Professional Documents
Culture Documents
Introduction
of Rafael Palma Elementary School in Calamba City, Laguna. In view of the rapid
advancement of modern technology, it is about time that the countrys public schools
should also be at par with the rest of the world in utilizing modern technology as
Education is the most basic requirement to succeed in life. This is why a lot of
parents put so much importance to the education of their children nowadays. One can
readily see the great concern of parents in sending their children to school, from the
Education in the Philippines has gone a long way and has undergone several
stages of development from the early settlers or pre-Spanish period, the American period,
post-American times and up to the present. And this is also true in the teaching of
order to enhance learning by children and to promote quality education among Filipino
The educational system of the Philippines during the Spanish times was formal,
with schools run by religious organizations offering elementary, secondary and tertiary
1
levels of education that was focused on the Christian Doctrines and the Spanish language
as the medium of instruction of schools. The Americans brought many changes in their 45
years of reign in the country. The Commonwealth provided free education in public
schools all over the country, in accordance with the 1935 constitution, with education that
instruction.
subject. The tendency for most students is to consider the subject boring, thus, creating a
lack of interest in the topics being discussed. This poses a great challenge to teachers and
educators, especially in the elementary and intermediate levels, wherein a good study
habit and a firm grasp of the basic concepts of Mathematics should be developed
(Galvez, 2009).
Some students become very good in mathematics while others falter. Some show
great interests to the subject while others get turned off and find it boring to death. This
poses a great challenge to teachers, specifically, Grade I teachers who are tasked to
educate young minds of 7-year old first graders on the nuances of numeracy or
mathematics. The success or failure of the pupils hinges on the effectiveness of the
studies is the presence of multiple factors affecting education. Teacher quality is a very
important factor. There are two countries that do well in education: Finland, which uses
2
Both countries do well because of highly qualified teachers. These two countries
demonstrate what the most important factor is. What medium of instruction is used
appears to be inconsequential if the teachers are highly qualified (DepEd K to 12, 2012).
Padre (2010) said everybody agrees that Philippine education is in a state of crisis.
This is why President Simeon Benigno C/ Aquino IIIs agenda of increasing the basic
education cycle from the current 10 years to 12 years, a plan that he referred to as the
that by 2016, when President Aquino ends his term of office, the countrys educational
With the advancement of technology, there is now a great need to also utilize
information and communication technology (ICT) in order for the country to improve its
education system. The use of technology in education could significantly aid students in
performing their school-related tasks. And with the utilization of technology, including
mobile devices such as laptops and tablet computers, the learning process for the students
become more fun and conducive due to the user-interactivity and appealing visuals
In the Philippines, President Benigno Aquino announced during the launch of the
countrys K -12 curriculums that the government eyes the use of tablet computers in
private corporations in the Philippines that aim to provide one laptop computer per child.
3
In the classrooms, students become more engaged and involved in school-related
activities (Oquias, 2011). Students benefit from utilizing computers in their education by
making school work easier; likewise, the instructors benefit from the usage of technology
in teaching. Gone are the days when instructors need to write out the topics on the
chalkboard, prepare a Manila paper to display a text or show flash cards for Math drills.
2008). This not only makes preparing visual aids for class more efficient and less time-
consuming, but it also helps keep the flow of discussion inside the classroom more
The modern classroom now requires the use of computers, the internet and mobile
devices practically in every school activity. With this idea in mind, the Department of
Education has planned to modernize the Philippine classrooms in line with its K to 12
and students can yield positive results within the learning environment and true-to-life
get access to this information. Education should meet the needs of variety of learners and
therefore IT is important in meeting this need It is a requirement of the society that the
4
We need to increase access and bring down the cost of education to meet the
developments in information technology (IT) also affects education. The pace of change
brought about by new technologies has had a significant effect on the way people live,
work, and play worldwide. New and emerging technologies challenge the traditional
process of teaching and learning, and the way education is managed. Information
technology, while an important area of study in its own right, is having a major impact
across all curriculum areas. Easy worldwide communication provides instant access to a
vast array of data, challenging assimilation and assessment skills. Rapid communication,
plus increased access to IT in the home, at work, and in educational establishments, could
mean that learning becomes a truly lifelong activityan activity in which the pace of
technological change forces constant evaluation of the learning process itself (Calleja,
2011).
teaching skills and learning ability. With the help of IT now it is easy to provide audio
visual education. The learning resources are being widened. Now with this vivid and vast
tools to be used in all aspects of their studies. In particular, they need to make use of the
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Audio-Visual Education, planning, preparation, and use of devices and materials
that involve sight, sound, or both, for educational purposes. Among the devices used are
teaching machines, computers, and videodiscs. The growth of audio-visual education has
communicate ideas, describe projects, and order information in their work. This requires
them to select the medium best suited to conveying their message, to structure
devices in the classroom. Thus, the researcher is undertaking the study to find out how
modern technology devices can promote the academic performance of Grades 5 and 6
pupils in Mathematics.
6
Theoretical Framework
Jean Piaget says (in Stigler & Hiebert, 2009; McLeod, 2009) that The principle
of education in the schools should be creating new men and women who are capable of
doing new things, not simply repeating what other generations have done.
Concrete Operations stage of development (7-11 years old). In this stage, the childs
thinking appears to be stabiiz3d in the sense that internal actions and perceptual schemes
are beginning to be organized into logical operational systems. Children begin to acquire
the ability to think of the consequences of actions rather than learning through trial and
error. All the logical implications of any one belief are also present and available for the
The concrete operations stage corresponds to the elementary school years. By this
time, children begin to learn symbols, systems and concepts. They begin to acquire such
concepts as time, shape, distance, size and spatial relationships. They learn to add,
subtract, classify order, apply certain principles or relationships between things or evens,
and apply rules to their conduct. Childrens thinking becomes more logical and
systematic. Although they are now able to reason by analogy situations which cannot be
dealt with through direct experiences, these children cannot yet apply such logic to
On the other hand, McKenzie (2008) postulated that quality teaching is one
aspect of a larger system, since there is a dynamic and complicated interplay between the
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Some students enter school ready to learn most days. Others arrive distracted,
hungry and unsettled. An effective teacher does whatever possible to create conditions
that engage the full spectrum of students, but it is not always possible to counter the
Siemens (2011) confirm that behaviorism, cognitivism, and constructivism are the
three broad learning theories most often utilized in the creation of instructional
environments. These theories, however, were developed in a time when learning was not
impacted through technology. Over the last twenty years, technology has reorganized
how we live, how we communicate, and how we learn. Learning needs and theories that
environments.
He added that a central tenet of most learning theories is that learning occurs
inside a person. Learning theories are concerned with the actual process of learning, not
with the value of what is being learned. Including technology and connection making as
learning activities begins to move learning theories into a digital age. We can no longer
personally experience and acquire learning that we need to act. A network can simply be
defined as connections between entities. Computer networks, power grids, and social
networks all function on the simple principle that people, groups, systems, nodes, entities
can be connected to create an integrated whole. Alterations within the network have
8
On the part of Delgado (2012) he postulated that teachers want to use more
technology in the classroom and the kids seem to really enjoy it and are excited about
using it. Those interested in embracing technology need to educate themselves on whats
out there.
Delgado (2012) pointed out that any level-headed educator would agree that
graduation. With all the trends and advancements in technology no one can argue that
we will go backwards from here. But he says he does not foresee technology replacing
help the education process and prepare students for the future.
