holy angel university

Keywords: “ICT” Information Communication Technology, Assessment, Instruction

ASSSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY... 1

HOLY ANGEL UNIVERSITY

Abstract

This research is an initial assessment on the status of the use of Information Communication

Technology in instruction of the fifteen elementary schools in the East District of Angeles

City. It employed descriptive-quantitative method of research over 278 participants that were

randomly selected. A validated self-made survey questionnaire using a five point Likert scale

was used to gather data. Computed mean of data was made through SPPS version 17.

Findings of the study showed that: participants strongly agreed with the DepEd ICT vision;

16identified ICT resources were assessed “sometimes available” and were “sometimes

utilized”. However, a “favorable” description rating was given on integration of ICT in

instruction in terms of four factors. Indicators on the value of ICT and on imbibed ICT values

received an “often” response. Lastly, a “moderately-serious problem” described the

responses on the ICT problems. Based from the findings, a school-based ICT program is

conceived.



Assessment of Information Communication Technology in Instruction Towards the

Creation of School-Based ICT Program

Information Communication Technology or ICT has positively and creatively

transformed the quality of education and services being offered to pupils and to school

communities all around the globe. Information Communication technologies or ICT as

defined by Yunus, Nordin, Salehi, Embi & Salehi(2013)“covers a wide range of

technologies”. ICT refers to “technological tools and resources which are used to

communicate, create, disseminate and manage information”. These technologies include

radio, television, computers, internet, social networks and etc. Meanwhile, Salehi (2011)

mentioned that “in the last decade, there has been a growing interest in using computers and

the internet to improve the effectiveness of learning in all levels and in both educational and

non-educational settings”. The integration of new ICT tools such as laptop, interactive

whiteboard, LCD projector, internet and social networks in education is still in its infancy in

comparison with the use of older technologies such as radio and television.

“Two decades after the first mainstream rollout of computers in schools, educators

have learned many significant lessons about Information Communication Technology or ICT

in Education and their potential transforming impact on national education systems. Yet,

countries around the world face urgent challenges in this respect due to the rapid

development of technologies, the required financial resources and the need to have a clear

vision of the role of teachers have to play in harnessing the power of ICT in the classroom

and beyond (UNESCO and Microsoft , 2011)”.



According to Karlins and Tang (2011) “one key lesson in using ICT is to

acknowledge the many facets that Information Communication Technology in Education

policies have to tackle such as teacher competencies, learning materials, ICT equipment,

student and teacher motivation, as well as linkages to other areas of national policy and

socio-economic development”. They believed that adopting a cross-sectoral approach

through an ICT in Education Master Plan can help countries to successfully address all

relevant dimensions.

Etcuban (2013) stated that “the lack of teacher training is one of the greatest

roadblocks in integrating technology in a school’s curriculum.”ICT integration could equip

teachers with sufficient knowledge to grow professionally. The current educational systems

have done everything to improve their job”. He added that “empowering teachers to

appropriately and effectively use computer related technology in the classroom should be

addressed accordingly especially in government-operated colleges and universities where

budget is always an issue”. The absence and/or insufficient supplies of ICT tools in the

curricular programs offerings should be taken into consideration so that the graduates

produced by the academe will meet the standards of the industry.

Meanwhile, in the study conducted to 6 Asian Countries on ICT Integration into

Education by United Nations Educational Scientific and Cultural Organizations or

UNESCO(2004) revealed that “Philippines belongs to moderate-level integration where

National ICT policies and master plans have been formulated and various ICT integration

strategies are being applied and tested”. To address this issue, our government is doing its

best to strengthen the ICT integration through DepEd Computerization Program (DCP) per

D.O. No. 78 s. 2010 RE Guidelines in the Implementation of DCP and DepEd Internet



Computerization Program (DICP) per D.O. No. 174 s. 2009 RE Program Planning Activity

for 2009 Targets of DCP and DICP. The projects were communicated to schools through

provisions of computer packages and internet connectivity.

Furthermore, the guidelines of DepEd (2009) on the effective implementation of

elementary curriculum in the Philippines clearly stated that “the use of Information

Communication Technology in instruction will empower learners in a rapid changing world”.

This directive of the department mandated all the public elementary schools in the country to

use learning equipment and materials which includes computer programs that are

educational, interactive and experiential. Moreover, the vision of DepEd ICT Programs and

Project is that “21st Century Education for all Filipinos, anytime and anywhere, an ICT-

enabled education system that transforms students into dynamic life-long learners and

values-centered, productive and responsible citizens”, evidently promotes its’ significance

and value.

Additionally, Soriano (2009) identified the Five Year plan in the DepEd

Computerization Program which are: “completely integrate ICT into the curriculum;

intensify competency based professional development programs; establish necessary ICT

infrastructure and applications; develop processes and systems that ensure efficient, and

transparent and effective ICT governance and management”.

In Angeles City Pampanga, the schools have their own initiatives in integrating ICT

in instruction. This is evident in their SIP or School Improvement Plan and in AIP or Annual

Improvement Plan. Also, the Department of Education has proposed or drafted ICT programs

like ICT4E Strategic Plan or Information Communication Technology for Education Plan

and DCP or Department Computerization Program. The DCP was made to deploy computer



packages to some public schools in our country while the ICT4E was not yet actualized and it

was just a plan or initiative of the late Mr. Paul Soriano, Former Director III of the National

Technical Service. The Division of Angeles City however, has no concrete ICT program yet

and it just follows the plan of Mr. Soriano. This has been attested by the Division ICT

coordinator of Angeles City.

In the light of the ideas presented above, the current researcher was motivated to

conduct his study because as an elementary teacher in public school for 3 years now, he

believes that teachers should integrate Information Communication Technology in their

teaching so the delivery of the lessons could be interactive and engaging to the pupils and to

meet the demands of the 21st century learners. The use of technology could maximize

teaching and learning process. Thus, quality education can be offered to pupils through the

use of ICT and through conscientious effort and competence of teachers, administrators and

other stakeholders. Furthermore, using ICT in teaching could enhance teachers’ teaching

competencies and skills, making them good stewards of technology and globally competent

users of it. But as a common problem in a public school, some lack the knowledge and skills

in using the technology, consequently, resorting to a more traditional way of teaching. One

pressing reason why they lack the knowledge and skills in using the technology is the lack of

trainings and seminars. Another is that, most schools cannot afford to purchase ICT resources

due to financial constraints. Finally, the teachers’ attitude plays an important role in the

success on the implementation of an ICT program.



The aforementioned statements hinder the potential positive effects of ICT in the

teaching- learning process, thus affecting the effectiveness and efficiency of instruction and

in general, the quality of education that pupils received. It is on these reasons why the

researcher conducted a study on the “Assessment of Information Communication

Technology in Instruction towards the Creation of School-Based ICT Program” to help

administrators and teachers in its successful integration in the educational system through a

research-based and concrete school-based ICT program.

To develop further the theoretical framework of this research undertaking, the

following literature were properly investigated and reviewed. May these shed more light and

in-depth understanding about the present study.

Marzano & Haystead (2009) discussed that “an interactive whiteboard” or IWB is a

large display that connects to a computer and a projector. The projector projects the

computer's desktop onto the board's surface, where users control the computer with a pen,

finger, or other device. The board is typically mounted to a wall or floor stand. It has various

features such as student response systems that enable interactivity. Although many teachers

have enthusiastically adopted interactive whiteboards, little research is available on their

effect on student achievement. However, in his study that involved 85 teachers and 170

classrooms, the teachers used interactive whiteboards to teach a set of lessons, which they

then taught to a different group of students without using the technology. The study

concluded out that the IWB has significantly increased the student achievement in all areas of

learning.



Raman and Mohamed (2013) study concentrated on the impact of ICT in teaching

English language among secondary school English teachers. They said that “the advancement

of technology has impacted teachers to boost teaching and learning of English language in

secondary schools”. Their study showed that most of the respondents believed that the

integration of ICT could enhance the quality of teaching and make learning very effective.

According to the study of Ghwanmeh and Sameh (2012) “recent developments in ICT

have given an increasing interest in ICT based blended-learning pedagogy to expand access

to learning and foster lifelong learning among citizens through the use of ICT. Their mission

was to establish an e-environment that permits ICT within the education system. Moreover,

the automation of both educational and administrative actions and services performed at all

functional levels of Ministry of Education should be taken into account to maximize

performance, advance the planning and decision making process, promote education quality,

embedding ICT-based, blended-learning pedagogy properly using technology to transform

education into a student-centric system”.

The study of Giavrimis, Giossi, & Papastamatis (2011) divulged that “one of the

main reasons for primary school teachers' participation in ICT programs is their interest in

using ICT, in both classroom teaching and in their day-to-day experiences”. They considered

lifelong education “as necessary to the practice of teaching and useful in settling educational

inequalities”.

Bhaumik (2012) research paper reviewed the use of information and communication

technologies (ICT) in the classroom teaching of management. Based from his study “the role

of technology is an enabler and not a driver of the teaching/learning process”. He explained

that ‘ICT makes it possible to initiate and develop new pedagogical tools in the classroom’.



More so, teaching of management requires the development of a broad range of technical,

human and conceptual skills and therefore the use of ICT in the classroom teaching of

management is quite extensive.

According to Yuen, Law &Wong (2003), “Hong Kong Special Administrative

Region government launched a five-year ICT strategy in schools in late 1998”.Their paper

reported the findings of the analysis on models of change in 18 schools striving to integrate

the use of ICT in teaching and learning across the school curriculum. Their study revealed

that “the strategy adopted by a school in instituting such change and the resulting variation of

pedagogical practices using ICT is strongly dependent on the school leaders' vision and

understanding of the role and impact of ICT in the curriculum, their goals and objectives for

ICT integration, as well as the history, culture and background of the school and its general

vision and mission”.

Meanwhile, Nair, Rahim, Setia, Adam & Husin (2012) pronounced that “the waves of

globalization and the advent of ICT have given enormous effects in the teaching of English

in Malaysia.ICT resources has been integrated in English classes since it has been proven to

help the students in their learning process”. They explained that their study sought to find out

whether the teachers are ready for this innovation. Their study checked on the teachers'

attitude towards the use of ICT in English language teaching and the extent to which teachers

use the available ICT equipment. Ultimately, their study revealed that “most of the teachers

used ICT to improve their teaching and all have positive attitude in utilizing different

technology resources”.



Karami, M, Karami, Z, and Attaran (2013) research was aimed to study the effects of

integrating problem-based learning with Information Communications Technology (ICT) on

developing content knowledge and teaching skill of trainee teachers. They explained “that

professional teachers can guarantee the progress and the promotion of society because

fostering the development of next generation is up to them and it depends on their

professional knowledge which has two kinds of sources; content knowledge and teaching

skill”.

Fisser (2001) described in her study that “the environmental pressures, technology

developments, institutional conditions, educational developments, cost reduction/cost-

effectiveness and support facilities are some of the factors that school leaders must addressed

in the implementation and integration of ICT in education”.

According to Rastogi & Malhotra (2013)“the system in INDIA is facing major

challenges as a consequence of the revolution of ICTs. In meeting the challenges of

knowledge society, teachers must have adequate competence in ICT skills so that they can

fruitfully integrate technology in their pedagogical practices. In developing countries like

India, policy-makers have adopted ICT in their education to accelerate their nations'

development efforts. In doing the adoption, teachers' competence in ICT skills has often been

ignored and the mismatch between the culture of techno-centric mindedness and the teachers'

pedagogic culture often results in the alienation of the teachers from the use of technology”.

That is the reason why their paper ventured on examining teachers' level of competence in

ICT skills, their experiences with ICT and how they use ICT in their current educational

practices. Presumably, there may be a chance that due to the presence of different types and



levels of ICT skills possessed by teachers or due to their various pedagogical practices, the

actual integration of ICT in pedagogy might get hindered.

Awan (2012) investigated in his research the level of ICT uptake among teachers and

the quality of ICT use in classrooms can be promoted by challenging teachers’ attitudes

towards technology adoption. The issue of teachers’ technology confidence and ICT lesson

planning skills were tackled by providing training sessions that focused on encouraging them

to use educational multimedia game resources for teaching and learning purposes. The results

of his study disclosed “a positive shift in teachers’ attitudes towards the received ICT training

and positive attitudes towards the use of ICT in teaching. To encourage greater ICT use by

teachers it was suggested that educational game playing workshops that were aligned to

curriculum outcomes can be considered as a form of sustainable in-service training”.

Meanwhile, Tondeur, Van Braak, and Valcke (2006) indicated in the abstract of their

study that “in many countries, Information and Communication Technology (ICT) has a clear

impact on the development of educational curricula”. In Flanders particularly, the education

government has identified and defined a framework of ICT competencies for expected

outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the

end of primary school. However, it has never been examined whether teachers are using ICT

in accordance with the competencies proposed by the Flemish government. In order to

answer this question, a survey was conducted among 570 respondents in a stratified sample

of 53 primary schools. The results of their study unveiled that “teachers mainly focus on the

development of technical ICT skills, whereas the ICT curriculum centers on the integrated

use of ICT within the learning and teaching process”. This clearly tells that “the existence of

a gap between the proposed and the implemented curriculum for ICT”. Their paper



concluded with the potential value of a school-based ICT curriculum that ‘translates’ the

national ICT-related curriculum into an ICT plan as part of the overall school policy.

Tondeur, Van Keer, Van Braak, and Valcke (2008) mentioned that “despite the

assumption that the integration of ICT influences the entire school system, research focusing

on ICT in schools is generally limited to the study of variables at class level. In contrast to

what they said, the research they have conducted explored ICT integration from a school

improvement approach. More particularly, it examined the local school policy with respect to

ICT integration from both the principal’s perspective and perceptions of teachers.

Furthermore, they studied the relationship between school policies and the actual use of ICT

in the classroom. To answer the research questions, a representative sample of 53 primary

school principals was interviewed. In addition, the survey data of 574 of teachers from the

same 53 schools were supplemented by interview. What emerged from the analyses of their

study was that school-related policies, such as an ICT plan, ICT support and ICT training

have a significant effect on class use of ICT. More so, the findings from the interviews

indicated that school policies are often underdeveloped and underutilized”.

Moreover, Snoeyink and Ertmer (2002) found out in their study that “teachers did not

see the value and uses of technology integration until they had developed basic skills and

knowledge such as logging onto the network and basic word processing”. Teachers also need

to have the necessary technology-supported pedagogy knowledge & skills in order to

integrate technology for instructional purposes.

Additionally, the paper of Linden (2009) presented the evaluation of the program

Computers for Education. The program was aimed to integrate computers, donated by the

private sector, into the teaching of language in public schools. The author conducted a two-



year randomized evaluation of the program using a sample of 97 schools and 5,201 children.

