Asction Research

Lopez National Comprehensive High School Lopez, Quezon

The Effectiveness of Information and Communications Technology (ICT) Empowerment in Bridging the Digital Divide among the Senior High School Students of Lopez National Comprehensive High School I.

CONTEXT AND RATIONALE

Focusing on use of the computer as an object of instruction, this paper provides a rationale for teaching computer literacy and explores a variety of definitions for the term. Also discussed are various curriculum approaches that are being developed to teach computer literacy content, which include teaching the content in a separate course and the infusion of computer literacy skills within an existing curriculum. Microcomputers are responsible for the increased interest that educators have for using computers as a method for delivering instruction and as an object of instruction. This paper, focuses on using the computer as an object of instruction or as it is more commonly termed "Computer Literacy". The paper provides a rationale forteaching computer-literacy and explores a variety of definitions. Also discussed are various curriculum approaches that are being developed to teach computer literacy content. These approaches include teaching the- content in a separate course and the infusion of computer literacy skills within an existing curriculum. Finally, the paper addresses the problems that are resulting from this new effort curriculum development, specifically, teacher training and equality of access to computer skills.

Technology provides students with multiple pathways to learning. As the number of computers increase in classrooms, students are provided with immense opportunities to engage in a variety of learning modalities (i.e., visual, auditory, and/or kinesthetic) during the learning process (Lee & Vail, 2005). For computers to have an impact on children’s learning, computer activities need to support overall educational goals. When technology is infused within the curriculum, young learners are provided a set of learning tools to assist them in achieving developmental academic goals across the curriculum (Judge, 2001).

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Today, computers play a big role in education especially in developing countries like the Philippines. According to Casiano (2007), computer has a capability for administrative and managerial users, namely: easing enrollment procedures, preparing transcript of records, recording grades, paying school fees, and others, as well as for teaching purposes. Moreover, it has given way to the development of multi-media which is creating an exciting and very real interactive learning environment.

Being computer literate gives the learner an opportunity to excel in rapidly changing environment in technology. According to Reynolds (2007), computer literacy means being knowledgeable about the capabilities of hardware and software and understanding how computers and the internet can enhance student’s educational experiences.

The government and the education department has come up with plans for computer literacy of learners as well as teachers. According to Carandang (2010), Senator Angara urged the incoming administration to legislate an integrated computer education. He also proposed the creation of the Board of Computer Education. The proposed board will promote the Build-OperateTransfer (BOT) scheme of the program, which is facilitating the computer literacy training of teachers. Angara also urged to integrate computer subjects in private and public schools from elementary up to high school; providing materials and equipment to be used in implementing computer literacy. They are making laws and bills like House Bill No. 632 introduced by Senator Escudero (2003), an act to integrate a computer education program into the educational system and for other purposes, for pursuing the objectives in achieving goals for better quality education. In schools, some books used by teachers have additional information and useful links that can be accessed in the internet. There are times that the researcher integrates academic subjects for the hands-on activity of students in their computer subject. If the teachers know how to use computer and its applications, it will be easy for them to understand the advantage of being computer literate. Also, students will realize that the computer is not only for fun and entertainment but for their own benefit. According to Carlson and Gadio (2002), educational technology is not, and never will be, transformative on its own. It requires teachers who can integrate technology into

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the curriculum and use it to improve student’s learning. Teachers are the keys to how technology is used appropriately and effectively.

