USE OF COMPUTER TECHNOLOGY AS CLASSROOM INSTRUCTION IN

SECONDARY SCHOOLS OF SORSOGON CITY

Presented by:

_________________________
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Philippine government has been committed to bring the educational system

into a modernized status, in particular, on basic education, in its effort to make each and

every student at par with other students of neighboring developed countries. This is

because in today’s knowledge economy, the capability to utilize and produce

information and to transform it into knowledge and vast array of goods and services is

deem essential to social development and growth of the economy. Along with this effort

are the continuous curricular changes and amendments, reorientation, teacher training

and investment in school facilities and infrastructures, one of which is geared towards

the vision of equipping each public school with the modern computer and other

information and communication (ICT)-related gadgets and instructional materials1.

The Department of Education (DepEd) has initiated in 1996 a computerization

program with the goal of preparing Filipino students for employment and competitive

career by teaching them to master the new forms of technology being used in the

workplace. Philippine education experts have long realized that public schools do not

just want to teach students how to use technological tools, computers and other high-

tech learning gadgets. They also would like to harness and enhance the power of

technology towards developing the entire teaching-learning process, specifically in its

bid to make each and every public school student empowered in this highly globalized

and integrated world economy.

1
Tearle, P., & Golder, G. (2008).The use of ICT in the teaching and learning of physical education in compulsory
education: how do we prepare the workforce of the future? 31(1), 55-72.
 However, despite the eagerness and the efforts of the government to bring the

education system into the advanced technology era, integrating ICTs into the learning-

teaching equation is not that simple and easy as it seems, and certainly there are more

wide and broad prerequisites of achieving and attaining classroom technological

advancement.

Teachers, being the immediate medium of transferring knowledge and

information to students would be a great consideration in this study, for in their hands

depend the attainment of the Philippine education system’s vision on the modernization

of Basic Education. Challenged by new and innovative approaches, it may be painful to

some teachers to lost grip from traditional teaching practices and strategies. On the

other way, it may bring awareness and confidence to other teachers who tend to open

their minds and hearts in embracing the demands of the advancing technology trends

particularly on the attainment of quality education through innovative instruction.

BACKGROUND OF THE STUDY

The Department of Education (DepEd) is currently expanding the reach of

Information and Communication Technology in public schools, both elementary and

secondary to enable Filipino teachers and students to face the challenges in the Age of

Technology. The advocacy in integrating ICT in education can only redound to the

benefit of Filipino public school children as it will make quality education easily

accessible to as many learners as possible2.

2
Tearle, P., & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in
compulsory education: how do we prepare the workforce of the future? 31(1), 55-72.
 Former Education Secretary Jesli A. Lapuz has reiterated and tapped education

officials not to resist change and instead optimize the power of technology to make

quality education accessible to as many learners anytime, anywhere

DepEd has implemented its ICT4E (Information and Communication Technology

for Education) through a systematic process of consultative workshops and a ground-up

planning approach through the ReImaginED Executive Training Series for regional and

division educational managers. It continually makes ICT as a tool available for every

teacher to continue to teach and impart learning, thus making them fully-equipped and

up to the task and have them harness the full potential of technology to improve

learning outcomes.

THEORETICAL FRAMEWORK

The framework of the study is rooted in the belief that the status of computer

technology use for instruction is the result of factors of variables that interplay with one

another.

The profile of the respondents such as age, gender, length of teaching

experience, educational attainment, subject area of assignment, seminars/trainings

attended related to computer are the inputs of the study. Further, in the process of

finding out the status of computer use, other inputs such as adequacy of instructional

materials, problems encountered by teachers related to computer technology use and

the extent of use of computer technology for instruction are being assessed.
 With the assessment of the different variables, it is expected that this will bring

about improvement in the use of computer technology for instruction in the public and

private secondary schools.

INPUT PROCESS OUTPUT

1. Profile of Respondents 1. Assess the Profile
1.1. Age of teachers
1.2. Gender 2. Assess the status
1.3. Length of Teaching of adequacy of
Experience computer
1.4. Highest Educational technology
Attainment instructional
1.5. Subject Area of materials
Assignment 3. Assess the Improved
1.6. seminars/training problems Computer
attended related to encountered by Technology Use
computer teachers of Teachers for
2. adequacy of instructional 4. Assess the extent Instructions
materials of computer
3. Problems encountered by technology use for
teachers related to instruction
computer technology use 5. Correlate the
4. Extent of use of Computer perceptions of
Technology for Instruction teachers and their
personal profile
variable

- - - - - - - - - - - - - - - - - - - Feedback - - - - - - - - - - - - - - - -

Figure 1. Paradigm of the Study

STATEMENT OF THE PROBLEM

This study aims to assess the use of computer technology for instruction among

the secondary school teachers in Sorsogon City, school year 2019-2020.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 age

1.2 gender

1.3 length of teaching experience

1.4 highest educational attainment

1.5 subject area of assignment

1.6 seminars/training attended related to computer

2. What are the available computer Peripherals/Programs used as Instructional

Materials?

3. What are the problems encountered on the computer technology integration for

instruction?

4. What is the extent of the use of Computer Technology for Instruction by the

teachers?

5. Is there a significant relationship in the perception of the teachers on the extent

of use of computer technology when grouped according to their profile?