Overall, the program seem to have had little effect on students ‘test scores and other

outcomes. These results were consistent across grade levels, subjects, and gender.

Accordingly, the main reason for these results seems to be “the failure to incorporate the

computers into the educational process”. Although the program increased the

number of computers in the treatment schools and provided training to the teachers on how

to use the computers in their classrooms, surveys of both teachers and students suggest that

teachers did not incorporate the computers into their curriculum.

In relevance with the aforementioned studies, Twining (2001) argued that “despite

massive levels of investment in ICT in education there is little evidence of this having had

any significant impact on educational practice to date”. It argued that “one approach to

enhancing the impact of investments in ICT in education is to base them on clearly

articulated development plans. Such plans, it is argued, need to link explicit visions about the

use of ICT in learning with implementation plans. In order to support the process of

developing such plans the paper discusses three questions based on the Computer Practice

Framework (CPF). The CPF has been developed over the last five years to support thinking

about the educational practice surrounding computer use. In the discussion of the three

dimensions of the CPF a range of models of organization of computer resources are explored.

Issues relating to the management of educational change were emphasized and linked to

practical constraints that impact on the implementation plan”.



Meanwhile, Nordin, Embi & Yunus (2010) communicated in the implication of their

study that

…“when a teacher wants to use ICT, she needs to be good at it. She needs to be

competent if not, her lesson will not run smoothly. If teachers therefore, cannot use ICT

competently, it's better for them not to use it. Otherwise, students might not be interested in

the way the lesson is taught”.

The study of Gichoya (n.d.) investigated the agricultural extension officers’

perception of readiness and barriers towards implementation of ICT program. Data were

gathered from 312 extension officers affiliated with public organizations of the Ministry of

Agriculture in four regencies of Indonesia. The findings opened that “age and culture really

affect the success of ICT implementation”.

Christensen and Knezek (2000) study revealed that “the task of getting teacher’s

positive attitude in the integration of technology in the classroom should start with an

assessment of teachers’ need”.

Also, the paper of Kellewyn and Pegler (2010) explored the impact of generational

attitudes on teachers’ ICT use. Findings from the preliminary research suggested that “when

applications have a use or purpose that extends beyond the classroom and into their social or

personal sphere, younger teachers demonstrate noticeable confidence and a higher potential

for technology integration in contrast to their older colleagues”.

“Professional teachers can guarantee the progress and the promotion of society

because fostering the development of next generation is up to them and depends on their

professional knowledge which has two kinds of sources; content knowledge and teaching

skill. The aim of their research was studying the effect of integrating problem-based learning



with Information and Communication Technology (ICT) on developing content knowledge

and teaching skill of trainee teachers” (Karami, M.; Karami, Z.; Attaran, 2013).

Meanwhile, Kyakulumbye and Isaac (2013) cited in their study the following

recommendations to remedy some problems or barriers related with the use of ICT and these

are:

“… (a) government should formulate, disseminate and enforce policies to schools to

integrate ICT in the curriculum of schools; (b) address strategies to change users' negative

perception of teachers towards ICT integration and offer support to school management to

enhance their management practices in order to manage the ICT integration process into the

curriculum; and (c) more e-learning software and hardware should be made available to the

various schools. Additionally, government should further attract more investors in ICT

software and hardware to have ICT further implemented in the schools for effecting e-

learning”.

Moreover, Sharaideh and Salem (2011) summed up the importance of computer in

teaching and learning in their study as

“…(1) enriching the learning environment, (2) enhancing the learning process, (3)

making education more widely available, and (4) producing cost effective solutions for the

dissemination of knowledge”.

Meanwhile, Henesy, et.al. (2010) synthesized the rationales or functions of ICT in

education in their study. These are the following:

“…(a) in order to learn IT skills; (b) as a tool to achieve traditional teaching and

learning goals across the curriculum; (c) in order to extend and enrich learning across the

curriculum ; (d) in order to motivate learners; (e) as a catalyst for educational change; (f)

because of the impact of ICT on the nature of knowledge; (g) in order to fundamentally

change teaching and learning; (h) as a tool to support learners in thinking about their own

learning; (i) in order to provide access to the curriculum for those who might otherwise be

excluded from it; (j) in order to increase productivity in education; (k) in order to reduce the

cost of education; (l) in order to make education more efficient; (m) as a substitute for



teachers; (n) in order to reward teachers; (o) as preparation for living in a society that is

permeated with technology; (p) as preparation for work (employment); (q) in order to support

and stimulate the country’s economic development; (r) In order to impress stakeholders (e.g.

inspectors, funders, prospective parents/students); and (s) In order to reduce inequalities

between students/pupils with differential access to ICT outside formal education”.

Whangaparaoa College (2006) communicated their guidelines regarding the

utilization of ICT. These were formulated to equip the members of their school with the right

knowledge regarding the things they have to observe once they use the school’s ICT

resources. Below are some of them:

“1 The only people who can use school computer equipment are staff, current learners

of the school and other people whom the Principal or Board of Trustees agree can use the

equipment, 2Employs the use of appropriate software and personnel to monitor ICT use by

staff and learners, including email and Internet use to ensure a safe ICT environment, 3In a

case where a staff member or learner mistakenly accesses inappropriate material, they should

immediately email the school’s ICT technician, 4 Staff or learners who deliberately use

resources inappropriately or access inappropriate material will face consequences through the

school’s behavior management system, 5 Computers will be available for learner use during

breaks and after school hours for the purpose of research or completion of class work or

home learning for those learners without a computer at home, 6 An online ICT resource

booking facility will be provided for staff. Learners can book resources via staff for use on

site. Learners are not permitted to take equipment off-site without supervision of a staff

member. All equipment must be booked by a staff member who is then responsible for

ensuring the safety and security of the equipment and its use; 7School ICT equipment during

school hours is to be used for teaching and learning activities. Private use by staff outside of

school hours is to be appropriate and kept limited as outlined in the Staff Laptop Agreement;

8 ICT Professional Development needs will be assessed regularly and appropriate

professional development will be offered to staff on a regular basis, 9 All learners and staff

are expected to abide by copyright laws in regard to both hard and soft copies of resources.

Quoted text or copied images are expected to be appropriately referenced by staff and



learners, and 10No items that could be considered damaging to the reputation of the school,

its staff, its learners, the Education Ministry or any other person or organization should be

published on any school website, website linked to the school website, or on any website

created using a school ICT resource”.

Curtin University (n.d.) identified in their institution the following guidelines in using

their facilities and these are:

“(a) Use only those ICT facilities and services for which you have authorization. Use

ICT facilities and services only for their intended purpose; (b) Abide by applicable laws and

University guidelines and respect the copyrights and intellectual property rights of others,

including the legal use of copyrighted software; (c) Respect the privacy and personal rights

of others; (d) Use Curtin ICT facilities and services in a manner which is ethical, lawful and

not to the detriment of others; (e) Use Curtin ICT facilities and services for teaching, learning

and academic purposes; and (f) Use ICT facilities for personal use where such use is

incidental and does not impose upon or adversely affect the University, such as using ICT

facilities and services for occasional emails and web browsing”.

Education International ( n.d.) cited some recommendations in implementing ICT in

education system and these are:

“(a) support the use of ICT as an integral part of the provision of quality education for

all; (b) advocate for free access for all teachers and learners, support professionals and

administrators in education, to high quality dedicated ICT; (c) insist that ICT in education is

appropriate to the learning requirements in the curriculum in each subject, is supportive of

the work of teachers and learners, and of administrative and professional staff in education;

(d) insist that educators are consulted about the introduction of ICT into education

institutions and involved in the design and development of appropriate ICT for education

purposes; (e) monitor the implementation of any agreements entered into by governments,

national education or school authorities for the provision of ICT by commercial companies;

(f) develop national plans for the use and promotion of ICT in education in consultation with

education unions and education community interests and others with relevant expertise; (g)



allocate the necessary funds to develop appropriate ICT for schools and education institutions

and ensure that the outcome of such development work is available freely to all; (h)

appropriate the necessary funds to ensure that every education institution has access to high

quality ITC, both hardware and software, irrespective of where it is situated; (i) allocate the

necessary funds to provide continuous professional development in the use of ICT for

teachers and other education professionals; and (j) ensure that high quality internet access is

available to all schools and education institutions”.

In the Philippines, Potes (2011) created a Division Memorandum about the guidelines

on the utilization, maintenance of computers, internet access, and other ICT concerns to

guide the teachers and students of Quezon on the proper way of utilizing technology. The

following are the guidelines:

“…computers must be placed in computer laboratory, principal’s office or library,

ICT integration should be in all subject areas to improve teaching and learning, the use of

computer laboratory is not for Edukasyong Pangkalusugan at Pantahanan (EPP) or

Technology Livelihood Education (TLE) only, elementary schools must have ICT literacy

class or program, use of computers is for official business only, and collection of minimal fee

provided that this will be used for the maintenance of the computer laboratory is allowable”.

Meanwhile, Yunus, Salehi & Chenzi (2012) defined ICT as systems that enable the

gathering, manipulation, management, access, and communication of information in different

forms.

Emans (n.d.) explained that teachers are aware of their responsibility in thinking ways

to use ICT in their lessons guided by its guidelines. They also recognized the need to

integrate ICT in instruction, thus in doing so they need to be competent in using ICT.

In a study, it was mentioned that “laptops or computer are now very essential in the

field of education, thus making them phenomenal”. A review of related literatures showed

that laptops are being used as learning tool from the perspective of how learners use laptops

rather than teacher use laptops as a presentation medium (Xue, 1999).



Swastik (2011) explained that “television is an audio-visual and sophisticated

scientific device”. It telecasts programs from far and wide areas of the country and abroad. It

plays an important role for entertainment and education of people all over the world. Some

educational functions of television are discussed as follows:

“…1. training for citizenship; 2. fostering the sense of national integration and

international understanding; 3. environmental Awarenes; and, 4. inculcation of socio-

political and cultural values”.

Sedycias (2007) indicated that “television can be a very useful academic tool, and has

been used in the classroom for academic purposes since the 1970`s. Moreover, ‘television

programs are used to assist and guide children in various subject areas, and are used together

with other teaching materials, to give a well- rounded approach to learning materials’. This

has proven successful as children learn best when teacher uses visual aids. In the past, few

programs were designed for this purpose. However, with the extent of research that has gone

into children`s television and the input of governing bodies such as the U.S. Federal Trade

Commission and the Federal Communications Commission, this attitude has changed”.

Preston (2009) uttered that “internet and other social networks can impact how the

children learn nowadays. He added that “today the reproduction and distribution of a wide

range of aural experiences can be done easily over the internet to provide students with

anytime, anywhere exposure to content, along with increased opportunities to practice the

skills they need to learn. The following are the benefits from using audios: to provide

students with a study aid they can review after lecture; to enable students to review the

lecture in preparation for discussion and debate; to demonstrate a task, procedure, or complex



concept that would benefit from multimedia presentation and/or the ability to watch

repeatedly; to use on an ongoing basis as a reference for students; to free up class time for

discussion; and making recorded lectures available before class meetings makes more time

available for discussion and hands-on activities. In the classroom context, multimedia can be

a powerful tool for helping students learn and retain complex ideas and phenomena”.

On the other hand, Southeast Asian Ministers of Education Organization or SEAMEO

(2010) suggested some policies and provisions needed to be addressed and these are based on

their findings about the International Report on the Status of ICT Integration in Education in

Southeast Asian Countries. These are:

“ (a) holistic approach towards the development of the national ICT in education

plans and policies; (b) provision of professional development to staff at all levels in

education system; (c) emphasis on ICT in national curriculum and assessment; (d) sharing

and transfer of ICT in education best practices and lessons learned among SEAMEO

Member Countries, and among schools and provinces and states in the country; (e) support of

other countries in ICT education efforts through partnerships; and (f) planning for evaluation

and research of ICT in education”.

“One of the main rationales for the development of teachers' ICT-skills is the

improvement of students' learning outcomes, and the enhancement of their ICT literacy.

Students' well-rounded ICT literacy should be developed across curricula. Therefore, all

teachers should be able to contribute to the enhancement of students' ICT-related capabilities,

and teachers' ICT skills levels must be consistent with students' ICT literacy standards. There

are, however, large disparities between present understandings and definitions of students'

ICT literacy and requirements for teachers' ICT skills. The majority of current ICT standards

for students are based on the blended concept of ICT literacy which integrates technical



capabilities to use ICT tools with the cognitive capabilities of problem solving and

information processing (Candy, 2004)”.

Furthermore Osei (2001) stated that “computers give students a sense of

empowerment and control. Students can control the pace and repeat lessons when they feel

the need to do so; thus, they can progress at a learner defined pace and move ahead when

they feel that they are ready. More importantly, the computer's capacity to interact with the

student changes the instructional process. Traditionally, it was the teacher who controls the

interaction”.

In addition, ICT has become an important component of education of many nation.

In some schools ICT is taught as a subject and for the majority ICT is a teaching tool. ICT

can do wonders in classroom if used wisely by well-trained teachers. ICT enhances teaching

and learning process by increasing students' motivation. The use of ICT in classroom helps in

the explanation of difficult concepts so students' are able to easily understand those concepts.

The integration of ICT in education can takes several forms such as information and

computer networks, digital content, internet sites, multimedia and others (Alazam, Bakar,

Hamzah, & Asmiran, 2012).

Kent and Facer (2004) emphasized that “school is an important 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. ICT

is considered a powerful tool for educational change and reform.



Stubbs (2009) said that “the world people live now is constantly changing, growing

and significantly smaller in scope as a new global society emerges. As educators, is essential

to become active, participating members in the developing global network, maximizing their

knowledge so teachers are better able to communicate with students”. Teachers therefore,

must be collaborative members of the world community, working with other teachers to

educate the leaders for today, tomorrow, and the future.

According to Wisniewski (2010) technology has become “an entire strategy for how

to live, survive and thrive in the 21stcentury. He also reiterated that today’s youth are not just

using technology differently today, but are approaching their life and their daily activities

differently because technology changes the way they do and learn things”.

Ramey (2014) explained in his article that

“….the effective use of technology in education has changed the face of education

and it has created more educational opportunities. Both teachers and students have benefited

from various educational technologies, teachers have learned how to integrate technology in

their classrooms and students are getting more interested in learning with technology. The

use of technology in education has removed educational boundaries, both students and

teachers can collaborate in real time using advanced educational technologies”.

“School, nowadays, indeed requires technology leadership that improves the goals

and develops vision for the school with the use and integration of technology. Persistence to

create a plan and to implement a plan is what a school needs now. She further discussed that

both the vision and the goals of a school should focus on improved student learning and

teacher effectiveness as predominant outcomes. She also reiterated that it is on school

http://www.useoftechnology.com/technology-for-education/

http://www.useoftechnology.com/

http://www.useoftechnology.com/barriers-effective-technology-education/

http://www.useoftechnology.com/learning-technology/

http://www.useoftechnology.com/technology-for-education-2/



leaders’ skill and power to make technology plan and to positively influence stakeholders

eventually (Clemente, 2014)”.

