Gregoria P. Bado gpbado_25@yahoo.com/gpbado.67@gmail.

com Mobile: 09082012582 University of Makati Makati, Philippines

Background of the study

Education is one of the basic requirements on which nations are built. It is an investment that takes its time to pay dividends but, according to economists, education generates the highest returns when compared to others resources. It is perceived as a driving force behind national development and the integral part of the countrys efforts to produce knowledge-based societies. Information and communication technologies (ICTs) have created unique learning opportunities and become powerful tools for education and development (Cubance, 2001). Information and communication technologies are major factors in shaping the new global economy and producing rapid changes in society. Within the past decades, the new ICT tools have fundamentally changed the way people communicate and do business. They have produced significantly transformation in industry, agriculture, medicine, business, engineering and other fields. They also have the potential to transform the nature of education-where and how learning takes place the roles of students and teachers in the learning process (UNESCO, 2003). Driving Force in national development

Background of the study

Information and communication technologies are major factors in shaping the new global economy and producing rapid changes in society. Within the past decades, the new ICT tools have fundamentally changed the way people communicate and do business. They have produced significantly transformation in industry, agriculture, medicine, business, engineering and other fields. They also have the potential to transform the nature of education-where and how learning takes place the roles of students and teachers in the learning process (UNESCO, 2003).

Background of the study

Improved secondary education is fundamental to the creation of effective human capital in any country. Policymakers should understand that if citizens are to meet the challenges of the 21st century, they must be able to communicate, access information, and learn to use emerging technologies. Therefore, the ability to utilize the power of Information Communication Technology must be an integral part of teaching and learning. If future citizens are to maximize the power of ICT, teachers in the curriculum and the school are critical elements because it is the schools responsibilities to teach students the essentials of the accepted content knowledge, essential skills to utilize ICT and the attitude and abilities to become life-long learners. Teachers, as well as other educators, must have the knowledge and skills needed to integrate ICT effectively into the learning environments to meet the challenges of the 21st century.

Research Paradigm

Link

Statement of the Problem

This study aims to develop and validate ICT-Enabled English Lessons as applied among third year students under the Basic Education Curriculum (BEC) of Iligan City East High SchoolSta. Filomena, Iligan City during the school year 2008-2009.

Statement of the Problem

Specifically, this study seeks to answer the following questions: 1.What are the ICT learning competencies infused into the English lessons? 2.What is the content validity of the developed ICT-Enabled English lessons

Statement of the Problem

Specifically, this study seeks to answer the following questions:
3.What is the English pretest and posttest performance of the students in the English Achievement Examinations? 4. Is there a significant mean gain from the pre-test to the post test performance of the students using ICTEnabled English lessons? 5. What are the problems encountered in the implementation of the ICT-Enabled English lessons?

Statistical treatment presented by problem

1.What are the ICT learning competencies infused into the English lessons?

Interpretation and Analysis

Table 1 illustrates the ICT learning competencies infused into the English lessons. Level 1 ICT learning competencies were infused in the first few activities in the English lessons. This leads the students to become acquainted with the manipulation of ICT in the process of learning it at the same time a full understanding and immersion to the English content. As the English lessons progress in every grading period, the level of ICT learning competencies also increases in order learning skills. This entails that the ICT-Enabled English lessons were aimed at providing critical thinking, problem solvers, good communicators, good collaborators.

Statistical treatment presented by problem

3.What is the English pretest and posttest performance of the students in the English Achievement Examinations? 4. Is there a significant mean gain from the pre-test to the post test performance of the students using ICTEnabled English lessons? 5. What are the problems encountered in the implementation of the ICT-Enabled English lessons?

ICT-Enable English Lessons

Activity 1: Online Treasure Hunt ENGLISH, The Global Language Designed by GREGORIA P. BADO Iligan City East High School-Sta. Filomena Sta. Filomena, Iligan City Gpbado_25@yahoo.com/gpbado.67@gmail.com Mobile: 09082012582

LEARNING OBJECTIVES

ENGLISH 1.Scan to locate explicit and implicit information. 2.Get information from the internet. 3.Write an informative essay. INFORMATION COMMUNICATION TECHNOLOGY 1. Use information technology to assist learning

