Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity

COLLEGE OF EDUCATION

1

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction
“Equipping schools with technology is no longer a luxury, it is a necessity. It
is a central component of preparing students for the 21st century. “
In the progression of computers in 1950’s up to the present time,
technology had been continuously developing in the past decades, and had
played many roles in the lives of people. Computer knowledge has now evolved
from a fad to an absolute necessity in the real world. The former Department of
Education Secretary Armin Luistro stated that “It’s not enough that we merely
continue building classrooms and utilities. The real revolution in education which
has long-term effects can only be done through technology.” On the 26 th Annual
Convention of the Philippine Association for Teachers Education, Representative
Egmidio S. Tanjuatco Jr. stated that the youth will most likely depend on the
educators for the knowledge, expertise, and skills that will constitute to globally
competitive Filipinos. In today’s educational setting, teachers must be prepared to
facilitate and guide the use of these tools, and today’s workplace demands
expertise in these various technologies in order to compete in a 21st century
workplace (MacArthur Foundation, 2008).

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity
2

COLLEGE OF EDUCATION

The Philippines along with other developing countries in Asia, Africa, and
South America are generally interested in educational technology, particularly in
the use of computers, hoping that their educational systems reap the pedagogical
benefits associated with it. The 1987 Philippine Constitution, Article XIV, Section
1, provides 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. This study puts into implementation the basic law of
the land, thus that the State shall "establish, maintain, and support a complete,
adequate, and integrated system of education relevant to the people and society."
(Sec. 2 [I], Art XIV, 1987 Constitution). Whereas, in this era of advanced science,
more and more countries rely on the usefulness of computer technology in their
respective developmental pursuits. Considering these changing times towards the
advancement of science and technology, there is an imperative need for us to
meet and adapt to these demands. With the Local Government Code of 1991, a
large portion of the functions of the national government such as education was
transferred to the local government; and local colleges and universities were
established and are being run by the local government units. They can develop
computer-based administrative systems for local governance operation in their
respective colleges and universities. It is therefore worth knowing how technology,

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity
3

COLLEGE OF EDUCATION

through the integration of educational technology helps in making the teachinglearning more self-reliant, empowered, and participatory in Taguig City University.
This study prompted the researchers to deeply analyze the extent of
integration of Educational Technology in Taguig City University that will bolster the
university in promoting quality education which the university offers through
instruction, utilization and mastery. The Researchers believed that the quality
education must be provided by the government to all citizens, and must likewise
put in place a system of education geared towards a path that leads to more
valuable and meaningful services through interoperability and maximization of
resources. There should be proper use of information and communication
technology in school administrations combined with an organizational change and
new skills in order to improve the teaching-learning process. Whereas, in this era
of 21st century, more and more countries rely on the usefulness of educational
technology in their respective developmental pursuit. Considering these changing
times, there is an imperative need for us to cope with the advancement in the 21 st
century learning, for a lifelong professional preparedness and development of
students, as well as the teachers.

PowerPoint presentations + voiceover. utilization and mastery.g. The 1980's and 1990's produced a variety of schools that can be put under the umbrella of the label Computer-based learning (CBL). Therefore. i. but only few research studies were found that take a holistic viewpoint of the status in the educational institutions. Bush's memex. Educational technology in a way could be traced back to the emergence of very early tools.e. Today. Santos Avenue..Specifically. most existing literatures focus into the application and effectiveness of Educational Technology in the local and foreign scenes. streaming audio and video. e. Another interesting invention of the 1940's was hypertext. based on the idea that people can learn contents trough aural and visual reception. First large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Central Bicutan. exists in many forms. TaguigCity COLLEGE OF EDUCATION 4 Background of the Study In terms of prior research of Educational Technology. presentation-based technology.. V. this study focused on the Integration of Educational Technology as utilized by the studentteachers of the College of Education (CED) in Taguig City University. this study identified the Integration of Educational Technology by the studentteachers of CED in terms of instruction. e.g. paintings on cave walls.. Frequently based on .

The 2000's emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring learning-in- context scenarios. Santos Avenue.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Preferred technologies were micro-worlds (computer environments were learners could explore and build).. a return of a type of simulations through serious gaming and a technical trend towards delivery with HTML5 (as opposed to proprietary solutions). workplace) settings. and how does it affects the teaching and learning process in the 21st century.g. Researchers also found out . The researchers thought of the concept on why educational technology was commonly used by the teachers now a days. simulations (computer environments where learner can play with parameters of dynamic systems) and hypertext. communication and multimedia have dominated the role of technology in the classroom for the past few years. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e. TaguigCity COLLEGE OF EDUCATION 5 constructivist and cognitivist learning theories. With the eruption of the “internet” in the mid 90’s. these environments focused on teaching both abstract and domain-specific problem solving. Central Bicutan. The 2010's include MOOCs. a consolidation of rapid elearning in business.

(2007) which describes how students can better understand new material being presented by incorporating technology into their note-taking processes. This study was based on the Instructional Theory of Bloom (1956) which states that there are systems used in the process of improving human ability such as software. These systems will also offers explicit guidance on how to better help people learn and develop. Theoretical Framework This study was founded on two theoretical anchors such as Instructional Theory and Cognitive Learning Theory. The researchers also considered the Cognitive learning theory of Pitler. TaguigCity 6 COLLEGE OF EDUCATION how effective the schools in governing their faculties by means of strengthening their instructional innovation through the use of technology. et al. Santos Avenue. hardware. For instance. and Internet applications. This type of technological use.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. . particularly if it is done in large-group and then small-group or individual settings. Central Bicutan. can help students better understand the more meaningful portions of a text and develop the skill to edit down material for easier recall in the future. students using word-processing software such as Microsoft Word to track changes made on a particular written passage to be better able to summarize the material.

which was the core of this study. OUTPUT  Proposed Innovations in instruction.  Statistical data using mean. utilization and mastery of integration of Educational Technology by the grouped respondents.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. . INPUT Profile of the group respondents in terms of:  Age  Gender  Course  Cooperating School  Academic rank  Length of service Extent of Integration of Educational Technology in terms of:  Instruction  Utilization  Mastery PROCESS  Data gathering through survey questionnaire. oneway Anova and paired sample Ttest.  Described analysis in the instruction. TaguigCity COLLEGE OF EDUCATION 7 Conceptual Framework The issues to be addressed were relative to modern and global technological needs of the students and teachers that should include Integration of Educational Technology. Central Bicutan. Santos Avenue.

utilization. the researchers sought to answer the following: 1.1 gender. What is the profile of the respondents in terms of: 1. and mastery.1 Student-Teacher 1.1. Santos Avenue. Specifically. The aforementioned variables assumed to affect in the proposed instructional innovation in Taguig City University. . Central Bicutan. 1.2 course.1.teacher in the CED at TCU as basis for instructional innovation.2. Statement of the Problem This study assessed the extent of Integration of Educational Technology as utilized by the student.2 Faculty 1.3 cooperating school? 1. based on the perceptions of the student-teachers and faculty of the respondent school.2 gender. and 1.1.2.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.1 age. TaguigCity COLLEGE OF EDUCATION 8 This study focused on the relationship between the grouped respondents in terms of profile and extent of integration in instruction. 1.

Based on the findings of this study. and 1. There is no significant difference between the assessment of the respondents and their profile variables. what innovations in instructions can be proposed? Hypotheses The researchers hypothesized that: 1. Santos Avenue. and 2. Is there a significant difference between the assessments of the respondents on the integration when grouped according to their profile? 4. Central Bicutan. 2.2. .3 mastery? 3.1 instruction. 2. TaguigCity COLLEGE OF EDUCATION 9 1.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.3 academic rank.4 length of service? 2.2. Is there a significant difference on the extent of integration of Educational Technology as utilized by the student-teacher and faculty? 5. What is the extent of integration of Educational Technology as assessed by the grouped respondents classified as to: 2.2 utilization. There is no significant difference on the extent of integration of Educational Technology between the grouped respondents.

. Significance of the Study The findings of this study were beneficial to the Philippine Government. . The focus of the study as far as the Educational Technology was concern includes the instruction.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. The great demand for student-teachers graduated with Educational Technology background justify the need for more effective life-changing teaching approaches. StudentTeachers. Santos Avenue. Thus. Higher Educational Institutions. Central Bicutan. utilization and mastery of the said respondents. TaguigCity 10 COLLEGE OF EDUCATION Scope and Delimitations The study assessed the extent of integration of Educational Technology in Taguig City University as perceived by the faculty and student-teachers. Curriculum planners. The study was limited to 200 student-teachers and 22 faculty in the College of Education in Taguig City University. schools that apply the recommended approach derived from the results of this study will be able to train students better because of a better instructional innovations. CHED. and future researchers considering that Educational Technology plays an important role in academic institutions now a days. DepEd.

The result of this research will give an appraisal for CHED to monitor and determine as to whether the utilization of online web and educational technology in Higher Educational Institutions in National Capital Regions has been implemented. in fact in the government has directed different agencies like the CHED and Deped in promoting ICT in order to accelerate its contribution to the development of the national economy. that is to secure the Philippines position as a knowledgecenter in the Asia-Pacific region and to promote the country in the international academic landscape. Santos Avenue. Central Bicutan. In fulfilment to this. Higher Educational Institutions. This study was very relevant with the agenda of CHED to institutionalize the acceleration of an online web linking institutions of higher learning and other knowledge based agencies in the Philippines and abroad. The result of the study gave an information to Higher Educational Institutions in National Capital Region to identify their strengths and weaknesses through the perceptions and scale given by web . TaguigCity 11 COLLEGE OF EDUCATION Philippine Government. CHED.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. the Commission on Higher Education had set goals for 1998-2005. This study was very significant. This may motivate the CHED as stated by Hulipaz (2002) in her study to urgently implement its strategic plan for quality excellence in human resource development where Internet and online web is an integral part.

The department of education takes to heart the development of teaches’ potential aimed towards their professional success. Students benefited in using the Educational Technology in their practice teaching and chosen profession. Through this. Curriculum planners made also take this opportunity to realize the importance of technology innovation and integration of technology such as the integration of Educational Technology as a whole. This will also serve as a pattern in the information of guidelines not only in National Capital Region but also in entire Philippines in general. and to enhance the school curriculum that is match or fit to the need of the community and the industry were the newly graduates may employ.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. The improvement of Educational Technology and utilization in their schools will generate instructional innovations . Curriculum Planners. Central Bicutan. while also promoting the integration of ICT in the public school system. TaguigCity 12 COLLEGE OF EDUCATION administrators. Student-Teachers. DepEd. teachers and students in Educational Technology and utilization in their school and to further improve and develop their strong points and make up for their weaknesses. Santos Avenue. Deped fully supports the continuous improvement of its teaching personnel based on the principle of lifelong learning and further advances the delivery of 21 st century skills to all Filipino learners.

Future Researchers. using and managing appropriate technological processes and resources. This would be helpful for the future researchers in making a follow-up study with the same concept or variables. Santos Avenue. . processes. (Encyclopedia Encarta. Central Bicutan. (Paragas. 2009) Higher Educational Institutions are the state universities and colleges in National Capital Region under the supervision of Commission on Higher Education that are connected or linked to the web or the net from which the respondent schools were taken. stores and outputs data at high speeds according to programmed instruction. June 1. Definition of Terms Computer is an electronic device that accepts.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. TaguigCity COLLEGE OF EDUCATION 13 brought about by the recommendations of this study. AECT. Faculty are not limited to engineering faculty only but all the faculty in respondent schools regardless of their specialization. 2004 Faculty refers to the whole teaching personnel of the respondent schools. 2004) Educational Technology is the study and ethical practice of facilitating learning and improving performance by cheating.

(Cambridge Academic Content Dictionary) .” (Williams. ed. it is a part of educational technology. (Merriam Webster Dictionary) Student-Teacher is a college. university or graduate student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education. Central Bicutan. assignments. Utilization means the use of something. (Wikipedia) Technology Integration means using “learning technologies to introduce. and lessons through the school website and suggesting supplemental materials available in the web. or understand something very well. which in turn is a part of educational technology. supplement and extend skills. Technology integration is part and parcel of instructional technology. posting problems. 2009) Mastery is a knowledge and skill that allows you to do. Santos Avenue. (Paragas. 2000). TaguigCity COLLEGE OF EDUCATION 14 Instruction in this study refers to teachers used of the web as a tool presenting their lessons in their major and minor subjects. reinforce.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. use. Like instructional technology.

Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.(Computer Based Learning) refers to the use of computers as a key component of the educational environment. Central Bicutan. ICT.(Department of Education) is the executive department of Philippine government responsible for ensuring access to. and improving the quality of basic education.(Commission on Higher Education) is attached to the Office of the President for administrative purposes. CHED. HTML.(Information and Communications Technology) is an umbrella term that . HTML documents are described by HTML tags. It covers both public and private higher education institutions as well as degree-granting programs in all post-secondary educational institutions in the country.(College of Education) is an Institution were the student-teachers are trained. While this can refer to the use of computers in a classroom. Santos Avenue. DepEd. the term more broadly refers to a structured environment in which computers are used for teaching purposes CED. A mark-up language is a set of mark-up tags. Each HTML tag describes different document content.(Hyper Text Mark-up Language) is a mark-up language for describing web documents (web pages). promoting equity in. TaguigCity 15 COLLEGE OF EDUCATION Acronyms CBL.

the war between the Axis and the Allies. cellular phones. US WWII.United Sates World War II. and of Japan on August 14. with the German invasion of Poland and ending with the surrender of Germany on May 8. such as videoconferencing and distance learning.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. encompassing: radio. MOOC-(Massive Open Online Course) a course of study made available over the Internet without charge to a very large number of people. computer and network hardware and software. as well as the various services and applications associated with them. . beginning on September 1. 1939. Central Bicutan. Santos Avenue. television. 1945. TaguigCity 16 COLLEGE OF EDUCATION includes any communication device or application. 1945. satellite systems and so on.

Recognizing that technology alone does not enhance learning. This issue is also reflected in educational technology programs. Educational Technology As for White (2014). TaguigCity COLLEGE OF EDUCATION 17 CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter was the presentation of literature and studies of foreign and local which may directly or indirectly have bearing to study at hand. And while the Millennium Development Goals prompted improvements in access to education. how teachers are supported. Central Bicutan. how communities are developed and how outcomes are measured. quality remains a challenge. Santos Avenue.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Reports of programs that move beyond access to technology (both in program design and evaluation) are emerging. Relevance to present study will give a big picture why these literature and studies from foreign and local were used. educational technology was defined as the use of digital or electronic technologies and materials to support teaching and learning. evaluations must also consider how programs are designed and implemented. but as yet relatively few program evaluations focus on adequately capturing improvements in .

As claimed by Brawner. In fact. knowledge of technology is one of the 21 st century skills identified as important to be developed among learners. it behooves the teacher not only to gather as many instructional materials as he can for his use. Educational Technology for teaching and learning includes a wide range of enablers or facilitators of teaching and student learning. but more importantly to develop the skill in making sure that the use of these materials will optimize student learn. Print materials include those which are printed. . laboratory equipment. to help in concretizing abstract ideas for better student understanding.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Santos Avenue. Thus. Central Bicutan. On the other hand. These enablers of learning take on certain classifications. posters and charts. These include print media like books. Their purpose is to supplement learning material. the non-print materials include the likes of models. drawn or illustrated. TaguigCity COLLEGE OF EDUCATION 18 the teaching and learning process or measuring improvements in learning outcomes. the main idea of which is look at education technology as enhancing educational objectives. vocational tools and media. The past few years saw the onset of the use of computers in the classroom. This development has radically changed the landscape of educational technology which has been made available for use of teachers and students in schools.

but also include those extended and popular theories: Anchored Instruction. Constructivism. Central Bicutan. such Behaviorism. The application is mainly to discuss the related theories and research in educational technology and pedagogy of DL instruction through blackboard. Script Theory. exploring and discussing up-to-date theoretical research and applications. Cognitive Flexibility. supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational technology. also professional teachers who may wish to update their knowledge of educational technology. Diffusion of Innovations. TaguigCity 19 COLLEGE OF EDUCATION Educational Technology is concerned with “Integrating Technology into Teaching and Learning. Situated Cognition and Symbol Systems Theory. and Multiple Intelligence. The related theories not only cover those mainstream and influential ones. The . reinforcing. Mainly directed to student teachers. it is our goal that this course can help our target learners to weave technology in teaching with software (computer programmed learning materials) becoming a natural extension of their learning tools. Cognitivism. The focus of the development of its theories and research is oriented into the methods and effectiveness of its implementation. Santos Avenue. Experiential Learning Theory.” Specifically this is focused on introducing. This presentation is reviewing various educational technology related theories.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Educational technology is a fast-growing and increasingly developed subject in education during the past 50 years. Elaboration Theory.

al. Central Bicutan. Schools access to technology is increasing steadily every day and most of these newer technologies are now even used in traditional classrooms. survey data suggest that technology remains poorly integrated into schools despite massive acquisition of hardware. CD-ROMS. online services. However. Personal computers. The use of technology in the classroom has never been underscored than now. the World Wide Web and other innovative technologies have enriched curricula and altered the types of teaching available in the classroom. Some observations indicate that the most frequent use of computers is for drill-and-skill practice that supplements existing curricula and instructional practices. and et. Bilbao. Because of its limitations. TaguigCity 20 COLLEGE OF EDUCATION pedagogy of DL instruction includes the course designing. 2014) In essence. Thus.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. module delivery and objective-oriented assessment strategies. the dominant model of teaching was directed instruction or lecture in which students memorized facts. helping them to adapt and meet rapid and continuing technological changes. particularly in the thriving global information and communication technology (ICT) environment. 2007) According to LLagas. Technologies as link to new knowledge. More than thirty years ago. educationist began exploring the use of technology that supports model of teaching that emphasizes learning with understanding and more active involvement. a decision to use technology to go beyond facts-based . the course aims to infuse technology in the student-teachers training. Santos Avenue. resources and high order thinking skills have entered classroom and schools worldwide. (Lucido. (Ouyang.

dynamic. According to Rogat. the researchers have limited understanding of the quality of engagement fostered in these contexts. which have studied this construct as a stable and decontextualized individual difference. the researchers differentiate low and high quality collaborative engagement through a close qualitative analysis of two groups. social. However. computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems. the researchers examine the variation of engagement quality for ten groups. Santos Avenue. Using the newly developed observational measure. contextualized and collective. using technological tools as a resource. et al. we extend existing engagement frameworks. in part due to the narrowness of engagement measures.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Central Bicutan. To help judge the quality of engagement. The researchers conceptualize engagement as multi-faceted (including behavioral. TaguigCity COLLEGE OF EDUCATION 21 memorization-oriented curricula to a curricula in which learning with understanding is emphasized was embraced when to use technology. but cognitive and conceptual-to-consequential forms are . what technology to use. The results suggest that the quality of behavioral and social engagement differentiated groups demonstrating low quality engagement.. the researchers explore the interrelationships among engagement facets and how these relations unfolded over the course of group activity during a lesson. and for what purpose cannot be isolated from theories of teaching and learning that support learning with understanding. cognitive and conceptual-to-consequential forms). Subsequently. Here.

But for some people. We can communicate instantaneously with our loved ones who lived abroad. we can better asserts and exercise our right to education and our right to equal opportunity. Examinations of interrelations indicate that behavioral and social engagement fostered high quality cognitive engagement. These findings indicate the benefits of studying engagement as a multi-faceted phenomenon and extending existing conceptions to include consequential engagement. TaguigCity COLLEGE OF EDUCATION 22 required for explaining high quality engagement. study or work from the comforts of our home. shop or pay bills online. Information Communications Technology According to Lumioan. do business with anyone from any part of the world.” . which then facilitated consequential engagement. Santos Avenue. “Since we already have the rears to bridge the gap. engagement is evidenced as highly interrelated and mutually influencing interactions among all four engagement facets. Here. breakthroughs in the field of ICT (Information Communications Technology) have definitely changed the way we live. the impact of ICT in their lives is life-changing. Central Bicutan. and connect anyone via social networking. with implications for designing technologies that scaffold high quality cognitive and conceptual-toconsequential engagement in a computer-supported collaborative learning environment. among others. Technology will help end discrimination completely.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.

TaguigCity COLLEGE OF EDUCATION 23 As stated by Vega.” According to Bruer (1993). One consequence of this is the ever. However. the importance of the teacher’s role in planning. Technology has allowed individuals to obtain. problem-solving and cooperative learning will be employed for learners to experience and solve real-world problems. These increased demands dictate changes in the way teachers interact with students. assemble. Instead of the teacher total control and manipulation.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. In these cases. Prieto and Carreon. make decisions and solve complex real-world problems. At times the teacher engages the students in lower-level role learning using drill and practice techniques for basic level learning. “Today we live in an age of lightning-fast information transfer. you will notice a shift in which the learning experience is carried out. Santos Avenue. these changes must be grounded in an understanding of how a diverse population of individuals learns. Learners engage in leaner-centered instruction proactively engage with various . if the teacher wants to emphasize higher-order skills methods as simulations. factual level to begin to think critically and creatively. methods and technologies for helping learners acquire new knowledge. analyze and communicate information in more detail at a much faster pace than on ever before. There are various techniques. discovery. Central Bicutan. Moreover. implementation and self-evaluation will be emphasized. learners must rise above the role.increasing demand on education to help all learners acquire higher-level skills that allow them to more readily analyze.

the teacher. now better referred to as a generation competent in literacies of the 3Rs (or reading. greater sources of livelihood and ultimately a better way of life through enhanced access to appropriate technologies. social networking fluency. Santos Avenue. This framework purposes that curriculum delivery adopts ICT as important tool in education while users implement teaching-learning strategies that conform to the digital environment. Bilbai. Dayagbil and Corpuz believed that the role of technology in the curriculum springs from the very vision of the e-Philippine plan. This point to the need for an e-curriculum. . Central Bicutan. Thus among educational goals desired for achievement in the honing of competencies and skills of a new breed of students. media) to gain insights into a problem and its possible situations. writing and arithmetic) but influences more particularly problem-solving fluency. this same concept is brought about through a vision for teachers to be providers of relevant. efficient government services. or curriculum which delivers learning consonant with the Information Technology and Communication Technology (ICT) revolution. information access and retrieval at texts/ images/ sound/ video in fluency. Following a proto-type outcomes-based syllabus.. Thus is stated: “an electronically enabled society” where all citizens live in an environment that provides quality education. media fluency and digital creativity fluency. technology. parents. dynamic andexcellent education programs in a post-industrial and technological Philippine society.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. TaguigCity 24 COLLEGE OF EDUCATION sources of potential information (e.g.