HYPOTHESIS OF THE STUDY

There is no significant relationship between the perception of the teachers on the

use of computer technology for instruction and the following variables;

 a. Age

b. Gender

c. Length of teaching experience

d. Highest educational attainment

e. Subject area of assignment

f. Seminars/trainings attended related to computer

g. Adequacy of instructional materials

h. Problems encountered by teachers related to computer technology use

i. Extent of computer technology use for instruction by the teachers

SIGNIFICANCE OF THE STUDY

Computer Technology, Internet and Web-based resources are now in many

schools and offer teachers’ and learners’ vast resources and opportunities of enhancing

a more interactive instruction. Maximum benefit from these resources can only be

achieved through teachers’ use of technology in developing materials and aids for

classroom instruction.

Results of this study will be of great help to all stakeholder of the

Department of Education. The information gathered will be able to encourage the

administrators to develop a fundamental understanding of the importance and

responsibilities of using computer technology in the teaching-learning process and also

suggest better ways of training and equipping teachers with strategies, techniques and

approaches. Such training might be achieved through the implementation of an effective

training program on intensive use of computer technology resources.

 The results of the study will serve as guide to improve the curriculum in

order to develop positive attitude towards the use of computer technology for

instruction.

Results of this study will encourage teachers to update themselves with the

various contributions in the use of computer technology in teaching. It may also be

useful in identifying teachers’ attitudes towards and approaches to using the computer

technology resources provided for them in the reasons behind these attitudes.

Advances in computer technology have enable teachers to use a more systematic,

innovative methods and techniques in teaching. All teachers will be motivated to attend

seminar-workshops, conferences, and further their studies for their individual and

professional development related to the use of computer technology in teaching.

Finally, since many from among the teachers are awkward from using technology

gadgets, the study might provide some forms of guidance to technology-aided

instruction in every school that want to pursue a similar path in the future.

SCOPE AND DELIMITATION

This study will be limited to the assessment of public and private secondary

school teachers’ use of computer technology for instruction in Sorsogon City, school

year 2019-2020. Other methods and kinds of instructions used in classrooms are

excluded in the study.

The area of the conduct of the study is in the vicinity of Sorsogon City. Other

nearby schools outside the city are not included in the study.
DEFINITION OF TERMS

The following terminologies are used throughout the thesis and are elucidated for

better understanding, to wit:

Access – the right to obtain or make use of or take advantage of something for use.

Adoption – the decision to make full or continued use of an innovation (Rogers, 1962).

Change agent – individual or group responsible for creating an environment in which a

desired alteration in normal operation can be implemented.

Computer technology resources – in the context of this study, ‘computer technology

resources’ is used as a general term referring to any computer, Internet or Web-based

resource that can be used in language instruction.

Computer-related technology – constantly evolving forms of computers, peripherals and

supporting software used to enhance learning (Schmidt, 1991).

Educational technology – the use of technology in education to improve learning and

teaching. Educational technology is also known as instructional technology or learning

technology.

E-Mail–electronic communications between two or more individuals by way of an

Internet Service Provider (ISP).

Innovation–any idea of technology that is new to the individual (Rogers, 1962).

Innovators–often considered “techies”; they grab on to new technology as soon as it is

available. Typically, they are more concerned with the actual technology, than the way it

can be applied to a specific problem (Geoghegan, 1994).

- Individual who adopts an innovation through his/her own resources,

without waiting for implementation at the organizational level (Rogers, 1995).

Instructional technology–the use of technology (computers, compact discs, projectors,

interactive media, modem, satellite, teleconferencing, etc.) to support learning

Internet–an international connection of millions of computers on-line for the purpose of

communications and the sharing of information.

Preconception–an idea or opinion formed in advance of or prior to formal instruction.

Technology in the classroom–the use of computers, the internet, or other computer-

related techniques during traditional classroom-based instructional delivery.

Technology non-users–faculty members who have not adopted or had ceased using a

form of computer technology to enhance their traditional classroom methodologies at

the time the survey was conducted.

Technology users–faculty members who have adopted the use of computer technology

techniques to enhance their traditional classroom methodologies.

World wide web–a method of interconnecting large number of computers via the use of

browsers and capable of incorporating audio and video images, as well as text (Benton,

2001).
 Chapter II

A REVIEW OF RELATED LITERATURE AND STUDIES

A. Foreign Literature

We have come a long way from using just desktop PCs in the 1980s to using a

wide variety of technology for instruction purposes such as the internet, the iPod,

Blogging, laptop computers, podcasting, e-Learning platforms (e.g. Moodle,

Blackboard), interactive whiteboards with video-capture technology, streaming videos,

and using iPod as a digital notebook. We have also moved from a local classroom to a

global classroom via distance learning technology3.

An example of a school system with a 21st Century infrastructure is Saugus

Union of California. Saugus Union has remained on the cutting edge of technology

(THE 2006 Innovators, 2006). Examples of their use of technology in instruction include

PDAs and interactive whiteboards, podcast lesson reviews via students’ MP3 players,

and broadcast streamed via the Internet. A key component to their success has been

technology specialists who deliver ongoing professional development. Saugus Union’s

futuristic philosophy has allowed the district to improve communication and

collaboration among students, staff, parents, and the community.

While Saugus Union made its ways to post an edge in advance technology

mostly intended for instruction, it was not perceived as norm because not all school

systems are operating with this innovative use of instructional technology even though

99% of fulltime teachers had access to computers or the internet somewhere in their

3
Ovens, A., Garbett, D., Heap,R., & Tolosa, C. (2013). Sustaining high quality pedagogy in the changing
technological landscape. 25(1-3), 21-37.
schools by 1999, according to a National Center for Education Statistics (NCES) study

(Roward, 2000). Then about the same time as the NCES report, Stanford University

Professor Larry Cuban bemoaned the status of technology use in education by writing a

book entitled, “Overload and Underused: Computers in the Classroom (2003). Recently,

writing in the Phi Delta Kappa, Allen (2008) discussed one of the issues addressed by

“A Nation at Risk”, namely, that schools were not adequately preparing students to

address the country’s needs for highly skilled workers in new and evolving fields. Allen

implied that although education has spent large amount of money on technology for

instruction, perhaps education has not kept pace with the use of technology in schools

over the last 25 years4.