II. REVIEW OF RELATED LITERATURE

Computer-Assisted Instruction Over the past three decades, educational researchers have investigated the effects of computer use on student achievement and attitudes. This area of research is expanding to include computer applications in support of the academic curriculum (Lee & Vail, 2005; Simic, 1993). Terms such as computer-based education (CBE), computer-based instruction (CBI), and computer-assisted instruction (CAI) are commonly found in the literature. CBE and CBI often refer to the general use of computers in the classroom setting. Such use may involve many facets of instruction and can utilize a variety of computer technologies and applications (e.g., databases, drill and practice, Web quests). CAI is used when describing more specific applications such as drill-and-practice, tutorials, or simulation activities offered either as a stand-alone activity or supplemental activities to enhance teacher-directed instruction (Cotton, 1991). A summary of 59 CAI research studies compiled by Cotton provides insight into the benefits and effects of CAI. A few of the research findings shared by Cotton include: (a) The use of CAI as a supplement to conventional instruction produces higher achievement than the use of conventional instruction alone; (b) students learn material faster with CAI than with conventional instruction alone; (c) CAI is beneficial for younger students; (d) CAI is more beneficial for lower-achieving students than higher-achieving students; (e) students with disabilities achieve at higher levels with CAI than with conventional instruction alone; (f) students’ fondness for CAI activities centers around the immediate, objective, and positive feedback provided by these activities. Hall, Hughes, and Filbert (2000) further investigated the effects of CAI on reading instruction for students with learning disabilities. Their research found: (a) the CAI software used in research studies where students made significant gains involved software that was carefully designed to incorporate systematic instructional procedures found to be effective in reading instruction (i.e., explicit, strategic, and scaffolded instruction, engaged time, success rate, and corrective feedback); (b) research reinforces the need to apply systematic, elaborate corrections 3|Page

for students to learn efficiently and effectively; and (c) the application of CAI as supplemental activities to teacher-directed instruction had significant outcomes favoring CAI over other interventions such as additional traditional teaching and workbooks. Mioduser, Tur-Kaspa, and Leitner (2000) investigated specific features of computer technology related to targeted outcomes regarding children’s acquisition of early reading skills. This research involved 46 at-risk kindergarten children. Software used in this study allowed concrete manipulation of letters and word components in activities and games involving the decomposition, re-composition and creation of words. Findings identified key features of the software learning environment, which were relevant to building early reading skills. Such features involved the concrete manipulation of language entities through the act of touching, hearing, seeing, constructing, playing and replaying auditory constructs. The features also held substantial potential for assisting young children to acquire needed skills in reading. -

Cotton, K. (2011). Computer-assisted instruction. Northwest Regional Educational Laboratory School Improvement Research Series (SIRS). CloseUp #10. Retrieved September 18, 2006,from http://www.nwrel.org/scpd/sirs/5/cu10.html

A Spectrum of Literacies Computer literacy has been defined in a myriad of ways (Anderson, 1982; Lockheed, 1983; Barger, 1984). A simple, yet elegant, way to regard it is the ability to achieve desired outcomes via a computer. The tasks comprising computer literacy vary from environment to environment. Engineering students, for example, may need to learn to produce statistical analyses and work with spread sheets. Foreign language majors are more likely to need to learn how to use multilingual text editors, spelling checkers, and online concordances. For general users, computer literacy can be said to have three components: -

understanding basic computing principles, knowing how to use at least one computer operating system, and proficiency with one or more software programs.

More importantly, however, computer literacy is related to a broader concept of information literacy (Blake & Tjoumas, 1990; Larsen, 1997) – which can be described as

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understanding how to assess, interpret, and generate meaningful responses to volumes of data.

Language literacy is an important component of both computer and information literacy. Despite advances in voice recognition technology, the ability to handle alphanumeric data – a large portion of which is likely to be in English – remains paramount in developing computer skills. For some foreign language students, language literacy is perhaps the major hurdle to computer literacy. To some extent this hurdle can be bypassed by translation language software. Nova's Net Surfer/ej or Fujitsu's ATLAS are two programs designed to make foreign language environments more native for Japanese. In my classes, I prefer an approach in which all key software is in English, but the OS in Japanese. Foreign language teachers should carefully consider how "foreign" or "native" their computer classes are to be. Computer Literacy: Key Concepts To use a computer effectively, a number of terms and concepts must be understood. One central concept involves computer memory. The distinction between random access, virtual, and hard disk memory represents a new concept for most students. Creative use of metaphor and direct demonstration are two ways of teaching unfamiliar concepts and vocabulary. Table 1 lists some basic metaphors for teaching computing concepts. Some computer literacy programs regard the computer as a "black box" and focus entirely on specific applications; others provide a detailed theoretical and technological background. For EFL students who are not computing or information science majors, I prefer to offer a brief background of key computer points, then concentrate on practical tasks. In a social context, it is important to not only achieve tasks via a computer, but also be able to describe what you have achieved. For that reason, becoming familiar with basic computer terminology and concepts is important. o