Additionally, Trucano (2005) “ICTs are seen to be less effective (or ineffective) when

the goals for their use are not clear”. Having clear goals is very significant in employing

technology in instruction. Goals provide direction for teachers to structure instruction. More

so, goals are important guide posts to have a technological literacy prospective (Ritz, 2009).

Trucano (2012) indicated that a high quality teacher education is of critical

importance for quality and relevant education at all levels and to high status of the teaching

profession itself. Furthermore, in the advent of 21st century, teachers working towards high

standards in terms of pedagogical integration of ICT are very necessary. Thus, when teachers

integrate ICT in instruction, their skills are also developed.

Guyana (2012) claimed that all subject teachers use ICT in teaching because they

appreciate the beneficial role that it plays in teaching of their subject.

Martinez (2012) expressed in his article that “computers have been proven to

accelerate learning across the different subjects. This allows student-centered learning and

teacher- student interaction. Different styles of learning are possible. Also, interactive

learning and individual capabilities are enhanced”.

According to Laureta (2013) it is becoming increasingly difficult to ignore the fact

that the use of ICT (Information and Communication Technology) is part of everyday life.

The use of technology nowadays has been a necessity for everyone especially in the field of

work. As observed, one of the requirements for newly qualified teachers of the National

Curriculum is to be able to use ICT in teaching. The government fully supports schools

which are trying to enhance pupils’ subject knowledge by making connections among the



studied subjects and the new technology. This will stimulate children to learn more

effectively.

“One of the answers to the global demands for quality education in innovating

teaching is through technology” (Lucido & Borado, 1997). Their idea is supported by Bilbao,

Corpuz, Llagas & Salandanan (2006) who reiterated that “to deliver quality education,

teachers need to be aware of the significance of technology in teaching”.

Meanwhile, Raftree (2013) emphasized that monitoring and evaluation allows the

measurement of performance of a program and the process how the resources are utilized.

This is significant because it figures out what is working and what is not working.

Monitoring and evaluation of ICT establishes a framework that can be used in the attainment

of goals.

On the other hand, Ronda (2012) communicated in his news article the speech of the

Secretary of Education-Armin Luistro. The secretary said that “ICT education will be an

important aspect of education as they formulate effectively the enhanced K to 12 BEC

curriculum. He explained that they have to set up their ICT thrust as they gradually

implement the K to 12 Basic Education Reform Program.” More so, they know that ICT

plays a very important role in administrative functions as well as in the teaching and learning

process”.

Abcede (2009) declared that “the goal of the Philippine Education Technology

Master Plan is to deliver quality education that is accessible to all through the use of IT and

other innovative technologies”.



DepEd (2010) stated its five-year plan in order to achieve its vision and these are:

“… (a) completely integrate ICT into the curriculum, which includes the

development of multimedia instructional materials, and ICT enabled assessment; (b)

intensify competency based professional development programs; (c) establish the necessary

ICT infrastructure and applications; and (d) develop processes and systems that ensure

efficient, transparent and effective governance. The key thrusts of this vision are: enhancing

curriculum, empowering teachers, administrators, officials and students, and strengthening

schools governance”.

Furthermore, the government strongly believes that basic education should "evolve

and nurture an ICT framework designed to enhance, broaden, strengthen and transform

learning to develop the Filipino learner into a person who is excellence-driven, global in

perspective, innovative, ingenious and creative, with a deep sense of community and concern

for harmony and the common good”. Moreover, in attaining this vision, basic education must

empower learners, equipping them for the challenges in the new millennium by improving

the quality and accessibility of education through the use of appropriate ICT

(http://www.unescobkk.org/education/ict/themes/policy/regional-country-overviews/the-

philippines/).

Meantime, Seyoum (2004) mentioned that “schools must consider significant issues

and other factors in implementing and integrating ICT in the educational system. Leaders

must take into account the educational policy and planning, infrastructure and capacity

building, language and content, attitude, financing and sustainability and transferability to

become successful. Attempts to enhance and reform education through ICT require clear and

specific objectives, guidelines and time-bound targets, mobilization of required resources,

and the political commitment at all levels”.

http://www.unescobkk.org/education/ict/themes/policy/regional-country-overviews/the-philippines/




Bingimlas (2009) indicated that due to several barriers like lack of confidence, lack of

competence and lack of access to ICT resources, the optimum integration of ICT is not

achieved though they have a strong desire in integrating it to education.

Carlson and Gadio (n.d.) explained that most of the teachers are reluctant in adapting

to change especially in the way they teach and the manner they do the routines in the

classroom. One reason for this is they consider the time they need to consume that may take

away from their high-priority obligations like economic, familial, or educational. Also, they

find it hard in seeing the potential payoff beforehand of this kind of training. In addition, they

may feel threatened by the demands of technology. This simply means that teachers require

additional motivation and incentives to participate actively in professional development

activities.

Cahilig (2013) articulated in her article that “the traditional teaching and learning

paradigms have been shaken by the impact of the integration of Information and

Communication Technology (ICT) into educational practices, though no fault of their own,

most teachers are not prepared to use computers in teaching. A new profound integration of

new technologies into education will inevitably require from teachers changes in attitude and

teaching paradigms. Such changes will oblige them to adapt to new methodological

approaches, educational concepts, and management aspects-all of which will have to be set in

technology-rich environments”.

Etcuban (2013) stated in his article that “the lack of teacher training is one of the

greatest roadblocks in integrating technology in a school’s curriculum in order to equip

faculty members with sufficient knowledge to grow professionally. The current educational

systems have done everything to improve their job. He added that empowering teachers to



appropriately and effectively use computer related technology in the classroom should be

addressed accordingly especially in government-operated colleges and universities where

budget is always an issue”.

The aforementioned related literature and studies helped the researcher gain more

insights and knowledge in the development of his study.

In a concise manner, most of the researches and articles dealt on the ICT resources

and their impact or significance in instruction. Similarly, the present study considered ICT

resources and its significance in instruction as indicators.

Meanwhile, Abcede (2009), and DepEd (2010) communicated the educational vision

and goal of Information Communication Technology. In like manner, the researcher regarded

the work of the mentioned authors by using the DepEd ICT vision in his study.

On the other hand, Christensen & Knezek (2000), Fisser (2001), Twining (2001),

Seyoum (2004), Linden (2009), Nair, Rahim, Setia, Adam, & Husin (2012) and Etcuban

(2013) presented some factors or issues needed to consider in the implementation of ICT in

different schools. Parallel to ideas of the mentioned authors, these issues were also some of

answers of the teachers when the researcher conducted an informal talk with them and these

were also considered in the present study.

Findings of the studies of Gichoya (n.d.) and Kellewyn and Pegler (2010)

communicated that age and culture really affect the success of ICT implementation. Contrary

to the study of the said authors, the current research undertaking did not put weight on age

and culture.



Curtin University (n.d.), Whangaparoa (2006)Tondeur, Van Keer, Van Braak,

Valcke (2008), SEAMEO (2010), Potes (2011), Kyakulumbye & Isaac (2013), Ronda (2012)

suggested some ICT guidelines, provisions and recommendations towards in its successful

implementation in the national education plans. Connately, the present study also dealt on

ICT guidelines as reflected in one of its sub-problems and cited some recommendations to

improve schools’ integration of ICT in instruction.

The present inquest is entirely unique for it is the first initiative to assess the

integration of ICT in instruction among the elementary schools in the East District of

Angeles City, More so, a school-based ICT program is conceived to aid schools in its

successful integration in instruction.

Conceptual Framework of the Study

To realize the objectives of this research undertaking, the researcher adapted theCIPP

or Context Input Process Product model of evaluation developed by Daniel Stufflebeam - the

CIPP model of evaluation is the theoretical framework of this study.

The CIPP model of evaluation has four components which are abbreviated in its name

and these are: context, input, process, and product.

Stufflebeam comprehensively explained the CIPP components and these are as

follows:

Content evaluation provides the broad basis for stating the objectives of the

evaluation and the surrounding conditions of a possible problem. This model of evaluation

assesses the existing program and its background in a school setting.

Meanwhile, input evaluation aims to determine how the educational system and the

surrounding resources are being utilized to accomplish the objectives of an educational



program. This type of evaluation provides specific data and considerations for the assessment

of the staffing, time, budget allocations, procedural-barriers, equipment, materials,

operationally stated objectives and administrative strategies prior to the implementation of

the program.

Process evaluation, on the other hand, takes place during the implementation of an

educational activity program. It is primarily concerned in the actual implementation of the

program, its description, and the facilitation and impeding factors as the program takes effect.

This involves the assessment of the program or system once it has been implemented.

Finally, the product evaluation, is the end result, outcome, or accomplishments of the

educational program.

To sum up the aforementioned ideas, the CIPP model is much more of a service to the

school administrators and systems than some evaluation models. This model provides a

general background (context), the specific information (input) to identify the problems and to

choose among the possible methods as solutions (process). This type of evaluation assesses

the product of all the foregoing and the evaluator reports the findings to the administrators.

The CIPP model of evaluation is comprehensively explained above with its four types

of evaluation program. The implementation of Information Communication Technology

program in the elementary schools in the East District of Angeles City is the subject of this

study. This evaluation model helped understand the entire process and the development of

this research.



After a thorough review of the CIPP model of evaluation, the researcher employed

this model to evaluate the program. Presented on the components of context is the DepEd

ICT vision. Included in the input are theassessment of schools' ICT resources and extent to

which they are utilized. The quantitative analysis of data and descriptive statistical treatment

(Likert Scale and weighted mean) are under the process. Lastly, the product of this present

research is the creation of a school-based ICT program.

DepEd ICT visionAssessment of schools' ICT resources and extent to which they are utilizedQuantitative Analysis of DataDescriptive Statistical TreatmentLikert Scale and Weighted MeanSchool-Based ICT ProgramASSSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY... 30


Figure 1. The CIPP Model of Evaluation Process and its Stages in the Assessment of

Information Communication Technology in Instruction Towards the Creation of a School-

Based ICT Program



Statement of the Problem

The prime objective of this research endeavor was to conduct an initial assessment on

the integration of Information Communication Technology or ICT in instruction among the

elementary schools in the East District of Angeles City. The findings, conclusions and

suggestions derived from the study served as the bases in the creation of a school-based ICT

program.

More specifically, the study attempted to answer the following sub-problems:

1. How may the DepEd Information Communication Technology or ICT be described and

assessed in terms of its vision?

2. What ICT resources are available for classroom instruction and to what extent they are

employed?

3. How may the integration of ICT in classroom instruction be described and assessed in

terms of the following factors:

3.1 ICT guidelines/procedures;

3.2 educational activities/services offered;

3.3 pedagogical functions, and;

3.4 monitoring evaluation?

4. How valuable is the ICT program in the school community as assessed by the participants?

5. What are the specific educational values/skills obtained and imbibed by participants in

terms of the following areas:

5.1 on creativity and innovativeness;

5.2 on open-mindedness;

5.3 on commitment;



5.4 on competence; and

5.5 on self-actualization?

6. What are the difficulties/problems encountered in the integration of ICT in instruction in

the East District of Angeles City?

7. Based from the findings, conclusions derived from the study, how may the creation of

school-based ICT program be designed?



Significance of the Study

The findings and recommendations drawn from this study served as the bases in

enhancing the integration of Information Communication Technology in instruction in

different schools of East District of Angeles City.

This study aims to help administrators, school heads and other school leaders in

effectively and efficiently integrating Information Communication Technology in the

curriculum. The results of the study may be used as benchmarks in designing educational

activities and programs for students and teachers. Thus, the attainment of ICT skills and

being locally and globally competitive in the use of technology among teachers and students

is certainly possible and achievable.

To teachers and learners, this study would be of great importance in improving the

quality of teaching being offered in school. Since teachers are aware of the wonders of ICT

in teaching, they will certainly hone and develop their ICT skills to potentially maximize the

use of ICT resources to unfold learners’ problem-solving and higher order thinking skills.

This practice will definitely prepare learners in their future endeavours since everything is

now technology driven especially in the field of work and education.

To future researchers, this research may serve as a basis in developing and

conceptualizing broader and higher-forms of educational researches relative to the use of

ICT.



METHOD

This portion briefly explains the research methodologies and procedures employed by

the researcher. Specifically, it describes the research method, participants of the study, the

research instrument and the administration and statistical treatment used.

Research Design

The descriptive-quantitative method of research was employed in the conduct of this

study. Descriptive research is one in which specific situation is studied or seen if existing

general theories are borne out by specific situations (Goddard, W. & Melville, S., 2001). A

descriptive research includes collection of data in order to answer the questions pertaining to

the current status of the study.

This study is descriptive in nature for it assessed the extent of integration of

Information Communication Technology in instruction among the elementary schools in East

District of Angeles City. More so, the description of this research is concentrated on existing

phenomenon, significance and values being used usually in categorical scheme. Meanwhile,

a survey-questionnaire instrument was used to gather the necessary data. The data gathered

from the participants were critically reviewed and analyzed with the help of the researcher’s

thesis adviser and expert in the field of Statistics.



Participants

DepEd mandates all teachers to integrate ICT in their teaching learning practices. The

Enhanced Basic Education curriculum likewise encourages the acquisition of ICT related

skills for teachers to be able to accommodate innovative teaching styles as part of the 21st

century skills needed by all teachers. It is expected that all DepEd teachers observe such

practice. It is on these reasons why the researcher decided to include all schools and teachers

in the East District to be the source of data for the study. Since the total number of expected

participants was very manageable, the researcher involved all to ensure the authenticity of the

gathered data. However, from the original 350 participants coming from 15 elementary

schools, only 278 returned the survey questionnaire. Table 1 presents the distribution of the

participants of the study.



Table 1

Distribution of Participants per School.

School No. of Teachers

A.G. Tinio Elementary School 24

Angeles Elementary School 51

Belen Homesite Elementary School 4

Cutud Elementary School 24

Don Ambrocio Mendiola Elementary School 6

Enrica Sandico Elementary School 11

Gov. Rafael Lazatin Integrated School 12

Jose P. Dizon Elementary School 25

Mining Elementary School 6

Northville 15 Integrated School 34

Pineda-Gutierrez Elementary School 15

Pulungbulu Elementary School 19

San Ignacio Elementary School 7

Sapalibutad Elementary School 21

Sto. Domingo Elementary School 19

Total 278



Construction and Validation of Research Instrument

The research undertaking utilized a validated self-made questionnaire which was

based from readings of related literature and the perceived insights of teachers during the

informal interview done by the researcher. The questionnaire is divided into six major parts

which are: integration of ICT in instruction in terms of DepEd ICT vision, available ICT

resources and extent they are utilized, integration of ICT in classroom instruction in terms of

four factors namely: (1) guidelines and procedures, (2) educational activities or services

offered, (3) pedagogical functions, and (4) monitoring and evaluation, value of ICT, specific

educational values/skills imbibed by the participants in terms of the following areas:

creativity and innovativeness; open-mindedness; commitment; competence and self-

actualization, ICT values in terms of the three instructional domains and these are: (a)

cognitive, (b) affective, and (c) psychomotor, and ICT problems or difficulties.