According to Peerless, Fieldman, and German (Digest of Literature on the Impact

of the Computer in Instruction, 2003), since its introduction in schools in 1982, the

personal computer has been touted as an instrument that would revolutionize

education. Large investment of resources in hardware, software, and personnel have

made the computer a common and prominent feature in most schools today.

The 21st Century is said to be the educational genre for computer technology in

the classroom. The Campus Computing Project , which annually surveys 600 2-year

and 4-year public and private institutions in higher education from throughout the US,

found that integrating instruction technology into the classroom remains the top priority

for all types of higher education institutions in the US, as it has been for the previous

4
Beetham, H., & Sharpe, R.(2013).routledge.
five years, and is expected to remain so far at least the next two to three years (Green,

2001)5.

Computer Technology in the Classroom

Technology is a part of everyday life in the 21st Century. As a result, according to

a Digest of Technology Education, it should also be prevalent in the 21st Century High

School classroom (Soine, 2000). Classroom technology should also become an integral

part of the core mission for the institution (Johnson, 1997), with its primary focus rooted

in the paradigm shift from teaching to learning (Jafari, 1999; Reynolds and Wermer,

1998). According to Reil, Schwarz, Peterson, and Henricks (2000), programs that foster

the use of computer technology in the classroom increased familiarization with

technology and led to empowerment in technology as well as teaching. Bilimoria (1997)

in his book cautioned the future generations would be computer literate and would

expect technology in the classroom. In order to find ways to avoid becoming

“pedestrians on the information superhighway”, the author recommended that faculty

members cease to view themselves as the “receptacles of knowledge in our societies”

and expand their professional competencies as facilitators and technologists.

Technology allows faculty to build a bridge between the classroom and the world

(Ward & Clark, 2000) and allows students to experience real-world opportunities in the

classroom (Hull, 1999), which are highly valued (Lang, 2000). Technology can be the

curriculum, a mechanism for the delivery of course materials, a means of supplementing

5
Davis, N., Eickelmann, B., &Zaka, P. (2013). Restructuring of educational systems inthe digital age
from a co-evolutionary perspective.29(5), 438-450.
instruction, or an instructional device (Ginsburg, as cited in Imel, 1998) to enhance

learning (Milliron & Miles, 1999). According to Bates (2000), reasons for using

technology to enhance the classroom experience includes improvement of learning

quality, providing students with opportunities to learn technology skills, extending

access to post secondary instruction, and expanding the search of technology in the

world outside the classroom.

While the infusion of technology into the traditional classroom delivery can

provide what Tait & Mills (1999) termed, “…an adventure in the pursuit of knowledge,”

(p.152) the curriculum itself must be the driving force, with technology use in an

adjunctive capacity (Chizmar & Williams, 2001); Duhaney & Zemel, 2000; Hammer &

Kellner, 2000). Smith (1997) reported a tendency of faculty to jump on the technology

bandwagon due to the expectations of peers or supervisors or because the technology

was available, rather than for the value of it would add to the curriculum.

Hammer & Keller (2000) contended that faculty must get beyond the mechanics

of using technology to the point of truly incorporating into their classrooms. They also

expressed a need for faculty to assist students in developing “their own cultural artifacts

with the educational setting” (New Educational Technology: Challenges and Potential,

Section 4) as a means of bringing quality to learning. The use of technology for

instruction in the classroom should serve to “empower and enlighten” both students and

faculty (New Educational Technology: Challenges and Potential, section 18). The

implementation of computer technology in the classroom can be characterized as the

selection of experiences and activities that augment traditional instruction in ways that

provide enrichment without overshadowing the intended objectives (Jewett, 2000)6.

Instructional technology is a vital part of career and technical education and

“encompasses not only the computer but also other technologies and delivery systems”

(Lu & Miller, 2002) that may be used in the classroom. In recent years, there has been

an increased emphasis on the integration of technology into curriculum, especially at

the high school level (Peake, Briers & Murphy, 2005). Lu & Miller (2002) described the

technology used in the classroom to be in various forms including computers, DVD/VCR

players, digital and video cameras, televisions, cooking equipment, and welding

equipment. They also described how classroom technology can help the teacher to use,

assess, alter, and present information in a variety of ways.

For teachers to enhance the learning experiences of their classrooms, they need

to use up-to-date and interactive technologies. These include Design Your Own Home

for housing and interiors, My Amazing Human Body for nutrition and wellness, and

Cyber Snacks for food production (Keane, 2002). The Internet also serves as a valuable

teaching tool, helping to enhance the curriculum though free downloads, interactive

websites, and e-Mail (McFadden, Croxall, and Wright, 2001).

The Internet is an ever-changing entity and it is important that teachers stay

current on what is available to them. According to Masley, Sweaney, and Valente

(2000), there are three main reasons of the importance why teachers must stay abreast

of current technology trends. First, the Internet is a very useful tool and can be used to

6
Puentedura, R. (2006) ‘Transformation, technology, and education’, [online] Available at:
http://hippasus.com/resources/tte/puentedura_tte.pdf
provide hands-on learning experiences for the students. It provides quick and easy

access to a wealth of information from around the world. Second, as our culture has

become more technologically-oriented, so must our students if they are to live and work

in today’s society. By incorporating the Internet into the classroom, the teacher is

helping the students learn how to find information and successfully use technology.

