USING E-CLASSROOM IN TEACHING

TECHNOLOGY AND LIVELIHOOD EDUCATION

IN CAMARIN HIGH SCHOOL

A Thesis
Presented to MAED 301
University of Caloocan City
Camarin Campus

Partial Fulfillment of the Requirements for the Degree

Master of Arts in Educational Management

by
Jessel Recelestino
April 2015

CHAPTER I
THE PROBLEM AND ITS CONTEXT

Introduction

In the Philippine school system, information and communication technology (ICT) is

usually introduced in the elementary schools through the subject Home Economics and
Livelihood Education (HELE) and in the secondary schools through Technology and Home
Economics (THE). The idea is that technology must be studied first as a separate subject, then
applied in other learning areas as a tool for learning how to learn (ICT in Education, UNESCO,
Bangkok, 2007).

Since 1997, the Department of Education (DepEd) has intensified the provision of ICT
training to teachers of different subjects, including TLE . This was an important event
because integration requires the teachers to become a skilled and competent user of computer
technology when teaching. The DepEds interest in the innovative use of ICT in classroom
teaching and learning is well understood. The global community as well as the neighboring
countries in Asia is aggressively pursuing the technology based approach to teaching called
ICT integration. On top of it, for years the country has been battling poor academic
performance in TLE. ICT Integration can be the key to the improvement of Technology
Education in the country. With this vision, it is imperative that the implementation

of the ICT program, particularly in government schools, be examined to readily address the
new educational problems that arise from it.

ICT integration is a technological innovation in education. Rogers (2003) believes that

the implementation of an innovation is just one phase of a five-stage diffusion process.
Diffusion here means the process through which an innovation spreads via communication
channels over time among the members of a social system (Rogers, Medina, Rivera, &
Wiley, 2003, p. 3)
.
Rogers theory explains how innovation is communicated to the would-be innovators in
five stages, namely, knowledge, persuasion, decision, implementation, and confirmation.
Knowledge requires exposure to the innovation and understanding how to use it. Persuasion
refers to the development of a favorable attitude toward the innovation. Decision refers to the
commitment to its adoption.

Implementation is putting the innovation to use, whereas

confirmation refers to the reinforcement resulting from favorable outcomes. This study sought to
determine the implementation level of the DepEds ICT Integration program in Mathematics
teaching.

The degree to which technology was used in the classroom indicated the

implementation level of the governments ICT integration program.

The study focused on the

public high schools in Metro Manila, the countrys capital, which is expected to have the best
ICT resources.

BACKGROUND OF THE STUDY

It is important for teachers to understand the precise role of ICT so that they can
effectively cope with innovations in teaching students. Teachers are less likely to integrate
technology into their instruction unless they accept the notion of the requirement of technology
use in their classroom environment. The central questions with regard to technology acceptance
are how individuals perceive technology and which factors contribute to the lack of utilization
(Kiraz & Ozdemir, 2006). The lack of both technical and pedagogical knowledge and skills of
the teacher to use available ICTs in the classroom becomes the major constraint. The use of
technology for teaching requires the development not only of knowledge, skills, and behaviors
but also of appropriate attitudes (Kim & Baylor, 2008). Attitudes might be influenced by
concerns, confidence, and so forth. For example, pre-service teachers attitudes toward a
technology are affected by their confidence in using it. Even though technology is available, and
teachers have the requisite skills and knowledge, if they are not confident in using technology for
teaching, they might be unwilling to do so. Attitude toward ICT integration in instruction, and
the level of knowledge and skills of teachers in the Philippines vary due to demographic,
geographic, economic and regional differences.

DepEd Computerization Program (DCP) is the program of the Department of

Education that aims to provide public schools with appropriate technologies that would enhance
the teaching-learning process and meet the challenges of the 21st century. This program shall
respond to the computer backlog of public schools by providing them hardware and software,
and training on simple trouble shooting (DO No. 78, s. 2010).

We have to set up our ICT thrust as we gradually implement the K to 12 Basic

Education Reform Program. As we all know, ICT plays a very important role in administrative
functions as well as in the teaching and learning process, Luistro explained (The Philippine Star
2012).

STATEMENT OF THE PROBLEM

Guided by Rogers theory, this study sought to answer the following questions:
1.

What are the attitudes of public secondary school Mathematics teachers in

Metro Manila toward the use of computers and other ICT facilities in teaching?
2.
What are the factors related to computer attitude?
3.
To what extent do these teachers show commitment to the use of
computers in the classroom?
4.
What is the implementation level of ICT integration in Mathematics
teaching?
5.

What problems are associated with ICT integration?

DEFINITION OF TERMS
1.
2.
3.
4.
5.

Knowledge requires exposure to the innovation and understanding how to use it.
Persuasion refers to the development of a favorable attitude toward the innovation.
Decision refers to the commitment to its adoption.
Implementation is putting the innovation to use.
Confirmation refers to the reinforcement resulting from favorable outcomes.