To ensure that the self-made constructed questionnaire can gather all the needed data,

it was submitted to three authorities for validation. The three validators are experts in the

field of educational management, educational evaluation, and Information Communication

Technology. These experts are not directly connected to the researcher to attain maximum

objectivity and validity.

Finally, to check if the items in the survey-questionnaire were clear and

understandable, a pre-testing of the survey-questionnaire was conducted to a group of

teachers who were not included in the actual administration.



Administration of the Survey Questionnaire

To have a systematic flow in the gathering of data, the researcher wrote a letter

addressed to the City schools superintendent to seek permission to allow the conduct of the

study in the elementary schools of East District. Since the DepEd office encourages teachers

to pursue their post-graduate studies, consequently, the request was approved after two weeks

having a note attached to it saying that “this research is strictly voluntary, no interruption of

classes shall be made and no funds should be used for this matter”. Furthermore, the

researcher personally administered the survey-questionnaire to avoid misconceptions and

confusions among the participants. The researcher also communicated to the participants the

prime objective of the research undertaking, the general-directions per dimension, time in

accomplishing the survey questionnaire, the significance in extending their support, and the

assurance that all their responses will be treated with utmost care and confidentiality since

they were asked to seal it once accomplished and they were not required to put any

identification.

Lastly, the researcher personally retrieved all the accomplished survey-questionnaire

to cross check if there were some unanswered items and to avoid the disclosure of results.

After the collection of the accomplished survey-questionnaire, the researcher sought the

assistance of a statistician to ensure the proper treatment and analysis of the data gathered.



Statistical Treatment

Descriptive statistics were used in quantitatively discussing the gathered data.

The collected data from the survey-questionnaire were treated using the following:

1. Mean is the arithmetic average. This is the sum of the observed values divided by

the number of observations. It is a computed average and its magnitude is

influenced by every value in the set. Moreover, this statistical instrument takes into

consideration the proper weights assigned to the observed values according to their

relative importance. This was used to categorize the responses of the participants

of the study. The formula is illustrated below.

Formula:

x = ∑ f x

n Where,

x = is the mean

∑ ¿ (sigma) the summative

f x = the product of the frequency and the weight of the summative

n = total sample population

2. Norms for Interpretation. To properly and comprehensively interpret and analyze

the results of the computations, the following were used:

2.1 Likert Scale was employed in analysing the various options of the

participants which are described using a five-point scale value.



A. On the Assessment of DepEd ICT vision:

B. On the Availability of ICT Resources:

Extent of Utilization

Response Category

Very Strongly Agree

Strongly Agree

Moderately Agree

Disagree

Very Strongly Disagree

Range Interval

4.20 – 5.00

3.40 – 4.19

2.60 – 3.39

1.80 – 2.59

1.00 – 1.79

Response Category

Fully Utilized

Often Utilized

Sometimes Utilized

Rarely Utilized

Not Utilized at All

Range Interval

4.20 – 5.00

3.40 – 4.19

2.60 – 3.39

1.80 – 2.59

1.00 – 1.79

Response Category

Always Available

Often Available

Sometimes Available

Rarely Available

Not Available at All

Range Interval

4.20 – 5.00

3.40 – 4.19

2.60 – 3.39

1.80 – 2.59

1.00 – 1.79



C. On the Integration of ICT in Classroom Instruction in Terms of Four (4)

Factors

D. On the Value of ICT

E. On Imbibed ICT Educational Values/Skills

Response Category

Extremely Favorable

Favorable

Moderately Favorable

Unfavorable

Extremely Unfavorable

Range Interval

4.20 – 5.00

3.40 – 4.19

2.60 – 3.39

1.80 – 2.59

1.00 – 1.79

Response Category

Always

Often

Sometimes

Rarely

Never

Range Interval

4.20 – 5.00

3.40 – 4.19

2.60 – 3.39

1.80 – 2.59

1.00 – 1.79

Response Category

Always

Often

Sometimes

Rarely

Never

Range Interval

4.20 – 5.00

3.40 – 4.19

2.60 – 3.39

1.80 – 2.59

1.00 – 1.79



F. On ICT Problems/Difficulties

Response Category

Very Serious Problem

Serious Problem

Moderately Serious

Problem

Slight Problem

Not a Problem

Range Interval

4.20 – 5.00

3.40-4.19

2.60-3.39

1.80-2.59

1.00-1.79



RESULTS

This portion presents the results of the data gathered through the use of statistical

tools guided by the specific problems articulated in Chapter 1.

Table 2 shows the mean of the ten (10) indicators of the DepEd ICT vision with their

corresponding descriptive ratings. The ten indicators garnered a general weighted mean of

4.101 and a descriptive rating of “strongly agree.”

Ostensibly, all teachers expressed their strong agreement on indicator DepEd ICT

vision reminds teachers on their noble duty of giving the best education possible to pupils

(m= 4.26).

Teachers strongly agreed that ICT prompts school heads and teachers to always be

mindful on the quality of education and services being offered to pupils (m= 4.17) and

promotes a positive venue for curriculum improvement that would integrate technology with

the different learning areas (m= 4.16).

Same descriptive rating was also given to indicator number 4, 9, and 2 which state

that DepEd: revitalizes schools to become more dynamic, collaborative, and innovative

learning institutions where pupils can become more motivated, inquisitive, creative,

productive, and responsible learners (m= 4.11); prepares and equips with the appropriate ICT

knowledge, values, and skills to develop the habits of self-learning and critical thinking that

they can use in their future education and in the field of work (m= 4.08) and aids school

administrators in making ICT staff development plan to develop teachers’ competence in the

use of ICT and in design, production and utilization of ICT-based instructional materials (m=

4.08).



They also expressed their strong agreement on “prompts schools in ensuring access

to the latest developments in ICT and in supporting research education (m= 4.06); links up

the pupils with the vast network of knowledge and information to become global in

perspective (m= 4.04); guides the school in the selection of appropriate physical

infrastructure (ICT resources) and necessary technical support to make ICT accessible and

useful to pupils, teachers, administrators and school support staff (m= 4.03); and unites

school leaders, teachers, and other stakeholders in the successful integration of ICT in

instruction (m=4.02)”.

Table 2

Mean and Descriptive Rating of the Ten Indicators of the DepEd ICT Vision

DepEd ICT Vision Mean Description

1. Guides the school in the selection of appropriate physical infrastructure (ICT resources) and necessary technical support to make ICT accessible and useful to pupils, teachers, administrators and school support staff.

4.03 Strongly Agree

2. Aids school administrators in making ICT staff development plan to develop teachers’ competence in the use of ICT and in the design, production and utilization of ICT-based instructional materials.

4.08 Strongly Agree

3. Prompts schools in ensuring access to the latest developments in ICT and in supporting research and education. 4.06 Strongly Agree

4. Revitalizes schools to become more dynamic, collaborative, and innovative learning institutions where pupils can become more motivated, inquisitive, creative, productive and responsible learners.

4.11 Strongly Agree

5. Prompts school heads and teachers to always be mindful on the quality of education and services being offered to pupils 4.17 Strongly Agree

6. Reminds teachers on their noble duty of giving the best education possible to pupils. 4.26 Very Strongly Agree

7. Promotes a positive venue for curriculum improvement that would integrate technology with the different learning areas. 4.16 Strongly Agree

8. Unites school leaders, teachers, and other stakeholders in the successful integration of ICT in instruction. 4.02 Strongly Agree

9. Prepares and equips pupils with the appropriate ICT knowledge, values, and skills to develop the habits of self-learning and critical thinking that they can use in their future education and in the field of work.

4.08 Strongly Agree

10. Links up the pupils with the vast network of knowledge and information to become global in perspective. 4.04 Strongly Agree

General Weighted Mean4.101 Strongly Agree



Presented in table 3 are the available ICT resources among the fifteen schools in the

East District of Angeles City. Evidently, these resources obtained a general weighted mean

of 2.702 with a descriptive rating of “sometimes available”.

Further shown in the table is the mean for each resource. Printer (m= 4.10), laptop/net

book (m= 3.98) and audio/CD player (m= 3.47) are often available in the schools. However,

television (m= 3.38), desktop (m= 3.34), white screen (m= 3.26), VCD/DVD player

(m=3.09) and LCD projector (m= 3.06) lapel (m= 2.77) are sometimes available in the

schools as communicated by the participants.

According to the participants, the e-classroom (m= 2.52), internet connection (m= 2.

37), the interactive whiteboard (m= 2.33) are rarely available in the schools while the tablet

(m= 1.57), overhead projector (m= 1.37), presenter (m= 1.33) and e-library (m= 1.31) are not

available at all in the schools.



Table 3

ResourcesLCD

Desktop

Laptop IWB TV Lapel

White

Screen

Audio

VCD/

DVDPresenter OHP

Tablet

Internet

E-classroom

E-library

Printer

School m m m m m m m m m m m m m m m m

S1 3.00 3.01 3.52 1.00 4.14 4.23 4.00 3.45 3.33 1.00 2.68 2.23 3.83 2.71

1.00

4.19

S2 3.07 3.28 3.22 3.68 4.87 3.81 3.33 4.19 3.18 3.56 3.13 3.00 3.71 2.92

3.23

4.44

S3 1.00 3.10 3.17 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

1.00

4.20

S4 3.18 3.29 3.38 3.09 4.50 3.21 3.20 3.21 2.12 1.00 1.00 1.00 3.16 1.00

1.00

1.00

S5 4.00 3.92 4.88 3.47 3.33 3.09 3.22 4.08 3.13 1.00 1.00 1.00 1.00 3.10

1.00

4.19

S6 3.26 3.11 4.17 1.00 4.11 1.00 3.84 3.19 3.76 1.00 1.00 1.00 1.00 2.90

1.00

4.13

S7 3.16 3.13 4.09 1.00 1.00 3.45 3.41 3.37 2.91 1.00 1.00 1.00 3.23 2.94

1.00

4.34

S8 3.47 3.00 4.46 3.18 4.22 4.90 4.12 4.86 2.49 1.00 1.00 1.00 1.00 2.58

1.00

4.78

S9 1.00 3.44 4.16 1.00 3.46 1.00 1.00 3.00 3.14 1.00 1.00 1.00 1.00 1.00

1.00

4.19

S10 4.33 4.19 4.56 3.80 3.49 4.29 3.37 3.29 4.12 1.00 1.00 3.47 3.22 4.29

3.46

4.17

S11 3.10 3.19 4.19 4.10 3.29 4.23 4.27 3.72 3.87 3.42 1.00 2.23 3.12 3.19

1.00

4.12

S12 3.15 4.12 3.39 1.00 4.23 1.00 3.66 4.88 2.70 1.00 1.00 1.00 1.00 2.88

1.00

4.00

S13 3.52 3.00 4.26 1.00 3.21 1.00 3.21 3.09 3.17 1.00 1.00 1.00 1.00 1.00

1.00

4.12

S14 3.48 3.21 4.13 3.38 2.68 1.00 4.19 3.49 3.98 1.00 1.00 1.00 4.12 2.86

1.00

4.67

S15 3.12 3.17 4.09 3.21 3.14 4.36 3.10 3.19 3.44 1.00 2.68 2.55 4.11 3.39

1.00

4.90

Weighted Mean

3.06 3.34 3.98 2.33 3.38 2.77 3.26 3.47 3.09 1.33 1.37 1.57 2.37 2.52

1.31

4.10

Description SA SA OA RA SA SA SA OA SA NA NA NA RA RA NA OAGen

Weighted Mean 2.702 “Sometimes Available”

Mean and Descriptive Rating of Available ICT Resources.

Clearly disclosed in Table 4 is the extent of utilization of the available ICT resources

with their respective mean and descriptive ratings. All of these resources obtained a general

weighted mean of 2.833 with a descriptive rating of “sometimes utilized.”

The table also shows that the participants often utilized the printer (m= 4.10),

laptop/net book (m= 3.98), television (m= 3.64) and LCD projector (m=3.64). Likewise, the



participants said that they often utilized the white screen (m=3.45), desktop computer (m=

3.53) and VCD/DVD player (m= 3.41) in instruction.

Meanwhile, the audio/CD player (m= 3.33), lapel (m= 2.86) and e-classroom are

sometimes utilized in the schools while the interactive whiteboard (m= 2.58) and internet

(m= 2.42) are rarely utilized by them.

A descriptive rating of “not utilized at all” was attributed with the use of e-library

(m= 1.15) presenter (m=1.33), tablet/iPad (m= 1.48) and overhead projector (m= 1.63).

Table 4

Resources LCD Desktop

Laptop

IWB TV Lapel

White

Scre

Audio

VCD/DVD

Presente

r

OHP Tablet

Internet

E-classroo

E-library

Printer



en m

S1 M M M M M M M M M M M M M M M M

S2 3.98 3.01 3.52 1 4.14 4.23 4 3.45 4.33 1 3.68 2.9

3 3.83 3.71 1 4.1

9

S3 4.13 3.28 3.22 4.22 4.87 3.81 4.33 4.19 4.18 3.56 3.23 3 3.71 3.8

23.23

4.44

S4 1 3.1 3.17 1 1 1 1 1 1 1 1 1 1 1 1 4.2

S5 4.18 3.29 3.38 3.79 4.5 3.76 4.2 3.21 2.12 1 1 1 3.16 1 1 1

S6 4.13 3.92 4.88 3.47 4.33 3.09 4.22 4.08 3.13 1 1 1 1 3.2

2 1 4.19

S7 4.33 3.11 4.17 1 4.11 1 3.84 3.19 3.76 1 1 1 1 4.1

5 1 4.13

S8 4.32 4.13 4.09 1 1 4.19 3.41 3.37 3.91 1 1 1 3.23 3 1 4.34

S9 4.47 3.45 4.46 4.28 4.22 4.9 4.12 4.86 3.49 1 1 1 1 2.5

8 1 4.78

S10 1 3.44 4.16 1 3.46 1 1 3 3.14 1 1 1 1 1 1 4.1

9

S11 4.43 4.19 4.56 4.18 3.49 4.29 4.37 3.29 4.12 1 3.88 1 3.52 4.2

9 1 4.17

S12 4.49 3.19 4.19 4.1 3.29 4.23 4.27 3.72 3.87 3.42 1 2.7

5 3.62 3.19 1 4.1

2

S13 4.19 4.12 3.39 1 4.23 1 3.66 4.88 2.7 1 1 1 1 3.8 1 4

S14 1 4.33 4.26 1 4.2 1 1 1 4 1 1 1 1 1 1 4.12

S15 4.48 3.21 4.13 3.38 3.68 1 4.19 3.49 3.98 1 1 1 4.12 2.8

6 1 4.67

S16 4.52 3.17 4.09 4.21 4.14 4.36 4.1 3.19 3.44 1 2.68 2.5

5 4.11 3.39 1 4.9

Weighted Mean 3.64 3.53 3.98 2.58 3.6

4 2.86 3.45 3.33 3.41 1.33 1.63 1.48 2.42 2.80 1.15

4.10

Description OU OU OU RU OU SU OU SU OU NU NU NU RU SU NU OU

Gen Weighted

Mean2.833 “Sometimes Utilized”

Mean and Descriptive Rating of the Extent to which the Available ICT Resources are Utilized

Depicted in table 5 are the ten (10) indicators of ICT guidelines and procedures with

their mean and descriptive rating. Apparently, these ten indicators were given a descriptive

rating of “favorable” with 4.055 general weighted mean.