Conceptual Framework
Based on the theories presented and problems posed in the study, the researcher
has designed the conceptual paradigm of the same study as shown on Figure 1. The
studys focus is limited to the Rafael Palma Elementary Schools utilization of modern
the said school. Thus, the input and independent variables of the study are the Rafael Pala
Elementary School, its Mathematics Teachers and Grades 5 and 6 pupils of the same
school.
the researcher to the respondents of the study that include the Mathematics Teachers
9
This is the process adopted by the researcher for the study that also serves as
The output, or dependent variables of the study are the practice or adoption of the
Mathematics to the pupils, the advantages and effects of the adoption of modern
technology in classroom instruction to the academic performance of the same pupils, and
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Statement of the Problem
teaching of Mathematics and its effects on the academic performance of Grades 5 and 6
year 2015-2016?
4. How is the assessed effectiveness of Modern Technology in teaching Mathematics
1. There are no significant differences that were identified between the assessments
Mathematics.
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Scope and Delimitation of the Study
This study, however, is limited only on the use of tablets, LCD (projector), TV
It covers the present state of the use of modern technology as instructional devices
in teaching Mathematics in the said school, as well as the general perceptions of both the
Math teachers and randomly selected Grades 5 and 6 pupils of the same school.
In view of the limitations of the researcher, the study will be focused on the
analysis or evaluation of the said issues for the researcher to come up a Proposed Action
Plan on how to make the use of Modern Technology as instructional devices to enhance
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The study is of significant importance to the country in view of the Filipinos
integration..
of the study could be of great significance to the Rafael Palma Elementary school,
education officials and other stakeholders of the Philippine education system. It could be
a big help to the DepEd in the evaluation of its policies and programs on the use of
modern technology in local public schools that will truly promote the learning and
development of students.
Teachers. Through this study, they may fully understand their roles and functions
as partners in the learning and education of their students. It may help and assist the
the pupils or students. It may create conducive and more effective classroom instruction
that will redound to effective learning and academic success of the elementary and
The Community. This study could enlighten the people in the community for
them to realize and understand the importance of modern technology in providing good
or quality education to their children. It may lead them to be receptive and become more
active in promoting success of their children in learning their lessons for their childrens
academic development.
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Researchers. The results or findings of the study could probably be useful to
other researchers as their reference in their future research and study about the use of
modern technology in the advancement of education. And this study could help enrich the
body of literature and studies in the field of education management in the Philippines.
Definition of Terms
terminals. Computers. Mobile devices and computer networks to internet enabling users
multidisciplinary setting achieved when students are able to select technology tools to
help them obtain information in a timely manner, analyze and synthesize the information,
Digital Classroom. It refers to a classroom where the teacher and students make
use of digital resources and digital tools like tablets, e-textbooks and other modern tools
digital form that more and more affluent students use, like their laptops and smartphones
on a daily basis, e-textbooks are increasingly taking the place of printed books
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Information and Communications Technology (ICT). It is an umbrella term
cellular phones, computer and network hardware and software, satellite systems and so
on, as well as the various services and applications associated with them, such as
to rest on the user's lap and having a screen that closes over the keyboard like a lid.
video projector for displaying video, images or computer data on a screen or other flat
defines the problem or issue at hand about Philippine educaiton, describes its background
and provides a balanced assessment of options that policy makers could pursue to resolve
the problem. The paper should conclude with a recommended course of action for policy
makers.
Tablet PC. It is a portable computer, general purpose computer that uses a touch
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Technology. It refers to information technology such as computers, devices that
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Chapter II
This chapter presents the readings of the researcher that provide basis and
guidance to the researcher in undertaking the study. This, specifically focuses on the
thematic review of related literature and related studies and synthesis of the investigation.
Learning Mathematics
mathematics well only when they construct their own mathematical understanding
educators begin to see learning as knowledge construction, they change their thinking
hand with physical objects in the environment and having concrete experience
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Authentic, allowing students to explore, discover, discuss, and meaningfully
world problems and projects that are relevant and interesting to the learner .
The NCTM (2006) added that all teachers are involved in ongoing learning and
vision of mathematics teaching and learning. They also support and encourage
mathematics teachers who are working together and with other teachers and community
members to help provide mathematically significant learning experiences for all students.
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All parents and community members are meaningfully engaged in helping the
school community rethink the learning and teaching of mathematics; making decisions
about the instructional approach and program; providing resources for supporting this
new vision of teaching and learning; and modeling this new vision in their direct
Seefeldt and Galper (2008) reiterated the principle elaborated by the NCTM
earlier that Mathematics learning builds on the curiosity and enthusiasm of children and
They cited and strongly supported claims of the National Association for the
children should enhance childrens natural interest in mathematics and their disposition to
As to science, arts and other content areas, problem solving is key to the
solvers, children must have problems to solve and topics to investigate. This is where the
teacher comes in as she builds upon childrens interest and makes suggestions for their
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work. The child is encouraged to identify a problem or does so spontaneously, creates a
In addition, children in the early childhood years need to develop math process
lifelong skills that children need to be successful in all areas of their lives. For example,
in early childhood classrooms we can find many examples where children need to use
problem-solving skills (planning a fair way to share a toy with a friend, determining a
way to keep a tower of blocks from falling, or keeping a pool of water from sinking into
the sand). We will explore each of these math processes in more depth.
On the other hand, Van Roekel (2015). says that if our children are to excel
in a fast-changing, global society, we must harness the modern technology resources they
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need to function in a digital age. We must remember our commitment to their future as
Van Roekel (2015) pointed out that great strides have been made in infusing
technology into schools and into the instructional process. School districts have invested
heavily in the infra-structures required to accommodate computers and the Internet. They
have commandeered resources to purchase software and technical support for students
and staff, and they have mandated professional development for educators and
ensure that students achieve a certain level of competency before they graduate.
Van Roekel (2015) said that although schools have made progress in bringing
computers and the Internet to students and staff, greater access is still needed in order for
technology to become a reliable tool for teaching and learning. Studies continue to
document that the availability and quality of technology is woefully inadequate in most
classrooms, and most educators report their classroom is not the main location in the
Educators working in urban schools who have relied on the federal e-rate funda
program which provides discounts to assist public schools and libraries to obtain
help upgrade software and to provide maintenance and support for their computers.
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Educators in senior high schools, particularly in urban areas, need greater technical
support to help set up and use technology in their classrooms (Van Roekel (2015)..
Experts agree, according to Van Roekel (2015), that maintenance capabilities and
technical personnel make up a large part of the school technology budget, but most often
is not given the proper attention during the planning phase of bringing technology in.
Although educators do get technology training, most do not feel prepared to use
in urban and rural schools are much less likely than suburban educators to feel adequately
trained.
much earlier, during teacher education programs, but only 19 states have technology
requirements as part of the licensing requirements. Experts further believe that teachers
should know how to use technology to deliver alternative kinds of pedagogy, such as
inquiry learning, models, and simulations to help students develop higher-order thinking
skills. Students utilize technology to become more involved in the construction of their
knowledge rather than having all information flow from their teachers. However, such
uses still are not common, and the technology standards that are in place for students or
teachers are not being applied. Of the 48 states with technology standards for students,
Van Roekel (2015) added that Clearly, the full integration of technology into
teaching and learning is a multistep process that goes well beyond buying equipment and
22
In recent years, according to Chen (2015), the technology investment in public
schools, ranging from K-12 institutions, has grown astronomically. According to Equity
Review research, in 1998 alone, the level of spending on educational technology at the
national level was estimated at over $5 billion, and it has grown each year in the last
decade.
While each schools budget is diverse and unique, programs have been
implemented to balance the rising costs of technology and education, aiming to provide
all students with equitable access to a learning environment with modern and interacting
equipment.
