang et al. (2010) focused on the impact of Chinese student teachers gender,

constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and

computer attitudes on their prospective ICT use. Findings indicated showed that the

strongest predictor of future ICT use was teachers attitudes toward it.

Teo et al. (2008) investigated a quantitative study examining the possible

relationship between Singaporean pre-service teachers beliefs about teaching and

technology use. Constructivist teaching beliefs were significantly and positively

correlated with both constructivist and traditional technology use. On the contrary,

traditional teaching beliefs were significantly and negatively correlated with

constructivist technology use. The outcome of the study implies that Singaporean pre-

service teachers are not adequately prepared to facilitate student construction of

knowledge. Even though technology can foster interactive, self-directed learning and
 19

higher order thinking, technology integration is not the most effective way to improve

learning.

According to Sang et al. (2010), pre-service teachers with highly constructivist

teaching beliefs have stronger intentions to integrate technology into their future teaching

practices. Furthermore, more confident pre-service teachers were more capable of and

interested in using computers in real classrooms. Thus, although teachers attitudes

towards ICT use were found to be the strongest predictor of technology integration, the

impact of their beliefs and confidence in using ICT should not be disregarded either.

Abbott and Faris (2000) examined pre-service teachers attitudes toward the use

of computers before and after a semester-long technology literacy course. The results

showed that positive attitudes toward computers increased after the course because of the

instructional approaches, meaningful assignments requiring technology, and supportive

faculty. Thus, the authors claimed that teacher education programs should teach pre-

service teachers not only how to use hardware and software, but also how to incorporate

computers into their teaching strategies and activities. The authors also noted that small

groups and collaborative learning are the most appropriate when introducing new

hardware and software because more advanced and experienced teachers can assist those

who need more technology learning support.

Another similar study was conducted by Doering, Hughes and Huffman (2003),

who analyzed pre-service teachers perspectives regarding ICT in their future classrooms

before and after participation in a teacher preparation program. Prior to taking the

preparation courses, teachers were doubtful about the utility of ICT in the classroom,

implying that they would closely examine and consider technology integration, rather
 20

than blindly incorporate it into their teaching practices. After completing the courses,

their doubt had transformed into more positive sentiments. The teachers had a better

understanding about ICT use in the classroom. Although the teachers confronted other

issues such as technology availability, accessibility, professional support, and classroom

management, their perceptions about technologys role had changed. They were more

likely to believe that technology can assist in learning and to recognize its importance.

Choy, Wong and Gao (2009) conducted a mixed study to examine the intentions

of pre-service teachers before and after a technology preparation course. Their intentions

were then compared with their actions related to technology integration during their

teaching. Their findings showed that their intentions became significantly more positive

as a result of increased pedagogical knowledge. Nevertheless, these teachers were not

able to translate the positive intentions into actual teaching, largely due to unfamiliar

school environments. Based on these results, it was concluded that teacher education

programs need to increase awareness of the benefits of integrating technology into

student-centered learning approaches, and provide pedagogical knowledge related to

student-centered learning as well as technology integration strategies.

Beyond the impact of preparation courses on teacher perceptions and attitudes,

Vannatta and Beyerbach (2000) reported increased proficiency in technology applications

and instructional methods. They found a significant increase in technology integration for

both pre-service and in-service teachers after participation in a preparation course. After

the course, teachers were able to incorporate a constructivist view of technology

integration into their instruction in order to engage students in meaningful learning.

 21

Qualitatively, the pre-service teachers reported great benefits from the use of technology

in the classroom after the course.

C. Local Literature

ICT in Philippine Schools

The Philippine government has strengthened its vision to further improve the

quality of education through the integration of ICT in education. In March 2001, the

Senate Committee on Education in cooperation with the DECS launched Project CARES.

Project CARES was designed to upgrade the use and application of ICT in public

elementary and secondary schools nationwide (Rimando, 2001). The projects primary

concern is school administration and is a response to the need for accurate and timely

data that administrators and teachers need to manage their classes. Rimando (2001)

quotes former DECS Undersecretary for Administration Kisangani R. Cruz as saying

that CARES will provide public schools and district offices with computer-based

management and operations support toolsand eventually make elementary and high

school principalsmore efficient and productive in their work.

In order to produce a great number of ICT professionals, the Senate and the House

of Representatives of the Philippine Legislature contemplated laws directing public and

private institutions to incorporate ICT into the curriculum at all levels of education.

Aumentado (1999) proposed tax incentives to encourage private companies and

individuals to donate computer equipment to schools or research institutions. Yet another

proposed law would have a 7% tax on all cellular phone calls to fund the computerization

of public schools and state universities and colleges (Suarez, 1999). Although the
 22

Philippine Congress adjourned before passing any of these bills into law, these bills

depict the legislatures determination to provide for ICT in education.

