emerging trends and challenges in information and

Geraldine Pagunsan-Sumbise, Fe C. Montecalvo, “Emerging trends and challenges in information
communications technology integration among public secondary schools in Samar, Philippines”
1. Introduction1
Globalization and technological changes create a technology-powered, information-fueled
and knowledge driven global economy (US Department of Labor, as cited in Aktaruzzaman,
Shamin and Clement, 2011). What oil has been to industrial revolution is what data are to
knowledge economy (Bloch, 2015). With this global perspective, educational technologies and
innovative teaching are imperative in today’s time, another feature of 21st Century education
as noted by Rideout, Foehr and Roberts (2010). The unlimited resource of available technology
and its utilization for innovative teaching promise challenging experience for teachers.
Children today, however, focus too much on technology rather than in their studies. This
is a fact since teachers and the classroom lessons are less interesting (Jolejole-Caube, Dumlao
and Abocejo, 2019) while technology is more inviting and enjoyable. This is one of the
i Correspondence email: [email protected]
Abstract
This research explored emerging trends and challenges in the integration of information
and communications technology (ICT) in Samar's public secondary schools. It also determined
the challenges in terms of accessibility and availability of ICT infrastructure, school leadership
and teachers’ ICT competencies. The study employed descriptive method using questionnaires
as instruments data gathering among respondents - the school administrators, teachers and
students Samar. Multi-Stage Sampling technique was used to determine the sample size while
Slovin's Formula was used to get the proportional sample: 84 school heads, 503 teachers, and
1738 students. The findings revealed that the emerging trends ICT integration in teaching and
learning were the utilization of videos in education and use of LCD Projectors, Interactive
White Boards, Smart Boards and LED TV since these could be maximized both online and
offline. The challenges in ICT integration were connectivity to internet and air conditioning
units, school leaders’ linkage with stakeholders to support ICT, and teachers’ ICT
competencies relative to their professional domain. The researcher concluded that teachers
rarely integrated ICT trends because they lack proper training. Moreover, ICT facilities and
equipment are inadequate in public high schools, hence school leaders had to ask support from
external stakeholders to acquire and maintain ICT facilities. The teachers were weak in
engagement with new and emerging trends since they hardly utilize ICT for professional
development and innovation.
Keywords: ICT integration, ICT Trends, ICT Challenges, education, public school
Emerging trends and challenges in information and communications
technology integration among public secondary schools in Samar,
Philippines
Department of Education
Calbayog City, Samar, Philippines 2College of Education, Northwest Samar State University
Calbayog City, Samar, Philippines
challenges for traditional teachers since only very few learners like to listen to long lectures, to
boring and unprepared teachers (Fernandez and Abocejo, 2014).
Nonetheless, the pedagogical incorporation of ICT into the system of teaching and learnin
g is a potential intervention to educational reforms. However, according to Bansal (2011), to
balance the pedagogical embedding of ICT in the education process, there should be a clear
understanding of teachers’ needs (Rodriguez and Abocejo, 2018) in today’s school
environment. These needs are the expected knowledge, abilities and skills and professional
development of ICT classroom teachers. Accordingly, they may not have adequate knowledge,
abilities and skills in ICT. Essentially, there is a need for teachers to undergo trainings to
develop advanced skills in ICT. On the other hand, the students do not see the link between the
various skills (Saraspe and Abocejo, 2020) and the curriculum (Mingoa and Abocejo, 2021).
Students must use the computer in a flexible, creative and purposeful manner, Bansal (2011)
reiterated.
Republic Act (RA) 10533 or the Enhanced Basic Education Act of 2013, the K to 12
Curriculum, encourages the utilization of ICT in education. In fact, DepEd Order No. 35, s.
2016 emphasizes lesson enrichment with developmentally appropriate functional
implementation approaches using ICT. With ICT tools and equipment available in schools,
teaching and assessment are improved (Department of Education, 2016).
As part of the Department of Education, secondary schools in Samar are to enshrine the
ideals of the new curriculum to bring about 21st century skills among students to prepare them
for various opportunities in an increasingly globalized environment. With the recent
implementation of the said curriculum, no official document can vouch for the status of
integration of ICT in the subjects taught which can be the basis for policy formulation.
