INFORMATION AND COMMUNICATIONS TECHNOLOGY

(ICT) INTEGRATION IN TEACHER EDUCATION INSTITUTIONS

byShelanee Theresa P. Peralta

Statement of the Problem

This study attempted to determine the level of ICT integration to instruction in teacher education institutions. Specifically, this study aimed to answer the following questions:

• 1. What are the expressed attitudes of teacher educators in state universities, autonomous and deregulated teacher education institutions in the National Capital Region towards the integration of ICT’s to instruction?

Statement of the Problem

• 2. What are the perceived skill level in the integration if ICT to instruction of teacher educators in state universities, autonomous and deregulated teacher education institutions in the National Capital Region?

• 3. What is the level of ICT integration to instruction of teacher educators in state universities, autonomous and deregulated teacher education institutions in the National Capital Region?

Statement of the Problem

• 4. What is the relationship between expressed attitudes and perceived skill level of teacher educators in state universities and colleges, autonomous and deregulated teacher education institutions in the National Capital Region towards their level of ICT integration to instruction?

Statement of the Problem

• 5. Is there a significant relationship between the level of ICT integration to instruction and the following factors:– a. Gender– b. Age– c. Number of years as a teacher educator– d. Employment status

• 6. To which teacher education courses and by what manner can the integration of ICTs to instruction best implemented?

Scope and Delimitation of the Study

• The study is delimited to selected teacher education institutions in the National Capital Region: three state universities, three granted with autonomy, and three with deregulated status. From each institution, teachers handling under graduate courses were randomly selected to fill out questionnaires. All the teachers had at least a year of experiences as a teacher educator and came from different areas of specialization.

Scope and Delimitation of the Study

• It attempted to determine teachers’ expressed attitudes, perceived skill level, and level of ICT integration to instruction. It examined the relationship between their expressed attitudes and perceived skill level towards their level of integration of ICTs to instruction it also aimed to find out if there is a significant relationship between the level of ICT integration to instruction and the following factors: gender, age, number of years as teacher educators, and employment status. Furthermore, it sought the teacher educators’ opinions on what teacher education courses and by what manner can the integration of ICTs to instruction best implemented.

Scope and Delimitation of the Study

• Skills on the integration on ICTs to instruction and actual integration of ICTs to instruction were measured through questionnaires only. No verification was done through actual observation.

Research Method Used• This study is quantitative, correlational and descriptive in nature.

It aimed to determine the level of ICT integration to instruction in teacher education institutions. It attempted to determine the teacher educators’ expressed attitudes towards the ICT integration to instruction, their perceived skill level in the integration of ICTs to instruction, and their relationship towards the integration of ICT to instruction, and their relationship towards the integration of ICTs to instruction. It also examined the significant relationship between the level of ICT integration to instructions and the following factors; gender; age; number of years as a teacher educator; and area of specialization. Furthermore, it sought the teacher educator’s opinions on what teacher education courses and by what manner can the integration of ICTs to instruction test implemented.

Conclusions

The following conclusions were arrived based on the findings and limitations of the study:• 1. Autonomous teacher education institutions provide

more in – service trainings on computers.• 2. Teacher educators have positive attitudes towards

ICT integration to instruction.• 3. Teacher educators perceive themselves to be most

skillful in integrating to instruction the• use of an Internet browser and they are least skillful on

video or web conferencing.

Conclusions

• 4. The overall perceived skill level on the integration of ICTs to instruction of teacher educators is “Good”.

• 5. Considering the means of the perceived skill level on ICT integration, teacher educators from autonomous institutions are the most skillful. However, they would still fall under “Good” just like the other teachers from other institutions.

• 6. Word processing and Internet browsers are the most commonly integrated ICTs on a “Moderate” level while video / web conferencing is the least integrated on a “Very low” level.

Conclusions

• 7. Considering the means of the level of ICT integration to instruction, ICTs are more commonly integrated by the teacher educators in autonomous institutions. However, the frequency of their integration would still fall under the “Low” level just like the teachers from state universities and deregulated institutions.

