“ICT Awareness of Grade 11 Senior High”

_______________

A Research Proposal Presented to

The Faculty of Victoria National High School
Senior High School
San Gavino, Victoria, Tarlac

_______________

In Partial Fulfilment
Of the Requirements in PR1
Practical Research 1

Cristine Endrado
Erlinda Lapuz
Merfelina Fernandez
Diane Princess R Ilarde

SY 2018-2019
 CHAPTER 1

The Problem and Its Background

Introduction

The use of school technology is essential to be more productive and to improve education

and to improve learning with the help of technology in education will give a good grasp to Victoria

Senior High School students, Nowadays many students who use technology because, and because

of the use of technology will help Grade 11 to make the learning process easier, Nowadays,

many students who use technology because, and because of the use of technology will help Grade

11 to make the learning process easier. The use of computers and the internet helps to improve

student learning, and empowering technology in educational activities. (A Kingsley 2017)

Implementing the use of technology in education will help to advance technology in our

country, and as the Philippines can help with the rapid search of information dissemination, The

Department of Information and Communications Technology said that they plan to develop and

promote the information communication technology (ICT) agenda to support its development in

the Philippines (VL Tinio2003).

Here at Victoria National High School has begun for the implementation of computer use

to better utilize technology, They have been able to personally inform the Senior High school of

Information Communication and Technology (ICT), which we will be sure that next year the

computer equipment will be used by grade 11 students, The use of communication technology is

a great help to grade 11 senior highs in the use of technology in learning as well as communicating

communication as transactional.
 At this time many students use social media technology and other technology tools that are

geared towards many students to develop technology knowledge, to communicate with the use of

technology, and to know how to improve, Pronunciation of English, communicating with people,

There is a much better impact on the Informational Communication and Technology Grade 11

senior high school because of the fast-paced process of school activities and the availability of

more information on the use of technologyAs we know that the development of technology will

change student learning and give a bright future to students in the near future almost all of the

students are good at using computers and know what to do when it comes to learning in technology,

The use of technology is being replaced by the use of blackboards, chalks, and the use of manila

paper reports to students, Over time that advanced technology extends to the Victoria provinces

and people are already aware of and are using technology

Statement of the Problem

1. How the respondents are be described in terms of.

1.1 age

1.2 sex

1.3 school

1.4 grade level

1.5 section/strand

2. What is the ICT awareness of grade 11 in senior high school of VNHS school year 2018-

2019 in terms of?

2.1 knowledge in technology

2.2 Communication skills

2.3 Experience in technology use

 2.4 Understanding of technology

2.5 Gadgets used

3. What is the importance of it in Victoria?

4. Why we need to study (ICT) in education?

Significance of the study

This study will help the use of senior high school computers and be advanced in

technology knowledge, and because of the time the technology is advancing we need to go along

with the modern way of learning, Victoria students need to know the importance of using the

technology and its use in communicating, communication to understand the conversation using

the technology of senior high school education in Victoria national high school

This study only limits the study of senior high schools grade 11 only to Victoria national high

school to improve communication with other people. This study will help the students of

Victoria National High School senior high school grade 11 study ICT education and help those

who seek research about ICT awareness in the future.

Scope and Delimitation of the Study

This research attempted to determine how to become aware of ICT learning students in

VNHS and need to know how to learn computer learning at school communication, To learn

grade 11 students at VNHS computer usage and learn about its activities like digital education

and to know if students are aware of ICT at this VNHS school, And find out what ICTs are

teaching and what are suggestions here, what grade 11 students will learn in this study, and the

modern use of educational technology, What we can expect here in this study, what good it can

do for grades 11 because of the use of modern technology.

