Technological University of the Philippines

College of Industrial Education

Ayala Blvd., Ermita, Manila

GRADUATE PROGRAM
MAT 504- Research in Education

Name: Rafael B. Balderosa Course and Major: MAIE-Ed. Tech.

Research Proposal

Related Patent Documents

Problem / Related
Objectives Key Variables References Methodologies
Scenario Readings Patent No. and Title Abstract
and Process
1. Development
of an ICT
courseware for
High School
SpEd students
of Aguinaldo
International
School using
Adobe Flash
2.

3.
Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with
educational technology

Abstract
Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the
increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available
research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in
Western settings. The present study centers on the impact of Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy, computer
self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities
in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the
results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs,
teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher
education and further research are discussed.

Revisiting and reframing use: Implications for the integration of ICT

Abstract
This paper investigates the use of ICT by teachers in selected secondary schools. It considers both the extent and type of use and the factors that may influence
such use through the statistical analysis of data from a 30-section survey containing 185 items. First, exploratory maximum-likelihood factor analysis was used to
identify five distinct categories, or types of use. Second, path analyses assisted in determining ten antecedent factors which significantly impacted on use from a
total of 16 factors considered. These factors were confirmed using scale analyses. Finally, a multivariate analysis of variance (MANOVA) was used to determine
whether demographic/context variables were related both to use and to those factors directly influencing usage. Findings suggest a variety of types of professional
development, as well as a range of infrastructural options, are needed to meet not only the varying needs of individual teachers, but also the varying ways in which
ICT can be used. The implication is that the key outcomes for any professional development must be to increase teacher confidence in their ability to facilitate
student learning with computers, along with the provision of stronger pedagogical motivation for teachers to integrate ICT.

Computer games development and appreciative learning approach in enhancing students’ creative perception
Abstract
Creativity is an important entity in developing human capital while computer games are the current generation’s contemporary tool. This study focused on the
teaching of computer games development in order to enhance the creative perception of secondary school children. The study applied randomised subjects, with
control group experimental design, which involved 69 Malaysian form one students, aged 13–14 year-old. Different pedagogical strategies were being investigated
on the abilities to enhance students’ creative perception. Treatment group adopted appreciative learning approach, which was based on Appreciative Inquiry (AI)
theory. Meanwhile, control group adopted self-paced learning, followed by do-it-yourself session. Previous studies indicated that although appreciative learning
approach is still in its infancy development, the approach is gaining its momentum in educational settings as it focuses on strengthening a person’s capacities and
potential. Students’ creative perception was assessed using Khatena-Torrance Creative Perception Inventory (KTCPI). It was found students in treatment group
gained a mean score of 71.82, which was significantly higher at .05 level of significance compared to the mean score of 50.49 exhibited by the control group. Yet,
both treatment and control groups showed significant increases in pre-to-post-test scores. Dimensions within KTCPI were further analysed in order to present a
better picture of students’ creative perception. As a conclusion, different pedagogical strategy generated different level of creative perception enhancement.

Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools
Abstract
Examination of the “digital divide” has increasingly gone beyond the study of differences in physical access to computers to focus on individuals’ use of
technological tools for empowered and generative uses. In this research study, we investigated the relationship between access to tools and experience with
creative production activities. Our participants included 160 8th grade learners from two public middle schools. The local communities represented by the two
schools differed in parent education levels, proportion of recent immigrants, and average family income. Findings indicated substantial variability in students’
history of creative production experiences within both communities. Three sets of analyses were completed. First, the two school populations were compared with
respect to average levels of student creative production experience, access to tools at home, use of learning resources, frequency of technology use, and access
to computing outside of their home. Second, correlates of variability in individuals’ breadth of experience with creative production activities were explored across
both schools through a regression analysis. The resulting model indicated that students’ experience was best predicted by the number of technology tools
available at home, number of learning resources used, frequency of computer use at home, and non-home access network size. In a third analysis, profiles of
experience were created based on both breadth and depth of experience; the resulting four groups of students were compared. More experienced students utilized
a broader range of learning resources, had access to more tools at home, taught a wider range of people, and were more confident in their computing skills. The
groups did not differ in their self-reports of interest in learning more about technology.