Chen (2015) mentioned the Resource Guide to Federal Funding for Technology in
Public Schools, a five year, $2 billion dollar grant was established in 1998 to provide
support at both the state and local level for meeting national technology goals. National
goals for all public schools include: modern computers, high quality educational
To further support the successful fruition of this goal, the Technology Literacy
Challenge Fund was launched in 1997, with over $200 million dollars in fundingthis
later doubled to $425 million by 1998. The millions of dollars in funds were dispersed to
all fifty states, where local communities and public schools were to collaborate to
NEA is working to support the implementation of devices such as laptops and pocket
PCs, digital cameras and microscopes, Web-based video equipment, graphing calculators,
and even weather-tracking devices. By integrating these tools, NEA hopes to foster the
23
opportunity for students to become responsible and savvy users and purveyors of
information. They need to need how to collaborate successfully across miles and
announced during the launch of the countrys K -12 curriculums that the government eyes
the use of tablet computers in public schools in lieu of traditional textbooks. Furthermore,
private corporations in the Philippines that aim to provide one laptop computer per child.
With the presence of laptop in the classrooms, students become more engaged and
work easier; likewise, the instructors benefit from the usage of technology in teaching.
Gone are the days when instructors need to write out the topics on the chalkboard,
prepare a Manila paper to display a text or show flash cards for Math drills. Now,
Labro (2008).
Macasaet says (2013) that the use of technology in education has significantly
aided students in performing their school-related tasks. With the utilization of mobile
24
devices such as laptops and tablet computers, the learning process for the students
become more fun and conducive due to the user-interactivity and appealing visuals
present in these learning tools. As of 2012, 95 percent of public high schools have
computer labs, but only 57 percent have access to the internet. For public elementary
employed a project in which all public schools in the country be connected to the
internet). DepEd Secretary Armin Luistro maintains that its not enough that we merely
continue building classrooms and toilets The real revolution in education which has
This not only makes preparing visual aids for class more efficient and less time-
consuming, but it also helps keep the flow of discussion inside the classroom more
The modern classroom now requires the use of computers, the internet and mobile
devices practically in every school activity. With this idea in mind, the Department of
Education has planned to modernize the Philippine classrooms in line with its K to 12
and students can yield positive results within the learning environment and true-to-life
25
The Philippines through the Department of Education or DepEd, introduced th
Given the current situation, the Department of Education (DepEd) had to address
the needs of the countrys educational system to adopt technology tools. Thus, DepEd has
to consider the following policy gaps with regard to the adoption of Information and
the ICT for education in the Philippines should adopt an expanded liberal definition of
ICT inclusive of both low-end and high-end technologies, digital and analog devices.
Policy Gap 2.--An Appropriate Use Policy--With the adoption of the above
definition, what logically follows is an Appropriate Use Policy that sets efficient and
effective utilization guidelines for ICTs with due consideration given to technological,
ethical, proprietary and humanistic issues. The Policy should be considerate of the
26
This DepEd Order is issued to update as of November 4, 2010 the technical specifications
of the different ICT Equipment and Internet Access Services stated in DepEd Order No.
28, s. 2009.
DO 113, s. 2009 - Guidelines for the Transfer of Funds for the DepEd Internet
Connectivity Project (DICP)
The Department has launched the DepED Internet Connectivity Project (DICP) through
DepED Order No. 50, s. 2009 entitled Launching the DepED Internet Connectivity
Project and Directing All Public High Schools to Subscribe to Internet Connectivity
Services.
DO 105, s. 2009 - Guidelines in Managing the Proper Use of Internet Services in all
Administrative Offices and Schools
Recently, the Department of Education has issued DepED Order No. 50, s. 2009 entitled
Launching the DepED Internet Connectivity Project and Directing All Public High
access to all public secondary schools. With this development, teachers and students will
have unlimited learning resources. And for administrative offices, the Internet can be
In support to the main objectives of the ICT4E Program and Strengthened Technical-
Vocational Education Program of the Department, the Regional ICT Tech-Voc High
27
DO 63, s. 2009 - Guidelines for the Implementation of the Electronic Updating of
DepEd PSIPOP
(POP) using the Personal Services Itemization (PSI) prepared by the Department of
The PSIPOP serves as the primary data source for manpower information and as basis
The Commission on Audit (COA) released their findings of underutilized and unutilized
multimedia materials that were donated to various schools nationwide. In order to address
the said issue, the Information and Communication Technology Unit (ICTU) under the
DO 57, s. 2009 - Addendum to DepEd Order No, 28, s. 2009 (Guidelines in Accepting
Information and Communication Technology (ICT) Equipment and Internet
Access Services for Classroom Instruction and Administrative Use)
2) of DepED Order No. 28, s. 2009 may be used as basis for specifying the minimum
technical specifications needed by the DepED field offices for procurement purposes.
required to avail internet subscription using MOOE funds. For offices with two (2) or
more computers connected in the Local Area Network (LAN), the required Committed
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Information Rate (CIR), the guaranteed internet speed is 128 kbps. The type of
DO 50, s. 2009 - Launching the DepEd Internet Connectivity Project and Directing
All Public High Schools to Subscribe to Internet Connectivity Services
The Department is launching the DepED Internet Connectivity Project (DICP) in line
with the Presidential Directives (Enclosure No. 1) to provide the Public Secondary
Our schools through the years have been recipients of various Information and
DO 39, s. 2015 - Extension of the Deadline for Learner Information System (LIS)
and Enhanced Basic Education Information System (EBEIS) Updating for
Beginning of School Year (BOSY) 2015-2016
In reference to DepEd Order No. 26, s. 2015 entitled Learner Information System (LIS)
and Enhanced Basic Education Information System (EBEIS) Updating for Beginning of
School Year (BOSY) 2015-2016, the Department of Education (DepEd) issues this Order.
DO 26, s. 2015 - Learner Information System (LIS) and Enhanced Basic Education
Information System (EBEIS) Updating for Beginning of School Year (BOSY)
2015-2016
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To establish accurate and reliable registries of learners and schools which will ensure
availability of data and information needed for planning and budgeting, allocation of
resources and setting operational targets to provide access to compete quality basic
education, the Department of Education (DepEd) has implemented the Enhanced Basic
The Department of Education (DepEd) advocates the adoption and implementation of the
For the information and guidance of all concerned, the Department of Education (DepEd)
hereby issues the enclosed Implementing Guidelines on the Operation of the Enhanced-
The Department of Education (DepEd) has launched the DepEd Internet Connectivity
Project (DICP) pursuant to DepEd Order No. 50, s. 2009 entitled, Launching the DepEd
Internet Connectivity Project and Directing All Public High Schools to Subscribe to
30
DO 39, s. 2011 - Organization of an Enhanced-Basic Education Information System
(E-BEIS) Implementation Management Team (IMT)
The system was developed due to the urgent need to improve the collection of data from
DO 36, s. 2011 - DepEd Policy on Repair and Maintenance of Computer Units That
are Out of Warranty
This is to direct all high schools with non-working computer units that are out of
nearest to their schools with the capability to provide repair a and maintenance of said
DepEd equipment.
(BEE issued the DepEd Memorandum No. 458, s. 2009 entitled Strengthening the
Schools.
31
She specifically touched on the policies on the use of Information and Communication
policy that stems from the principle that teaching-learning must not be textbook-driven,
equipment, materials and skills and introduce new learning and delivery systems
Abcede (2009) claimed that since 1996, an annual appropriation has been
provided for the procurement of computer hardware, software and courseware for
teacher-training. In calendar year 2002, this allocation amounted to P 155 million (US$
3.1 million).
from government funding. However, the DepEd involves other government agencies,
local governments and the private sector to finance various components of building up a
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To fast-track the connectivity of schools, DepEd is undertaking Project LINK,
which will upgrade computer resources in schools to allow access to the Internet and give
training to teachers on the use of the Internet for research and distance learning. The
government will finance a large part of the cost for this project.