The review includes studies researching different digital technology tools and terms. such as computers. TaguigCity 25 COLLEGE OF EDUCATION Digital technologies embrace several terms. However.and communication technology (ICT). social media and podcasts (Davies & Merchant. we employ “uptake and use” as a phrase that simultaneously addresses both aspects of digital technologies: something “in use” and something about “to be used” in perhaps new and changing contexts. learning management systems (LMS) and digital media like. 2009). these distinctions may only be possible to uphold at a theoretical or analytical level. However.g. Software is often connected to the use of digital technologies too (e. Uptake” and “use” are concepts that are often used in relation to digital technologies in primary and secondary schools and occur frequently in peer-review articles written in the empirical field. blogs. wikis. dimensions and levels related to digital technologies in schools. whilst “uptake” could highlight the processes of implementation and integration of new aspects of digital technologies and how they are made use of. In a sense. . Brown. such as filters for analyzing the problem of “uptake and use”. Consequently.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. information. 2009). This often seems to be the case regardless of the scientific discipline of the researchers and is probably due to the fact that these two concepts capture a variety of practices. This is also evident in the articles related to the literature review reported here. it may be possible to conceptualize “use” as “ongoing use”. for example. in many articles the meaning of “uptake” and “use” is rather vague in that they are not always defined and are often taken for granted. Central Bicutan. Klein & Lapadat. Santos Avenue.

technology experience. A sample of 203 faculty members from 4 Canadian colleges participated in this survey-based. non-experimental study was to investigate the relationship between ICT integration into teaching and faculty perceptions of ICT use to improve teaching.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. The result of the MANOVA tests indicated significant differences across gender. research. the encouragement . and MANOVA. discipline. Banathy’s systems design of education. Survey data were analyzed using descriptive statistics. The research questions sought to measure the frequency of ICT integration in college teaching and the perceptions of faculty of its effectiveness. Central Bicutan. and teaching experience with the use of ICT in the classroom to improve teaching and learning. The results of the correlation analysis identified a significant inverse relationship between beliefs about ICT integrationand practice in the classroom. The study also sought to determine if a correlation existed between faculty beliefs and practices regarding ICT integration. The purpose of this quantitative. and Roger’s theory of diffusion of innovation provided the theoretical foundations for this study. These findings may be used to promote positive social change through the integration of ICT into curriculum. yet little research has been done to measure faculty perceptions of its effectiveness and use. correlation analysis. and teaching experience in faculty perceptions and use of ICT. disciplines. and whether there were differences across gender. technology experience. Constructivism. TaguigCity 26 COLLEGE OF EDUCATION Colleges invest significant amounts of time and money to acquire modern information and communication technologies (ICT) to facilitate faculty use of ICT to improve teaching. Santos Avenue.

Central Bicutan. and critically assessing the quality of the learning materials. Based on learning through ICT. and the development of technology plans to establish more effective ICT integration practices. Glazewski and Hew (2008) have stated. Assist students in accessing digital information efficiently and effectively As Brush. (Chowdhury. They build new knowledge through accessing. Santos Avenue. students are more capable of using informationand data from various sources. Support student-centered and self-directed learning Students are now more frequently engaged in the meaningful use of computers (Castro Sánchez and Alemán 2011). selecting. and interpreting information and data. The use of ICT has been found to: 1. organizing. 2009) Benefits of Using ICT in Education The merits of ICT in education have been extolled in the literature. 3. TaguigCity COLLEGE OF EDUCATION 27 of ICT training for college instructors. ICT is used as a tool for students to discover learning topics. and concepts in learning areas are understood while engaging students in the application of ICT. 2. and provide solutions to the problems in the learning process. ICT makes knowledge acquisition more accessible. Produce a creative learning environment . solve problems.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.

e-books are commonly used in reading aloud activities. a teleconferencing classroom could invite students around the world to gather together simultaneously for a topic discussion. laptops. games related to reading skills and vocabulary acquisition. 5. TaguigCity COLLEGE OF EDUCATION 28 ICT develops students’ new understanding in their areas of learning (Chai. Koh and Tsai 2010). Central Bicutan. For instance. personal digital assistants (PDAs). Therefore. ICT involves purpose designed applications that provide innovative ways to meet a variety of learning needs. these e-books may come with some reading applications. Students not only acquire knowledge together. and work collaboratively anywhere. 4. Promote collaborative learning in a distance-learning environment Koc (2005) mentioned that using ICT enables students to communicate. They may further evaluate ICT learning solutions. Learners can access all types of texts from beginning to advanced levels with ease through computers. Offer more opportunities to develop critical (higher-order) thinking skills . For example. or iPads. Santos Avenue. which offer a reading-aloud interface. and more.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. ICT provides more creative solutions to different types of learning inquiries. but also share diverse learning experiences from one another in order to express themselves and reflect on their learning. any time. relevant vocabulary-building activities. They may have the opportunity to analyze problems and explore ideas as well as to develop concepts. More specifically. share. in a reading class.

and become more confident to take risks and learn from their mistakes. Thus. McMahon’s study (2009) showed that there were statistically significant correlations between studying with ICT and the acquisition of critical thinking skills. capability. they become more capable of working by themselves and with others. Further. Through collaborative learning with ICT. Where this is done. the students have more opportunity to build the new knowledge onto their background knowledge. Santos Avenue. Teachers can also authorize students to complete certain tasks with peers or in groups. 6. ICT helps students focus on higher-level concepts rather than less meaningful tasks (Levin and Wadmany 2006). Serhan (2009) concluded that ICT fosters autonomy by allowing educators to create their own material. Autonomy means that students take control of their learning through their use of ICT. In this way. Central Bicutan. thus providing more control over course . A longer exposure in the ICT environment can foster students’ higher critical thinking skills.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. and creativity. schools are strongly advised to integrate technology across all of the learning areas and among all learning levels. TaguigCity COLLEGE OF EDUCATION 29 Based on a constructive learning approach. Improve teaching and learning quality As Lowther et al. students are able to apply technology to the attainment of higher levels of cognition within specific learning contexts. (2008) have stated that there are three important characteristics are needed to develop good quality teaching and learning with ICT: autonomy.

CDs. once students are more confident in learning processes. students’ creativity can be optimized. in an ESL listening and speaking class. In addition. the use of ICT can improve both teaching and learning quality. They then have to make a recording of their own pronunciation and provide examples of how this new word is used in context. finding good software to record their voice is another prerequisite for these learners. and creativity. Santos Avenue. They may discover new multimedia tools and create materials in the styles readily available to them through games.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. the whole learning process enriches students’ learning skills and broadens their knowledge beyond what they already know. With a combination of students’ autonomy. With regard to capability. and select the one that best meets their learning needs. Before completing this task. and television. Central Bicutan. They are required not only to listen to the native pronunciation from the dictionary. For example. they can develop the capability to apply and transfer knowledge while using new technology with efficiency and effectiveness. They will have to browse several online dictionaries. students may be asked to practice their pronunciation using an online audio dictionary. 7. By using ICT. Therefore. Support teaching by facilitating access to course content . TaguigCity 30 COLLEGE OF EDUCATION content than is possible in a traditional classroom setting. they have to know which browser to use in order to search a suitable online audio dictionary. but also to learn the definitions and examples of a new vocabulary item. capability.

The main responsibilities of these teachers will be changing their course format. these barriers are classified into four categories based on the perspectives of students. Therefore. administrators. equipment. (2003) found that teachers can act as catalysts for the integration of technology through ICT.centered approach. Based on the findings of Reid’s study. In the following sections.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. teachers reported that the relationship between teacher and learner is sometimes reversed with regards to information technology. This relationship boosts students’ confidence when they are able to help teachers with technical issues in the classroom. In sum. Santos Avenue. teachers. While ICT is changing teaching and learning for the better in several ways. the existing literature has also identified some barriers. and requires teachers to be more creative in customizing and adapting their own material. and necessary technological support are available from institutes for the teachers. creating and explaining the new assignments. Central Bicutan. Selection and Use of Instructional Materials . If the encouragement. ICT changes the traditional teacher. and arranging for the computer lab through their technology learning specialists or assistants. TaguigCity 31 COLLEGE OF EDUCATION Watts-Taffe et al. ICT offers students more time to explore beyond the mechanics of course content allowing them to better understand concepts. The use of ICT also changes the teaching and learning relationship. as Reid (2002) has indicated. and ICT infrastructure. developing an ICT class will be easier for them.

flip charts. where the use and selection of instructional materials will be exhaustively discussed. Santos Avenue. It is not surprising to see these materials. overhead projectors. In view of this. All instructional materials are aids to instruction and using videos. projectors and computers. there is no drab lesson if appropriate media is used in its presentation. videos. The use of instructional technologies has an impact on students’ content acquisition and adds to class performance. devices and instruments accumulated in every teacher’s storehouse. CD-ROMS. more teaching technologies such as recordings. Beggs (2000) notes that research has shown that it is not only the technology that is important. computers. videos have been available in some schools. Properly selected and used its impact on the attention. overheads and chalkboard not only keeps students’ interest but also responds to the needs of those who receive information in different ways. There are two subjects in Educational Technology of three units each. computers. The technologies studied were chalkboards. but also how it is used that improves learning and increases pupils’ interest. The research questions were (a) How often did . since not much was known about the use of technologies in teacher training colleges in Malawi. and participation of students has long been recognized to a point that this wide collection of teaching tools earned the little “sub-strategies”. and local resources from the environment.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. this study was designed to establish how instructional technologies were used by tutors in those colleges. Of late. sustained interest. Central Bicutan. However. TaguigCity 32 COLLEGE OF EDUCATION According to Corpuz and Salandanan (2013).

In addition to the tutors. and lack of maintenance. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i. Santos Avenue.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. St. overhead projectors. Blantyre. videos.e. and computers. Lilongwe. unavailability of the technologies. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher . who completed a survey designed to address the research questions. which was attributed to lack of training. TaguigCity 33 COLLEGE OF EDUCATION tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)Howdid college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga. a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. and Montfort Teacher Training Colleges. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Central Bicutan. Joseph’s.

TaguigCity COLLEGE OF EDUCATION 34 training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Hooper (2002) advocated educators must redesign their educational system and teachers must be trained to use and design the use of technology. and innovation instead of . and. 2005). The influences related to the use of online technology may work as a catalyst to improve learning. it also affects teaching. Central Bicutan. 2003). teachers can create greater learning and educational opportunities.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.. Several possibilities for further research on the use of instructional technologies have been highlighted. (Lowther et al. a stimulated and active learning environment. Plafrey and Gasser (2008) suggest that by allowing technology to influence student creativity. Santos Avenue. Through the integration of technology and web facilitated instruction. students who were engaged and participated through the use of technology in classroom demonstrate greater content mastery (Gulek & Demirtas. therefore. communication. 2009) Instruction The immersion of technology in the educational environment not only influences many facets of students’ academic learning. For example. teachers who use technology in a dynamic way hold their students’ attention. (Littman. self-expression. In addition.

It is something that adapts to their needs. (Young. According to a poll conducted at Pennsylvania State University the following themes emerged regarding technology expectations among students: What is considered technology by this generation is not confined to simply computers or the Internet: Technology is viewed as any electronically based application or piece of equipment that meets a need for access to information or communication. 2005) One of the most common used software in teaching and learning is PowerPoint. . In Tanzania. and Technologies that are often considered to be novel and very new by many adults are a basic part of this generation daily lives. if used properly. Teachers also had activity guides to support or extend the video lessons. Santos Avenue. 2008). teachers will aid the digital have-nots and know-nots by increasing their digitally related skills and experience. Central Bicutan. TaguigCity COLLEGE OF EDUCATION 35 stifling it. not something that requires them to change. PowerPoint can also be a wonderful tool for students and teachers to give out information.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. students showed average gains of 10–20% over control groups for maths and science. (Roberts. A PowerPoint presentation used on an interactive whiteboard can be especially interesting since students and teachers can manipulate information with a simple touch to the screen. The Bridge IT programme (India and Tanzania) provided evidence of improved learning outcomes from teachers’ use of smartphones to play video lessons for their classes via flat-screen TVs or data-projectors.

TaguigCity COLLEGE OF EDUCATION 36 However.and postintervention in India. I do and I understand. Santos Avenue.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. 2012). Utilization Technology can be used for individualized instruction in order to bridge the gaps between the teaching styles and the learning styles. others showed modest gains if any (Enge. image enhancements. while some groups of students excelled. it is difficult for the teacher to respond and provide feedback to each student. These showed a 31% increase in the proportion of lessons identified as ‘high quality’. The use of technology can be made to address the visual learners. auditory learners and kinesthetic learners. Multimedia tools provide a wide range of sensory stimuli. software packages to teach various subjects. 2011). The programmed instruction models as suggested by Skinner can be used to provide learners learn at their own pace and give immediate feedback. but no gains for English (Wennerstan & Qureshy. help in making . create virtual realities and experience for the learners. Central Bicutan. which in turn. there were average gains of 10% over control groups for science. 2005). etc. I see and I remember. BridgeIT also carried out systematic classroom observations pre. In India.’ The animations. music. speech. with a corresponding 24% drop in the proportion of (traditional) ‘direct instruction’ lessons ((Oblinger&Oblinger. simulations. multimedia networks. In an ordinary classroom with one teacher. It is said ‘I hear and I forget.