Third, teachers are constantly getting new technology and it is up to them to explore

their students to it in order for them to be successful in the work force.

There are certain phases teachers go through when incorporating technology

into the classroom. Sandholtz, Ringstaff, and Dwyer (1997) created a model describing

five (5) phases educators go through when increasing their use of technology. These

five (5) phases are:

1. Entry – teachers adopt to change in physical environment created by technology

2. Adoption – teachers use computer technology to support text-based instruction

3. Adoption – teachers integrate the use of word processing and data bases into the

teaching process

4. Appropriation – teachers change their personal attitudes towards technology

5. Invention – teachers have mastered the technology and create novel learning

environments.

As teachers progress through each of these five (5) phases, they develop a

better understanding as to how to use technology in the classroom7.

7
Salomon, G. (2016). It’s not justthe tool but the educational rationale that counts.Bridging (pp. 149-161)
Springer.
B. Local Literature

In the Philippines, many teachers have doubts about using computers. It is

common to feel apprehensions towards the machines. Even knowledgeable users do

not understand many of the computers are working and how should they? Its like few

understand the innards of cars and yet we drive them without trouble.

According to Monico V. Jacob, President & CEO, STI, in his message during the

PCPS3 Training Program (PC for Public Schools-Phase 3), as educators, “you are

tasked with developing the minds of your charges and preparing them for the

challenges they will be facing in the years to come”. However, the country’s limited

resources make it difficult to maximize the students’ potential and the educators are

faced with the quandary of making education more meaningful to them,(Monico V.

Jacob, 2007). Jacob, in the training; addressing on teacher-participants “….as you

embarked on this step towards enhancing your computer technology skills, you are

challenged to step up and make a difference. The power to chart the course of your

students’ destiny is in your hands”.As support to the country’s quest for quality and

competitive education, the government of Japan, through the Department of the

Department of Trade and Industry, sought to augment the teaching standards by

providing public high schools throughout the country access to computer technology

bundled with free intensive teachers training and workshop on the use of computer for

their instruction. This act of concern and benevolence from various education

stakeholders addresses the means of ushering the Filipino students to the digital age.
The initiative makes every Filipino child more globally competitive and, in turn, will drive

the country towards progress and innovation8

According to Inosanto (1994) in his article “Incorporating Computers into

Education Setting”, application of computer in the academe addresses the demand for

faster, more accurate processing of data to help teachers to prepare education report

using spreadsheet software such as Excel. Teachers can also use PowerPoint

presentation application software in delivering interactive lessons. The article shows the

connection of computer in the lives of the teachers. It discusses how it could help the

teacher ease the task of preparing effective lecture presentation and how it could

process the student data for evaluation.

Clemente (1997) in his article “Planning the Use of Information Technology for

Literary Development”, stressed that information highways will not replace or devalue

any of the human educational talent needed for the challenges ahead. For him,

improved technology in Education will be very beneficial in every area of society.

The researcher agrees with the idea that education does not advance intellectual

growth but the personality as well. To achieve this, the interaction of teacher and learner

should be practiced to reap the fruit of human development.

In “Technology: An Integral Part of Education” (Religiosa, 1998), the author

mentioned that the technological revolution in education demands a new type of literacy

– computer literacy. Unless both learner and teacher adapt to it, the society would

remain in technological and cultural shock. The ease and convenience brought by the

8
(Monico V. Jacob, 2007).
use of technology has also a demand in the implementers of education. The

administrators, staff, faculty and students must have knowledge on the use and function

of the computers to fully maximize its capacity in the process of learning.

One hindrance to the further development of the technology-based instruction is

the misconception that computer will soon replace teachers in the classroom. This was

disclaimed by Van der Poll at the 1995 Philippine Congress on Interactive Technology

in Education. He also cited that the trend nowadays is to use multi-media in training the

students because absorption capacity through this medium is much higher than chalk-

talk instructional method. He said this technique is an enhancement of both pupil

capability to learn and teacher capacity to train.

According to Rivera and Sembrano, computer can be used in schools in three

genetic ways, one, as a learning tool (teaching or learning with computers); two, as itself

the object of study (teaching learning about computers) and three, as a planning and

management tool for teachers and school administrators. These three modes are

distinct but there are applications which employ two (2) or even all modes at the same

time.

One visible advantage of using technology in teaching is the ability of the

computer-Aided Instruction (CAI) materials to repeat the teaching process over and

over without deterioration. Unlike teachers, their level of teaching falls down as he

reaches his saturation point9.

9
Tilton, J., & Hartnett, M. (2016). advocacy within secondary school classrooms? 20(2), 79-93.
 As mentioned by Rivera and Sembrano, inorder for the teacher to promote

learning, he has to choose the appropriate teaching material. Some teachers have the

wrong notion that the only commercially available audio-visual aids make good learning

devices instead of developing their own. At the same time, both authors have said that

instructional materials should be used in the classroom frequently and not only for

special occasions like demonstration teaching, supervisory observations, and inter-

visitations. Materials should be used as motivational devices, sources of bulk of

information, and a summary device.

Camarao noted that the computer is used in the instructional process as a

teaching machine. Using programmed-instruction format, it has the capacity and

capability to intersect with the students which is a very critical factor in the learning

process. Moreover, the computer can store many instructional modules and can provide

a display feature that makes learning interesting.

Jerome Dumlao (1992, p. 84) says that the following are some ways on how

computer users can be active and effective participants in the emerging information

society:

1. Feel comfortable using and operating a computer system.

2. Be able to make the computer work for you through judicious development or

use of a software.

3. Be able to interact with the computer – that is, generate input to the computer

and interpret output form.