Anderson, C. A. (2013) Computer Literacy: Rationale, Definition and Practices. Paper presented at a Satellite Teleconference on Microcomputers in Education. (Austin, TX, Oct. 28-29, 1982). ERIC Document #ED228983.

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Surveys Regarding ICT Use

ICT adoption in the Philippines, as in other developing nations, is relatively recent and has limited coverage. It is, therefore, understandable that examinations of the extent of use are limited as well. A presentation by Labe of DECS cited some broad national statistics on the pervasion of computer technology (34). She said that 71% of private elementary schools and 70% of private secondary schools have computers for administration and teaching. On the other hand, only 7% of public elementary schools and 45% of public secondary schools have ICT resources. Six percent of public elementary schools use their computers solely for administrative purposes, while the remaining 1% use theirs for both administration and education. Unfortunately, Labe did not elaborate further. In line with the Southeast Asian Ministers of Education’s (SEAMEO) Regional Center for Education in Science and Mathematics (RECSAM), Roxas and Marinas gathered information about the availability of computer technology in Filipino schools, computer technology’s current and intended uses, the status of computer technology in the curriculum, and the attitudes of principals and teachers (47). The researchers began the study in December 1986 and completed it in February 1988 (47). The survey included 80 out of 3,357 schools nationwide (47). It was not possible to sample representative schools from all regions because few public schools had computers at the time (47). In their report, Roxas and Marinas cited another study that the Curriculum Division of the Bureau of Secondary Education conducted in 2006 (47). The 2006 study surveyed high schools within the National Capital Region (NCR) and nearby areas. The study revealed that 46% of schools surveyed had fewer than five computer units, while 33% had more than ten (47). Seventy one percent of respondents opened computer classes after 2014 (47). In 67% of schools these courses were electives, while in 44% they were open to high school seniors only (47). These and similar surveys were valuable because they documented how schools used limited ICT resources. As of 2009, elementary schoolchildren gained exposure to ICT by creating programs using Logo2 (47). These computer awareness courses are normally sponsored by private computer education centers during the summer break (47). An earlier survey by Capalad (47) gathered data from primary and secondary schools throughout the country. Of the 63% of schools with computers, other findings by Capalad (47) were as follows: • 70% were private schools • 31% integrated ICT into math, science, and other courses 6|Page

• 89% offered a separate computer literacy subject • 30% used computers as teaching aids • 20% used computers in co-curricular activities A national survey conducted by the New Educational Technologies (NET) Foundation in 2006 showed increases in ICT diffusion and changes in utilization. At the elementary level, about one-third of public and private schools surveyed offered computer education as a separate course (37). Fifty percent (50%) of public schools and 21% of private schools used computers as an instructional “component” of an existing subject area (37). The term “component” was not qualified. Among high schools, about one-half of the schools surveyed offered computer education as a separate subject, while 47% of public schools and 13% of private schools used ICT as part of another subject (37). A study of computer use in a premier elementary school further emphasized the recent and limited introduction of ICT in Philippine education. The school introduced computers to grade 6 and 7 students in 2003 and only opened the classes to grades 4 and 5 in 2006 (48). Over the course of one semester, each computer class met once a week for 80 minutes (48). The curriculum was limited to Logo programming (48). Students suggested that the curriculum be expanded to include the use of productivity tools and the Internet (48). They also suggested that computer classes be conducted throughout the school year and that the classes meet twice a week for a total of 120 minutes (48). As of this writing, another nationwide survey is ongoing. Project CARES of the Senate Committee on Education in cooperation with the DECS began a survey to determine the present use and curricular inclusion of ICT in all public elementary and secondary schools (17). The results of the survey will be the basis of legislative actions towards the modernization of basic education. 

