status of icts in philippine basic education3024

7/31/2019 Status of Icts in Philippine Basic Education3024

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A diverse set of technological tools and resources

used to communicate, and to create, disseminate,

store, and manage information.

Defined as the basis for developing and using

telecommunications and computer systems and

digital information and communications systems in

the broadest sense. ICT includes hardware, software

and netware, as well as institutional, financial,

cultural and application-related parameters that

determine how ICT will be shaped and developed by

society at large.

ICTs Defined

--The Research Council of Norway

--C. Blurton


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The education goal set forth MTPDP 2004-2010 isthat by 2010 [e]veryone of school age will be inschool, in an uncrowded classroom, insurroundings conducive to learning. Three thousand

school buildings a year shall have been built and acomputer put in every high school.

The MTPDP provides for the wider use ofcomputers to support teaching-learning processes,

the promotion of e-learning and information literacyshall, and the establishment of e-learningcompetency centers.

National Vision for ICTin Education


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Drafted in 2002 and focuses in the ff key areas:

infrastructure development

technical support

teacher training on the design, production and use ofICT-based instructional materials

research and development

technology integration in the curriculum

use of innovative technologies in education and

training

fund generation, particularly through non-traditional

financing schemes

ICT Planfor Basic Education


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Operational targets by 2009

provision ofappropriateeducational technologies to

all public high schools

provision of a computer laboratory with basicmultimedia equipment to 75% of public high schools

provision ofelectronic library systems to all public

science-oriented high schools

training of 75% of public secondary school teachersin basic computing and Internet skills as well as in

computer-aided instruction (CAI)

integration of ICT in all learning areas, when

appropriate

ICT Planfor Basic Education


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Curriculum & Pedagogy

2002 Restructured Basic Education Curriculum:Conceived as an interactive curriculum thatpromotes integrated teaching and

interdisciplinary, contextual and authenticlearning.

[W]hat makes this curriculum interactive is theuse of information technology and the greater

emphasis on computer literacy in all the learningareas in every school where equipment isavailable.


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The use of ICT is articulated in terms of skills inaccessing, processing and applying information,and using educational software in solvingmathematical problems and conductingexperiments.

Curriculum & Pedagogy


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14.28% of ESs & HSs, public and private, havecomputers

Highest PC penetration rates

NCR Region 21.3%

Region III 15.6%

Region IV 12%

Note that only 66% of schools have electricity!

Computers in schools are acquired mostly throughpurchases using school funds (45%) or throughdonations by government and private groups (40%).

Computers in Schools

--SEAMEO Survey, 2000-2001


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Recent National Government ComputerizationProjects

DepED: 1996 to 2004, 3 Batches

PCs for Public Schools of DTI: 2001 to 2005, 3Batches

DOST: periodically since 1994

Computers in Schools


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DepED estimates to date 69% of public HSsalready have at least one computer, and expectsthis to increase to 75% by end of 2005.

poor student-to-computer ratioranges from 12:1 to 1,098:1

mean ratio = 267:1

modal ratio = 209:1

poor teacher-to-computer ratio75% of schools have a ratio of 5:1 or worse

mean ratio = 9:1

modal ratio = 8:1

Computers inPublic High Schools

--FIT-ED Survey, 2002


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Instructional Use of Computers in public HSs

Technology and Home Economics 96.9

Science and Technology 77.1Mathematics 67.7

English 62.5

Multidisciplinary projects or activities 43.8

Social Studies 30.2

PE, Health and Music 27.1

Filipino 25

Values Education 25

RHGP 17.7

Literacy Program 1

Journalism 1

Citizen Army Training 1

Percentage of schools that use computers for teaching

and learning activities in the indicated subject areas 80.4% of the total

number of hours of

computer use in theschools is forbasic

ICT skills training

under Technology

and HomeEconomics for

predominantly 3rd

and 4th year students




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DESPITE...

Computers having fast processors and fairlyrecent operating systems

96.4% have Pentium processors 96% run on Windows 95 or 98

Computershaving multimedia capability(withCD ROM drives and sound cards) 86% computers available for teacher use 87% computers available for student use




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Computers in public HSs are

UNDERUTILIZED

Computers are not used primarily for theirintended, curricular purpose, i.e., to enhance theteaching and learning process

Computers are not used to their full potential asmachinesthey are being used as glorifiedtypewriters!



