1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

There are many important changes that have occurred in the last few years in the education

systems, which require teachers and school leaders to upgrade and refine their technology skills.

Some of these changes are due to changes in government policies related to the use of information

communication and technology (ICT) in schools while others are due to developments in state of

the art pedagogical practices. As technology flows faster into the schools, many school leaders are

facing a range of difficult management issues.

In school setting, every classroom teacher is expected to use learning technologies to

enhance students’ learning in every subject. Because of the gap between expectation and

preparation, the role of technology in schools is receiving a great deal of attention. Principals and

teachers face a huge task of managing and reinventing schools and classrooms in a society that has

been transformed by digital technologies and many feel overwhelmed by the mandate to integrate

ICT in the classroom. With this, according to Attara and Laar (2000), school leaders are required

to assume leadership responsibilities in areas with which they are unfamiliar, and for which they

have little training. Hence, new competencies are needed to develop for school leaders to be

effective in their new roles as technology leader in managing the use of ICT in school.

From the instructional point of view, ICT offers teachers invaluable methods of enhancing

successful instruction. According to Ng Wai Kong (1999) by weaving multimedia elements such

as graphics, animations, audio, video and simulations, teaching concepts that are abstracts can be

much easier delivered compared to previous conventional ‘chalk and talk’ method. Technology
 2

fulfils an instructional need by individualizing the method to the competency level of the learner

and also provides an active cooperative learning environment. William (2002), points out that the

use of internet is the most visible implementation of technology in schools which allows students

to explore vast amount of information interactively. Similarly, the use of ICT offers a wide array

of choices and innovative ways that is now mostly absent in the traditional classrooms (Basir,

2011). Given all these potentials benefits, the challenges school leaders face today is not lack of

hardware, equipment and internet access but to manage the technology itself.

While there are positive examples of technology being used to support student learning and

to foster positive changes in schools, predictions that computers would revolutionize public

education have not materialized. Flanagan and Jacobson (2013), state that merely installing

computers and networks in schools is insufficient for educational reform. Therefore school leaders

should have awareness on obstacles that limit ICT integration and translate the knowledge into

effective approaches of leadership. Basically barriers to technology integration are categorized

into four themes such as lack of informed leadership, pedagogical issues, inadequate professional

development and concern about equity. Many school leaders have not been prepared for their new

role as technology leaders and have therefore struggled to develop both the human and technical

resources necessary to achieve ICT outcomes in their schools.

Moreover, very few principals have themselves used computers in meaningful ways with

children and therefore lack the requisite pedagogical vision and experience to guide teachers. A

research done by the Faculty of Education, National University of Malaysia shows that only 23.9

percent of the teachers support the Smart School Project (Mohd Sani, 2010). The results are also

in tandem with the research on instructional leadership and ICT literacy where only 24 percent of

teachers for primary school perceived their superior are ICT literate and 29.4 percent for secondary
 3

school (Mohamad, 2012). Thus, school leaders must change the way they think, organize, plan,

deploy, inspire and reward performance. Without a shift in orientation, administrators are likely to

end up being disappointed with the technology project.

According to Kaur (2011) a major challenge for technology school leaders is to support

teachers as they explore and experiment with diverse ways to integrate technology in meaningful,

challenging and authentic ways across curriculum. Leaders need to develop teachers’ skill in using

computer for teaching, solving problems, making decisions and interacting in order to enhance the

pedagogical methods. Efforts towards ICT change almost every ones’ job in the organization

causing employees at all levels to require new skills. Many teachers lacked meaningful

opportunities to acquire the skills needed to meet the desired ICT outcomes. Typical in-services

courses focus on acquiring computer application skill rather than technology integration strategies

and project design skills. Among the issues raised by the educators on the ETeMS (English for

Teaching Mathematics and Science, 2008) programme were lack of teachers’ skill in integrating

the use of ICT and student centered methods. A challenge for technology leaders is to provide

responsive and flexible professional development appointments that focus on technology

integration and design rather than computer application alone.

The above scenarios are similar to the situations of ICT in the Philippines system of

Education, in particular in the public schools in rural areas or provinces. In the division of

Marinduque, the DepEd officials have strong campaign on the integration of ICT education in

schools. They have actually taken initial steps in support to the campaign on ICT integration in

education like the put up of internet connection in almost all high schools in the division of

Marinduque and e-learning package in both elementary and secondary schools. Several trainings
 4

and workshops were also conducted for school heads and teachers to capacitate them in using

technology.

However, observations and feedbacks revealed that there are many problems facing by the

school heads and teachers to comply with this ICT integration in education. Some of these include

the very slow signal of internet connection that hinder the teachers and ICT coordinators to make

use in their respective classes, others include the insufficient number of computer units or

technology facilities to accommodate the number of students, and many of the teachers are still

basic when it comes to computer application using MS Office such as MS Word, MS Excel or

spreadsheet, Ms Power Point, and Ms Publisher) and many of them have no technical know-how

in web browsing such as downloading, uploading, researching, and using educational and social

networking sites for ICT integration in education or instructional setting like slideshare, scribd,

youtube and others.

With this background, the researcher would like to investigate how the problems in ICT

integration in education can be addressed by exploring the strategies in managing the present and

current resources and how it may be multiplied. This will also look into their capacity to manage

ICT related problems like slow internet signals, basic skills of teachers who are the expected

transmitter of ICT skills to students.

Statement of the Problem

 5

This study aims to find out the management practices of public secondary school

administrators in implementing ICT programs in the Division of Marinduque and how its

administration may be enhanced.

Specifically, it seeks answers to the following:

1. What are the different practices employed by the school administrators in implementing the

ICT program in the Division of Marinduque?

2. How effective are the practices in implementing the program?

3. What are the problems encountered by the school administrator in the course of program

implementation?

4. How serious are the problem encountered?

5. What are the management strategies to counteract the problem?

6. How effective are the employed management strategies?

7. What intervention could be proposed to enhance the implementation?

Scope and Delimitation of the Study

The study confides in determining the management practices of school administrators in

implementing Information Communication Technology in some selected schools in the Division

of Marinduque.

The study will be conducted in the 45 schools in the division which are administered by

school principals, head teachers, and teachers-in-charge.

 6

The data on the computer related problems of the school administrators and how they

handle the problems are the coverage of the study and will be used for the purpose of the research

only. Results of the study will not generalize or represent all the schools in the division, thus

limited only to secondary schools with ICT units or e-learning package or those schools who have

computerization package to avoid bias treatment and to be able to clearly see the problem.

Significance of the Study

This study brings into focus school management practices to implement the ICT Program

in the Division of Marinduque and its administration may be enhanced.

This study is hoped to be of help to the following individuals and groups:

For the Department of Education, this may guide authorities and policy makers in setting

up framework for integrating ICT in education and determining ICT training needs for nationwide

implementation.

For the school administrators, this may make them more committed in performing their

jobs, hence, managing programs related to computer or ICT integration is a nationwide

phenomenon, thus, it is a challenge on their part to capacitate and enhance their managerial skills

in managing such program. This likewise may encourage schools in incorporating ICT initiatives

in their school improvement plans to integrate ICT in the classroom instruction;

For the teachers, their training needs may be identified once again to be able to craft ideal

and suitable long-term Faculty Development Plan to improve the ICT competencies of teachers;
 7

And the students, through the use of ICT, it will not only motivate them to learn more but

will also allow engage them into lessons presented in a more meaningful, engaging and interactive

manner that will enhance critical thinking and higher level of cognitive skills and processes.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 8

This chapter presents a review of literature and studies that have bearing on the present

study and are important in understanding the variables of the problems being investigated.

Managing the Use of ICT in Schools

During the past decade there has been an exponential growth in the use of information

communication and technology (ICT) which has pervasive impacts both on society and on our

daily lives. It is thus not surprising to find increasing interest, attention and investment being put

into the use of ICT in education all over the world. In addition to the efforts to employ ICT to

improve learning, the emergence of the knowledge economy has also brought about much greater

emphasis on education. In responding to the impact of ICT in education the Ministry of Education

continues to implement ICT development projects to all schools based on three main policies,

namely: a) Accessibility and literacy of ICT to all students; b) The role of ICT in the curriculum

and as a learning tool; c) The role of ICT in enhancing productivity, effectiveness and efficiency

in management system (Azmi Zakaria, 2014).

With the endless effort of the government, the hefty expenditure budgeted for providing

schools with computers, networking system and the smart school concept, ICT integration is meant

to be cross-curricular rather than a separate course or topic in itself (Gan Siowk Ee, 2012). Every

classroom teacher is expected to use learning technologies to enhance students’ learning in every

subject. Because of the gap between expectation and preparation, the role of technology in schools

is receiving a great deal of attention. Principals and teachers face a huge task of managing and

reinventing schools and classrooms in a society that has been transformed by digital technologies

and many feel overwhelmed by the mandate to integrate ICT in the classroom. Increasingly school
 9

leaders are required to assume leadership responsibilities in areas with which they are unfamiliar,

and for which they have little training (Attara and Van Laar, 2010). Hence new competencies that

school leaders need to develop in order to be effective in their new roles as technology leader is

managing the use of ICT in schools.

Potential Roles of ICT

The rationale for school leaders to use technology in an education setting falls into two

categories namely structural and instructional. ICT offers new potentials that lead to significant

changes in the organization. These changes evolve as a consequence of the new way of distributing

information throughout the organization. ICT reduces record keeping time in schools and

simplifies repetitive administrative task. The Ministry of Education has introduced the Smart

School Management System (SSMS) for the smart school concept and the Educational

Management Information System (EMIS) and networking system as an innovative means of

managing the school database. This in turns frees up administrators and teachers to focus on the

important task of teaching and counseling students (Ministry of Education, 2007).

From the instructional point of view ICT offers teachers invaluable methods of enhancing

successful instruction. By weaving multimedia elements such as graphics, animations, audio, video

and simulations, teaching concepts that are abstracts can be much easier delivered compared to

previous conventional ‘chalk and talk’ method (Ng Wai Kong, 2009). Technology fulfills an

instructional need by individualizing the method to the competency level of the learner and also

provides an active cooperative learning environment. William (2012), points out that the use of

Internet is the most visible implementation of technology in schools which allows students to

explore vast amount of information interactively. The use of ICT offers a wide array of choices
 10

and innovative ways that is now mostly absent in the traditional classrooms (Bahrudin Aris,

Mohamad Bilal & Muhammad Kasim Basir, 2011). Given all these potentials benefits, the

challenge school leaders face today is not lack of hardware, equipment and Internet access but to

manage the technology itself.

Current Issue and Problems in ICT Integration in Education

While there are positive examples of technology being used to support student learning and to

foster positive changes in schools, predictions that computers would revolutionize public

education have not materialized. Flanagan and Jacobson (2013), state that merely installing

computers and networks in schools is insufficient for educational reform. Therefore school leaders

should have an awareness on obstacles that limit ICT integration and translate the knowledge into

effective approaches of leadership. Basically barriers to technology integration are categorized

into four themes: i) lack of informed leadership; ii) Pedagogical issues; iii.) Inadequate

professional development; iv) Concern about equity

Many school leaders have not been prepared for their new role as technology leaders and have

therefore struggled to develop both the human and technical resources necessary to achieve ICT

outcomes in their schools. Very few principals have themselves used computers in meaningful

ways with children and therefore lack the requisite pedagogical vision and experience to guide

teachers. A research done by the Faculty of Education, National University of Malaysia shows that

only 23.9 percent of the teachers support the Smart School Project (Mohd Sani, 2000). The results

are also in tandem with the research on instructional leadership and ICT literacy where only 24

percent of teachers for primary school perceived their superior are ICT literate and 29.4 percent

for secondary school (Baharom Mohamad, 2012). Thus school leaders must change the way they
 11

think, organize, plan, deploy, inspire and reward performance. Without a shift in orientation,

administrators are likely to end up being disappointed with the technology project.