Furthermore, most of the participants were extremely in favor of indicators: there

should be an ICT coordinator in each school to assist teachers and monitor the usage of ICT

facilities (m= 4.56); schools must have access to internet for the enrichment of instruction,

learners’ record monitoring, research, and any other-related education services (m= 4.36);

computer laboratory or any ICT resources is for classroom instruction use only or in



furtherance of the DepEd ICT vision, any leisure activity is strictly prohibited (m= 4.23); and

elementary schools should have ICT literacy class for intermediate pupils which is

incorporated in E.P.P. or T.L.E subject (m= 4.21).

Indicators “the policies/guidelines in the utilization of computers and other ICT

resources are posted in the computer laboratory and in classrooms and these are

communicated well to the teachers and pupils (m=4.16); ICT integration in all subject areas

must be encouraged by the school head to improve teaching and learning process (m= 4.15)

and all teachers are encouraged to use the computer laboratory or any ICT resource on a

schedule basis (m= 4.14) were given a favorable response.”

Same response of “favorable” was given to: the computer set must be placed

exclusively in a computer laboratory or library, faculty, principal’s office or in any other

place/room in school for administrative use (m= 3.84) and collection of minimal fee is

allowable provided that this is agreed by the Parent-Teacher Association or PTA and that the

money is exclusively used in the maintenance and operating expenses of the computer

laboratory (m= 3.70)

Meantime, the participants gave a response of “moderately favorable” to indicator

number 8 which states that in case of damage or loss of any ICT resource, the teacher who is

using it will be accountable in its repair or replacement (m= 3.20).

Table 5

Mean and Descriptive Rating of the Ten Indicators on ICT Guidelines and Procedures



A. On ICT Guidelines and Procedures

MeanDescription

1. The computer set must be placed exclusively in a computer laboratory or library, faculty, principal’s office or in any other place/room in school for administrative use.

3.84 Favorable

2. The policies/guidelines in the utilization of computers and other ICT resources are posted in the computer laboratory and in classrooms and these are communicated well to the teachers and pupils.

4.16 Favorable

3. ICT integration in all subject areas must be encouraged by the school head to improve teaching and learning process.

4.15 Favorable

4. All teachers are encouraged to use the computer laboratory or any ICT resource on a schedule basis. 4.14 Favorable

5. Elementary schools should have ICT literacy class for intermediate pupils which is incorporated in E.P.P. or T.L.E subject.

4.21 Extremely Favorable

6. Computer laboratory or any ICT resource is for classroom instruction use only or in furtherance of the DepEd ICT vision, any leisure activity is strictly prohibited. ICT resources must be utilized responsibly and with ethical manner.


7. There should be an ICT coordinator in each school to assist teachers and monitor the usage of ICT facilities.


8. In case of damage or loss of any ICT resource, the teacher who is using it will be accountable in its repair or replacement.

3.20 Moderately Favorable

9. Schools must have access to internet for the enrichment of instruction, learners’ record monitoring, research, and any other- related education activities.


10. Collection of minimal fee is allowable provided that this is agreed by the Parent-Teacher Association or PTA and that the money is exclusively used in the maintenance and operating expenses of the computer laboratory.

3.70 Favorable

General Weighted Mean 4.055 Favorable

Clearly disclosed in Table 6 are the five indicators under ICT educational activities

and services offered in schools. These obtained a general weighted mean of 3.496 with its

descriptive rating of “favorable.”

Moreover, participants said that their school provides seminar-workshop and trainings

about the latest ICT trends and issues (m= 3.85 with a description of “favorable”), it



organizes ICT related-activities for pupils to develop their skills (m= 3.57 with a description

of “favorable”), that their school offers ICT literacy program/class for primary and

intermediate pupils (m= 3.44 with a description of “favorable”) and it participates in any

local, national, or international ICT competition, seminar or conference (m= 3.41 with a

description of “favorable”).

Additionally, participants said that their school gives incentives or awards to those

who frequently utilize the ICT resource (m= 3.21 with a description of “moderately

favorable”).

Table 6

Mean and Descriptive Rating of ICT Educational Activities/Services Offered

ICT Educational Activities/Services Offered Mean Description

1. The school provides seminar-workshops and trainings about the latest ICT trends and issues. 3.85 Favorable

2. The school gives incentives or awards to those who frequently utilize the ICT resources. 3.21 Moderately Favorable

3. The school participates in any local, national, or international ICT competition, pupil -seminar, training, or conference.

3.41 Favorable

4. The school offers ICT Literacy Program/Class for primary and intermediate pupils (e.g. typing, word-formatting, excel and power point application).

3.44Favorable

5. The school organizes ICT-related activities for pupils to develop their ICT skills. 3.57 Favorable

General Weighted Mean 3.496 Favorable

Meanwhile table 7 communicates the result under pedagogical functions. Its fifteen

indicators obtained a general weighted mean of 3.963 supported by its descriptive rating of

“favorable.”



It is also shown in the table that the participants were extremely in favor of using ICT

for record keeping purposes (m= 4.36). They also communicated that they continually

evaluate and reflects on professional practice to promote innovation and improvement (m=

4.06 with a description of “favorable”), that they employ common communication and

collaboration technologies, such as text messaging, video conferencing, and social

environments (m= 4.06 with a description of “favorable”) and that they use ICT resources to

enhance and promote pupils’ active participation in class, productivity, and cooperative

learning (m= 4.04 with a description of “favorable”).

They were also in favor of indicators: “play a leading role in supporting innovation in

school and promotes continuous learning among colleagues (m= 4.03 with a description of

“favorable”); they employ common communication and collaboration technologies, such as

text messaging, video conferencing, and social environments (m= 4.01 and a description of

“favorable”) and they utilize ICT resources to participate in professional communities; share

and discuss best practice in teaching (m= 3.99 with a description of “favorable”).”

Same response of “favorable” was given to indicators: they integrate the use of a

computer laboratory into ongoing teaching activities (m= 3.96); they operate appropriate

technologies to subject matter, such as visualization, data analysis, role-play simulations and

online references (m= 3.94) and they teacher manage the use of supplemental ICT resources

with individuals and small groups of pupils in the regular classroom so as not to disrupt other

instructional activities in the class (m= 3.89).

Indicators: they use ICT to communicate and collaborate with pupils, peers, parents

and the larger community to nurture pupils’ learning (m= 3.85), they identify the appropriate

and inappropriate social arrangements or groupings in using various technologies (m= 3.84)



and they design units of study and classroom activities that integrate range of ICT tools to

help pupils acquire the skills of reasoning, planning, reflective learning, knowledge building

and communication (m= 3.81) were also given a “favorable” response.

Parallel descriptive rating was given to indicators: they assist pupils using ICT to

acquire the skills of searching, managing, analyzing, evaluating and using information (m=

3.80) and they manage pupils’ project-based learning activities in a technology-enhanced

environment (m= 3.80).

Table 7

On Pedagogical Functions Mean Description

1. The teacher uses ICT for record keeping purposes (taking of attendance, computing grades, and maintaining pupils’ records). 4.36 Extremely Favorable

2. The teacher employs common communication and collaboration 4.01 Favorable



technologies, such as text messaging, video conferencing, and social environments.

3. The teacher integrates the use of a computer laboratory into ongoing teaching activities. 3.96 Favorable

4. The teacher manages the use of supplemental ICT resources with individuals and small groups of pupils in the regular classroom so as not to disrupt other instructional activities in the class.

3.89 Favorable

5. The teacher identifies the appropriate and inappropriate social arrangements or groupings in using various technologies. 3.84 Favorable

6. The teacher uses ICT resources to enhance and promote pupils’ active participation in class, productivity, and cooperative learning. 4.04 Favorable

7. The teacher utilizes ICT resources to support pupils’ acquisition of subject matter and pedagogical knowledge. 4.06 Favorable

8. The teacher operates appropriate technologies to subject matter, such as visualization, data analysis, role-play simulations and online references.

3.94 Favorable

9. The teacher uses ICT to communicate and collaborate with pupils, peers, parents and the larger community to nurture pupils’ learning. 3.85 Favorable

10. The teacher manages pupils’ project-based learning activities in a technology-enhanced environment. 3.80 Favorable

11. The teacher assists pupils using ICT to acquire the skills of searching, managing, analyzing, evaluating and using information. 3.80 Favorable

12. The teacher designs units of study and classroom activities that integrate range of ICT tools to help pupils acquire the skills of reasoning, planning, reflective learning, knowledge building and communication.

3.81 Favorable

13. The teacher plays a leading role in supporting innovation in school and promotes continuous learning among colleagues. 4.03 Favorable

14. The teacher continually evaluates and reflects on professional practice to promote innovation and improvement. 4.06 Favorable

15. The teacher utilizes ICT resources to participate in professional communities; share and discuss best practice in teaching. 3.99

Favorable

General Weighted Mean3.963

Favorable

Mean and Descriptive Rating of the Indicators on Pedagogical Functions

Table 8 clearly explains that the participants were favorable with the five indicators

of schools’ ICT monitoring and evaluation as supported by its general weighted mean of

3.400.

Additionally, the participants expressed that their school has a regular inventory of

ICT resources (m= 3.51 with a descriptive rating of “favorable”) and they are encouraged to



use their personally owned ICT resources in their teaching (m= 3.51 with a descriptive rating

of “favorable”).

Participants also said that their school monitors and identifies those who do not make

use of ICT resources in their teaching (m= 3.25 with a description of “moderately

favorable”), their school/district provides a Proficiency Test in the use of ICT for beginning

teachers (m= 3.35 with a description of “moderately favorable”) and they are observed and

evaluated with the use of ICT (m= 3.38 with a description of “moderately favorable”).

On Monitoring and Evaluation Mean Description

1. There is a regular inventory of ICT resources in our school. 3.51 Favorable

2. The school monitors and identifies those who do not make use of ICT resources in their teaching. 3.25 Moderately Favorable

3. Teachers are encouraged to use their personally owned ICT resources in their teaching. 3.51 Favorable

4. The school/district provides a Proficiency Test in the use of ICT for beginning teachers. 3.35 Moderately Favorable

5. Teachers are observed and evaluated with the use of ICT. 3.38 Moderately Favorable

General Weighted Mean 3.400 FavorableTable 8

Mean and Descriptive Rating of School’s ICT Monitoring and Evaluation

Table 9 communicates that the general weighted mean on the value of ICT is 4.214

with a descriptive rating of “always.”

Moreover, the participants expressed that the integration of ICT in classroom

instruction is of great value in offering quality education and quality services (m= 4.32 with a

descriptive rating “always”), ICT promotes diversity and provides more opportunities to



learn about different cultures, religion and politics across international network (m= 4.29

with a descriptive rating “always”) and ICT properly guides teachers in monitoring,

assessing, recording and reporting learning outcomes (m= 4. 24 with a descriptive rating

“always”).

According to them ICT creates interactive discussion between the teachers and pupils

(m= 4.24 with a descriptive rating “always”), integration of ICT in teaching challenges

teachers and pupils to aspire for greater heights in their quest for excellence (m= 4.23 with a

descriptive rating “always”) and ICT facilitates the transmission of knowledge and

information (m= 4.22 with a descriptive rating “always”).

ICT also advances sharing and collaboration as well as independent learning among

teachers and pupils (m= 4.22 with a descriptive rating “always”) and ICT facilitates a more

pupil-centered and a more- constructive approach of teaching (m= 4.20 with a descriptive

rating “always”).

Participants also expressed that ICT creatively lessens the teacher efforts in the

preparation of instructional materials and other undertakings of teachers (m= 4.12 with a

descriptive rating of “often”) and ICT reduces learning time but improves performance

among teachers and pupils (m= 4.06 with a descriptive rating of “often”).

Table 9

Mean and Descriptive Rating of the Indicators on the Value of ICT

On the Value of ICT Mean Description



1. The integration of ICT in classroom instruction is of great value in offering quality education and quality services.

4.32 Always

2. The ICT facilitates the transmission of knowledge and information. 4.22 Always

3. The ICT creatively lessens the teacher efforts in the preparation of instructional materials and other undertakings of teachers.

4.12 Often

4. The ICT creates interactive discussion between the teachers and pupils. 4.24 Always

5. The integration of ICT in teaching challenges teachers and pupils to aspire for greater heights in their quest for excellence.

4.23 Always

6. The ICT advances sharing and collaboration as well as independent learning among teachers and pupils.

4.22 Always

7. The ICT promotes diversity and provides more opportunities to learn about different cultures, religion and politics across international network.

4.29 Always

8. The ICT properly guides teachers in monitoring, assessing, recording and reporting learning outcomes.

4.24 Always

9. The ICT reduces learning time but improves performance among teachers and pupils.

4.06 Often

10. ICT facilitates a more pupil-centered and a more- constructive approach of teaching. 4.20 Always

General Weighted Mean 4.214 Always

Shown in table 10 are the imbibed ICT values with its general weighted mean of

4.401 and a descriptive rating of “always.”

In addition, under self-actualization, the participants articulated that they “always” do

their best in molding and guiding their pupils towards the development of their skills (m=



4.53), on commitment, they said that they “always” give their best in helping their pupils in

becoming better and responsible citizens of our country (m= 4.50) and they indicated that

they “always” believe that competence is the capability to do an assigned task particularly in

a field of specialization (m= 4.48).