4. Understand the impact of computers on society, how and in the future.

 5. Be an intelligent consumer of computer-related products and services.

He further emphasized that students are about to embark on emotional and

intellectual journey that will stimulate imagination, challenge every resource from

physical dexterity to intellect – and perhaps alter everyone’s sense of perspective.

Learning about computers is more than just education, it is an adventure.

Dumlao’s point of view centers on how people should view computers, its effect,

and the underlying principle connected to its uses. His point is taken into consideration

for it brings substance to the study being undertaken. Though, the focus in on computer

as a tool for learning, the study being undertaken considered other aspects of

instruction.

From an excerpt of an on-line forum on the software guru - Bill Gates, the world’s

richest man at 48, whose name is synonymous to success, presented by Ricci Barrios

(2004, p.11-13) says that, bringing the technology into every home is at the center

stage. Advance software is bringing the power, connectivity and flexibility of the PC to

all kinds of smart devices, making digital entertainment available wherever people want

it. Hardware and connectivity advances have cleared the ways for software to tackle the

complexity that users face today, and to expand the possibilities for computing in

countless ways. He also added that the digital world is now in a position to deliver on

many long time industry dreams, such as PCs that can store a lifetime’s worth of digital

memories, communication and collaboration through integral texts, voice and video,
pen-and-speech-based user interfaces and rich new media experiences 10. Computers

become increasingly essential for more of the things we do every day, security, privacy,

manageability and ease of use are becoming much more crucial.

With the presentation of Barrios about the on-line forum of Bill Gates, it adds up

as to how one can venture into something great and become successful and creative

with it. This provides an immeasurable gains in the conduct of the study regarding how

teachers can also become successful and creative, worthy of their chosen career.

In “Anything Goes” column of Eppy Gochangco (2004, p. 10), he pointed out that

communication has never been as efficient as today. Technology has changed the way

people interact with each other. Just as efficient hi-tech communication immediately

connects people, it also gives people a venue for emotionally distancing themselves

from others. People use the internet and cellular phones to communicate with each

other without even seeing them.

As a trend brought about by the advancing technology, all levels in the

educational system are pushed to get into the use of technology for instruction and

learning. Teachers in the Philippine classroom must be upgraded on their classroom

management for better results as well as ease in work preparation. Thus, the

researcher study is centered on giving a better means of preparing interactive and

trending teaching tools and devices, pushing the student-clientele to get along with the

demands and trends of the modern world of education.

10
Davis, N., Eickelmann, B., &Zaka, P. (2013). Restructuring of educational systems inthe digital age
from a co-evolutionary perspective.29(5), 438-450.
 RELATED STUDIES

A. Foreign Literature

Technology in the Classroom

In a review of technology research, Rogers (2001) discovered that basing a

program on a single technological medium does not provide the educational efficacy

and student appeal garnered from introducing multiple types of technology into a

course. This blending of media facilitates and enables the learning experience, but

should also include faculty-student interaction in a traditional classroom setting.

Lang (2000) stated that faculty must be thoroughly grounded in the technologies

chosen for use in their classrooms to allow them to provide guidance to students and

allow the technology to effectively blend into the classroom, rather than allow its glitches

and misuses to become a distraction or a deterrent to quality classroom instruction.

Chizmar and Williams (2001), after surveying over 1,000 college faculty, suggested that

information technology professionals direct their efforts toward the creation of

instructional templates and the provision of faculty to share their technology successes

and failures, as opposed to spending time solving the technology problems of individual

faculty (Vannatta and Beyerbach, 2000). User support for faculty , as a group, was

found by Fuller (2000) to be positively correlated with successful use of technology by

students. Naquin (2000), in a study of nearly 200 faculty members in Virginia

Community Colleges, found the use of faculty serving as technology mentors to other

faculty as a successful technique in motivating reluctant faculty toward the use of

technology in the classroom11. Similarly, Parr (1999) found peer networking to be

significant as related to increasing technology use in the classroom. Faculty confident in

using computer technology were most likely to implement such technology in their

classrooms, and confidence was derived from familiarization and use12.

Technologically sophisticated faculty may lead the way to implementation, but

administrative commitment seems essential if technological enhancement is to flourish

in the classroom. A flexible, learning-centered environment must be developed and

supported throughout the institution in order to maintain student engagement (Johnson,

1997). Administrators must develop a fundamental a fundamental understanding of the

importance and responsibilities of using computer technology in the classroom, and

must ensure that faculty have access to professional development opportunities that will

familiarize them with the types of technologies available within the institution and how to

effectively utilize those technologies to foster learning.

The Internet

In 1962, the RAND Corporation began a research project designed to allow

military command and control to be transmitted over communication networks. Under

the auspices of the Department of Defense, Advance Research Project Agency (ARPA),

a specialized computer network (NET) known as ARPANET was developed in 1965.

11
Hilton, J. T. (2016). A Case Study of the Application of SAMR andTechnology Integration into Two
SocialStudies Classrooms. The Social(2), 68-73.
12
Grooves and Zemel, 2000; Vannatta & Beyerbach, 2000; Yildirim, 2000)
The intent was to provide scientists a means of sharing data and access to remote

computers. In 1969, four universities – Stanford Research Institute, the Universities of

California at Los Angeles and Santa Barbara, and the University of Utah – became

networked. Two years later, the number of universities and government research

centers connected via the ARPANET had grown to 23 institutions and agencies, or

hosts (PBS Life on the Internet).

The term “Internet” – International Network, appears to have been used for the

first time in 1982. By that point, the network had grown to about 1,000 hosts and

continuously increased to a countless hosts years thereafter.