The costs of connectivity will carried out by the local businesses and the
The goal of the Philippine Education Technology Master Plan is to deliver quality
education that is accessible to all through the use of IT and other innovative technologies.
Under this framework, the DepEd is implementing an ICT Plan for Basic Education,
ICT accessible and useful to students, teachers, administrators and school support
staff;
To develop teacher competence in the use of ICT and in the design, production
To ensure access to the latest developments in ICT and to support research and
development;
training.
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The Philippine Education Technology Master Plan has the following operational
technology package;
75% of public secondary schools shall have a computer laboratory room equipped
75% of public secondary schools teachers shall have been trained in basic
computer skills and the use of the Internet and computer-aided instruction; and
All learning areas of the curriculum shall be able to integrate the application of
vision of the Department of Education (DepED), our vision is 21st Century Education
For All Filipinos, Anytime, Anywhere. This means an ICT-enabled education system that
transforms students into dynamic life-long learners and values-centered, productive and
ICT plays a major role in creating a new and improved model of teaching and
learning where education happens anytime, anywhere. To achieve this vision, we will
34
revitalize our schools to make them into dynamic, collaborative
a global outlook and provide them with the resources for the
information;
create new knowledge and products; and
develop in our students habits of self-learning to nurture the
In order to achieve our vision within the next five years, we aim to:
enabled assessment;
intensify competency based professional development programs;
establish the necessary ICT infrastructure and applications.
develop processes and systems that ensure efficient, transparent
learning;
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Improving the delivery support system of basic education so that it includes the
office, field offices, and schools) and focusing on the different components of
basic education.
computer ratios and teacher-computer ratios can be improved. The education system as a
whole lacks infrastructure for connectivity and access to technologies. While most of the
teacher training institutions (TEIs) have incorporated computer courses into their
limited to basic computer literacy. Therefore, there is a need for more training on
Fortunately, more government funds are being channelled into ICT for education.
Private sector and foreign donors are increasing their support for this agenda. There is a
need to consolidate these efforts and help to ensure that the Philippines will realize its
ICT4E goals
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ICT was introduced at the elementary level as a subject called Home Economics
and Livelihood Education (HELE) and in the secondary level as Technology and Home
Economics (THE). In the majority of cases, ICT materials (software, multimedia) are
abroad, or leased to the school as part of the hardware. Currently, there is no integration
Since year 2000, it has been the policy of the DepEd to give preference to the
hiring of teachers who are computer literate; most teacher-training institutions offer
Usually, public schools send a few teachers to computer literacy training, who
would then pass on the training of peer teachers. Private schools usually hire ICT service
Public school teachers handling THE classes receive training on ICT. Since 1997,
the DepEd has intensified the provision of ICT training to teachers of English, Science,
There has been some private sector support for teacher training. Intel and
Microsoft have a current program called Intel Teach to the Future program which targets
to teach 1,000 teachers on the condition that each teacher would train 20 others. Other
37
Eighty-one percent (81%) of schools have no access to the Internet. The schools
in Metro Manila, the Philippines capital, have the greatest access to the Internet, but the
the archipelago.
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
The percentage of computers used for instruction and the percentage of computers
The percentage of classes (by subject types) that use computers in instruction,
computer system
innovation.
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The Enhanced Curriculum: The overall curricular goals outlined in BEC remain
valid. ICT is simply a tool to more effectively and efficiently achieve these goals.
However, to be able to effectively use this tool, students, teachers, school managers and
administrators should achieve a certain level of competence in the use of ICT. ICT
Learning targets for students have been identified in the following six areas:
Students will acquire these skills, attributes and knowledge progressively across
the formal years of schooling. ICT will be embedded across the curriculum and will be
Students have also been developed for this ICT4E Strategic Plan. The use of ICT in
school curriculum. However, in the initial stages of this Strategic Plan, it is suggested that
curriculum reform will proceed by two stages; (1) enhancing the level of awareness and
use of ICT in the existing curriculum and (2) full integration of ICT in the enriched
curriculum.
39
Multimedia Instructional Materials Development: Already, various independent
initiatives within DepED have developed customized teaching and learning digital
content tied to the curriculum. These materials are being collated and are available for use
(MIM), a sector-wide Digital Content Development and Usability Framework has been
drafted. In the course of this plans implementation, DepED will intensify the
development and acquisition of MIM as supplement to, not as a replacement of, existing
national assessment system of the Department. This framework entails a range of actions
that include development of assessment standards, tests and other instruments, conduct of
training and advocacy programs and the formalization of assessment roles and
responsibilities. Dovetailing with this major initiative, ICT will have the dual role of
being one of the areas to be assessed and enabling the efficient and effective
The goals and outcomes of this plan are well articulated and will serve as the
basis for the indicators in the actual instruments that will assess ICT integration and
competencies. But more importantly, a sound approach in the use of ICT in assessment
will open up new possibilities in the menu of available assessment methods. ICT can
40
greatly improve assessment planning, collecting and analyzing of data and recording and
reporting of findings. The main goal would be to lessen the reliance on traditional pen-
Competency
plan, ICT competency standards for teachers, education managers, school officials and
capture the various dimensions that, when taken together, account for 'competent'
performance. It is envisaged that this Strategic Plan will bring all schools, teachers,
skills. Levels of provision for elementary, primary, secondary schools and alternative
In the first year of its implementation, DepED will design and implement an
the Department. This EA would define the various hardware and systems for pedagogy
41
The following principles shall guide the design and will be promoted by the
DepED EA:
Interoperable
User-centric
Sustainable
Flexible
achieve efficiency and effectiveness in operations. Through it, the DepED will establish
an integrated service network that ensures efficient, transparent and effective governance
and management. This relies on timely access to information, knowledge and funding.
The EA would prescribe systems that would minimize the burden of data collection and
reporting from key school personnel to allow them to focus on their critical tasks in
pedagogy.
Among the systems that will be developed, in the order of priority, are:
School-based Information Management System (includes raw data
42
In terms of pedagogy, the EA will allow the deployment of new modes of delivery
envisioned by this ICT4E strategic plan. It shall pave the way for more collaborative and
learner-centered pedagogy.
The EA will help fulfill the goal of providing anytime, anywhere 21st century
education for all. It is envisaged that this ICT4E Strategic Plan will bring all schools and
teachers to certain threshold levels of ICT provision and skills. This will directly aid our
During the five-year period, the Department will provide a threshold minimum to
public schools and would serve as the minimum requirement for private schools.
Governance ICT Governance means specifying the decision rights and accountability
determines who makes the final decisions on ICT in DepED. It is distinct from ICT
management which is the process of making and implementing final decisions on ICT.
The DepEd will adopt an ICT Governance Framework in order to: 1) properly
evaluate the ICT in the context of the Departments needs and challenges; 2) set the
direction of proposed ICT plans and policies; and 3) the monitor the performance of plans
monitoring processes. DepED has taken an initial step in setting up an ICT governance
43
Within the first year of this plans implementation it will have a working ICT
Governance Framework. This ICT4E strategic plan recognizes the important role of
technology and efficient processes. To ensure this, a dedicated unit led by the DepED
CIO is necessary. ICT coordinators shall serve as de facto CTO at their level.
The successful integration of ICT into the Philippine education system will
implementing and coordinating all activities towards achieving our vision. DepEDs
coordinating role includes planning and sustaining investment strategies to achieve our
To achieve this, DepED, will play a key role in coordination which will include
planning and sustaining investment strategies to achieve our vision and facilitating
teachers, students, parents, the private sector and other community bodies.
that parents will play a vital role in encouraging and guiding their children
towards the achievement of 21st century skills. They are also the most important
implementation and use for schools. Many university departments and research
44
groups have conducted successful programs, so that they areable to provide
the implementation of this ICT4E strategy. Thus, it will continue to encourage the
private sector to become involved in helping schools achieve the strategic thrusts
of this Plan.