They also mentioned that self-actualization is the realization of one’s potentials and

capabilities (m= 4.47 with a descriptive rating of “always”), they are aware that commitment

is the ability to dedicate oneself in any undertaking with worthwhile outcomes (m= 4.44 with

a descriptive rating of “always”) and they are satisfied when their fellow teachers and pupils

show their dedication to whatever endeavor they partake (m= 4.44 with a descriptive rating

of “always”).

Likewise participants said that they know and they understand that creativity and

innovativeness is the ability to create and invent new things with the use of personal insight

and reflection (m= 4.37 with a descriptive raring of “always”, they certainly comprehend that

open-mindedness is the ability to be receptive to new ideas and inventions brought about by

modernization (m= 4.30 with a descriptive rating of “always”) and feel fulfilled when their

pupils are enjoying and learning at the same time when they are using ICT designed lessons

and activities during discussion (m= 4.28 with a descriptive rating of “always”).

On Imbibed ICT Values Mean Description

A. On Creativity and Innovativeness1. I know and I understand that creativity and innovativeness is the ability

to create and invent new things with the use of personal insight and reflection.

4.37 Always

2. I feel fulfilled when my pupils are enjoying and learning at the same time when I use ICT designed lessons and activities during discussion. 4.28 Always



3. I optimize my creativity and innovativeness through the use of available ICT resources. 4.00 Often

B. On Open-Mindedness1. I certainly comprehend that open-mindedness is the ability to be receptive

to new ideas and inventions brought about by modernization.4.30 Always

2. I am delighted when my pupils are aware of what they are learning and they critically analyze the changes in their environment. 4.42 Always

3. I provide a classroom ambiance that promotes openness and social awareness about the rapid changes in the world. 4.28 Always

C. On Commitment1. I am aware that commitment is the ability to dedicate oneself in any

undertaking with worthwhile outcomes.4.44 Always

2. I am satisfied when my fellow teachers and pupils show their dedication to whatever endeavor they partake. 4.44 Always

3. I give my best in helping my pupils in becoming better and responsible citizens of our country. 4.50 Always

D. On Competence1. I consciously believe that competence is the capability to do an assigned

task particularly in a field of specialization.4.48 Always

2. I feel elated when people around me do appreciate the outcome of my work. 4.45 Always

3. I competently perform my duties and responsibilities as a teacher. 4.65 Always

E. On Self-Actualization1. I am certain that self-actualization is the realization of one’s potentials and

capabilities.4.47 Always

2. There is a sense of fruition when I know I have utilized my giftedness as a person to the fullest. 4.40 Always

3. I do my best in molding and guiding my pupils towards the development of their skills. 4.53 Always

General Weighted Mean 4.401 Always

Further indicated in the table is that the participants “often” optimize their creativity

and innovativeness through the use of available ICT resources (m= 4.00).

Table 10

Mean and Descriptive Rating of the Ten Indicators of Imbibed ICT Values

Table 11indicates the ten (10) ICT problems encountered by the participants. These

ten indicators obtained a general weighted mean of 2.934 with a descriptive rating of

“moderately serious problem.”

The results further show that the school has limited funds for ICT (m= 3.51 with a

descriptive rating of “serious problem”).



Furthermore, indicators: some teachers are incompetent in using ICT (m= 3.38); there

is an ICT resource scarcity in the school (m= 3.34) and teachers have limited trainings and

workshops on ICT (m= 3.34) were described by the participants as “moderately serious

problems.”

In like manner, indicators: there is no incentive/merit given to the users of ICT (m=

3.16); The ICT is not integrated in the curriculum (m=3.16) and inappropriate utilization of

ICT resources is practiced in the school (m= 3.01) were described as “moderately serious

problems.”

A descriptive rating of “moderately serious problems” was also given to indicator the

school is inconsistent in ICT management (m= 3.00).

Lastly, indicators: the ICT is being overused resulting to pupils’ boredom and

demotivation (m= 1.78) and the passive and negative attitude on ICT is evident in the school

(m= 1.66) are not problems in the schools at all.

Table 11

Mean and Descriptive Rating of the Ten Indicators of Problems Encountered by the

Participants in Integrating ICT in Instruction.

ICT Problems/Difficulties Mean Description

1. There is an ICT resource scarcity in the school. 3.34 Moderately Serious Problem



2. The ICT is not integrated in the curriculum. 3.16 Moderately Serious Problem3. The school has limited funds for ICT. 3.51 Serious Problem4. Some teachers are incompetent in using ICT. 3.38 Moderately Serious Problem5. The passive or negative attitude on ICT is

evident in the school. 1.66 Not A Problem

6. Teachers have limited trainings and workshops on ICT. 3.34 Moderately Serious Problem

7. There is no incentive/merit given to the users of ICT. 3.16 Moderately Serious Problem

8. Inappropriate utilization of ICT resources is practiced in the school. 3.01 Moderately Serious Problem

9. The school is inconsistent in ICT management 3.00 Moderately Serious Problem10. The ICT is being overused resulting to pupils’

boredom and demotivation. 1.78 Not A Problem

General Weighted Mean 2.934 Moderately Serious Problem

Based from the gathered data, a proposed school based ICT program was conceived.

The program was designed based from the identified available resources, problems

encountered, extent of ICT integration in classroom instruction and the values of the

participants towards the use of ICT in instruction. Likewise, the state of DepEd vision on the

participants was also considered.

Moreover, the program contains a schematic diagram that features the specific

educational activities addressing the problems identified in the research. The proposed

program for each educational activity contains the following areas:

Time/ Person Involved- this area discusses the time frame of implementation and the

human resources who will take part in the educational activity.

Objectives- this area states the goal to be achieved in the conduct of the educational

activity. The objectives are based from the needs which are aligned with the school and

DepEd’s VMGO.



Specific Mechanism- this part discusses the details on how the educational activity

will be actualized. It provides a step by step procedure beginning with the planning down to

the implementation stage.

Resources needed- this area identifies the materials and other equipment needed in

the implementation of the project. It provides the financial implication of the educational

activity.

Expected Outcomes- this part identifies the actual product or expected output of the

educational activity. It identifies the impact of the educational activity not only to teachers

but to the teaching-learning process in general.

Additionally, the program provides a detailed explanation of the nature and

background of the educational activity. The description guides the implementer to

successfully realize the purpose of each activity. The program is a whole year program that

needs to be included in the five year action plan of the school. The school however may

adjust the date of implementation based from the existing situation.

DISCUSSION

This section clearly discusses the findings, conclusions and recommendations of the

study based on the communicated specific problems.



In answering the first question, result on the ten indicators of DepEd ICT vision with

a descriptive rating of “strongly agree” clearly implies that the department understands the

significance of communicating its’ vision to teachers to successfully gain their support and

commitment in integrating ICT in instruction . Evidently, the ICT vision is articulated to

teachers, thus they are aware of it, consequently, supportive of its’ initiative relevant to ICT.

This implication is congruent with the idea of Trucano (2005) which states that “ICTs are

seen to be less effective (or ineffective) when the goals for their use are not clear”.

Moreover, Ritz (2009) supported the aforesaid statements when he said that “having clear

goals is very significant in employing technology in instruction. Goals provide direction for

teachers to structure instruction. More so, goals are important guide posts to have a

technological literacy prospective”.

Further analysis of data indicates that the DepEd ICT vision clearly reminds teachers

on their noble duty of giving the best education possible pupils.” This got a descriptive rating

of “very strongly agree”. This implies that DepEd is really true to its role in being the

primary source of quality education in the country by empowering teachers’ commitment and

by giving value orientation to successfully practice their profession. This is supported by the

1987 Philippine Constitution Article XIV Section 1 which states that the “state shall protect

and promote the right of all citizens to quality education at all levels, and shall take

appropriate steps to make such education accessible to all”.

Additionally, the result reveals that DepEd ICT vision promotes a positive venue for

curriculum improvement that would integrate technology with the different learning areas.



Affirming this claim is Martinez (2012) when he expressed in his article that “computers

have been proven to accelerate learning across the different subjects.

However, a greater emphasis must be given in guiding the school in the selection of

appropriate ICT resources and in uniting school leaders, teachers, and stakeholders in the

successful integration of ICT in instruction.

In answering the second question, the result “sometimes available” on the availability

of ICT resources for instruction apparently shows that the government and the schools have

insufficient budget for ICT. Teachers do recognize and appreciate the effort of the

government in providing them with the resources, yet, because of huge number of schools in

the country, the allocated budget is not enough to supply all elementary schools with the ICT

infrastructures. Thus, this affects the extent to which the resources are utilized as reflected in

their response of “sometimes utilized.” Since teachers have limited access to ICT resources,

its integration in instruction is not completely maximized. This is in union with the study

conducted to 6 Asian Countries on ICT Integration into Education by United Nations

Educational Scientific and Cultural Organizations or UNESCO (2004) which revealed that

“Philippines belongs to moderate-level integration where National ICT policies and master

plans have been formulated and various ICT integration strategies are being applied and

tested”.

Analysis of the data further communicates that the printer, laptop/net book, desktop

computer, television white screen and VCD/DVD player are “often” available in the schools

likewise all of these including LCD projector are “often” utilized in instruction. This

connotes that the mentioned resources are really useful in teaching since much of the work of

teachers are computer driven like recording of grades in the computer, submission of printed



grades and reports and printing of instructional materials. More than that, teachers utilized

the said resources to make learning dynamic and engaging to pupils and to meet the demands

of the 21st century pupils especially the visual learners .Supporting this claim is Sedycias

(2007) when he said that television programs are used to assist and guide children in various

subject areas, and are used together with other teaching materials, to give a well- rounded

approach to learning materials’. This has proven successful as children learn best when

teacher uses visual aids.

However, it is to be noted that presenter, OHP, tablet and e-library are not available in

the schools. This suggests that school administrators must consider the purchase of such

because of their essential contribution in offering quality education and service to pupils. On

the other hand, OHP and tablet should be least in the priority because the presence of LCD

and laptop already compensate for their absence.

In answering question number 3, the result under ICT guidelines and procedures with

a description rating of “favorable “expresses that teachers are definitely aware of their

responsibility and accountability in properly using and integrating ICT in instruction. Parallel

to this is the idea of Emans (n.d.) which explains that teachers are aware of their

responsibility in thinking ways to use ICT in their lessons guided by its guidelines. They also

recognize the need to integrate ICT in instruction, thus in doing so they need to be competent

in using ICT.

Specifically, the guidelines: there should be an ICT coordinator in each school to

assist teachers and monitor the usage of ICT facilities; the access to internet for the

enrichment of instruction, learners’ record monitoring, research and any other-related

education activities; inclusion of ICT literacy class for intermediate pupils; and the strict use



of ICT resources is for classroom instruction only obtained an “extremely favorable”

response. This clearly proves that the ICT guidelines are really observed among schools. It is

to be considered however that one out of ten items got a “moderately favorable” response,

which signifies that schools must review its policy relevant to the liability or accountability

of teachers with the ICT resources accounted to them.

On ICT educational activities or services offered, the findings show that schools do

provide seminar-workshops and trainings about the latest ICT trends and issues. More so,

they also offer ICT literacy program/class for primary and intermediate pupils. This indicates

that schools do conduct activities relevant to the honing and molding of both teachers’ and

pupils’ technological skills.

Further analysis of data suggests that reward and motivation must be given to

teachers to capitalize on their drive in integrating ICT in their teaching. This is also the stand

of Carlson and Gadio (n.d.) when they said that most of the teachers are reluctant in adapting

to change especially in the way they teach and the manner they do the routines in the

classroom. One reason for this is they consider the time they need to consume that may take

away from their high-priority obligations like economic, familial, or educational. Also, they

find it hard in seeing the potential payoff beforehand of this kind of training. In addition, they

may feel threatened by the demands of technology. This simply means that teachers require

additional motivation and incentives to participate actively in professional development

activities.

A descriptive rating of “favorable” communicates that the teachers do recognize the

enormous pedagogical uses or functions of ICT in their effort to becoming global teachers

and of giving 21st century quality education to pupils. Supporting the above statement is



Stubbs (2009) who said that “the world people live now is constantly changing, growing and

significantly smaller in scope as a new global society emerges. As educators, it is essential to

become active, participating members in the developing global network, maximizing their

knowledge so teachers are better able to communicate with students”. Teachers therefore,

must be collaborative members of the world community, working with other teachers to

educate the leaders for today, tomorrow, and the future.

Specifically, the result divulges that among the fifteen items, item number 1 got a

response of “extremely favorable.” This indicates that the teacher uses ICT for record

keeping purposes like taking of attendance, computing of grades, and maintaining pupils’

records. Since teachers use ICT for record keeping purposes, it expected from them to back

up their files in any medium so they will not experience any trouble once they lost their files

in the computer. It is suggested however that teachers should design units of study and

classroom activities that integrate range of ICT tools to help pupils acquire the skills of

reasoning, reflective learning, knowledge building and communication. Moreover, they must

learn how to manage pupils’ project-based learning activities in a technology-enhanced

environment.

The result on ICT monitoring and evaluation with a description response of

“favorable”, tells that schools do acknowledge the importance of having ICT monitoring and

evaluation.

Particularly, the results show that schools do really have regular inventory of ICT

resources and teachers are encouraged to use their personally owned ICT resources in their

teaching. However, schools must take into account in monitoring and identifying those who

do not make use of ICT resources in their teaching.



In answering the fourth question, the result on the value of ICT implies that teachers

really appreciate the value or significance of ICT integration in instruction. Their

appreciation on it is transpired through their efforts and initiatives in utilizing ICT in their

day-to-day teaching. Moreover, as stated by Guyana (2012) all subject teachers use ICT in

teaching because they appreciate the beneficial role that it plays in teaching of their subject.

Results further communicate that the integration of ICT in the classroom instruction

is “always” of great value in offering quality education and quality services. Also, the ICT

“always” promotes diversity and provides more opportunities to learn about different

cultures, religion and politics across international network. However, two out of ten items got

an “often” response which speaks of the contribution of ICT in the efficient and effective use

of time. This explains that teachers can become more productive in using ICT in teaching and

learning process.

In answering the fifth question, the result on the imbibed ICT specific values and

skills with a description of “always”, signifies that through the utilization of ICT in

instruction, teachers’ skills and values are developed and achieved. Thus with the use of ICT,

teachers become creative, innovative, open-minded, committed, competent and self-

actualized. This also suggests that through ICT, quality teachers emerge because they do find

and learn ways on how to acquire certain skills that ICT demands. Likewise, Trucano (2012)

indicated that a high quality teacher education is of critical importance for quality and

relevant education at all levels and to high status of the teaching profession itself.

Furthermore, in the advent of 21st century, teachers working towards high standards in terms

of pedagogical integration of ICT are very necessary. Also, when teachers integrate ICT in

instruction, their skills are developed.



Specifically, the results express that one out of fifteen items got an “often” response

which states that teachers can optimize their creativity and innovativeness through the use of

available ICT resources.