Definition of Terms

For better understanding of this study, several relevant term are define as follows:

Technology

Thebranch of knowledge that deals with the creation and use of technical means and their interrel

ation with life, society,and the environment, drawing upon such subjects as industrial arts, engine

ering, applied science, and pure science.

https://www.dictionary.com/browse/technology?s=t

Computer

A programmable electronic device designed to accept data, perform prescribed mathematical and

logical operations at high speed, and display the results of these operations.

https://www.dictionary.com/browse/computer?s=t

Education

the act or process of imparting or acquiring general knowledge, developing the powers of reasoni

ng and judgment, andgenerally of preparing oneself or others intellectually for mature life.

https://www.dictionary.com/browse/education?s=t

Internet

a vast computer network linking smaller computer networks worldwide (usually preceded by the

). The Internet includescommercial, educational, governmental, and other networks, all of which

use the same set of communications protocols.

https://www.dictionary.com/browse/internet?s=t
Communication

Means of sending messages, orders, etc., including telephone, telegraph, radio, and television.

https://www.dictionary.com/browse/communication?s=t
 Chapter 2

Review and Related Literature studies

This chapter reviews related literature and studies which serves as frame of reference for

this study. Related literature and studies, foreign and local, are presented such that some of the

present study’s variables have been tackled.

Related Study

Globalization and technological change—processes that have accelerated in tandem over

the past fifteen years—have created a new global economy “powered by technology, fueled by

information and driven by knowledge.”1 The emergence of this new global economy has serious

implications for the nature and purpose of educational institutions. As the half-life of information

continues to shrink and access to information continues to grow exponentially, schools cannot

remain mere venues for the transmission of a prescribed set of information from teacher to student

over a fixed period of time. Rather, schools must promote “learning to learn,” : i.e., the acquisition

of knowledge and skills that make possible continuous learning over the lifetime.2 “The illiterate

of the 21st century,” according to futurist Alvin Toffler,“will not be those who cannot read and

write, but those who cannot learn, unlearn, and relearn.” Concerns over educational relevance and

quality coexist with the imperative of expanding educational opportunities to those made most

vulnerable by globalization—developing countries in general; low-income groups, girls and

women, and low-skilled workers in particular. Global changes also put pressure on all groups to

constantly acquire and apply new skills. The International Labour Organization defines the

requirements for education and training in the new global economy simply as “Basic Education

for All”, “Core Work Skills for All” and “Lifelong Learning for All” (VL Tinio2003).
 The Pacific eLearning Observatory at the University of the South Pacific. USP (2017)

conducted an online survey of educational technologists (n = 60) to assess levels of access to

information and communication technologies (ICT) in education and identify ways of lowering

the barriers to ICT in the Pacific region. Almost half of USP’s 22,000 students are distance based,

and access to ICT Defines their learning activities. The survey addressed perceptions of

educational ICT, development strategies and initiatives, and ‘guesstimates’ of ICT accessibility.

Results show ICT access between 1 and 11%, with tertiary‐level access at 70%. Capacity

building, curriculum development, infrastructure, policy, and government support are the most

important development factors. Findings are analyzed through eight barriers to education, and

proposals are made to help USP improve access to ICT in the region. (R Whelan2008)

This paper reports research on cross‐national collaboration through Information and

Communications Technology (ICT) within the statutory curricula of 10 special schools in Northern

Ireland and the Republic of Ireland. Working in north–south paired classes, the pupils carried out

joint tasks using asynchronous computer conferencing and videoconferencing. The full spectrum

of learning difficulty and disability was represented amongst the participating pupils. Interviews

were conducted to elicit the views and experiences of the teachers in the 2002/03 cohort. The main

aims were to discover whether cultural awareness developed through joint tasks using the two

technologies, if computer conferencing improved literacy and ICT skills, and if videoconferencing

enhanced oral communication. The results showed that cultural awareness developed as far as

cognition allowed, when pupils in partner schools became aware of similarities as well as

differences. Those with sufficient keyboard ability benefited from computer conferencing and ICT

competence improved, but the much preferred medium for collaborative, inter‐school work was
videoconferencing. All but the most dependent pupils could participate, and valuable, transferable

social and communication skills were acquired. (L Abbott2004)

The rising trend of poor performance of students and teachers on the aggregate in the third

world countries have left relevant stakeholders in the educational enterprise and government little

doubt of national set-back in human capital development through the leaning/teaching processes.