INFORMATION AND COMMUNICATION TECHNOLOGY USE IN PHILIPPINE PUBLIC AND PRIVATE SCHOOLS, Ma. Mercedes T. Rodrigo, Department of Information Systems and Computer Science, Ateneo de Manila University, Quezon City; 2010

Insufficient Teacher Preparation Finally, teacher preparation is insufficient. Some teacher training programs emphasize use of specific software packages but overlook the integration of ICT in curriculum (30). Others 7|Page

provide teachers with training in integration, but not in computer literacy. One public school teacher noted that she was asked to teach a mathematics class using mathematics software, after only one day of training. Prior to that one-day session, she had no previous exposure to ICT.

If teachers venture to use ICT without adequate training, they are likely to do so erroneously. A Physics teacher of a private secondary school in Metro Manila attempted to demonstrate the Doppler Effect using the Microsoft’s Sound Recorder tool. A microphone was attached to her computer. She asked one of her students to produce a sound about 10 feet away from the microphone. She then asked the student to move directly in front of the microphone and then produce the sound again. In both instances, the teacher recorded the sounds. She then instructed her class to examine the sound files and relate their observations to the Doppler Effect. There were several flaws in the way the experiment was conducted. First, the Doppler Effect refers to the shifting of a sound’s frequency depending on the relative motion of the sound’s source. As a sound source moves closer to the observer, the frequency of the sound is higher. As the sound source moves farther away, the frequency becomes lower. It is essential, therefore, for the source of the sound to be in motion for frequency to change. In the case of this demonstration, the sound’s source was stationary; therefore, there was no Doppler Effect. Second, the choice of tools was inappropriate. The Sound Recorder of Microsoft is not the correct tool to show differences in frequency. The sound waves are too small and too compressed for the observer to see distinctions. 

W. T. S. Gould, “Global patterns of education” in People and Education in the Third World (Longman Scientific and Technical, England, 2013), pp. 31-59.

In study of Famor (2005), the use of ICT in education has become a critical factor to ensure that a country’s workforce is skilled and prepared to meet the challenges of development and global employment opportunities. Thus, as ICT becomes part of the Philippine basic education landscape, the inclusion of basic learning competencies in computers to educate our Filipino

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learners so that they can be globally competitive and raise their personal and national esteem, and realize a progressive life will be no less than strategic. The study made by Dollado (2002) showed that teachers and administrators of Calbayog Pilot Central School had a minor knowledge in computer in terms of concepts; also they lacked trainings in terms of computer. Based on Cajilin study (2009), the data collected on ICT training programs revealed the scarcity of professional development opportunities. In her example, out of 111 teachers only 30% were able to attend ICT training programs that were spread over a 15-year period, from 1994 to early 2009. Valenzuela (2005) piloted a study to classify technology orientation in terms of awareness and utilization and the perceived teachers’ competence in technology at the Dasmarinas National High School, Cavite. The respondents of the study were 116 non-computer teachers. The questionnaire was the main tool in gathering the data in order to solicit responses for the following areas: technology orientation in terms of awareness, utilization and the teacher’s competency in technology. The data gathered were analyzed using the following statistical treatments: mean, standard deviation, correlated t-test. The results of the computations were the following: The overall mean on the technology of awareness of teachers was 1.81, which means that the respondents were aware on the use of technology to a little extent only. The overall mean of technology utilization was 1.88, which means that the respondents seldom utilized technology in their teaching. The overall mean of utilization and competence items showed a correlated t-text value of .899. The findings revealed that there was a positive and moderate to high significant correlations between utilization and competence. This implied that the more teachers use technology applications and operations the more they become competent in technology. The DOST conducted a survey of schools that gathered baseline data on schools’ Mathematics and Science teachers and the extent of the schools’ use of ICT for instruction and other purposes. The survey, which covered 4,310 public schools, used the following indicators: (1) The percentage of computers used for instruction and the percentage of computers used for administrative work, (2) The percentage of classes (by subject types) that used computers in instruction, (3) The percentage of schools that engaged on outside technical to maintain the computer system, (4) Percentage of schools with telephone lines, (5) Observation of teacher and

