1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Countries around the world on their government have spent tremendously to

promote ICT integration in teaching and learning. There has been questions if Is

it worth investing so much money and What advantages do ICT have in

education. Many researchers and their studies have given their view points about

the advantages and how ICT can be integrated in curriculum.

Allen (1997) believed that the basic skills of the future are the use of powerful

technologies. The traditional textbook can no longer fulfill the need in the rapid

changing and the information-explosion world. He asserted that the traditional

teacher-centered approach makes classroom no longer an effective system to

prepare students for the realities which they face in the near future.
 2

Information and Communications Technology (ICT) can impact student learning

when teachers are digitally literate and understand how to integrate it into

curriculum. Schools use a diverse set of ICT tools to communicate, create,

disseminate, store, and manage information. In some contexts, ICT has also

become integral to the teaching-learning interaction, through such approaches as

replacing chalkboards with interactive digital whiteboards, using students’ own

smartphones or other devices for learning during class time, and the “flipped

classroom” model where students watch lectures at home on the computer and

use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can

lead to higher order thinking skills, provide creative and individualized options for

students to express their understandings, and leave students better prepared to

deal with ongoing technological change in society and the workplace.

ICT issues planners must consider include: considering the total cost-benefit

equation, supplying and maintaining the requisite infrastructure, and ensuring

 3

investments are matched with teacher support and other policies aimed at

effective ICT use.

Digital culture and digital literacy: Computer technologies and other aspects of

digital culture have changed the ways people live, work, play, and learn,

impacting the construction and distribution of knowledge and power around the

world. Graduates who are less familiar with digital culture are increasingly at a

disadvantage in the national and global economy. Digital literacy—the skills of

searching for, discerning, and producing information, as well as the critical use of

new media for full participation in society—has thus become an important

consideration for curriculum frameworks.

In many countries, digital literacy is being built through the incorporation of

information and communication technology (ICT) into schools. Some common

educational applications of ICT includes  a less expensive laptops have been

designed for use in school on a 1:1 basis with features like lower power

consumption, a low cost operating system, and special re-programming and

mesh network functions. Despite efforts to reduce costs, however, providing one
 4

laptop per child may be too costly for some developing countries. Subsequently,

Tablets are small personal computers with a touch screen, allowing input without

a keyboard or mouse. Inexpensive learning software (“apps”) can be

downloaded onto tablets, making them a versatile tool for learning. The most

effective apps develop higher order thinking skills and provide creative and

individualized options for students to express their understandings. Interactive

white boards allow projected computer images to be displayed, manipulated,

dragged, clicked, or copied. Simultaneously, handwritten notes can be taken on

the board and saved for later use. Interactive white boards are associated with

whole-class instruction rather than student-centred activities. Student

engagement is generally higher when ICT is available for student use throughout

the classroom.

E-readers are electronic devices that can hold hundreds of books in digital form,

and they are increasingly utilized in the delivery of reading material. Students—

both skilled readers and reluctant readers—have had positive responses to the

use of e-readers for independent reading. Features of e-readers that can

 5

contribute to positive use include their portability and long battery life, response

to text, and the ability to define unknown words. Additionally, many classic book

titles are in e-book form. The flipped classroom model, involving lecture and

practice at home via computer-guided instruction and interactive learning

activities in class, can allow for an expanded curriculum. There is little

investigation on the student learning outcomes of flipped classrooms. Student

perceptions about flipped classrooms are mixed, but generally positive, as they

prefer the cooperative learning activities in class over lecture.

ICT and Teacher Professional Development: Teachers need specific professional

development opportunities in order to increase their ability to use ICT for

formative learning assessments, individualized instruction, accessing online

resources, and for fostering student interaction and collaboration. Such training

in ICT should positively impact teachers’ general attitudes towards ICT in the

classroom, but it should also provide specific guidance on ICT teaching and

learning within each discipline. Without this support, teachers tend to use ICT for

skill-based applications, limiting student academic thinking. To support teachers

 6

as they change their teaching, it is also essential for education managers,

supervisors, teacher educators, and decision makers to be trained in ICT use.