The executive arm of the Philippine government has also adopted extensive ICT

in education policies. DOST, DECS, the Commission on Higher Education (CHED), the

Technical Education and Skills Development Authority (TESDA), and the Department of

Trade and Industry (DTI), in 1998, drafted an interagency Educational Technology

Master Plan that would improve the accessibility and quality of education through the use

of ICT. Among the objectives of the plan were to promote the use of ICT in education; to

develop competence in the design, production, and use of ICT in education; to provide

the physical infrastructure and technical services needed for educational technology

programs; and to monitor and evaluate the outcomes of these programs.

One significant project by the executive branch of government was the PhP375

million modernization program of the DECS, initiated in 1996. Seventy-five percent of

the funds were used on hardware and software procurement (Rosas, 1998). The

remaining 25% was spent on staff training. Administrators, teachers, and support staff

had to undergo at least seven days of instruction in the development of computer-aided

instruction, and the use of productivity tools and administrative support software which

includes accounting software, library systems, and student information systems (Gloria,

1997).

The modernization program also included the establishment of a Center for

Education and Technology (CET) whose functions included the development and

production of local multimedia instructional materials, training of DECS personnel, and

showcasing of a school of the future, with state-of-the art multimedia hardware and
 23

software (Gloria, 1996). An additional PhP300 million was allocated in 1997 for a

nationwide program to computerize 97 state universities and colleges (SUCs) and 168

private schools. Finally, the 1999-2000 DECS Computerization Program had a budget of

PhP210 million to equip 325 schools with computers and train 4,000 teachers.

One of the success stories of the DECS modernization program was the Science

and Technology Education Center in Lapu-Lapu City in Region 7, Central Visayas.

District Superintendent Caridad C. Labe, Ph.D., described her current four-year ICT

curriculum in which students learn basic computer literacy, use of productivity tools,

troubleshooting of hardware and software, and multimedia authoring (Labe, 2000).

In recent years, DECS has partnered with other government agencies or the

private sector to improve public school facilities. DECS's Adopt-a-School Program,

initiated in 1998, enlists the help of private corporations in delivering educational goods

and services, among these computer laboratories and equipment, to underserved areas.

DECS, in partnership with the Department of Trade and Industry and the private

sector, has also embarked on the PCs for Public High Schools Project. The PhP600-

million project began as a private sector initiative, but then became a flagship project of

former Philippine President Joseph Ejercito Estrada. Its objective was to provide 1,000

public high schools nationwide with (Liban, 1998) computers each. The project also

provides for the ICT training of one master teacher per high school. The projects

implementation began in school year 2000-2001 and is scheduled for completion in

school year 2001-2002. DECS hopes that these efforts will enable high schools to

produce a critical mass of ICT-literate graduates.

 24

Finally, the private sector has established ICT in schools through a combination of

outright purchases, leases, and grants. Philippine Business for Social Progress (PBSP) is

one of many non-government organizations filling the need for ICT in education. From

May to November of 1994, PBSP convened the Consensus Group on Business and

Education. The group noted that, in terms of growth and development, the Philippines

lags behind its Asian neighbors. This is caused, in part, by the lack of science and

technology personnel, the educational systems incapacity to produce quality graduates,

and the lack of investment in science and technology activities.

The group, therefore, formulated a portfolio of project proposals to build schools

and training centers capacity to produce quality technicians, as well as masters and

doctoral graduates.

The Foundation for Information and communication technology Education and

Development (FIT-ED) is another non-government organization dedicated to the

application of ICT in education and training. Together with the Ateneo Center for

Education and Development (ACED) and Lucent Foundation, FIT-ED initiated an

educator training program for public school teachers and instructors from social welfare

institutions (FICTED, 1999). The program began in the second semester of school year

1999-2000 and was open to teachers from Muntinlupa City, Quezon City, and Makati

City, as well as social workers from the National Training School for Boys and the

Marilac Hills Institute for Girls. In the second semester of school year 2000-2001, FIT-

ED opened a second program at the Ateneo de Davao in Davao City, Mindanao. The

program was open to public school teachers from the division of Davao City. Funding for

both programs expires in 2001.

 25

The Ayala Foundation further manifested its commitment to ICT in education

through its Youth Tech program. The objective of the program is to provide junior and

senior students of public high schools with access to ICT and the necessary training to

use the technology (Derequito, 2000). In partnership with the Ayala group of companies

and DECSs PCs for Public High Schools project, the Ayala Foundation will provide

computer laboratories, Internet access, and teacher training to selected schools.

