Beruflich Dokumente
Kultur Dokumente
In Partial Fulfillment
of the Requirements for the Junior High School
January 2019
Table of Contents
STUDY
Acknowledgement………………………………………………………..
Introduction.........................................................................................
TheoreticalFramework........................................................................
ConceptualFramework........................................................................
Definition of Terms..............................................................................
FOREIGN LITERATURE……………………………………………………..
COMPUTER TECHNOLOGY IN THE CLASSROOM…………………….
LOCAL LITERATURE………………………………………………………..
TECHNOLOGY IN CLASSROOM………………………………………..
Chapter 1
Introduction
make each and every student at par with other students of neighboring developed
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
public school with the modern computer and other information and
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.
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.
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
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
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
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
This study aims to assess the use of computer technology for instruction among
Instructional Materials?
3. What are the problems encountered on the computer technology
the teachers?
5. Is there a significant relationship in the perception of the teachers on the
profile?
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
Definition of terms
The following terminologies are used throughout the thesis and are elucidated for
Access – the right to obtain or make use of or take advantage of something for
use.
1962).
Innovation– any idea of technology that is new to the individual (Rogers, 1962).
as it is available. Typically, they are more concerned with the actual technology,
learning
instruction.
delivery.
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
Chapter 2
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 technology.
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 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
years.
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 five years, and is expected to remain so far
at least the next two to three years (Green, 2001).
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 classroom.
B. Local Literature
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 innovation (Monico V. Jacob,
2007).
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
and over without deterioration. Unlike teachers, their level of teaching falls down
as he reaches his saturation point.
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.
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. 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.
RELATED STUDIES
A. Foreign Literature
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 classroom. 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 use (Grooves and Zemel, 2000; Vannatta & Beyerbach, 2000; Yildirim, 2000).
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. The intent was to provide scientists a means
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
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.
Many of these barriers were also voiced in other studies (Croxall &
Cummings, 2000)
B. Local Studies
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