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ICT INTEGRATION IN TECHNOLOGY AND LIVELIHOOD

EDUCATION: INPUT TO PERFORMANCE OF GRADE 7


STUDENTS IN INDUSTRIAL ARTS AT FERNANDO AIR
BASE INTEGRATED NATIONAL HIGH SCHOOL
RATIONALE
In the fast changing world, Information Communication Technology now
is playing a crucial role in the daily operation of ones life. Technology is
having an impact on every aspect of modern life. Computers control our
telephone routing and the engines in our cars. Washing machines can decide
when our clothes are clean. In my opinion, it is time to fully integrate
technology into the educational settings since skillful use of technology
supports the development of process skills such as, higher order skills,
adaptability, and collaboration that are essential to success in our rapidly
changing information age. I believe in Deweys words that if we teach today
as we taught yesterday, we rob our children of tomorrow (Dewey, 1916).

Technology allows us to better serve the diverse learning styles of our
students and educate them for a wider range of intelligence. Everybody has
different learning styles for meaningful learning but teachers cannot
represent all the styles in a traditional classroom environment. However,
with the flexibility and help of the technologies, we can design learning
environments in which students can manage and construct their own
representations of knowledge in their minds.
The study seeks the relevance of the integration of Information and
Communication Technology (ICT) in the performance of Grade 7 students in
Industrial Arts a clearer vision of how technology can help create a
learning environment that gives fun while learning . It is not just reiterating
the integration of modern approaches in learning but also to utilize such
diverse and timely strategies and devices towards the achievement of
higher level performance.
Theoretical Framework
Enhancing meaningful learning by integrating technology into
instructional design in central to this project. This most influential theory
associated with this process is the cognitive theory of multimedia learning
proposed by Meyer (1997). This theory is the basis for the most of the
multimedia materials for instructional designs. Cognitive Theory of
Multimedia Learning affirmed that learner engages in three important
cognitive processes. Selecting, it is applied to incoming visual information
to yield an image base; and it is applied to the word base. Organizing is
applied to the word base to create a verbally base model of the to-be
explained system and is applied to the image base to create a visually,
base model of the to-be explained system. Integrating, it occurs when the
learner builds connection between corresponding events in verbally based
model and visual based model.
Meyers Cognitive Theory of Multimedia conclude that when Teachers
Instruction involves more than delivery media, or sensory modality,
students learn better.
Learning does not happen simply by the act of listening tv or watching instructed
material. Active engagement, also discussed in the literature as active processing,
captures the motivational dimension of learning and emphasized largely on the
effectiveness of the instructional design, on which the factors related to the selection
of media for instruction can be grouped into two. The first group consists of factors
that define learning outcomes. As the factor categorized to this group.
Characteristics of learners and learning tasks are taken from the perspective of the
systematic design of instruction. Reiser and Gagnes model places importance on
those factors that define learning outcomes. They propose that media to be used
should be screened according to these factors.

Also, the study of Pavlovs Dual Coding Theory of memory cognition (1991). It
suggests that imagery and verbal systems are two subsystems of information
processing. According to dual codding theory, the imagery sytem processes
information about nonverbal objectives, including images for shapes, pictures,
models, animation, color and sound.
Conceptual Framework
The focus of this study is conceptualized in the following figure:
It is presumed that independent variables might influence the dependent
variables in the field of endeavour as presented in the following research
paradigm.
Independent variable Dependent variable
Students Profile
Age
Gender

Socio Economic Status
Parents Education Students ICT Performance in
Parents Occupation Industrial Arts
Family Income (Third Quarter Grading)
ICT Related Factors
Mechanical Drafting
Availability
Theoretical
Practicability
Practical
Accessibility
Relevance of Use
Users Friendliness

Figure 1.Research

Paradigm
Scope and Limitation of the Study

The study focuses on the relevance of the integration of Information

and Communication Technology (ICT) in the performance of Grade 7

students in Industrial Arts at Fernando Air Base Integrated National High

School.
Statement of the Problem Hypothesis Statistical Tool

1. What is the profile of the Frequency Count and Percent


students in
terms of :
Distribution

1.1 Age;
1.2 Gender
1.3 Socio-Economic Status?
1.3.1 Parents Education
1.3.2 Parents Occupation
Family Income
Mean and Standard Deviation
2. What is the mean perception
of the students on the following
ICT-related factors:
2.1 Availability
2.2 Practicability
2.3 Accessibility
2.4 Relevance of Use
2.5 User-Friendliness

3. What is the ICT performance of Mean and Standard Deviation
Grade 7 students in Industrial
Arts during the third quarter
period?
3. What is the ICT performance of

Grade 7 students in Industrial Mean and Standard Deviation


Arts during the third quarter
period?
3.1 Theoretical
Drafting
3.2 Practical Drafting 4. There is no significant
relationship between the
4. Is there a significant profile Pearson Coefficient of Correlation
relationship between the and ICT performance of
profile Grade
and ICT performance of Grade 7students in Industrial Arts
during the third quarter
7students in Industrial Arts period?
during the third quarter
period? There is no significant Pearson Product Moment
relationship between mean Correlation Coefficient
5. Is there a significant perception of the students in the
relationship following ICT related factors such
between mean perceptions on as availability, practicability,
the students in the following accessibility relevance of use and
ICT user-friendliness and students

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