This scenario tends to rate the third world countries as been educationally backward compare to

developing and developed countries. In spite of numerous possible steps taking by various

stakeholders in the education sector to salvage the situation, little or no result has been proven to

be solution insight. The innovation of the Information Communication Technology (ICT) in

modern teaching, which is a pivotal for national development, has not been inculcated in third

world Countries. It is against this background that this paper positioned that Information

Communication Technology (ICT) should be inculcated in the educational system of the third

world countries for Teaching and development. This will ensure that the third world countries

educational system would be able to meet best global practice in teaching which is a pivotal for

development. (A Kingsley 2017)

Information and communication technologies (ICT) have become commonplace entities in

all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the

practices and procedures of nearly all forms of endeavor within business and governance. Within

education, education is a very socially oriented activity and quality education has traditionally

been associated with strong teachers having high degrees of personal contact with learners. The

use of ICT in education lends itself to more student-centered learning settings. But with the world

moving rapidly into digital media and information, the role of ICT in education is becoming more

and more important and this importance will continue to grow and develop in the 21st century. In
this paper, a literature review regarding the use of ICTs in education was provided. Effective use

of ICT for Education, along with ICT use in teaching learning process; quality and accessibility of

education; learning motivation. Learning environment. Besides, an overview of the ICT and

scholastic performance. (2013 Syed)

Foreign

In present scenario, condition of rural education is still very poor. In some villages, there

are very few Government schools, children have to travel far away distances to avail these facilities

and most schools in these locations do not provide computer education. Once I visited my own

village ―Rampur Shyam Chand‖ in Raghopur Block of Vaishali District, Bihar, India. In this

Block there are so many Government schools up to primary and upper primary level. Despite of

all these primary schools, only two or three High Schools are there. All of them are from British

period. 10+2 level education facility is not available in these schools, because of this reason lots

of students have been migrated from this area and settle in Patna or Hajipur for continuing their

further education. Once I visited one of the oldest and popular school namely ―Rampur High

School‖ situated in Rampur Village, find out lack of building infrastructure, electricity, telephone

facilities, Experienced and skilled teachers. When I entered in computer room, I was shocked to

see the condition of lab. Computers are not installed there in systematic order and basic software

is not installed on to them. I talked to the Co-coordinator of that Department, he told me that we

had computers, but no any computer teacher and technical person appointed for this by the

government. We only avail computer classes through local people by giving some honorarium by

our own contribution. The quality of ICT based education facility is very poor. The teachers get

very less income so, most of the time the teachers are either absent or they do not teach properly.
There are many initiatives taken by the government, but they are not implemented in the schools,

so the present scenario remains the same. (R Niraj 2012).

This article is a summary of the work carried out by the Ministry of Education in Turkey,

in terms of the development of a new ICT Curriculum, together with the e-Training of teachers

who will play an important role in the forthcoming pilot study. Based on recent literature on the

topic, the article starts by introducing the “Fatih Project”, a national project that aims to effectively

integrate technology into schools. After assessing teachers’ and students’ ICT competencies, as

defined internationally, the review continues with the proposed model for the e-training of

teachers. Summarizing the process of development of the new ICT curriculum, researchers

underline key points of the curriculum such as dimensions, levels and competencies. Then

teachers’ e-training approaches, together with selected tools, are explained in line with the

importance and stages of action research that will be used throughout the pilot implementation of

the curriculum and e-training process. (Y Gülbahar, M Ilkhan, S Kilis 2013)

Leapfrogging is the word most technical people would use to describe the advancement, at

least in infrastructure, that has occurred in Ethiopia in less than 10 years. Even though the country

may still have one of the lowest tele-densities in the continent, there are signs that this situation

will soon change. The WordNet, the e-government communication backbone, developed by the