Simrit Kaur (2011) added that a major challenge for technology school leaders is to support

teachers as they explore and experiment with diverse ways to integrate technology in meaningful,

challenging and authentic ways across curriculum. Leaders need to develop teachers’ skill in using

computer for teaching, solving problems, making decisions and interacting in order to enhance the

pedagogical methods. Efforts towards ICT change almost every ones’ job in the organization

causing employees at all levels to require new skills. Many teachers lacked meaningful

opportunities to acquire the skills needed to meet the desired ICT outcomes. Typical in-services

courses focus on acquiring computer application skill rather than technology integration strategies

and project design skills. Among the issues raised by the educators on the ETeMS (English for

Teaching Mathematics and Science) programme were lack of teachers’ skill in integrating the use

of ICT and student centered methods. A challenge for technology leaders is to provide responsive

and flexible professional development appointments that focus on technology integration and

design rather than computer application alone. ICT integration in schools is inextricably bound up

with issues of equity.

Until 2003, 5104 school computer labs have been developed in rural areas in order to minimize

the digital gap among the students (Azmi Zakaria, 2014). Research has shown that inequities

emerge in both access and in ways computers are being used to educate children. Inequalities were

identified among students from poor families, low achievers, students learning to speak English

and those who live in rural areas. A major challenge therefore is for school leaders to ensure that

schools are places where inequities are lessened and eradicated by any means.
 12

ICT Education in the Philippines

At the Philippine setting, our own government has shown serious commitment to ICT in

education by emplacing a series of initiatives and programs. One of these initiatives is the crafting

of the Department of Education Five-Year ICT4E Strategic Plan. Its vision is “21st Century

Education For All Filipinos, Anytime, Anywhere." This means an ICT-enabled education system

that transforms students into dynamic life-long learners and values-centered, productive and

responsible citizens.

To fast-track the connectivity of schools, DepEd is undertaking Project LINK, which will

upgrade computer resources in schools to allow access to the Internet and give training to teachers

on the use of the Internet for research and distance learning. The government will finance a large

part of the cost for this project. The costs of connectivity will be carried out by the local businesses

and the operation and maintenance costs shouldered by city and municipality governments.

When the Department of Education launched its Cyber Education Project popularly known

as the Cyber Ed, a lot of skepticism was raised by its constituents. Most of them doubt about the

preparedness of the department in implementing such a huge program in terms of technical,

physical, equipment and the infrastructure. Others fear about their ability to adapt with the

modernization project.

Cyber Ed aims to use satellite technology to provide efficient and cost effective solutions

to the delivery of educational services in public and secondary schools nationwide. It is in

accordance with the ICT-based education agenda included in the economic cooperation agreement

signed by the Philippines and China in June 2006 and it is undertaken with Tsinghua University,

China’s pioneers in distance education.

 13

This is supposed to be the biggest leap of the Department of Education in delivering quality

basic education since it aims to provide a comprehensive solution that will enable to integrate

individual projects into one seamless program and provide access to millions of students, teachers

and even out-of school youth in the remote areas. (Sec. Jesli Lapus, 2007) He stressed that the

Cyber Ed is Project enhances delivery capability of teachers in the classroom and should not be

confused with computer training or non-classroom distance learning.

Government Initiatives

In 2002, the Restructured Basic Education Curriculum was conceived. This aimed to

implement an interactive curriculum that promotes integrated teaching and interdisciplinary,

contextual and authentic learning. Interactivity is made possible with the use of technology in

instruction and the greater emphasis on computer literacy in all learning areas in every school

where equipment is available.

The Philippine Education Technology Master Plan has the following operational targets by

the year 2009: (1) all public secondary schools shall be provided with an appropriate educational

technology package; (2) 75% of public secondary schools shall have a computer laboratory room

equipped with basic multimedia equipment; (3) all public secondary schools shall have an

electronic library system; (4) 75% of public secondary schools teachers shall have been trained in

basic computer skills and the use of the Internet and computer-aided instruction; and (5) all

learning areas of the curriculum shall be able to integrate the application of ICT, where appropriate.

The Act of 1998 (R.A. 8525) was passed to generate private sector participation in the

upgrading and modernization of public schools, especially those in underserved provinces.

Recipient schools were selected based on the criteria adopted under the computerization program.
 14

In all, 110 public high schools received computers in 1996 under the DOST Engineering Science

Education Project (ESEP) and an additional 68 public high schools were recipients under the

DOST Computer Literacy Program. DOST continues to allocate some PHP 20,000,000 to

30,000,000 (US$ 400,000 to 600,000) annually to support computer acquisition in schools. In 2002

and 2003, 125 public high schools were to be provided with 10 to 15 computers along with the

corresponding teacher training programs.

In collaboration with University of the Philippines National Institute for Science and

Mathematics Education (UP-NISMED), a project to integrate ICT in the 2002 Basic Education

Curriculum (BEC) was developed and served as a framework for ICT integration in Science and

Mathematics for primary and secondary schools.

Centers of excellence in information technology, crossing traditional boundaries, were

established in order to focus on the needs of a greater number of learners. Three information

technology centers were set up, two elementary and one secondary, in each of the regions. Each

center was provided with a laboratory equipped with computers, printers, peripherals, a multimedia

projector, an air-conditioning unit and software programs. Teacher training was also a component.

For the first year of operation, operating funds were provided by the government, and the Local

Government Unit was expected to supply funds for the maintenance and continuous operation of

the facilities.

Computers for Public Schools Project (PCPS), funded through a grant of PHP 600,000

(US$ 12 million) from the Government of Japan, secured largely through the initiative of the

Department of Trade and Industry. The grant has benefited 996 public secondary schools across
 15

the country through the provision of 20 desktop computers, two printers, one fax/data/voice

external modem with cable, one software package and teacher training to each of recipient-schools.

Data and information available show that the Philippines has eagerly embraced ICT in

education. With facilitation by the Department of Education, and collaboration with the private

sector, several initiatives have successfully equipped a number of schools with ICT facilities.

Nevertheless, the initiatives have not insured that teachers fully use the facilities for teaching

purposes (Belawati, 2004).

ICT4E or ICT for Education

The ICT4E or ICT for Education were aligned to the UN Millennium Development Goals

and the Education for All movements. Among its provision is to provide global policy environment

for the directions and nature of interventions towards the achievement of improved access to and

quality of basic education.

To achieve its vision it established objectives to create a new and improved model of

teaching where education happens anytime, anywhere. The specific objectives are: a. revitalize

schools to make them into dynamic, collaborative and innovative learning institutions where

students can become more motivated, inquisitive and creative learners; b. link up students with the

vast networked world of knowledge and information to enable them to acquire a broad knowledge

base and a global outlook and provide them with the resources for the development of a creative

mind; c. develop students skills and capabilities to critically and intelligently seek, absorb, analyze,

manage and present information; d. create new knowledge and products; and e. develop in our

students habits of self-learning to nurture the attitude and capability for lifelong learning.
 16

Furthermore, ICT 4E aims to: 1. completely integrate ICT into the curriculum, which

includes the development of multimedia instructional materials, and ICT enabled assessment; 2.

intensify competency based professional development programs; 3. establish the necessary ICT

infrastructure and applications; and 4. develop processes and systems that ensure efficient,

transparent and effective governance. Its key thrusts are the following: a. enhancing the

curriculum; b. empowering teachers, administrators, officials and students; and c. strengthening

schools, governance and management.

The goal of the Philippine Education Technology Master Plan is to deliver quality

education that is accessible to all through the use of IT and other innovative technologies. Under

this framework, the DepEd is implementing an ICT Plan for Basic Education, which has the

following objectives: a. to provide the physical infrastructure and necessary technical support to

make ICT accessible and useful to students, teachers, administrators and school support staff; b.

to develop teacher competence in the use of ICT and in the design, production and use of ICT-

based instructional materials; c. to ensure access to the latest developments in ICT and to support

research and development; d. to undertake a curriculum improvement that would integrate

technology with the different learning areas; and e. to promote the use of appropriate and

innovative technologies in education and training.

The Philippine Education Technology Master Plan on the other hand, has the following

operational targets by the year 2009: 1.) All public secondary schools shall be provided with an

appropriate educational technology package; 2.) 75% of public secondary schools shall have a

computer laboratory room equipped with basic multimedia equipment; 3.) All public secondary

schools shall have an electronic library system; 4.) 75% of public secondary schools teachers shall

have been trained in basic computer skills and the use of the Internet and computer-aided
 17

instruction; and 5.) All learning areas of the curriculum shall be able to integrate the application

of ICT, where appropriate.

ICT is introduced in the subject Home Economics and Livelihood Education (HELE) for

the elementary level and Technology and Home Economics (THE) in the secondary level. In the

majority of cases, ICT materials (software, multimedia) are used to supplement instruction. These

materials may be produced by teachers themselves (as in the case of animated PowerPoint

presentations) or ready-to-use courseware, either purchased from abroad, or leased to the school

as part of the hardware. Currently, there is no integration of the application of ICT with textbooks.

A recent survey made by Ethel Agnes P. Valenzuela (Philippines), in her article ICT

Teacher Training and Professional Development: Towards Lifelong Education for Sustainable

Development revealed that utilization of ICT in Formal and Non Non-Formal Education showed

that are ICT are being used in the following manners: 1. ICT as an area of study; 2. EPP

(Edukasyong Pantahanan at Pangkabuhayan Pangkabuhayan) at the elementary level; and 3. TLE

at the secondary level.

ICT as Integrated across the curriculum, where appropriate and where the technology may

be available is used as, as springboard, development of the lesson, application, enrichment and

assessment. Considering the facts gathered by Valenzuela, ICT is not new to Philippine Education.

It only shows that ICT in Education is gaining grounds and swiftly proliferates in our educational

landscape.

In contrast, Gigling, (2004) reveal revealed, 12 UNESCO Member States in the ASP region

have no ICT policy at all, and 11 Member States are in the process of developing an ICT in

Education policy or have a national IT policy, including a section on Human Resource

 18

Development Education. Twenty-one Member States have an ICT in education policy; some of

them are, however, of very poor quality.

He added that most of the eight South-East Asian countries interviewed in the main study

have an ICT (in education) policy or at least a draft version. In several of these countries, the use

of ICT in education is already quite developed (notably Malaysia, Thailand, the Philippines and

Indonesia). In contrast, four of the five respondents to an additional survey of Pacific Island

Countries do not yet have an established ICT in education policy. Of these four, two are currently

developing such a policy.

However, the current ICT integration in education remains a large task. For example,

student-computer ratios and teacher-computer ratios can be improved. The education system as a

whole lacks infrastructure for connectivity and access to technologies. While most of the teacher

training institutions (TEIs) have incorporated computer courses into their curriculum as a

requirement for graduation, computer literacy is not a requirement for teacher

certification/licensure. Partly due to this reason, in-service training is generally limited to basic

computer literacy. Therefore, there is a need for more training on integrating ICT into the

curriculum (DepED ICT4E Strategic Plan)

Flor (2008) cited though; “Information and communication technology (ICT) is fast

transforming economies and social processes, particularly the Philippine education sector.

However, the sector is beset with technical, content, utilization, programmatic, structural and

political issues that prevent it from fully tapping the potentials of ICT. An analysis of these issues

points towards certain deficiencies in existing policies.”