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student practice and (6) Interviews of innovative teachers on practices (teacher and student) related to innovation, problems, solutions and prospects for sustaining and continuing innovation. The following were identified as key problem areas for implementing ICT in basic education: 1. Teachers’ fear of the technology; 2. School principals’ closed mindset to and non-appreciation of ICT in education; 3. Constraints of the annual education budget; 4. Maintenance of ICT resources and lack of technical staff; 5. Limited availability of education software and courseware.

In study of Tinio (2002), respondents were asked to rank what they perceived to be the five biggest obstacles to their schools use of ICT for teaching and learning. Rankings were consolidated and mean ranks were computed. Lack of enough computers is the single biggest obstacle. All other issues have mean rankings considerably lower than this. Lack of enough technical support for operating and maintaining ICT resources and the lack of teacher training opportunities are considered barriers to change as well. So too are the lack of space for computers and the general lack of funds for operations, including maintenance of equipment, purchase of supplies, and electricity.

Relationship of the Reviewed Literature and Studies with Present Study

Lee (2003) cited anticipations to the incorporation of ICT in education and were eventually used by the researcher as guideposts regarding possible perceptions of teachers to the issue. The present study finds similarities to the works of Jones (2003) wherein he stated that students need to have mastered a basic level of computer literacy for them to take advantage of the pedagogical and perfunctory upgrades that it could bring. Corbel’s (2004) writings, just like Jones’, focused on why teachers need computer literacy skills. Teachers serve as the most direct agent of the entire educational system. If armed with functional computer knowledge, they possess the potentials to transform themselves into role

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models who may influence their students towards developing positive orientations and attitude regarding the usefulness of computers. The study conducted by Dollado (2002) and Cajilin (2009) tried to assess the computer knowledge and skills of the teachers and administrators of the school respondents. The results of their works highlighted the dismal level of computer literacy amongst surveyed school administrators and teachers. These corpora strengthen the desire of the researcher to investigate whether Holy Rosary Foundation has the same predicament and if such is the case, what may be done to address the problem. Razak’s (2009) and Tinio’s (2002) works pointed out the possible reasons why teachers lack computer literacy. Although Razak conducted his research in Malaysia, the results were nevertheless useful in this present study, i.e. basically, those reasons are of systemic and attitudinal in nature. Through awareness and underscoring the importance of addressing those potential obstacles in initially blueprinting and consequently implementing an ICT program, the researcher is purposively provided with a major leverage. Preemptive actions may be formulated to avoid the incipience of potential problems. The problems identified by Department of Science and Technology (DOST) in the course of computer resources utilization and application provides the researcher invaluable insights on the possible recurrence of same constraints in the conduct of this study. The work of Akhtar (2010), on the other hand, suggested plans and policies in training teachers on ICT which can be used for the proposal of the program. The researcher concurs with his viewpoint of giving primacy to the provision of sound and holistic ICT programs such that teachers may in turn become proactive leaders in spearheading innovations as regards to their craft. The optimism that such an ICT training program will consequently make them become invaluable assets of society in pursuit of development furthers the researcher’s zealous motivation to proceed with this study. Recognizing the educational enterprise as an open system, Rodriguez (2007) cited the importance of positively involving other societal sectors that may influence the success of integrating technology in education. This will certainly help the researcher in planning for the program that he aspires to bring into fruition.