Ethiopian Telecommunication Corporation, is a promise and a major enabler for rapid ICT

development in the country. Already the public sector and the education sector have begun to

benefit from this network, and the health and agriculture sectors have been lined up for the next

phase. With all this and a corresponding ICT for education policy and implementation plan,

Ethiopia is set to become a model ICT user on the continent. The infrastructure seems to be falling
into place and the policies and strategies are already there. The challenge now is for the

government to effectively co-ordinate the implementation of the strategy. (Harry Hare 2007)

This study aims to review the strategies of preparing pre-service teachers to use new

technologies to enhance subject matter training in teacher education (ITE) programs in various

contexts, and intends to come out with the some possible ways of pedagogically appropriate

integration of Information and Communications Technology (ICT) into Turkish ITE programs.

Through the literature review, perspectives from German, British, American, Japanese and Turkish

ITE programs are examined in terms of the diffusion of ICT and as a result general strategies of

integrating ICT into the ITE programs are articulated. Literature suggests that there are four

essential factors which need to be taken in to consideration when ICT is intended to be

implemented into ITE. These vital factors are; ICT infrastructure and physical resources,

curriculum and policy development, training lecturers and pedagogical training of teachers in ICT.

At the end of the paper, a critical analysis about pedagogically appropriate integration of ICT into

ITE programs is made. (T Altun 2007)

Green ICT is the study and analysis of creating, improving and sustaining environmental

ICT practices in an organization. Globally, innovative educational institutions focus on utilizing

ICT such as lecture video recordings, lecture broadcasts, learning images, texts, and worksheets

for idea generation and teaching/lecture purposes. Using Accra Polytechnic in Ghana as a case

study, this paper analyzes the possible ways that educational institutions can implement green ICT

in order to ensure that their environment is economically sustainable. This research aims at further

increasing awareness regarding the advantages and limitations on green ICT in Ghana in addition

to providing guidelines for ICT utilization. The goal of the green ICT/computing is to reduce the

use of hazardous materials found in computer systems; to maximize the product lifetime and to
promote recyclability and biodegradability of defunct and factory waste products. This paper

therefore discusses different approaches such as server virtualization, PC and printer consolidation,

active power management, central inverter systems and upgrading ICT equipment. Such strategies

will enable educational institutions in Ghana, specifically, Accra Polytechnic to sustain their

environment when undergoing ICT practices and procedures. (N Quaynor 2016)

Local

A survey was conducted among a sample of school guidance counselors in Metro Manila,

the Philippines, to determine their level of awareness, attitudes, and extent of practice of ICT in

the conduct of their work. The respondents showed a higher level of awareness of

communication technologies than of information technologies. They spent an average of 1.2 h

per day using a computer in the workplace. Most used ICT for writing letters and reports, calling

parents, and keeping records. Appraisal and counseling were conducted frequently but these

were done mainly using paper-based and face-to-face methods respectively. Their primary

sources of guidance-related information were print-based, but a few also cited the Internet. The

respondents had a positive attitude to the use of ICT in guidance. They reported confidence and

productivity in using ICT in their work, while also reporting a need for further training. They

also believed that ICT proficiency should be a required skill for professional counselors.

However, costs, confidentiality, and security were important issues that the respondents

identified as needing to be addressed. (LR Vinluan 2011)

The Philippines, an archipelago of 7,100 islands in Southeast Asia, faces new opportunities

as it competes with the rest of the world in the information and communication technology (ICT)

arena. New industries including call centers, foreign medical transcription services, and the hugely
popular multiplayer online gaming systems require the rolling‐out of a much needed ICT

architectural backbone and support systems, and a readily available pool of ICT‐trained workers.

