Holy Angel University

ASSSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY...
1
HOLY ANGEL UNIVERSITY
Abstract
This research is an initial assessment on the status of the use of Information Communication
Technology in instruction of the fifteen elementary schools in the East District of Angeles
City. It employed descriptive-quantitative method of research over 278 participants that were
randomly selected. A validated self-made survey questionnaire using a five point Likert scale
was used to gather data. Computed mean of data was made through SPPS version 17.
Findings of the study showed that: participants strongly agreed with the DepEd ICT vision;
16identified ICT resources were assessed “sometimes available” and were “sometimes
utilized”. However, a “favorable” description rating was given on integration of ICT in
instruction in terms of four factors. Indicators on the value of ICT and on imbibed ICT values
received an “often” response. Lastly, a “moderately-serious problem” described the
responses on the ICT problems. Based from the findings, a school-based ICT program is
conceived.
Keywords: “ICT” Information Communication Technology,

Assessment, Instruction
ASSSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY... 2
Assessment of Information Communication Technology in Instruction Towards the
Creation of School-Based ICT Program
Information Communication Technology or ICT has positively and creatively
transformed the quality of education and services being offered to pupils and to school
communities all around the globe. Information Communication technologies or ICT as
defined by Yunus, Nordin, Salehi, Embi & Salehi(2013)“covers a wide range of
technologies”. ICT refers to “technological tools and resources which are used to
communicate, create, disseminate and manage information”. These technologies include
radio, television, computers, internet, social networks and etc. Meanwhile, Salehi (2011)
mentioned that “in the last decade, there has been a growing interest in using computers and
the internet to improve the effectiveness of learning in all levels and in both educational and
non-educational settings”. The integration of new ICT tools such as laptop, interactive
whiteboard, LCD projector, internet and social networks in education is still in its infancy in
comparison with the use of older technologies such as radio and television.
“Two decades after the first mainstream rollout of computers in schools, educators
have learned many significant lessons about Information Communication Technology or ICT
in Education and their potential transforming impact on national education systems. Yet,
countries around the world face urgent challenges in this respect due to the rapid
development of technologies, the required financial resources and the need to have a clear
vision of the role of teachers have to play in harnessing the power of ICT in the classroom
and beyond (UNESCO and Microsoft , 2011)”.

According to Karlins and Tang (2011) “one key lesson in using ICT is to
acknowledge the many facets that Information Communication Technology in Education
policies have to tackle such as teacher competencies, learning materials, ICT equipment,
student and teacher motivation, as well as linkages to other areas of national policy and
socio-economic development”. They believed that adopting a cross-sectoral approach
through an ICT in Education Master Plan can help countries to successfully address all
relevant dimensions.
Etcuban (2013) stated that “the lack of teacher training is one of the greatest
roadblocks in integrating technology in a school’s curriculum.”ICT integration could equip
teachers with sufficient knowledge to grow professionally. The current educational systems
have done everything to improve their job”. He added that “empowering teachers to
appropriately and effectively use computer related technology in the classroom should be
addressed accordingly especially in government-operated colleges and universities where
budget is always an issue”. The absence and/or insufficient supplies of ICT tools in the
curricular programs offerings should be taken into consideration so that the graduates
produced by the academe will meet the standards of the industry.
Meanwhile, in the study conducted to 6 Asian Countries on ICT Integration into
Education by United Nations Educational Scientific and Cultural Organizations or
UNESCO(2004) revealed that “Philippines belongs to moderate-level integration where
National ICT policies and master plans have been formulated and various ICT integration
strategies are being applied and tested”. To address this issue, our government is doing its
best to strengthen the ICT integration through DepEd Computerization Program (DCP) per
D.O. No. 78 s. 2010 RE Guidelines in the Implementation of DCP and DepEd Internet
Computerization Program (DICP) per D.O. No. 174 s. 2009 RE Program Planning Activity
for 2009 Targets of DCP and DICP. The projects were communicated to schools through
provisions of computer packages and internet connectivity.
Furthermore, the guidelines of DepEd (2009) on the effective implementation of
elementary curriculum in the Philippines clearly stated that “the use of Information
Communication Technology in instruction will empower learners in a rapid changing world”.
This directive of the department mandated all the public elementary schools in the country to
use learning equipment and materials which includes computer programs that are
educational, interactive and experiential. Moreover, the vision of DepEd ICT Programs and
Project is that “21st Century Education for all Filipinos, anytime and anywhere, an ICT-
enabled education system that transforms students into dynamic life-long learners and
values-centered, productive and responsible citizens”, evidently promotes its’ significance
and value.
Additionally, Soriano (2009) identified the Five Year plan in the DepEd
Computerization Program which are: “completely integrate ICT into the curriculum;
intensify competency based professional development programs; establish necessary ICT
infrastructure and applications; develop processes and systems that ensure efficient, and
transparent and effective ICT governance and management”.
In Angeles City Pampanga, the schools have their own initiatives in integrating ICT
in instruction. This is evident in their SIP or School Improvement Plan and in AIP or Annual
Improvement Plan. Also, the Department of Education has proposed or drafted ICT programs
like ICT4E Strategic Plan or Information Communication Technology for Education Plan
and DCP or Department Computerization Program. The DCP was made to deploy computer
packages to some public schools in our country while the ICT4E was not yet actualized and it
was just a plan or initiative of the late Mr. Paul Soriano, Former Director III of the National
Technical Service. The Division of Angeles City however, has no concrete ICT program yet
and it just follows the plan of Mr. Soriano. This has been attested by the Division ICT
coordinator of Angeles City.
In the light of the ideas presented above, the current researcher was motivated to
conduct his study because as an elementary teacher in public school for 3 years now, he
believes that teachers should integrate Information Communication Technology in their
teaching so the delivery of the lessons could be interactive and engaging to the pupils and to
meet the demands of the 21st century learners. The use of technology could maximize
teaching and learning process. Thus, quality education can be offered to pupils through the
use of ICT and through conscientious effort and competence of teachers, administrators and
other stakeholders. Furthermore, using ICT in teaching could enhance teachers’ teaching
competencies and skills, making them good stewards of technology and globally competent
users of it. But as a common problem in a public school, some lack the knowledge and skills
in using the technology, consequently, resorting to a more traditional way of teaching. One
pressing reason why they lack the knowledge and skills in using the technology is the lack of
trainings and seminars. Another is that, most schools cannot afford to purchase ICT resources
due to financial constraints. Finally, the teachers’ attitude plays an important role in the
success on the implementation of an ICT program.

The aforementioned statements hinder the potential positive effects of ICT in the
teaching- learning process, thus affecting the effectiveness and efficiency of instruction and
in general, the quality of education that pupils received. It is on these reasons why the
researcher conducted a study on the “Assessment of Information Communication
Technology in Instruction towards the Creation of School-Based ICT Program” to help
administrators and teachers in its successful integration in the educational system through a
research-based and concrete school-based ICT program.
To develop further the theoretical framework of this research undertaking, the
following literature were properly investigated and reviewed. May these shed more light and
in-depth understanding about the present study.
Marzano & Haystead (2009) discussed that “an interactive whiteboard” or IWB is a
large display that connects to a computer and a projector. The projector projects the
computer's desktop onto the board's surface, where users control the computer with a pen,
finger, or other device. The board is typically mounted to a wall or floor stand. It has various
features such as student response systems that enable interactivity. Although many teachers
have enthusiastically adopted interactive whiteboards, little research is available on their
effect on student achievement. However, in his study that involved 85 teachers and 170
classrooms, the teachers used interactive whiteboards to teach a set of lessons, which they
then taught to a different group of students without using the technology. The study
concluded out that the IWB has significantly increased the student achievement in all areas of
learning.
Raman and Mohamed (2013) study concentrated on the impact of ICT in teaching
English language among secondary school English teachers. They said that “the advancement
of technology has impacted teachers to boost teaching and learning of English language in
secondary schools”. Their study showed that most of the respondents believed that the
integration of ICT could enhance the quality of teaching and make learning very effective.
According to the study of Ghwanmeh and Sameh (2012) “recent developments in ICT
have given an increasing interest in ICT based blended-learning pedagogy to expand access
to learning and foster lifelong learning among citizens through the use of ICT. Their mission
was to establish an e-environment that permits ICT within the education system. Moreover,
the automation of both educational and administrative actions and services performed at all
functional levels of Ministry of Education should be taken into account to maximize
performance, advance the planning and decision making process, promote education quality,
embedding ICT-based, blended-learning pedagogy properly using technology to transform
education into a student-centric system”.
The study of Giavrimis, Giossi, & Papastamatis (2011) divulged that “one of the
main reasons for primary school teachers' participation in ICT programs is their interest in
using ICT, in both classroom teaching and in their day-to-day experiences”. They considered
lifelong education “as necessary to the practice of teaching and useful in settling educational
inequalities”.
Bhaumik (2012) research paper reviewed the use of information and communication
technologies (ICT) in the classroom teaching of management. Based from his study “the role
of technology is an enabler and not a driver of the teaching/learning process”. He explained
that ‘ICT makes it possible to initiate and develop new pedagogical tools in the classroom’.
More so, teaching of management requires the development of a broad range of technical,
human and conceptual skills and therefore the use of ICT in the classroom teaching of
management is quite extensive.
According to Yuen, Law &Wong (2003), “Hong Kong Special Administrative
Region government launched a five-year ICT strategy in schools in late 1998”.Their paper
reported the findings of the analysis on models of change in 18 schools striving to integrate
the use of ICT in teaching and learning across the school curriculum. Their study revealed
that “the strategy adopted by a school in instituting such change and the resulting variation of
pedagogical practices using ICT is strongly dependent on the school leaders' vision and
understanding of the role and impact of ICT in the curriculum, their goals and objectives for
ICT integration, as well as the history, culture and background of the school and its general
vision and mission”.
Meanwhile, Nair, Rahim, Setia, Adam & Husin (2012) pronounced that “the waves of
globalization and the advent of ICT have given enormous effects in the teaching of English
in Malaysia.ICT resources has been integrated in English classes since it has been proven to
help the students in their learning process”. They explained that their study sought to find out
whether the teachers are ready for this innovation. Their study checked on the teachers'
attitude towards the use of ICT in English language teaching and the extent to which teachers
use the available ICT equipment. Ultimately, their study revealed that “most of the teachers
used ICT to improve their teaching and all have positive attitude in utilizing different
technology resources”.
Karami, M, Karami, Z, and Attaran (2013) research was aimed to study the effects of
integrating problem-based learning with Information Communications Technology (ICT) on
developing content knowledge and teaching skill of trainee teachers. They explained “that
professional teachers can guarantee the progress and the promotion of society because
fostering the development of next generation is up to them and it depends on their
professional knowledge which has two kinds of sources; content knowledge and teaching
skill”.
Fisser (2001) described in her study that “the environmental pressures, technology
developments, institutional conditions, educational developments, cost reduction/cost-
effectiveness and support facilities are some of the factors that school leaders must addressed
in the implementation and integration of ICT in education”.
According to Rastogi & Malhotra (2013)“the system in INDIA is facing major
challenges as a consequence of the revolution of ICTs. In meeting the challenges of
knowledge society, teachers must have adequate competence in ICT skills so that they can
fruitfully integrate technology in their pedagogical practices. In developing countries like
India, policy-makers have adopted ICT in their education to accelerate their nations'
development efforts. In doing the adoption, teachers' competence in ICT skills has often been
ignored and the mismatch between the culture of techno-centric mindedness and the teachers'
pedagogic culture often results in the alienation of the teachers from the use of technology”.
That is the reason why their paper ventured on examining teachers' level of competence in
ICT skills, their experiences with ICT and how they use ICT in their current educational
practices. Presumably, there may be a chance that due to the presence of different types and
levels of ICT skills possessed by teachers or due to their various pedagogical practices, the
actual integration of ICT in pedagogy might get hindered.
Awan (2012) investigated in his research the level of ICT uptake among teachers and
the quality of ICT use in classrooms can be promoted by challenging teachers’ attitudes
towards technology adoption. The issue of teachers’ technology confidence and ICT lesson
planning skills were tackled by providing training sessions that focused on encouraging them
to use educational multimedia game resources for teaching and learning purposes. The results
of his study disclosed “a positive shift in teachers’ attitudes towards the received ICT training
and positive attitudes towards the use of ICT in teaching. To encourage greater ICT use by
teachers it was suggested that educational game playing workshops that were aligned to
curriculum outcomes can be considered as a form of sustainable in-service training”.
Meanwhile, Tondeur, Van Braak, and Valcke (2006) indicated in the abstract of their
study that “in many countries, Information and Communication Technology (ICT) has a clear
impact on the development of educational curricula”. In Flanders particularly, the education
government has identified and defined a framework of ICT competencies for expected
outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the
end of primary school. However, it has never been examined whether teachers are using ICT
in accordance with the competencies proposed by the Flemish government. In order to
answer this question, a survey was conducted among 570 respondents in a stratified sample
of 53 primary schools. The results of their study unveiled that “teachers mainly focus on the
development of technical ICT skills, whereas the ICT curriculum centers on the integrated
use of ICT within the learning and teaching process”. This clearly tells that “the existence of
a gap between the proposed and the implemented curriculum for ICT”. Their paper
concluded with the potential value of a school-based ICT curriculum that ‘translates’ the
national ICT-related curriculum into an ICT plan as part of the overall school policy.
Tondeur, Van Keer, Van Braak, and Valcke (2008) mentioned that “despite the
assumption that the integration of ICT influences the entire school system, research focusing
on ICT in schools is generally limited to the study of variables at class level. In contrast to
what they said, the research they have conducted explored ICT integration from a school
improvement approach. More particularly, it examined the local school policy with respect to
ICT integration from both the principal’s perspective and perceptions of teachers.
Furthermore, they studied the relationship between school policies and the actual use of ICT
in the classroom. To answer the research questions, a representative sample of 53 primary
school principals was interviewed. In addition, the survey data of 574 of teachers from the
same 53 schools were supplemented by interview. What emerged from the analyses of their
study was that school-related policies, such as an ICT plan, ICT support and ICT training
have a significant effect on class use of ICT. More so, the findings from the interviews
indicated that school policies are often underdeveloped and underutilized”.
Moreover, Snoeyink and Ertmer (2002) found out in their study that “teachers did not
see the value and uses of technology integration until they had developed basic skills and
knowledge such as logging onto the network and basic word processing”. Teachers also need
to have the necessary technology-supported pedagogy knowledge & skills in order to
integrate technology for instructional purposes.
Additionally, the paper of Linden (2009) presented the evaluation of the program
Computers for Education. The program was aimed to integrate computers, donated by the
private sector, into the teaching of language in public schools. The author conducted a two-
year randomized evaluation of the program using a sample of 97 schools and 5,201 children.
Overall, the program seem to have had little effect on students ‘test scores and other
outcomes. These results were consistent across grade levels, subjects, and gender.
Accordingly, the main reason for these results seems to be “the failure to incorporate the
computers into the educational process”. Although the program increased the
number of computers in the treatment schools and provided training to the teachers on how
to use the computers in their classrooms, surveys of both teachers and students suggest that
teachers did not incorporate the computers into their curriculum.
In relevance with the aforementioned studies, Twining (2001) argued that “despite
massive levels of investment in ICT in education there is little evidence of this having had
any significant impact on educational practice to date”. It argued that “one approach to
enhancing the impact of investments in ICT in education is to base them on clearly
articulated development plans. Such plans, it is argued, need to link explicit visions about the
use of ICT in learning with implementation plans. In order to support the process of
developing such plans the paper discusses three questions based on the Computer Practice
Framework (CPF). The CPF has been developed over the last five years to support thinking
about the educational practice surrounding computer use. In the discussion of the three
dimensions of the CPF a range of models of organization of computer resources are explored.
Issues relating to the management of educational change were emphasized and linked to
practical constraints that impact on the implementation plan”.