The 2001 edition of the Campus Computing Survey, a publication of the Campus

Computing Project, found nearly half of college courses using Internet resources as

parts of their syllabi, nearly 500% increase from the 1995 survey (Green, 2001). Grasha

and Yangarber-Hicks (2000) reported an 83% increase in faculty adopting Internet-

based classroom activities. Jafari (1999) held that teaching and learning could be

enhanced in any traditional course by implementing an Internet component.

Lundberg (2000) discovered its effectiveness in a counseling course, 56

graduate students reported improved skills in a variety of technology types and the use

of internet. The students also expressed a preference for internet-based research over

traditional library research.

The Internet was successfully used in a medical education programs, such as the

incorporation of videoconferencing via the internet, by Chang and Trelease (2001), who

surveyed faculty and students in the School of Nursing at the University of California at
Los Angeles. Carter (2000) found that the use of the Internet in a university geography

class could be effective if the teacher and students are literate with the technology, and

that success was dependent upon such literacy.

The effectiveness of the Internet as an instructional tool in the traditional

classroom can be enhanced by taking student learning styles into account, according to

Sanders and Morrison-Shetlar (2001), in a study of non-major undergraduate biology

students. The use of the Internet as a classroom tool is popular with students in all

realms of education (Sanders & Morrison-Shetlar, 2001). Harvell (2000) surveyed

students enrolled in web-enhanced undergraduate economics courses. Students found

the Internet provided almost limitless resources and information, and was a convenient

time-saver. The web also provided interactive examples to augment the classroom

experience available on the student’s schedule13.

The Internet was found by students to be disadvantageous to instruction by

providing a distraction to the classroom, permitting postponement in the completion of

class assignments, and minimizing student/teacher interaction. Another drawback was

the the questionable reliability and validity of information available on the web (Harvell,

2000).

The use of Internet is not a miracle technique that can improve an ineffective

course. But, it may be able to improve a course that is already effective (Olsen, 2000).

13
Bodsworth, H., & Goodyear, V. A.(2017). Barriers and facilitators to using digital technologies in the
Cooperative Learning model in education
Electronic Mail (e-Mail)

Electronic Mail, or so called e-Mail, became a reality due to a program

designated in 1981 to transmit messages over networks (Quinton, 1998). The Campus

Computing Project reported a 300% increase in the number of professors using e-mail

to communicate with students from 1995 to 2001 (Green, 2000). The 2001 edition of the

Campus Computing Survey found over 64% of all college courses using the e-mail as a

means of communications between students and teachers. According to Grasha and

Yangarber-Hicks (2000) data, 85% used regular e-mail contacts and discussions among

students in their classes.

E-mail can be an important mode of communication between faculty and their

students. It can allow faculty members who individualize their courses for students,

provide a means of regular contact between faculty and students and allow for

immediate feedback and enhancement of the learning process through better

communication (Lang, 2000).

A multi-state study of e-mail use by students at five two-year postsecondary

institutions found use by teachers to be influenced by student age, the number of

mathematics and technical courses taken during the first year of collegeand the self-

reported number of study hours. Factors including ethnicity, gender, and socio-

economic background were not found to influence a student’s propensity toward using

e-mail (Flowers, Pascarella, & Pierson, 2000).

Some faculty require regular student communications via e-mail. Brown (2001)

required each student to communicate with him via e-mail concerning the “muddiest
point” in the chapter assigned prior to each class. He built class discussions around

those e-mails. The benefits derived from the mandatory contact included encouraging

the reading of requirement assignments; customization to student needs, which may

provide empowerment ; encouraging student-to-student collaboration beyond scheduled

class sessions; and allowing faculty contact with a larger number of students that could

be personally accomplished in the limited time provided before or after class or during

office hours (Brown, 2001). According to Arvan (1997), one drawback to e-mail as a

means of communications between faculty and students is the proliferation of “junk” e-

mail, as e-mail users attempt to separate important from unsolicited communication.

The Teacher in the Technologically-Enhanced Classroom

The essential functions of education are, “creating, preserving, integrating,

transmitting, and applying knowledge” Duderstadt, 1999, p.6). While the fundamental

role of the educational endeavor does not change, the role of the teacher is

evolutionary. The teacher/student/classroom method of instruction replaced the

apprenticeship mode, which was the most widely used instructional technique of the

previous millennium. Technology may be responsible for another pivotal shift

(Duderstadt).

Successful integration of technology into the traditional community classroom is

dependent upon a blend of faculty knowledge and expertise, student familiarization and

acceptance, and the existence of knowledgeable and committed information

technology specialists (Coppola & Thomas, 2000; Ryan, 2001).

 The availability of technological options to enhance classroom instruction has

changed the role of the teacher from one as provider of knowledge to one of facilitator

of the learning experience. A study of Pierson (2001) found teachers more adept at

technology integration to be those who also possessed greater content and pedagogical

expertise.

White (2000), in a study of undergraduate computer students, found problems

most frequently frustrating students in technological environments included: slow

downloads due to modem speed; e-mail problems that prevented students from turning

assignments in on time; difficulty organizing course materials; difficult-to-navigate

course websites; dysfunctional web links; difficulty sorting relevant information from the

vastness of the Internet; and a lack of clarification from the teacher regarding

assignments. According to faculty, problems often resulted from a lack of student

participation, variations in student pace or domination by a single student in online

chatrooms.

Bruenjes (2002), in basing her work on that of Rogers (1995), found teachers

typically used technology as a tool for teaching, producing, or communicating. She

found innovators and Early Adopters most likely to use technology for teaching and

record keeping, while Innovators, Early Adopters and Hesitant Adopters were all likely

to prepare lesson plans on the computer and communicate with students via e-mail.