Central Bicutan. Educational Innovations certainly do not come about automatically. TaguigCity 37 COLLEGE OF EDUCATION learning a more direct. programs also aim towards making the teacher’s techno savvy and teach using the computers. initiated and implemented in a way that will make educational practices more adequately geared to the changing objectives of instruction and make them more consistent with changing standards of instruction. ‘an able teacher need to find ways and means to improve their teaching techniques – using IT is one of them. efforts are been made to make the teachers aware of the use of technology through pre-service and in service courses. and to ongoing lifelong professional development. the use of Information Technology in teaching requires competencies on the part of the teacher and has indeed made the profession more challenging. ICT also facilitate the new paradigm in teacher training that is emerging. 2010) e-Learning provides a way for teachers to gain new knowledge and skills. . useful and joyful experience and retain knowledge for a longer time (Shamsha Emanuel. from preservice training. In addition. However.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. They have to be invented. It is rightly said. (Shamsha Emanuel. to in-service workshops and short courses. Teacher training now involves a continuum of learning. almost 80% of the teachers in developing countries feel that they are not prepared to use the technology. Santos Avenue. According to the UNDP statistics in the year 2001. 2010). Edu. Hence. planned. Tech.

technical support in utilizing the educational technology. the technical supports need to be enhancing Internet and computer facilities. Central Bicutan. The result from this study found that the lecturers in the community college have positive perceptions that educational technology enhances their teaching practices and students’ performance. Three hundred and ninety-seven survey instruments were personally . The study examined the barriers to integrating computer technology in middle school curriculum and formulated possible strategies to help educators overcome identified barriers for the benefit of students and the educational program. Moreover. this study also aims to identify lecturer's perception towards the usage of the educational technology. TaguigCity 38 COLLEGE OF EDUCATION As for Azlim. However. and support from administration. the study was conducted to explore the barriers in utilizing educational technology among lecturers in their teaching practices in a community college in Malaysia. Santos Avenue. accessibility of the educational technology.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Barriers that have been identified can be categorized into lecturers’ computer selfefficacy. Analysis found that lecturers of the community college are ready to utilize the educational technology in their teaching practice. A structured questionnaire was distributed to all lecturers in the institution and 72% from the lecturers agreed to participate as respondents. computer self-efficacy and accessibility. Amram and Rusli. Institution also recommended to provide more training for lecturers to sharpen their teaching skills by utilizing the educational technology. Ranks of the barriers from the higher mean score that have been identified are technical support. administrator support.

(c) staff meetings with computer technology experts to present new and innovative ideas to the middle school teachers. (b) have a technology support staff person available to middle school teachers on a daily basis. These strategies are (a) provide in-services at the end of a workday.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. and (e) the cost associated with computer technology classes at a university or college. (b) the lack of training. These barriers are (a) technology equipment that did not function properly or did not function at all. 2009) Teaching Strategies As for Salandan (2009). TaguigCity COLLEGE OF EDUCATION 39 delivered to middle schools in the state of Ohio. teaching strategy is as an educational endeavour that engages students in activities that will enable them to acquire knowledge and . Santos Avenue. (c) the lack of time to successfully integrate computer technology into the classroom. The survey data identified five factors as possible barriers to the utilization computer technology in the classroom. and (d) technology equipment in properly working order that would allow middle school teachers to utilize computer technology when they desired to do so. The data from this survey was sufficient to identify barriers and offer possible strategies. Central Bicutan. (Cavucci. The respondents were representative of teachers in Mahoning and Trumbull Counties. (d) the students’ familiarity with computer technology and/or lack of computer technology in students’ homes. The study also identified possible strategies for future use that would encourage teachers to utilize computer technology in the classroom.

If the teacher serves as an ideal role model. In the contrary. It consists of organized activities aimed at inducing learning. This is achieved by stimulating positive interactions as a teacher and her students go through a well-planned step-by-step procedure thin is directed towards a desired learning outcome. when their own students struggle to succeed. Faculty According to Gallavan. in the subject he or she is teaching. expertise and willingness can help student to learn. Santos Avenue. As a result. as well as confidence. This assumption allows for many teachers to utilize educational approaches that they witnessed growing up. demonstrates competence. In the art of teaching. the students will respond positively. are not aware of the vastly different worlds their students live in. TaguigCity COLLEGE OF EDUCATION 40 skills. The systematized actions end with the development of competence in applying the knowledge and skills acquired and practicing the mural standards gained. Learning is the ultimate goal. they assume that their students are just like them. at the same time develop worthwhile values and attitudes. Central Bicutan. et al (2005). The way their . teachers. Instead. they blame the child because the methodology had been effective in their own schooling. This rule applies to administrators as well. anythinga teacher does is going to be scrutinized by the students. the favoritism of the teacher can also affect the learning process of the students. especially at the novice level.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. A teacher’s skill.

rather than the digitaltechnology in itself embodies certain qualities that guarantee good teaching and learning outcomes. students do not understand it easily. Though teachers have different strategy on imparting knowledge. beliefs.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. An agreement seems to exist that teachers are playing a crucial role in the process of uptake and use of digital technologies and in the development of new practices pervaded by digital technologies. and aspects like teachers’ motives. They will be confused on things regarding on how and why the teacher has their favorite students (Gaudencio V. Ferdig (2006) concludes that from a teacher perspective the most valuable aspect is that the uptake and use of digital technologies can motivate increased quality in teaching. . visions and attitudes that favour the uptake and use of digital technologies in schools. Teachers are seen as key players for the uptake and use of digital technology. TaguigCity COLLEGE OF EDUCATION 41 teachers deal with them is one thing. Aquino 1975) The identified theme concerns research on teachers. as well as in relation to the initial teacher education for developing the pedagogical skills. Central Bicutan. ideas. Santos Avenue. in his research review. Most of the research identified in this theme seems to be coherent. Teachers’ professional development is also in focus and is often related to the use of digital technologies in specific school subjects. For example. teachers’ professional development and teacher education in relation to the uptake and use of digital technologies in schools. confidence and competence are highlighted.

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity

COLLEGE OF EDUCATION

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Sipilä (2010), on the other hand, claims that the uptake of digital
technologies in school is a process that is mediated by teacher characteristics,
technological framework and the conditions within the school. According to Sipilä’s
findings, based on quantitative data collected by the use of an online
questionnaire, providing teachers with laptops can be a way of enhancing the
teachers’ use of digital technologies both at work and in their spare time. He
argues that when the use of modern digital technology is not tied to a specific time
or place, teachers will have more time to evaluate the possibilities provided by the
technology, which in turn will probably increase the use of digital technologies in
the classroom. In relation to their empirical study, Ward & Parr (2010) discuss the
possibility of reframing the question of digital technology. They argue that
teachers who understand the use of digital technologies and the subsequent
benefits to teaching and learning are probably more willing to learn, try new things
and move away from more traditional classroom practices conclude in a
qualitative study that teachers’ learning experiences with digital technologies are
facilitated and empowered through long-term collaboration with colleagues and
students over time. They also argue that becoming familiar with digital
technologies cannot be perceived as a linear process. These researchers
emphasize the importance of teachers being assisted in their uptake and use of
digital technologies.

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity
43

COLLEGE OF EDUCATION
Education encounters, in modern times, challenges in all aspects of social,

economic & cultural life; the most important of which are over-population, overknowledge, education philosophy development & the change of teacher’s role, the
spread of illiteracy, lack of the staff & the technological development & mass
media (Aloraini, 2005, p. 30–32). This drove the teaching staff to use the modern
teaching technologies to face some of the main problems, which education & its
productivity encounter, by increasing the learning level which may be achieved
through providing equivalent opportunities for all people whenever & wherever
they are, while taking into account the individual differences between learners. To
improve the educational productivity, some of the teaching staff sought to
mainstream technology within education, developing traditional techniques &
using new educational methods. Mainstreaming the technological media within
what is called ‘‘Multimedia’’ is the pattern which led to infinite applications of
computer technologies. The concept of this technology came into being with the
appearance of sound cards, then compact disks, then came the use of digital
camera, then the video which made computer an essential educational tool.
Nowadays, multimedia expanded to become a field on its own. The concept of
multimedia technology is broad & it has infinite usage fields; it is a profound
element as an educational technology in addition to its use in medical & statistical
domains & in establishing databases. Moreover, the entertainment sector is one of
the sectors that had the lion’s share in using this technology. Interaction is the
main element in multimedia technology as most of its applications are

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity

COLLEGE OF EDUCATION

44

characterized by interaction. Consequently, multimedia programs may provide a
more effective & more influential experiment than using each technology
separately. The researcher thinks that multimedia is one of the best educational
techniques because it addresses more than one sense simultaneously, as it
addresses the senses ofsight & hearing. Multimedia programs provide different
stimuli in their presentations which include a number of elements some of which
are (Aloraini, 2005, p. 55–75): Texts, spoken words, sound & music, graphics,
animations and still pictures.
These elements were mainstreamed in a comprehensive presentation so as to
provide effective education, which in turn will support the participation of the
different senses of the learners in diverse syllabi.
Mary Chamberlain (2002) said that that great teacher make a difference.
They have passion that seeps through the skin- a love of learning. Great progress
(‘a revolution’) was made but a working hum and engagement is now not enough.
What are now needed are quality learning conversations between teachers and
learners. It is about extending rather than supervising, about linking to the child’s
world, about creating lines of desires, about not seeing the curriculum as a
straightjacket. The curriculum it seems is more a direction.

Practicum
According to Bodiongan (2015), Technology, man’s continuous effort to
simplify task for the benefit of life, flutters very fast like time. It’s an ongoing trend

That’s why teacher-education students are molded with the intervention with these trends. we might ask. Santos Avenue. I suppose that everything the teacher used (compared today) is almost out-dated and obsolete. how has technology changed the classroom. TaguigCity COLLEGE OF EDUCATION 45 that allows a lot of innovations that makes life even more satisfactory to live. Obviously. that’s why Educational Technology exists. the main concern here is technology. but not the classical usage of the internet. for . and how has it integrated into the classrooms? Then we might also wonder how much does technology influences students learning ability and teacher's ability to include technology in the academic curriculum. An excellent strategic plan that allows practicumers to be freshly updated with the innovations in education before being sent outside the school’s premise to practice their chosen profession. I grew up with the traditional set-up of classroom. Relating technology to education. that’s why professional education subjects with relation to technology are included in the curriculum. Educational Technology is concerned with “Integrating Technology into Teaching and Learning”. Technology and education both has a relationship with teaching.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. is offered penultimate before PSTs are employed to schools for practicum here in St. In recent years technology in the schools has change drastically. However. is on how teachers can integrate technology inside the teaching-learning process yielding successful learning. the real thing here that teacher-education students are expected to have. Mary’s College of Tagum. Those strategies before. In today's world technology is a very important part of our lives. Central Bicutan. which.

regional. An e-learning network supports a wide range of applications and services and facilitates access to diverse e-learning implementations including virtual laboratory (V-lab) environments. the author applied the SDLC methodology for design and development of an e-learning network based on findings of a chronological . Central Bicutan. as well as metropolitan.Learning E-learning networks are used by academic institutions such as Regis University to support synchronous and asynchronous delivery of online courses and programs. E. and international research and education configurations. Santos Avenue. an e-learning network eliminates campus boundaries by providing infrastructure for information flows regionally. So. knowledge repositories. nationally. In this dissertation.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. the proper teaching protocols appropriate to the needs and interests of the modern students. are now inappropriate. storage area networks (SANs). A systems development life cycle (SDLC) methodology enables academic institutions to design and develop e-learning networks that meet educational goals and objectives and provide access to current and next-generation research initiatives. The goal of the research was to assess the capabilities of the SDLC in enabling academic institutions to design and develop new e-learning networks and/or upgrade and enhance in-place e-learning networks. and internationally. this subject served as an eye opener to future mentors. TaguigCity COLLEGE OF EDUCATION 46 me. As demonstrated in this dissertation. and content delivery networks (CDNs).