(d) Community centers: Local community facilities such as Community eCenters
and local Internet Cafes will play an important role in overcoming the digital
divide. Equity of access is an issue facing many Philippine students. While there
are plans to increase the number of computers and access to ICT in each school,
schools should continue to seek alternative ICT access for their students. This
students with vouchers to use in the cafes and where possible, making use of
significant resources that will enable schools to achieve the goals articulated in
this plan. Strong relationships between LGUs and all public schools in its area of
Delgado (2012) claimed that the school of 10 years ago looks very different from
schools today in the Philippines. Also, students are being inundated with technology at a
45
Education of the future will be delivered with current information delivered
through traditional teaching methods and fantastic technological tools. There are several
advantages we gain from using technology to educate people and are the following:
Equality: School districts across the country are not created equal. There
students.
Mobile: Using technology the classroom can be taken anywhere. With all
46
Motivation: Technology tracks and reports students progress instantly.
Students can get instant feedback for hundreds of data points as to their
condition.
Social: This runs along the same lines as motivation. Creating a social
amongst peers both in the same classroom and across the country.
Performing well and earning badges to gain virtual social status is of the
Savings: The savings which result from using technology can come in
Desks, books, lab equipment and other items are a heavy cost burden on
schools everywhere. Technology and devices can help save on these costs.
47
curriculum can reflect real world data. In some applications students can
technology. Its more than just test scores, simply understanding students
Students could then input their answer and the feedback score is instantly
given to the student and teacher. Corrections can be made long before
examinations.
anyone in the world instantly. Devices coupled with the Internet can allow
incredible.
binders isnt very efficient. A new lightweight laptop weighs less than 5
pounds and can have an internal storage capability of more than 2 million
Ergonomic issues and back pain are a real problem in children. These
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Studies on the Use of Modern Technology in Schools
The National Education Association of the United States (2008) revealed a study
on the utilization of technology in American public schools. It was found out in the study
that over the past decade, the public education system has made great strides in infusing
technology into the administration of schools and into the instructional process itself.
computers and the Internet, commandeered resources to purchase software and technical
support for students and staff, and mandated professional development for educators and
administrators. Some have even established curriculum standards to ensure that students
Yet, despite these significant investments of resources and time, the debate on
However, the effect of technology on student achievement is not well documented. One
of the reasons for this shortage of information is that the uneven distribution of
technology and professional development in school districts and even inside school
student achievement. Most studies showing positive outcomes have been limited in scope
The study broadens the scope of our knowledge about the distribution of
technology and emphasizes the need for education policymakers and administrators to
49
remain committed to the implementation of technology in schools. This study further
emphasizes the need for all educators and students to have equal opportunities to use
technology for the greatest benefit to teaching and learning. Issues related to staff training
and use of technology are explored extensively, as are the types of technologies and
these particular issues, we are better able to observe the potential impact of technology on
student achievement.
The findings of the study revealed that although all educators and students in
public schools have some access to computers and the Internet, we have few assurances
that they are able to use technology effectively for teaching and learning. This report
describes the current state of technology in public schools and classrooms, as reported
directly by classroom teachers and instructional assistants who use technology at school
planning, individualized lesson design, and other tasks related to their role in teaching
and learning.
The findings for various demographic groupings also highlight the disparities
found in different community types, school levels, and career stages of educators on their
policymakers in all levels of administration toward ensuring that educators and students
An extensive study on the use of technology in U.S. Public Schools was reported
by Gray, Thomas, Lewis and Tice (2010). .According to them, the National Center for
Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and
50
reporting data related to education in the United States and other nations. It fulfills a
congressional mandate to collect, collate, analyze, and report full and complete statistics
on the condition of education in the United States; conduct and publish reports and
specialized analyses of the meaning and significance of such statistics; assist state and
local education agencies in improving their statistical systems; and review and report on
provide consistent, reliable, complete, and accurate indicators of education status and
trends; and report timely, useful, and high-quality data to the U.S. Department of
Education, the Congress, the states, other education policymakers, practitioners, data
users, and the general public. Unless specifically noted, all information contained herein
The report provides national data on the availability and use of educational
technology among teachers in public elementary and secondary schools during the winter
and spring of 2009. The data are the results of a national teacher-level survey that is one
of a set that includes district, school, and teacher surveys on educational technology.
NCES in the Institute of Education Sciences conducted this FRSS survey during
the 200809 school year, with collection of sampling lists starting in September 2008 and
collection of teacher surveys starting in January 2009. FRSS is a survey system designed
districts, schools, or teachers with minimal burden on respondents and within a relatively
short period of time. For this survey, 2,005 public schools in the 50 states and the District
51
were mailed to 4,133 teachers selected from these sampling lists. The unweighted and
weighted list collection response rates were 80percent and 81 percent, respectively. The
unweighted and weighted teacher response rates were both 79 percent, resulting in
The survey weights were adjusted for list collection and questionnaire
nonresponse, and the data were then weighted to yield national estimates that represent
all full-time teachers in regular public elementary and secondary schools in the United
States. The results of a nonresponse bias analysis conducted for the survey to inform the
nonresponse weight adjustments, along with additional details about the survey
The following are the key findings on teachers use of educational technology in
classroom every day, while 54 percent could bring computers into the classroom.
Internet access was available for 93 percent of the computers located in the
classroom every day and for 96 percent of the computers that could be brought
into the classroom. The ratio of students to computers in the classroom every day
was 5.3 to 1.
Teachers reported that they or their students used computers in the classroom
during instructional time often (40 percent) or sometimes (29 percent). Teachers
reported that they or their students used computers in other locations in the school
52
Teachers reported having the following technology devices either available as
needed or in the classroom every day: LCD (liquid crystal display) or DLP
whiteboards (28 and 23 percent, respectively), and digital cameras (64 and 14
percent, respectively). Of the teachers with the device available, the percentage
that used it sometimes or often for instruction was 72 percent for LCD or DLP
cameras.
Teachers indicated that a system on their school or district network was available
for entering or viewing the following: grades (94 percent), attendance records (93
percent), and results of student assessments (90 percent). Of the teachers with one
assessments).
Ninety-seven percent of teachers reported having remote access to school email,
and of these teachers, 85 percent used this remote access sometimes or often
(table 5). Eighty-one percent of teachers had remote access to student data, and of
programs (61 percent), software for managing student records (80 percent),
software for making presentations (63 percent), and the Internet (94 percent).
Results differed by low and high poverty concentration of the school 6 for the
53
sometimes or often during classes to prepare written text (66 and 56 percent,
respectively), learn or practice basic skills (61 and 83 percent, respectively), and
teachers who sometimes or often did the following: used email or list-serve to
students (38 percent compared to 19 percent), used a course or teacher web page
months prior to completing the survey was 13 percent for none 53 percent for 1 to
8 hours 18 percent for 9 to16 hours, 9 percent for 17 to 32 hours, and 7 percent for
33 or more hours
54
Of the teachers who participated in technology-related professional development
during the 12 months prior to completing the survey, 81 percent agreed that it
met my goals and needs, 88 percent agreed that it supported the goals and
education today and in the future Popescu, Popescu and Popescu. (2012) of the
Romanian education, such as human computer interaction. In their opinion, education has
society. Nowadays, more than ever, human capital is considered to be one of the most
important assets of the society we live in and lifelong learning programs come to support
higher education and its major role for human resources development.
competition pressure during the integration into the European Union, also willing to play
compared to other EU Member States, in the perspective of the newly voted Education
law on the tenth of January 2011. Their r research started with a part of literature review
that analysis the state of e-learning in the world and then continued with profound
comparisons based on official statistics that we have considered as essential to our work.