It is for this reason that the researchers assessed the emerging trends and challenges in ICT
integration among the public secondary schools in Samar. The school administrators, teachers,
and students in the public secondary schools in Samar were confronted with challenges in ICT,
hence they fall short of keeping up with the emerging trends in integrating ICT in teaching and
learning.
1.1 Study objectives
This study investigated the emerging trends and challenges in Information and
Communications Technology integration in the public high schools in Samar. Specifically, it
examined the emerging trends in integrating ICT as perceived by school administrators, the
teachers, and the students and the challenges of ICT integration based on accessibility and
availability of ICT Infrastructure; school leadership; and teachers’ ICT competencies.
2. Literature Review
This study is anchored from TPACK theory which states that technology, pedagogy and
content are linked together in educational technology (Herring, Koehler, and Mishra, 2016). In
the 21st Century education, teachers need to maximize the affordance of technology to develop
21st century skills and competency among the learners (Cuñado and Abocejo, 2018) with
emphasis on information, media, and technology skills. The classroom in the 21st Century has
become global education and village (Llagas, Corpus, and Bilbao, 2016) especially towards
achieving sustainable basic education development (Abocejo and Padua, 2010)
Piaget’s Constructivist’s Theory published in 1972, which pronounced the internalization
of students’ knowledge mechanisms, conveyed by assimilation and accommodation
individuals build new information from their experiences (K-12academics, 2016). Hence, ICT
Asian Journal of Resource Management and Governance (AJRMG) ISSN:2799-0567(print)
Volume 1, Issue 1, June 2021 https://ojs.nwssu.edu.ph/index.php/ajrmg 12
as a component of Technology and Livelihood Education (TLE), encourages students to
acquire first-hand experiences on computer manipulations as they learn better by doing.
The Commission on Information and Communications Technology (CICT), now
Department of ICT (DICT) presents the National Competency ICT Standard (NICS) for
Teachers which served as basis in determining the competencies of teachers. It covers four (4)
domains which include: 1) Technology Operations and Concepts– which comprises
competencies relative to technical procedures, concept, and creation of different ICT tools such
as computer and communication devices and applications available online and offline; 2)
Social and Ethical– which comprises competencies on humane, appropriate, lawful and people
issues, and interrelations in the community; 3) Pedagogical – which comprises competence on
the use of technology in the instruction processes: planning and designing technology-
supported experiences and learning conditions that are effective; implementation, facilitation
and tracking of education approaches that incorporate a range of information and
communication technologies to support student learning; and assessing and evaluating learning
and performance of student; and 4) Professional – which comprises competencies in
professional development and progress, innovation, research, and cooperation.
Other noteworthy publications in ICT trends include the August 2014 issue for the
European Commission entitled ICT Trends 2020 Main Trends for Information and
Communication Technologies (ICT) and their implications for e-LEADERSHIP SKILLS cited
the use of Cloud, the Social Media, mobile devices, Internet of Things or IoT, big data
analytics, customer experience IT and IT security. There was also EdTech magazine which
mentioned big data, augmented reality, semantic web which is an evolution to the Web 4.0,
Extreme BYOD and Transmedia (Conlan, 2016). On the other hand, Perez (2016) presented
classroom technology trends such as remote and flipped learning, mind map, gamification, e-
books, big data and social networks. Similarly, Bormann (2016) listed flipped/blended
learning, LMS, wireless projecting, augmented reality and Google apps as the five trends that
are changing the education today.
Robust implementation of technology integration fuels creativity, interest student
engagement (Arrieta, 2016; Trazo and Abocejo, 2019). His study on assessment of the
integration of ICT was limited to Don Bosco Technical Institute – Makati City where he
concluded that technology integration was extensively practiced but there was a need for
teachers to have enough time for planning and preparing technology-infused learning resources
and to upgrade their pedagogical and technological skills. Arrieta’s (2016) study was similar
to the present study since the current study also depicted ICT integration in secondary schools;
however, the above study used a different instrument. On the premise of the geographic and
economic conditions of the two studies, opposing results in terms of extent of integration were
yielded.