In answering the sixth question, the teachers communicated that having limited funds

for ICT is a serious problem in their schools. Teachers also expressed that incompetency in

ICT utilization, scarcity of ICT resources, limited ICT trainings and workshops, ICT is not

integrated in the curriculum and no incentive or merit given to the users of ICT were cited as

moderate serious problems in the schools.

Also, these imply that teachers and administrators must consider in their schools’

management and planning the several factors pertinent to the successful integration of ICT in

education system. These findings are well recognized by Seyoum (2004) when he mentioned

that schools must consider significant issues and other factors in implementing and

integrating ICT in the educational system. Leaders must take into account the educational

policy and planning, infrastructure and capacity building, language and content, attitude,

financing and sustainability and transferability to become successful.

On the basis of the aforesaid findings of the study, the following conclusions have

been drawn:

The DepEd ICT vision is well articulated to teachers and it is clearly understood by

them, thus they are supportive in the initiative of the department.



The sixteen identified ICT resources were sometimes available in the school and were

sometimes utilized.

Teachers are definitely aware of their responsibility and accountability in properly

using and integrating ICT in instruction. Furthermore, schools do conduct activities relevant

to the honing and molding of both teachers’ and pupils’ technological skills. Teachers do

recognize the enormous pedagogical uses or functions of ICT in their effort to becoming

global teachers and of giving 21st century quality education to pupils. Also, schools do

acknowledge the importance of having ICT monitoring and evaluation. Moreover, with the

use of ICT, teachers become creative, innovative, open-minded, committed, competent and

self-actualized.

On the other hand, having limited funds for ICT was a serious problem in the schools

while the incompetency in ICT utilization, scarcity of ICT resources, limited ICT trainings

and workshops, ICT is not integrated in the curriculum and no incentive or merit given to the

users of ICT were moderate serious problems in the schools.

Based from the findings and conclusions that were derived from this research, the

following recommendations are given: (1) The DepEd should support the positive

perspective of teachers towards its vision by providing relevant venues and opportunities for

teachers.(2) School administrators through DepEd should seek ways to provide ample ICT

resources to both teachers and students. (3) Strong financial and other forms of support from

school leaders, teachers and other stakeholders must be provided in the successful integration

of ICT in instruction.(4) Capacity building activities such as workshops, trainings and

seminars with emphasis on proper usage or utilization, curriculum and instruction, research



and development of teaching materials, must be provided and be required for all teachers. (5)

Sharing of ICT best practices and instructional strategies are strongly encouraged among

teachers in furtherance of its effective integration in instruction. (6) ICT based needs

assessment must be done regularly and conscientiously by the school heads to help teachers

on their concerns and to possibly alleviate or lessen the occurrence of ICT-related problems.

(7) Related research must be conducted with wider and deeper scope to larger and varied

participants.(8) Participants of the research may adapt the guidelines and procedures which

were formulated by the researcher to have a systematic way of ICT management or if they

already have these, a thorough review would be beneficial.

A SCHOOL-BASED ICT PROGRAM

INTRODUCTION

Information and Communication Technology plays a vital role in education. With

ICT, teachers become more dynamic, flexible, competent, committed, actualized, effective



and efficient. More importantly, ICT provides a more student-centered approach in teaching,

enabling students to be the actors and creators of their own learning. Technology also opens

the wide horizons of learners, making them independent and productive. Indeed, ICT has

positively and creatively transformed the quality of education and services being offered to

pupils all around the globe.

Meanwhile, as previously mentioned in the introductory part of the study, the ICT4E

or Information Communication Technology for Education Strategic Plan was just merely a

draft proposed by the late Mr. Paul Soriano, Director III of National Technical Service. This

was not yet actualized though schools in the public sector have their own initiatives in

incorporating ICT in teaching and learning process, still this is not enough to really realize

the DepEd ICT vision.

On the educational perspective of the researcher, it is very significant to have a

research-based and concrete program that would guide and enable school heads and teachers

in the successful integration of ICT in the educational system. It is from these reasons why

the school-based ICT program was conceived.

To have an in-depth understanding of the school-based ICT program, a brief

information of the researcher school’s vision, mission, and goal are shown below with the

DepEd vision and mission, and DepEd ICT vision.

JOSE P. DIZON ELEMENTARY SCHOOL VISION, MISSION, AND GOAL

VISION:

A child friendly school that provides quality educational exposures highlight God-

centered values and social responsibility for community building.



MISSION:

To develop a well-rounded personality in each learner that is equipped with the

necessary knowledge, skills and right attitude through teacher’s commitment,

professionalism, collaborative effort and support of stakeholders.

GOAL

Consolidate all efforts to improve educational outcome.

DepEd VISION AND MISSION

VISION:

We dream of Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaningfully to

building the nation.

As a learner – centered public institution, the Department of Education continuously

improves itself to better serve its stakeholders.

MISSION:

To protect and promote the right of every Filipino to quality, equitable, culture –

based, and complete basic education where:

- Students learn in a child – friendly, gender – sensitive, safe and motivating

environment.

- Teachers facilitate learning and constantly nurture every learner.

- Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.



- Family, community, and other stakeholders are actively engaged and share

responsibility for developing life – long learners.

DepEd ICT VISION

21st Century Education for all Filipinos, anytime and anywhere, an ICT-enabled

education system that transforms students into dynamic life-long learners and values-

centered, productive and responsible citizens.

Sharing of ICT’s Best Practices and Instructional Strategies

Values Formation via ICT

Clinic Advice



Figure 2: Schematic Diagram of the School-Based ICT Program

A School-Based ICT Program

Background: This research-based program is basically designed to guide teachers and

administrators in the effective integration of ICT in instruction. This

revitalizes schools in the promotion of ICT utilization, achievement of quality

education, and the realization of DepEd ICT vision.

School-Based ICT Program “On Becoming Global Teacher”

Comprehensive Re-visitation of ICT Guidelines

Sharing of ICT’s Best Practices and Instructional Strategies



Vision: A global and transformative school that equips teachers and pupils with the

21st century knowledge, skills, values, and experiences which enable them to

be competent, socially-responsible, dignified in character and personality, and

builders of community.

Specific Objectives:

1. Educate teachers with sound knowledge, skills, and experiences to make

them good stewards and competent users of technology;

2. Equip teachers with technological trainings, workshop, and seminars

relevant to becoming global teachers;

3. Develop teachers’ right values and attitude towards ICT;

4. Monitor any teacher’s ICT-related concerns or issues for further

improvement;

5. Share best practices in effectively and efficiently integrating ICT in

instruction.

6. Guide school leaders in the effective implementation or integration of ICT

in the curriculum;

7. Assist school leaders in designing ICT developmental plans responsive to the concerns or

needs of their teachers and pupils;

8. Empower school leaders in the effective management of ICT in the school.

Specific Educational Activities

1. School’s ICT Camp

2. Fun- Fund Days



3. Comprehensive Re-visitation of School’s ICT Guidelines

4. Sharing of Best ICT Practices and Instructional Strategies

5. Values/Skills Formation via ICT

6. Clinic Advice

Addendum: Sample In-Come Generating Projects of Jose P. Dizon Elementary School

Educational Activity 1: SCHOOL’S ICT CAMP (Five-Year Plan)Description: This educational activity is a general orientation on the DepEd ICT vision, goals, update on the

current projects of the organization, and communication on the roles of administrators and teachers. This also reminds stakeholders on the roles they have to perform in the realization of the DepEd ICT vision to increase their level of awareness and accountability relative to ICT and strengthens school’s ICT planning and management.

Time/Person Involved Objectives Specific Mechanism Resources Needed Expected Outcome

May before the opening of classes

At the end of the educational activity, school heads, teachers, and parents shall have:

* Design a project proposal to be approved by the superintendent.* Invite the DepEd ICT authorities to be the

*LCD projector, laptop, speakers, microphones*Php 10, 000 for meals, snacks,

* Well educated teachers on DepEd ICT vision

* Rightly guided



*DepEd ICT Authority*School Head*ICT coordinator/representative*President of the Parent-Teachers Association Officers (PTA)

1. educatedon the DepEd ICT vision, goals, and initiated projects by providing a comprehensive discussion and relevant activities;

2. developed the right motivation, perspective, and attitude towards the integration of ICT in instruction through dynamic communication of functions and values of ICT in school environment; and

3. created a well-thought school’s ICTdevelopmental plan in congruence with the DepEd ICT vision.

resource speakers of the said activity by furnishing them a letter approved by the superintendent*Inform school head, ICT coordinator, and PTA officers about the schedule, significance and matrix of the activity through a Division memorandum duly signed by the superintendent.*Prepare all the necessary resources needed for the activity.*The DepEd authorities will discuss the DepEd ICT vision, projects they have implemented and the ways on how to include ICT in education system.*They will also communicate the importance of the roles of stakeholders in the successful integration of ICT in instruction.*Participants will be asked to accomplish an ICT school’s developmental plan based from the inputs of DepEd ICT authorities.* Let the participants evaluate the entire activity using a rubric for further improvement.

certificates, tokens of resource speakers and for other materials needed

*PTA donations, contributions, school funds, and solicitations from generous institutions and citizens.

teachers in ICT planning and management

*Developed positive attitude towards ICT

*True believers, and stewards of ICT

Educational Program 2: FUN- FUND DAYS (Five-Year Plan)Description: This educational is income-generating and filled with enjoyable activities that support schools in purchasing

ICT resources for the optimum utilization and integration of ICT in instruction.

Time/Person Involved

Objectives Specific Mechanism Resources Needed

Expected Outcome

Anytime within the school-year

*School head*ICT coordinator*Teachers

At the end of the educational activity, the pupils stakeholders in the school shall have:

1. instilled in their minds the value of supporting the

*Teachers, parents, advisers and officers of the different organizations in the school will design a proposal which will be approved and accepted by the principal and

* Project proposals, letter addressed to the authorities, solicitation letters

*School MOOE

Equipped with ICT resources.

Projects enjoyed by the school community



*Club advisers and officers*General Parent-Teacher Officers* Parents*Pupils

school in its fund-driven projects and its positive impact in education;

2. supported the school in availing ICT resources for classroom instruction use and other education-related services; and

3. implemented fund-driven projects for the purchasing of ICT resources.

superintendent* The proponent will inform and educate the community about the rationale and other pertinent matters about the projects.*The projects will be implemented within the school year and the earnings will be solely used for the purchase of ICT resources.*The school will have partnership with the local government units and private sectors for the sponsorship of some ICT resources.*The school will also have its share in the availing of ICT resources apart from sponsorships and earnings of the implemented projects.*The school community will conduct regular assessments to see the pros and cons of the implemented projects.*There will be recognition at the end of the school year for the proponents for motivation purposes.*When the school has the necessary ICT resources, a monitoring activity will be held among the teachers to fully maximize its utilization.

*Earnings of the implemented projects

Teachers greatly utilized ICT resources

Enhanced Teaching and motivated teachers

More satisfied parents

Improved students’ performance and school’s performance rating

Motivated pupils andExcellent in class

SAMPLE INCOME-GENERATING PROJECTS OF JOSE P. DIZON

ELEMENTARY SCHOOL

1. Governing Parents-Teachers Association (GPTA) Raffle for A Cause

Pupils, parents, and teachers are given tickets to sell outside the school. The proceeds

of this activity go to the school funds which will be used in its various projects.

2. Film-Viewing



This is a learning activity among the pupils as it is incorporated in the different

subjects or topics taught in class. Each pupil is expected to look for a sponsor who will pay 5

pesos as a sign of support for the school.

3. JPDES Olympics

This event is special time for the pupils to showcase their sports prowess, be united

and enjoy the activities that the school has prepared. A pro-rate of five pesos is being

collected from the sponsors of the pupils to help the school finance some of its planned

projects.

4. Acquaintance Party

This is a time for the pupils of JPDES to develop friendship, camaraderie, and unity.

It is also a moment for them to showcase their different talents as they get to perform in the

activity. They also organize fund booths where they can sell different products which they

personally created.

5. May Pera sa Basura

This helps the school in managing waste segregation. The collected papers, cartons,

plastic cups and bottles are disposed in exchange of monetary amount.

Educational Activity 3: COMPREHENSIVE REVISITATION OF SCHOOL’S ICT GUIDELINES (Five-Year Plan)

Description: This educational activity helps school head and teachers in improving their ICT guidelines, policies, or procedures by having a comprehensive group discussions and opened channels of communication.



Expected Outcome

Sometime in June At the end of the educational activity, the *The school’s ICT

*Php 1, 000 coming from the

Revised and more effective school’s



*School head*ICT coordinator*Teachers* Governing Council of Pupils*General Parent-Teacher Officers

pupils and stakeholders shall have:

1. reviewed their school’s ICT guidelines, policies, or procedures for either sustainment or enhancement;

2. felt a sense of fulfillment for they have contributed in the improvement of their school’s ICT guidelines trough their consensus effort ; and

3. revised their school’s ICT guidelines based from the findings of their review, discussions, and communication.

coordinator will inform teachers, officers of the Governing Council, and the GPTA officers about the comprehensive review of the ICT guidelines of the school, recognized and approved by the school head.*Prepare all the necessary materials for the activity especially the copies of theschool’s ICT guidelines.*Start the activity by communicating the goals, objectives, and the importance of their roles in improving the school’s ICT management.*Begin the comprehensive review on the ICT guidelines. Accept all the suggestions and later decide with the body which among them is beneficial.*Revised the school’s ICT guidelines and make this known to the people in the community.*This revised school’s ICT guidelines will now ready for implementation.

school funds for the snacks of the reviewers

*Copies of the school’s ICT guidelines

ICT guidelines.

Systematic school’s ICT management

Lessened ICT-related problems

Enhanced school’s educational services

Satisfied stakeholders

Educational Activity 4: SHARING OF ICT’s BEST PRACTICES AND INSTRUCTIONAL STRATEGIES (Five-Year Plan)



Expected Outcome

Sometime in May At the end of the *Draft a proposal on *LCD projector, *Effective



before the opening of classes


educational activity, the teachers shall have:

1. educated with the knowledge and actual experiences on the ICT’s best practices and instructional strategies through a group forum and interaction;

2. cited the significance of knowing the right techniques in teaching using ICT and appreciated the value of ICT in giving quality instruction; and

3. applied what they have learned in their teaching and in other education-related activities.

the activity to be approved by the school head.*Disseminate the information about the seminar through a letter signed by the principal.*Gather all the necessary resources for the seminar.*Discuss the objectives of the seminars to the participants.*Allow the teachers to freely share the ICT’s best practices and instructional strategies which they have proven to be effective in their teaching.*Teachers will assess which among the shared practices and strategies are applicable to their children.*Test the chosen practices and strategies if these are suited in the level and needs of their pupils.*Always innovate and be creative in using these to avoid boredom and disinterest among pupils.

laptop, speakers, and white board

*Php 1,500 for the snacks

*Evaluation Rubrics

teaching using ICT

*Maximized ICT utilization

* Equipped with the 21st century skills

*Applied learning to daily experiences

Description: This educational activity provides teachers with the knowledge and skills on the ICT’s best practices and instructional strategies proven to be effective which they can adapt in their teaching.