Meanwhile, Nordin, Embi & Yunus (2010) communicated in the implication of their
study that
…“when a teacher wants to use ICT, she needs to be good at it. She needs to be
competent if not, her lesson will not run smoothly. If teachers therefore, cannot use ICT
competently, it's better for them not to use it. Otherwise, students might not be interested in
the way the lesson is taught”.
The study of Gichoya (n.d.) investigated the agricultural extension officers’
perception of readiness and barriers towards implementation of ICT program. Data were
gathered from 312 extension officers affiliated with public organizations of the Ministry of
Agriculture in four regencies of Indonesia. The findings opened that “age and culture really
affect the success of ICT implementation”.
Christensen and Knezek (2000) study revealed that “the task of getting teacher’s
positive attitude in the integration of technology in the classroom should start with an
assessment of teachers’ need”.
Also, the paper of Kellewyn and Pegler (2010) explored the impact of generational
attitudes on teachers’ ICT use. Findings from the preliminary research suggested that “when
applications have a use or purpose that extends beyond the classroom and into their social or
personal sphere, younger teachers demonstrate noticeable confidence and a higher potential
for technology integration in contrast to their older colleagues”.
“Professional teachers can guarantee the progress and the promotion of society
because fostering the development of next generation is up to them and depends on their
professional knowledge which has two kinds of sources; content knowledge and teaching
skill. The aim of their research was studying the effect of integrating problem-based learning
with Information and Communication Technology (ICT) on developing content knowledge
and teaching skill of trainee teachers” (Karami, M.; Karami, Z.; Attaran, 2013).
Meanwhile, Kyakulumbye and Isaac (2013) cited in their study the following
recommendations to remedy some problems or barriers related with the use of ICT and these
are:
“… (a) government should formulate, disseminate and enforce policies to schools to

integrate ICT in the curriculum of schools; (b) address strategies to change users' negative
perception of teachers towards ICT integration and offer support to school management to
enhance their management practices in order to manage the ICT integration process into the
curriculum; and (c) more e-learning software and hardware should be made available to the
various schools. Additionally, government should further attract more investors in ICT
software and hardware to have ICT further implemented in the schools for effecting e-
learning”.
Moreover, Sharaideh and Salem (2011) summed up the importance of computer in
teaching and learning in their study as
“…(1) enriching the learning environment, (2) enhancing the learning process, (3)
making education more widely available, and (4) producing cost effective solutions for the
dissemination of knowledge”.
Meanwhile, Henesy, et.al. (2010) synthesized the rationales or functions of ICT in
education in their study. These are the following:
“…(a) in order to learn IT skills; (b) as a tool to achieve traditional teaching and
learning goals across the curriculum; (c) in order to extend and enrich learning across the
curriculum ; (d) in order to motivate learners; (e) as a catalyst for educational change; (f)
because of the impact of ICT on the nature of knowledge; (g) in order to fundamentally
change teaching and learning; (h) as a tool to support learners in thinking about their own
learning; (i) in order to provide access to the curriculum for those who might otherwise be
excluded from it; (j) in order to increase productivity in education; (k) in order to reduce the
cost of education; (l) in order to make education more efficient; (m) as a substitute for
teachers; (n) in order to reward teachers; (o) as preparation for living in a society that is
permeated with technology; (p) as preparation for work (employment); (q) in order to support
and stimulate the country’s economic development; (r) In order to impress stakeholders (e.g.
inspectors, funders, prospective parents/students); and (s) In order to reduce inequalities
between students/pupils with differential access to ICT outside formal education”.
Whangaparaoa College (2006) communicated their guidelines regarding the
utilization of ICT. These were formulated to equip the members of their school with the right
knowledge regarding the things they have to observe once they use the school’s ICT
resources. Below are some of them:
“1 The only people who can use school computer equipment are staff, current learners
of the school and other people whom the Principal or Board of Trustees agree can use the
equipment, 2Employs the use of appropriate software and personnel to monitor ICT use by
staff and learners, including email and Internet use to ensure a safe ICT environment, 3In a
case where a staff member or learner mistakenly accesses inappropriate material, they should
immediately email the school’s ICT technician, 4 Staff or learners who deliberately use
resources inappropriately or access inappropriate material will face consequences through the
school’s behavior management system, 5 Computers will be available for learner use during
breaks and after school hours for the purpose of research or completion of class work or
home learning for those learners without a computer at home, 6 An online ICT resource
booking facility will be provided for staff. Learners can book resources via staff for use on
site. Learners are not permitted to take equipment off-site without supervision of a staff
member. All equipment must be booked by a staff member who is then responsible for
ensuring the safety and security of the equipment and its use; 7School ICT equipment during
school hours is to be used for teaching and learning activities. Private use by staff outside of
school hours is to be appropriate and kept limited as outlined in the Staff Laptop Agreement;
8 ICT Professional Development needs will be assessed regularly and appropriate
professional development will be offered to staff on a regular basis, 9 All learners and staff
are expected to abide by copyright laws in regard to both hard and soft copies of resources.
Quoted text or copied images are expected to be appropriately referenced by staff and
learners, and 10No items that could be considered damaging to the reputation of the school,
its staff, its learners, the Education Ministry or any other person or organization should be
published on any school website, website linked to the school website, or on any website
created using a school ICT resource”.
Curtin University (n.d.) identified in their institution the following guidelines in using
their facilities and these are:
“(a) Use only those ICT facilities and services for which you have authorization. Use
ICT facilities and services only for their intended purpose; (b) Abide by applicable laws and
University guidelines and respect the copyrights and intellectual property rights of others,
including the legal use of copyrighted software; (c) Respect the privacy and personal rights
of others; (d) Use Curtin ICT facilities and services in a manner which is ethical, lawful and
not to the detriment of others; (e) Use Curtin ICT facilities and services for teaching, learning
and academic purposes; and (f) Use ICT facilities for personal use where such use is
incidental and does not impose upon or adversely affect the University, such as using ICT
facilities and services for occasional emails and web browsing”.
Education International ( n.d.) cited some recommendations in implementing ICT in
education system and these are:
“(a) support the use of ICT as an integral part of the provision of quality education for
all; (b) advocate for free access for all teachers and learners, support professionals and
administrators in education, to high quality dedicated ICT; (c) insist that ICT in education is
appropriate to the learning requirements in the curriculum in each subject, is supportive of
the work of teachers and learners, and of administrative and professional staff in education;
(d) insist that educators are consulted about the introduction of ICT into education
institutions and involved in the design and development of appropriate ICT for education
purposes; (e) monitor the implementation of any agreements entered into by governments,
national education or school authorities for the provision of ICT by commercial companies;
(f) develop national plans for the use and promotion of ICT in education in consultation with
education unions and education community interests and others with relevant expertise; (g)
allocate the necessary funds to develop appropriate ICT for schools and education institutions
and ensure that the outcome of such development work is available freely to all; (h)
appropriate the necessary funds to ensure that every education institution has access to high
quality ITC, both hardware and software, irrespective of where it is situated; (i) allocate the
necessary funds to provide continuous professional development in the use of ICT for
teachers and other education professionals; and (j) ensure that high quality internet access is
available to all schools and education institutions”.
In the Philippines, Potes (2011) created a Division Memorandum about the guidelines
on the utilization, maintenance of computers, internet access, and other ICT concerns to
guide the teachers and students of Quezon on the proper way of utilizing technology. The
following are the guidelines:
“…computers must be placed in computer laboratory, principal’s office or library,

ICT integration should be in all subject areas to improve teaching and learning, the use of
computer laboratory is not for Edukasyong Pangkalusugan at Pantahanan (EPP) or
Technology Livelihood Education (TLE) only, elementary schools must have ICT literacy
class or program, use of computers is for official business only, and collection of minimal fee
provided that this will be used for the maintenance of the computer laboratory is allowable”.
Meanwhile, Yunus, Salehi & Chenzi (2012) defined ICT as systems that enable the
gathering, manipulation, management, access, and communication of information in different
forms.
Emans (n.d.) explained that teachers are aware of their responsibility in thinking ways
to use ICT in their lessons guided by its guidelines. They also recognized the need to
integrate ICT in instruction, thus in doing so they need to be competent in using ICT.
In a study, it was mentioned that “laptops or computer are now very essential in the
field of education, thus making them phenomenal”. A review of related literatures showed
that laptops are being used as learning tool from the perspective of how learners use laptops
rather than teacher use laptops as a presentation medium (Xue, 1999).

Swastik (2011) explained that “television is an audio-visual and sophisticated
scientific device”. It telecasts programs from far and wide areas of the country and abroad. It
plays an important role for entertainment and education of people all over the world. Some
educational functions of television are discussed as follows:
“…1. training for citizenship; 2. fostering the sense of national integration and
international understanding; 3. environmental Awarenes; and, 4. inculcation of socio-
political and cultural values”.
Sedycias (2007) indicated that “television can be a very useful academic tool, and has
been used in the classroom for academic purposes since the 1970`s. Moreover, ‘television
programs are used to assist and guide children in various subject areas, and are used together
with other teaching materials, to give a well- rounded approach to learning materials’. This
has proven successful as children learn best when teacher uses visual aids. In the past, few
programs were designed for this purpose. However, with the extent of research that has gone
into children`s television and the input of governing bodies such as the U.S. Federal Trade
Commission and the Federal Communications Commission, this attitude has changed”.
Preston (2009) uttered that “internet and other social networks can impact how the
children learn nowadays. He added that “today the reproduction and distribution of a wide
range of aural experiences can be done easily over the internet to provide students with
anytime, anywhere exposure to content, along with increased opportunities to practice the
skills they need to learn. The following are the benefits from using audios: to provide
students with a study aid they can review after lecture; to enable students to review the
lecture in preparation for discussion and debate; to demonstrate a task, procedure, or complex
concept that would benefit from multimedia presentation and/or the ability to watch
repeatedly; to use on an ongoing basis as a reference for students; to free up class time for
discussion; and making recorded lectures available before class meetings makes more time
available for discussion and hands-on activities. In the classroom context, multimedia can be
a powerful tool for helping students learn and retain complex ideas and phenomena”.
On the other hand, Southeast Asian Ministers of Education Organization or SEAMEO
(2010) suggested some policies and provisions needed to be addressed and these are based on
their findings about the International Report on the Status of ICT Integration in Education in
Southeast Asian Countries. These are:
“ (a) holistic approach towards the development of the national ICT in education
plans and policies; (b) provision of professional development to staff at all levels in
education system; (c) emphasis on ICT in national curriculum and assessment; (d) sharing
and transfer of ICT in education best practices and lessons learned among SEAMEO
Member Countries, and among schools and provinces and states in the country; (e) support of
other countries in ICT education efforts through partnerships; and (f) planning for evaluation
and research of ICT in education”.
“One of the main rationales for the development of teachers' ICT-skills is the
improvement of students' learning outcomes, and the enhancement of their ICT literacy.
Students' well-rounded ICT literacy should be developed across curricula. Therefore, all
teachers should be able to contribute to the enhancement of students' ICT-related capabilities,
and teachers' ICT skills levels must be consistent with students' ICT literacy standards. There
are, however, large disparities between present understandings and definitions of students'
ICT literacy and requirements for teachers' ICT skills. The majority of current ICT standards
for students are based on the blended concept of ICT literacy which integrates technical
capabilities to use ICT tools with the cognitive capabilities of problem solving and
information processing (Candy, 2004)”.
Furthermore Osei (2001) stated that “computers give students a sense of
empowerment and control. Students can control the pace and repeat lessons when they feel
the need to do so; thus, they can progress at a learner defined pace and move ahead when
they feel that they are ready. More importantly, the computer's capacity to interact with the
student changes the instructional process. Traditionally, it was the teacher who controls the
interaction”.
In addition, ICT has become an important component of education of many nation.
In some schools ICT is taught as a subject and for the majority ICT is a teaching tool. ICT
can do wonders in classroom if used wisely by well-trained teachers. ICT enhances teaching
and learning process by increasing students' motivation. The use of ICT in classroom helps in
the explanation of difficult concepts so students' are able to easily understand those concepts.
The integration of ICT in education can takes several forms such as information and
computer networks, digital content, internet sites, multimedia and others (Alazam, Bakar,
Hamzah, & Asmiran, 2012).
Kent and Facer (2004) emphasized that “school is an important environment in which
students participate in a wide range of computer activities, while the home serves as a
complementary site for regular engagement in a narrower set of computer activities.”
Increasingly, ICT is being applied successfully in instruction, learning, and assessment. ICT
is considered a powerful tool for educational change and reform.