I. Central Bicutan. Dizon and Altarres (2014) E-Learning Portals made a great contribution in the lives of students and professors as of terms of information about the school or university. My SQL for the database and Photoshop for the graphical user interface. This system allows them to create online groups/ section for the student to pass assignments online and take quizzes online. Because of this. The Web App was evaluated by I. development. Santos Avenue.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. and deployment of an e-learning network capable of meeting current and projected institutional goals and objectives. The web application also allows the professors to post announcement to their sections and make the students interact with this.4 from Non-I. the researchers decided to develop UMAK E-Learning Portal. The outcomes of this investigation demonstrate the role of the SDLC methodology as an enabler of design.T and Non-I. TaguigCity COLLEGE OF EDUCATION 47 case study of the e-learning Academic Research Network (ARN) at Regis University between 2001 and 2005.T respondents. (Conn. Professors and students want to have an easy but convenient website application that helps them record and track grades of students and give them information about their class. a web application that provides information about the section of student.T respondents. This system was made successfully through the use of PHP as programming language. 2009) According to Rosaria.T respondents result with a composite mean of 4-1 and composite mean of 4. This proves that it was a highly acceptable in terms of .

Quality and excellence can be achieved via the development of Center of excellence in different disciplines. networking and internet linkages. etc. adequate and integrated system of education relevant to the needs of the people society. it is the declared policy of the State to establish. scholarship grants and international convention. CHED come up with development programs that are implementable with specific activity thrusts. Higher education information system. In accordance with the goals of the higher education that are cited in the preceding. and support a complete. Academic exchanges between and among local and international HEI’s.4 from web app gives satisfaction to the users. The action plan of this department for 2011-2016 includes the modernization of facilities of SUC’s and LUC’s providing ICT equipment and upgrading facilities in order to enhance their instruction and extension. maintain. Central Bicutan. TaguigCity 48 COLLEGE OF EDUCATION functionality. Program Thrust of CHED for Quality Education and Excellence According to the Commission on Higher Education (1997). .Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. reliability. This department also seeks to develop the Higher Education Information System and to establish communication superhighway through networking or Internet linkages. efficiency and usability. The composite mean of 4. institutional and academic standard. Regional capabilities in science and technology education. Santos Avenue. communication highway. Policies.

The goals of higher education is ensuring the attainment of empowered and globally competitive Filipinos via: Quality and excellence. access and equity or broadening the access of deserving and qualified Filipinos to higher education opportunities. Relevance and responsiveness.03. Access and equity. The degree of implementation of the teaching and learning with technology is . and efficiency and effectiveness will optimize social.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Level of Prioritization of Teaching and Learning The study of Marcial (2012) reveals that the level of prioritization of teaching and learning with technology in HEIs in the Philippines is high. Santos Avenue. It has an aggregate mean of 4. environmental and maritime education. institutional and individual returns and benefits derived from the utilization of higher education resources. Central Bicutan. and Efficiency and effectiveness. implying that teaching and learning with technology is highly prioritized in the HEIs and needs to be done in the next 3 years. this goal calls for provision of undergraduate and graduate education which meet international standards of quality and excellence. TaguigCity 49 COLLEGE OF EDUCATION This program thrust delves on strengthening the human resources capabilities of HEI’s and CHED and optimize foreign assistance in critical areas like agricultural technology education. In terms of quality and excellence. relevance and responsiveness require generation and diffusion of knowledge in the broad range of disciplines relevant and responsive todynamically changing domestic and international environment.

In a constantly changing world that is demanding increasingly complex skills for its workforce. illiteracy. This Administration believes schools should use technology as a tool to improve academic achievement. TaguigCity COLLEGE OF EDUCATION 50 moderate. President George W. and that using the latest technology in the classroom should not be an end unto itself. Yet too many children in America are segregated by low expectations. action has yet to be done. children are literally being left behind. showing that teaching and learning with technology is already in the strategic plan of the HEIs. Central Bicutan. It has an aggregate mean of 3.21. Santos Avenue. however. but also completely transform entire learning environments. . transforming itself from some of the lowest performing schools in the region. the quality of our public schools directly affects us all as parents. to one of the most successful. and self-doubt.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Bush (2003) stated. Schools which excelled by the implementation of Educational Technology Innovative technologies not only have the potential to evolve pedagogical practice. the results can be revolutionary. Government Support In his education proposal. Intermediate School 339 (USA) is one learning environment that has demonstrated this potential. When technology is leveraged with a very strategic vision and change management plan. as students. and as citizens.

These practices not only make places like Intermediate School 339 and Shady Hill Innovative Learning Environments. 2013). particularly the Philippine universities whose main business is to generate knowledge towards international competitiveness. Honey cites Schater who. (Groff. Massachusetts (USA) used a twoyear technology-infusion project – injecting laptops.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Research studies reviewed in the article by Honey (2005) found many examples of improvements in student learning with regular use of technology in the classroom. Santos Avenue. these studies examined improvements made by fourth grade English/Language Arts students who took the Massachusetts Comprehensive Assessment System test and improvements in the reading proficiency scores of students who took the Michigan Education AssessmentProgram test. projectors and various other digitaltechnologies into the classroom – to also infuse the practice of innovating into the campus. (Young. Specifically. found that students with access to any 23 number of technologies showed positive gains in achievement on researcher constructed tests. TaguigCity COLLEGE OF EDUCATION 51 The Shady Hill School in Cambridge. Central Bicutan. Enhance research productivity of HEIs in distinctive areas of . and national tests. 2. in 1999. 2008) Objectives of NHERA-2 The following objectives for 2009-2018 shall be pursued under NHERA-2 are as follows: 1. In addition. but also continually Innovating Learning Environments. standardized tests. Improve research capability of HEIs.

2013) Policies on the Use of Technology in Education in the Philippines Technology must be studied first as a separate subject. and educational processes should take advantage of technological developments. where appropriate.driven. policy/ plan formulation. particularly for higher education c. nanotechnology. and materials science). materials and skills and introduce new learning and delivery systems necessary to capitalize on recent technological developments. (Park et al. (NHER-2. An education modernization program will equip schools with facilities. and d.g. information and communications technology. then applied in other learning areas as a tool for learning how to learn. biotechnology. International. TaguigCity 52 COLLEGE OF EDUCATION competence. Central Bicutan. The application of computer skills to the other learning areas is a curriculum policy that stems from the principle that teaching-learning must not be textbook. b.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. national and regional higher education development. Santos Avenue. Generate knowledge/ technologies needed for a. Promote and facilitate dissemination and utilization of research outputs. advancing the frontiers of knowledge in the disciplines 4. including the application of ICT in teaching and learning. 2002) Memorandum issued by DBM and CHED . 3. equipment. developing innovative programs in cutting edge higher education fields (e.

theirs stages of development need to be reevaluated. upon implementation of RA 6758 also known as the Salary Standardization Law in 1989. Philippine Laws that Support the Usage of Technology in Education . 2007 that provide the Colleges and Universities leveling instrument and guidelines for the implementation thereof. hence. number of dormitories and residents. the nine levels were compressed into four levels such as Quality and Relevance of Instructions. Santos Avenue. appropriations for current operating expenditures and other related factors. as well as management of resources. Based on these two departments. extension and non-formal training activities. 2003 and 1-B on June 27. TaguigCity 53 COLLEGE OF EDUCATION The Department of Budget and Management and Commission on Higher Education issued joint circulars numbers 1-A on October 24. research and extension. many of the universities and colleges have outgrown their levels quantitatively and qualitatively. universities and colleges were categorized into nine levels which were determined through a quantitative evaluation of enrollment size. number of programs. faculty size and profile. Under NCC 12. relations with and services to the community and management resources. Central Bicutan. The leveling instrument needs updating to make it more sensitive to the state of development of universities and colleges to take into account the level of performance of an institution in the areas of instruction. Research Capability and Outputs within the last three year. resources devoted to research. However.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.

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. and to science and technology education. Santos Avenue. and their application to the country's productive systems and national life. and support a complete. culture and sports to foster patriotism and nationalism. and promote total human liberation and development. Article XIV. arts. appropriate. The State shall give priority to research and development. and their utilization. Article II. It shall support indigenous. The main thrust of higher education is to achieve equity. The Constitution. TaguigCity COLLEGE OF EDUCATION 54 The Constitution. training. efficiency and high quality in the institutions of higher learning in . adequate. science and technology. Section 17. invention. and self-reliant scientific and technological capabilities. 1 provides: SEC. Sections 1 and 2. provides: The State shall give priority to education. The Education Act of 1982 declares that “Higher Education will be geared towards the provision of quality education. innovation. and services. 1. accelerate social progress. Section 10 provides: Science and Technology are essential for national development and progress. The State shall: (l) Establish. para. Article XIV. maintain. The Constitution. and integrated system of education relevant to the needs of the people and society. Central Bicutan.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.

Central Bicutan. However. (Republic Act no. Synthesis Teachers who learn to integrate educational technology may go on to conceptualize their roles in the classroom. Or to get some agreement from the mobile companies that automatically cut. Santos Avenue. 8292). (David. it is also right to mention that technologies can also distract students. Ma. maintain. Commission on Higher Education which is to establish. The positive side of modern technology is that it makes things easier for students to research for their homework and projects.” . Shiela Escuro (2009) says that. teachers can create environments in which students actively engage in cognitive partnerships with educational technology. Guided by research findings from cognitive psychology and other related areas.off usage when the child overuses their allowance for the month. It’s up to the parents to teach their child to be responsible on their mobile phones. TaguigCity COLLEGE OF EDUCATION 55 both public and private so that together they will provide a complete set of program offerings that meet national and regional development needs.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. adequate and integrated system of education relevant to the needs of the people society. to ask them to pay-up when their mobile runs out of money. and support a complete. 2000) As stated by Celeste (2010). there is no doubt that modern technology has an effect on the study habits of students today. “Usage of this gadget can be controllable.

TaguigCity COLLEGE OF EDUCATION 56 According to Fabian (2007). the world is changing fast. As a result. While books still remain a valuable tool. . the way students study has changed significantly. We cannot deny the fact that technology can be a distraction in studying. Furthermore discussed by Fabian. Students now have numerous options available to them when it comes to learning techniques. Santos Avenue. iPod and iPad which can really distract the students. Using the internet itself can be distracting because of all the social networking sites and the games that are available with just one click. Technology continues to advance at lightning speed and anyone who doesn’t keep up is in danger of being left behind. the need to spend hours and hours sitting in the library has reduced dramatically. Central Bicutan. This will all boil down to the age and the self-discipline of the student. Of course there is the usual cellphone.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.

Central Bicutan.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. and statistical treatment for answering the proposed topic of investigation. Santos Avenue. was established through Ordinance No. this research design interpreted a “what it is” approach and described the nature of the situation as it existed in the study. In fact. the procedures done. a Philippine Local University. This design is also applicable for the study because it explored and determined the extent of integration of Educational Technology as utilized by the student-teachers at Taguig City University. 29. Research Locale Taguig City University or TCU. the techniques implied. Research Method This study used the descriptive research design of McNabb (2009) for it reveals the summary statistics by showing responses to all possible questionnaire items. Series of 2004 of the Sangguniang Bayan . TaguigCity COLLEGE OF EDUCATION 57 CHAPTER III RESEARCH METHODOLOGY This chapter discussed the research design and the respondents used in the study.

TaguigCity 58 COLLEGE OF EDUCATION ng Taguig on the 6th day of September 2004 at the Municipal Government of Taguig. Cruz as co-sponsors). . 29. Santos Ave. Municipal Government of Taguig. Bartolome with Councilor Marisse Balina-Eron and Councilor Allan Paul C. It was located at Gen. Pamantasan ng Taguig (PnT). Series of 2004 (enacted 6 September 2004.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Upper Bicutan. was established through Ordinance No. later renamed Taguig City University (TCU) upon conversion of the Municipality of Taguig to "cityhood" on 8 December 2004. Taguig City. Santos Avenue. Central Bicutan. authored by Councilor Aurelio Paulo R.