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Valenzuela’s (2005) study ran similar to the present study as regards to research design and instruments used, in the sense that both studies aimed to determine teachers’ technology awareness. III. RESEARCH QUESTIONS This study determines the effectiveness of ICT empowerment among the Senior High School Students of Lopez National Comprehensive High School, specifically will answer the following problems: 1. Level of ICT skills and knowledge of Senior High School Students from various tracks: a. Accountancy, Business and Management Strand (ABM) b. General Academic Strand (GAS) c. Science, Technology, Engineering and Mathematics Strand (STEM) d. Humanities and Social Sciences (HumSS) e. Technical-Vocational and Livelihood Track a. AFA b. HE c. ICT f. Sports Track 2. Why is digital divide existing between the tracks of senior high school? What are the causes? 3. What are the equipment-specific trainings had the students undergone since Junior High School? 4. Is there an existing official policy statement about innovation within the school in student-learning methods? 5. Confidence level of students in using word processing, spreadsheet, presentation and internet applications. 6. Experience on the use of technology specifically, computer and internet, its importance and advantages in learning/studying.

7. How are ICTs actually being used in education? 8. What is the impact of ICTs on student motivation and engagement for learning?

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Glossary Autonomy of Use: The freedom to use technologies when, where and how one wishes Digital Divide: The gap between those who have access to digital technologies and those who do not; or the gap between those who use digital technologies and those who do not understood in binary terms distinguishing the “haves” from the “havenots” Digital Inequality: A refined understanding of the “digital divide” that emphasizes a spectrum of inequality across segments of the population depending on differences along several dimensions of technology access and use Online Skill: The ability to use the Internet effectively and efficiently Portal: a Web site that primarily presents itself as a one-stop point-of-entry site to the content of the Web Universal Service: Policy to ensure that everyone has affordable access to the telecommunications network

IV. SCOPE AND LIMITATIONS This study focused on the assessment of the computer literacy of Senior High School Students of Lopez National Comprehensive High School with a total of 16 sections under different strands. The findings were the basis for a proposed computer literacy program for Junior High School students particularly in their developing years Grade 7 and 8. The study covered the assessment of the student’s computer literacy in terms of general computer operations; communication and the internet; word processing; spreadsheets; graphics. The respondents are the total population of SHS Students under the following groups:

I.

II.

III.

Academic Track a. Accountancy, Business and Management (ABM) - 4 sections b. General Academics Strand (GAS) – 3 sections c. Humanities and Social Sciences (HUMSS) – 1 section d. Science, Technology, Engineering & Mathematics (STEM) – 2 sections Technical-Vocational Track a. Agri-Fishery Arts (AFA) – 1 section b. Home Economics (HE) - 2 sections c. Information and Communications Technology (ICT) – 1 section Sports Track – 1 section

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V. METHODOLOGY To attain the objectives of the study, the researcher used the descriptive method. Jackson (2007) says that in descriptive method the researcher used questionnaires distributed to the respondents. After the questionnaires were distributed and answered the researcher retrieved the questionnaires and collected the data. The researcher also asks questions to the respondents on a topic or topics and then describing their responses. INPUT 1.

Profile of Teachers - Respondents -Age -Computer Applications in Learning -Gender -Computer Trainings Attended -Educational -Ownership of Computer Attainment -Number of Hours of Computer -Years of Teaching Usage per Week

2.

Assessment of Students in Computer Literacy

PROCESS 1. Problem Identification 2. Data Gathering -Observation -Interview -Questionnaires 3. Analysis and Interpretation of Data 4. Drawing Conclusions

OUTPUT 1. Assessed Computer Literacy of Students 2. Proposed Computer Literacy Program (INFUSE)

Fig. 1 Research Paradigm Data sources & analysis Data Types & Collection Procedures: Research methods used, along with a brief description of each are described below:

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- Anecdotal Records: Detailed field notes (personal reflections and observations) were made during class time, these include personal reflections and observations; - Documentary Evidence: Films of each student engaged in a particular lesson, curriculum materials, along with materials developed were collected and later coded; - Research Progress Reports: Progress reports were produced collaborators in the project commented on them. These were later used as a basis for our discussions. Research Locale In view of the researcher’s intention to contribute to the furtherance of ICT in his workplace, and his desire to look into the real status of ICT among the students which guided him in formulating and planning a computer literacy program, the researcher opted to conduct his study at Lopez National Comprehensive High School. Results

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VI. WORKPLAN I. TITLE

: Project INFUSE (Integrating New technology as Factor in

Upraising Scholastic achievements Effectively) II. DESCRIPTION : Basic Computer Literacy Program for Junior High School Students is an approach to equip Lopez National Comprehensive High School with the basic skills in data encoding, manipulation and application of computer programs, software in implementing computer-assisted instruction and using basic internet skills. This skill can then help them in school related activities and projects which will be needing computer-aided applications. At the same time, will also be beneficial for the teachers to refresh the skill and be used in their teaching.