 19

Moreover, the research on "A Profile of the Filipino Teacher", the "ICT Capabilities of

Elementary and Secondary Schools in the Philippines", and the "Profile of Teacher Educators and

Teacher Training Institutions" which was commissioned to SEAMEO INNOTECH by the

Philippine Senate, under the Committee on Education, Arts, and Culture in March 2011 showed

that the most commonly available equipment among schools are ‘traditional’ media equipment,

specifically, radios and cassette players (42.22% of all schools), television (26.80% of all schools)

and VHS players (17.19% of all schools). Any other type of equipment is rare, validating the lack

of equipment among schools; this situation is further highlighted by the quality of equipment—

and if schools have any equipment, it would likely be the said conventional media equipment like

radio cassette players and televisions. This excludes most schools from harnessing the new media

formats that are being utilized for educational materials and are becoming more available in the

market.

A concrete example of this is that most of the teachers in the field only use computer

application that they are familiar of, such as Microsoft Word which is a minute fraction of the ICT

capability by itself. However, if there are some teachers who are well-versed of one application it

is noted that they are not that equipped with specific skills in even one application.

ICT in Education

Effective technology integration into educational systems does not only mean the

acquisition of technology but also a complex and multidimensional process that includes the

teaching curriculum and pedagogy, institutional readiness, teacher competency and long-term

financing (Tinio, 2013).

 20

According to the International Society for Technology in Education (ISTE, 2007) students

are expected to become productive digital people, to effectively learn for a lifetime, to have higher

order thinking skills, and to become competent in technology use. The transformation in

information and communication technologies (ICTs) requires students not only to become literate

in technology but also to become individuals who can adapt themselves to the new and advanced

technologies.

In this digital age, the training of individuals who have global learning skills requires the

effective and productive integration of technology into the teaching process. In this process, it is

emphasized in various studies that teachers do not have all the skills necessary for the effective

use of technology and for the integration of technology into future classrooms and that they are in

need of acquiring the skills necessary especially for the integration of technology into the teaching

process (Gülbahar, 2008). In this respect, one of the important variables influencing the integration

of technology is the development of related teacher competency (Hew & Brush, 2007; Karal,

Aydin & Ursavaú, 2009).

According to EL-Halawany and Huwail (2008) the world today is as sophisticated as it

advances, it moves in an unimaginable pace brought about by globalization. Hence in an era of the

globalization, ‘becoming global’ has become a challenge to each individual nation especially

developing ones. This term is used extensively in various sectors, including politics, economics,

culture, and education.

These new conditions have become hegemonic because of the rapid global technological

innovations that have placed greater demands on all education systems (Marginson, 2009). In this

sense, education is expected to lead a knowledge-based learning process that fosters constant seek
 21

for new information, critical thinking, and self-learning. Countries all over the world have

responded to these challenges in different forms and at varying levels to enable their coming

generations to adapt to these changes through integration of Information Communication

Technologies (ICTs) into education (EL-Halawany & Huwail, 2008).

Jamieson- Jamieson-Proctor et. al. (2016) on the other hand propose that rapid

technological change and global communication are facts of life in the 21st century. They argue

that the closing decades of the 20th century and the beginning of the 21st century were and would

be characterized by change in almost every aspect of people's working, public and private lives.

She reiterated that “the appearance of information and communication technology (ICT) in schools

through improved provision of computer hardware, infrastructure and connectivity should not be

seen as an isolated example of change.” It is an evidence of the global, social and technological

changes that have contributed to the 'new times' in which we all live. Further, it is imperative that

educators are aware of and able to skillfully manage at the classroom level the impacts that result

from social, cultural, political, and economic trends and educational policies and programs.

ICT has become, within a very short time, one of the basic building blocks of modern

society. Many countries now regard understanding ICT and mastering the basic skills and concepts

of ICT as part of the core of education, alongside reading, writing and numeracy. In fact, one of

UNESCO’s overriding aims is to ensure that all countries, both developed and developing, have

access to the best educational facilities necessary to prepare young people to play full roles in

modern society and to contribute to a knowledge nation (Khvilon, et. al., 2012).

Information and communications technologies (ICT) which are varied set of state of the

art equipment and resources are used to communicate, create, disseminate, store, and manage
 22

information. Communication and information being essential element of the educational process,

has evolved into what it is now thus, the emerging ICT-use in education.

ICT in education started from the use of film, radio, telephones, and television (Cuban,

2006). In fact, since the middle of the twentieth century, the use of film and video and even for a

brief period television itself has been part of America’s classrooms.

In the 90s Seymour Papert thought about the significance of using ICT as a learning tool.

In his book, The Children’s Machine: Rethinking School in the Age of Computer, he pointed out,

that across the world children have entered a passionate and enduring love affair with the computer.

What they do with computers is as varied as their activities. The greatest amount of time is devoted

to playing games but they also use computers to write, to draw, to communicate, and to obtain

information.

At present, the new digital ICTs are not single technologies but combinations of hardware,

software, media, and delivery systems. Today, ICT in education encompasses a great range of

rapidly evolving technologies such as desktop, notebook, and handheld computers; digital

cameras; local area networking; the Internet and the World Wide Web; CD-ROMs and DVDs; and

applications such as word processors, spreadsheets, tutorials, simulations, electronic mail (email),

digital libraries, computer-mediated conferencing, videoconferencing, and virtual reality.

It should also be noted however, that use of newer ICTs is being integrated with use of

older technologies. For example, it is not uncommon to find textbooks sold with CD-ROMs

containing multimedia materials or links to related websites.

Marti (2006) reiterates that a profound integration of new technologies into education as a

central means to teaching and learning processes will inevitably require from teachers changes in
 23

attitude and teaching paradigms, such changes will oblige them to adapt to new methodological

approaches, educational concepts and management aspects - all of which will have to be set in

technology-rich environments.

Thus, open and flexible teaching and learning processes, interactive and bi-directional

communication systems together with the emergence of alternative spaces aimed at promoting

communication generate new needs and expected to be achieved by educators. Using ICT in

education favors interaction and collaboration among participants and the World Wide Web which

fosters new means of communicating and interacting both in real and asynchronous time and

provides authentic material and resources that can be easily exploited.

Nevertheless, the use of ICT in education is gradually invading the system. Today

computers are becoming a major teaching-learning tool in more advanced state such as utilization

of Digital Overhead Projector in seminars, conventions and other similar activities. Not only

because it’s “in” in terms of technology but because it’s better beyond expectation of the user.

Imagine the ease of preparation, creativity applied and the lifelong usability of the said materials.

Maintaining a capacity to advise national governments on the use of technology in schools

and, in particular, on the optimal balance, given local circumstances, between ICT and older

educational technologies and assisting countries in developing educational software and materials

that reflect their own national and regional cultures are key components of the Organization’s

strategy to achieve the Education for All goals. The publication, Information and Communication

Technology in Education: A Curriculum for Schools and Programme of Teacher Development, is

the last in a series of thematically complementary publications developed in 2002 by the Division

of Higher Education and should be seen as UNESCO’s contribution to assist Member States in
 24

successfully integrating the new technologies such as multimedia, e-learning and distance

education delivery into their educational systems. (Khvilon, E. et. al., 2002).

Requirements for Efficient Implementation of ICT Integration in the Philippines

Studies of ICT development in both developed and developing countries identify at least

four broad steps through which educational systems and individual institutions typically proceed

in their adoption and use of ICT (Majumdar, 2012). The emerging stage is when educators are just

becoming aware of the potentials of ICT in education. The applying stage is the time teachers are

starting to learn how to use ICT for teaching and learning. The infusing stage is when a host of

ICT tools are used and integrated into the curriculum. Finally, the transforming stage involves the

development of new ways of teaching and learning using ICT to explore real-world problems

through innovative learning.

Teacher Training

A student’s academic achievements are often used to evaluate teaching effectiveness and

are influenced by the use of technology in school. In other words, a student’s use of technology

represents the teacher’s integration of technology into teaching and curricula and also affects the

teacher’s effectiveness (Chang & Wu, 2012).

A study showed that students’ academic achievements are noticeably influenced by the

teacher’s use of technology. A teacher’s technological literacy directly affects whether students

can incorporate technology into the curriculum to improve students’ academic achievements

(Chang & Wu, 2012). Educators must be knowledgeable in their subject matter and current in the

content standards and teaching methodologies of their discipline. Teacher candidates should learn

to use technology in ways that support attaining the content standards.

 25

To enhance teachers’ skills and competencies in technology integration, the following are

recommended (Almekhlafi & Almeqdadi, 2010): (1) deliver workshops on effective technology

integration; (2) provide teachers with appropriate ICT tools in the classroom; (3) provide teachers

with incentives and awards for outstanding technology integration in their classrooms; (4) provide

teachers with some release time so that they can plan effectively for technology integration in

teaching and learning; (5) explore the use of technology in classrooms covering all school levels,

including public and private schools; (6) investigate the effect of technology integration on

students’ achievement and attitude; (7) evaluate technology integration in relationship to

curriculum goals and outcomes .

Since 2000, DepEd has given preference in hiring Filipino teacher-applicants who were

computer literate. In most teacher training institutions, computer education is now a required

course. For those who are already employed as teachers, in-service training is provided. Intensive

training on electronics and assembly of computers for THE teachers of 110 science and technology

oriented high schools and other special science high schools is offered. The objective of this

training is to ensure that teachers in schools with special science & technology programs have the

appropriate technology skills.

Even though the Philippine government has initiated several programs and projects for the

use of ICT in education, real implementation in day-to-day learning is still limited. Teachers’ fear

of technology still hinders the optimal use of ICT-related skills in their teaching activities.

Despite various training programs having been provided to Filipino teachers, there is still

a need to embark on a comprehensive and sustained in-service training for teachers. Usually, public

schools send a few teachers to computer literacy training, who would then pass on the training of
 26

peer teachers. Private schools hire ICT service providers to give training to their teachers. Public

school teachers handling THE classes receive training on ICT. Since 1997, the DepEd has

intensified the provision of ICT training to teachers of English, Science, Mathematics.

Technological Leadership

To be an experienced and capable technological leader, school administrators such as the

principal, must be trained in vision, planning and management. This is the most important

foundation of technological leadership. A technological leader must develop a vision of how

school reform will be affected by technology. Planning and establishing resources for staff

development are the most important responsibilities of a technological leader, followed by ICT

tools and infrastructure support and evaluation and research. Effective technological leaders must

administer procedures for measuring the growth of each individual teacher. They also must set

technological targets and introduce professional development plans (Chang, 2012). A systematic

development program for these leaders’ needs must be implemented to change their mind set so

they appreciate the value of ICT in education.

Potential Challenges

Countries everywhere are facing similar challenges in implementing ICT in their education

systems. Unfortunately, many local, national and regional government bodies are still not giving

ICT the attention and priority it deserves despite the benefits it brings. Providing basic access to

ICT to young people living in either impoverished communities or rural locations often neglected

by policy makers is one major challenge being faced (Gutterman et al, 2009).

Lack of Facilities
 27

One of the greatest challenges in ICT use in education is balancing educational goals with

economic realities. ICTs in education programs require large capital investments and developing

countries need to be prudent in making decisions about what models of ICT use will be introduced

and to be conscious of maintaining economies of scale. Ultimately it is an issue of whether the

value added of ICT use offsets the cost, relative to the cost of alternatives. Put another way, is ICT-

based learning the most effective strategy for achieving the desired educational goals, and if so

what is the modality and scale of implementation that can be supported given existing financial,

human and other resources?