Educational Program 5: VALUES INTEGRATION VIA ICT (Five-Year Plan)

Description: This educational activity capitalizes on specific ICT educational values and skills. Specifically, the values and skills are: creativity and innovativeness, open-mindedness, competence, commitment, and self-actualization.





Expected Outcome

Sometime in May before the opening of classes


At the end of the educational activity, the teachers shall have:

1. equipped with the values and skills associated with ICT through a seminar-workshop;

2. internalized the values and skills they have imbibed in their teaching using ICT through personal sharing of experiences; and

3. lived the ICT values and skills they have realized.

*Inform the teachers on the schedule and goals of the seminar-workshop.

*Gather all the necessary resources for the seminar.

*Start the seminar-workshop by discussing the values of ICT and the skills associated with it.

*Let the teachers share their personal experiences in employing ICT in instruction.

*Lead the teachers in self-introspection of the values and skills they imbibed using ICT in instruction.

*The ICT coordinator and the school head will evaluate teachers during classroom observation using rubric to check if they really live these values and skills in their actual teaching.

*LCD projector, laptop, speakers, and white board


*Evaluation Rubrics

*Possessed the value of creativity, innovativeness, open-mindedness commitment, competence and self-actualization.

*Embodied the specific ICT educational values and skills in teaching

*Global teachers

*Achieved quality education

Educational Program 6: CLINIC ADVICE (Five-Year Plan)

Description: This educational activity remedies the identified ICT-related problems communicated by the stakeholders through their collaboration and consolidated efforts to enhance its integration in the education system.





Expected Outcome

Sometime June-May

*School head*ICT coordinator*Teachers* Governing Council of Pupils*General Parent-Teacher Officers

At the end of the educational activity, the pupils and stakeholders shall have:

1. identified the ICT-related problems through discussion and open systems of communication;

2. realized the value of airing out their ICT concerns for the generation of possible solutions; and

3. solved the ICT-related problems by creating an action plan.

*Gather all the stakeholders for a meeting about the ICT-related problems.*Explain to them the objectives of the meeting.*Lead the discussion into a more-welcoming ambiance so stakeholders will not hesitate to communicate their concerns.*Assess the concerns of everybody.*Make an action plan. Decide which of their concerns need immediate response.*With their assistance, address or act on their concerns.*Conduct a regular monitoring to check if the strategy/ solution is really effective in solving the problem.*Needs assessment must be done to improve ICT leadership and management and to lessen the occurrence of problems.

*LCD projector, laptop, speakers, and white board


*Action plan matrix

*Solved ICT-related problems

*Addressed teachers’ and pupils’ needs

*Lessened the occurrence of ICT-related problems

*Effective ICT management

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Appendix A “Survey Questionnaire”

I. Integration of ICT in Instruction in terms of DepEd Vision

1. Directions: Listed below are indicators on the integration of ICT in classroom

instruction in terms of the DepEd vision. Please indicate your level of agreement and

disagreement by placing a check mark (√ ) that corresponds to your answer.

The following are the equivalent of your responses:

The DepEd ICT vision “21st Century Education for all Filipinos, anytime and anywhere, an ICT-enabled education system that transforms students into dynamic life-long learners and values-centered, productive and responsible citizens”..

5 4 3 2 1

1. Guides the school in the selection of appropriate physical infrastructure (ICT resources) and necessary technical support to make ICT accessible and useful to pupils, teachers, administrators and school support staff.

2. Aids school administrators in making ICT staff development plan to develop teachers’ competence in the use of ICT and in the design, production and utilization of ICT-based instructional materials.

3. Prompts schools in ensuring access to the latest developments in ICT and in supporting research and education.

4. Revitalizes schools to become more dynamic, collaborative, and innovative learning institutions where pupils can become more motivated, inquisitive, creative, and productive learners.

5. Prompts school heads and teachers to always be mindful on the quality of education and services being offered to pupils.

6. Reminds teachers on their noble duty of giving the best education possible to pupils.

7. Promotes a positive venue for curriculum improvement that would integrate technology with the different learning areas.

8 .Unites school leaders, teachers, and other stakeholders in the successful integration of ICT in instruction.

9. Prepares and equips pupils with the appropriate ICT knowledge, values and skills to develop the habits of self-learning and critical thinking that they can use in their future education and in the field of work.

10.Links up the pupils with the vast network of knowledge and information to become global in perspective.

5 _ Very Strongly Agree

4 _ Strongly Agree

3 _ Moderately Agree

2 _ Disagree

1 _ Very Strongly Disagree



II. On Available ICT Resources and Extent They Are Utilized

2. Directions: Enumerated below are the ICT resources available in the schools. Please

indicate if they are available in your school by putting a check mark (√) on the box that

corresponds to your answer.


Available ICT Resources 5 4 3 2 11. LCD projector2. Desktop computer3. Laptop/netbook4. Interactive White Board or IWB5. Television6. Lapel or Portable Amplifier7. White Screen8. Audio Player/ Cd player9. VCD/DVD Player10. Presenter11. Overhead Projector or OHP12. Tablet/Ipad13. Internet Connection14. E-classroom15. E-library16. Printer

If there are other available ICT resources not included in the list please write them down on the space provided below.

Other ICT Resources 5 4 3 2 1

5 _ Always Available

4 _ Often Available

3 _ Sometimes Available

2 _ Rarely Available

1 _ Not Available At All



Below is the extent to which the available resources in your school are utilized. Please rate

these resources by putting a check mark (√) on the box that corresponds to your answer.


Available ICT Resources 5 4 3 2 11. LCD projector2. Desktop computer3. Laptop/netbook4. Interactive White Board or IWB5. Television6. Lapel or Portable Amplifier7. White Screen8. Audio Player/ Cd player9. VCD/DVD Player10. Presenter11. Overhead Projector or OHP12. Tablet/Ipad13. Internet Connection14. E-classroom15. E-library16. Printer

5 _ Fully Utilized

4 _ Oftenly Utilized

3 _ Sometimes Utilized

2 _ Rarely Utilized

1 _ Not Utilized At All



III. On Integration of ICT in Classroom Instruction in terms of Four (4) Factors

3. Directions: The following are the four factors in the integration of ICT in the classroom

instruction. Kindly indicate your approval by putting a check mark (√) on the column that

corresponds to your answer.


A. On ICT Guidelines and Procedures5 4 3 2 1

1. The computer set must be placed exclusively in a computer laboratory or library, faculty, principal’s office or in any other place/room in school for administrative use.

2. The policies/guidelines in the utilization of computers and other ICT resources are posted in the computer laboratory and in classrooms and these are communicated well to the teachers and pupils.

3. ICT integration in all subject areas must be encouraged by the school head to improve teaching and learning process.

4. All teachers are encouraged to use the computer laboratory or any ICT resource on a schedule basis.

5. Elementary schools should have ICT literacy class for intermediate pupils which is incorporated in E.P.P. or T.L.E subject.

6. Computer laboratory or any ICT resource is for classroom instruction use only or in furtherance of the DepEd ICT vision, any leisure activity is strictly prohibited. ICT resources must be utilized responsibly and with ethical manner.

7. There should be an ICT coordinator in each school to assist teachers and monitor the usage of ICT facilities.

8. In case of damage or loss of any ICT resource, the teacher who is using it will be accountable in its repair or replacement.

9. Schools must have access to internet for the enrichment of instruction, learners’ record monitoring, research, and any other- related education activities.

10. Collection of minimal fee is allowable provided that this is agreed by the Parent-Teacher Association or PTA and that the money is exclusively used in the maintenance and operating expenses of the computer laboratory.

5 _ Extremely Favorable

4 _ Favorable

3 _ Moderately Favorable

2 _ Unfavorable

1 _ Extremely Unfavorable



B. On ICT Educational Activities/Services Offered 5 4 3 2 11. The school provides seminar-workshops and trainings about the

latest ICT trends and issues.2. The school gives incentives or awards to those who frequently

utilize the ICT resources.3. The school participates in any local, national, or international ICT

competition, pupil -seminar, training, or conference.4. The school offers ICT Literacy Program/Class for primary and

intermediate pupils (e.g. typing, word-formatting, excel and power point application).

5. The school organizes ICT-related activities for pupils to develop their ICT skills.



D. On Monitoring and Evaluation 5 4 3 2 11. There is a regular inventory of ICT resources in our school.2. The school monitors and identifies those who do not make

use of ICT resources in their teaching.3. Teachers are encouraged to use their personally owned ICT

resources in their teaching.4. The school/district provides a Proficiency Test in the use of

ICT for beginning teachers.5. Teachers are observed and evaluated with the use of ICT.

C. On Pedagogical Functions 5 4 3 2 11. The teacher uses ICT for record keeping purposes (taking of

attendance, computing grades, and maintaining pupils’ records).2. The teacher employs ICT (e.g. text messaging, video conferencing

and social media for communication and collaboration among stakeholders and in some enrichment activities done outside the school.

3. The teacher integrates the use of a computer laboratory into ongoing teaching activities.

4. The teacher utilizes ICT resources for individual activity or group dynamics.

5. The teacher identifies the appropriate and inappropriate social arrangements/groupings in using various technologies.

6. The teacher uses ICT resources to enhance and promote pupils’ active participation in class, productivity, and cooperative learning.

7. The teacher utilizes ICT resources to support pupils’ acquisition of subject matter and pedagogical knowledge.

8. The teacher operates appropriate technologies to subject matter, such as visualization, data analysis, role-play simulations and online references.

9. The teacher uses ICT to communicate and collaborate with pupils, peers, parents and the larger community to nurture pupils’ learning.

10. The teacher manages pupils’ project-based learning activities in a technology-enhanced environment.

11. The teacher assists pupils using ICT to acquire the skills of searching, managing, analyzing, evaluating and using information.

12. The teacher designs units of study and classroom activities that integrate range of ICT tools to help pupils acquire the skills of reasoning, planning, reflective learning, knowledge building and communication.

13. The teacher plays a leading role in supporting innovation in school and promotes continuous learning among colleagues.

14. The teacher continually evaluates and reflects on professional practice to promote innovation and improvement.

15. The teacher utilizes ICT resources to participate in professional communities; share and discuss best practice in teaching.



IV. On the Value of ICT4. Directions: Based on the verbalized responses of the teachers among the schools of East

District, the following are the articulated value or importance of ICT program in the school.

Please express the level of your affirmation by putting a check mark (√) on the box pertinent to your response.

The following are the equivalent of your answers:

On the Value of ICT 5 4 3 2 11. The integration of ICT in classroom instruction is of great value in offering

quality education and quality services.2.The ICT facilitates the transmission of knowledge and information.3.The ICT creatively lessens the teacher efforts in the preparation of instructional

materials and other undertakings of teachers.4. The ICT creates interactive discussion between the teachers and pupils. 5. The integration of ICT in teaching challenges teachers and pupils to aspire for

greater heights in their quest for excellence.6. The ICT advances sharing and collaboration as well as independent learning

among teachers and pupils.7. The ICT promotes diversity and provides more opportunities to learn about

different cultures, religion and politics across international network.8. The ICT properly guides teachers in monitoring, assessing, recording and

reporting learning outcomes.9. The ICT reduces learning time but improves performance among teachers and

pupils.10. ICT facilitates a more pupil-centered and a more- constructive approach of

teaching.

V. On Imbibed ICT Values

5 _ Always

4 _ Often

3 _ Sometimes

2 _ Rarely

1 _ Never



Directions: The following are the specific values obtained and imbibed by participants during the informal talk done by

the researcher. Please place a check mark (√) on the indicators that are applicable to you.


A. On Creativity and Innovativeness 5 4 3 2 1

1. I know and I understand that creativity and innovativeness is the ability to create and invent new things with the use of personal insight and reflection.

2. I feel fulfilled when my pupils are enjoying and learning at the same time when I use ICT designed lessons and activities during discussion.

3. I optimize my creativity and innovativeness through the use of available ICT resources.

B. On Open-Mindedness1. I certainly comprehend that open-mindedness is the ability to be receptive

to new ideas and inventions brought about by modernization.2. I am delighted when my pupils are aware of what they are learning and

they critically analyze the changes in their environment.

3. I provide a classroom ambiance that promotes openness and social awareness about the rapid changes in the world.

C. On Commitment1. Iam aware that commitment is the ability to dedicate oneself in any

undertaking with worthwhile outcomes.2. I am satisfied when my fellow teachers and pupils show their dedication to

whatever endeavor they partake.

3. I give my best in helping my pupils in becoming better and responsible citizens of our country.

D. On Competence1. I consciously believe that competence is the capability to do an assigned

task particularly in a field of specialization.2. I feel elated when people around me do appreciate the outcome of my

work.

3. I competently perform my duties and responsibilities as a teacher.

E. On Self-Actualization1. I am certain that self-actualization is the realization of one’s potentials

and capabilities.2. There is a sense of fruition when I know I have utilized my giftedness as a

person to the fullest.

3. I do my best in molding and guiding my pupils towards the development of their skills.

VI. On ICT Problems/Difficulties

5 _ Often

4 _ Sometimes

3 _ Occasionally

2 _ Rarely

1 _ Never



6. Directions: Indicated below are some of the verbalized problems/difficulties encountered

in the integration of ICT in classroom instruction. Kindly rate the level of seriousness of

each problem by putting a check mark (√) on the box that corresponds to your answers.


ICT Problems/Difficulties 5 4 3 2 11. There is an ICT resource scarcity in the school.2. The ICT is not integrated in the curriculum.3. The school has limited funds for ICT.4. Some teachers are incompetent in using ICT.5. The passive or negative attitude on ICT is evident in the

school.6. Teachers have limited trainings and workshops on ICT.7. There is no incentive/merit given to the users of ICT.8. Inappropriate utilization of ICT resources is practiced in

the school.9. The school is inconsistent in ICT management.10. The ICT is being overused resulting to pupils’ boredom

and demotivation.

End of Survey

Thank you and God bless!

Zaldy Z. Magpayo

Appendix B “Letter Addressed to the Participants”

5 _ Very Serious Problem

4 _ Serious Problem

3 _ Moderately Serious Problem

2 _ Slight Problem

1 _ Not a Problem



Appendix C “Letter to the Superintendent”



Appendix D “ Letter Addressed to the Validators”



Appendix E “ Validators’ Assessment on the Research Instrument”



Appendix F “ Plag Scan Review”

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