In case study issue 4 spearheaded by the United Nations Asian and Pacific Training Centre
for Information and Communication Technology for Development as regards ICT Competency
Standards, specifically involving Indonesia, Korea, Philippines, Singapore and Thailand,
Director Rhee stressed that technology was not the sole determinant of the success and failure
of ICT-enabled development, rather, human element was likewise a driving success. He added
that the national competency standards and identifying their advantages and challenges
(Pañares and Abocejo, 2019), enabled government policymakers to identify the key elements
which were critical in designing and developing ICT competency framework fitted in their
country’s context. Moreover, details on pitfalls to avoid and best practices to adopt were also
highlighted in country cases (UN-APCICT-ESCAP, 2016). The mentioned publication
resembles the challenges relative to ICT integration specifically teacher-related factors tackled
in the current study.
In the same publication, Aquilizan (2016) of DICT in the Philippines presented the national
competency standards which included NICS Teacher. Accordingly, review and enhancement
of the said competency standards are on-going to align the competencies to the ASEAN ICT
Skills Standards (ISS). One issues that was found out was the need for the standardization of
ICT curriculum across education sector which will lead to compliance to the ASEAN ISS and
ultimately ensure manpower mobility and efficiency. The findings deem related to this study
in way that competencies of teachers need to be worked on further, taking into considerations
the integration of ICT in accordance to the curriculum goals to address the demands of the
global workplace.
Sointu et al. (2017) found in their study that in the first two years of preservice education,
teacher students had affirmative development trends in their knowledge of ICT. This study
relates to the above since it also examined the teacher factor among secondary teachers in ICT
integration.
Figure 1. Conceptual Framework of the Study
The first box showed the locale of the study which was the public secondary schools in
Samar particularly in the Division of Samar, Catbalogan City and Calbayog City. The second
box below reflects the emerging trends in ICT integration assessed in terms of mobile learning,
Challenges in ICT
• Cloud computing
• Virtual reality
materials (LRMs)
Boards/LED TV
• Blended learning
• Digital textbooks
• Bring your own device (BYOD)/Wifi
• Remote learning or ubiquitous learning
• Social media
• Google apps
• Smart portfolio assessment
cloud computing, virtual reality, gamification of learning, learning management system (LMS)
or learning resource materials (LRMs), videos in education, LCD Projectors/Interactive White
Board (WB) /Smart Boards/LED TV, blended learning, digital textbooks, Web 3.0 and the
Internet of Tings (IoT), bring your own device (BYOD)/Wi-Fi, remote learning or ubiquitous
learning, social media, Google Apps, custom tailored or personalized learning, and smart
portfolio assessments. Moreover, the challenges that ought to be addressed were investigated
for effective and efficient integration of ICT. The challenges were sought in terms of
accessibility and availability of ICT infrastructure, school leadership, and teachers’ ICT
competencies.
3.1 Research design
This study employed a descriptive survey research design. It utilized three sets of
questionnaires as primary instrument in gathering relevant data which were answered by school
administrators, secondary school teachers and students.
3.2 Research locale
This study was conducted in the province of Samar among the public secondary schools in
three (3) schools’ divisions. It covered the Schools Divisions of Calbayog City, Catbalogan
City, and Samar. This study involved twenty-four (24) public secondary schools in Schools
Division of Calbayog City, seven (7) in the Schools Division of Catbalogan City, fifty-three
(53) in the Schools Division of Samar. Figure 2 shows the map of the locale of the study.
3.3 Research respondents
This study had three groups of respondents. The first group consisted of school heads.
The second group of respondents were secondary school teachers who taught the core subjects
or were given additional subjects aside from the core subjects to complete the teaching load.
The last group of respondents were secondary school students who had subjects handled by the
selected teacher-respondents.
Schools
Division
Respondent
(%) Calbayog City 24 28.57 137 27.24 324 28.15 485 27.90
Catbalogan City 7 8.33 80 15.90 211 18.16 298 17.15
Samar 53 63.10 286 56.86 616 53.61 955 54.95
Total 84 100.00 503 100.00 1151 100.00 1738 100.00
3.4 Ethical considerations
The researchers observed the proper protocol in the conduct of the research following local
customary laws, policies and mandates. In this regard, the consent of respondents, the
confidentiality of their responses were treated as vital information and were only used fr the
purpose of the study.
3.5 Sampling size and sampling technique
The sample size was obtained using the Slovin’s formula. A multi-stage sampling
technique was employed to get the representative samples of 84 school administrators, 503
teachers, and 1151 students. Overall, there were 84 public secondary schools involved in the
study.