D. Local Studies

The adoption and gradual implementation of ICT in the Philippines has brought

about dramatic changes in the educational field, as in other developing nations, ICT has

made education more interactive and accessible as well as producing work-ready

graduates who are technologically-drivenmatching todays high demands for tech-

savvy professionals. The succeeding discussions presents in brief, several studies

conducted locally pertaining to the use of ICT in education.

A presentation by Labe (2000) of DECS cited some broad national statistics on

the pervasion of computer technology. The study revealed that 71% of private elementary

schools and 70% of private secondary schools have computers for administration and

teaching. On the other hand, only 7% of public elementary schools and 45% of public

secondary schools have ICT resources. Six percent of public elementary schools use their

computers solely for administrative purposes, while the remaining 1% uses theirs for both

administration and education.

Findings from the survey of Tinio, V.L. (2002), highlights a number of another

interacting issues that inform the complex process of technology integration in the public
 26

secondary education system in the Philippines. First is the issue of basic school

infrastructure. This includes stability of power supply, the scope of available

telecommunications service, and internet access, and the availability of space in the

school to accommodate the deployment of technology resources.

As revealed in the survey of public high schools nationwide, while electrical

power is widely available the frequency of power interruptions in some schools can cause

breakdowns in the ICT equipment and interruptions to instructional use (Rodrigo, M.M.T.

2001). The relatively limited scope of fixed wire telephone networks, on the other hand,

precludes the effective use of the internet in many schools, as the cost of wireless access

remains prohibitive.

Another focus of concern which findings from the survey indicate have

implications on the type and extent of ICT use in a school is that of the need for capacity

building among teachers, administrators and other school staff. In general, ICT-related

skill levels in the schools surveyed were less than ideal. Too few teachers have the know-

how to apply ICT in the teaching of specific subject areas. Although computer literacy

levels are somewhat higher, internet-related skills levels are relatively depressed as well.

Bringing technology into the school setting demands that teachers and

administrators acquire new skill sets, and this cannot be done overnight. The lack of

training opportunities decried by survey respondents focuses attention on the need to

develop a comprehensive and sustained in-service training program for teachers and

administrators. Moreover, pre-service training institutions must also incorporate into their

curricula the knowledge and skills that characterize the technology-enabled teacher.
 27

Finally, retooling the Philippine secondary school system through technology

(Task Force on PCs for Public High Schools, 2000) can only be accomplished at

enormous financial cost. As survey findings suggest, financing is, at this initial stage,

possibly the single biggest barrier to ICT use in the classroom. The task of upgrading the

skills of hundreds of thousands of teachers and school administrators in the Philippines

will be capital intensive Funds must also be available to defray the recurring costs of

maintenance, repairs and upgrades.

E. Synthesis

The numerous literatures cited make it apparent that ICT integration is

mediational and entails an evolving process, not a final product. To achieve successful

integration of technology requires an effort from three sides: teachers, students, and

school administrators. This critical review discusses the current situations, barriers to, and

solutions for ICT integration in the classroom. Further, the possible gaps in the existing

literature are shown above in order to provide lucid directions for future research into

ICT use.

Developing countries such as the Philippines are committed to infusing schools

with ICT. There is great faith that these technologies will improve teaching and learning,

and consequently afford these countries a greater stake in today's knowledge society.

Consequently, the Philippine government and the private sector have initiated programs

to provide schools with computer hardware and software, Internet connectivity, and

teacher training. However, considerable gaps still exist in ICT program implementations.

There is a lack of data on schools use of ICT.

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The study of Palak and Walls (2009) and the present study is similar as because

both deals with the use of computer technology in schools. However, they differ in the

scope of research as the present study encompassed the adequacy of instructional

materials used, the problems encountered by teachers and the extent on how computer

technology is used in instruction, on the other hand, the study of Palak and Walls (2009)

focused on teachers beliefs, practices and attitudes of teachers towards the integration of

technology in schools.

The study made by Sang et al. (2010) dealt with the teachers constructivists

teaching beliefs, attitudes and teaching and computer self-efficacy on ICT use and their

findings implicated that teachers attitudes is a strong predictor on ICT use, on the other

hand the present study is comprised of the adequacy of instructional materials used, the

problems encountered by teachers and the extent on how computer technology is used in

instruction.

The present study is similar with the quantitative study of Teo et al. (2008) as both

deals with examining the relationship between teachers perception on technology use

and several variables. However, differences lies on the variables involved in the present

study with that of the variables used in the study conducted by Teo et al. (2009).

The study of Abbott and Faris (2000) which examined teachers attitudes toward

the use of computers before and after a semester-long technology literacy course is

different with the present study because the present study sought to find out the adequacy

of instructional materials used, the problems encountered by teachers and the extent on

how computer technology is used in instruction.

 29

The present study is similar with the quantitative study of Teo et al. (2008) as both

deals with examining the relationship between teachers perception on technology use

and several variables. However, differences lies on the variables involved in the present

study with that of the variables used in the study conducted by Teo et al. (2009).