Stubbs (2009) said that “the world people live now is constantly changing, growing
and significantly smaller in scope as a new global society emerges. As educators, is essential
to become active, participating members in the developing global network, maximizing their
knowledge so teachers are better able to communicate with students”. Teachers therefore,
must be collaborative members of the world community, working with other teachers to
educate the leaders for today, tomorrow, and the future.
According to Wisniewski (2010) technology has become “an entire strategy for how
to live, survive and thrive in the 21stcentury. He also reiterated that today’s youth are not just
using technology differently today, but are approaching their life and their daily activities
differently because technology changes the way they do and learn things”.
Ramey (2014) explained in his article that
“….the effective use of technology in education has changed the face of education
and it has created more educational opportunities. Both teachers and students have benefited
from various educational technologies, teachers have learned how to integrate technology in
their classrooms and students are getting more interested in learning with technology. The
use of technology in education has removed educational boundaries, both students and
teachers can collaborate in real time using advanced educational technologies”.
“School, nowadays, indeed requires technology leadership that improves the goals
and develops vision for the school with the use and integration of technology. Persistence to
create a plan and to implement a plan is what a school needs now. She further discussed that
both the vision and the goals of a school should focus on improved student learning and
teacher effectiveness as predominant outcomes. She also reiterated that it is on school

leaders’ skill and power to make technology plan and to positively influence stakeholders
eventually (Clemente, 2014)”.
Additionally, Trucano (2005) “ICTs are seen to be less effective (or ineffective) when
the goals for their use are not clear”. Having clear goals is very significant in employing
technology in instruction. Goals provide direction for teachers to structure instruction. More
so, goals are important guide posts to have a technological literacy prospective (Ritz, 2009).
Trucano (2012) indicated that a high quality teacher education is of critical
importance for quality and relevant education at all levels and to high status of the teaching
profession itself. Furthermore, in the advent of 21st century, teachers working towards high
standards in terms of pedagogical integration of ICT are very necessary. Thus, when teachers
integrate ICT in instruction, their skills are also developed.
Guyana (2012) claimed that all subject teachers use ICT in teaching because they
appreciate the beneficial role that it plays in teaching of their subject.
Martinez (2012) expressed in his article that “computers have been proven to
accelerate learning across the different subjects. This allows student-centered learning and
teacher- student interaction. Different styles of learning are possible. Also, interactive
learning and individual capabilities are enhanced”.
According to Laureta (2013) it is becoming increasingly difficult to ignore the fact
that the use of ICT (Information and Communication Technology) is part of everyday life.
The use of technology nowadays has been a necessity for everyone especially in the field of
work. As observed, one of the requirements for newly qualified teachers of the National
Curriculum is to be able to use ICT in teaching. The government fully supports schools
which are trying to enhance pupils’ subject knowledge by making connections among the
studied subjects and the new technology. This will stimulate children to learn more
effectively.
“One of the answers to the global demands for quality education in innovating
teaching is through technology” (Lucido & Borado, 1997). Their idea is supported by Bilbao,
Corpuz, Llagas & Salandanan (2006) who reiterated that “to deliver quality education,
teachers need to be aware of the significance of technology in teaching”.
Meanwhile, Raftree (2013) emphasized that monitoring and evaluation allows the
measurement of performance of a program and the process how the resources are utilized.
This is significant because it figures out what is working and what is not working.
Monitoring and evaluation of ICT establishes a framework that can be used in the attainment
of goals.
On the other hand, Ronda (2012) communicated in his news article the speech of the
Secretary of Education-Armin Luistro. The secretary said that “ICT education will be an
important aspect of education as they formulate effectively the enhanced K to 12 BEC
curriculum. He explained that they have to set up their ICT thrust as they gradually
implement the K to 12 Basic Education Reform Program.” More so, they know that ICT
plays a very important role in administrative functions as well as in the teaching and learning
process”.
Abcede (2009) declared that “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”.

DepEd (2010) stated its five-year plan in order to achieve its vision and these are:
“… (a) completely integrate ICT into the curriculum, which includes the
development of multimedia instructional materials, and ICT enabled assessment; (b)
intensify competency based professional development programs; (c) establish the necessary
ICT infrastructure and applications; and (d) develop processes and systems that ensure
efficient, transparent and effective governance. The key thrusts of this vision are: enhancing
curriculum, empowering teachers, administrators, officials and students, and strengthening
schools governance”.
Furthermore, the government strongly believes that basic education should "evolve
and nurture an ICT framework designed to enhance, broaden, strengthen and transform
learning to develop the Filipino learner into a person who is excellence-driven, global in
perspective, innovative, ingenious and creative, with a deep sense of community and concern
for harmony and the common good”. Moreover, in attaining this vision, basic education must
empower learners, equipping them for the challenges in the new millennium by improving
the quality and accessibility of education through the use of appropriate ICT
(http://www.unescobkk.org/education/ict/themes/policy/regional-country-overviews/the-
philippines/).
Meantime, Seyoum (2004) mentioned that “schools must consider significant issues
and other factors in implementing and integrating ICT in the educational system. Leaders
must take into account the educational policy and planning, infrastructure and capacity
building, language and content, attitude, financing and sustainability and transferability to
become successful. Attempts to enhance and reform education through ICT require clear and
specific objectives, guidelines and time-bound targets, mobilization of required resources,
and the political commitment at all levels”.

Bingimlas (2009) indicated that due to several barriers like lack of confidence, lack of
competence and lack of access to ICT resources, the optimum integration of ICT is not
achieved though they have a strong desire in integrating it to education.
Carlson and Gadio (n.d.) explained that most of the teachers are reluctant in adapting
to change especially in the way they teach and the manner they do the routines in the
classroom. One reason for this is they consider the time they need to consume that may take
away from their high-priority obligations like economic, familial, or educational. Also, they
find it hard in seeing the potential payoff beforehand of this kind of training. In addition, they
may feel threatened by the demands of technology. This simply means that teachers require
additional motivation and incentives to participate actively in professional development
activities.
Cahilig (2013) articulated in her article that “the traditional teaching and learning
paradigms have been shaken by the impact of the integration of Information and
Communication Technology (ICT) into educational practices, though no fault of their own,
most teachers are not prepared to use computers in teaching. A new profound integration of
new technologies into education will inevitably require from teachers changes in attitude and
teaching paradigms. Such changes will oblige them to adapt to new methodological
approaches, educational concepts, and management aspects-all of which will have to be set in
technology-rich environments”.
Etcuban (2013) stated in his article that “the lack of teacher training is one of the
greatest roadblocks in integrating technology in a school’s curriculum in order to equip
faculty members with sufficient knowledge to grow professionally. The current educational
systems have done everything to improve their job. He added that empowering teachers to
appropriately and effectively use computer related technology in the classroom should be
addressed accordingly especially in government-operated colleges and universities where
budget is always an issue”.
The aforementioned related literature and studies helped the researcher gain more
insights and knowledge in the development of his study.
In a concise manner, most of the researches and articles dealt on the ICT resources
and their impact or significance in instruction. Similarly, the present study considered ICT
resources and its significance in instruction as indicators.
Meanwhile, Abcede (2009), and DepEd (2010) communicated the educational vision
and goal of Information Communication Technology. In like manner, the researcher regarded
the work of the mentioned authors by using the DepEd ICT vision in his study.
On the other hand, Christensen & Knezek (2000), Fisser (2001), Twining (2001),
Seyoum (2004), Linden (2009), Nair, Rahim, Setia, Adam, & Husin (2012) and Etcuban
(2013) presented some factors or issues needed to consider in the implementation of ICT in
different schools. Parallel to ideas of the mentioned authors, these issues were also some of
answers of the teachers when the researcher conducted an informal talk with them and these
were also considered in the present study.
Findings of the studies of Gichoya (n.d.) and Kellewyn and Pegler (2010)
communicated that age and culture really affect the success of ICT implementation. Contrary
to the study of the said authors, the current research undertaking did not put weight on age
and culture.
Curtin University (n.d.), Whangaparoa (2006)Tondeur, Van Keer, Van Braak,
Valcke (2008), SEAMEO (2010), Potes (2011), Kyakulumbye & Isaac (2013), Ronda (2012)
suggested some ICT guidelines, provisions and recommendations towards in its successful
implementation in the national education plans. Connately, the present study also dealt on
ICT guidelines as reflected in one of its sub-problems and cited some recommendations to
improve schools’ integration of ICT in instruction.
The present inquest is entirely unique for it is the first initiative to assess the
integration of ICT in instruction among the elementary schools in the East District of
Angeles City, More so, a school-based ICT program is conceived to aid schools in its
successful integration in instruction.
Conceptual Framework of the Study
To realize the objectives of this research undertaking, the researcher adapted theCIPP
or Context Input Process Product model of evaluation developed by Daniel Stufflebeam - the
CIPP model of evaluation is the theoretical framework of this study.
The CIPP model of evaluation has four components which are abbreviated in its name
and these are: context, input, process, and product.
Stufflebeam comprehensively explained the CIPP components and these are as
follows:
Content evaluation provides the broad basis for stating the objectives of the
evaluation and the surrounding conditions of a possible problem. This model of evaluation
assesses the existing program and its background in a school setting.
Meanwhile, input evaluation aims to determine how the educational system and the
surrounding resources are being utilized to accomplish the objectives of an educational

program. This type of evaluation provides specific data and considerations for the assessment
of the staffing, time, budget allocations, procedural-barriers, equipment, materials,
operationally stated objectives and administrative strategies prior to the implementation of
the program.
Process evaluation, on the other hand, takes place during the implementation of an
educational activity program. It is primarily concerned in the actual implementation of the
program, its description, and the facilitation and impeding factors as the program takes effect.
This involves the assessment of the program or system once it has been implemented.
Finally, the product evaluation, is the end result, outcome, or accomplishments of the
educational program.
To sum up the aforementioned ideas, the CIPP model is much more of a service to the
school administrators and systems than some evaluation models. This model provides a
general background (context), the specific information (input) to identify the problems and to
choose among the possible methods as solutions (process). This type of evaluation assesses
the product of all the foregoing and the evaluator reports the findings to the administrators.
The CIPP model of evaluation is comprehensively explained above with its four types
of evaluation program. The implementation of Information Communication Technology
program in the elementary schools in the East District of Angeles City is the subject of this
study. This evaluation model helped understand the entire process and the development of
this research.
After a thorough review of the CIPP model of evaluation, the researcher employed
this model to evaluate the program. Presented on the components of context is the DepEd
ICT vision. Included in the input are theassessment of schools' ICT resources and extent to
which they are utilized. The quantitative analysis of data and descriptive statistical treatment
(Likert Scale and weighted mean) are under the process. Lastly, the product of this present
research is the creation of a school-based ICT program.

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slzwunCPBSW
LDAQIvgyd-x'pM
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ASSSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY...
Figure 1. The CIPP Model of Evaluation Process and its Stages in the Assessment of
Information Communication Technology in Instruction Towards the Creation of a School-
Based ICT Program

30
Statement of the Problem
The prime objective of this research endeavor was to conduct an initial assessment on
the integration of Information Communication Technology or ICT in instruction among the
elementary schools in the East District of Angeles City. The findings, conclusions and
suggestions derived from the study served as the bases in the creation of a school-based ICT
program.
More specifically, the study attempted to answer the following sub-problems:
1. How may the DepEd Information Communication Technology or ICT be described and
assessed in terms of its vision?
2. What ICT resources are available for classroom instruction and to what extent they are
employed?
3. How may the integration of ICT in classroom instruction be described and assessed in
terms of the following factors:
3.1 ICT guidelines/procedures;
3.2 educational activities/services offered;
3.3 pedagogical functions, and;
3.4 monitoring evaluation?
4. How valuable is the ICT program in the school community as assessed by the participants?
5. What are the specific educational values/skills obtained and imbibed by participants in
terms of the following areas:
5.1 on creativity and innovativeness;
5.2 on open-mindedness;
5.3 on commitment;
5.4 on competence; and
5.5 on self-actualization?
6. What are the difficulties/problems encountered in the integration of ICT in instruction in
the East District of Angeles City?
7. Based from the findings, conclusions derived from the study, how may the creation of
school-based ICT program be designed?

Significance of the Study
The findings and recommendations drawn from this study served as the bases in
enhancing the integration of Information Communication Technology in instruction in
different schools of East District of Angeles City.
This study aims to help administrators, school heads and other school leaders in
effectively and efficiently integrating Information Communication Technology in the
curriculum. The results of the study may be used as benchmarks in designing educational
activities and programs for students and teachers. Thus, the attainment of ICT skills and
being locally and globally competitive in the use of technology among teachers and students
is certainly possible and achievable.
To teachers and learners, this study would be of great importance in improving the
quality of teaching being offered in school. Since teachers are aware of the wonders of ICT
in teaching, they will certainly hone and develop their ICT skills to potentially maximize the
use of ICT resources to unfold learners’ problem-solving and higher order thinking skills.
This practice will definitely prepare learners in their future endeavours since everything is
now technology driven especially in the field of work and education.
To future researchers, this research may serve as a basis in developing and
conceptualizing broader and higher-forms of educational researches relative to the use of
ICT.
METHOD
This portion briefly explains the research methodologies and procedures employed by
the researcher. Specifically, it describes the research method, participants of the study, the
research instrument and the administration and statistical treatment used.
Research Design
The descriptive-quantitative method of research was employed in the conduct of this
study. Descriptive research is one in which specific situation is studied or seen if existing
general theories are borne out by specific situations (Goddard, W. & Melville, S., 2001). A
descriptive research includes collection of data in order to answer the questions pertaining to
the current status of the study.
This study is descriptive in nature for it assessed the extent of integration of
Information Communication Technology in instruction among the elementary schools in East
District of Angeles City. More so, the description of this research is concentrated on existing
phenomenon, significance and values being used usually in categorical scheme. Meanwhile,
a survey-questionnaire instrument was used to gather the necessary data. The data gathered
from the participants were critically reviewed and analyzed with the help of the researcher’s
thesis adviser and expert in the field of Statistics.

Participants
DepEd mandates all teachers to integrate ICT in their teaching learning practices. The
Enhanced Basic Education curriculum likewise encourages the acquisition of ICT related
skills for teachers to be able to accommodate innovative teaching styles as part of the 21st
century skills needed by all teachers. It is expected that all DepEd teachers observe such
practice. It is on these reasons why the researcher decided to include all schools and teachers
in the East District to be the source of data for the study. Since the total number of expected
participants was very manageable, the researcher involved all to ensure the authenticity of the
gathered data. However, from the original 350 participants coming from 15 elementary
schools, only 278 returned the survey questionnaire. Table 1 presents the distribution of the
participants of the study.