CONCEPTUAL FRAMEWORK

The ICT Competency Framework for Teachers in Teaching Technology and Livelihood
Education helps educational policy makers and curriculum developers identify the skills teachers
need to harness technology in the service of education. The Competency Standards were
developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for
Technology in Education (ISTE). The framework was created by crossing three approaches to
ICT integration in education (Technology Literacy, Knowledge Deepening and Knowledge
Creation) with the six components of the educational system (Policy & Vision, Curriculum &
Assessment, Pedagogy, ICT, Organisation & Administration, and Teacher Professional
Development).

The guidelines recognize that the identification of ICT competencies for teachers should
be framed by a clear understanding of a countrys overall approach to ICT use in education.
Different countries could adopt one of three approaches: (i) to develop a technologyliterate
workforce to enhance national economic productivity and competitiveness; (ii) to develop
knowledge workers, or individuals who can apply knowledge to add value to the economy and
society; and (iii) to develop innovators and knowledge creators for the knowledge society
(Hooker et. al. 2011).

SCOPE AND LIMITATION

This study researches on the effectiveness of using E-classroom in Teaching Technology
and Livelihood Education to Camarin High School students.
Significance of the study
The results and findings of this study may prove beneficial to the students, teachers,
school heads and administrators.
Students. This study will help the students in looking for more ways for them to learn effectively
in TLE, applying the knowledge they have to learn practically and intelligently through the use
of E-classroom.
Teachers. The results of this study would help them nurture their abilities to practice and train
their selves in using E-classroom in teaching showing innovativeness and technologyimprovement to students in discussing lessons in TLE.
School Heads and Administrators. The findings of this study will make the school heads and
administrators be aware on how to extend their help when Teachers are in need. Through the
results, they can effectively supervise the performance of their TLE teachers.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the review of related foreign and local studies and literature
encompassing evaluation of Teachers in using e-classroom in teaching Technology and
Livelihood Education.

Related foreign and local literature

Siemens and Tittenberger (2009) in the Handbook of Emerging Technologies
mentioned that to measure the effectiveness of technology use in teaching and learning process
one has to answer questions like; How do we measure effectiveness? Is it time spent in a
classroom? Is it a function of test scores? Is it about learning or understanding? A lot of research
has been conducted on how modalities, distance, and models of education influence the quality
of learning.
Bialo and Sivin (1995) reported about the effectiveness of science education;
Bayrakter (2002) reported the effectiveness of Computer Assisted Instruction (CAI); Butler and
Wiebe (2003) reported about technology based science lessons.
Enigo (1997) undertook a study relating to the effectiveness of instructor
controlled interactive video (ICIV) and conventional non-interactive video. The researcher found
that instructor controlled interactive video was more effective than the lecture method and
conventional non-interactive video.
Livingston (2008) differentiated between three types of Wired Classrooms with
reference to technology-enhanced classrooms; a) the handson electronic classroom (with a
computer at every seat); b) the electronic lecture hall (with one instructor's machine plus
projection); c) the networked classroom (with a network drop for the instructor's laptop or
personal computer).
Riordan (2008) has given the concept of 'Moodle: An electronic classroom'.
'Moodle' is the name of a program that allows the classroom to extend onto the web. This
program allows a common place for students to go for many classroom resources. Using
'Moodle', one can post news items, assign and collect assignments, post electronic journals and
resources, and more.
It is quite clear from these research studies that electronic classroom can be
conceived as a classroom equipped with latest technologies used both inside and outside a

classroom though network. It can be an Italian Electronic Classroom (1981): a project aimed at
providing free online useful informationtechnology or an Integrated Classroom, or an Electronic
Classroom of Tomorrow (ECOT, 2000) which is an online public community school sponsored
by Lucas County (Ohio) Educational Service Centre or Blackstock School (2009), a classroom
with an interactive learning environment, or an electronic library, or Technology Supported
Classroom, ICT Enabled Classroom, Technology Enriched Classroom, Wired Classroom. All
these are actually the advancements of the classroom equipped with audio visual aids in earlier
times.
It can also be seen that current and emerging educational technologies have the
potential to provide a platform for experimentation in teaching learning. Studies have shown that
there are mostly favorable results for our teachers/learners while they teach/learn in the
classroom. For increasing the technology utilization in India, several initiatives have been taken
by authorities for the introduction of technologies to make the teaching learning process more
effective at different levels. These include CLASS Project (1984-85), Digitising the Black Board
project (2000), Virtual Classroom Technology on EDUSAT for Rural Schools (ViCTERS,
2001),starting EKLAVYA channel (2003), Vidya Vahini - Intra-net and internet
Effectiveness of Electronic Classroom 69 for schools Pilot Project (2003), an exclusive
educational channel for Kerala, provision of Technology intrusion through National Curriculum
Framework (NCF, 2005), Launch of Sakshat: National Mission on Education through
Information and Communication Technology (NMEICT, 2009) and so on.
Therefore, in the present study the author would study the effectiveness of
electronic classroom in a school where technology is integrated as a tool of teaching Technology
and Livelihood Education. In this study, the effectiveness was defined as the impact of different
media combined for delivery of content by the teachers through the electronic classroom

technique as perceived by the students for learning Technology and Livelihood Education at the
secondary school level.

CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the research design, respondents, instruments, procedure, and
statistical treatment of data to be used in the fulfillment of this thesis.
Research Methodology
The present study will use the descriptive method. According to Huff D., descriptive
method describes the nature of a situation, as it exists at the time of the study and to explore the
causes of particular phenomena. This method will be used because it will study on the use of Eclassroom in teaching Technology and Livelihood Education.
Respondents
Participants of the study are randomly selected students of Camarin High School who are
enrolled in their Technology and Livelihood Education classes and also the TLE Teachers and
TLE School Heads for E-classroom Evaluation.
Population Sample and Size

The researcher would want to use the selected students of Camarin High School by using
ramdom sampling estimating to 20 students in different grade levels.

Research Instrument
Establishment and Implementation of Electronic Classroom as a Tool of Teaching
Before the final form of the electronic classroom was set up and made functional
for teaching/ learning Technology and Livelihood Education in the experimental school, a
number of settings/modes were tested and various trials were carried out. Out of all modes
(Closed circuit television, cable television mode, computer assisted instructions-CAI, computer
connected with large screen television), the most workable and feasible mode that was achieved
during this study was a type of integrated system. This integrated system was a combination of
all the technologies, which were present in the institution. After conducting a number of field
trials and implementation of digital content matter, the ultimate design of the electronic
classroom that was finalized consisted of mainly two outputs in form of coaxial and digital
signals were generated and transmitted from the control room known as the knowledge centre.
This control room was facilitated with a server, two computers and four channels for video
lectures and programmes. The signals generated from the control room were transmitted through
a local area network, which had been created in all the classrooms of the school. In every
classroom, the display systems were made available to receive both types of signals. This display

system consisted of mainly the large screen television, a computer, projector, backup power
supply and other network devices etc.
Along with the development, teachers were also trained according to a schedule
and these trainings were conducted inside and outside of the campus of the school selected for
the study. Most of the staff involved in the project received training from the companies, which
were providing the hardware or software. For content, the experts from the subjects and
languages were asked for conducting the training of the teachers and the staff involved in the
content development.
MEASURING THE EFFECTIVENESS OF ELECTRONIC CLASSROOM
Keeping in view the main purpose of the study, an in depth review was done and
it was found that a majority of tools developed have either been used instudying effect/impact of
the type of technology utilized or for the effectiveness of learning material/ content and
methodology of delivery of the content. Therefore, majority of the statements drafted in the tool
belong to direct opinions of the students regarding the use of technology by the teacher and other
factor related to technology inside a classroom.
A 22 items questionnaire entitled 'Students Questionnaire on Effectiveness of
Electronic Classroom' (SQEEC) was prepared to evaluate the impact of electronic classroom.
This questionnaire consisted of four scales namely Interest (five items), Comprehension (six
items), Freedom to Learn (five items) and Enthusiasm (six items). This questionnaire was mainly
developed on the model of TROFLEI (Technology Rich Outcome Focused Learning
Environment Inventory); which was earlier designed and standardized by Fraser, Dorman and

Aldridge in 2004. The subjects were asked to respond using a five-point scale (almost never,
seldom, sometimes, often and almost always). A score of 1 represented the option almost never
while a score of 5 on the scale represented the category almost always.
First, a rough draft was developed by the investigator which was subjected to
reading and approval of the experts in the field of technology in education at different levels. The
instrument was improved in the light of the feedback from these experts including the experts in
language and psychological testing.
The final draft of the instrument consisted of three parts. The first part comprised
of 22 statements related to electronic classroom and the instructions for filling up the modified
Likert-type response options. The second part focused on the demographic information about
students including class, section, roll number, gender, age, subject, school name etc. The last part
consisted of 10 questions related to technology integration in the day to day activities of the
students which were considered as background variables for this study.
Statistical Treatment
The responses will be analyzed and recorded in tally sheets. Then the data were placed in
a table form ready for the statistical treatment. To answer the problem on the degree of
effectiveness in using E-classroom in teaching TLE, the weighted mean will be used. The
formula is as follows:

WX =

S1(W5)+ S2(W4)+ S3(W3)+ S4(W2)+ S5(W1)

N

Where:
S = responses
W = weight assigned to the scale
N = subjects
WX = weighted mean

X
X