3.6 Research Instrument
There were three parts in the research instrument. For the school administrators, Part I was
on the school profile while on teachers and students, this was on basic information about them.
Part II was a survey of the emerging trends in ICT integration while Part III was survey of the
challenges in ICT integration in the public high schools in Samar. On the third part of the
questionnaire, the challenges encountered in the integration of ICT included accessibility and
availability of ICT infrastructure, school leadership and teachers’ ICT competencies. Parts II
and III were answered by the three groups of respondents.
Only the researcher-made instrument underwent content validation and dry-run. An expert
validation was sought to polish the research questions. The statements in the third part of the
questionnaire were researcher-made based on the readings from the related literatures and
studies as well as adapted questions from various researchers such as Antallan (2011), Valdez
(2011), Bello (2013), Villa (2013) and Tobes (2015) on the accessibility and availability of
ICT infrastructure (Part III-A) and school leadership (Part III-B) and from the handbook on
NICS for Teachers on the teachers’ ICT competencies (Part III-C). Part III-A Accessibility of
ICT infrastructure was 15 items which were mostly on the physical factors of ICT integration.
Part III-B School Leadership was made up of 16 items which revolved around the school
leaders’ factor relative to ICT integration. Part III-C Teachers’ ICT Competencies was further
sub-divided into the 4 domains according to the competency standard.
3.7 Treatment of Data
The generated data for the study were subjected to descriptive statistical analysis using MS
Excel for windows. Frequency counts and percentage distribution were used to measure the
internet connectivity, frequency of ICT use and functional ICT facilities and equipment. Mean
and standard deviation (SD) were used to measure the trends and challenges in ICT integration
as perceived by the three groups of respondents.
4. Results and Discussions
The study findings revealed that public high schools in Samar were not abreast with
emerging trends in integrating ICT in teaching and learning because they fall short of available
and accessible ICT facilities and equipment. The use of videos in education as well as LCD
Projectors, Interactive White Boards, Smart Boards and LED TV were the emerging trends in
integrating technology in classrooms. Internet connectivity and air conditioning units, ability
of school leaders to link with external stakeholders to support ICT, and the teachers’
competencies on ICT use in education were the challenges that confronted both teachers and
students.
4.1 Trends in Information and Communication Technology (ICT) Integration
Table 2 depicts the perceptions of the three groups of respondents on the emerging trends
in ICT integration. The data in the said table reflect a grand mean of 2.44 (described as rarely
used) and with an SD of 0.83. Of the three groups, the students, have the highest rating with
an average mean of 2.53 (SD=0.78).
Table 2. Emerging trends in ICT integration in the public secondary schools in Samar
This manifests an apparent difference in perceptions toward ICT integration among the
three groups of respondents. This finding showed that the students are honest of what they
experience in the classrooms with their teachers regarding ICT.
Particularly, there are items in the emerging trends in ICT integration which are note-
considering, namely: utilized videos in teaching and enable students to resent their outputs
(3.15); used LCD projectors, interactive Whiteboards, Smart Boards and LED TV in place or
in addition to the traditional chalk and boards (2.96); used social media/face book, twitter and
the like as a right strategy in the presentation of ideas (2.62). The three highest ratings in ICT
integration are the priority trends described as sometimes used. This shows that the
secondary school teachers who are the direct implementer of the program are still conscientious
of their responsibility to do something to use ICT in education. For school administrators, they
must put in their priority list the purchase of ICT gadgets to improve the ICT infrastructure in
their respective schools. This implies that public secondary schools need to strengthen ICT
integration further.
On the contrary, there are also emerging trends in ICT integration which are rated lowest
despite their necessity, to wit: remote learning or ubiquitous learning (2.05). The teachers and
students use substitutes or replacement, like online data gathering. They have difficulty to do
video conferencing or class forum. Another is virtual reality, wherein they make their
classroom an immersive and interactive space (2.08). Still another is gamification of learning,
wherein the teacher is supposed to use game-based dynamics in teaching and learning or use
video games (2.16). All the three are described as rarely used only. This means that the
teachers as well as the students cannot afford to have one for their personal use. All the three
lowest means signify the respondents’ affirmation that public secondary schools in Samar falls
short as regards emerging trends in ICT integration. This implies that much should be done to
improve these weaknesses to implement the K to 12 Program.