• 8. In general, there is a low level of ICT integration to instruction in teacher education institutions.

• 9. Perceived skill level is a significant predictor of ICT integration to instruction.

Conclusions

• 10. A teacher educator needs to transcend two levels from their skills assessment in order to transcend to the next level in the frequency by which they integrate ICTs to instruction.

• 11. Attitude towards ICT integration is not a useful predictor of ICT integration to instruction. However, if attitude subscales are considered individually, a different subscale for every school can predict the integration of ICTs to instruction.

• 12. A significant relationship exists between the level of ICT integration and age.

Conclusions

• 13. No significant relationship exists between level of ICT integration and the following factors: gender, number of years as teacher educator, and employment status.

• 14. ICT integration to instruction can be implemented in all teacher education courses.

• 15. Training teachers on ICT integration is the best manner to implement ICT integration to instruction.

Recommendations

• 1. Teacher education institutions should provide in – service training on ICTs and ICT integration in order to improve the teacher educators’ skill level and increase the level of ICT integration to instruction.

• 2. Teacher education institutions should provide the necessary infrastructure, technical support, proper leadership, time, and promote access to available facilities to encourage teachers to integrate ICTs to instruction.

Recommendations

• 3. Teacher educators should be encouraged to model and integrate ICTs to instruction to serve as models to the pre – service teachers who would most probably adopt their pedagogies in their future classrooms.

• 4. Encourage ICT integration to instruction not only in Educational Technology courses but to other teacher education courses as well to be able give pre – service teachers a bigger exposure to ICT integration.

Recommendations

• 5. Conduct trainings on ICT integration and strategic planning for ICT integration to school administrators. Conducting such will ensure that they can provide proper guidance and support to their teachers.

• 6. In the accreditation of schools, include these specific areas for evaluation: teachers’ skill on ICT integration or level of ICT integration. This will encourage or force TEIs to adopt ICT integration.

Recommendations

• 7. Similar studies should be done and in addition, classes of the teacher respondents be observed or their students would be made to answer a questionnaire on their teachers’ integration of ICTs.

• 8. In similar studies in the future, the following factors should be tested as a predictor of ICT integration to instruction: area of specialization, type of school where the teacher educators came from, and type of computer training received.

The Readiness of the Schools in the Philippines of the 2010 Career

Pathways in the Technology and Livelihood Education

Information and Communication Technology

byMa. Theresa Isidra l. Velasco

Statement of the Problem

• The main purpose of this study is to asses and examines the readiness of the School which is composed of ICT teachers, Head Teachers and School Heads in the implementation of the Secondary Education Curriculum – Career Pathways in Technology and Livelihood Education – Information and Communication Technology as inputs to curriculum development in the Division of City Schools in Manila.

Statement of the Problem

Specifically, this study sought to answer the following questions.• 1. What is the profile of the head teachers, school

heads (principals) in terms of:– 1.1. Age– 1.2. Gender– 1.3. Civil status– 1.4. Length of service– 1.5. Education Attainment– 1.6. Are of Specification– 1.7. Administrative/ Supervisory Skills

Statement of the Problem

• 2. What is the profile of the ICT teachers in terms of– 2.1. Age– 2.2. Gender– 2.3. Civil status– 2.4. Length of service– 2.5. Education Attainment– 2.6. And ICT skills

Statement of the Problem

• 3. What is the level of readiness of the Secondary Schools with regard to the implementation of the CP-TLE-ICT as to:– 3.1. Goals and Objectives– 3.2. Course contents– 3.3. Methods and Strategies– 3.4. Instructional facilities, material and

equipment– 3.5. Evaluation tools

Statement of the Problem

• 4. What is the level of readings of the Secondary Schools with regards to the implementation of the CP-TLE-ICT as the school heads/ head teachers administrator and supervisory skills?