Table 1
Distribution of Participants per School.
School No. of Teachers

A.G. Tinio Elementary School 24
Angeles Elementary School 51
Belen Homesite Elementary School 4
Cutud Elementary School 24
Don Ambrocio Mendiola Elementary School 6
Enrica Sandico Elementary School 11
Gov. Rafael Lazatin Integrated School 12
Jose P. Dizon Elementary School 25
Mining Elementary School 6
Northville 15 Integrated School 34
Pineda-Gutierrez Elementary School 15
Pulungbulu Elementary School 19
San Ignacio Elementary School 7
Sapalibutad Elementary School 21
Sto. Domingo Elementary School 19
Total 278
Construction and Validation of Research Instrument
The research undertaking utilized a validated self-made questionnaire which was
based from readings of related literature and the perceived insights of teachers during the
informal interview done by the researcher. The questionnaire is divided into six major parts
which are: integration of ICT in instruction in terms of DepEd ICT vision, available ICT
resources and extent they are utilized, integration of ICT in classroom instruction in terms of
four factors namely: (1) guidelines and procedures, (2) educational activities or services
offered, (3) pedagogical functions, and (4) monitoring and evaluation, value of ICT, specific
educational values/skills imbibed by the participants in terms of the following areas:
creativity and innovativeness; open-mindedness; commitment; competence and self-
actualization, ICT values in terms of the three instructional domains and these are: (a)
cognitive, (b) affective, and (c) psychomotor, and ICT problems or difficulties.
To ensure that the self-made constructed questionnaire can gather all the needed data,
it was submitted to three authorities for validation. The three validators are experts in the
field of educational management, educational evaluation, and Information Communication
Technology. These experts are not directly connected to the researcher to attain maximum
objectivity and validity.
Finally, to check if the items in the survey-questionnaire were clear and
understandable, a pre-testing of the survey-questionnaire was conducted to a group of
teachers who were not included in the actual administration.
Administration of the Survey Questionnaire
To have a systematic flow in the gathering of data, the researcher wrote a letter
addressed to the City schools superintendent to seek permission to allow the conduct of the
study in the elementary schools of East District. Since the DepEd office encourages teachers
to pursue their post-graduate studies, consequently, the request was approved after two weeks
having a note attached to it saying that “this research is strictly voluntary, no interruption of
classes shall be made and no funds should be used for this matter”. Furthermore, the
researcher personally administered the survey-questionnaire to avoid misconceptions and
confusions among the participants. The researcher also communicated to the participants the
prime objective of the research undertaking, the general-directions per dimension, time in
accomplishing the survey questionnaire, the significance in extending their support, and the
assurance that all their responses will be treated with utmost care and confidentiality since
they were asked to seal it once accomplished and they were not required to put any
identification.
Lastly, the researcher personally retrieved all the accomplished survey-questionnaire
to cross check if there were some unanswered items and to avoid the disclosure of results.
After the collection of the accomplished survey-questionnaire, the researcher sought the
assistance of a statistician to ensure the proper treatment and analysis of the data gathered.
Statistical Treatment
Descriptive statistics were used in quantitatively discussing the gathered data.
The collected data from the survey-questionnaire were treated using the following:
1. Mean is the arithmetic average. This is the sum of the observed values divided by
the number of observations. It is a computed average and its magnitude is
influenced by every value in the set. Moreover, this statistical instrument takes into
consideration the proper weights assigned to the observed values according to their
relative importance. This was used to categorize the responses of the participants
of the study. The formula is illustrated below.
Formula:
x = ∑fx
n
Where,
x = is the mean
∑ ¿ (sigma) the summative

f x = the product of the frequency and the weight of the summative
n = total sample population
2. Norms for Interpretation. To properly and comprehensively interpret and analyze
the results of the computations, the following were used:
2.1 Likert Scale was employed in analysing the various options of the
participants which are described using a five-point scale value.
A. On the Assessment of DepEd ICT vision:
Response Category Range Interval
Very Strongly Agree 4.20 – 5.00
Strongly Agree 3.40 – 4.19
Moderately Agree 2.60 – 3.39
Disagree 1.80 – 2.59
Very Strongly Disagree 1.00 – 1.79

B. On the Availability of ICT Resources:
Response Category
Range Interval
Always Available 4.20 – 5.00
Often Available 3.40 – 4.19
Sometimes Available 2.60 – 3.39
Rarely Available 1.80 – 2.59
Not Available at All 1.00 – 1.79
Extent of Utilization
4.20 – 5.00
Fully Utilized
3.40 – 4.19
Often Utilized
2.60 – 3.39
Sometimes Utilized
1.80 – 2.59
Rarely Utilized
1.00 – 1.79
Not Utilized at All
C. On the Integration of ICT in Classroom Instruction in Terms of Four (4)
Factors

Extremely Favorable 4.20 – 5.00
Favorable 3.40 – 4.19
Moderately Favorable 2.60 – 3.39
Unfavorable 1.80 – 2.59
Extremely Unfavorable 1.00 – 1.79
D. On the Value of ICT

Always 4.20 – 5.00
Often 3.40 – 4.19
Sometimes 2.60 – 3.39
Rarely 1.80 – 2.59
Never 1.00 – 1.79
E. On Imbibed ICT Educational Values/Skills

Always 4.20 – 5.00
Often 3.40 – 4.19
Sometimes 2.60 – 3.39
Rarely 1.80 – 2.59
Never 1.00 – 1.79
F. On ICT Problems/Difficulties
Very Serious Problem 4.20 – 5.00
Serious Problem 3.40-4.19
Moderately Serious 2.60-3.39
Problem
Slight Problem 1.80-2.59
Not a Problem 1.00-1.79

RESULTS
This portion presents the results of the data gathered through the use of statistical
tools guided by the specific problems articulated in Chapter 1.
Table 2 shows the mean of the ten (10) indicators of the DepEd ICT vision with their
corresponding descriptive ratings. The ten indicators garnered a general weighted mean of
4.101 and a descriptive rating of “strongly agree.”

Ostensibly, all teachers expressed their strong agreement on indicator DepEd ICT
vision reminds teachers on their noble duty of giving the best education possible to pupils
(m= 4.26).
Teachers strongly agreed that ICT prompts school heads and teachers to always be
mindful on the quality of education and services being offered to pupils (m= 4.17) and
promotes a positive venue for curriculum improvement that would integrate technology with
the different learning areas (m= 4.16).
Same descriptive rating was also given to indicator number 4, 9, and 2 which state
that DepEd: revitalizes schools to become more dynamic, collaborative, and innovative
learning institutions where pupils can become more motivated, inquisitive, creative,
productive, and responsible learners (m= 4.11); prepares and equips with the appropriate ICT
knowledge, values, and skills to develop the habits of self-learning and critical thinking that
they can use in their future education and in the field of work (m= 4.08) and aids school
administrators in making ICT staff development plan to develop teachers’ competence in the
use of ICT and in design, production and utilization of ICT-based instructional materials (m=
4.08).
They also expressed their strong agreement on “prompts schools in ensuring access
to the latest developments in ICT and in supporting research education (m= 4.06); links up
the pupils with the vast network of knowledge and information to become global in
perspective (m= 4.04); guides the school in the selection of appropriate physical
infrastructure (ICT resources) and necessary technical support to make ICT accessible and
useful to pupils, teachers, administrators and school support staff (m= 4.03); and unites
school leaders, teachers, and other stakeholders in the successful integration of ICT in
instruction (m=4.02)”.
Table 2
Mean and Descriptive Rating of the Ten Indicators of the DepEd ICT Vision
DepEd ICT Vision Mean Description

1. Guides the school in the selection of appropriate physical
infrastructure (ICT resources) and necessary technical support to
4.03 Strongly Agree
make ICT accessible and useful to pupils, teachers, administrators
and school support staff.
2. Aids school administrators in making ICT staff development plan to
develop teachers’ competence in the use of ICT and in the design, 4.08 Strongly Agree
production and utilization of ICT-based instructional materials.
3. Prompts schools in ensuring access to the latest developments in ICT
4.06 Strongly Agree
and in supporting research and education.
4. Revitalizes schools to become more dynamic, collaborative, and
innovative learning institutions where pupils can become more 4.11 Strongly Agree
motivated, inquisitive, creative, productive and responsible learners.
5. Prompts school heads and teachers to always be mindful on the
4.17 Strongly Agree
quality of education and services being offered to pupils
6. Reminds teachers on their noble duty of giving the best education
4.26 Very Strongly Agree
possible to pupils.
7. Promotes a positive venue for curriculum improvement that would
4.16 Strongly Agree
integrate technology with the different learning areas.
8. Unites school leaders, teachers, and other stakeholders in the
4.02 Strongly Agree
successful integration of ICT in instruction.
9. Prepares and equips pupils with the appropriate ICT knowledge,
values, and skills to develop the habits of self-learning and critical
4.08 Strongly Agree
thinking that they can use in their future education and in the field
of work.
10. Links up the pupils with the vast network of knowledge and
4.04 Strongly Agree
information to become global in perspective.
4.101 Strongly Agree
General Weighted Mean
Presented in table 3 are the available ICT resources among the fifteen schools in the
East District of Angeles City. Evidently, these resources obtained a general weighted mean
of 2.702 with a descriptive rating of “sometimes available”.
Further shown in the table is the mean for each resource. Printer (m= 4.10), laptop/net
book (m= 3.98) and audio/CD player (m= 3.47) are often available in the schools. However,
television (m= 3.38), desktop (m= 3.34), white screen (m= 3.26), VCD/DVD player
(m=3.09) and LCD projector (m= 3.06) lapel (m= 2.77) are sometimes available in the
schools as communicated by the participants.
According to the participants, the e-classroom (m= 2.52), internet connection (m= 2.
37), the interactive whiteboard (m= 2.33) are rarely available in the schools while the tablet
(m= 1.57), overhead projector (m= 1.37), presenter (m= 1.33) and e-library (m= 1.31) are not
available at all in the schools.
Table 3
Whit
e VCD E- E-
LC Desk Lapt Scree Audi /DV Prese Table Inter classr libr Prin
Resources D top op IWB TV Lapel n o D nter OHP t net oom ary ter
School m m m m m m m m m m m m m m m m
3. 1.0 4.1
S1
00 3.01 3.52 1.00 4.14 4.23 4.00 3.45 3.33 1.00 2.68 2.23 3.83 2.71 0 9
3. 3.2 4.4
S2
07 3.28 3.22 3.68 4.87 3.81 3.33 4.19 3.18 3.56 3.13 3.00 3.71 2.92 3 4
1. 1.0 4.2
S3
00 3.10 3.17 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0 0
3. 1.0 1.0
S4
18 3.29 3.38 3.09 4.50 3.21 3.20 3.21 2.12 1.00 1.00 1.00 3.16 1.00 0 0
S5 4. 3.92 4.88 3.47 3.33 3.09 3.22 4.08 3.13 1.00 1.00 1.00 1.00 3.10 1.0 4.1
00 0 9
3. 1.0 4.1
S6
26 3.11 4.17 1.00 4.11 1.00 3.84 3.19 3.76 1.00 1.00 1.00 1.00 2.90 0 3
3. 1.0 4.3
S7
16 3.13 4.09 1.00 1.00 3.45 3.41 3.37 2.91 1.00 1.00 1.00 3.23 2.94 0 4
3. 1.0 4.7
S8
47 3.00 4.46 3.18 4.22 4.90 4.12 4.86 2.49 1.00 1.00 1.00 1.00 2.58 0 8
1. 1.0 4.1
S9
00 3.44 4.16 1.00 3.46 1.00 1.00 3.00 3.14 1.00 1.00 1.00 1.00 1.00 0 9
4. 3.4 4.1
S10
33 4.19 4.56 3.80 3.49 4.29 3.37 3.29 4.12 1.00 1.00 3.47 3.22 4.29 6 7
3. 1.0 4.1
S11
10 3.19 4.19 4.10 3.29 4.23 4.27 3.72 3.87 3.42 1.00 2.23 3.12 3.19 0 2
3. 1.0 4.0
S12
15 4.12 3.39 1.00 4.23 1.00 3.66 4.88 2.70 1.00 1.00 1.00 1.00 2.88 0 0
3. 1.0 4.1
S13
52 3.00 4.26 1.00 3.21 1.00 3.21 3.09 3.17 1.00 1.00 1.00 1.00 1.00 0 2
3. 1.0 4.6
S14
48 3.21 4.13 3.38 2.68 1.00 4.19 3.49 3.98 1.00 1.00 1.00 4.12 2.86 0 7
3. 1.0 4.9
S15
12 3.17 4.09 3.21 3.14 4.36 3.10 3.19 3.44 1.00 2.68 2.55 4.11 3.39 0 0
Weighted 3.0 1.3 4.1

Mean 6 3.34 3.98 2.33 3.38 2.77 3.26 3.47 3.09 1.33 1.37 1.57 2.37 2.52 1 0
Description SA SA OA RA SA SA SA OA SA NA NA NA RA RA NA OA
Gen
Weighted
Mean 2.702 “Sometimes Available”
Mean and Descriptive Rating of Available ICT Resources.
Clearly disclosed in Table 4 is the extent of utilization of the available ICT resources
with their respective mean and descriptive ratings. All of these resources obtained a general
weighted mean of 2.833 with a descriptive rating of “sometimes utilized.”
The table also shows that the participants often utilized the printer (m= 4.10),
laptop/net book (m= 3.98), television (m= 3.64) and LCD projector (m=3.64). Likewise, the
participants said that they often utilized the white screen (m=3.45), desktop computer (m=
3.53) and VCD/DVD player (m= 3.41) in instruction.
Meanwhile, the audio/CD player (m= 3.33), lapel (m= 2.86) and e-classroom are
sometimes utilized in the schools while the interactive whiteboard (m= 2.58) and internet
(m= 2.42) are rarely utilized by them.