Demmon (2001), in a study of technology implementation at a community college

in Midwest portion of the United States, categorized faculty by their use of technology in

their daily personal and professional lives. By the third year of technology
implementation, 49% of faculty surveyed considered themselves to be “advanced”

users, compared to 8% who professed to be “low” users, with the remainder falling into

the “average” classification.

Demmon (2001) study further found access to various types of technology,

access to student information, improvement of productivity in developing course

materials, and communication with students and colleagues via e-mail to be the primary

reasons for adoption of technology.

Naquin (2000) found younger faculty significantly more willing to adopt

technology into their classrooms than their older counterparts. Younger faculty may

have also had greater opportunities to participate in educational opportunities that

increased the probability they would adopt technology into their own classrooms.

Bruenjes (2002) theorized that, in order for faculty development programs in

technology to be effective, instructional developers should create programs tailored to

the various levels of technological integration identified by Rogers (1995). This view

occurs with that Padgett and Conceao-Runlee (2000), who found successful staff

development programs to include the individual motivators, as well as institutional

factors and involvement by experts from within the institution.

Demmon (2001) has identified barriers that hinders the use of technology such

as lack of available technology, inadequate technology support and training, and a lack

of e-mail access by students.

Another cause for faculty resistance , According to Coppola & Thomas, 2000)

was a sense of being overwhelmed by computers and technology. A Pace University

study found feeling of alienation and low levels of confidence in faculty receiving

technology training from Information Technology Professionals, but found similar

training sessions to be successful when taught jointly by a specialist and knowledgeable

faculty member.

This mode of categorization is similar to that postulated by Duhaney and Zemel

(2000), who classified faculty as those exhibiting a fear of technology, the infrequent

users, and those who maximized its use, sometimes to the point of overuse. Those who

avoided technology or use it frequently often did so in response to their own limited

experiences.

While teachers may feel technology is important for use in the classroom, many

are faced with barriers which have prevented them from effectively implementing

available technology into their daily instruction. One of the common barriers teachers

may face is technology anxiety (Redmann & Kotrlik, 2004). Technology given to

teachers with little to no experience with the requirement has been shown to produce

high levels of anxiety (Lokken, Cheek, & Hastings, 2003). By providing teachers with

more training (Croxall & Cummings, 2000), they will feel more comfortable using new

technology in their classrooms, thus alleviating their anxiety.

In a survey conducted by the U.S. Department of Education (2000), a list was

compiled of perceived barriers to proper knowledge and use of technology in the

classroom. These barriers included:

1. Not enough computers

2. Outdated, incompatible, or unreliable computers

 3. Lack of good instructional software

4. Internet access not easily accessible

5. Concern about student access to inappropriate materials

6. Lack of release time for teachers to learn, practice, or plan ways to use

computers or the Internet

7. Lack of time in schedule for students to use computers in class

8. Inadequate training opportunities

9. Lack of administrative support

10. Lack of support regarding ways to integrate telecommunications into the

curriculum

11. Lack of technical support or advice

Many of these barriers were also voiced in other studies (Croxall & Cummings,

2000)

B. Local Studies

If students of today are to be prepared for the workplace of tomorrow, computers

must become an integral part of the current curriculum of the school system. Amparo

Sison (1995) stated in his study that computer programs are actually being used in

schools not to replace the classroom teaching, but to increase the students’

understanding of a specific topic.

He aimed on developing software that would provide easy access to the know-

how of a PC; he designed the program to render a user-friendly environment for the

users. He was able to maximize the use of computer by dividing the content of the
presentation in terms of including a menu for review and teaching at the same time

giving evaluation at the end of every topic, to assess and gauge how much learning the

users acquired.

Teaching the different levels of ability, background and interests has posed a

pressing dilemma to educators. This is why learning inside the classroom is not

optimized. Since computers have been proven to be effective and efficient in delivering

any material, developing software for the academic continues to be a need (Fernandez,

2000).

Findings from the survey of Tinio, V.L. (2002), highlights a number of another

interacting issues that inform the complex process of technology integration in the public

secondary education system in the Philippines. First is the issue of basic school

infrastructure. This includes stability of power supply, the scope of available

telecommunications service, and internet access, and the availability of space in the

school to accommodate the deployment of technology resources.

As revealed in the survey of public high schools nationwide, while electrical

power is widely available the frequency of power interruptions in some schools can

cause breakdowns in the ICT equipment and interruptions to instructional use (Rodrigo,

M.M.T. 2001). The relatively limited scope of fixed wire telephone networks, on the

other hand, precludes the effective use of the internet in many schools, as the cost of

wireless access remains prohibitive.

Another focus of concern which findings from the survey indicate have

implications on the type and extent of ICT use in a school is that of the need for capacity
building among teachers, administrators and other school staff. In general, ICT-related

skill levels in the schools surveyed were less than ideal. Too few teachers have the

know-how to apply ICT in the teaching of specific subject areas. Although computer

literacy levels are somewhat higher, internet-related skills levels are relatively

depressed as well.

Bringing technology into the school setting demands that teachers and

administrators acquire new skill sets, and this cannot be done overnight. The lack of

training opportunities decried by survey respondents focuses attention on the need to

develop a comprehensive and sustained in-service training program for teachers and

administrators. Moreover, pre-service training institutions must also incorporate into

their curricula the knowledge and skills that characterize the technology-enabled

teacher.

Finally, retooling the Philippine secondary school system through technology

(Task Force on PCs for Public High Schools, 2000) can only be accomplished at

enormous financial cost. As survey findings suggest , financing is, at this initial stage,

possibly the single biggest barrier to ICT use in the classroom. The task of upgrading

the skills of hundreds of thousands of teachers and school administrators in the

Philippines will be capital intensive Funds must also be available to defray the recurring

costs of maintenance, repairs and upgrades.