55
Their findings showed that Romanias indicators in the matter of e-learning, which even
though are not at the level of other EU countries, proof an increasing interest in the field
The Romanian education is confronting itself for many years with many changes
involving the need to reform and restructure the Romanian Education system in order to
create a clear and comparable system with the ones that already exist in the European
Union and all over the world. The intention isto create a better system centered on the
individual and in time able to generate prosperity and better results. The human computer
interaction is at the beginning here in terms of education, but we believe that in the next
years there will be made considerable efforts to generate a better educational system with
Iachello and Hong (2007).undertook a study with the purpose (1) to summarize
approaches, results, and trends. Practitioners and researchers can draw upon this review
when working on topics related to privacy in the context of HCI and CSCW; and (2) to
chart future research trends and of pointing out areas of research that are timely but
lagging. There study was based on a comprehensive analysis of published academic and
industrial literature spanning three decades, and on the experience of both ourselves and
of many of our colleagues. In their survey they primarily drew on the research literature
56
They found out that in the past ten years, privacy has become a mainstream topic in HCI
research, as attested by the growing number of surveys, studies, and experiments in this
area. In this article, we presented a survey of this rich and diverse landscape, describing
some of the legal foundations and historical aspects of privacy, sketching out an overview
They believe that the strong interest in and growth of this field is a response to
legitimate concerns arising from the introduction of new technologies, and is, overall, a
expand their field of view from traditional HCI domains such as social psychology and
They concluded with a list of five challenges facing the field today, that must be
1. The development of better interaction techniques and standard defaults that users
privacy toolbox.
4. The development of organizational support for managing personal data.
5. The development of a rigorous theory of acceptance dynamics of users,
Peslak (2005), on the other hand revealed a study indicating that up to 50 % of the
But he said little study has been performed on the inclusion of important inter-face and
57
curriculum. This is particularly the IS (Information Systems) discipline has shown little
interest in identifying and clarifying those topics and techniques that should be included
in its curriculum.
The study reviewed the literature in all areas of computing and information
interface topics that are generally regarded as most important for technology students.
literature is performed in this work. Within the broad category of HCI two major
subcategories emerge. People and Process. Within these subcategories, twelve specific
topic areas are identified. The topics are Interface Requirements, Interface and GUI
Fetaji, Majlinda, Suzana Loskoskas, Bekim Fetaji and Mirlinda Ebibi. (2007)
found in their study that to design a good, efficient and ease-to-use user-friendly interface
considered.
issues like interaction styles are analyzed and advantages and disadvantages are
58
determined searching for higher bandwidth communication between human and
have to appropriately choose the type of interface and interaction style to fit with the
class of users it is designed whereas the human factors must be taken in consideration.
disadvantages of interaction styles and interface types that best support the activities and
styles of learning of users the system is aimed at; to choose the type of interface and
interaction styles that best supports the system goals; to choose the interaction styles that
are compatible to user attributes and that support the users needs, which means to choose
the styles that are more advantageous for aimed users (for example, in a system for
which are stressed in more detail in section 3.1); and to define the user class that the
system is designed for, where the human factors must be taken in consideration.
Incorporating HCI design principles, so we can ensure better design guidance for screen
On the other hand, Rosales (2012) confirmed the extensive use of technology in
He declared that public school educators today are bridging the digital divide
unlike ever before with 90 percent of school districts using electronic white boards in
59
almost every district school, 64 percent of districts providing schools with wireless
Internet access, and more than 60 percent of districts using document cameras.
Rosales cited a new survey by MCH Strategic Data, 54 percent of U.S. school
districts surveyed use tablet computers and e-readers or both with an additional 10
percent expressing plans to purchase the devices in the next year or two. This finding
makes tablet computers and e-readers the fastest growing of the technologies surveyed.
The data was obtained during telephone interviews with representatives from 34
percent of public school districts (5,146 districts). These districts represent almost 34
percent of public school students nationwide. He claims that MCH conducts studies
involving K-12 and early childhood education school programs, and other social
institutions.
The survey found that digital tools available to teachers and students today are
endless as teachers can access social media, e-mail, video teleconferencing and all types
of digital innovations.
some capacity, while only 21 percent have Bring Your Own Device (BYOD) programs in
which students use their own devices in the classroom. Cloud computing and Student
Response Systems (SRS) clickers were also present in about 50 percent of districts
tools is important in reaching todays students who have grown up with most of these
digital devices.
much easier with the use of technology and there is no turning back. Teachers can use the
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flipped mastery classroom style of teaching where students watch online video lectures
at home on their own time. Class time is reserved for solving math equations
independently, in small peer groups, or one-on-one with a teacher. A teacher can create
The flipped style incorporates the technology into the learning process. It is now
the trend in American public schools and the use of digital technology in classroom has
shown results; such as in the first year, math exam scores improved by nine percent and
The Philippine Constitution specifically provided provisions for the teaching and
provisions on science and technology are contained in the following sections of the 1987
Constitution. Sections 10 to Section 13, Article XIV, are provisions that specifically
On the other hand, Bonifacio (2014) discovered in his own study that Integrating
Information and Communication Technology or ICT into teaching and learning has
become a great concern for many educators in developing countries like the Philippines.
ICT must be used and taught in powerful and meaningful ways. With its rapid
development, educators should find ways to integrate technology in the learning process.
ICT should not drive education, rather, educational goals and needs must drive its use in
schools. Targeting holistic growth for learners is a crucial factor in realizing the need to
61
Bonifacio (2014) believes that developing these standards is a decision making
process that will dictate how Filipino students will acquire ICT concepts and skills to
He concluded that ICTs can be used to improve the quality of learning. They can
promote learner motivation, mastery of basic concepts, and the development of higher
order thinking and lifelong learning skills. However, ICT is complex and confusing, and
it deeply encroaches on the processes of education. Lack of vision, lack of consensus and
lack of policy on how to integrate ICT in education consistently, are not very helpful
either. ICTs, cannot by themselves resolve educational problems in the developing world,
as such problems are rooted in well entrenched issues of poverty, social inequality, and
uneven development.
What ICTs as educational tools can do, if they are used prudently, is enable
developing countries to expand access to and raise the quality of education. Prudence
requires careful consideration of the interacting issues that underpin ICT use in the
school, policy and politics, infrastructure development, human capacity, language and
content, culture, equity, cost, and not least, curriculum and pedagogy Motivation,
that exists. Educational leaders are effective when they are able to influence members of
leader to plan, persuade and perform actions that will allow the different functions to
62
Technological leadership is a crucial component in order to develop and
utilizing ICT pose as an apparent obstruction, however, the support coming from school
principals and administrators and the government to innovate, monitor and sustain good
Developing ICT curriculum standards for K-12 schools in the Philippines seems
technology is becoming more and more crucial in the lives of Filipinos as they follow the
path of economic growth and strengthening of a nation. The researcher believes that the
first step is to accept the need to formulate these standards, know and prepare for the
challenges ahead, have the will to pursue it by utilizing whatever resources are available,
integration in schools, keeping in mind that its success lies in the hands of Filipino
educators who are committed to make their education system work in the midst of many
barriers to learning.
63
INNOTECH), examined the ICT infrastructure of elementary and secondary schools in
the Philippines.
electricity. The regions with the highest electricity supply are the highly
telephones.
The most common audio-visual and multimedia equipment in schools are
literate.
More schools have computer-literate teachers (6,632 or 18.24 percent)
received no training on any topic related to ICT in the past five years. The
remaining 4,774 school heads (13.13 percent) indicated they had received
The survey also examined the level of computer training provided at schools:
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While in the majority of private elementary schools computer training
In the interim, the Undersecretary for Programs will oversee the implementation
of this Strategic Plan with support from a fully-staffed ICT TC and the Information and
Undersecretary for Programs will be guided by the targets and outcomes as outlined in
the Plan.