A descriptive rating of “not utilized at all” was attributed with the use of e-library
(m= 1.15) presenter (m=1.33), tablet/iPad (m= 1.48) and overhead projector (m= 1.63).
Table 4
Whit E-
Pres E- Pri
Deskt Lapt Lap e Audi VCD/ Tab Intern clas
Resources LCD IWB TV ente OHP libr nte
op op el Scre o DVD let et sroo
r ary r
en m
S1 M M M M M M M M M M M M M M M M
4.1 2.9 3.7 4.1
S2 3.98 3.01 3.52 1 4.23 4 3.45 4.33 1 3.68 3.83 1
4 3 1 9
4.8 3.8 3.2 4.4
S3 4.13 3.28 3.22 4.22 3.81 4.33 4.19 4.18 3.56 3.23 3 3.71
7 2 3 4
S4 1 3.1 3.17 1 1 1 1 1 1 1 1 1 1 1 1 4.2
S5 4.18 3.29 3.38 3.79 4.5 3.76 4.2 3.21 2.12 1 1 1 3.16 1 1 1
4.3 3.2 4.1
S6 4.13 3.92 4.88 3.47 3.09 4.22 4.08 3.13 1 1 1 1 1
3 2 9
4.1 4.1 4.1
S7 4.33 3.11 4.17 1 1 3.84 3.19 3.76 1 1 1 1 1
1 5 3
S8 4.32 4.13 4.09 1 1 4.19 3.41 3.37 3.91 1 1 1 3.23 3 1 4.3
4
4.2 2.5 4.7
S9 4.47 3.45 4.46 4.28 4.9 4.12 4.86 3.49 1 1 1 1 1
2 8 8
3.4 4.1
S10 1 3.44 4.16 1 1 1 3 3.14 1 1 1 1 1 1
6 9
3.4 4.2 4.1
S11 4.43 4.19 4.56 4.18 4.29 4.37 3.29 4.12 1 3.88 1 3.52 1
9 9 7
3.2 2.7 3.1 4.1
S12 4.49 3.19 4.19 4.1 4.23 4.27 3.72 3.87 3.42 1 3.62 1
9 5 9 2
4.2
S13 4.19 4.12 3.39 1 1 3.66 4.88 2.7 1 1 1 1 3.8 1 4
3
4.1
S14 1 4.33 4.26 1 4.2 1 1 1 4 1 1 1 1 1 1
2
3.6 2.8 4.6
S15 4.48 3.21 4.13 3.38 1 4.19 3.49 3.98 1 1 1 4.12 1
8 6 7
4.1 2.5 3.3
S16 4.52 3.17 4.09 4.21 4.36 4.1 3.19 3.44 1 2.68 4.11 1 4.9
4 5 9
Weighted 3.6 1.1 4.1
3.64 3.53 3.98 2.58 2.86 3.45 3.33 3.41 1.33 1.63 1.48 2.42 2.80
Mean 4 5 0
Description OU OU OU RU OU SU OU SU OU NU NU NU RU SU NU OU
Gen
Weighted 2.833 “Sometimes Utilized”
Mean
Mean and Descriptive Rating of the Extent to which the Available ICT Resources are
Utilized
Depicted in table 5 are the ten (10) indicators of ICT guidelines and procedures with
their mean and descriptive rating. Apparently, these ten indicators were given a descriptive
rating of “favorable” with 4.055 general weighted mean.
Furthermore, most of the participants were extremely in favor of indicators: there
should be an ICT coordinator in each school to assist teachers and monitor the usage of ICT
facilities (m= 4.56); schools must have access to internet for the enrichment of instruction,
learners’ record monitoring, research, and any other-related education services (m= 4.36);
computer laboratory or any ICT resources is for classroom instruction use only or in
furtherance of the DepEd ICT vision, any leisure activity is strictly prohibited (m= 4.23); and
elementary schools should have ICT literacy class for intermediate pupils which is
incorporated in E.P.P. or T.L.E subject (m= 4.21).

Indicators “the policies/guidelines in the utilization of computers and other ICT
resources are posted in the computer laboratory and in classrooms and these are
communicated well to the teachers and pupils (m=4.16); ICT integration in all subject areas
must be encouraged by the school head to improve teaching and learning process (m= 4.15)
and all teachers are encouraged to use the computer laboratory or any ICT resource on a
schedule basis (m= 4.14) were given a favorable response.”
Same response of “favorable” was given to: the computer set must be placed
exclusively in a computer laboratory or library, faculty, principal’s office or in any other
place/room in school for administrative use (m= 3.84) and collection of minimal fee is
allowable provided that this is agreed by the Parent-Teacher Association or PTA and that the
money is exclusively used in the maintenance and operating expenses of the computer
laboratory (m= 3.70)
Meantime, the participants gave a response of “moderately favorable” to indicator
number 8 which states that in case of damage or loss of any ICT resource, the teacher who is
using it will be accountable in its repair or replacement (m= 3.20).
Table 5
Mean and Descriptive Rating of the Ten Indicators on ICT Guidelines and Procedures
Description
Mean
A. On ICT Guidelines and Procedures
1. The computer set must be placed exclusively in a 3.84 Favorable
computer laboratory or library, faculty, principal’s
office or in any other place/room in school for
administrative use.
2. The policies/guidelines in the utilization of computers
and other ICT resources are posted in the computer
4.16 Favorable
laboratory and in classrooms and these are
communicated well to the teachers and pupils.
3. ICT integration in all subject areas must be encouraged
by the school head to improve teaching and learning 4.15 Favorable
process.
4. All teachers are encouraged to use the computer
4.14 Favorable
laboratory or any ICT resource on a schedule basis.
5. Elementary schools should have ICT literacy class for
intermediate pupils which is incorporated in E.P.P. or 4.21 Extremely Favorable
T.L.E subject.
6. Computer laboratory or any ICT resource is for
classroom instruction use only or in furtherance of
the DepEd ICT vision, any leisure activity is strictly 4.23 Extremely Favorable
prohibited. ICT resources must be utilized
responsibly and with ethical manner.
7. There should be an ICT coordinator in each school to
assist teachers and monitor the usage of ICT 4.56 Extremely Favorable
facilities.
8. In case of damage or loss of any ICT resource, the
teacher who is using it will be accountable in its 3.20 Moderately Favorable
repair or replacement.
9. Schools must have access to internet for the
enrichment of instruction, learners’ record
4.36 Extremely Favorable
monitoring, research, and any other- related
education activities.
10. Collection of minimal fee is allowable provided that
this is agreed by the Parent-Teacher Association or
PTA and that the money is exclusively used in the 3.70 Favorable
maintenance and operating expenses of the computer
laboratory.
General Weighted Mean 4.055 Favorable
Clearly disclosed in Table 6 are the five indicators under ICT educational activities
and services offered in schools. These obtained a general weighted mean of 3.496 with its
descriptive rating of “favorable.”
Moreover, participants said that their school provides seminar-workshop and trainings
about the latest ICT trends and issues (m= 3.85 with a description of “favorable”), it
organizes ICT related-activities for pupils to develop their skills (m= 3.57 with a description
of “favorable”), that their school offers ICT literacy program/class for primary and
intermediate pupils (m= 3.44 with a description of “favorable”) and it participates in any
local, national, or international ICT competition, seminar or conference (m= 3.41 with a
description of “favorable”).
Additionally, participants said that their school gives incentives or awards to those
who frequently utilize the ICT resource (m= 3.21 with a description of “moderately
favorable”).
Table 6
Mean and Descriptive Rating of ICT Educational Activities/Services Offered
ICT Educational Activities/Services Offered Mean Description

1. The school provides seminar-workshops and
3.85
trainings about the latest ICT trends and issues. Favorable
2. The school gives incentives or awards to those who
3.21
frequently utilize the ICT resources. Moderately Favorable
3. The school participates in any local, national, or
international ICT competition, pupil -seminar, 3.41 Favorable
training, or conference.
4. The school offers ICT Literacy Program/Class for
primary and intermediate pupils (e.g. typing, word- 3.44
formatting, excel and power point application). Favorable
5. The school organizes ICT-related activities for
3.57
pupils to develop their ICT skills. Favorable
Meanwhile table 7 communicates the result under pedagogical functions. Its fifteen
indicators obtained a general weighted mean of 3.963 supported by its descriptive rating of
“favorable.”
It is also shown in the table that the participants were extremely in favor of using ICT
for record keeping purposes (m= 4.36). They also communicated that they continually
evaluate and reflects on professional practice to promote innovation and improvement (m=
4.06 with a description of “favorable”), that they employ common communication and
collaboration technologies, such as text messaging, video conferencing, and social
environments (m= 4.06 with a description of “favorable”) and that they use ICT resources to
enhance and promote pupils’ active participation in class, productivity, and cooperative
learning (m= 4.04 with a description of “favorable”).
They were also in favor of indicators: “play a leading role in supporting innovation in
school and promotes continuous learning among colleagues (m= 4.03 with a description of
“favorable”); they employ common communication and collaboration technologies, such as
text messaging, video conferencing, and social environments (m= 4.01 and a description of
“favorable”) and they utilize ICT resources to participate in professional communities; share
and discuss best practice in teaching (m= 3.99 with a description of “favorable”).”
Same response of “favorable” was given to indicators: they integrate the use of a
computer laboratory into ongoing teaching activities (m= 3.96); they operate appropriate
technologies to subject matter, such as visualization, data analysis, role-play simulations and
online references (m= 3.94) and they teacher manage the use of supplemental ICT resources
with individuals and small groups of pupils in the regular classroom so as not to disrupt other
instructional activities in the class (m= 3.89).
Indicators: they use ICT to communicate and collaborate with pupils, peers, parents
and the larger community to nurture pupils’ learning (m= 3.85), they identify the appropriate
and inappropriate social arrangements or groupings in using various technologies (m= 3.84)
and they design units of study and classroom activities that integrate range of ICT tools to
help pupils acquire the skills of reasoning, planning, reflective learning, knowledge building
and communication (m= 3.81) were also given a “favorable” response.

Parallel descriptive rating was given to indicators: they assist pupils using ICT to
acquire the skills of searching, managing, analyzing, evaluating and using information (m=
3.80) and they manage pupils’ project-based learning activities in a technology-enhanced
environment (m= 3.80).
Table 7
On Pedagogical Functions Mean Description

1. The teacher uses ICT for record keeping purposes (taking of attendance,
4.36 Extremely Favorable
computing grades, and maintaining pupils’ records).
2. The teacher employs common communication and collaboration
technologies, such as text messaging, video conferencing, and social 4.01 Favorable
environments.
3. The teacher integrates the use of a computer laboratory into ongoing
3.96 Favorable
teaching activities.
4. The teacher manages the use of supplemental ICT resources with
individuals and small groups of pupils in the regular classroom so as 3.89 Favorable
not to disrupt other instructional activities in the class.
5. The teacher identifies the appropriate and inappropriate social
3.84 Favorable
arrangements or groupings in using various technologies.
6. The teacher uses ICT resources to enhance and promote pupils’ active
4.04 Favorable
participation in class, productivity, and cooperative learning.
7. The teacher utilizes ICT resources to support pupils’ acquisition of
4.06 Favorable
subject matter and pedagogical knowledge.
8. The teacher operates appropriate technologies to subject matter, such as
visualization, data analysis, role-play simulations and online 3.94 Favorable
references.
9. The teacher uses ICT to communicate and collaborate with pupils,
3.85 Favorable
peers, parents and the larger community to nurture pupils’ learning.
10. The teacher manages pupils’ project-based learning activities in a
3.80 Favorable
technology-enhanced environment.
11. The teacher assists pupils using ICT to acquire the skills of searching,
3.80 Favorable
managing, analyzing, evaluating and using information.
12. The teacher designs units of study and classroom activities that
integrate range of ICT tools to help pupils acquire the skills of
3.81 Favorable
reasoning, planning, reflective learning, knowledge building and
communication.
13. The teacher plays a leading role in supporting innovation in school and
4.03 Favorable
promotes continuous learning among colleagues.
14. The teacher continually evaluates and reflects on professional practice
4.06 Favorable
to promote innovation and improvement.
15. The teacher utilizes ICT resources to participate in professional
3.99 Favorable
communities; share and discuss best practice in teaching.
Mean and Descriptive Rating of the Indicators on Pedagogical Functions
Table 8 clearly explains that the participants were favorable with the five indicators
of schools’ ICT monitoring and evaluation as supported by its general weighted mean of
3.400.
Additionally, the participants expressed that their school has a regular inventory of
ICT resources (m= 3.51 with a descriptive rating of “favorable”) and they are encouraged to
use their personally owned ICT resources in their teaching (m= 3.51 with a descriptive rating
of “favorable”).
Participants also said that their school monitors and identifies those who do not make
use of ICT resources in their teaching (m= 3.25 with a description of “moderately
favorable”), their school/district provides a Proficiency Test in the use of ICT for beginning
teachers (m= 3.35 with a description of “moderately favorable”) and they are observed and
evaluated with the use of ICT (m= 3.38 with a description of “moderately favorable”).
On Monitoring and Evaluation Mean Description

1. There is a regular inventory of ICT resources in our
3.51 Favorable
school.
2. The school monitors and identifies those who do
3.25 Moderately Favorable
not make use of ICT resources in their teaching.
3. Teachers are encouraged to use their personally
3.51 Favorable
owned ICT resources in their teaching.
4. The school/district provides a Proficiency Test in
the use of ICT for beginning teachers.
5. Teachers are observed and evaluated with the use
of ICT.
Table 8
Mean and Descriptive Rating of School’s ICT Monitoring and Evaluation
Table 9 communicates that the general weighted mean on the value of ICT is 4.214
with a descriptive rating of “always.”
Moreover, the participants expressed that the integration of ICT in classroom
instruction is of great value in offering quality education and quality services (m= 4.32 with a
descriptive rating “always”), ICT promotes diversity and provides more opportunities to
learn about different cultures, religion and politics across international network (m= 4.29
with a descriptive rating “always”) and ICT properly guides teachers in monitoring,
assessing, recording and reporting learning outcomes (m= 4. 24 with a descriptive rating
“always”).
According to them ICT creates interactive discussion between the teachers and pupils
(m= 4.24 with a descriptive rating “always”), integration of ICT in teaching challenges
teachers and pupils to aspire for greater heights in their quest for excellence (m= 4.23 with a
descriptive rating “always”) and ICT facilitates the transmission of knowledge and
information (m= 4.22 with a descriptive rating “always”).
ICT also advances sharing and collaboration as well as independent learning among
teachers and pupils (m= 4.22 with a descriptive rating “always”) and ICT facilitates a more
pupil-centered and a more- constructive approach of teaching (m= 4.20 with a descriptive
rating “always”).
Participants also expressed that ICT creatively lessens the teacher efforts in the
preparation of instructional materials and other undertakings of teachers (m= 4.12 with a
descriptive rating of “often”) and ICT reduces learning time but improves performance
among teachers and pupils (m= 4.06 with a descriptive rating of “often”).
Table 9
Mean and Descriptive Rating of the Indicators on the Value of ICT
On the Value of ICT Mean Description

1. The integration of ICT in classroom
instruction is of great value in offering 4.32 Always
quality education and quality services.
2. The ICT facilitates the transmission of
4.22 Always
knowledge and information.
3. The ICT creatively lessens the teacher 4.12 Often
efforts in the preparation of instructional
materials and other undertakings of
teachers.
4. The ICT creates interactive discussion
4.24 Always
between the teachers and pupils.
5. The integration of ICT in teaching
challenges teachers and pupils to aspire for 4.23 Always
greater heights in their quest for excellence.
6. The ICT advances sharing and
collaboration as well as independent 4.22 Always
learning among teachers and pupils.
7. The ICT promotes diversity and provides
more opportunities to learn about different
4.29 Always
cultures, religion and politics across
international network.
8. The ICT properly guides teachers in
monitoring, assessing, recording and 4.24 Always
reporting learning outcomes.
9. The ICT reduces learning time but
improves performance among teachers and 4.06 Often
pupils.
10. ICT facilitates a more pupil-centered and
4.20 Always
a more- constructive approach of teaching.
General Weighted Mean 4.214 Always
Shown in table 10 are the imbibed ICT values with its general weighted mean of
4.401 and a descriptive rating of “always.”
In addition, under self-actualization, the participants articulated that they “always” do
their best in molding and guiding their pupils towards the development of their skills (m=
4.53), on commitment, they said that they “always” give their best in helping their pupils in
becoming better and responsible citizens of our country (m= 4.50) and they indicated that
they “always” believe that competence is the capability to do an assigned task particularly in
a field of specialization (m= 4.48).