• 5. Do the school head- head teacher- related variables and teacher-related variables predict the readiness of the schools in terms of the factors Stated in no. 3 in the implementation of the secondary education CP-TLE-ICT curriculum?

Scope and Delimitation

• This research study found out the factors that predict significantly the readiness of High Schools in the implementation of the Career Pathways Program in the Information and Communication Technology in the level of readiness in terms of the following (as input to the curriculum development tool; goals and objectives; course contents; methods and strategies; instructional facilities; materials and equipment; evaluation tools to be used in the teaching and learning process.

Scope and Delimitation

• The questionnaires served as the main instrument in the gathering including the necessary interview. The respondents of the study, you will compose of 12 school heads, 12 head teachers and 32 ICT teachers in the selected public High Schools from the different Districts of Manila (Districts 1,2,3,4 & 5)

Scope and Delimitation

• There were 12 schools in the classification of sample of the population the teacher respondents – TLE Department under ICT. There were a total of 56 respondents.

• This study was conducted in the school year 2009-2010.

Scope and Delimitation

• The findings based on the statistical analysis of data lead to the following conclusions:

• That, the school head-head teacher- related variables and teacher- related variables predicts the readiness of the schools in terms of the curriculum content.

• The ICT skill is a consistent predictor of school readiness the implementation of the secondary education CF-TLE-ICT curriculum.

• Hence, the hypotheses are partially sustained.

Recommendations

• Based on the statistical results of the study, the following recommendation should be given emphasis and considerations for the full implementation of the career pathways program in ICT.

Recommendations• 1. Teachers, school heads, and head teacher should

have constant trainings and seminars in the field of ICT. The teachers teaching ICT must be updated with the recent learning’s and issues in order to develop their capabilities in ICT development and implementations of a comprehensive in-service training program for teachers and administrators covering computing and information literacy skills, the instructional and non-instructional uses of ICT, curriculum integration and corresponding pedagogical strategies. Incorporation of same knowledge and skill sets at the pre-service training stage.

Recommendations

• 2. The schools heads and head teachers should give priority for the support of instructional facilities and equipment, tools and materials in ICT (since it is the recent subject include in the secondary curriculum.)

Recommendations

• 3. Increased investment in computers should be accompanied by a corresponding investment in hardware peripherals-especially those that deepen the educational functionality of computers) i.e., scanners, projection devices, imaging and audio tools, etc.)- and in creating local area networks that allow for the more efficient management and sharing of learning tools and content. LANs will also allow for simultaneous access to the Internet.

Recommendations

• 4. There should be unifying vision to fully integrate ICT in the secondary schools system (i.e., not just to teach and learn the technology but to use the technology to improve teaching and learning) and clearly articulated and measurable curricular/ pedagogical goals and objectives.

Recommendations

• 5. ICT design should emphasize not on “how much technology” but “ how it will be need.” This would include setting technology standard for different types and sizes of schools as well as different levels of use.

• 6. Development of specific guidelines, templates, teaching aids for integrating ICT in the curriculum.

Recommendations

• As the findings of the study indicate the majority of public high schools in the Philippines do not have nearly enough hardware, peripherals, network technologies, and simultaneous Internet access for technology use to begin to have an impact on the quality of ion Tinio (2007). This must be given priority for the full implementation of the career pathways program.

Recommendations

• Finally, considerable investment must be made on peripherals, networks, software and software development. The task of upgrading the skills of hundreds of thousands of teachers and school administrators will also be capital intensive. Given the fiscal constraints orders which the DepEd operator, it is imperative that whatever technology is actually deployed in the schools will be used optimally and in pursuit of clear educational goals.

Recommendations

• Optimizing technology use involves harmonizing technology choices with curricular needs, competencies, and fiscal realities. This means determining the level of preparedness of every school to adopt technology-enhanced learning practices will enable the schools to devise an effective strategy accelerate the educational goals in which there may be sustainability in the implementation of the new curriculum, Department of Education, “2002 Basic Education Package” (2002).