The study of Vannatta and Beyerbach (2000), which determines if differences

exist between and among pre-service and in-service teachers after participation in a

preparation course in technology applications and instructional methods is different with

the present study because the present study does not involve the participation of

respondents in a preparation course relative to technology applications, instead the

present study sought to find out the adequacy of instructional materials used by teachers,

the problems they encountered and the extent of computer technology use in instruction.

Chapter 3
RESEARCH METHODOLOGY

This chapter presents the methods of research to be used in the study, the settings

in which the study will be conducted, identifying the participants of the study, the

instruments for data collection and data collection and analysis procedures.

Method of Research Used

 30

The study attempts to assess the status on the use of computer technology for

instruction of public and private secondary schools teachers. The descriptive method of

research shall be utilized. This method of research according to Jack K. Fraenkel and

Norman E. Wallen (1993) describes an existing relationship between variables and the

degree to which two or more quantitative variables are related and it does so by the use of

a correlation coefficient, similarly, Consuelo G. Sevilla, et.al. (1990) also states that this

design helps one determine the extent to which the different variables are related to each

other and the population of interest.

Locale of the Study

This study shall be conducted among the five existing secondary schools in the

municipality of Alcala, first, the Afusing National High School a public general high

school situated in the west part across the Cagayan River and is about 15 kilometers from

the place of work of the researcher. Second, the Alcala Rural School, where the

researcher currently works, is a Technical-Vocational (Agricultural) school which is

comprised of 3 departments, namely: the Related Subjects Department, the Vocational

Department, and the Administrative Department, where the latter is not included in this

study for reasons that their human resources focused only on facilitative and

administrative works while the other two departments concentrate on instructions. Third,

the Baybayog High School, a newly-turned general high school from being former annex

of Alcala Rural School and is about 10 kilometers from the place of work of the

researcher. Fourth, the Lyceum of Alcala, Inc., a private sectarian secondary school, and

Fift, the Saint Philomene of Alcala, Inc., a private-owned secondary school, both

operating in the heart of the municipality and are more than 4 kilometers from the

researchers work station.

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LEGEND:
Color Represents the Site of Respondents per School
- Afusing National High School
- Alcala Rural School
- Baybayog High School

- Lyceum of Alcala, Inc.

- Saint Philomene of Alcala, Inc.

Respondents of the Study

The respondents of the study are teachers of the five (5) secondary schools in

Alcala, three of which are public schools and the other two are private schools.
Table 1 shows the distribution of respondents of the study using total
enumeration.

Table 1
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Distribution of Teacher-Respondents by School

Schools Number of Teacher
Afusing National High School 25
Alcala Rural School 17
Baybayog High School 23
Lyceum of Alcala, Inc. 17
St. Philomene of Alcala, Inc. 21
Total Number of Respondents 103

Research Instrument
In the process of gathering data from the respondents, a questionnaire shall be

used as tool in the survey. The survey questionnaire shall contain demographic questions

concerning each faculty members age, gender, length of teaching experience, educational

attainment, subject area of assignment and seminars/trainings attended. The instrument

will also survey each respondents experience with computers as to adequacy of

instructional materials, problems encountered by teachers related to computer technology

use and the extent of use of computer technology for instruction.

Data Gathering Procedures

The researcher, by the second week of January, 2014 will write a request letter

addressed to the Schools Division Superintendent, asking permission therein to conduct

survey among the secondary school teachers in the different high schools in the

municipality of Alcala. Upon approval by the Superintendent, Principals/school directors

of the five secondary schools shall be sent with letter of request informing them of the

study prior to the floating of survey tools.

The researcher shall reproduce the needed enough number of survey

questionnaires; and in a given time, the researcher shall conduct the survey through the

assistance of the principal/director.

 33

A request letter shall also be prepared and stipulated in the questionnaire

addressed to the respondent-teachers for their participation in providing needed data for

the study.
The researcher will personally float the questionnaire to the respondents to ensure

a 100% retrieval and to readily assist the respondents in whatever query they may ask

towards the study.

The questionnaire, upon retrieval from the respondent-teachers will immediately

be subjected for consolidation and analysis ready for interpretation.

Statistical Treatment of Data

In order to arrive at accurate and conclusive findings, the following statistical toos

will be utilized to treat and interpret the data that will be gathered based from the research

instruments of the present study.

1. Frequency and Percentage distribution. These tools will be used to interpret the

data pertaining to the profile of the respondents involved in the present study.
2. Weighted Mean. This tool will be utilized to analyzed data relative to the

problems encountered by the respondents and the

3. Chi square shall be used to determine if a relationship exists between and among

the variables indicated in the statement of the problem.