They also mentioned that self-actualization is the realization of one’s potentials and
capabilities (m= 4.47 with a descriptive rating of “always”), they are aware that commitment
is the ability to dedicate oneself in any undertaking with worthwhile outcomes (m= 4.44 with
a descriptive rating of “always”) and they are satisfied when their fellow teachers and pupils
show their dedication to whatever endeavor they partake (m= 4.44 with a descriptive rating
of “always”).
Likewise participants said that they know and they understand that creativity and
innovativeness is the ability to create and invent new things with the use of personal insight
and reflection (m= 4.37 with a descriptive raring of “always”, they certainly comprehend that
open-mindedness is the ability to be receptive to new ideas and inventions brought about by
modernization (m= 4.30 with a descriptive rating of “always”) and feel fulfilled when their
pupils are enjoying and learning at the same time when they are using ICT designed lessons
and activities during discussion (m= 4.28 with a descriptive rating of “always”).
On Imbibed ICT Values Mean Description

A. On Creativity and Innovativeness
1. I know and I understand that creativity and innovativeness is the ability
to create and invent new things with the use of personal insight and 4.37 Always
reflection.
2. I feel fulfilled when my pupils are enjoying and learning at the same time
4.28 Always
when I use ICT designed lessons and activities during discussion.
3. I optimize my creativity and innovativeness through the use of available
4.00 Often
ICT resources.
B. On Open-Mindedness
1. I certainly comprehend that open-mindedness is the ability to be receptive 4.30 Always
to new ideas and inventions brought about by modernization.
2. I am delighted when my pupils are aware of what they are learning and
4.42 Always
they critically analyze the changes in their environment.
3. I provide a classroom ambiance that promotes openness and social
4.28 Always
awareness about the rapid changes in the world.
C. On Commitment 4.44 Always
1. I am aware that commitment is the ability to dedicate oneself in any
undertaking with worthwhile outcomes.
2. I am satisfied when my fellow teachers and pupils show their dedication to
4.44 Always
whatever endeavor they partake.
3. I give my best in helping my pupils in becoming better and responsible
4.50 Always
citizens of our country.
D. On Competence
1. I consciously believe that competence is the capability to do an assigned 4.48 Always
task particularly in a field of specialization.
2. I feel elated when people around me do appreciate the outcome of my
4.45 Always
work.
3. I competently perform my duties and responsibilities as a teacher.
4.65 Always
E. On Self-Actualization
1. I am certain that self-actualization is the realization of one’s potentials and 4.47 Always
capabilities.
2. There is a sense of fruition when I know I have utilized my giftedness as a
4.40 Always
person to the fullest.
3. I do my best in molding and guiding my pupils towards the development of
4.53 Always
their skills.
General Weighted Mean
4.401 Always
Further indicated in the table is that the participants “often” optimize their creativity
and innovativeness through the use of available ICT resources (m= 4.00).
Table 10
Mean and Descriptive Rating of the Ten Indicators of Imbibed ICT Values
Table 11indicates the ten (10) ICT problems encountered by the participants. These
ten indicators obtained a general weighted mean of 2.934 with a descriptive rating of
“moderately serious problem.”
The results further show that the school has limited funds for ICT (m= 3.51 with a
descriptive rating of “serious problem”).
Furthermore, indicators: some teachers are incompetent in using ICT (m= 3.38); there
is an ICT resource scarcity in the school (m= 3.34) and teachers have limited trainings and
workshops on ICT (m= 3.34) were described by the participants as “moderately serious
problems.”
In like manner, indicators: there is no incentive/merit given to the users of ICT (m=
3.16); The ICT is not integrated in the curriculum (m=3.16) and inappropriate utilization of
ICT resources is practiced in the school (m= 3.01) were described as “moderately serious
problems.”
A descriptive rating of “moderately serious problems” was also given to indicator the
school is inconsistent in ICT management (m= 3.00).
Lastly, indicators: the ICT is being overused resulting to pupils’ boredom and
demotivation (m= 1.78) and the passive and negative attitude on ICT is evident in the school
(m= 1.66) are not problems in the schools at all.
Table 11
Mean and Descriptive Rating of the Ten Indicators of Problems Encountered by the
Participants in Integrating ICT in Instruction.
ICT Problems/Difficulties Mean Description

1. There is an ICT resource scarcity in the school. 3.34 Moderately Serious Problem
2. The ICT is not integrated in the curriculum. 3.16 Moderately Serious Problem
3. The school has limited funds for ICT. 3.51 Serious Problem
4. Some teachers are incompetent in using ICT. 3.38 Moderately Serious Problem
5. The passive or negative attitude on ICT is
1.66 Not A Problem
evident in the school.
6. Teachers have limited trainings and workshops
3.34 Moderately Serious Problem
on ICT.
7. There is no incentive/merit given to the users
of ICT.
8. Inappropriate utilization of ICT resources is

practiced in the school.
9. The school is inconsistent in ICT management 3.00 Moderately Serious Problem
10. The ICT is being overused resulting to pupils’
1.78 Not A Problem
boredom and demotivation.
General Weighted Mean 2.934 Moderately Serious Problem
Based from the gathered data, a proposed school based ICT program was conceived.
The program was designed based from the identified available resources, problems
encountered, extent of ICT integration in classroom instruction and the values of the
participants towards the use of ICT in instruction. Likewise, the state of DepEd vision on the
participants was also considered.
Moreover, the program contains a schematic diagram that features the specific
educational activities addressing the problems identified in the research. The proposed
program for each educational activity contains the following areas:
Time/ Person Involved- this area discusses the time frame of implementation and the
human resources who will take part in the educational activity.
Objectives- this area states the goal to be achieved in the conduct of the educational
activity. The objectives are based from the needs which are aligned with the school and
DepEd’s VMGO.
Specific Mechanism- this part discusses the details on how the educational activity
will be actualized. It provides a step by step procedure beginning with the planning down to
the implementation stage.
Resources needed- this area identifies the materials and other equipment needed in
the implementation of the project. It provides the financial implication of the educational
activity.
Expected Outcomes- this part identifies the actual product or expected output of the
educational activity. It identifies the impact of the educational activity not only to teachers
but to the teaching-learning process in general.
Additionally, the program provides a detailed explanation of the nature and
background of the educational activity. The description guides the implementer to
successfully realize the purpose of each activity. The program is a whole year program that
needs to be included in the five year action plan of the school. The school however may
adjust the date of implementation based from the existing situation.
DISCUSSION
This section clearly discusses the findings, conclusions and recommendations of the
study based on the communicated specific problems.
In answering the first question, result on the ten indicators of DepEd ICT vision with
a descriptive rating of “strongly agree” clearly implies that the department understands the
significance of communicating its’ vision to teachers to successfully gain their support and
commitment in integrating ICT in instruction . Evidently, the ICT vision is articulated to
teachers, thus they are aware of it, consequently, supportive of its’ initiative relevant to ICT.
This implication is congruent with the idea of Trucano (2005) which states that “ICTs are
seen to be less effective (or ineffective) when the goals for their use are not clear”.
Moreover, Ritz (2009) supported the aforesaid statements when he said that “having clear
goals is very significant in employing technology in instruction. Goals provide direction for
teachers to structure instruction. More so, goals are important guide posts to have a
technological literacy prospective”.
Further analysis of data indicates that the DepEd ICT vision clearly reminds teachers
on their noble duty of giving the best education possible pupils.” This got a descriptive rating
of “very strongly agree”. This implies that DepEd is really true to its role in being the
primary source of quality education in the country by empowering teachers’ commitment and
by giving value orientation to successfully practice their profession. This is supported by the
1987 Philippine Constitution Article XIV Section 1 which states that the “state shall protect
and promote the right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all”.
Additionally, the result reveals that DepEd ICT vision promotes a positive venue for
curriculum improvement that would integrate technology with the different learning areas.
Affirming this claim is Martinez (2012) when he expressed in his article that “computers
have been proven to accelerate learning across the different subjects.
However, a greater emphasis must be given in guiding the school in the selection of
appropriate ICT resources and in uniting school leaders, teachers, and stakeholders in the
successful integration of ICT in instruction.
In answering the second question, the result “sometimes available” on the availability
of ICT resources for instruction apparently shows that the government and the schools have
insufficient budget for ICT. Teachers do recognize and appreciate the effort of the
government in providing them with the resources, yet, because of huge number of schools in
the country, the allocated budget is not enough to supply all elementary schools with the ICT
infrastructures. Thus, this affects the extent to which the resources are utilized as reflected in
their response of “sometimes utilized.” Since teachers have limited access to ICT resources,
its integration in instruction is not completely maximized. This is in union with the study
conducted to 6 Asian Countries on ICT Integration into Education by United Nations
Educational Scientific and Cultural Organizations or UNESCO (2004) which revealed that
“Philippines belongs to moderate-level integration where National ICT policies and master
plans have been formulated and various ICT integration strategies are being applied and
tested”.
Analysis of the data further communicates that the printer, laptop/net book, desktop
computer, television white screen and VCD/DVD player are “often” available in the schools
likewise all of these including LCD projector are “often” utilized in instruction. This
connotes that the mentioned resources are really useful in teaching since much of the work of
teachers are computer driven like recording of grades in the computer, submission of printed
grades and reports and printing of instructional materials. More than that, teachers utilized
the said resources to make learning dynamic and engaging to pupils and to meet the demands
of the 21st century pupils especially the visual learners .Supporting this claim is Sedycias
(2007) when he said that television programs are used to assist and guide children in various
subject areas, and are used together with other teaching materials, to give a well- rounded
approach to learning materials’. This has proven successful as children learn best when
teacher uses visual aids.

However, it is to be noted that presenter, OHP, tablet and e-library are not available in
the schools. This suggests that school administrators must consider the purchase of such
because of their essential contribution in offering quality education and service to pupils. On
the other hand, OHP and tablet should be least in the priority because the presence of LCD
and laptop already compensate for their absence.
In answering question number 3, the result under ICT guidelines and procedures with
a description rating of “favorable “expresses that teachers are definitely aware of their
responsibility and accountability in properly using and integrating ICT in instruction. Parallel
to this is the idea of Emans (n.d.) which explains that teachers are aware of their
responsibility in thinking ways to use ICT in their lessons guided by its guidelines. They also
recognize the need to integrate ICT in instruction, thus in doing so they need to be competent
in using ICT.
Specifically, the guidelines: there should be an ICT coordinator in each school to
assist teachers and monitor the usage of ICT facilities; the access to internet for the
enrichment of instruction, learners’ record monitoring, research and any other-related
education activities; inclusion of ICT literacy class for intermediate pupils; and the strict use
of ICT resources is for classroom instruction only obtained an “extremely favorable”
response. This clearly proves that the ICT guidelines are really observed among schools. It is
to be considered however that one out of ten items got a “moderately favorable” response,
which signifies that schools must review its policy relevant to the liability or accountability
of teachers with the ICT resources accounted to them.
On ICT educational activities or services offered, the findings show that schools do
provide seminar-workshops and trainings about the latest ICT trends and issues. More so,
they also offer ICT literacy program/class for primary and intermediate pupils. This indicates
that schools do conduct activities relevant to the honing and molding of both teachers’ and
pupils’ technological skills.
Further analysis of data suggests that reward and motivation must be given to
teachers to capitalize on their drive in integrating ICT in their teaching. This is also the stand
of Carlson and Gadio (n.d.) when they said that most of the teachers are reluctant in adapting
to change especially in the way they teach and the manner they do the routines in the
classroom. One reason for this is they consider the time they need to consume that may take
away from their high-priority obligations like economic, familial, or educational. Also, they
find it hard in seeing the potential payoff beforehand of this kind of training. In addition, they
may feel threatened by the demands of technology. This simply means that teachers require
additional motivation and incentives to participate actively in professional development
activities.
A descriptive rating of “favorable” communicates that the teachers do recognize the
enormous pedagogical uses or functions of ICT in their effort to becoming global teachers
and of giving 21st century quality education to pupils. Supporting the above statement is
Stubbs (2009) who said that “the world people live now is constantly changing, growing and
significantly smaller in scope as a new global society emerges. As educators, it is essential to
become active, participating members in the developing global network, maximizing their
knowledge so teachers are better able to communicate with students”. Teachers therefore,
must be collaborative members of the world community, working with other teachers to
educate the leaders for today, tomorrow, and the future.