4.2 Challenges in ICT integration in the public secondary schools
With ICT integration in the K to 12 Curriculum, many challenges confront school
administrators, teachers and students. These are presented in Tables 3 to 5. Such challenges
are relative to accessibility and availability of ICT infrastructure, school leadership and
teachers’ ICT competencies. Table 3 displays the means and standard deviation on the
challenges in ICT integration in terms of accessibility and availability of ICT infrastructure in
the public secondary schools in Samar. These challenges in ICT integration have an overall
mean of 3.00 and SD of 0.92 described as “observed/practiced to a moderate extent”.
It is noted that the school administrators have the lowest rating among the three groups.
Specifically, they consider the presence of air conditioning units as their first challenge,
described as practiced to some extent only. The school administrators further have considered
the adequacy of computer units to accommodate all students in 1:1 ratio and another is
connectivity of internet at a reliable speed. For the students, they first challenge has been
connectivity of internet, then presence of air conditioning units and then adequate computer
units to accommodate all students on 1:1 ratio. The school administrators and students are one
in these challenges. This is a challenge to them being the overseer of the implementation of
the Program. It is underscored in the National Competency-Based Standards for School Heads
(NCBS-HS) that the school administrators who are considered as instructional leaders must
maximize technology in managing curriculum innovation and enrichment (Llagas, Corpuz and
Bilbao, 2016).
The ICT integration is a curriculum innovation which should be given focus in order to
meet the K to 12 vision, mission and objectives. Meanwhile, connectivity to internet at a
reliable speed is observed only to “some extent” with the mean of 2.43 (SD=1.29) having been
rated the lowest. Similarly, the presence of air conditioning units with a mean of 2.46
(SD=1.39) is seen to have on been one of the least priorities in the schools. Then adequacy
of computer units to accommodate all students in 1:1 ratio or manageable group with the mean
of 2.65 (SD=1.19). It can be inferred that with limited number of computer units, it is
impractical for some schools to allocate their monthly MOOE for internet connections over the
necessities of the school.
The presence of air-conditioning units can be a priority if there many ICT facilities to be
protected from heat. For that reason, the students have identified it as a challenge. Meanwhile,
teachers have perceived that both connectivity to internet at a reliable speed and presence of
air-conditioning units are their priorities.
Table 3. Challenges in ICT integration by accessibility and availability of ICT infrastructure
As regards challenges in integration of ICT in terms of the leadership of the school, the
data are presented in Table 4. Data reveal an overall mean of 2.88 and SD of 0.92 described
as observed/practiced to a moderate extent only. Of the three challenges, this has the lowest
mean of perception. This shows that the school administrators are weak in school leadership.
In fact, it is believed that the government is in the position to subsidize schools on whatever
are necessary. This implies that schools are managed by people who are not yet in as far as ICT
integration is concerned.
The limitations in the schools can be addressed through correct leadership and linkages
with external stakeholders like NGOs and private agencies or organizations who can extend
support in acquiring and enhancing ICT facilities in school. Specifically, the three groups of
respondents have a common perception along school leadership aspect. However, it can be
noted that the student-respondents have rated this aspect lowest as revealed by the average
mean of 2.88 and SD of 0.92. The school administrators have an average mean of 3.13 with
an SD of 1.04; while the teachers have an average mean of 3.06 with an SD of 0.96, all
described as observed/practiced to a moderate extent only. The small standard deviation of the
students’ perception is an indicator of their honest and wise evaluation of the leadership
potentials that deem a challenge to the ICT integration. Particularly, the inadequate support
during ICT-related activities/competition such as hardware servicing, webpage design, etc. can
be construed as less priority or preference of the school administrators to these activities.
Teachers and students do understand that monthly MOOE allocations cannot accommodate
support to student competitions. Hence, school administrators need to establish strong
partnership with external stakeholders to gain support in all activities, programs and projects
of the school relative to ICT in education.