It is underscored that all DepED units will be responsible for the implementation
of this ICT4E Strategic Plan. With the adoption of the DepED ICT Governance
Through it, the DepED will establish an integrated service network that ensures efficient,
transparent and effective governance and management. This relies on timely access to
65
The EA would prescribe systems that would minimize the burden of data
collection and reporting from key school personnel to allow them to focus on their critical
tasks in pedagogy.
determines who makes the final decisions on ICT in DepED. It is distinct from ICT
management which is the process of making and implementing final decisions on ICT.
The successful integration of ICT into the Philippine education system will
implementing and coordinating all activities towards achieving our vision. DepEDs
coordinating role includes planning and sustaining investment strategies to achieve our
To achieve this, DepED, will play a key role in coordination which will include
planning and sustaining investment strategies to achieve our vision and facilitating
teachers, students, parents, the private sector and other community bodies.
With the implementation of SBM, the role of LGUs in school operations becomes
increasingly important. They can provide significant resources that will enable schools to
achieve the goals articulated in this plan. Strong relationships between LGUs and all
public schools in its area of responsibility may be the key to achieving sustainable ICT-
enabled schools.
66
Problems Encountered in the Implementation of the ICT Plan
The following were identified as key problem areas for implementing ICT in
basic education:
Sustainability; and
Santos (2012) reported that Vibal and Microsoft, in cooperation with the
Department of Education (DepEd), have partnered to create a new kind of classroom set
to enter the digital era. This is to have a classroom without chalk and blackboard, manila
paper, cartolinas, one-fourth sheets of paper, pencils, erasers, and attendance sheets
Inc. and international computer software company Microsoft have not only imagined it,
they are working on making that a reality. They are making this possible through the
A child becomes smarter when he or she uses a digital device and consumes
digital material. Santos revealed this was supported by a study conducted by the United
67
Nations who found that students exhibited better performance because of the highly
connectivity allowing external links to resource websites, study tips, and many more.
Teachers will be able to use the annotated teachers edition of the e-textbooks that
includes a lesson guide, answer keys, and teaching tips to help the teacher guide the
students in using the e-textbooks. Schools in Korea utilize tablet PCs for students while
teachers use intelligent white boards,. A survey of UNESCO rated Koreans as the most
intelligent digital readers because they know how to search for online content and adapt
Technology tools do not only improve the learning process of the students but
also the teaching process of the teachers. Microsoft offers various digital tools for
commercial pricing.
As of the 2010-2011 school year, there were 38,351 public elementary schools
and 7,268 public high schools, the latest figures obtained from the DepEd website
showed. On the other hand, there were 7,613 private elementary schools and 5,682
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Through all the partnerships and investments being poured by Microsoft into the
public school, might one day find no need for chalks and blackboards. A digital
From the foregoing it can be construed that the state of educational technology in
the Philippines could be described promising. A great divide still exists between the
haves and the have-nots; that is, those academic institutions who have access to updated
and state-of-the-art technology and those who dont. This disparity runs parallel to the
For public institutions, the presence of internet is far from ubiquitous, even at the
tertiary level. Very few state universities and colleges offer wireless internet access to
their students. The number of computers of these schools can hardly accommodate the
entire faculty, let alone the student body. Not to mention, system requirements of their
elementary schools has been the subject of many studies in the country also. And
teaching Mathematics could have been more effective with the use of modern technology
69
but as the studies show, most teachers relied on the traditional methods or strategies in
One of this is Project ISICON (Improving Skills in Computing Numbers) that was
good quality education in the District. It ws implemented in 2000 for the public
Bautista found out that for Group I pupils the fast learners performance level was 77.63
answering most of the problems involving basic operations. After two (2) years of the
88.83 or 88.8%. They were very good in the posttest with an overall score of 90.35 or
90%. But he lamented the non-adoption of modern technology in teaching in the school.
a) As to objectives, they strongly agree that the aim or objectives of the project
was relevant to the learner with a mean of 4.50 and they agreed the objectives
is poor because of their attitude towards Mathematics. First, they do not read
70
and analyze problems before answering them. . Second, the pupils found it
the Division of Pampanga found Addition easy with a mean of 2.29; Subtraction as less
difficulty with a mean of 3.00; Multiplication and Division as difficult with means of 3.5
and 3.57. She found it that problems that affected Project ISICON in the same
elementary school are: absenteeism (3.46), weather disturbances (3.5), lack of interest on
the subject (3.79), lack of support and follow-up from parents (4.0), sometimes seminars
and meetings attended by teachers (3.57), and coaching other pupils for a contest (2.56).
teachers in the same school are as follow: Bell and Buzzer and puzzle and games with
means of 3.5 and 3.64, respectively; Damath and Step One are moderately effective with
effective materials in teaching the subject are: Window Cards with a mean of 3.5m
Flashcards (3.49) counter like sticks, and Stones and plastic toys (3.0), place value chart
(3.12). Respondent teachers of the school revealed that pictures are moderately effective
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Utilizing time limit in answering mathematics problems showed that in addition,
the pupils were faster with a mean of 4.07; moderately fast in Subtraction and
multiplication with means of 2.93 and 2.5, respectively; and low in Division with a mean
of 1.93.
The teachers adopted further constant practice on the four fundamental operation
with a mean of 4.79 promotes learning in the subject; talk to parents of slow learners or
conduct follow-up, practice at home with 4.20, pupils memorize content of window
cards, group or peer study, designate fast learner as the leader of slow learner and display
materials to be used by the children are all used by mathematics teachers in the
teaching the subject in the public elementary schools of the country. This was the subject
of the study of Alminiana (2005) that specifically focused on the common strategies
employed by mathematics teachers for Grade Two pupils and its implications to the
teachers in the area are the following: conducting contests, games, written or symbolic
oral (choral counting activities) and lectures. Also adopted teaching strategies are
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puzzles, problem solving, quizzes, unit test, Math trivia, graded oral recitations, out
self-learning kit, mileage, chart, audio-visual display and teaching by analogy. In the
same study, Alminiana (2005) also found out that the problems encountered by
mathematics teachers are the following: for Teacher Factor there is an inadequate time
to prepare lesson plan; on Pupil Factor problem poor study habits of pupils, lack of
Factors lack of materials; and on problems with Administration and Supervision Factors
there is too much extra-curricular activities to contend with. She found though that
mathematics teachers in the area did not encounter problem with regard to the classroom
and physical facilities of their school. As to its implications, Alminianas study could help
and make mathematics teaching more effective and meaningful, offer new and interesting
The more recent study conducted by Dumlao (2010) is of great interest and
Dumlao utilized the descriptive method of researcher and found out mathematics
teachers of the aforesaid school considered the following teaching strategies as Highly
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Effective in teaching the subject: Classroom Demonstration, Cooperative Learning, Field
Studies, Discussion Method, and Role Playing. But the researcher decried the lack of
utilized the descriptive method of research found out that Paper and
learners progress in the subject. She recommended that (1) other than
This researcher also finds the study of Mati (2007) of importance to the present
Mati recommended that Mathematics teachers should realize their way of teaching
74
Mathematics and other ways which they can learn best practices, possibly by viewing
audio-visual materials of actual classroom teaching in other countries like the United
States, Germany and Jan. They should also realize how they view the actual classroom
devices can become key elements in their environmental process of curriculum and
Mati continued with another recommendation that calls for Mathematics teachers
to conceptualize and organize better teaching strategies and materials to make students
master the topics being taught. Teachers should use strategies that would concretize the
Moreover she said that students should be given enough time to master certain skills
before proceeding to the next topic. Administrators and mathematics teachers should
organize tutorial or remedial classes for underachievers and provide advanced lessons for
high-achievers to help the students overcome their difficulties and strengthen their
subject interesting and enjoyable. There should be sufficient reading materials and
abilities. Teachers must make provisions for students delivery and creativity, either
To motivate students in problem solving teachers should use different strategies such as
trial and error, searching for a pattern, acting out, making a list, table or chart, and
different instructional aids such as models or sketchers. Students should be provided with
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On the other hand, classroom assessment practices and the extent of learners
progress in mathematics was the major concern of the study conducted by Bueno (2006).
