PRACTICAL RESEARCH (QUALITATIVE RESEARCH)

NAME: Salcedo, James A.

GRADE AND SECTION: 11 - Ada Lovelace

DETAILS ABOUT THE WORK:

1. TITLE OF THE WORK: “Experiences, perceptions, and attitudes on ICT integration: A

case study among novice and experienced language teachers in the Philippines.”
2. AUTHOR: John Paul Obillos Dela Rosa
3. RESEARCH METHODOLOGIES:
Population: Language Teachers in The Philippines
Sampling Unit: Dapdap High School and Philippine Normal University
Sample: 2 English Teachers - A Novice & Experienced
Sampling Method: Purposeful
Sampling Technique: Stratified Sampling
Type of Research: Qualitative Research
Research Design: Narrative Research (Biographical Narrative Study)
Data Collection: European Schoolnet’s (2013) Survey of Schools: ICT in Education
standardized survey questionnaires & semi-structured interview questions validated by
experts.

I. TOPIC: Information and Communications Technology Integration in Education

II. SUMMARY
John Dela Rosa's article aims to understand how a novice and an experienced teacher
would delve into their experiences, perceptions, and their attitudes towards the incorporation
of ICT with ESL education. Both the similarities & differences from the aforementioned
views are also asserted. Consequently, the study revealed that the experienced teacher prefers
traditional classes but had major exposure to ICT and favors its advantage in education,
although perceives it as lacking resources and services, especially internet access for the
effectiveness of its integration. Moreover, the novice teacher had less exposure to ICT,
although makes use of its related materials and activities, though views the integration as
time-consuming that requires thorough knowledge in using technological devices.
Furthermore, both teachers have positive views from its integration in teaching the English
language, the influence of ICT on student's academic performance, and even their optimistic
view of its use to establish further in the Philippines.

III. HYPOTHESIS
- The labeling of expertise from teachers is based on the number of years that
comprise their teaching experience.
- The integration of ICT has a positive influence on student's education.
- The usage of ICT depends on how frequently the teachers practice it in their class.
- A language teacher's understanding and vulnerability to ICT represent their
experience in using it with pedagogy.
- If both teachers & students have proper access to the internet, then they are capable
of ICT integration throughout education.

IV. METHODOLOGY
The study conducted by Dela Rosa is based on the usage of Qualitative
Research that probes to a Narrative Research design. The research itself gained an
understanding of ideas and intentions regarding ICT integration from the two English
teachers in a resettlement high school: a "novice" & "experienced" (Biographical
Narrative study from the subjects was observed). Moreover, two instruments were
utilized in gathering data, the first was from the European Schoolnet's standardized
survey questionnaires (which are modified) that aim for students, teachers, and
headteachers on availability and use, including opinions and attitudes, of ICT in
schools (EuropeanSchoolnet.com). Second, the researcher drafted semi-structured
interview questions that are validated by two experts (a Headteacher in English from a
public secondary school and a Language Professor from a government-run university).
Both teachers were asked to complete the survey questionnaires for 30 minutes
following the instructions provided in the instrument and then a separate interview
session using the semi-structured interview guide that lasted a total of 100 minutes,
then the researcher analyzed and established comparability between the responses of
both language teachers of integrating ICT in language pedagogy.
V. FINDINGS
A language teacher’s understanding and vulnerability to ICT play a vital role
in enhancing their experiences. It is unveiled that the novice language teacher had
limited exposure towards ICT but highly utilizes ICT integration in her language class
more than the experienced language teacher who certainly had more exposure.
Moreover, both teachers are optimistic about the impact of ICT use on their students’
overall learning and achievement, however, it requires intensive training in utilizing
both hardware and software components of technology in language teaching that also
entails appropriate equipment to stimulate its usage and practice among teachers.
Likewise, the positive attitudes of both teachers reveal that ICT integration is essential
for learners as it helps them deal with challenges that are encountered in modern
education. Nevertheless, what hinders the effective integration of ICT in language
learning is the deficiency of ICT resources such as the limited number of computers
and the unavailability of internet services.

VI. ERRORS STRENGTHS/WEAKNESSES

● STRENGTHS:
The institutions created a Facebook group that allows teachers to share resources and
can interact with one another through real-time messaging. From the interesting aspects of
teaching language with technology, the novice teacher responded on how it gives an
excitement to the learners as they'll adopt a new strategy in learning language, how it makes
the teacher's work easier as the repetition of writing on boards is less likely, and discussion
would be frequent especially during recitation. Further, the experienced teacher responded
that the innovation of teaching strategies will be interesting and how remarkable its aspect
would be as technology provides real-time interaction and coaching, audio-visual stimulation,
and reinforced imaginative dimensions to the teaching-learning process. Both teachers
similarly responded on how students nowadays are accustomed to computer usage, making
the learning process easier. Additionally, the novice teacher also mentioned that students
involve themselves in the learning process while the experienced teacher mentioned that ICT
is a natural feature of learning among students as they are exposed to it inside and outside the
school.
● WEAKNESSES:
The access to ICT from both teachers in this study is quite low due to the limited
resources of devices and not having well-established internet access in their respective
schools. The obstacles to using ICT in teaching & learning from the novice teacher have
mentioned the inadequate number of resources hinders her integration of ICT in pedagogy.
Also, the experienced language teacher distinguished out-of-date or dysfunctional computers
that require renovation. The novice teacher's perception towards using ICT had stated that
preparation is time-consuming, plus, she's not accustomed to handling such devices (like the
LCD projector) and mentioned the scarcity of rooms that there must be a room designated for
a language teacher when any teacher would manage ICT. Additionally, the experienced
teacher's perception is different in that he indicated visible knowledge about training and
hardware availability, although he was focused on the critical challenges about ICT
integration for language teaching.

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