Ensuring benefits of ICT investments: To ensure the investments made in ICT

benefit students, additional conditions must be met. School policies need to

provide schools with the minimum acceptable infrastructure for ICT, including

stable and affordable internet connectivity and security measures such as filters

and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use

in pedagogical settings, and discipline-specific uses. Successful implementation

of ICT requires integration of ICT in the curriculum. Finally, digital content needs

to be developed in local languages and reflect local culture. Ongoing technical,

human, and organizational supports on all of these issues are needed to ensure

access and effective use of ICT.

Resource Constrained Contexts: The total cost of ICT ownership is considerable:

training of teachers and administrators, connectivity, technical support, and

software, amongst others. When bringing ICT into classrooms, policies should

use an incremental pathway, establishing infrastructure and bringing in

 7

sustainable and easily upgradable ICT. Schools in some countries have begun

allowing students to bring their own mobile technology (such as laptop, tablet, or

smartphone) into class rather than providing such tools to all students—an

approach called Bring Your Own Device. However, not all families can afford

devices or service plans for their children.  Schools must ensure all students have

equitable access to ICT devices for learning.

 8

 
 9

Inclusiveness Considerations must also be part of the ICT integration

for classrooms. The digital divide refers to disparities of digital media and

internet access both within and across countries, as well as the gap between

people with and without the digital literacy and skills to utilize media and

internet. The digital divide both creates and reinforces socio-economic

inequalities of the world’s poorest people. Policies need to intentionally bridge

this divide to bring media, internet, and digital literacy to all students, not just

those who are easiest to reach. Minority language groups: Students whose

mother tongue is different from the official language of instruction are less likely

to have computers and internet connections at home than students from the

majority. There is also less material available to them online in their own

language, putting them at a disadvantage in comparison to their majority peers

who gather information, prepare talks and papers, and communicate more using

ICT. Yet ICT tools can also help improve the skills of minority language students

—especially in learning the official language of instruction—through features

such as automatic speech recognition, the availability of authentic audio-visual

materials, and chat functions.

 10

Students with different styles of learning: ICT can provide diverse options for

taking in and processing information, making sense of ideas, and expressing

learning. Over 87% of students learn best through visual and tactile modalities,

and ICT can help these students ‘experience’ the information instead of just

reading and hearing it. Mobile devices can also offer programmes (“apps”) that

provide extra support to students with special needs, with features such as

simplified screens and instructions, consistent placement of menus and control

features, graphics combined with text, audio feedback, ability to set pace and

level of difficulty, appropriate and unambiguous feedback, and easy error

correction.

STATEMENT OF THE PROBLEM

This study aimed to assess the Best Practices of ICT Integration in

Teaching in a sampled private institution during the Calendar Year 2018-2019.

Specifically, it sought answer to the following questions:

 11

1. How may the respondents be described as to:

1.1 Sex

1.2 Age

1.3 Subject/s Taught

1.4 Years of Teaching

2. What are the factors that influence the teaching strategy in

terms of;

3.1 Students’ Academic Performance

3.2 Personality Test

3. To what extents are the aforementioned factors influenced the

teaching styles and strategies.

4. What challenges were encountered by the respondents with the

regards to their teaching styles and strategies and how are

these addressed.

5. How may the findings be utilized in crafting a curriculum guide

for Teachers to improve their teaching styles and strategies?

 12

ASSUMPTION

The following assumptions are given:

1. The data gathered are valid and reliable.

2. The teaching styles and strategies of the teachers.

3. The factors that influence the teaching styles and strategies in terms of

identified.

4. The extents are the aforementioned factors influenced the teaching styles

and strategies will be identified.

5. Numbers of challenges were encountered by the respondents with the

regards to their teaching styles and strategies and will give a solution.

6. The findings will be utilized in crafting a curriculum guide for Teachers to

improve their teaching styles and strategies.

 13

SCOPE AND DELIMITATION OF THE STUDY

The study will be conducted at one of the private institution that cater Senior

High School in Caloocan City. Specifically, it will be administered to St. Clare

College of Caloocan’s Senior High School Teachers.

SIGNIFICANCE OF THE STUDY

The study may have supposed significance to the following:

Teachers, for them to restructuralized teaching methods for their students.