Philippine schools use computers mainly in a technology subject (THE) for predominantly

senior high school classes for formal study of the technology, with relatively limited application

to other learning areas. The integration of technology across the curriculum has been constrained

by the lack of ICT resources. In non-formal education, there is very limited use of information

technology because out-of-school youth and adults participating in non-formal education programs

generally do not have access to computers.

ICT usage depends first on whether there are enough ICT facilities. The research studies

focusing on the barriers to use ICT reveal that the insufficiency or lack of ICT facilities appears as

significant barriers (Usluel, Askar & Bas, 2008). Lack of basic infrastructure such as classrooms

and Internet connectivity are hindrances in effective implementation of ICT curriculum standards

in the Philippines.

Although the Philippines never falls behind neighboring South East Asian countries in

terms of ICT infrastructures in government and corporate environments, there is much to be done

with schools, especially the public schools and those in the rural areas.
 28

Computers in Philippine schools are acquired mostly through purchases using school funds

or through donations by government and private groups for many public schools. Not all

elementary and high schools have their own computer lab. Philippine-based Foundation for IT for

Education and Development (FIT-ED) 2002 Survey, only 13% of the schools have Internet access,

9% of schools have computers with Internet access available for teacher use and 8% of schools

have computers with Internet access available for student use. A Department of Science and

Technology (DOST) survey showed that among the 16 regions in the country, access to

information technology at the secondary school level varies from a low of 34% to a high of 98%.

Metro Manila, as the center of commerce and industry in the country, has the greatest access to

computers, while the Visayas and Mindanao have the least.

Much work still needs to be done to ensure that computers and other ICT equipment

deployed in public secondary schools are used to improve the quality of teaching and learning. In

a 2002 survey of ICT use in 100 Philippine public secondary schools, Tinio (2002) reports that in

majority of the schools surveyed, only half or less of their teachers and students had been able to

use the computer as an educational tool. Moreover, the predominant use of computers was in

computer classes taken by students in their junior and senior years in secondary schools. Using

computers for other content areas such as math and science is still difficult for most public schools.

While more secondary schools now have computers, student-to-computer and teacher-to-computer

ratios remain extremely poor.

Another reason for lack of ICT integration in teaching is the limited number and variety of

subject-specific educational software available in schools. Software in schools consists mostly of

office software or productivity tools for word processing, slide presentations, numeric spreadsheet,
 29

or database management. Educational software for learning Science, English and Mathematics are

few (Tinio, 2013).

The absence of specific curricular standards and guidelines for integrating computers into

the subject areas is another important reason for the limited use of ICT in classroom instruction.

IT curriculum covering basic computer and Internet literacy skills (and in some cases, basic

programming) for the last two years of secondary school can be followed mostly by private

schools. With the full implementation of the K-12 curriculum in 2016, schools should offer more

opportunities for students to experience technology-supported learning that is interactive,

interdisciplinary, collaborative and authentic.

ICT Competencies of Teachers

ICT has become, within a very short time, one of the basic building blocks of modern

society. Many countries now regard understanding ICT and mastering the basic skills and concepts

of ICT as part of the core of education, alongside reading, writing and numeracy. In fact, one of

UNESCO’s overriding aims is to ensure that all countries, both developed and developing, have

access to the best educational facilities necessary to prepare young people to play full roles in

modern society and to contribute to a knowledge nation.

Mosco (2009) encourages teacher to learn the latest technology. He further stress that the

field of education technology promises many benefits such as – teachers can use the Internet and

electronic media for a ready wealth of teaching and learning materials that are interactive and

participatory, promotes learning by doing and raises the quality of teaching and learning by making

it more challenging, interesting and easier. Realistically, several researchers and commentators in
 30

the developed West admitted that problems abound in educational systems that ICT could help

improve (Leidner & Jarvenpaa, 2013).

According to Fernandez Hermana, “What is special about the challenge confronting us

today is that the ICT era presents us with "an ever-changing environment to which we must adapt

at an unprecedented speed; we must accept that education should equip the individual with the

cognitive instruments necessary to cope with this environment". He further supposed that the

existence of this ever-changing environment means that education professionals like the teachers

must respond rapidly by designing new educational areas and contexts with the use of ICT.

But this rapid response is not always forthcoming. Indeed, the general impression is that

many inside the school institution are reluctant to introduce new media into their teaching. Proof

of this is the resistance of teaching staff to use software that is not directly adapted to their everyday

practices, on the grounds that it introduces subjects that are not in teaching programs or requires

them to adopt different approaches to their work.

Camacho Marti (2006) reiterates that a profound integration of new technologies into

education as a central means to teaching and learning processes will inevitably require from

teachers changes in attitude and teaching paradigms, such changes will oblige them to adapt to

new methodological approaches, educational concepts and management aspects - all of which will

have to be set in technology-rich environments. Thus, open and flexible teaching and learning

processes, interactive and bi-directional communication systems together with the emergence of

alternative spaces aimed at promoting communication generate new needs and expectative to be

achieved by educators. Using ICT in education favors interaction and collaboration among

participants and the World Wide Web fosters new means of communicating and interacting both
 31

in real and asynchronous time and provides authentic material and resources that can be easily

exploited.

Furthermore, many authors such as Salinas (2013) agree in the fact that the integration of

ICT into education generates a set of transformations which modify all the elements which take

part in the educational process: organization, student, curriculum and mainly, they affect the

teacher’s role, function and attitude.

Practically all those who advocate major reforms of schooling, particularly through the use

of computers, have the view that learning needs to be more informed by constructivism (Clouse &

Nelson, 2010). Most arguments for school reform involve constructivist concepts such as the need

for students to develop higher order thinking skills and the failure of current schooling

methodologies to provide the opportunity (Campione, Brown, & Jay, 2010; Loader & Nevile,

2011). In the extreme, the technologies of the information age are perceived to be an irresistible

force on education (Mehlinger, 2006).

ICT Training of Teachers

Integrating ICTs in teacher training has been the topic of much debate (Larose, et al., 2009)

because increased pressure is placed upon educational systems to utilize it (Ololube, 2006). Aside

from this, it is also “surprisingly difficult to locate a direct and consistently applied definition of

ICT integration” (Lloyd, 2015, p. 4) Similar with the term ICT, definitions of ICT integration are

abounding. However, in this study, the following definitions are used: ICTs are various resources

and tools presented on the computer (Wang & Woo, 2017).; ICT integration is making use of ICTs

during instruction to aid the teaching – learning process.

 32

There are several reasons why ICTs should be integrated to instruction in teacher training.

Based on literature, the following are: 1) to prepare teachers for their roles in a society of fast –

paced technological change and knowledge production; 2) teacher educators need to model

effective ICT integration to influence and encourage teacher candidates to use ICTs in their future

work; 3) for sustained application of ICTs; 4) for education to reap the full benefits of ICTs; and

5) to expand pre – service teachers’ view on effective ICT integration.

On the other hand, there are several factors that influence teachers’ integration of ICTs to

instruction. Based on literature, these factors are: 1) teachers’ pedagogical and subject knowledge;

2) technologies available / provided; 3) teachers’ attitudes and confidence on the use of ICTs; 4)

knowledge and skills in ICT; 5) conceptions on the use and benefits of ICTs; 6) type of training

received; 7) cooperation with colleagues; 8) ability to integrate ICTs; 9) curriculum; 10) school /

administrative leadership and support; 11) technical support and maintenance; 12) funds for

operations; 13) prevalent pedagogical or school culture / context; 14) incentives; and 15) time.

Teacher Training and Faculty Development

The quality of educational program depends on the quality of the teachers in the school

system. There are two ways of improving the quality of the teaching staff: selecting the best

available teachers and providing for the continuous professional development of the teachers. The

latter is the responsibility of the school administrators with the help of the other top management

group. It is mostly the function of the school leader to provide continuous, systematic programs of

professional improvement to enhance effective and efficient work of the teachers within the

classroom.
 33

Lapuz (2004) emphasized that teachers are the front liners in the Department of

Education’s quest for quality education. They are out there to ensure that the department achieves

its goals. Teachers are the Department’s human resource. Proficiency in education continues to be

the major block for the transmission of knowledge. Teachers being the front liners in achieving

quality education must possess teaching competence.

Teacher Training enhances teachers’ competence. Primordial to the conduct of teachers

training is the making of Training Designs tantamount to making of a Faculty Development Plan.

Cotton (2004) suggests that in reality designs should be a feature of every stage in the training

process for teacher development. Cotton explains why good design is fundamental to ability as

trainers in order to meet objectives, and challenge the myths and hypes that surround the rigors of

conducting trainings.

Wood (2009) suggests that programs to train teachers to use technology effectively in the

classroom have focus on veteran instructors, but school district should not expect new teacher to

be so savvy they don’t need training. Brant (2008) agreed, saying that upgrading the technology

training in teacher preparation programs is especially important since the demand for teacher is

increasing.

On the other hand, Bisnar (2012) found it imperative to develop the human resource in

every school and division and to enhance its human resource program. To further develop the

teachers, Sunglao (2012) recommends teachers to undergo continuing education particularly in the

different areas of teaching competence. Management should gear their efforts towards staff

formation and development.

 34

In the study of Ampodia (2017), she identified the strengths and weaknesses of pre-service

teachers. The main purpose of her study was to propose a competency-based training program

based on the result of the assessment of pre-service teacher education of the three Marist tertiary

institutions. A competency-based training program was then proposed.

Cabag (2012) also conducted a study on in-service education programs in the private

educational institutions in the country. He recommended that comprehensive and long-range

faculty development should be designed. The results of his study revealed that democratic process

in the conduct of in-service education contributed to the program’s effectiveness and professional

growth of teachers in the service. This could only be achieved if they had share of the responsibility

in planning and initiating effective in-service education programs.

Integrating ICTs in teacher training has been the topic of much debate (Larose, et al., 2009)

because increased pressure is placed upon educational systems to utilize it (Ololube, 2006). Aside

from this, it is also “surprisingly difficult to locate a direct and consistently applied definition of

ICT integration” (Lloyd, 2005, p. 4) Similar with the term ICT, definitions of ICT integration are

abounding. However, in this study, the following definitions are used: ICTs are various resources

and tools presented on the computer (Wang & Woo, 2007).; ICT integration is making use of ICTs

during instruction to aid the teaching – learning process.

There are several reasons why ICTs should be integrated to instruction in teacher training.

Based on literature, the following are: 1) to prepare teachers for their roles in a society of fast –

paced technological change and knowledge production; 2) teacher educators need to model

effective ICT integration to influence and encourage teacher candidates to use ICTs in their future
 35

work; 3) for sustained application of ICTs; 4) for education to reap the full benefits of ICTs; and

5) to expand pre – service teachers’ view on effective ICT integration.

On the other hand, there are several factors that influence teachers’ integration of ICTs to

instruction. Based on literature, these factors are: 1) teachers’ pedagogical and subject knowledge;

2) technologies available / provided; 3) teachers’ attitudes and confidence on the use of ICTs; 4)

knowledge and skills in ICT; 5) conceptions on the use and benefits of ICTs; 6) type of training

received; 7) cooperation with colleagues; 8) ability to integrate ICTs; 9) curriculum; 10) school /

administrative leadership and support; 11) technical support and maintenance; 12) funds for

operations; 13) prevalent pedagogical or school culture / context; 14) incentives; and 15) time.