The population of all the fourth year students is 371 (N). to be distributed in all majors to get their aimed percentages.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Computation results to 192 respondents (n). and the researcher used 5% (e) as margin of errors to assumed that out of 100% there is a 5% errors on the possible result of this study. the Slovin’s formula was used to get the sample out of the population of the fourth year students in the College Of Education at Taguig City University. TaguigCity COLLEGE OF EDUCATION 59 Population and Sampling Techniques In order to get the target respondents of the researchers. Santos Avenue. Slovin’s Formula: n = sample N = population e = margin of errors Percentage: P= n f x 100 P = percentage f = frequency n = sample . Central Bicutan.

” Other questions came from the survey questionnaire in the internet. Santos Avenue.teachers in Bachelor of Elementary Education and 130 student-teachers in Bachelor in Secondary Education: 40 student. TaguigCity COLLEGE OF EDUCATION 60 The researchers used Simple Random Sampling Technique to disseminate the survey questionnaires to the target respondents of this study. Demographic Description of the Respondents The respondents used in the study were 200 student. . 50 student-teachers in English major. It involved 70 student.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.teachers out of 371 total population of fourth year. Research and Evaluation The researchers adapted the questions mostly in the Field Study Handbook 3 which is “Technology in the Learning Environment. Central Bicutan. utilizations and mastery as utilized by the student-teachers in Taguig City University. both 20 student-teachers in Physical Education and Mathematics majors. The researchers’ questionnaire was composed of the extent of integration of Educational Technology in terms of instructions. This was used to have fairness in choosing the desire number of respondents. and 22 faculty of the College of Education in Taguig City University. They had the equal probability of being chosen.teachers inScience major.

TaguigCity COLLEGE OF EDUCATION 61 The questionnaire was composed of two parts: (1) Personal Information of the Respondents – name. academic rank and length of service. cooperating school. the first draft of questionnaire was prepared. (2) the Checklist for Utilization of Educational Technology which can be answered by: 4 – Strongly Agree 2 – Disagree 3 – Agree 1 – Strongly Disagree To interpret the mean score of the respondents.56-3.76-2. course.25 1. After all the comments and suggestions were considered. The questionnaires together with the validation instruments were submitted to the chosen validators with masters and doctorate degree to establish . 2009) Likert Scale Range Interpretation 3.00-1. Central Bicutan.75 Attained to the Full Extent Attained to the Less Extent Not Attained Validation of Instruments Used The questionnaire was presented to the research adviser for some corrections and suggestions.00 Attained to the Fullest Extent 2. a likert scale was established by the researcher. The draft of the questionnaire was submitted again to the research adviser to finalize the questionnaire.55 1.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. age. Santos Avenue. gender. (Basilio.26-4.

the researchers disseminated and completed the required number of questionnaires to be used in the study. The researchers got the mean of the instruments that were validated by five experts to determine whether the instrument was valid or not. Central Bicutan. All the suggestions and comments were taken and incorporated in the final draft and was checked again by the research adviser.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. TaguigCity COLLEGE OF EDUCATION 62 content authentication. Upon the assessment of the total number of respondents to be used. from the Registrar Office in determining the total number of students per major in Taguig City University. Data Analysis The following statistical treatment had been used by the researchers to have valid and adequate findings to the study: . school year 2016-2017. the researchers worked on tallying the respondents’ answers to get the needed data in the study. Santos Avenue. The researchers assessed the enrollment report for the fourth year students in College of Education – first semester. Data Gathering Procedures The researchers wrote a letter of request to the Registrar Office and Human Resource Department of the respondent school to allow them to gather data pertinent to this study. Lastly. The researchers also got the total number of faculty in the College of Education.

. Santos Avenue. Percent: P= n f x 100 P = percentage f = frequency n = sample Percent was used to answer statement of the problem no. Thus we have our first and perhaps the most basic statistical formula: Where: (sometimes call the X-bar) is the symbol for the mean.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. X is the symbol for the scores. Central Bicutan. 1 in order to determine the demographic profile of the grouped respondents. 2. TaguigCity COLLEGE OF EDUCATION 63 1. (the Greek letter sigma) is the symbol for summation. It used to determine the extent of integration of Educational Technology in TCU. N is the symbol for the number of scores. Weighted Mean It is an average mean that takes into account the importance of each value to the overall total. To calculate the weighted mean simply add up a set of scoresand divide by the number of scores.

2which is: “What is the extent of integration of Educational Technology in TCU in terms of the following areas: instructions. One.way Anova . utilization and mastery.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Central Bicutan. TaguigCity 64 COLLEGE OF EDUCATION Mean was used to answer the statement of the problem no. Santos Avenue. Where S= the standard deviation of a sample = means sum of X= each value of the sum = mean of all values in the data set N= number of all values in the data set Standard deviation was also used to answer the statement of the problem no. 3. and mastery. utilization.2 which is: “What is the extent of integration of Educational Technology in TCU in terms of the following areas: instructions.

s =is the sample variance. Paired Sample T-test Where: =is the mean difference between two samples. Santos Avenue. Central Bicutan.3 which is: “Is there a significant difference between the assessments of the respondents on the extent of integration when grouped according to their profile?” 4.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. TaguigCity COLLEGE OF EDUCATION 65 One way anova was used to answer the statement of the problem no. n = is the sample size and t = is a paired sample t-test .

INTERPRETATION AND ANALYSIS OF DATA Table 1 Student-Teacher (Gender) . TaguigCity COLLEGE OF EDUCATION 66 Paired sample T. Central Bicutan. Santos Avenue.Test was used to answer the statement of the problem n0.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.4 which is: “Is there a significant difference between the assessments of the two groups of respondents on the extent of integration of Educational Technology? CHAPTER IV PRESENTATION.

p. which results in their domination of fields such as teaching and nursing (Schilt. Table 2 Student-Teacher (Course) Category BEED BSE-SCI BSE-PE BSE-ENG BSE-MATH Total Frequency 70 40 20 50 20 200 Percent 35 20 10 25 10 100 .5 percent are males. It shows that out of 200 respondents 147 or 73 percent are females and 53 or 26. women are taught to put family first and have a flexible schedule even if that means being paid less.5 73. Kristen Schilt’s research titled. According to Schilt. 467). TaguigCity COLLEGE OF EDUCATION 67 Category Male Female Total Frequency 53 147 200 Percent 26.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. It means that the Teaching Profession is dominated by females.5 100 Table 1 illustrates the gathered data result for the gender of studentteachers. “Just one of the guys? How Transmen Make Gender Visible at Work” introduces the gender socialization theory highlighting women’s gravitation towards careers that reinforce “feminine” traits such as caring and nurturing. Santos Avenue. 2006. Central Bicutan.

Table 3 Student-Teacher (School) Category DISTRICT 1 DISTRICT 2 Total Frequency 104 96 200 Percent 52 48 100 Table 3 illustrates the gathered data result for the cooperating schools of the 200 respondents and it shows that most of the schools are from the 1st District of Taguig with the result of 104 or 52.5 4. TaguigCity 68 COLLEGE OF EDUCATION Table 2 shows the number of students (frequency) from each course that has been used in the study and its' percent. Central Bicutan.5 9.5 13.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.6 100 . BEED got the highest number of respondents with 70 respondents or 35 percent.0 percent came from the 2nd District of Taguig. Table 4 Faculty (Age) Category 20-25 years old 26-30 years old 31-35 years old 36-40 years old 41-50 years old 51-55 years old Total Frequency 10 1 2 5 1 3 22 Percent 45. followed by BSE-ENG with 50 respondents or 25 percent and BSE-SCI with 40 respondents or 20 percent and the lowest are BSE-PE and BSE-MATH with 20 respondents or 10 percent each.0 percent and 96 or 48. Santos Avenue.7 4.1 22.

7 percent. Table 6 Faculty (Academic Rank) Category Instructor Assistant Professor Associate Professor Total Frequency 15 4 3 22 Percent 68. Table 5 Faculty (Gender) Category Male Female Total Frequency 9 13 22 Percent 40.5 percent each for 26-30 and 41-50 years of age.2 13.5 percent.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. the impacts of a feminized teaching force is likely to be a continuation of perceptions surrounding teaching as women’s work.9 59. Central Bicutan. next is 51-55 years of age with 3 respondents or 13.6 percent. It also denotes that women represent a significant majority of the teaching workforce.1 100 Table 5 illustrates the gathered data result for the gender of 22 respondents and it shows that out of 22 respondents 13 or 59. Santos Avenue.1 percent are females and 9 or 40. followed by 31-35 years of age with 5 respondents or 22. TaguigCity 69 COLLEGE OF EDUCATION Table 4 shows that most of the faculty are from 20-25 years of age with 10 respondents or 45. followed by 31-35 years of age with 2 respondents or 9.9 percent are males. which might have resulting impacts on the way children perceive authority roles. According to Kelleher (2011).1 percent and 1 respondent or 4.6 100 .2 18.

Santos Avenue. Table 7 Faculty (Length of Service) Category 1-3 years 4-6 years 10-12 years 16-18 years 22 years above Total Frequency 14 4 1 2 1 22 Percent 63. While 2 respondents under the percentage of 9.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Central Bicutan.2 percent and the associate professor which has 3 or 13. followed by assistant professor which has 4 or 18.1 with the length of service of 16-18 years.5 9.5 100 Table 7 illustrates the length of service of the respondents in the institution where they work.1 4. It shows that 14 respondents which constitute 63.6 18. Lastly.2 4.2 percent are instructor.5 are teaching for 10-12 years and 22 years and above. However 4 respondents under the percentage of 18.6 percent or majority are 1-3 years in service. TaguigCity 70 COLLEGE OF EDUCATION Table 6 illustrates the academic rank of the faculty and it shows that 15 or 68.2 have worked for 4-6 years. This table clearly shows that most of the respondents are instructors and said to be the most common faculty member in the institution.6 percent. one respondent under the percentage of 4. .

therefore. Santos Avenue.41 AFUE 3. furnishes weekly or monthly computer-related task such as creating multimedia presentations that showcase student’s understanding of important content VI AFE Faculty’s Mean 3.14 AFE . Table 8 MEAN INSTRUCTION Indicators ST’s Mean 3. Central Bicutan.07 AFE 3. uses projector which can be used as chalk/overhead replacement such as lecture notes and slides 1.20 2. majority of the faculty in the said institution are newly hired. plans and integrates technology-based learning activities that promote student engagement in higher-order thinking skills 3. TaguigCity COLLEGE OF EDUCATION 71 Most of the faculty has worked for 1-3 years.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.22 AFE 3.32 VI AFUE 3.

integrates educational technology in teaching that influence human performance 3.20 for studentteachers which has attained to the full extent. In planning and integrating technology based learning activities that promote student engagement in higher.50 = Attained to the less extent (ALE) 1.Verbal Interpretation Table 8 illustrates the perceptions of the respondents of TCU in terms of instruction.2. In furnishing weekly or monthly computer related tasks such as creating multimedia presentation this question.32 which has attained to the fullest extent.g. Santos Avenue.13 AFE 3. exploits IT tools in pedagogical situations (e. In using projector which can be used as chalk/overhead replacement such as lecture notes and slides.teachers which .3. and for the faculty it gained 3.07 AFE 3.00 .Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.26 .51 .01 AFE 3.order thinking skills it gained a mean of 3.Student-Teachers VI.22 for student. and for the faculty it gained a mean of 3.19 AFE 3.4.41 it which has attained to the fullest extent.27 AFE LEGEND: 3.27 AFUE 5. TaguigCity COLLEGE OF EDUCATION 72 4. large lecture classes using power point ) 3.25 = Attained to the full extent (AFE) 1. merges the most current research on teaching and learning when using the computers 3.76 . it gained a mean of 3. Central Bicutan. it gained a mean of 3.07 for student.teachers which has attained to the full extent.32 AFUE TOTAL 3.1.00 = Attained to the fullest extent (AFUE) 2.75 = Not Attained (NA) ST.18 AFE 6.