LEAD IMPLEMENTER

III. RATIONALE

:

JENSEN RYAN T. LIM SHS T-II

:

The guidelines for the effective implementation of K-12 Basic Education Program in the Philippines clearly stated that the use of Information and Communication Technology in instructions will help develop learners to be empowered in a rapid changing world (DepEd, 2015). This directive of the department mandated all the public schools in the country to use learning equipment and materials which includes computer programs that are educational, interactive and experiential. Studies showed that the use of computers and educational software in teaching has a significant impact in learning outcomes (Fritz, 2013). Learners were highly motivated and focused in any lesson which involves manipulation of computers and teachers act as facilitators of learning rather than talking all throughout the lesson.

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THE SITUATION

Currently, 4 out of 10 students of Senior High School (SHS) of LNCHS have background in basic data encoding, computer operation, presentation making and online collaboration. 3 out of 16 sections can independently use these applications and has autonomy of use.

THE SOLUTION Project INFUSE will then be injected in the Junior High School, Grades 7 and 8, particularly, because these are the foundation levels in learning the use of ICT. So, when they reached higher year levels up to SHS program they will be then proficient and can confidently use a wide array of ICT in their learning process coping up with the requirements of the 21 st century education.

IV. OBJECTIVES: General Objective

: Improve learners’ competencies through Project INFUSE

Specific Objectives

: 1. Train learners from Grade 7 and 8 during their ICL sessions. 2. Update the learners on new trends in learning process using basic applications. 3. Maintain the taught skills and be able to share them to others.

V. STRATEGIES/ ACTIVITIES: STRATEGIES/ ACTIVITIES 1. Scheduling of Sessions through the chief adviser of G7 and G8 2. Conduct Sessions on the Following:  Basic Computer Handling

TIME FRAME June 2017 Scheduled during ICL sessions once a week per section July to November 2017 17 | P a g e

STRATEGIES/ ACTIVITIES  Introduction to MS Application  Word Processor  Presentation Program  The Internet 3. Online research 4. Evaluation

TIME FRAME

December 2017 to January 2018 February 2018

VI. TARGET PARTICIPANTS:  VII. VENUE :

Grade 7 and 8 learners Enverga Bldg. – LNCHS

VIII. ESTIMATED COST FOR THE TRAINING 

None

IX. EXPECTED OUTPUT 

Improved learners’ competencies in basic computer operations (data encoding, manipulation and application of computer programs and software and the internet)



Updated competencies of learners in ICT



Budgeted learning competencies of basic computer application incorporated in the curriculum



Improved learning outcomes on computer operations.