Teachers’ Knowledge, Skills and Attitude

Making computer labs available in Philippine schools is not enough. It is important for

teachers to understand the precise role of ICT so that they can effectively cope with innovations

in teaching students. Teachers are less likely to integrate technology into their instruction unless

they accept the notion of the requirement of technology use in their classroom environment. The

central questions with regard to technology acceptance are how individuals perceive technology

and which factors contribute to the lack of utilization (Kiraz & Ozdemir, 2006). The lack of both

technical and pedagogical knowledge and skills of the teacher to use available ICTs in the

classroom becomes the major constraint.

 36

The use of technology for teaching requires the development not only of knowledge, skills,

and behaviors but also of appropriate attitudes (Kim & Baylor, 2008). Attitudes might be

influenced by concerns, confidence, and so forth. For example, pre-service teachers’ attitudes

toward a technology are affected by their confidence in using it. Even though technology is

available, and teachers have the requisite skills and knowledge, if they are not confident in using

technology for teaching, they might be unwilling to do so.

Attitude toward ICT integration in instruction, and the level of knowledge and skills of

teachers in the Philippines vary due to demographic, geographic, economic and regional

differences.

Role of Leadership

One of the most fundamental problems in educational reform is that educators do not have

a clear and coherent sense of the reasons for change, what it is and how to proceed. In order to

accomplish lasting reform, we need leaders who can create a fundamental transformation in the

learning cultures of school (Fullan, 2012). In other words, working on changing the mindsets and

perceptions of the end-users who are really the teachers, to make them more open to change, is as

important as the technology itself. Often, the teachers who resist change are not rejecting the need

for change but are resisting entering into something that they do not have the necessary knowledge

and skills for (Choy, Suan & Chee, 2012).

Leadership Style and Integration of ICT at Schools

Integration of ICT into education, as Eib and Mehlinger (2008) define it, is a procedure in

which instructional technologies such as computers and software are applied regularly to support

both teaching and learning across levels and subject matter. There has been a significant amount
 37

of research devoted to the integration of ICT in schools, its effects on student learning and

attainment, and hindrances that prevent its successful use (Becker, 2013; Butzin, 2012; Cafolla &

Knee, 2009; Cradler, 2009; Kozma & Croninger, 2002). While some researchers have indicated

the benefits of integrating ICT into education (Holinga, 2009; Taylor, 1992; Wibur, 2007), others

have found that applications of ICT in the classroom conferred little or no positive improvement

in student attainment (Slavin, 2011; Stevens, 2012). Picciano (2008), on the other hand, observed

that the benefits that ICT integration confers on student attainment are not uniform at all grade

levels.

While Baily (2007) suggested that the focus of ICT application should be teaching and

learning due to its potential use in the classroom, Levinson (2010) pointed out that in addition to

providing support in teaching and learning, ICT may be used to alleviate common problems in

school such as teacher shortage and high costs of education. Technology could also create new

solutions to cope with the spectrum of needs that arise in the classroom in this information age

(Krajcik, Soloway , Blumenfeld, & Marx, 2008).

In the age of information, principals must be able to integrate ICT into their daily practice

and to provide consistent and positive leadership for technology use in the teaching-learning

process. In fact, they must be technology leaders. According to Hope, Kelly and Guyden (2010)

technology leadership involves both understanding the technologies and how they can be applied

to accomplishing tasks. In a study that examined the role of administrators in the integration of

technology into the learning environment of three United States school districts, Gibson (2012)

stated that school principals must focus their energies on ten technology categories: existing

practice, planning, curriculum, resources, staff issues, communications, support, obstacles, staff

development, and implementation. In this way, principals need to understand the capacities of the
 38

new technologies, to have a personal proficiency in their use, and be able to promote a school

culture which encourages exploration of new techniques in teaching, learning and management

(Schiller, 2013). Therefore, schools need leaders who can facilitate the change process and support

a learning community for technology integration.

According to Fullan (2013), no successful large-scale change or school reform effort has

advanced very far without the support of the school leaders. Similarly, Schiller stated that

“principals have a key role to play in the facilitation of educational change” (p. 4). In his studies

of the elementary school principal as a change facilitator for ICT, Schiller (2013) concludes that

principals who take an active approach to innovation can foster an environment that has greater

benefits for their students and staff. Hence, principals’ awareness, understanding and use of ICT

are essential for effective use of computers in the school (Smith et al., 2009). A school

administrator needs to be familiar with ICT and know what to look for in the classroom if effective

supervision, evaluation or support for a classroom teacher is to be made (Fleit, 2010). This view

is supported by Hope, Kely and Guyden ( 2010) who noted that school leaders should use

technology themselves, developing an awareness of how technology can be used and modeling the

practice to the school staff. Similarly, Stegall (2008) stated that it is important for principals to use

computers, to seek assistance and advice from experts, from a technology committee, visit other

schools, brainstorm ideas and hire and train technology ‘savvy’ teachers. Therefore, successful

ICT development within the school will require the leader to be aware of the possibilities and

future development of technology and how the school might integrate these into teaching and

learning. Given the enormous potential of ICT to impact upon education, it is imperative that

factors that influence the success of ICT integration efforts be explored. Many researchers have
 39

identified effective leadership as a key ingredient of, and vitally important to, the success of any

innovation in education (Bennett, 2006; Fullan, 2013).

In particular, Becker (2013) contends that leadership is even more critical for successful

integration of ICT in schools today. Rieber and Welliver (2008) also recognize that effective

leadership is needed to enhance the transformation of our education system by taking advantage

of the potential of ICT. Others go so far as to say that the success or failure of integration efforts

rests on the shoulders of school leaders (Salzano, 2012).

Substantiating the view that leadership is a critical factor in ICT integration efforts,

Lockard, Abrams, and Mary (2010) explain that ICT integration is an enormous task that entails

considering many issues and making many decisions. Agreeing, Dede (2012) points out that as

leaders influence, make decisions, provide support, and model behavior , the possible impact

leadership can have upon successful ICT integration is obvious.

ICT in Instruction

Research has indicated that the use of ICT can support new instructional approaches and

make hard-to-implement instructional methods such as simulation or cooperative learning more

feasible. Moreover, educators commonly agree that ICT has the potential to improve student

learning outcomes and effectiveness. Integration has a sense of completeness or wholeness, by

which all essential elements of a system are seamlessly combined together to make a whole (Chang

& Wu, 2012). Schools have seen an exponential increase in the range of ICT being utilized for

learning and teaching over the past decade, especially with the advent of the Internet. What is

exciting is not just more technology but that there are more types of technology which teachers
 40

can pick and choose from, based on their own pedagogical preferences (Choy, Suan & Chee,

2012).

ICT can improve the quality of education and heighten teaching efficiency through pre

service training and programs that are relevant and responsive to the needs of the education system.

This will allow teachers to have sufficient subject knowledge, a repertoire of teaching

methodologies and strategies, professional development for lifelong learning. These programs will

expose them to new modern channels of information, and will develop self-guided learning

materials, placing more focus on learning rather than teaching. However, it is important to point

out that ICT is used to enhance teaching styles, and “should not replace the role of the teacher.”

ICTs in a Learner-Centered Environment

If designed and implemented properly, ICT-supported education can promote the

acquisition of the knowledge and skills that will empower students for lifelong learning. When

used appropriately, ICTs, especially computers and Internet technologies, enable new ways of

teaching and learning rather than simply allow teachers and students to do what they have done

before in a better way. These new ways of teaching and learning are underpinned by constructivist

theories of learning and constitute a shift from a teacher-centered pedagogy, in its worst form

characterized by memorization and rote learning, to one that is learner-centered (Tinio, 2012).

Following are some of learning approaches ICT can promote:

Active learning. ICT-enhanced learning mobilizes tools for examination, calculation and

analysis of information, thus providing a platform for student inquiry, analysis and construction of

new information. Learners therefore learn as they do and, whenever appropriate, work on real-life
 41

problems in-depth, making learning less abstract and more relevant to the learner’s life situation.

ICT-enhanced learning promotes increased learner engagement.

Collaborative learning. ICT-supported learning encourages interaction and cooperation

among students, teachers, and experts regardless of where they are. Apart from modeling real-

world interactions, ICT-supported learning provides learners the opportunity to work with people

from different cultures, thereby helping to enhance learners’ teaming and communicative skills as

well as their global awareness. It models learning done throughout the learner’s lifetime by

expanding the learning space to include not just peers but also mentors and experts from different

fields.

Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach to

teaching and learning. This approach eliminates the artificial separation between the different

disciplines and between theory and practice that characterizes the traditional classroom approach.

Evaluative learning. ICT-enhanced learning is student-directed and diagnostic. Unlike

static, text- or print-based educational technologies, ICT-enhanced learning recognizes that there

are many different learning pathways and many different articulations of knowledge. ICTs allow

learners to explore and discover rather than merely listen and remember.

Creative Learning. ICT-supported learning promotes the manipulation of existing

information and the creation of real-world products rather than the regurgitation of received

information.

Project-based learning (PBL) is a constructivist pedagogy and class-oriented learning

approach involving long-term, theme-based learning and student-centered activities that focus on

daily life problems. It can be an ICT-enhanced learning that allows students to use an inquiry-
 42

based approach to engage with issues and questions that are real and relevant to their lives (Curtis,

2001).

Technology for schools should focus on enhancing learning rather than minimizing work

for students. ICT standards for K-12 schools in the Philippines should focus on skills that have

real-life practical application, helping students function in the world in which they live. Standards

will aid educators to develop lessons that will allow students to use learned skills in other academic

content areas, motivate them to learn more, provide them opportunities to collaboratively learn

with other learners, and help them develop various intelligences.

Strategies in Managing the Use of ICT

Managing the use of school ICT is challenging and it requires perseverance from every

member of an organization. With the large amount of money spent by the government the school

leader must work in concert with the government’s policy in managing and integrating ICT in

education. The following are suggested strategies to help design a functional solution in managing

school technology.

i. Develop a school ICT policy

In achieving the integration of ICT and technological solution, the school leader

must have a proper ICT school policy. The policy is a blue print for the school to design

and manage ICT programme for teachers and students in a systematic and progressive

manner. As suggested by Becta (2008), the school ICT policy should consist of objectives,

rationale, curriculum audit and goals. The Education Technology Department also has

come out with a guide line of managing technology in schools i.e. in ‘Panduan

Perlaksanaan Program Pengkomputeran di Sekolah’(Bahagian Teknologi Pendidikan,

2002) and it should be an important reference to all school leaders.

 43

ii. Learn the Technology

The school leaders’ command of technology is important. Leaders who are

computer literate are more aware of his staff member’s needs. Learning the basics of word

processing, spreadsheets, presentation software, using web page and the Internet are

prerequisite to boost their computer skills. Leaders can form a collaborative network and

seek knowledge and training from State Education Resource Center. In order to stay ahead

and becoming a competitive person, keeping abreast with the latest technology such as

wireless technology and so forth are pertinent for the school leaders. With the vast amount

of information and materials around will leave the school leaders nothing less than being a

well-informed technology person.

iii. Involved Others in The Process

In implementing technology successfully, all staff should be encouraged to

participate in the implementation process. Early and extensive participation in a change

should be part of the implementation. Participation gives those involved a sense of control

over the change activity. All teachers should be encouraged to share their technical and

pedagogical methods and working in teams in integrating ICT into teaching and learning.

iv. Fostering Smart Partnership

Having a clear vision for technology is essential in order to make wise decision in

integrating and managing ICT in schools. In gaining ICT expertise and fund raising, leaders

can foster smart partnership with the community, public and corporate sector. Resourceful

leaders should explore many avenues for acquiring technology resources in order to

increase accessibility and equity of ICT among the students.

v. Plan a Training Programme for Teachers

 44

In planning for an ICT training programme for teachers, the first step is motivating

them to learn new knowledge and gaining new skills and competencies. To acquire new

knowledge and skills in ICT, the schools should:

a. set up a team which consists of teachers with varying skills and competencies.

b. acquire new inputs from other experts such as teachers from other schools.

c. implement a mentoring system to help teachers with minimum skills in ICT.

d. provide opportunities for teachers to pursue ICT training at any teacher’s training

colleges or universities which offer an in service short coursers within one to three

months.