Specifically, the result divulges that among the fifteen items, item number 1 got a
response of “extremely favorable.” This indicates that the teacher uses ICT for record
keeping purposes like taking of attendance, computing of grades, and maintaining pupils’
records. Since teachers use ICT for record keeping purposes, it expected from them to back
up their files in any medium so they will not experience any trouble once they lost their files
in the computer. It is suggested however that teachers should design units of study and
classroom activities that integrate range of ICT tools to help pupils acquire the skills of
reasoning, reflective learning, knowledge building and communication. Moreover, they must
learn how to manage pupils’ project-based learning activities in a technology-enhanced
environment.
The result on ICT monitoring and evaluation with a description response of
“favorable”, tells that schools do acknowledge the importance of having ICT monitoring and
evaluation.
Particularly, the results show that schools do really have regular inventory of ICT
resources and teachers are encouraged to use their personally owned ICT resources in their
teaching. However, schools must take into account in monitoring and identifying those who
do not make use of ICT resources in their teaching.
In answering the fourth question, the result on the value of ICT implies that teachers
really appreciate the value or significance of ICT integration in instruction. Their
appreciation on it is transpired through their efforts and initiatives in utilizing ICT in their
day-to-day teaching. Moreover, as stated by Guyana (2012) all subject teachers use ICT in
teaching because they appreciate the beneficial role that it plays in teaching of their subject.
Results further communicate that the integration of ICT in the classroom instruction
is “always” of great value in offering quality education and quality services. Also, the ICT
“always” promotes diversity and provides more opportunities to learn about different
cultures, religion and politics across international network. However, two out of ten items got
an “often” response which speaks of the contribution of ICT in the efficient and effective use
of time. This explains that teachers can become more productive in using ICT in teaching and
learning process.
In answering the fifth question, the result on the imbibed ICT specific values and
skills with a description of “always”, signifies that through the utilization of ICT in
instruction, teachers’ skills and values are developed and achieved. Thus with the use of ICT,
teachers become creative, innovative, open-minded, committed, competent and self-
actualized. This also suggests that through ICT, quality teachers emerge because they do find
and learn ways on how to acquire certain skills that ICT demands. Likewise, Trucano (2012)
indicated that a high quality teacher education is of critical importance for quality and
relevant education at all levels and to high status of the teaching profession itself.
Furthermore, in the advent of 21st century, teachers working towards high standards in terms
of pedagogical integration of ICT are very necessary. Also, when teachers integrate ICT in
instruction, their skills are developed.
Specifically, the results express that one out of fifteen items got an “often” response
which states that teachers can optimize their creativity and innovativeness through the use of
available ICT resources.
In answering the sixth question, the teachers communicated that having limited funds
for ICT is a serious problem in their schools. Teachers also expressed that incompetency in
ICT utilization, scarcity of ICT resources, limited ICT trainings and workshops, ICT is not
integrated in the curriculum and no incentive or merit given to the users of ICT were cited as
moderate serious problems in the schools.
Also, these imply that teachers and administrators must consider in their schools’
management and planning the several factors pertinent to the successful integration of ICT in
education system. These findings are well recognized by Seyoum (2004) when he mentioned
that schools must consider significant issues and other factors in implementing and
integrating ICT in the educational system. Leaders must take into account the educational
policy and planning, infrastructure and capacity building, language and content, attitude,
financing and sustainability and transferability to become successful.
On the basis of the aforesaid findings of the study, the following conclusions have
been drawn:
The DepEd ICT vision is well articulated to teachers and it is clearly understood by
them, thus they are supportive in the initiative of the department.
The sixteen identified ICT resources were sometimes available in the school and were
sometimes utilized.
Teachers are definitely aware of their responsibility and accountability in properly
using and integrating ICT in instruction. Furthermore, schools do conduct activities relevant
to the honing and molding of both teachers’ and pupils’ technological skills. Teachers do
recognize the enormous pedagogical uses or functions of ICT in their effort to becoming
global teachers and of giving 21st century quality education to pupils. Also, schools do
acknowledge the importance of having ICT monitoring and evaluation. Moreover, with the
use of ICT, teachers become creative, innovative, open-minded, committed, competent and
self-actualized.
On the other hand, having limited funds for ICT was a serious problem in the schools
while the incompetency in ICT utilization, scarcity of ICT resources, limited ICT trainings
and workshops, ICT is not integrated in the curriculum and no incentive or merit given to the
users of ICT were moderate serious problems in the schools.
Based from the findings and conclusions that were derived from this research, the
following recommendations are given: (1) The DepEd should support the positive
perspective of teachers towards its vision by providing relevant venues and opportunities for
teachers.(2) School administrators through DepEd should seek ways to provide ample ICT
resources to both teachers and students. (3) Strong financial and other forms of support from
school leaders, teachers and other stakeholders must be provided in the successful integration
of ICT in instruction.(4) Capacity building activities such as workshops, trainings and
seminars with emphasis on proper usage or utilization, curriculum and instruction, research
and development of teaching materials, must be provided and be required for all teachers. (5)
Sharing of ICT best practices and instructional strategies are strongly encouraged among
teachers in furtherance of its effective integration in instruction. (6) ICT based needs
assessment must be done regularly and conscientiously by the school heads to help teachers
on their concerns and to possibly alleviate or lessen the occurrence of ICT-related problems.
(7) Related research must be conducted with wider and deeper scope to larger and varied
participants.(8) Participants of the research may adapt the guidelines and procedures which
were formulated by the researcher to have a systematic way of ICT management or if they
already have these, a thorough review would be beneficial.
A SCHOOL-BASED ICT PROGRAM
INTRODUCTION
Information and Communication Technology plays a vital role in education. With
ICT, teachers become more dynamic, flexible, competent, committed, actualized, effective
and efficient. More importantly, ICT provides a more student-centered approach in teaching,
enabling students to be the actors and creators of their own learning. Technology also opens
the wide horizons of learners, making them independent and productive. Indeed, ICT has
positively and creatively transformed the quality of education and services being offered to
pupils all around the globe.

Meanwhile, as previously mentioned in the introductory part of the study, the ICT4E
or Information Communication Technology for Education Strategic Plan was just merely a
draft proposed by the late Mr. Paul Soriano, Director III of National Technical Service. This
was not yet actualized though schools in the public sector have their own initiatives in
incorporating ICT in teaching and learning process, still this is not enough to really realize
the DepEd ICT vision.
On the educational perspective of the researcher, it is very significant to have a
research-based and concrete program that would guide and enable school heads and teachers
in the successful integration of ICT in the educational system. It is from these reasons why
the school-based ICT program was conceived.
To have an in-depth understanding of the school-based ICT program, a brief
information of the researcher school’s vision, mission, and goal are shown below with the
DepEd vision and mission, and DepEd ICT vision.
JOSE P. DIZON ELEMENTARY SCHOOL VISION, MISSION, AND GOAL

VISION:
A child friendly school that provides quality educational exposures highlight God-
centered values and social responsibility for community building.
MISSION:
To develop a well-rounded personality in each learner that is equipped with the
necessary knowledge, skills and right attitude through teacher’s commitment,
professionalism, collaborative effort and support of stakeholders.
GOAL
Consolidate all efforts to improve educational outcome.
DepEd VISION AND MISSION

VISION:
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation.
As a learner – centered public institution, the Department of Education continuously
improves itself to better serve its stakeholders.
MISSION:
To protect and promote the right of every Filipino to quality, equitable, culture –
based, and complete basic education where:
- Students learn in a child – friendly, gender – sensitive, safe and motivating
environment.
- Teachers facilitate learning and constantly nurture every learner.
- Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
- Family, community, and other stakeholders are actively engaged and share
responsibility for developing life – long learners.
DepEd ICT VISION

21st Century Education for all Filipinos, anytime and anywhere, an ICT-enabled
education system that transforms students into dynamic life-long learners and values-
centered, productive and responsible citizens.
Clinic Advice
Values Formation via ICT
Sharing of ICT’s Best Practices and

Instructional Strategies
School-Based ICT Program “On Becoming Global Teacher”

Comprehensive Re-visitation of ICT

Guidelines
Figure 2: Schematic Diagram of the School-Based ICT Program
A School-Based ICT Program
Background: This research-based program is basically designed to guide teachers and
administrators in the effective integration of ICT in instruction. This
revitalizes schools in the promotion of ICT utilization, achievement of quality
education, and the realization of DepEd ICT vision.
Vision: A global and transformative school that equips teachers and pupils with the
21st century knowledge, skills, values, and experiences which enable them to
be competent, socially-responsible, dignified in character and personality, and
builders of community.
Specific Objectives:
1. Educate teachers with sound knowledge, skills, and experiences to make
them good stewards and competent users of technology;
2. Equip teachers with technological trainings, workshop, and seminars
relevant to becoming global teachers;
3. Develop teachers’ right values and attitude towards ICT;
4. Monitor any teacher’s ICT-related concerns or issues for further
improvement;
5. Share best practices in effectively and efficiently integrating ICT in
instruction.
6. Guide school leaders in the effective implementation or integration of ICT
in the curriculum;
7. Assist school leaders in designing ICT developmental plans responsive to the concerns or
needs of their teachers and pupils;
8. Empower school leaders in the effective management of ICT in the school.
Specific Educational Activities
1. School’s ICT Camp
2. Fun- Fund Days
3. Comprehensive Re-visitation of School’s ICT Guidelines
4. Sharing of Best ICT Practices and Instructional Strategies
5. Values/Skills Formation via ICT
6. Clinic Advice
Addendum: Sample In-Come Generating Projects of Jose P. Dizon Elementary School
Educational Activity 1: SCHOOL’S ICT CAMP (Five-Year Plan)

Description: This educational activity is a general orientation on the DepEd ICT vision, goals, update on the
current projects of the organization, and communication on the roles of administrators and
teachers. This also reminds stakeholders on the roles they have to perform in the realization of
the DepEd ICT vision to increase their level of awareness and accountability relative to ICT and
strengthens school’s ICT planning and management.
Time/Person Involved Objectives Specific Mechanism Resources Needed Expected Outcome
May before the At the end of the * Design a project *LCD projector, * Well educated
opening of classes educational activity, proposal to be approved laptop, speakers, teachers on DepEd
school heads, teachers, and by the superintendent. microphones ICT vision
parents shall have: * Invite the DepEd ICT *Php 10, 000 for
authorities to be the meals, snacks, * Rightly guided
*DepEd ICT 1. educatedon the DepEd resource speakers of the certificates, tokens teachers in ICT
Authority ICT vision, goals, and said activity by of resource planning and
*School Head initiated projects by furnishing them a letter speakers and for management
*ICT coordinator/ providing a approved by the other materials
representative comprehensive discussion superintendent needed *Developed positive
*President of the and relevant activities; *Inform school head, attitude towards ICT
Parent-Teachers ICT coordinator, and *PTA donations,
Association Officers 2. developed the right PTA officers about the contributions, *True believers, and
(PTA) motivation, perspective, schedule, significance school funds, and stewards of ICT
and attitude towards the and matrix of the solicitations from
integration of ICT in activity through a generous
instruction through Division memorandum institutions and
dynamic communication duly signed by the citizens.
of functions and values of superintendent.
ICT in school *Prepare all the
environment; and necessary resources
3. created a well-thought needed for the activity.
school’s *The DepEd authorities
ICTdevelopmental plan in will discuss the DepEd
congruence with the ICT vision, projects
DepEd ICT vision. they have implemented
and the ways on how to
include ICT in
education system.
*They will also
communicate the
importance of the roles
of stakeholders in the
successful integration of
ICT in instruction.
*Participants will be
asked to accomplish an
ICT school’s
developmental plan
based from the inputs of
DepEd ICT authorities.
* Let the participants
evaluate the entire
activity using a rubric
for further
improvement.
Educational Program 2: FUN- FUND DAYS (Five-Year Plan)

Description: This educational is income-generating and filled with enjoyable activities that support schools in purchasing
ICT resources for the optimum utilization and integration of ICT in instruction.
Time/Person Objectives Specific Mechanism Resources Expected

Involved Needed Outcome
Anytime within the At the end of the *Teachers, parents, * Project Equipped with ICT
school-year educational activity, the advisers and officers of proposals, letter resources.
pupils stakeholders in the the different addressed to the
school shall have: organizations in the authorities, Projects enjoyed
school will design a solicitation letters by the school
*School head proposal which will be community
*ICT coordinator 1. instilled in their minds the approved and accepted
*Teachers value of supporting the by the principal and *School MOOE
*Club advisers and school in its fund-driven superintendent Teachers greatly
officers projects and its positive * The proponent will utilized ICT
*General Parent- impact in education; inform and educate the *Earnings of the resources
Teacher Officers community about the implemented
* Parents rationale and other projects Enhanced
*Pupils pertinent matters about Teaching and
2. supported the school in the projects. motivated teachers
availing ICT resources for *The projects will be
classroom instruction use implemented within the More satisfied
and other education- school year and the parents
related services; and earnings will be solely
used for the purchase of Improved students’
ICT resources. performance and
*The school will have school’s
partnership with the performance rating
3. implemented fund-driven local government units
projects for the and private sectors for
purchasing of ICT the sponsorship of some Motivated pupils
resources. ICT resources. and
*The school will also Excellent in class
have its share in the
availing of ICT
resources apart from
sponsorships and
earnings of the
implemented projects.
*The school community
will conduct regular
assessments to see the
pros and cons of the
implemented projects.
*There will be
recognition at the end of
the school year for the
proponents for
motivation purposes.
*When the school has
the necessary ICT
resources, a monitoring
activity will be held
among the teachers to
fully maximize its
utilization.
SAMPLE INCOME-GENERATING PROJECTS OF JOSE P. DIZON
ELEMENTARY SCHOOL
1. Governing Parents-Teachers Association (GPTA) Raffle for A Cause
Pupils, parents, and teachers are given tickets to sell outside the school. The proceeds
of this activity go to the school funds which will be used in its various projects.
2. Film-Viewing
This is a learning activity among the pupils as it is incorporated in the different

subjects or topics taught in class. Each pupil is expected to look for a sponsor who will pay 5
pesos as a sign of support for the school.
3. JPDES Olympics
This event is special time for the pupils to showcase their sports prowess, be united
and enjoy the activities that the school has prepared. A pro-rate of five pesos is being
collected from the sponsors of the pupils to help the school finance some of its planned
projects.
4. Acquaintance Party
This is a time for the pupils of JPDES to develop friendship, camaraderie, and unity.
It is also a moment for them to showcase their different talents as they get to perform in the
activity. They also organize fund booths where they can sell different products which they
personally created.
5. May Pera sa Basura
This helps the school in managing waste segregation. The collected papers, cartons,
plastic cups and bottles are disposed in exchange of monetary amount.
Educational Activity 3: COMPREHENSIVE REVISITATION OF SCHOOL’S ICT

GUIDELINES (Five-Year Plan)
Description: This educational activity helps school head and teachers in improving their ICT
guidelines, policies, or procedures by having a comprehensive group discussions and
opened channels of communication.