This article describes the development of the Maguinda Multipurpose Community Tele center, a

rural facility designed to provide this type of support; the experiences, successes, and lessons

learned from a research and development project implemented at the site; and qualitative insights

into the effects of the ICT intervention on the lives of the Maguinda residents. Emphasis is placed

on the importance of community development principles in rural distance education

implementation. (AJ Ramos, G Nangit, AI Ranga, J Triñona 2007)’

Education has over the years moved from one stage of development to the other with its

peculiarities and challenges. There have also been series of innovations, strategies and policies

based on the changes in the society. Some of these changes require technological approach which

usually poses challenges because the country, like other developing countries, is ill-prepared and

unable to immediately address each educational challenge as it appears. The paradigm shift,

general acceptance of the new move or model in global technological education, government

policies and massive enrollment for e-education and e-learning by the learners, the attitudes of all

concerned in the design and full implementation of ICT and e-learning policies in education should

be sustained. Some of the students and even the teachers or facilitators may still prefer the print

materials which may limit their knowledge, effectiveness and resourcefulness with time. As a

result, there is an increase in demand for a more flexible and cost effective means of education

through e-education, e-learning or open and distance learning. This has brought a paradigm shift

on how people generally view the significance of e-learning for higher education in Philippines.

(M Acosta 2016)
 Education systems around the world today are confronted with at least two challenges. One

of these is how to produce a globally competitive workforce, workers with “a whole spectrum of

knowledge and skills to deal with technology and the globalization of knowledge” as well as the

“flexibility to acquire the new skills required for new jobs.” (Haddad and Draxler, 2002, p. 6) The

other challenge is how to respond to the growing international concern for the enhancement of

human freedoms and general quality of life— that is, how to promote among citizens the values

of democracy, civic participation, human rights, gender equality, social justice and peace. (Haddad

and Draxler, 2002; Little, 1994) Although not necessarily contradictory, or even incompatible,

these two challenges receive different levels of emphasis, reflecting two different perspectives on

the purpose of education. (PB Arinto 2006)

 Conceptual Framework

This study determine the ICT Awareness of Grade 11 Senior High School in terms of
computer learning, advantage of advantage of ICT, and benefits of ICT It also determine to
improve this propose for awareness of ICT in Victoria National High School Senior High.

How the respondents are

be described in terms of.
Age
Sex
School
Grade level
Section/strand
What is the ICT awareness of
grade 11 in senior high school of
VNHS school year 2018-2019 in
terms of?
Knowledge in technology
Communication skills
Experience in technology
use
Understanding of technolog
What
y is the importance
of Gadgets
it in Victoria?
used
1. Why we need to
study (ICT) in
education?
 CHAPTER 3

Research Methodology

This chapter shows the methods and techniques of the study, Population and sample of the

study, research instruments, and data gathering procedures.

Research Design

In this research, the researcher use Descriptive design is a scientific method which involves

observing and describing the behavior of a subject without influencing it in any way. The

researcher use interview to evaluate the students in Victoria national high school grade 11 senior

high and to understand the effect of ICT to the students in grade 11, to determine, what is the

process used to research the grade 11 students, senior high is to create a better questioner that

students will be interest and easy to understand the question, we choose different classification of

a student that define how ICT innovate them based on their status of the school.

Respondent of the study

The subject of the study compose of 100 (100%) grade 11 senior high school students

receiving blended instruction will be chosen as experimental group of the study, those receiving

house instruction will be interviewed, and the respondents will interview 10 Senior high school

students from Victoria National high school.

Sampling Technique

Random sampling is the basic sampling Technique where we select a group of subjects (a

sample) for study from a larger group (a population). Each individual is chosen entirely by chance

and each member of the population has an equal chance of being included in the sample.
The researcher will use questioners that are shared with senior high school students and we get

inspiration and ideas from article blogs and textbooks.

Procedure

In this study, to determine the ICT Awareness of grade 11. the researcher will be use survey

using questionnaire to determine the awareness in ICT on grade 11, to gain information to the

students how their aware in ICT, the researcher will ask the permission from the respondent for

the information needed in this study.

Research Instrument

The following instrument will be used in the conduct of the research.

Questionnaire. Instrument consisting of a series of questions for the purpose of gathering

information from respondents. The researcher will question that they would answer on the paper

and distribute to colleagues in the study.

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