maintain. it gained a mean of 3. Central Bicutan.13 for student.32 which has attained to the fullest extent. and for the faculty. In integrating educational technology in teaching that influence human performance. it gained a mean for 3.29 for student.teachers which has attained to the full extent.01 for student. It is compatible to the mandate of the Commission on Higher Education which is to establish. and for the faculty it gained a mean of 3.teacher has attained to the full extent.27 which has attained to the fullest extent. and for the faculty it gained a mean of 3. Santos Avenue. it gained a mean of 3. Table 9 UTILIZATION . 8292).teacher which has attained to the full extent. TaguigCity COLLEGE OF EDUCATION 73 has attained to the full extent. This category gained a total mean of 3. and for the faculty. adequate and integrated system of education relevant to the needs of the people society. and support a complete. it gained a mean of 3.(Republic Act no.07 for student.14 which has attained to the full extent.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.teacher which has attained to the full extent. it gained a mean of 3. In merging the most current research on teaching and learning.18 which has attained to the full extent. In exploiting IT tools in pedagogical situations. and for the faculty.27 which has attained to the fullest extent. it gained a mean of 3.

it gained a mean of 3. uses technology in support of the development and delivery of instruction 4.67 AFE 3. and for the faculty. . Santos Avenue.3.25 = Attained to the full extent (AFE) 1.1.59 AFE 3.75 for student.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. it gained a mean of 2.55 AFE 3.23 AFE 2.Verbal Interpretation Table 9 illustrates the perception of the respondents of TCU in terms of utilization.67 AFE 3.66 AFE 3. incorporates educational technology to improve the presentation of work 2. TaguigCity COLLEGE OF EDUCATION 74 Indicators ST’s Mean VI Faculty ’s Mean VI 1. In applying current research on teaching and learning with technology when planning the learning environment.09 AFE TOTAL 2.67 for studentteacher which has attained to the full extent.76 .00 .24 AFE LEGEND: 3. it gained a mean of 2.65 AFE 3.50 = Attained to the less extent (ALE) 1.2. In incorporating educational technology to improve the presentation of work.23 which has attained to the full extent.26 .4.51 .32 AFUE 2.Student-Teachers VI. applies current research on teaching and learning with technology when planning the learning environment 3.75 = Not Attained (NA) ST.36 AFUE 2.00 = Attained to the fullest extent (AFUE) 2.23 AFE 2.75 AFE 3. Central Bicutan.teacher which has attained to the full extent. utilizes the appropriate computerdriven technologies to enhance teaching-learning process 6. and for the faculty.23 AFE 2. employs the effectiveness of realia and model displays as enables of teaching-learning process 2. it gained a mean of 3. provides experience for actual use of educational technology in teaching 5.36 which has attained to the fullest extent.

The total mean for student. it gained a mean of 3. it gained a mean of 2.65 for student.teacher attained to the full extent.55 for student. it gained a mean of 2.24 which has the same verbal interpretation of attained to the full extent.teacher attained to the full extent. Table 10 MASTERY .teacher is 2. In employing the effectiveness of realia and model displays as enables of teaching-learning process. Central Bicutan. it gained a mean of 3.32 which has attained to the fullest extent.66. and for the faculty it gained a mean of 3.23 which has attained to the full extent. it gained a mean of 3.09 which has attained to the full extent. and for the faculty.teacher which has attained to the full extent.teacher attained to the full extent. it gained a mean of 2. TaguigCity COLLEGE OF EDUCATION 75 In using technology in support of the development and delivery of instruction.59 for student. it gained a mean of 3.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.67 for the student. it gained a mean of 2. In utilizing the appropriate computer-driven technologies to enhance teaching-learning process. and for the faculty. and for the faculty.23 which has attained to the full extent. Santos Avenue. In providing experience for actual use of educational technology in teaching. and for the faculty.

67 for student.80 AFE 3. Santos Avenue.teacher which .00 . skills and understanding of concept related to technology 5.3.32 which has attained to the fullest extent. it gained a mean of 3.27 AFUE LEGEND: 3.4.70 AFE 3. provides the best opportunity on appropriate use of instructional materials 2.23 AFE 2.50 = Attained to the less extent (ALE) 1.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.27 AFUE TOTAL 2. administers video/power point presentation on the appropriate use of relevant instructional materials 4. Central Bicutan.2.76 .73 AFE 3.36 AFUE 2.81 AFE 3.32 AFUE 2.Verbal Interpretation Table 10 illustrates the perception of the respondents in TCU in terms of mastery. and for the faculty.25 = Attained to the full extent (AFE) 1.51 .26 .00 = Attained to the fullest extent (AFUE) 2. TaguigCity COLLEGE OF EDUCATION 76 Indicators ST’s Mean VI Faculty’s Mean VI 1. it gained a mean of 2.70 for student.65 AFE 3.75 = Not Attained (NA) ST. establishes introductory knowledge.18 AFE 2.77 AFE 3.67 AFE 3.1.Student-Teachers VI. participates in seminar related to educational technology to sharpen knowledge 2. In participating in seminar related to educational technology to sharpen knowledge.demonstrates skill in selecting and using websites as source of teaching-learning process 3. In demonstrating skill in selecting and using websites as source of teaching-learning process.27 AFUE 2. it gained a mean of 2. identifies the different types of educational technology for the integration of learning 6.teacher which has attained to the full extent.

81 for the student. Table 11 . and for the faculty.teacher which hasattained to the full extent.65 for the student teacher which has attained to the full extent. TaguigCity COLLEGE OF EDUCATION 77 has attained to the full extent. and 3.27 which has attained to the fullest extent. Santos Avenue.73 for student teacher which has attained to the full extent.27 which has attained to the fullest extent. skills and understanding of concept related to technology. and 3.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. In establishing introductory knowledge.80 for the student. In identifying the different types of educational technology for the integration of learning. the mean is 3. it gained a mean of 2.teacherwhich has attained to the full extent.77 for the student.27 for the faculty which has attained to the fullest extent.teacher attained to the full extent. it gained a mean of 2. it gained a mean of 3. and a mean of 3. The total mean for the category is 2. and a mean of 3.23 for the faculty which has attained to the full extent.18 for the faculty which has attained to the full extent. it gained a mean of 2. and for the faculty.36 for the faculty which has attained to the fullest extent. it gained a mean of 2. In providing the best opportunity on appropriate use of instructional materials. In administering video/power point presentation on the appropriate use of relevant instructional materials. Central Bicutan.

66.13 0.51 .38 AFE 3.26 .66 0. and the faculty has .4. a standard deviation of 0.50 = Attained to the less extent (ALE) 1.Weighted Mean VI.2.teachers has a weighted mean of 2. Central Bicutan.84 0.40 AFE 3.25 = Attained to the full extent (AFE) 1.00 = Attained to the fullest extent (AFUE) 2. In instruction.44 which has attained to the fullest extent.48 AFE 3. a standard deviation of 0.26 0.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.Standard Deviation Table 11 illustrates the integration of educational technology in terms of instruction. a standard deviation of 0. In utilization.48 AFE 3. the student.35 AFE 3.44 AFUE 2.27 0.75 = Not Attained (NA) WM.76 .1. and the faculty has a weighted mean of 3. Mastery 2.24 0.00 .38 which has attained to the full extent.27 0. Instruction 3.45 AFUE Overall Mean 2.13.3.Verbal Interpretation SD. Santos Avenue. TaguigCity COLLEGE OF EDUCATION 78 Extent of Integration Educational Technology Student-Teacher Faculty WM SD VI WM SD VI 1.27.46 AFUE LEGEND: 3. utilization and mastery. the student.73 0.48 which has attained to the full extent. Utilization 2.teachers has a weighted mean of 3.

a standard deviation of 0. a standard deviation of 0.73. and the faculty has a weighted mean of 3.472 Accept No significant difference No significant difference No significant difference . TaguigCity COLLEGE OF EDUCATION 79 a weighted mean of 3. Table 12 Significant difference on the Extent of Integration of Educational Technology of Student-Teachers’ Profile in terms of Gender Indicators F-value Significant Value Decision Remarks Instruction 0. a standard deviation of 0.teachers has a weighted mean of 2. Central Bicutan. The student-teachers has a total weighted mean of 2.24.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.27.424 0.40 which has attained to the full extent.124 0. In mastery. and the faculty has a weighted mean of 3.48 which has attained to the full extent.518 0.26. a standard deviation of 0. Santos Avenue.46 which has attained to the fullest extent. a standard deviation of 0.35 which has attained to the full extent.725 Accept Utilization 0. 45 which has a attained to the fullest extent. the student.84.516 Accept Mastery 0.

In instruction. Table 13 Significant difference on the Extent of Integration of Educational Technology of Student-Teachers’ Profile in terms of Course Indicators F-Value Significant Value Decision Remarks Instruction 2. the significant value is 0. the significant value is 0.107which has no significant difference. In the last indicator which is the mastery. the significant value is 0.890 0.471 Accept With significant difference No significant difference No significant difference Table 13 illustrates the significant difference on the extent of integration of Educational Technology of student. 471 which has is no significant difference.040 which has significant difference because according to the decision rule less than 0. In utilization.928 0. it has a significant value of 0.teachers’ profile in terms of gender. In instruction. the significant value is 0. it has a significant value of 0.566 0. Table 14 .teachers’ profile in terms of course. Santos Avenue.516 which has no significant difference. In the last indicator which is the mastery.040 Reject Utilization 1.107 Accept Mastery 0.05 is said to be reject meaning there is a significant difference.725 which has no significant difference.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Central Bicutan. TaguigCity COLLEGE OF EDUCATION 80 Table 12 illustrates the significant difference on the extent of integration of Educational technology of student. In utilization. 472 which has no significant difference.

In utilization.665 Accept No significant difference No significant difference No significant difference Table 14 illustrates the significant difference on the extent of integration of Educational Technology of student.065 which has no significant difference. Santos Avenue. Table 15 Significant difference on the Extent of Integration of Educational Technology of Teachers’ Profile in terms of Age Indicators F-Value Significant Value Decision Remarks Instruction 0.948 0. the significant value is 0.477 Accept No significant difference No significant difference No significant . In the last indicator which is the mastery.200 0.065 Accept Mastery 0.665 which has no significant difference.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.092 Accept Utilization 3. In instruction.663 0.teachers’ profile in terms of school. Central Bicutan. it has a significant value of 0.249 0.092 which has no significant difference. the significant value is 0.657 Accept Utilization 0.934 Accept Mastery 0.437 0. TaguigCity COLLEGE OF EDUCATION 81 Significant difference on the Extent of Integration of Educational Technology of Student-Teachers’ Profile in terms of School Indicators F-Value Significant Value Decision Remarks Instruction 2.864 0.

220 0. it has a significant value of 0. In utilization. .756 Accept Utilization 0. TaguigCity COLLEGE OF EDUCATION 82 difference Table 15 illustrates the significant difference on the extent of integration of Educational Technology of teachers’ profile in terms of age. it has a significant value of 0.934 which has no significant difference. the significant value is 0.657 which has no significant difference.644 Accept No significant difference No significant difference No significant difference Table 16 illustrates the significant difference on the extent of integration of Educational Technology of teachers’ profile in terms of gender. Central Bicutan.99 0. In instruction. the significant value is 0.644 which has no significant difference. the significant value is 0. In utilization.424 Accept Mastery 0. 477 which has no significant difference. In the last indicator which is the mastery.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. In the last indicator which is the mastery. the significant value is 0.424 which has no significant difference. In instruction. Table 16 Significant difference on the Extent of Integration of Educational Technology of Teachers’ Profile in terms of Gender Indicators F-Value Significant Value Decision Remarks Instruction 0.666 0. Santos Avenue.756 which has no significant difference.