Evaluating and supervising ICT-using teacher in teaching and learning are significant roles

that have to be played by the school leaders. These will ensure the skills and competencies of

the teachers are met as have been targeted in the school’s documented policy.

vi. Benchmarking other schools

As the use of new technologies is increasing, the school should anticipate and prepare

for an ongoing change. In doing so, leaders can exchange information with other schools,

be it in pedagogical methods or managerial styles. They can benchmark schools that have

good reputation for having an established ICT system in teaching and learning or using

ICT effectively in school management. This will broaden knowledge and ideas in

integrating ICT in schools.

Managing the use of ICT is both challenging and rewarding. The arrival of digital

technologies in schools has impacted the roles and responsibilities of school leaders in

significant ways. ICT has triggered demands for systematic changes in schools. Inevitably
 45

school leaders and teachers feel the pressure to change and must find ways of implementing

and sustaining technological innovation.

Conceptual Framework

This is study is guided by the concept of Ahmad et al., (2014) on how to school

administrators will manage ICT and computerization program in their respective schools. These

researchers reiterated that there are many important changes that have occurred in the last few

years in the education systems, which require teachers and school leaders to upgrade and refine

their technology skills. Some of these changes are due to changes in government policies related

to the use of information communication and technology (ICT) in schools while others are due to

developments in state of the art pedagogical practices. As technology flows faster into the schools,

many school leaders are facing a range of difficult management issues like ICT related policy

implementation, training program for teachers, physical plants, facilities, networking and access.

Flanagan and Jacobson (2013) enumerated barriers to technology integration in schools that school

administrators are facing which are lack of informed leadership, pedagogical issues, and

inadequate professional development.

Moreover, the study believes in what Chang (2012) said that school administrators such as

the principal or school head must be an experienced and capable technological leader. Hence,

planning and establishing resources for staff development are the most important responsibilities

of a technological leader, followed by ICT tools and infrastructure support and evaluation and

research. Effective technological leaders must administer procedures for measuring the growth of

each individual teacher.

Research Paradigm
 46

Process
1. Management
Practices and its
effectiveness
Input 2. Problems Output
encountered and
its seriousness
ICT Program in
3. Management Proposed
the Division of
strategies to Intervention
Marinduque
counteract the
problem and its
effectiveness

Figure 1. The Research Paradigm

Figure shows the research paradigm of the study that follows the IPO pattern. It is

consist of three frames. The first frame displays the input of the study which is the ICT program

in the Division of Marinduque which is served as the independent variable of the study. The second

frame contains the process of the study which includes dependent variables of the study such as

management practices and its effectiveness, the problems encountered and its seriousness, and the

management strategies to counteract the problem and its effectiveness. The third frame is the

output of the study that contains the proposed intervention. The lines in between frames connote

the relationship that exists between and among the variables of the study.

Definition of Terms

The following are the terms defined in this study to ensure better comprehension of the

study being investigated.

 47

Degree of Seriousness. As used in this study this refers to the scale of measuring the

problems encountered as to Very Serious, Moderately Serious, Serious, Less Serious, or Least

Serious.

Effectiveness of Management Practices. It refers to the level of effectiveness of the

school administrators’ management practices to implement Information Communication

Technology Program in the Division of Marinduque as to Highly Effective, Moderately Effective,

Effective, Less Effective, or Least Effective.

Effectiveness of Management Strategies. This pertains to the level of effectiveness

of the management strategies to counteract problems encountered in the implementation of ICT

programs in the Division of Marinduque as Highly Effective, Moderately Effective, Effective,

Less Effective, or Least Effective.

Information Communication Technology. As used in this study, it refers to the

different programs of the Division of Marinduque on the use and integration of technological

application in teaching, learning, communication, and management of school resources.

Management Practices. It refers to the different practices of the school administrators

along the implementation of the Information Communication Technology programs in the

Division of Marinduque.

Enhancement Program. This refers to the intervention of the study to enhance the

administration of the ICT program in the Division of Marinduque.

 48

Problems Encountered. These pertain to the different problems encountered by the

school administrators in the course of program implementation of the ICT program in the Division

of Marinduque.

School Administrators. As used in this study, they refer to the school heads comprised

of school principal, head teachers, and teachers-in-charge in the public secondary schools in the

Division of Marinduque.

Chapter 3

METHODOLOGY

This chapter discusses the research design, the research locale, the population and sample,

the research instrument, the research procedure, and the statistical treatment of data.

Research Design
 49

This study will make use of the descriptive type of research which aims to gather

information about the present condition and situation of the variables being investigated. This

descriptive type of research is best suits in this investigation because it will describe the present

school management practices of the secondary school administrators to implement the ICT

program in the Division of Marinduque and its administration may be enhanced.

Research Locale

The study will be conducted in Marinduque, specifically in the selected schools in the nine

clusters in the Division of Marinduque.

The choice of the locale is due to the deep concern of the researcher in enhancing the

competence and skills of both teachers and students in using computer application in instructional

setting or ICT integration in education. He is also concern in knowing how school administrators

find ways and means to how enhance the ICT program in the division, in particular in enhancing

the management of the program and its implementation.

Population and Sample

The population involved in the study will be the 45 secondary school administrators in the

Division of Marinduque. Purposive sampling will be used in the selection of schools. All schools

from each cluster will be taken as samples. They will be purposely chosen to make the findings

generalizable to the population where schools from different categories are well-represented.

Tashakori & Teddie (2008) argue that the more representative is the sample of individuals or
 50

events/situations, the greater is the probability that the results obtained are more likely

generalizable to the accessible population. The respondents of the study are distributed as follows:

Table 1.
Respondents of the Study
Cluster/Schools Address Administrators

Boac Cluster Isok, Boac, Marinduque Principal III

Marinduque National High School
Cawit Comprehensive National High School Cawit, Boac, Marinduque Principal I
Ilaya National High School Ilaya, Boac, Marinduque Principal I
Subtotal 3

Buenavista Cluster Poblacion, Buenavista, Marinduque Principal I

Buenvavista National High School
Buenavista National High School Bagacay, Buenavista, Marinduque Teacher-In-Charge
Bagacay Annex
Buenavista National High School Daykitin, Buenavista, Marinduque Teacher-In-Charge
Daykitin Annex
Buenavista National High School Tungib-Lipata, Buenavista, Teacher-In-Charge
Lipata-Tungib Annex - Marinduque
Buenavista National High School Sihi, Buenavista, Marinduque Teacher-In-Charge
Sihi Annex
Bagtingon National High School Bagtingon, Buenavista, Marinduque Head Teacher
Yook National High School Yook, Buenavista, Marinduque

Subtotal 7

Gasan Cluster Bangbang, Gasan, Marinduque

Bangbang National High School Principal I
Bognuyan National High School Bognuyan, Gasan, Marinduque Principal I
Paciano A. Sena National High School Tabionan, Gasan, Marinduque Teacher-In-Charge
Tapuyan National High School Tapuyan, Gasan, Marinduque Principal I
Tiguion National High School Tiguion, Gasan, Marinduque Head Teacher
Subtotal 5

Mogpog Cluster
Argao National High School Argao, Mogpog, Marinduque Principal I
Balanacan National High School Balancan, Mogpog, Marinduque Principal I
Butansapa National High School Butansapa, Mogpog, Marinduque Principal I
Mogpog National Comprehensive High School Capayang, Mogpog, Marinduque Principal I
Puting Buhangin National High School Puting Buhangin Mogpog, Teacher-In-Charge
Marinduque
Sayao National High School Sayao, Mogpog, Marinduque Principal I
 51

Subtotal 6

Santa Cruz East Cluster Alobo, Santa Cruz, Marinduque Principal I

Alobo National High School
Makapuyat National High School
Masaguisi National High School
Tagum National High School
Tambangan National High School
Subtotal
Napo, Santa Cruz, Marinduque Principal I
Masaguisi, Santa Cruz, Marinduque Head Teacher
Tagum, Santa Cruz, Marinduque Teacher-In-Charge
Tambangan, Santa Cruz, Head Teacher III
Marinduque
5

Santa Cruz North Cluster

Botilao National High School
Dolores National High School
Kasily National High School
Hupi National High School
Ipil National High School
Landy National High School
Punong National High School
Subtotal
Botilao, Santa Cruz, Marinduque Teacher-In-Charge
Dolores, Santa Cruz, Marinduque Principal I
Kasily, Santa Cruz, Marinduque Head Teacher III
Hupi, Santa Cruz, Marinduque Principal I
Ipil, Santa Cruz, Marinduque Principal I
Landy, Santa Cruz, Marinduque Principal I
Punong, Santa Cruz, Marinduque Principal I
7

Santa South Cluster

Kilo-Kilo National High School Kilo-kilo, Santa Cruz, Marinduque Principal I
Maniwaya National High School Maniwaya, Santa Cruz, Marinduque Head Teacher III
Matalaba National High School Matalaba, Santa Cruz, Marinduque Principal I
Mongpong National High School Mongpog, Santa Cruz, Marinduque Principal
Polo National High School Polo, Santa Cruz, Marinduque Head Teacher I
Subtotal 5

Torrijos Cluster Bonliw, Torrijos, Marinduque Teacher-In-Charge

Bonliw National High School
Malibago National High School Malibago, Torrijos, Marinduque Principal I
Maranlig National High School Maranlig, Torrijos, Marinduque Head Teacher I
Poctoy National High School Poctoy, Torrijos, Marinduque Principal I
Sibuyao National High School Sibuyao, Torrijos, Marinduque Head Teacher III
Tigwi National High School Tigwi, Torrijos, Marinduque Principal I
Matuyatuya Matuyatuya, Torrijos Head Teacher III
Subtotal 7
Total 45

Research Instruments
 52

The primary instrument to be used in this study is a questionnaire-checklist which is

divided into four parts. The preliminary part contains the name of the school head and his or her

school administered.

First part contains the management practices employed by the school manager in

administering ICT Programs of the Division of Marinduque. It is subdivided into three parts. The

first part contains the 8 ICT programs, the second part presents 24 different management practices

and the last part assesses the level of effectiveness of each management practice.

Second part displays the lists of problem encountered by the school administrators in the

course of program implementation. It is also subdivided into three parts. The first part consists of

8 ICT Programs, the second part presents the 24 possible problems encountered and the last part

evaluates the level of seriousness of the problem encountered.

Third part of the questionnaire enumerates the management strategies used to counteract

problems encountered in the course of implementation of ICT program. It has also three

subdivisions. The first part shows the 8 ICT programs, the second part discloses the 24

management strategies and the last part reveals the effectiveness of the management strategies.

Last part of the questionnaire is an open ended question that asks for the suggestion and

recommendation of the respondents in order to enhance the program implementation of the ICT

programs in the Division of Marinduque.

Data Gathering Procedure

 53

Upon the approval of the Schools Division Superintendent, the researcher will approach

the school administrators to personally distribute and administered the research instrument to them.

In distributing the questionnaire, he will first give a brief orientation on the purpose of the research.

After this, the researcher will personally retrieve the questionnaire to maintain confidentiality of

respondents’ answers. The data to be gathered will be presented in tables, computed, interpreted,

and analysed.