INTRODUCTION
Language is mankinds most important tool. It is a necessity to be able to communicate ideas, desires, experiences and emotions to other people. Without language, most human activities will stop. There will be no literature, no science or history. Man uses language as his foundation to find place in the sun. English has emerged as the most popular language in the world today. It has replaced German as the language of science. It has replaced French as the language most taught in the worlds schools. It is no doubt the language of the computers and communication business. Do you feel the need to learn the English language? Why? Why not? With this, students are tasked to act different roles to play such as a doctor, a Math teacher, an OFW, a missionary, a politician, a scientist and write an informative essay and present it during the symposium on the use of English

BIG QUESTION

WEB RESOURCES

www.eagleforum.org/topics/English/index.sht ml www.articlesbase.com/education-articles/theimport www.cele.nottingham.ac.uk/ www.usingenglish.com/articles/importanceenglishwww.usingenglish.com/teachers/articl es/importance-..-l

EVALUATION Students will design their own groups rubric. Teacher guides them on how to go about it. BIBLIOGRAPHY 1. www.eagleforum.org/topics/English/index.shtml 2. www.articlesbase.com/education-articles/the-import 3. www.cele.nottingham.ac.uk/ 4. www.usingenglish.com/articles/importance- .. 5.englishwww.usingenglish.com/teachers/articles/im portance-..-l

English Topic S-V Agreement ,modals, tenses

English Competencies * Apply grammar rules in constructing sentences. * Develop problem solving, decisionmaking, creativity and reflective thinking skills among students/youth at an early age. * Make students use the second learned language as medium of effective communication locally and internationally.

ICT Competencies Level 1. Student will develop knowledge, ability, responsibility in the use of information technology Use information technology to assit learning. Use technology as an educational tool. Create learning bridges with partner schools/organizations locally and internationally. Level 2 . Acquire, organize, analyze, evaluate, and present information using appropriate information technology. Use publisher 2008 to create a newsletter Use LCD in presenting groups newsletter.

Listening for specific information Stress, intonation Information from Newspaper Sentence structure Unity and coherence

Listen for specific information from newspaper or explanations of particular events (PSSLC, English 1-30) Use correct pronunciation, stress, and intonation. Use varied sentence structures to enhance unity and coherence. Create a newsletter applying unity and coherence in paragraph writing that would promote ones city.

Word Analysis Writing sentences

Express emotional reaction to what has been read. Write down reaction using blogs

Use information technology to facilitate an aesthetic expression, decision-making and critical thinking. Use telecommunications individually and collaboratively in critiquing projects that have been created in the net.

Informative essay

Scan to locate explicit and implicit information. Get information from the internet. Write an informative essay.`

Level 3. Use information technology to expand their range and effectiveness of communication. Use information technology to assist learning.

Contextual clues Literary

Arrive at the meaning of words through contest clues. Demonstrate analytical thinking and literacy skills essential to the understanding and appreciation of literature. Exhibit understanding and express appreciation for the form and function of a short story found in Philippine literature.
Use information technology to facilitate aesthetic expression, decision-making and critical thinking.

Parts of Speech Listening to music Elements of story

Listening to and appreciation to melody and rhythm

Create a powerpoint presentation on the elements of a story found in the movie. Correspond with friends around the world via email on their culture on marriage, family and home.

Information from varied sources

Use telecommunications individually and collaboratively to extend the resources available for problem-solving.

Use telecommunications collaboratively to extend resources available for problem solving. Recognize the value of privacy and intellectual property rights as they apply to information technology.

Writing dialogues Active-Passive voice

Write a dialogue placing phrases and clauses correctly in sentences.

Create a dialogue using phrases and clauses using the Marvin.

Table 1 illustrates the learning competencies infused into the English lessons.

Table 2. The Mean Content Validity Rating of the ICT-Enabled English Lessons as Rated by the Validation Committee
Activity No. ICT-Enabled Secondary English Lessons `English, The Language Global ICT Methodology Validity Rating 2.65 Description

Online Treasure HuntTellecollab orative Project Project Based Webquest Project Based Using Blogs Telecollaborative Project

Very Important

2 3 4

Maayong Iligan Megacities Climate Change

Very Important 2.86 2.86 2.65 Very Important Very Important

Treasuring Family Traditions

5

Project Based

2.89

Very Important

Fiddler on the Roof: Problem based Meeting Global Webquest Friends Heal the World Project-based Webquest

2.81

Very Important Very Important

2.81

Saving Mandulog River

Tellecollaborativ e Project

2.78

Very Important
Very Important Very Important Very Important

YouthLove.Marriag e Letter in 2050

Project based Using 2.79 Marvin Project-Based Using Power Director 2.79

10

Total Mean Rating

2.78

Rating Scale:

1.00 - 1.66 Not Important 1.67 2.33 Important 2. 34 3.00 Very Important

As illustrated in table 2, the mean content validity rating of ICT-Enabled English lessons fall within the range of 2.34-3.00 with the descriptive equivalent of Very Important. Consequently, the overall mean validity rating of 2.78. This indicates that the developed ICT-Enabled English lessons were very important for the inclusion of the final drafting of ICT-Enabled English lessons to be implemented to the respondents. Activity No. 4 obtained the minimum mean content validity rating of 2.65 while Activity No. 5 was the maximum of 2.89. This implies that all the proposed ICT-Enabled English lessons were subjected to testing to determine their effectiveness to the 250 identified respondents.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

1. There were five levels of ICT learning competencies embedded in the ICT-Enabled English lessons. These specific ICT skills were utilized to increase teachinglearning productivity that prepares Filipinos to be globally competitive and to sustain the national goals towards the quality education in the 21st century. As to content validation, the overall rating obtained was 2.78 with the minimum value of 2.65 and a maximum value of 2.89. this implies that the 10 ICT enabled activities were found equally important by the consensus of the validation committee. Comparing the respondents score mean difference between the pre-test and post-test using the t-test paired observation, the analysis shows that there was a s ignificant mean difference at 0.05 level of significance.

Various problems were encountered in the implementation of the ICT-Enabled English Lessons. Among them were: the time allocated for the ICT-enabled activities were not enough to complete the task thoroughly; both teachers and students had difficulty in the project management. Students need close supervision especially during field work, Students had so many other projects to be submitted in other subject areas; and students had limited access to ICT resources. Based on the problems encountered during the implementation of the instructions materials, the following were the important parts in the final revision of the ICT-Enabled English Lessons. The ICT-Enabled English lessons were redesigned to ensure collaborative effort

CONCLUSIONS
Based on the analysis of findings, the ICTEnabled English lessons were effective materials in teaching the English skills as revealed in the post test scores. Moreover, the ICT learning skills which are infused including the different ICT methodologies, really work in facilitating learning transfer. Therefore, the said instructional materials can be utilized in facilitating English learning in the next school years to come.

Recommendations
1. The revised ICT-Enabled English lessons must be implemented at the division level next school year. A formative assessment must be conducted right after the implementation. 2. The pre-test and post test must be modified that would include ICT questions. 3. Some parameters such as teachers ICT capabilities, student ICT foundation that might influence teachinglearning processes must be considered to further improve the effectiveness of the developed materials. 4. A Mentoring Program is proposed to fully implement such developed materials.

5. Suggested Titles for further Studies:

a. Teaching Portfolio in English b. Development and Validation of ICTEnabled English, Math and Science: A Thematic Approach c. ICT Infused Creative Writing Lessons

BIBLIOGRAPHY
Books
Ainley, J., Banks, D. & Flemming, M. (2002). Information Communication Technologies in Classrooms. Perspectives from an International Studsy in Providing World-Class School Education: What does the research tell us? ACER Research Conference. Anderson, J. 2003. Integrating ICT and Other Technologies in Teacher Education: Trends, Issues and Guiding Principles (Witrh a Focus on the Asia-Pacific Region). Presentation to Experts Meeting on Teachers/Facilitators Training in Technology-Pedagogy Integration, Bangkok, Thailand: June 18-20. Bates, T. 2000. Teaching, Learning, and the Impact of Multimedia Teachnologies. EDUCAUSE, September/October, Bridges, W. 1991. Managing Transitions: Making the Most of Change Reading, MA. Addeson-Wesley Publications.

Journals and Magazines

Acuna, J., et al, (2004) Academic Performance of the Filipino Youth. The Philippine Journal of Education, /Vol. LXXXIII, Number 2, Dec. 2004, 296-297. Al-Maini, Yousef H. (2009). Integrating Information Technology in Learning and Teaching EFL in Saudi Arabia. ESL Magazine,. March/April 2009. 28-29. Ambat, Condrado A. (2007). Going Global with the English Language, The Modern Teacher. August 2007, 92-93. Bernardo, Allan B. (2006). English, Science and Mathematics in Basic Education: A Perspective from Higher Education. Philippine Journal of Education. September 2006. 149-150. Bodger, Ted. (2003). Methodology in the New Millenium. English Teacher Forum, October 2003., 2.