Students, for them to be more competent on their ICT-related competence

Administrators, to analyze the situation and provide necessary curriculum for

the teachers

Curriculum Designer, for them to meet the demands of the ICT integration

and produce a better and advance approach curriculum that may enrich the

knowledge, skills and as well as the personality of each teachers preparing them

and develop professional growth.

 14

School, for them to prepare better ICT integration assessment for the teachers

Future researchers, for them to use this research as a guide in their ICT-

related studies

DEFINITION OF TERMS

For better understanding of this study, the following terms are defined

operationally and contextually:

ICT, Information Communications and Technology: integration of the

technological materials for teaching and learning process

Pedagogy, relating to or befitting a teacher or education

Teaching, an act, practice or profession of sharing and transferring of

knowledge to students

Learning, process of acquiring new knowledge and ideas from another

source

Curriculum, the structure of the course offered by an educational

institution
 15

Chapter 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents the literatures and studies from published studies

created by various researchers and internet data which could provide a better

understanding of the study.

LITERATURE deals with the articles from books, magazines and internet in

relation to the topic of this research which will support the conceptual

framework.

Parmley et al. (1997) stated that technology works best as a supporting tool-

making complex processes or creative experience either possible or easier to

accomplish. He thought that technology can offer new ways to provide

meaningful, real-life context for learning, it also allow students to collaborate

with peers and experts across the country and around the World.
 16

Rosener (1997) described IT as good as, or even better than, traditional method

of teaching and learning as it being limitless of time and space. Poole (1998)

pointed out that suitably integrated computer use can contribute to successful

results in the classroom as to: support teaching and learning, support children’s

socialisation, enable children with disabilities to integrate and enables a teacher

to duplicate excellence.

According to Kennewell et al. (2000), integration of ICT in teaching requires

understanding at a deeper level to facilitate the development of strategies and

process to identify opportunities, solve problems and evaluate solution. They

believe that these higher-level objectives require not only technical knowledge

and skills, but the ability to choose an effective strategy for a problem. Poole

(1998) shared his view that the technology is only a tool to both teacher and

student. The effectiveness of the tool depends entirely on the skills they bring to

the learning process. He believed that the teachers’ task is thus to nurture the

students willingness to learn.

 17

Gregoire et al (1996) provided the following important points in respecting

student learning in analysing that the contribution new technologies can make to

teaching and learning:

New technologies stimulate the development of intellectual skills and also

contribute to the ways of learning knowledge, skills and attitudes, but still

dependent on pre-requisite knowledge and type of learning activity. On the other

hand, it spurs spontaneous interest more than traditional approaches of learning.

Nowadays, students using new technologies concentrate more than those in

traditional settings

Moreover the above outlined points are balanced by further genuine

observations. Furthermore, benefits of ICT for students are greatly dependent on

the technological skills of the teachers and their attitudes towards technology.

Skill and attitude in turn are largely dependent on the staff training in this area.

(UNESCO Paris, 2002).

 18

In educational context, ICT has the potential to increase access to education and

improve its relevance and quality. Tinio (2002) asserted that ICT has a

tremendous impact on education in terms of acquisition and absorption of

knowledge to both teachers and students through the promotion of:

Active learning: ICT tools help for the calculation and analysis of information

obtained for examination and also students’ performance report are all being

computerised and made easily available for inquiry. In contrast to memorisation-

based or rote learning, ICT promotes learner engagement as learners choose

what to learn at their own pace and work on real life situations’ problems.

Collaborative and Cooperative learning: ICT encourages interaction and

cooperation among students, teachers regardless of distance which is between

them. It also provides students the chance to work with people from different

cultures and working together in groups, hence help students to enhance their

communicative skills as well as their global awareness. Researchers have found

that typically the use of ICT leads to more cooperation among learners within

and beyond school and there exists a more interactive relationship between
 19

students and teachers (Grégoire et al., 1996). “Collaboration is a philosophy of

interaction and personal lifestyle where individuals are responsible for their

actions, including learning and respect the abilities and contributions of their

peers.” (Panitz, 1996).

Creative Learning: ICT promotes the manipulation of existing information and to

create one’s own knowledge to produce a tangible product or a given

instructional purpose.

Integrative learning: ICT promotes an integrative approach to teaching and

learning, by eliminating the synthetic separation between theory and practice

unlike in the traditional classroom where emphasis encloses just a particular

aspect.