Statistical Treatment

Data to be gathered will be tallied, organized, ranked, and presented in tables. Afterwards,

it will be analysed, then interpreted with the help of the statistician using the appropriate statistical

tools.

In order to determine the level of effectiveness of the different practices employed by the

school managers in administering the ICT programs, a five point rating scale will be utilized.

Range (Mean Score) Adjectival Equivalent

4.0-4.9 Highly Effective (HE)

3.0-3.9 Moderately Effective (ME)
2.0-2.9 Effective (E)
1.1-1.9 Less Effective (LE)
0.1-1.0 Least Effective (LstE)
 54

In order to identify the different problems and assess the degree of seriousness, another

five point rating scale will be employed.

Range (Mean Score) Adjectival Equivalent

4.0-4.9 Very Serious (VS)

3.0-3.9 Moderately Serious (MS)
2.0-2.9 Serious (S)
1.1-1.9 Less Serious (LS)
0.1-1.0 Least Serious (LstS)

In order to know the management strategies employed to counteract such problems and

evaluate the level of its effectiveness, another five point rating scale will be used.

Range (Mean Score) Adjectival Equivalent

4.0-4.9 Highly Effective (VE)

3.0-3.9 Moderately Effective (ME)
2.0-2.9 Effective (E)
1.1-1.9 Less Effective (LE)
0.1-1.0 Least Effective (LstE)

Marinduque State College

SCHOOL OF ADVANCED EDUCATION
Boac, Marinduque

QUESTIONNAIRE

Name _____________________________ School ___________

 55

Part I. PRACTICES AND ITS EFFECTIVENESS

Directions: Below are the different practices employed by the school administrators to implement
ICT programs in the Division of Marinduque. Please put a check mark (/) opposite the box that
indicates your practices and rate the level of effectiveness using the five point rating scale below.

4.0-4.9 Highly Effective (HE)

3.0-3.9 Moderately Effective (ME)
2.0-2.9 Effective (E)
1.1-1.9 Less Effective (LE)
0.1-1.0 Least Effective (LstE)

ICT PROGRAM PRACTICES LEVEL OF EFFECTIVNESS

COMPONENTS HE ME E LE LstE
(5) (4) (3) (2) (1)
a. The secondary school has its own
computer teacher and that computer
is a formal subject in the class.
b. The secondary school has
1. Incorporation of
computer laboratory where
computer lesson in the
computer class is conducted.
curriculum
c. The secondary school has
designed a class schedule for
computer classes per grade level
and per section.
a. Teachers and students have both
technical know-how in using
computer applications such as word
processing, spreadsheet,
presentation, publication, e-
mailing, internet browsing and the
like.
b. Teachers and students both make
and submitted school related papers
2. Development of using the technology such as
skills in the use of computerized lesson plan, power
technology and its point presentation of lesson,
applications computerized projects, online
submission of projects,
hyperlinking social networking sites
during lesson presentation or
reporting
c. Teachers and students are both
members of at least one social
media where they both upload
school related matters such as
projects, lesson plans and the like.
a. Teachers and students both used
3. Utilization of
technology to access knowledge
technology to access,
and information like researching
 56

construct and share (for students) designing lessons and

knowledge researching (for teachers).
b. Teachers and students access the
world wide web to construct and
share knowledge like creating
online quiz and posting and
checking online assignment (for
teachers) and answering online
assignments.
c. Teachers and students are both
members of at least one social
media where they both upload
school related matters such as
projects, lesson plans and the like.
a. Teachers designed lesson using
technology such as power point
presentation, and downloading
audio and video and hyperlink
4. Utilization of during presentation.
technology in planning b. Teachers upload quizzes and
and facilitating lessons assignment via world wide web.
c. Teachers created online quizzes
and exercises using one or more
educational sites.
Teachers and students are both
members of social networking sites
where they upload and download
lessons, quizzes and exercises.
5. Application and Students make use of technology in
integration of social making school projects, school
networking sites in publication, and power point
teaching and learning. presentation during group work or
reporting

Teachers used education

networking site to assess student
outputs.
Teachers recorded students’ quizzes
6. E-Class Record test, and outputs using E-Class
record.
Teachers computed students
quizzes, tests, and outputs/project
and portfolio using E-Class Records
Teachers submitted computerized
Grading Sheet generated from the
E-Class Records.
Every class adviser enrol learner
7. Learner’s
using the Learner’s Information
Information System
System
 57

School ICT or LIS coordinator

enrol learner using Learner’s
Information System
All school forms submitted by class
advisers are generated from LIS
DepEd Memo and other forms of
8. DepEd Facebook communication are downloaded
and E-mail from DepEd Facebook and received
from DepEd E-mail.
Schools submitted reports via
DepEd Facebook or E-mail
account.
Schools inquire and update
information from DepEd Facebook
and DepEd E-mail
 58

Part II. PROBLEMS ENCOUNTERED AND ITS SERIOUSNESS

Directions: Below are the different problems encountered by the school administrators along
program implementation of ICT Programs of the Division of Marinduque. Please put a check mark
(/) opposite the box that indicates the problem you encountered and rate the degree of seriousness
using the five point rating scale below.

4.0-4.9 Very Serious (VS)

3.0-3.9 Moderately Serious (MS)
2.0-2.9 Serious (S)
1.1-1.9 Less Serious (LS)
0.1-1.0 Least Serious (LstS)

ICT PROBLEMS DEGREE OF

PROGRAM ENCOUNTERED SERIOUSNESS
COMPONENTS VS MS S LS LstS
(5) (4) (3) (2) (1)
1. a. Majority of the a. Teachers cannot
Incorporation secondary teachers do not manipulate the computer.
of computer have the technical-know
lesson in the how in manipulating b. Teachers are not upgraded
curriculum computers. with the advancement of
technology.
c. Teachers are still using the
old system like in lesson
planning, presentation of
lesson, and computing
grades.
d. Others, please specify
______________________

b. Some teachers are a. Teachers encountered

below basic in some trouble in using computer
computer applications application.
(Word Processing, b. Teachers seldom use and
SpreadSheet, manipulate computer.
Presentation, and
Publication) c. Teachers have difficulty
using computer application
due to insufficient
knowledge.

d. Others, please specify

______________________

c. Insufficient number of a. Teachers and students

Computer Units and low refuse to use the computer
internet connection system due to slow internet
connection.
 59

during computer b. Teachers and students

application. encountered trouble in using
the computer.
c. Teachers and students
encountered conflict in using
the computer.

d. Others, please specify

______________________

2. a. Some teachers have a. Teachers and students

Development insufficient skills in have difficulty using
of skills in the using computer computer applications due to
use of application such as Ms limited knowledge.
technology and Word, Ms Excel, PPT, b. Teachers and students
its applications and Publishers, thus, frequently encountered
cannot transfer to trouble in using any
learners. computer application due to
limited knowledge.
c. Teachers and students
refuse to use computer
system.

d. Others, please specify

______________________

b. The school’s ICT in- a. The school ICT in-charge

charge teacher has has difficulty giving
limited knowledge in technical assistance among
computer application and peers due to limited
internet browsing, thus knowledge.
cannot transfer to b. ICT in-charge and
learners. teachers need intensive
training on Computer
Application and Internet
Browsing.
c. School’s internet
connection need to be
strengthen for school use.

d. Others, please specify

______________________

c. Insufficient number of a. Insufficient number of

computer units, power computer units hinders
interruptions, and low teachers and students to use
signal hinders computer and explore computer
application.
 60

application and internet b. School’s need to acquire

browsing. DepEd Computerization
Project or E-Learning
Package to keep students
and teachers avail the
advancement of technology.
c. School’s need to purchase
Generator Set and UPS

d. Others, please specify

______________________

3. Utilization a. Unproportionate ratio a. Majority of the students

of technology computer units for cannot use the school’s
to access, students and some computer units.
construct and computer units are not b. Limited knowledge and
share functional. application to teachers and
knowledge students
c. Limited chance for
computer exploration and
use specifically in teaching
and learning.

d. Others, please specify

______________________

b. Limited knowledge of a. Seldom use of computer

teachers and students in application due to limited
computer application and knowledge and technical-
internet browsing. know-how.
b. Teachers and students do
not use computer units.
c. Limited chance for
computer exploration and
use specifically in teaching
and learning.

d. Others, please specify

______________________

c. Slow signal and a. Slow signal hinders

limited world wide web teaching and learning
connection. internet browsing activities.
b. It makes the teacher goes
back to the traditional way
of teaching or presenting
lessons like showing pictures
or using cassette or recorded
tapes.
 61

c. It hinders students’ chance

for computer application and
internet exploration where
they can research relevant
information regarding their
subjects.

d. Others, please specify

______________________
4. Utilization a. Limited knowledge of a. Limited knowledge in
of technology teachers in computer computer hinders teachers to
in planning related application to use the computer in
and facilitating design and plan lesson. designing lesson and
lessons presenting lesson.
b. It hinders opportunity for
teachers to become updated
and equipped with
technology.
c. Teachers need to enrol in
short courses or programs in
computer.

d. Others, please specify

______________________

b. Time constrain and a. Unavailability of laptop

unavailability of laptop and computer for use hinders
or computer for use. the teachers’ interest to use
computers application
anymore.
b. It makes the teachers to
continue using the old
system of teaching.
c. It hinders the opportunity
to learn and to grow for both
teachers and learners.
d. Others, please specify
______________________

c. Slow signal, limited a. Slow signal hinders

world wide web teaching and learning
connection, and frequent internet browsing activities.
power interruptions. b. It makes the teacher goes
back to the traditional way
of teaching or presenting
lessons like showing pictures
or using cassette or recorded
tapes.
 62

c. It hinders students’ chance

for computer application and
internet exploration where
they can research relevant
information regarding their
subjects.

d. Others, please specify

______________________

5. Application a. Limited knowledge of c. It hinders students’ chance

and integration teachers and students in for computer application and
of social computer application and internet exploration where
networking internet browsing. they can research relevant
sites in information regarding their
teaching and subjects.
learning. b. It creates limited
opportunity for student and
teachers’ growth.
c. It hinders an opportunity
to have a more interactive
and collaborative interaction.

d. Others, please specify

______________________
b. Slow signal, limited a. It impedes enthusiasm in
world wide web researching and browsing
connection, and frequent education social networking
power interruptions. sites.
b. It causes delay in
designing lesson
presentation and
hyperlinking social
networking sites.
c. It creates difficulty in
accessing internet for lesson
use.

d. Others, please specify

______________________
c. Unavailability and a. Unavailable signal hinders
difficulty in accessing to to access educational social
some social networking networking sites, thus,
sites. hinders the ICT integration
in teaching and learning.
b. It suspends students’
interest to gain more
knowledge and information.
 63

c. It suspends teachers’
interest to explore and
browse the internet.

d. Others, please specify

______________________

6. E-Class a. Some teachers have no a. It makes some teachers go

Record technical-know how in back to the traditional
using the E-class record system of recording.
and still using the old b. It hinders an opportunity
system of recording for teachers to become ICT
grades. literate.
c. It hampers DepEd
Campaign on ICT
Integration and ICT
Literacy.

d. Others, please specify

______________________

b. Difficulty in using the a. It calls for an intensive

E-Class Record like some training on using the E-Class
cells are protected and Record.
have insufficient b. It calls for benchmarking
knowledge in to identify good if not the
troubleshooting, thus still best practices some schools
using the old system of have for school use.
recording and computing c. It calls delay in submitting
grades. grades to class advisers and
to the Planning Department
in general.