793 Accept Utilization 0.624 Accept No significant difference No significant difference No significant difference Table 17 illustrates the significant difference on the extent of integration of Educational Technology of teachers’ profile in terms of academic rank.840 Accept Mastery 0. it has a significant value of 0.370 0. Central Bicutan.483 0. TaguigCity COLLEGE OF EDUCATION 83 Table 17 Significant difference on the Extent of Integration of Educational Technology of Teachers’ Profile in terms of Academic Rank Indicators F-Value Significant Value Decision Remarks Instruction 0.793 which has no significant difference.370 0.840 which has no significant difference. In instruction.234 0.624 which has no significant difference.286 Accept Utilization 1. the significant value is 0.735 0.286 Accept Mastery 1. Table 18 Significant difference on the Extent of Integration of Educational Technology of Teachers’ Profile in terms of Length of Service Indicators Frequency Significant Value Decision Remarks Instruction 1. In utilization. Santos Avenue. In the last indicator which is the mastery. the significant value is 0.176 0.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.189 Accept No significant difference No significant difference No significant difference .

the T-test value was 1.286 which has no significant difference.003 Decision Remarks Accept Reject Reject Not Significant Significant Significant Table 19 illustrates the result of findings on the perception of student-teachers and faculty on the extent of integration of Educational Technology Paired Sample T-test is used to find the result of this study and it shown in the table that in the first indicator which was the Instruction. In instruction.146.146 Utilization Mastery 3. the significant value is 0. meaning the first indicator was not .909 3. it has a significant value of 0.509 which has a significant value of 0.286 which has no significant difference. the significant value is 0. Santos Avenue. In utilization. In the last indicator which is the mastery.189 which has no significant difference.001 0.Teachers and Faculty on the extent of Integration of Educational Technology Extent of Integration of Educational Technology Student-Teacher & Faculty T-test Instruction 1.410 0. Table 19 Perception of Student. Central Bicutan.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. TaguigCity COLLEGE OF EDUCATION 84 Table 18 illustrates the significant difference on the extent of integration of Educational Technology of teachers’ profile in terms of length of service.509 Significan t Value 0.

TaguigCity 85 COLLEGE OF EDUCATION significant because the significant value is greater than 0. Central Bicutan. It only proved that there was a difference between the assessments of respondents when it comes to utilization of educational technologies in the classroom. FINDINGS. Santos Avenue. In last indicator which was the Mastery.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.410 and the significant value is 0.05 and the decision was accept.909 with significant value of 0.003 which has a significant difference.05. the T-test value is 3.001 which has significant difference because the value of significance was less than 0. This result only proved that there was a difference between the mastery of teachers and student-teachers in the used of educational technologies in the classroom. CONCLUSIONS AND RECOMMENDATIONS Preceding chapters presented the problem of the study. therefore the decision was reject. the T-test value was 3. reviewed . In the second indicator which was the Utilization. CHAPTER V SUMMARY.

The respondents used in the study were 200 student. This chapter summarized the findings of the study. out lined the methodology. utilization and mastery. Specifically. and 22 faculty of the College of Education in Taguig . the researchers sought to answer the following: The profile of the respondents in terms of student-teachers: their gender. and length of service. and set off the findings. The significant difference between the assessments of the respondents on the integration when grouped according to their profile. draws conclusions and made recommendations. academic rank. The significant difference on the extent of integration of educational technology as utilized by the student-teachers and faculty.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Summary This study assessed the extent of Integration of Educational Technology as utilized by the student. course and cooperating school while in terms of faculty: their age. Santos Avenue. Central Bicutan. The extent of integration of educational technology as assessed by the group of respondents classified as to: instruction. TaguigCity COLLEGE OF EDUCATION 86 the related literature. gender.teachers out of 371 total population of fourth year.teacher in the CED at TCU as basis for instructional innovation.

In order to get the target respondents of the researchers. 50 student-teachers in English major. In fact. the Slovin’s formula was used to get the sample out of the population of the fourth year students in the College Of Education at Taguig City University. This design is also applicable for the study because it explored and determined the extent of integration of Educational Technology as utilized by the student-teachers at Taguig City University. TaguigCity COLLEGE OF EDUCATION 87 City University.teachers in Science major. Central Bicutan. It involved 70 student. and the researcher used 5% (e) as margin of errors to assumed that out of 100% there is a 5% errors on the possible result of this study. to be distributed in all majors to get their aimed percentages. Student-Teacher . This study used the descriptive research design of McNabb (2009) for it reveals the summary statistics by showing responses to all possible questionnaire items.teachers in Bachelor of Elementary Education and 130 student-teachers in Bachelor in Secondary Education: 40 student. Santos Avenue. the Researchers found out the following findings: The profile of the respondents: 1. The population of all the fourth year students is 371 (N). Findings Subsequent to the computation of each variable used in the study.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. both 20 student-teachers in Physical Education and Mathematics majors. this research design interpreted a “what it is” approach and described the nature of the situation as it existed in the study. Computation results to 192 respondents (n).

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity

COLLEGE OF EDUCATION

88

Most of the respondents were female with the frequency of 147 and a
corresponding percent of 73.5.
Most of the respondents came from the Bachelor in Elementary Education
with the frequency of 70 and a corresponding percent of 35.
Most of the respondents were assigned to the different schools of the first
district of Taguig with the frequency of 104 and a corresponding percent of 52.
2. Faculty
Most of the respondents range from the age bracket of 20-25 years of age
with a frequency of 10 and a corresponding percent of 45.5.
Most of the respondents were female with a frequency of 14 and a
corresponding percent of 63.6.
Most of the respondents were rank as Instructor with a frequency of 15 with
a corresponding percent of 68.2.
Most of the respondents were range from 1-3 years of teaching experience
with a frequency of 14 and a corresponding percent of 63.6.

The extent of integration of educational technology as assessed by the
grouped respondents.
Instruction
Most of the respondents have the highest weighted mean in the second
indicator of instruction (plans and integrates technology-based learning activities
that promote student engagement in higher-order thinking skills) with weighted

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity

COLLEGE OF EDUCATION

89

mean of 3.22 for the student-teachers response and a verbal interpretation of
attained to the full extent while 3.41 weighted mean for faculty and a verbal
interpretation of attained to the fullest extent.
Utilization
Most of the student-teachers respondents have the highest weighted mean
in the first indicator of utilization (incorporates educational technology to improve
the presentation of work) with weighted mean of 2.75 and a verbal interpretation
of attained to the full extent while 3.36 weighted mean for faculty in the second
indicator of utilization (applies current research on teaching and learning with
technology when planning the learning environment)
and a verbal interpretation of attained to the fullest extent.
Mastery
Most of the student-teachers respondents have the highest weighted mean in
the fifth indicator of mastery (identifies the different types of educational
technology for the integration of learning)
with weighted mean of 2.81 and a verbal interpretation of attained to the full
extent while 3.36 weighted mean for faculty in the fourth indicator of mastery
(establishes introductory knowledge, skills and understanding of concept related
to technology) and a verbal interpretation of attained to the fullest extent.
The difference between the assessments of the respondents on the
integration when grouped according to their profile.

Republic of the Philippines
City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, TaguigCity

COLLEGE OF EDUCATION

90

Most of the student-teachers when grouped according to their gender have
the highest significant value in the first indicator which is the instruction the value
of significance 0.725, the decision is accept and the remarks is no significant
difference.
Most of the student-teachers when grouped according to their course have
the highest significant value in the third indicator which is the mastery the
value of significance 0.471, the decision is accept and the remarks is no
significant difference.
Most of the student-teachers when grouped according to their school have
the highest significant value in the third indicator which is the mastery the
value of significance 0.665, the decision is accept and the remarks is no
significant difference.
Most of the faculty when grouped according to their age have the highest
significant value in the second indicator which is the utilization the value of
significance 0.934, the decision is accept and the remarks is no significant
difference

Most of the faculty when grouped according to their gender have the
highest significant value in the first indicator which is the instruction the value
of significance 0.756, the decision is accept and the remarks is no significant
difference.

the decision is accept and the remarks is no significant difference Most of the faculty when grouped according to their length of service have the highest significant value in the first and second indicator which is the instruction and utilization the value of significance 0.146. .840.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen.003 in mastery. the decision is accept and the remarks is no significant difference The difference on the extent of integration of educational technology as utilized by the student-teacher and faculty. The decision is to accept the null hypothesis.286. TaguigCity 91 COLLEGE OF EDUCATION Most of the faculty when grouped according to their academic rank have the highest significant value in the second indicator which is the utilization the value of significance 0. The decision is to reject the null hypothesis.001 in utilization and 0. Santos Avenue. In the second and third indicators which are the utilization and mastery there is a significant difference on the extent of integration of educational technology between student-teachers and faculty because the value of significance is 0. The findings of researchers in the first indicator which is the instruction there is no significant difference on the extent of integration of educational technology between student-teachers and faculty because the significant value is 0. Central Bicutan.

There is a significant difference on the extent of integration of educational technology as utilized by the student-teachers and faculty.teachers were female with almost seventyfive percent in number and in terms of course the Bachelor in Elementary Education got the highest percentage with almost thirty-five percent of the respondents. Most of the respondents when grouped according to their profile have no significant difference on the extent of integration of educational technology.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Philippine Government. the following recommendations are hereby proposed: 1. When it comes to the faculty most of the respondents range from age bracket of twenty to twenty-five years of age and still in terms of gender female respondents were dominated in the study. They should pass the bill proposed by Senator Cynthia Villiar. Recommendations Based from the findings and conclusions formulated in this research study. Santos Avenue. Most of the schools assigned have a big percentage in the first district of Taguig with almost fifty-two percent. TaguigCity COLLEGE OF EDUCATION 92 Conclusion Based on the findings of the study the following conclusions were drawn: Most of the respondents from student. (Senate Bill 297) which mandates the government sufficient funding for providing web facilities in public . In terms of academic rank Instructors were dominated the study and for the length of service one to three years of teaching experience were mostly observed. Central Bicutan.

TaguigCity COLLEGE OF EDUCATION 93 schools. 1468) which encourage private participation by granting a tax incentive for every donation of information technology equipment to our educational institutions. due to low numbers of students who have access to computers. also pass the bill proposed by Senator Estrada (Senate Bill No.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. it must. . business. They should strengthen and develop partnerships among the stakeholders in teacher preparation to . Moreover. It should establish web facilities that are crucial in instruction. therefore. Other Higher Educational Institutions. both public and private. they should also pass the bill proposed by Senator Santiago (Senate Bill No. it is expected that our public schools will produce quality and computer-literate graduates. With this. 1922) which establish educational technology clearinghouses to facilitate the donation of surplus equipment and technology to schools and libraries from governmental. Taguig City University. Since the State cannot provide for all of them alone. research. City government of Taguig may ask for donation of equipment and technologies from Department of Science and Technology if the said city is currently travailing monetary deficiency. Central Bicutan. and extension. Santos Avenue. and other private institutions. as the same shall be included in the General Appropriation Acts.

DepEd. Teachers. TaguigCity COLLEGE OF EDUCATION 94 transform education and ensure technology rich learning environments.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. By providing grants to eligible consortia. Students Teacher should maximize the use of Educational technology because in teaching with technology it can deepen . They should promote the integration of ICT in the Philippine Educational System to improve the skills of students in Educational Technology. In addition. DepEd should fully supports the continuous improvement of its teaching personnel based on the principle of lifelong learning and further advances in delivery of 21st century skills to all Filipino learners. the government can not only promote the development of this technology but also encourage private sector participation. Central Bicutan. teachers who use technology in a dynamic way hold their students’ attention. For example. Student-Teachers.This will happen if CHED will be obliged to work with different private institutions to accelerate the development of technology to assist and improve the methods of teaching and our education system in general.Through this. They should immerse technology in the educational environment not only to influences many facets of students’ academic learning. students who were engaged and participated through the use of technology in classroom demonstrates greater content mastery. but also to improve teaching. Santos Avenue.

Once identified. TaguigCity 95 COLLEGE OF EDUCATION student learning by supporting instructional objectives. expert and everyone in between) find creative and constructive ways to integrate technology into your class DEDICATION This research is dedicated to the Almighty God.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. Central Bicutan. However. it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning. the giver of all knowledge and wisdom and the source of strength. Santos Avenue. The CTL is here to help you (novice. courage and guidance to successfully finish this research study. integrating those tools can itself be a challenge albeit an eye-opening experience. .

To all the Teachers/Professors. Central Bicutan.Republic of the Philippines City of Taguig TAGUIG CITY UNIVERSITY Gen. . who continue to extend their loving support in all aspects of academic studies especially in helping this research possible. may this research serve as a guide to help them finish their research in the near future. TaguigCity COLLEGE OF EDUCATION 96 To the researchers beloved Parents. may this research become beneficial towards societal advancement. To the City Government of Taguig. Santos Avenue. who guide this research in Science Education. And To all Students.

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