JENSEN RYAN T.

LIM
Ed tech Uniting
1. Why are teachers reluctant with the use of technology inside the classroom?
The importance of education in the future of our country cannot be over-emphasized. It was
Jose Rizal who said that the youth are the fair hope of our fatherland. And the molding of our
youth into excellent and productive future citizens and leaders of our country lies mainly in the
hands of our teachers with whom children spend most of their growing up and learning years.
Unfortunately, most teachers, especially in the public school system which has a limited
budget and yet where most Filipinos undergo their education, take on this crucial role with scant
resources. They have to tap their own ingenuity and resourcefulness to fully deliver on the
challenge before them. However, with the advent of the era of Information and Communications
Technology or ICT, teachers can now make use of ICT to expand and enhance their teaching
capability and methodology. The children learn better and faster and become adept at using ICT
tools themselves.
Microsoft Philippines has long been a partner of the educational community in promoting the
use of technology in the education sector. It organized the Partners in Learning (PiL) program in
2003. The aim of PiL was to empower teachers and students to achieve their fullest potential by
providing greater access to the latest computer technologies, comprehensive ICT skills
development and locally-tailored training for teachers on ICT integration into curriculum and
learning.
Worldwide, Microsoft has committed more than US$250 million in cash grants over 5 years to
government agencies, businesses and schools. In the Philippines, in 2004 alone Microsoft
invested US$2.5 million or P125 million in the program, a testament to its long-term
commitment to assist local schools, teachers and partners. Through the PiL program, an ICTenabled infrastructure has already trained more than 3,000 public high schools nationwide. PiL
has also forged an online network of over 4,000 teachers nationwide.
The real impact of PiL is better felt when seen in the context of the neighborhood school,
especially in the provinces. In Cebu, the Punta Engao High School and the Science and
Technology High Schols are reaping the benefits of being PiL partners schools.
Punta Engao High School
Punta Engao High School (PEHS) is located in the last barangay on the northern part of
Lapu-Lapu City and has 7 classrooms, 6 teachers and 356 students. Using a computer laboratory
with 20 computer units and one server donated by the LGU (Lapu-Lapu City Government),
PEHS implement integrates ICT in the teaching-learning process through the PiL program
which it only began implementing in school year 2005-2006.
Science and Technology High School
At the Science and Technology High School, a 138-student school in Basak, Lapu-Lapu,
ICT is not confined to computer lessons but is integrated in the curriculum to improve
understanding, retention, and motivation in different subject areas.
"Using technology in education not only lets the students learn the concepts fast and easy
but also allows them to have a better understanding of why they are studying those concepts and

what they can do with it," said Donald Dungog, STEC-ICT Coordinator / Teacher - I, Science and
Technology Education Center, Science and Technology High School.
"Genuine understanding comes from real and hands-on approach. The students have the
chance to see where their knowledge leads them and have a full grasp why they needed to hone
those skills to their benefit. With the help of technology, our learners are intrinsically motivated.
They are the ones who want to study more because there is so much to learn," shares Dungog.
"Technology brings new information, new challenges, and new ways to learn. With technology,
new generalizations and outcomes have been demonstrated and performed by our students with
more resources and more content,"
For the school's instructors, they are more excited each day because of non-routinary tasks
they undertake to prepare and perform with the students. With fast, easy, efficient and more
accurate information readily available on the Internet, teaching instructions are centered on
students, teaching them how and what to learn so that they themselves teach each other.
According to Dungog, the school has experienced a paradigm shift - from being locallyinformed to being globally competitive. "We are not only limited to the resources, norms and
standards we gathered on our own, but also, with the PiL program we have compared ourselves
to the global standards where our resources are boundless and our dreams are unto our reach."
Concludes the teacher: "I think they are very fortunate to have these kinds of programs in
their time. I wish I had these opportunities during my high school days. But, I have no regrets
because I see my students having these same dreams. We teachers never cease to be amazed by
the output of our students. Their ideas now are far beyond our expectations. If students are
upgraded that way, so should we, their teachers."