Table 4. Challenges in ICT integration by school leadership
The challenges in ICT integration in terms of teachers’ ICT competencies are illustrated in
Table 5. Undoubtedly, all groups of respondents have affirmed that teachers’ ICT
competencies are “observed/practiced to a moderate extent” only as shown in the average
overall mean of 2.97 and standard deviation of 0.95. Based on the table, school administrators,
teachers and students are one in rating technology operations and concepts with a mean of 3.15
and SD of 0.95, described as observed/practiced to a moderate extent. The possibility that
teachers are knowledgeable and skilled in basic computer operations and basic trouble shooting
and maintenance is beyond reproach. They, too, understand and effectively use internet
applications and resources. Social and ethical competencies have a mean of 3.14; while their
pedagogical competencies have the mean of 2.90, all described as observed/practiced to a
moderate extent only.
Table 5. Challenges in ICT integration by teacher’s competencies
It can be inferred that the knowledge and skills of teachers in ICT can be their tools in
facilitating today’s classrooms. Hence, challenges can be addressed if teachers are capacitated
and will continue to learn and adapt the evolving technology in education. On the other hand,
the lowest overall mean of 2.68 and standard deviation of 0.97 is one the teachers’ professional
domain, described as “observed/practiced to a moderate extent.” This indicates that teachers
need to explore and learn new and emerging technologies that they may use in their field of
specialization and even recommend such to their colleagues. Finally, educators should
collaborate and share expertise and with colleagues and other partners in advancing technology
use in education and beyond.
5. Conclusion and Recommendations
Based from the findings drawn, the researchers concluded that teachers rarely use the
emerging trends in Information and Communications Technology (ICT) integration in
education. There is inadequacy of ICT facilities and equipment. The teachers or school
administrators have moderately addressed the challenges in ICT integration in their respective
schools because these are expensive and could hardly accommodate every class/teacher.
In terms of teachers’ ICT competencies, the teachers are really weak, especially those
which would involve their engagement with new and emerging technology, despite being
practiced to a moderate extent. They could hardly utilize them for professional development
and innovation, and create and collaborate with others the affordances of technology in
education and beyond. These competencies pertain to publication of researches and journals,
spreadsheets and other templates. The teachers have to resort to self-study to augment their
competencies relative to the pedagogical and professional domains. There is a gap in the way
technology is utilized in education and the way it is perceived by generations of school
administrators, teachers and students.
In the light of the study findings and conclusion of the study, the researchers recommend
that to keep up with the emerging trends in ICT in education, school administrators and teachers
should foster partnership with GO, NGO, and other private organizations in the acquisition,
upgrade and maintenance of ICT infrastructure. They may seek sponsorship grants from
Microsoft or even with the alumni association. Schools with no internet connection may seek
assistance with government agencies like Department of ICT for Juan Konek Project, and other
stakeholders.
Teachers need to enroll and finish their graduate studies for continuous education and
professional advancement. Relevant and continuous trainings and workshops with follow-up,
monitoring and feedback should be given to teachers especially on ICT integration, its content,
pedagogies and strategies that are aligned with the curriculum goals. This is to equip teachers
with relevant competencies to better imbed ICT in education.
Teachers and students may be given equal opportunities to use ICT infrastructure without
limiting the use of ICT laboratory rooms solely for ICT classes and ICT coordinators’ use. This
can be done through schedule plotting on the usage of ICT infrastructures in the school. School
leaders can tie-up with partner agencies like Microsoft, Intel, DICT and even Higher Education
Institutions like STI, ACLC, Northwest Samar State University and Samar State University.
Declaration of no conflict of interest
The authors hereby confirm no known conflicts of interest associated with this research.
Further, there are no financial support for this work which could possibly influence its outcome.
The manuscript was approved by the authors who confirm that the protection of intellectual
property associated with this work is ensured and that there are no impediments to publication,
including the timing of publication, with respect to intellectual property. The authors also
confirm that the regulations of the institutions concerning intellectual property were observed.
Acknowledgement
The daunting tasks of completing of this humble work wouldn’t have been possible if not
for the persons who extended their patience, tolerance, time, efforts, resources, and prayers in
the course of this study. To all of you, the researchers wish to extend our heartfelt gratitude.
To the NwSSU panel of experts whose valuable inputs substantiated the contents of this
study. To the librarians in various libraries whose generous accommodation fostered the fast
gathering of relevant ideas in the refinement of this study. Above all, to God Almighty for the
gift of life, of wisdom, of strength, of opportunities and for the gift of happiness.
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