d. Others, please specify

______________________
c. Some teachers have no a. It causes delay of school
laptop and the school’s related transactions like
computer units are submitting grades.
limited for use.
b. It hinders an opportunity
for easy making of grades
and maximize time for
designing lessons.
c. It creates conflict among
teachers due to limited
number of Computer Units
for use especially during
rush hours or deadlines of
 64

computing and submitting

grades.

d. Others, please specify

______________________

7. Learner’s a. Limited knowledge in a. Some teachers

Information Computer Application encountered difficulty and
System makes some teachers use trouble in using the online
the old type of Forms system of enrolling students
(Form 1) due to insufficient
knowledge.
b. Some teachers, specially
the old teachers are no
longer interested in
upgrading their knowledge,
thus, refuse to use the online
system of school forms.
c. Limited knowledge in
accessing the LIS system
hinders most class advisers
to use the online system,
thus at times cause delay in
submission of school forms.

d. Others, please specify

______________________
b. Difficulty in accessing a. It creates burden on the
the DepEd LIS, thus only part of LIS coordinator to do
the LIS coordinators do all the required application
the enrolling, updating, of the system.
and downloading forms.
b. It hinders an opportunity
for class advisers to know,
explore, and access the LIS
for their own use.

c. It causes delay in
submission of forms.

d. Others, please specify

______________________

c. Insufficient knowledge a. It suspends teachers’

in World Web Browsing. interest to explore and
browse World Wide Web.
b. Insufficient knowledge in
using the internet prolongs
teachers related reports.
 65

c. It causes delay in
submission of forms and at
times creates mistakes.

d. Others, please specify

______________________
8. DepEd a. Difficulty in accessing a. It hinders the school to
Facebook and due to slow signal and access and to become
E-mail frequent power updated on DepEd memos
interruption. and other forms of
communication.
b. It causes frequent delay of
submission of school reports
and related transaction.
c. It causes conflict between
and among teachers due to
late fed of information.
d. Others, please specify
______________________

b. Limited knowledge in a. It gives late information

internet browsing like and delay communication.
uploading, downloading, b. It causes delay in
and e-mailing. submission of school
reports.
c. It makes the administrator
and teachers rush school
related reports due to delay
information and
communication.

d. Others, please specify

______________________
c. No signal or internet a. It hinders school to know
connection. information disseminated by
DepEd or Cluster Head.
b. It limits an opportunity for
updates and benchmarking
through other schools.
c. It hampers the
communication of the school
to DepEd and other schools.

d. Others, please specify

______________________
 66

Part III. MANAGEMENT STRATEGIES AND ITS EFFECTIVENESS

Directions: Below are the different management strategies employed by the school
administrators along program implementation of ICT Programs of the Division of Marinduque.
Please put a check mark (/) opposite the box that indicates your management strategies and rate
the level of effectiveness using the five point rating scale below.

4.0-4.9 Highly Effective (VE)

3.0-3.9 Moderately Effective (ME)
2.0-2.9 Effective (E)
1.1-1.9 Less Effective (LE)
0.1-1.0 Least Effective (LstE)

ICT PROBLEMS MANAGEMENT LEVEL OF

PROGRAM ENCOUNTERED STRATEGIES EFFECTIVENESS
COMPONENTS HE M E LE Lst
(5) E (3) (2) E
(4) (1)
1. a. Majority of the a. Conduct In Service
Incorporation secondary teachers do not Training (INSET) on Basic
of computer have the technical-know Computer Training.
lesson in the how in manipulating b. Conduct buddy-buddy or
curriculum computers. peer tutoring on ICT among
teachers.
c. Encourage teachers to
enrol short courses in
TESDA related to Computer
Programs & Application.
b. Some teachers are a. Conduct In Service
below basic in some Training (INSET) on
computer applications Computer Application.
(Word Processing, b. Send teachers to Cluster
SpreadSheet, and Division Training
Presentation, and related to Computer
Publication) Application
c. Encourage teachers to
enrol short courses in
TESDA related to Computer
Programs & Application.
c. Insufficient number of a. Acquire computer units
Computer Units and low through DepEd
internet connection Computerization Program
during computer b. Seek the assistance of
application. Alumni Association and
LGU to acquire additional
number of Computer Units.
c. Solicit help from PTA
Association to purchase
 67

additional unit of
Computers.
2. a. Some teachers have a. Attendance to Cluster and
Development insufficient skills in Division Training on ICT
of skills in the using computer Programs and Applications
use of application such as Ms b. Peer tutoring on ICT
technology and Word, Ms Excel, PPT, Application
its applications and Publishers, thus,
c. Encourage teachers to
cannot transfer to
enrol short courses in
learners.
TESDA related to Computer
Programs & Application.
b. The school’s ICT in- a. Attendance to Cluster and
charge teacher has Division Training on ICT
limited knowledge in Programs and Applications
computer application and b. Encourage teachers to
internet browsing, thus enrol short courses in
cannot transfer to TESDA related to Computer
learners. Programs & Application.
c. See assistance from
Cluster ICT Coordinator
c. Insufficient number of a. Acquire computer units
computer units, power through DepEd
interruptions, and low Computerization Program
signal hinders computer b. Seek the assistance of
application and internet Alumni Association and
browsing. LGU to acquire additional
number of Computer Units
c. Purchase of Pocket Wifi
through school’s MOOE in
replacement for slow signal
in order to access and update
information
3. Utilization a. Unproportionate ratio a. Send solicitation letter to
of technology computer units for Alumni and LGU to acquire
to access, students and some additional Computer Units
construct and computer units are not b. Design a systematic class
share functional. schedule for computer use.
knowledge c. Send request letter to
DepEd for the replacement
of dysfunctional computer
units for student use.
b. Limited knowledge of a. Benchmarking to other
teachers and students in schools regarding computer
computer application and application programs and
internet browsing. conducted intensive training
for ICT use of teachers and
students
 68

b. Acquir computer units

through DepEd
Computerization Program.
c. Purchase of Pocket Wifi
through school’s MOOE for
internet exploration and
browsing.
c. Slow signal and a. Write and send proposal
limited world wide web for internet expansion in
connection. school.
b. Solicit help of Alumni and
LGU to purchase Smart or
Globe Canopy Signal for use
in school.
c. Purchase of Pocket Wifi
through school’s MOOE for
internet exploration and
browsing.
4. Utilization a. Limited knowledge of a. Benchmarking to other
of technology teachers in computer schools regarding computer
in planning related application to application programs and
and facilitating design and plan lesson. conducted intensive training
lessons for ICT use of teachers.
b. Sent teachers to seminars,
trainings, and workshops on
Capability building on
Technology Integration in
Instruction and monitor
teachers’ acquired skills.
c. Encourage teachers to
enrol short courses in
TESDA related to Computer
Programs & Application.
b. Time constrain and a. Send proposal to DepEd
unavailability of laptop regarding acquisition of
or computer for use. Laptop for teacher use on
instalment basis.
b. Send solicitation letter to
Alumni and LGU to acquire
additional Computer Units
c. Acquire computer units
through DepEd
Computerization Program
c. Slow signal, limited a. Purchase of Pocket Wifi
world wide web through school’s MOOE
connection, and frequent b. Purchase of UPS to
power interruptions. counteract frequent power
interruptions.
 69

c. Send proposal to DepEd

regarding acquisition of
Laptop for teacher use on
instalment basis.
5. Application a. Limited knowledge of a. Benchmarking to other
and integration teachers and students in schools regarding computer
of social computer application and application programs and
networking internet browsing. conducted intensive training
sites in for ICT use of teachers.
teaching and b. Seek the assistance of the
learning. LGU for Computer Teacher
Aid.
c. Encourage teachers to
enrol short courses in
TESDA related to Computer
Programs & Application.
b. Slow signal, limited a. Purchase of Pocket Wifi
world wide web through school’s MOOE
connection, and frequent b. Purchase of UPS to
power interruptions. counteract frequent power
interruptions.
c. Send proposal to DepEd
regarding acquisition of
Laptop for teacher use on
instalment basis.
c. Unavailability and a. Submitted proposal for
difficulty in accessing to expansion of Internet
some social networking Connection and Fast Access
sites. b. Purchase of Pocket Wifi
through school’s MOOE
c. Solicit help of Alumni and
LGU to purchase Smart or
Globe Canopy Signal for use
in school.
6. E-Class a. Some teachers have no a. Conduct In Service
Record technical-know how in Training on using the E-
using the E-class record Class Record among
and still using the old teachers.
system of recording b. Intensive monitoring of
grades. the acquired ICT skills.
c. Require all teachers to use
the E-Class Record
b. Difficulty in using the a. Benchmarking to other
E-Class Record like some schools regarding computer
cells are protected and application programs and
have insufficient conducted intensive training
knowledge in for ICT use of teachers.
troubleshooting, thus still b. Attendance to Division
using the old system of and Cluster Trainings on
Troubleshooting of
 70

recording and computing Computer Related

grades. Applications.

c. Intensive monitoring of
the acquired ICT skills
c. Some teachers have no a. Send proposal to DepEd
laptop and the school’s regarding acquisition of
computer units are Laptop for teacher use on
limited for use. instalment basis.
b. Send solicitation letter to
Alumni and LGU to acquire
additional Computer Units
c. Acquire computer units
through DepEd
Computerization Program
7. Learner’s a. Some teachers are still a. Require all teachers to use
Information using the old type of the online forms and school
System Forms (Form 1) modified forms in MS Excel
format.
b. Conduct In Service
Training on using the LIS.
c. Attendance to Division or
Cluster Orientation on LIS
use.
b. Difficulty in accessing a. Submitted proposal for
the DepEd LIS, thus only expansion of Internet
the LIS coordinators do Connection and Fast Access
the enrolling, updating, for use of all advisers during
and downloading forms. online enrolment of learners.
b. Coordinate and seek the
assistance of the LIS help
desk and planning officers
on problems encountered to
settle it.

c. Acquired computer units

through DepEd
Computerization Programs
and purchased Pocker Wifi
for use during accessing to
LIS.
c. Insufficient knowledge a. Attendance to Division
in world web browsing. and Cluster Trainings and
Workshop on World Wide
Web browsing.
 71

b. Encourage teachers to
enrol short course on
Internet Application at
TESDA.
c. Send proposal to DepEd
to conduct Intensive
Training on World Web
Browsing.

8. DepEd a. Difficulty in accessing a. Submitted proposal for

Facebook and due to slow signal and expansion of Internet
E-mail frequent power Connection and Fast Access
interruption.
b. Solicit help from Alumni
and LGU to purchase Smart
or Globe Canopy for school
use.

c. Purchase of Generator Set

through PTA project.

b. Limited knowledge in a. Send proposal to DepEd

internet browsing like to conduct Intensive
uploading, downloading, Training and Workshop on
and e-mailing. World Web Browsing.
b. Attendance to Division
and Cluster Trainings of
World Wide Web browsing
and application.
c. Submitted proposal for
expansion of Internet
Connection and Fast Access
c. No signal or internet a. Submitted proposal for
connection. expansion of Internet
Connection and Fast Access

b. Solicit help from Alumni

and LGU to purchase Smart
or Globe Canopy for school
use.
c. Purchase of Generator Set
through PTA project.
 72

Part IV

Please write your suggestions and recommendation for the enhancement of program
implementation of the ICT Programs in the Division of Marinduque.

1. ____________________________________________________________________________

______________________________________________________________________________

2. ____________________________________________________________________________

______________________________________________________________________________

3. ____________________________________________________________________________

______________________________________________________________________________