Ms. Marivic Abcede of the Department of Education presented these highlights of the
integration of ICT in the Philippines' educational system.
Policies On The Use Of ICT In Education:
The Philippines Department of Education (DepEd) has policies on the use of ICT. These are:
1. Technology must be studied first as a separate subject, then applied in other learning areas
as a tool for learning how to learn.
2. The application of computer skills to the other learning areas is a curriculum policy that
stems from the principle that teaching-learning must not be textbook-driven, and educational
processes should take advantage of technological developments, including the application of
ICT in teaching and learning, where appropriate.
3. An education modernization program will equip schools with facilities, equipment,
materials and skills and introduce new learning and delivery systems necessary to capitalize
on recent technological developments.
Financial Resources
Since 1996, an annual appropriation has been provided for the procurement of computer
hardware, software and courseware for teacher-training. In calendar year 2002, this allocation
amounted to P 155 millions (US$ 3.1 million).
The bulk of investment requirements for implementing ICT in education comes from
government funding. However, the DepEd involves other government agencies, local

governments and the private sector to finance various components of building up a program in
ICT in education.
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 carried out by the
local businesses and the operation and maintenance costs shouldered by city and municipality
governments.

Factors affecting the reluctance of the use of Technology in the Philippine Classroom
Setting
1. Lack of Facilities
-

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?

2. Lack of Trainings
-

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.

3. 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,
2002). 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).

4. Time
-

The time excuse seems to rear its ugly head more than any other reasoning to
not move forward with technology integration. The fear of not being able to meet
national and state standards as well as mandates leaves no time in the minds of
many educators to either work technology into lessons, the will to do so nor the
desire to learn how to. Current reform efforts placing an obscene emphasis on
standardized tests are expounding the situation. This is extremely unfortunate
as integrating technology effectively does not take as much time as people think.
Educators would be well served to spend a little time investigating how
technology can be leveraged to engage learners. Once they do, their fears will
subside as it will become apparent that standards and mandates can still be met
while making learning more relevant, meaningful and engaging for students.

With budget cuts across the country putting a strain on the financial resources
of districts and schools, decision-makers have become fearful of allocating funds
to purchase and maintain current infrastructure. This is unfortunate as there
are many creative ways to cut costs as well as free resources that can be used
with existing infrastructures. Schools can utilize cost-effective lease purchase
programs for computers, investigate the implementation of a Bring Your Own
Technology (BYOT) program, or promote the use of a plethora of free Web 2.0
tools. After all, where there is a will, there is a way. Cost can be prohibitive at
times, but there are ways to overcome this and move forward.

4. Cost

5. Assessment
-

Many teachers and administrators alike often fear how students can be
appropriately assessed in technology-rich learning environments. This fear has
been established as a result of a reliance on transitional methods of assessment
as the only valid means to measure learning. Projects involving the use of
technology that unleash creativity, promote critical thought, have students solve
problems and enhance communication/collaboration can easy be assessed with
teacher-developed rubrics. There are also many software and web-based
computer programs aligned to standards that have assessments embedded into
them while offering real-time results and feedback.

6. Control
-

For technology to be not only integrated effectively but also embraced, a culture
needs to be established where teachers and administrators are no longer fearful
of giving up a certain amount of control to students. The issue of giving up
control seems to always raise fear even amongst many of the best teachers as
schools have been rooted in structures to maintain it at all costs. Schools and
classrooms do not and will not spiral out of control when we allow teachers the
flexibility to take calculated risks to innovate with technology or permit students
to learn using social media or their own devices. To truly create an innovative
culture of learning, we must not fear failure either. When we give up control a
certain level of failure will follow --- however, it is from failure that we learn best
and become better.