This involved 15 Mathematics teachers and 290 students of the Manila High School. It
was revealed in this study that the major problem of students were toward mathematics
curriculum and basic foundation. Teacher strategy was found to be a minor problem in
teaching the subject. And the instructional instruments that matched with the identified
problems were curriculum, strategy and attitudes and basic foundation. Thus, based on
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e. There should be remedial mathematics classes for students with
Synthesis
The review of related literature and related studies has clearly established the need
to utilize modern technology for the countrys public elementary and secondary schools.
It can also be seen from the presentation in this chapter the many facets of technology
tools that must be considered for utilization by Philippine public schools for the country
Both foreign and local literature and studies cited here show that if we want our
resources they need to function in a digital age. And although schools have made
progress in bringing computers and the Internet to students and staff, greater access is still
needed in order for technology to become a reliable tool for teaching and learning.
There are many challenges in the world, and to our country in particular, in the
Technology (ICT) plus concerns in computer maintenance and upgrades that are big
77
challenges in most public elementary and secondary schools in the Philippines. Thus, the
review of related literature and studies afforded the researcher vital information that
The review of related literature and studies have specifically established the great
interaction that can be best achieved by mankind to benefit people in this world.
The related literature and studies are not only relevant but proved invaluable to
the present study. For one, Tollmar (2015) provided information on program in Human
Computer Interaction and Design focuses on study, design, development and evaluation.
The studies of Yasdi (2000), Popescu, Popescu and Popescu. (2012) and Iachello
and Hong (2007).contributed various factors that generally affect and influence Human
interface development. And Fetaji, Majlinda, Suzana Loskoskas, Bekim Fetaji and
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Mirlinda Ebibi. (2007) presented some invaluable knowledge to design a good, efficient
system and several issues that have to be considered. Thus, the review of related literature
and studies has proved very helpful to the researcher in undertaking the present study.
There is an apparent dearth of academic studies on the countrys policy on the use
Education in implementing the utilization of technology tools that could usher in the
schools. This is what the study would like to accomplish in order to narrow down or even
fill up the gap of our knowledge about the implementation of odern technology as
instructional deices in the classroom instruction and use of computers itself in our local
public schools.
The other local unpublished studies clearly show the need for the utilization of
subject, resulting to dismal performances of the students or pupils in the said subject.
The researcher hopes that, in this way, we can be more effective in promoting
education through the utilization of modern technology tools in Philippine public school
classrooms
Chapter III
79
RESEARCH METHODOLOGY
This chapter presents the method and the procedures that were used in the study. It
describes the research design, respondents of the study, instruments of the study,
Research Design
employs the survey technique. According to Fonollera (2010), the descriptive method of
research involves the collection of data in order to test hypothesis or answer questions
concerning the current status of the study that requires description, recording, analysis,
and interpretation of the conditions that exists at the time of the investigation. Descriptive
research usually makes some types of comparison, contrast and correlation in a carefully
planned and orchestrated research (Ardales, 2008). And this prompted the researcher to
The study is also employing the comparative method of research since the specific
objective of the study is to compare the two groups of respondentsthe Mth teachers
and Grades 5 and 6 pupils. They are similar in some respects, because both are concerned
about Mathematics, but they differ in some respects because the Math teachers will be
providing information on what they know about their pupils; academic performance in
Mathematics with the use of modern technology while the pupils have their
chances of learning Mathematics in the classroom, These differences become the focus
80
of examination. The goal is to find out why the cases are different: to reveal the general
As already indicated, the study has two groups of respondents. The first set is
composed of all Mathematics Teachers handing Grades 5 and 6 pupils at the Rafael Palma
Elementary School while the other group is composed of randomly selected Grades 5 and
Grades 5 and 6. The second group of respondents is composed of 50 pupils from Grade 5
The data gathering instruments of the study are the prepared Survey Questionnaire-
and interview. The survey questionnaire is in checklist type or form where respondents
The first part of the survey form for the Teacher Respondents also want to elicit
data on the demographic profile of the teachers in order to provide a good background on
the style and effectiveness of the teachers in teaching Mathematics to their pupils.
The survey questionnaire though for the pupils do not include the demographic
profile of the pupils as this would only make it more complicated for the pupils in
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The survey form will try to elicit data on the use of modern technology in the
school at present and how the practice has affected the academic performance of the pupils
in Grades 5 and 6.
order to gather supplementary information that could be utilized in the in-depth analysis
devices and on the advantages of the same to both the pupils and the teachers in promoting
learning of Mathematics,
In order to ensure the validity of the survey instrument, the researcher will subject
the same to the Thesis Adviser. In addition to this the same researcher shall ask the
Mathematics teachers if they think the survey form is in proper construction that it can
elicit the right responses from respondents for use in the study.
To ensure the pupils will be able to provide the responses required from them, the
same researcher is going to pre-test survey questionnaire among 11 pupils in Grades 5 and
6 who are not part of the 100 respondents of the study. This is for the researcher to find out
if the questions are suitable to the respondents and in order to find if the pupils will be
82
With the completion of the approval and validation of the survey questionnaire-
checklist of the study, the researcher shall seek the necessary permission to administer the
The researcher shall then proceed with the actual flotation or distribution of
Questionnaire Checklist after permission shall have been granted by concerned school
authorities in the area. The same researcher shall retrieve the completed survey forms the
following day in order to give the respondents sufficient time to answer or fill up the
survey questionnaire-checklist. The retrieved survey forms will then be tabulated by the
researcher for the subsequent statistical treatment of data gathered from the survey.
Ethical Consideration
The researcher will strictly adhere to calls or requirements for honesty, respect,
and integrity in dealing with respondents, clients, and the public. In this, respondents
should be given the content, and purpose of the survey so that they may make an
informed judgment about whether they wish to participate or not in the survey. Any
The researcher will utilize a composite of statistical measures to treat raw data that
will be gathered for this investigation. These are the frequency and percentage, arithmetic
weighted mean, and the One-Way Analysis of Variance or ANOVA for the statistical
83
The formula for the percentage used in the study is :
%= F/N X 100
Where:
% = the percentage
The frequency and percentage was used for the statistical treatment of the
2. Weighted Mean
The Weighted Arithmetic Mean was utilized for the statistical treatment of raw
data gathered for the effectiveness of the teaching strategies adopted by the respondent
mathematics teachers and problems encountered by them in teaching the same subject in
Grade One. The arithmetic weighted mean formula that will be used for the study is as
follows:
Xw Xw
Xw = -------- = -------
W N
Where:
W = the weight of X
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Wx = the sum of the weight of Xs
N = x
3. Likert Scale
In order to interpret the weighted mean values of the different variables of the
study, the researcher will adopt the Five Point Likert Scale with the appropriate scale,
4 3.50-4.49 Effective
Agree
4. One-Way ANOVA
85
The One-Way F-test or one factor analysis of variance (ANOVA) will be utilized
to test the significance of the differences between the means obtained on the perceptions
of the Mathematics teachers and pupils and to test the validity of the hypotheses of the
study.
SS Total = Sx2 - CF
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