Evaluative learning: Use of ICT for learning is student-centered and provides

useful feedback through various interactive features. ICT allow students to

discover and learn through new ways of teaching and learning which are
 20

sustained by constructivist theories of learning rather than students do

memorization and rote learning.

And a mentioned in “Teaching of ICT” by MIE/IGNOU (2005), improvements in

telecommunication technologies can lead education to provide more

independence to teachers and students through better use of learning resources-

a presentation once made through use of technologies can be showed to

students over and over again. Consequently, motivating to learn-ICTs combine

text, sound, and colorful, moving images that increase learners’ motivation and

their interest to learn. Hence, facilitating the acquisition of basic concepts that

are the foundation for higher order concepts and creativity can be facilitated

through drill and practice as repetition and reinforcement of content and skills

are being focused.

 21

CONCEPTUAL FRAMEWORK

Figure 1

Conceptual Framework

It is a structure of what direction research should take and how it should be

performed.

INPUT PROCESS OUTPUT

1.The respondents be
described as to:
1.1 Sex
1.2 Age
1.3 Subject/s taught
1.4 Years of Teaching

2.The factors that

influence the teaching Utilization of: Action Plan on Best
strategy in terms of; Practices of ICT for
3.1 Students’ Academic  Questionnaire
Performance Teaching
 Focus Group
3.2 Personality Test
Discussion
3.The extents are the
aforementioned factors
influenced the teaching
styles and strategy.

4.Challenges encountered
by the respondents with
the regards to their
teaching styles and how
are these addressed.

5. The findings be
utilized in crafting
curriculum guide to
improve their teaching
styles and strategies
 22

Figure 2

Flow of the Study

The figure in the previous page shows INPUT-PROCESS-OUTPUT model to

present the variables paradigm of the study.

Box 1 is the INPUT of the study, statement of the problem specified in

Chapter 1 which includes the profile respondents, the factors that influence

the teaching styles and strategies of the respondents, the extents are the

aforementioned factors influenced the teaching styles and strategies,

challenges encountered by the respondents with the regards to their teaching

styles and strategies and how are these addressed, The findings be utilized in

crafting a curriculum guide for Teachers to improve their teaching styles and

strategies.
 23

Box 2 is the PROCESS of the study, which includes the instrument that

may be used on the input of the study to arrive at the outcomes. This refers to

the Research Questionnaires and Focus group discussion

Box 3 is the OUTPUT of the study, for the benefit of the study, better

prospect for the Teachers and their styles and strategies in Teaching as a

reference for the future curriculum guide.

RELEVANCE OF THE REVIEWED LITERATURE AND RELATED STUDIES

TO PRESENT STUDY

After a number of reviewed literature and related studies have a been

gathered in relation to the topic of this research, data from internet showed that

the study is similar to its thought

The Hong Kong Special Administrative Region (SAR) government

launched a five‐year ICT strategy in schools in late 1998. It was found out

that on models of change in 18 schools striving to integrate the use of ICT in

 24

teaching and learning across the school curriculum. The study shows that the

strategy adopted by a school in instituting such change and the resulting

variation of pedagogical practices using ICT is strongly dependent on the

school leaders’ vision and understanding of the role and impact of ICT in the

curriculum, their goals and objectives for ICT integration, as well as the

history, culture and background of the school and its general vision and

mission (Yuen, Law & Wong, 2013, pp. 158-170). On the other hand, Lim and

Khine (2016) examined the strategies employed by four Singapore schools (two

primary and two junior colleges) to manage barriers to information and

communication technologies (ICT) integration. Based on the observations of ICT-

mediated lessons and face-to-face interviews with teachers, ICT heads-of-

department and school principals, six strategies are identified and discussed: (a)

appointment of technical support staff, (b) appointment and training of student

ICT helpers, (c) sufficient time for teachers to prepare for ICT-mediated lessons,

(d) collaboration among teachers in preparing ICT-mediated lessons, (e) support

provided by school leaders in addressing teachers’ ICT concerns, and (f) training,

demonstrations or advice for teachers on how to incorporate ICT into classroom

 25

instruction. A further four recommendations are made by the authors to support

these strategies (pp. 97-125).