Synthesis

A review of the literature lends credence to the belief that administrators and

faculty members in the secondary schools must move past the glitz of educational
technology and embrace the more utilitarian aspects. Infusing technology into traditional

instruction provides a means of connecting the classroom to the world, while allowing

students with a variety of preferred learning styles and learning paces to be on even

footings in the classroom. However, some teachers are not eager to embrace the

concepts of the technologically enhanced classroom. Schools must attune visions and

capital – both fiscal and human – to successfully integrate technology into the

classroom at the pace determined to be best for each individual school. Teacher

involvement is an essential part of this determination process, and they must be

assured of having the necessary resources and support to accomplish changes in their

classrooms. School administrators should evaluate the policy concerns of their teachers

but must avoid being blinded by crusades of late majority or laggards intent on

maintaining the status quo, or Reward Seekers with their own agenda. Each institution

must determine its optimum pace at which to proceed into the new learning based

paradigm of incorporating technology into its classrooms.

 Chapter III

RESEARCH METHODOLOGY

The study will assess the use of Computer Technology for Instruction among the

secondary school teachers in Sorsogon City, school year 2019-2020.

The study specifically will look at the extent of the use of computer technology for

instruction by the teachers. The purpose of the study is to determine if a relationship

exist in the perception of the teachers using computer technology for their instruction

when grouped according to their personal profile variables.

This chapter presents the methods of research to be used in the study, the

settings in which the study will be conducted, identifying the participants of the study,

the instruments for data collection and statistical treatment of data.

RESEARCH DESIGN

The study attempts to assess the status on the use of computer technology for

instruction of public and private secondary schools teachers. The descriptive method of

research shall be utilized. This method of research according to Jack K. Fraenkel and

Norman E. Wallen (1993) describes an existing relationship between variables and the

degree to which two or more quantitative variables are related and it does so by the use

of a correlation coefficient, similarly, Consuelo G. Sevilla, et.al. (1990) also states that

this design helps one determine the extent to which the different variables are related to

each other and the population of interest.

Descriptive research involves gathering data that describe events and then

organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins,
1984). It often uses visual aids such as graphs and charts to aid the reader in

understanding the data distribution. When in-depth, narrative descriptions of small

numbers of cases are involved, the research uses description as a tool to organize data

into patterns that emerge during analysis.

Descriptive research is applicable to the study since the primary purposes in

employing this method is to describe the nature of a situation as it exists at the time of

the study and to probe the causes of a particular phenomenon. Accordingly, descriptive

research design is a valid method for researching specific subjects and as a precursor

to more quantitative studies. Whilst there are some valid concerns about the statistical

validity, as long as the limitations are understood by the researcher, this type of study is

an invaluable scientific tool.

LOCALE OF THE STUDY

Sorsogon City, officially the City of Sorsogon, is a 3rd class city and capital of

the province of Sorsogon, Philippines. According to the 2015 census, it has a population

of 168,110 people.

The city was formed in the year 2000 by the merging of Bacon and Sorsogon

towns. The city's total population spread across 64 barangays.

It serves a trans-shipment point from the Visayas and Mindanao provinces. the

city are dubbed by any names such as the "Gateway to Southern Philippines","Bicol's

Largest City", "Gem City of the South", "Pro-life City", "City of Fun that Never Stops" and

"Character City of Bicolandia". Sorsogon City is one of the region's leading cities in

urbanization and the most promising city in terms of development.

 Sorsogon City covers a land area of 31,292 hectares (120.82 sq mi). It is at the

southernmost tip of the Bicol Peninsula and of Luzon Island.

Sorsogon City, as the capital town of the province of Sorsogon, is a hub of trade

and commerce. Business is concentrated in the downtown area near the public market

and major commercial establishments primarily geared towards retail and wholesale

and the Bacon District is the secondary business district of the City.

As of 2012, Sorsogon City ranked third among the cities with most revenue in the

Bicol region with an estimated annual income of P432,978,837, only behind Naga City

and Legazpi City. Despite being a city and its increasing annual income, agriculture and

fisheries sector is still the driving force of its economy. The main agricultural products

include rice, coconut, abaca, pili nuts, root crops and vegetables (wiki-sorsogon.com).

RESPONDENTS OF THE STUDY

The respondents of the study are the secondary school teachers of Sorsogon

City. All of the participants will be selected through simple stratified random sampling.

This sampling method is conducted where each member of a population has an equal

opportunity to become part of the sample.

RESEARCH INSTRUMENT

In the process of gathering data from the respondents, a questionnaire shall be

used as tool in the survey. The survey questionnaire shall contain demographic

questions concerning each faculty members’ age, gender, length of teaching

experience, educational attainment, subject area of assignment and seminars/trainings

attended. The instrument will also survey each respondent’s experience with computers
as to adequacy of instructional materials, problems encountered by teachers related to

computer technology use and the extent of use of computer technology for instruction.

STATISTICAL TREATMENT OF DATA

In the analysis of the profile of the respondents and the status of computer

technology use for instruction, the descriptive statistics shall be used such as simple

frequency and percent count.

Frequency count refers to the number of times the answer is given by the respondents.

Percentage was taken by dividing the frequency of an answer by the given total

number of respondents.

The formula is:

𝒙
P=𝑵x100

Where P= Percentage

X= Total responses

100 = ConstantN= Total of respondents

Chi square shall be used to determine if a relationship exist between the

adopters or resisters and age, gender, educational attainment, or years of teaching

experience.