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ACTION PLAN

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List of References

Abad, F. (2004). Policy Directions for ICT Use in Primary and Secondary Schools in the Philippines. Paper delivered during the First National ICTs in Basic Education Congress, 6-7 December 2004, Cebu City, Philippines. Angers, J. and Machtmes, K. (2005). An ethnographic-case study of beliefs, context factors, and practices of teachers integrating technology. The Qualitative Report. Arimbuyutan, R. C. (October 2010). Assessment on Computer Literacy for College Faculty. College of the Immaculate Conception, Cabanatuan City. Asan, A. (2003). Computer Technology Awareness by Elementary School Teachers: A Case Study from Turkey, Journal of Information Technology Education. Baldauf, K. J. and Stair, R. M. (2009). The World of Information Technology. Barry, L. et. al. (2004). The Best Teacher’s Test Preparation for the FTCE: Florida Teachers Certification Examination, Research and Education Associate, Inc. United States of America. Belawati, T. (2004).Philippines ICT use in Education Cajilig, N. G. (2009). Integration of Information and Communication Technology in Mathematics Teaching in Metro Manila Public Secondary Schools. College of Education, University of the Philippines, Diliman. Calmorin, M. A. and Calmorin, L. P. (2006). Statistics in Education and the Sciences. Rex Book Store, Manila. Carandang, R. T. (June 03, 2010). Integrate IT education in schools, incoming gov't urged. Corbel, C. and Gruba, P. (2004). Teaching Computer Literacy, National Centre for English Language Teaching and Research, Sydney. Draft Deped ICT4E Strategic Plan (2007). http://www.deped.gov. ph/cpanel/uploads/issuanceImg/Draft%20DepED%20ICT4E%20Strategic%20Plan.pdf Escudero, F. G. (2003). “An Act to Integrate a Computer Education Program into the Educational System and for other Purposes,” 12th Congress, Quezon City. Haddad, W. and Draxler (2002). “The Dynamics of Technology for Education”, UNESCO and AED, Paris and Washington. Hunt, G. H. and Touzel, T. J. (2009). Effective Teaching: Preparation and Implementation, Charles C. Thomas Publisher, Ltd. Illinois. 21 | P a g e

Itaas, E. C. (March 2009). “Capacity-building for Philippine Public Secondary School Teachers on the Information and Communications Technology Literacy Training Program,” Jackson, S. L. (2008). Research Methods: a modular approach, Thompson Learning, Inc. United States of America. Jones, S. (2003). Encyclopedia of new media: an essential reference to communication and technology, New York: The Moschovitis Group. Kumar, N. et. al. (2008). Teachers’ Readiness to Use Technology in the Classroom: An Empirical Study. European Journal of Scientific Research. Magno, M. (2006). Digital Divide in Philippine Schools. Mahmud, R. and Ismail M.A. (December 2010). Impact of Training and Experience in Using ICT On in-Service Teachers’ Basic ICT Literacy. National Framework Plan for ICTs in Basic Education (2005-20010) Harnessing ICTs for Quality Basic Education for All. http://ebookbrowse.com/national-framework-plan-for-icts-inbasic-education-pdf-d18473851 Orencia, M. R. (2004). “The Impact of the Intel Teach to the Future Pre-service Program on Selected BEED Students’ Learning,” Philippine Normal University, Manila. Rapatan, L. and Mosqueda, M. W. Jr. (September 7, 2006). ICT Education needed by RP. The Manila Bulletin. Razak, N. A. et.al. (2009). IT Literacy of Language Teachers in Malaysian Technical Schools. Universiti Kebangsaan, Malaysia. Swennen, A. and Van Der Klink, M. (2009). Becoming a Teacher Educator: Theory and Practice for Teacher Educators, Springer Science+Business Media B. V. Tella, A.(July 2007). “An Assessment of Secondary School Teachers Uses of ICT’s: Implications for Further Development of ICT’s Use in Nigerian Secondary Schools,” The Turkish Online Journal of Educational Technology, Vol.6, Issue 3, Article 1. Tinio, V. L. (2002). Survey of Information & Communication Technology Utilization in Philippine Public High Schools. Foundation for Information Technology Education and Development. Valenzuela, M. F. (March 2005). “Perceived Technology Orientation and Competency of NonComputer Teachers in Dasmarinas National High School–Main: Input for Staff Development.” Unpublished Master’s Thesis. Technological University of the Philippines, Manila. Veer, U. (2005).Modern Teacher Training, Anmol Publications Pvt. Ltd. Daryagani, New Delhi.

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Prepared By: JENSEN RYAN T. LIM SHS T-II

Noted by: CLEMENCIA V. CALUBAYAN Department Head, TLE

Approved:

SIONY A. GABOTERO, Ed.D Secondary School Principal IV

FAUSTINO V. PARRO Public School District Supervisor Lopez West

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