 26

Chapter 3

METHODS OF RESEARCH

This chapter presents the gathering of data procedures in order to

complete the study. This includes the research design, respondents, sampling

techniques, administration and retrieval of the instruments and statistical tools

used.

RESEARCH DESIGN

The researcher will be using Quantitative and Qualitative Method of

research to arrive at expected outcome of the study. According to USC Libraries

Research Guide, Quantitative method emphasize objective measurements and

the statistical, mathematical and numerical analysis of data collected through

polls, questionnaires and survey, or by manipulating pre-existing statistical data

and generalizing it across groups of people or explain in a particular

phenomenon the goal in conducting quantitative research study is to determine

the relationship between a variable and another variable within the population.

Qualitative approach implies an emphasis on the quality of entities and on

 27

processes and meanings that are not experimentally examined or measured in

terms of quantity, amount, intensity, or frequency. This approaches stress the

socially constructed nature of reality, the intimate relationship between the

researcher and what is studied.

Quantitative Research According to Business dictionary is the use of sampling

technique whose findings may be expressed numerically, and are amenable to

mathematical manipulation enabling the researcher to estimate future events or

quantities. Qualitative on the other hand, is associated with subjective qulity of a

thing or phenomenon, such as feel, taste, expertise, image, leadership and

reputation. This aspect is abstract; either does not require measurement or

cannot be measured because the reality they represent can only be

approximated.
 28

RESPONDENTS

SAMPLING TECHNIQUES

The purposive sampling technique will be used in this study. According to

Research-Methodology.net (2012), Purposive sampling is also known as

judgment and selective or subjective sampling. This technique is used when the

researcher relies on their judgment when choosing members of the population to

participate in the study. Purposive sampling is a method occurs when elements

selected for the sample are chosen by the judgment of the researcher.

Researchers often believe that they can obtain a representative sample by using

a sound judgment, which will result in saving time and money.

The respondents of the study are Senior high school teachers that will be

purposively selected.
 29

INTRUMENTS TO BE UTILIZED

The following instruments were used:

Questionnaire

This instrument is used for the descriptive aspect of the study.

It has (4) four part: Part 1 Profile of the Teachers, Part 2 Academic

Performance of their students, Part 3 Factors influence the Teaching styles and

strategies of the Teachers, Part 4 Factors influence the teaching styles and

strategies through Academic Performance and Personality Test. Lastly, Part 5

Challenges encountered by the teachers with regards to their teaching styles

and strategies as Teachers with solution offered.

CONSTRUCTION OF INSTRUMENT

The researcher based the questionnaire in the statement of the problem. A

draft of the instrument will be written and will be validated by the adviser for
 30

more accurate details. Will be considering her comments and suggestions, the

final draft will be made.

VALIDATION OF THE QUESTIONNAIRE

The researcher will conduct pilot testing of the questionnaire to 15

graduate teachers of ST. Clare College of Caloocan who do not belong to the

sampled respondents. The purpose of the validation is to test the instrument and

to find out if there were questions that are vague difficult to answer.

ADMINISTRATION/ RETRIEVAL OF THE INSTRUMENT

The researcher asked permission and the consent of STI College

Novaliches to utilize some the school data and distribute questionnaires to the

random selected graduates. Retrieval of questionnaires was 100%.

 31

STATISTICAL TREATMENT OF THE DATA

The researcher used of the following statistical techniques:

1. Frequency and Percentage Distribution

This will be used to answer Part 1 Profile of the Teachers, Part 2 Factors

influence the teaching styles and strategies of the Tourism graduates, Part 3

Factors influence the teaching styles and strategies through Academic

Performance and Personality Test. Lastly, Part 4 Challenges encountered by the

teachers with regards to their teaching styles and strategies as Teachers with

solution offered.

It has the following formula: P= Fx 100

Where P = percentage

F = frequency
 32

N = number of respondents

2. Ranking

This will be used in the answer to problems #1, #2, and #3

3. Weighted Mean

This will be used to problem#1 to identify the indicators of tourism

students employability. The five-point Likert-Scale will be used.

Formula:

Wx = ∑fx

___

Where:

Wx = weighted mean

∑fx = summation of the products of frequency and weight

N = total number of respondents