Conclusion
ICTs can be used to improve the quality of learning. They can promote learner motivation,
mastery of basic concepts, and the development of higher order thinking and lifelong learning
skills. However, ICT is complex and confusing, and it deeply encroaches on the processes of
education. Lack of vision, lack of consensus and lack of policy on how to integrate ICT in
education consistently, are not very helpful either (Westera, 2005). ICTs, cannot by themselves
resolve educational problems in the developing world, as such problems are rooted in well
entrenched issues of poverty, social inequality, and uneven development. What ICTs as
educational tools can do, if they are used prudently, is enable developing countries to expand
access to and raise the quality of education. Prudence requires careful consideration of the
interacting issues that underpin ICT use in the school, policy and politics, infrastructure
development, human capacity, language and content, culture, equity, cost, and not least,
curriculum and pedagogy (Tinio, 2002 ). Motivation, innovation and sustainability of ICT
development programs depend on the kind of leadership that exists. Educational leaders are
effective when they are able to influence members of the organization to believe what they
believe. Resistance is often encountered when change is introduced. Yet, it takes a good leader to
plan, persuade and perform actions that will allow the different functions to collaborate, share
resources and work together to achieve a common goal. Technological leadership is a crucial
component in order to develop and implement ICT curriculum standards. Teachers attitude,
skills and acceptability of utilizing ICT in the classroom pose as an apparent obstruction,
however, the support coming from school principals and administrators and the government to
innovate, monitor and sustain good practices is a major contributor to the success of
implementing these standards.
Developing ICT curriculum standards for K-12 schools in the Philippines seems to be a
long decision process, yet the urgency to do it should be realized now as technology is becoming
more and more crucial in the lives of Filipinos as they follow the path of economic growth and
strengthening of a nation. The researcher believes that the first step is to accept the need to
formulate these standards, know and prepare for the challenges ahead, have the will to pursue it
by utilizing whatever resources are available, and be able to carry on the appropriateness,
effectiveness and sustainability of ICT integration in schools, keeping in mind that its success
lies in the hands of Filipino educators who are committed to make their education system work
in the midst of many barriers to learning.
2. How do teachers maximize the use of technology/gadgets in their spare time?
Introduction
The 1987 Philippine Constitution clearly states that Science and Technology (S &T) are
essential for national development and progress. The State shall give priority to research and
development, invention, innovation, and their utilization; and to S & T education, training, and
services. It shall support indigenous, appropriate, and self-reliant, scientific and technological
capabilities, and their application to the countrys productive systems and national life (Section
10 of Article IV). Moreover, Section 17 of Article XIV from the 1987 Philippine Constitution
mandates the State to give priority to education, S&T, Arts, Culture and Sports with the goals of
fostering patriotism and nationalism, accelerating social progress, and promoting total human
liberation and development (de Leon, 2002).
In realizing the aforementioned statutes and national policies, the Philippine Department
of Education (DepEd) stresses that Information and Communication Technologies (ICT) must be
an integral part of all learning areas, both hardware and software. Hence, according to the

education department of the country, e-learning and the use and application of ICT must be
employed in all subjects because this is now the most viable intervention in educational reform.
Framework
I use gadgets to deliver the lessons in my class, I usually dont bring a lot of stuff in the
classroom to make every little time comfortable for me and students. Here are some gadgets or
teaching tools I use to maximize the use of technology in the classroom.
A. Hardware Requirements

A Tablet - with this gadget teachers can take notes prior to class so they can be prepared
on any lessons. This would also minimize the books for a teacher to bring. Also, when
teachers want to hold outdoor classes they dont have to bring their teaching equipment
along. Tablet can be not iPad, but should be a good tablet to use as an ebook reader. A 7
inches tablet is already ideal for a great discussion.
A Laptop - as we can see in many web pictures and now available in most computer
laboratories, most students use laptops in classes instead of normal paper or notebook
nowadays. So a teacher can use a laptop (which might be a replacement for a tablet) for
lessons and notes. You can bring your spreadsheet instead of bringing classcard, if you
have internet connectivity, you can place your files in cloud for easy access anywhere.
Mobile Internet and a Mobile Phone Internet is a great source of information, this could
give you a link to most resources available online, even from a single dictionary to an
expanded idea.
An optional Projector - a USB powered is an ideal one, there are some new projector or
DLP available in the market which is usb powered like Epson EMP-1715. The reason why
I call it optional, because you dont need to use Projector always during class, you can still
use the traditional method or even allow your student to bring tablet (hehehe) for a
different learning experience with Internet connectivity.

B. Software Requirements

Office Application Software This includes a word processor, spreadsheets and a

presentation. Yes! I am taking about Microsoft Office since it is the most popular format
available.
PDF Reader e-book are now available, you can put your ebook in your tablet or laptop for
easy access.
Browsers, Cloud and Online Drive Instead of putting your files locally, why dont you
uploaded it online for easy access. Also browsers are needed for you to access cloud online.
A Projector - a USB powered is an ideal one, there are some new projector or DLP
available in the market which is usb powered like Epson EMP-1715.