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Lack of educational software

Mathematics 77

Science and Technology 76

English 76

Technology and Home Economics 50

Social Studies 17

Multidisciplinary projects or activities 9

Filipino 4PE, Health and Music 4

Values Education 2

RHGP 1

NONE 7

Why are ComputersUnderutilized?

Percentage of schools with educational software available for

use by students



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Lack of hardware peripheralsPercentage of schools with hardware peripherals

available for use by students

Color printer 90.6

Dot matrix printer 53.1

Scanner 21.9

Inkjet printer 18.8

Laser printer 9.4

TV and decoder 6.3

Video/LCD projector 4.2

CD writer 3.1Devices for digital imaging & video processing 3.1

Graphical tablet 1

NONE 4.2


Why are Computersin Public HSs Underutilized?


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Lack of Internet access

Only 13% of the schools have Internet access

Only 9% of schools have computers with

Internet access available for teacher use Only 8% of schools have computers withInternet access available for student use

Only 5% of schools have simultaneous

Internet access: between 2 to 35 computers Online time is limited: Half of the schools go

online an average of less than one hour perday. Mean access time per month = 32 hours




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Lack of Internet access

Bandwidth is limited: The majorityof schools have dial-upconnections, max of 56.6 kbps

Educational use is limited:

In 75.6% of schools: 10% orless of faculty use the Internet

In 57.1% of schools: 10% orless of student population usethe Internet for educationalpurposes, mostly for onlineresearch




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Generally low level of computing and Internetskills of teachers

1% to 10% 13

11% to 25% 8

26% to 50% 31

51% to 75% 19

More than 75% 29

Percentage of schools by percentage of

teachers with basic computing skills

Percentage of schools by percentage of

teachers with basic Internet skills

None 20

1% to 10% 54

11% to 25% 9

26% to 50% 12

51% to 75% 3More than 75% 2




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Generally low level of skills in using subject-specific applications among facultyPercentage of schools by percentage of

teachers who can use subject-specific

applicationsThere is a lack of

technical support skillsas well.

Only 32% of schools

have at least one member

of its staff who can install,maintain and repair

hardware and software

None 8

1% to 10% 36

11% to 25% 19

26% to 50% 2351% to 75% 8

More than 75% 6




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Perceived major obstacles to ICT use

lack of computers

lack of technical support

lack of training opportunities for teachers lack of standards and guidelines for ICTintegration

lack of funds for operations and maintenance--FIT-ED Survey, 2002



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Networking & Internet Access

Special rates for schools: 1 year free accessand preferential rates thereafter, offered byInnove and PLDT

CLIC Program (USAID-Growth with Equity forMindanao) for ARMM and conflict afflicted areasin Mindanao

YouthTech (Ayala Foundation)ConnectEds GILAS Project (in the pipeline)

Thin Client Pilot (DOST-SEI)

Some Effortsto Fill the Gaps


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Teacher Professional Development, ICTIntegration, Materials Development

Intel Teach to the Future Program

Appropriate use of New Technologies for Teaching-LearningScience (DOST-SEI)

Partners in Learning (Microsoft)

Coke ed.venture (FIT-ED)

e-Curricula for High Schools (Coke, Mirant Foundation, FIT-ED) Computer-based Teaching Modules Development (DOST-SEI)

Mobile Information Technology Classroom in the Regions

(DOST-SEI)

Some Effortsto Fill the Gaps


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REAFFIRM the power of older ICTsradio, television, and playbacktechnologies

Computers and the Internet may besexier but these are not always themost appropriate!

Three Challenges


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FOCUS as much on the soft side ofeducational ICTs as the hard side.

Capacity building, content development,

community-building for sustainability areas important, if not more so, than gettingthe technology into schools.

Three Challenges


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INTEGRATE effortsvertically andhorizontallyin ICT integration.

Learn to learn from each other.

Start building acommunity of practiceBreak the endless cycle of pilots and startthinking about how we can go to scale

Three Challenges

status of icts in philippine basic education3024

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