Common actions of teachers during spare time with their gadgets

Teachers in training can now keep abreast of the latest in digital technology and educate
themselves in effectively integrating the use of high-technology gadgets in their teaching.
1. Visiting Text Messages in Cellular phones teachers usually look into their cellphones
once in a while to know if someone sent a message important, or not.
2. Playing APK games in Smart Phones - APK (application package files) are a compressed
single-file package of an Android app. The APK must be executed once (by tapping on the
file) for the application to be installed and able to run on the Android device.

3. if there is an available Open Wifi, teachers tend to connect for free Sometimes, they visit
facebook and upload images to instagram. But few are familiar with tweeter. Or they use the
internet to update the applications in their android/ios phones.

4.

Checking of Division Wiki Website - Wiki is an online technology that allows to create a

collective information website on the internet. Designing is fast and simple. The content can be
written and edited by everyone. Every user has the ability to edit and enhance the existing
content. Memos are one of the sought after part of being a teacher, because many teachers would
want to attend seminars outside the school in order for them to freshen up and avoid the
monotonous teaching in the classroom.
5. Research using the internet - On the Internet, on the other hand, "anything goes." Anyone can
put anything they want on a Web site, there is no review or screening process, and there are no
agreed-upon standard ways of identifying subjects and creating cross-references. This is both the
glory and the weakness of the Net - it's either freedom or chaos, depending on your point of view,
and it means that you have to pay close attention when doing research on-line. There are a great
many solid academic resources available on the Net, including hundreds of on-line journals and
sites set up by universities and scholarly or scientific organizations.
6. Internet-Based Tools that support Instruction - This item is designed to be downloaded by
professional development personnel for use in training of paraprofessional staff. Materials may
be used as is or customized. A closely related term, e-learning, refers to the use of modern
technology, such as computers, digital technology, networked digital devices and associated
software and courseware with learning scenarios, worksheets and interactive exercises that
facilitate learning.
7. Listening to music through mp3 players - The MP3 ((MPEG) Moving Picture Experts Group
Layer 3); player is the most recent in an evolution of music formats that have helped consumers
enjoy their tunes. Records, 8-track tapes, cassette tapes and CDs -- none of these

earlier music formats provide the convenience and control that MP3 players deliver. With an
MP3 player in hand or pocket, a consumer can create personalized music lists and carry
thousands of songs wherever they go.
Conclusion
OUR world today is changing fast due to the introduction and upgrading of technology.
Most people say technology has brought positive results because of the improving social wellbeing in our societies. However, there are people who are skeptical about the positive changes
that technology has brought about. Technology has enhanced modern life in many ways two of
them being communication and transportation.
Before the advent of the telegram and telephone, moving information from one place to
another for long distances was quite challenging and unmanageable.
If we look at it today, information can be conveyed from one end to another swiftly within
an instant. The global news networks have helped people all over the world through informing
them.
For instance, news can be presented on what is happening on the other side of the world
instantly, weather forecast and natural disasters are foretold before they occur.
Transportation means have improved significantly. Goods and people can be transported
from one destination to another reliably and efficiently resulting in building up of the economy
and social well-being of a country.
Technology has cut distance between people and brought the world together making our
lives quite easy and convenient.
Education systems have improved quite well although some developing countries have
obstacles on upgrading their technology because of other matters. It is now easier to do academic
research or work because of the internet, television or using other specific types of advanced
machinery.
As one Roman Catholic priest put it: "The information and knowledge of the Bible has
taught quite a lot of people since the creation of Facebook and Twitter."
Most things are now being done through the internet; that is shopping, school work,
banking and work assignments. Because people do not move their bodies due to technology, it is
literally killing our social behavior.
Some people have become overly dependent on technology as a result making them lazy
and ignorant of other aspects of life. Technology has simplified our lives but we should use it
wisely knowing what can occur in the future as a result of its use.
Has technology simplified our lives or it has destroyed it? It's now up to you to decide. But
I urge you to think twice before you use it.

3. Educational Media Center (illustration)

The Educational Media Center (EMC) provides visual and audio media such as videos and
CDs for teachers to use in their instructional program. The EMC accommodates teachers with
many other services and equipment which includes cut shapes, laminating, and chart making
machines. Use of these materials is an integral part of classroom instruction and provides the
students with many enriching experiences not available when teaching is limited to textbook
only.