Sometime in June At the end of the *Php 1, 000 Revised and more
educational activity, the *The school’s ICT coming from the effective school’s
pupils and stakeholders coordinator will inform school funds for ICT guidelines.
shall have: teachers, officers of the the snacks of the
Governing Council, and reviewers
*School head 1. reviewed their school’s the GPTA officers about
*ICT coordinator ICT guidelines, policies, the comprehensive *Copies of the Systematic school’s
*Teachers or procedures for either review of the ICT school’s ICT ICT management
* Governing Council sustainment or guidelines of the school, guidelines
of Pupils enhancement; recognized and approved
*General Parent- by the school head. Lessened ICT-
Teacher Officers 2. felt a sense of *Prepare all the related problems
fulfillment for they have necessary materials for
contributed in the the activity especially the
improvement of their copies of the Enhanced school’s
school’s ICT guidelines school’s ICT guidelines. educational services
trough their consensus *Start the activity by
effort ; and communicating the goals, Satisfied
objectives, and the stakeholders
3. revised their school’s importance of their roles
ICT guidelines based in improving the school’s
from the findings of their ICT management.
review, discussions, and *Begin the
communication. comprehensive review on
the ICT guidelines.
Accept all the
suggestions and later
decide with the body
which among them is
beneficial.
*Revised the school’s
ICT guidelines and make
this known to the people
in the community.
*This revised school’s
ICT guidelines will now
ready for
implementation.
Educational Activity 4: SHARING OF ICT’s BEST PRACTICES AND INSTRUCTIONAL

STRATEGIES (Five-Year Plan)

Sometime in May At the end of the *Draft a proposal on *LCD projector, *Effective
before the opening educational activity, the activity to be laptop, speakers, teaching using
of classes the teachers shall approved by the school and white board ICT
have: head.
*Disseminate the *Maximized
*School head information about the *Php 1,500 for ICT utilization
*ICT coordinator 1. educated with the seminar through a the snacks
*Teachers knowledge and actual letter signed by the
experiences on the principal. *Evaluation * Equipped
ICT’s best practices *Gather all the Rubrics with the 21st
and instructional necessary resources for century skills
strategies through a the seminar.
group forum and *Discuss the
interaction; objectives of the *Applied
seminars to the learning to
2. cited the participants. daily
significance of *Allow the teachers to experiences
knowing the right freely share the ICT’s
techniques in teaching best practices and
using ICT and instructional strategies
appreciated the value which they have
of ICT in giving proven to be effective
quality instruction; in their teaching.
and *Teachers will assess
which among the
3. applied what they shared practices and
have learned in their strategies are
teaching and in other applicable to their
education-related children.
activities. *Test the chosen
practices and strategies
if these are suited in
the level and needs of
their pupils.
*Always innovate and
be creative in using
these to avoid
boredom and
disinterest among
pupils.
Description: This educational activity provides teachers with the knowledge and skills on the ICT’s best
practices and instructional strategies proven to be effective which they can adapt in their
teaching.
Educational Program 5: VALUES INTEGRATION VIA ICT (Five-Year Plan)
Description: This educational activity capitalizes on specific ICT educational values and
skills. Specifically, the values and skills are: creativity and innovativeness,
open-mindedness, competence, commitment, and self-actualization.

Sometime in May At the end of the *Inform the teachers *LCD projector, *Possessed the
before the educational activity, on the schedule and laptop, value of
opening of classes the teachers shall goals of the seminar- speakers, and creativity,
have: workshop. white board innovativeness,
open-mindedness
*School head 1. equipped with the *Gather all the commitment,
*ICT coordinator values and skills necessary resources *Php 1,500 for competence and
*Teachers associated with ICT for the seminar. the snacks self-
through a seminar- actualization.
workshop; *Start the seminar- *Evaluation
workshop by Rubrics
discussing the values *Embodied the
2. internalized the of ICT and the skills specific ICT
values and skills they associated with it. educational
have imbibed in their values and skills
teaching using ICT *Let the teachers in teaching
through personal share their personal
sharing of experiences in *Global teachers
experiences; and employing ICT in

instruction. *Achieved
quality education
*Lead the teachers in
3. lived the ICT self-introspection of
values and skills they the values and skills
have realized. they imbibed using
ICT in instruction.
*The ICT coordinator

and the school head
will evaluate teachers
during classroom
observation using
rubric to check if they
really live these
values and skills in
their actual teaching.
Educational Program 6: CLINIC ADVICE (Five-Year Plan)

Description: This educational activity remedies the identified ICT-related problems
communicated by the stakeholders through their collaboration and
consolidated efforts to enhance its integration in the education system.

Sometime June- At the end of the *Gather all the *LCD projector, *Solved ICT-
May educational activity, stakeholders for a laptop, related problems
the pupils and meeting about the speakers, and
stakeholders shall ICT-related problems. white board *Addressed
*School head have: *Explain to them the teachers’ and
*ICT coordinator objectives of the pupils’ needs
*Teachers 1. identified the ICT- meeting. *Php 1,500 for
* Governing related problems *Lead the discussion the snacks *Lessened the
Council of Pupils through discussion into a more- occurrence of
*General Parent- and open systems of welcoming ambiance *Action plan ICT-related
Teacher Officers communication; so stakeholders will matrix problems
not hesitate to
2. realized the value communicate their *Effective ICT
of airing out their concerns. management
ICT concerns for the *Assess the concerns
generation of of everybody.
possible solutions; *Make an action plan.
and Decide which of their
concerns need
3. solved the ICT- immediate response.
related problems by *With their

creating an action assistance, address or
plan. act on their concerns.
*Conduct a regular
monitoring to check
if the strategy/
solution is really
effective in solving
the problem.
*Needs assessment
must be done to
improve ICT
leadership and
management and to
lessen the occurrence
of problems.
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Appendix A “Survey Questionnaire”
I. Integration of ICT in Instruction in terms of DepEd Vision
1. Directions: Listed below are indicators on the integration of ICT in classroom

instruction in terms of the DepEd vision. Please indicate your level of agreement and
disagreement by placing a check mark (√ ) that corresponds to your answer.
The following are the equivalent of your responses:
5 _ Very Strongly Agree

4 _ Strongly Agree
3 _ Moderately Agree
2 _ Disagree
1 _ Very Strongly Disagree
The DepEd ICT vision “21st Century Education for all Filipinos, anytime
and anywhere, an ICT-enabled education system that transforms students
into dynamic life-long learners and values-centered, productive and 5 4 3 2 1
responsible citizens”..
1. Guides the school in the selection of appropriate physical infrastructure
(ICT resources) and necessary technical support to make ICT accessible
and useful to pupils, teachers, administrators and school support staff.
2. Aids school administrators in making ICT staff development plan to
develop teachers’ competence in the use of ICT and in the design,
production and utilization of ICT-based instructional materials.
3. Prompts schools in ensuring access to the latest developments in ICT and
in supporting research and education.
4. Revitalizes schools to become more dynamic, collaborative, and
innovative learning institutions where pupils can become more
motivated, inquisitive, creative, and productive learners.
5. Prompts school heads and teachers to always be mindful on the quality of
education and services being offered to pupils.
6. Reminds teachers on their noble duty of giving the best education
possible to pupils.
7. Promotes a positive venue for curriculum improvement that would
integrate technology with the different learning areas.
8 .Unites school leaders, teachers, and other stakeholders in the successful
integration of ICT in instruction.
9. Prepares and equips pupils with the appropriate ICT knowledge, values
and skills to develop the habits of self-learning and critical thinking that
they can use in their future education and in the field of work.
10.Links up the pupils with the vast network of knowledge and information
to become global in perspective.
II. On Available ICT Resources and Extent They Are Utilized
2. Directions: Enumerated below are the ICT resources available in the schools. Please
indicate if they are available in your school by putting a check mark (√) on the box that
corresponds to your answer.
5 _ Always Available
4 _ Often Available
3 _ Sometimes Available
2 _ Rarely Available
1 _ Not Available At All
Available ICT Resources 5 4 3 2 1
1. LCD projector
2. Desktop computer
3. Laptop/netbook
4. Interactive White Board or IWB
5. Television
6. Lapel or Portable Amplifier
7. White Screen
8. Audio Player/ Cd player
9. VCD/DVD Player
10. Presenter
11. Overhead Projector or OHP
12. Tablet/Ipad
13. Internet Connection
14. E-classroom
15. E-library
16. Printer
If there are other available ICT resources not included in the list please write them down on the
space provided below.
Other ICT Resources 5 4 3 2 1
Below is the extent to which the available resources in your school are utilized. Please rate
these resources by putting a check mark (√) on the box that corresponds to your answer.
5 _ Fully Utilized
4 _ Oftenly Utilized
3 _ Sometimes Utilized
2 _ Rarely Utilized
1 _ Not Utilized At All
Available ICT Resources 5 4 3 2 1

1. LCD projector
2. Desktop computer
3. Laptop/netbook
4. Interactive White Board or IWB
5. Television
6. Lapel or Portable Amplifier
7. White Screen
8. Audio Player/ Cd player
9. VCD/DVD Player
10. Presenter
11. Overhead Projector or OHP
12. Tablet/Ipad
13. Internet Connection
14. E-classroom
15. E-library
16. Printer
III. On Integration of ICT in Classroom Instruction in terms of Four (4) Factors

3. Directions: The following are the four factors in the integration of ICT in the classroom
instruction. Kindly indicate your approval by putting a check mark (√) on the column that
corresponds to your answer.
5 _ Extremely Favorable
4 _ Favorable
3 _ Moderately Favorable
2 _ Unfavorable
1 _ Extremely Unfavorable
A. On ICT Guidelines and Procedures

5 4 3 2 1
1. The computer set must be placed exclusively in a computer laboratory
or library, faculty, principal’s office or in any other place/room in
school for administrative use.
2. The policies/guidelines in the utilization of computers and other ICT
resources are posted in the computer laboratory and in classrooms
and these are communicated well to the teachers and pupils.
3. ICT integration in all subject areas must be encouraged by the school
head to improve teaching and learning process.
4. All teachers are encouraged to use the computer laboratory or any ICT
resource on a schedule basis.
5. Elementary schools should have ICT literacy class for intermediate
pupils which is incorporated in E.P.P. or T.L.E subject.
6. Computer laboratory or any ICT resource is for classroom instruction
use only or in furtherance of the DepEd ICT vision, any leisure
activity is strictly prohibited. ICT resources must be utilized
responsibly and with ethical manner.
7. There should be an ICT coordinator in each school to assist teachers
and monitor the usage of ICT facilities.
8. In case of damage or loss of any ICT resource, the teacher who is
using it will be accountable in its repair or replacement.
9. Schools must have access to internet for the enrichment of
instruction, learners’ record monitoring, research, and any other-
related education activities.
10. Collection of minimal fee is allowable provided that this is agreed by
the Parent-Teacher Association or PTA and that the money is
exclusively used in the maintenance and operating expenses of the
computer laboratory.
B. On ICT Educational Activities/Services Offered 5 4 3 2 1

1. The school provides seminar-workshops and trainings about the
latest ICT trends and issues.
2. The school gives incentives or awards to those who frequently
utilize the ICT resources.
3. The school participates in any local, national, or international ICT
competition, pupil -seminar, training, or conference.
4. The school offers ICT Literacy Program/Class for primary and
intermediate pupils (e.g. typing, word-formatting, excel and power
point application).
5. The school organizes ICT-related activities for pupils to develop
their ICT skills.
C. On Pedagogical Functions 5 4 3 2 1
1. The teacher uses ICT for record keeping purposes (taking of
attendance, computing grades, and maintaining pupils’ records).
2. The teacher employs ICT (e.g. text messaging, video conferencing
and social media for communication and collaboration among
stakeholders and in some enrichment activities done outside the
school.
3. The teacher integrates the use of a computer laboratory into ongoing
teaching activities.
4. The teacher utilizes ICT resources for individual activity or group
dynamics.
5. The teacher identifies the appropriate and inappropriate social
arrangements/groupings in using various technologies.
6. The teacher uses ICT resources to enhance and promote pupils’
active participation in class, productivity, and cooperative learning.
7. The teacher utilizes ICT resources to support pupils’ acquisition of
subject matter and pedagogical knowledge.
8. The teacher operates appropriate technologies to subject matter,
such as visualization, data analysis, role-play simulations and
online references.
9. The teacher uses ICT to communicate and collaborate with pupils,
peers, parents and the larger community to nurture pupils’
learning.
10. The teacher manages pupils’ project-based learning activities in a
technology-enhanced environment.
11. The teacher assists pupils using ICT to acquire the skills of
searching, managing, analyzing, evaluating and using information.
12. The teacher designs units of study and classroom activities that
integrate range of ICT tools to help pupils acquire the skills of
reasoning, planning, reflective learning, knowledge building and
communication.
13. The teacher plays a leading role in supporting innovation in school
and promotes continuous learning among colleagues.
14. The teacher continually evaluates and reflects on professional
practice to promote innovation and improvement.
15. The teacher utilizes ICT resources to participate in professional
communities; share and discuss best practice in teaching.
D. On Monitoring and Evaluation 5 4 3 2 1

1. There is a regular inventory of ICT resources in our school.
2. The school monitors and identifies those who do not make
use of ICT resources in their teaching.
3. Teachers are encouraged to use their personally owned ICT
resources in their teaching.
4. The school/district provides a Proficiency Test in the use of
ICT for beginning teachers.
5. Teachers are observed and evaluated with the use of ICT.
IV. On the Value of ICT

4. Directions: Based on the verbalized responses of the teachers among the schools of East
District, the following are the articulated value or importance of ICT program in the
school.
Please express the level of your affirmation by putting a check mark (√) on the box pertinent
to your response.
The following are the equivalent of your answers:
5 _ Always
4 _ Often
3 _ Sometimes
2 _ Rarely
1 _ Never
On the Value of ICT 5 4 3 2 1

1. The integration of ICT in classroom instruction is of great value in offering
quality education and quality services.
2.The ICT facilitates the transmission of knowledge and information.
3.The ICT creatively lessens the teacher efforts in the preparation of instructional
materials and other undertakings of teachers.
4. The ICT creates interactive discussion between the teachers and pupils.
5. The integration of ICT in teaching challenges teachers and pupils to aspire for
greater heights in their quest for excellence.
6. The ICT advances sharing and collaboration as well as independent learning
among teachers and pupils.
7. The ICT promotes diversity and provides more opportunities to learn about
different cultures, religion and politics across international network.
8. The ICT properly guides teachers in monitoring, assessing, recording and
reporting learning outcomes.
9. The ICT reduces learning time but improves performance among teachers and
pupils.
10. ICT facilitates a more pupil-centered and a more- constructive approach of
teaching.
V. On Imbibed ICT Values
Directions: The following are the specific values obtained and imbibed by participants during the informal talk done by
the researcher. Please place a check mark (√) on the indicators that are applicable to you.
5 _ Often
4 _ Sometimes
3 _ Occasionally
2 _ Rarely
1 _ Never
A. On Creativity and Innovativeness 5 4 3 2 1
1. I know and I understand that creativity and innovativeness is the ability

to create and invent new things with the use of personal insight and
reflection.
2. I feel fulfilled when my pupils are enjoying and learning at the same time
when I use ICT designed lessons and activities during discussion.
3. I optimize my creativity and innovativeness through the use of available
ICT resources.
B. On Open-Mindedness
1. I certainly comprehend that open-mindedness is the ability to be receptive
to new ideas and inventions brought about by modernization.
2. I am delighted when my pupils are aware of what they are learning and
they critically analyze the changes in their environment.
3. I provide a classroom ambiance that promotes openness and social
awareness about the rapid changes in the world.
C. On Commitment
1. Iam aware that commitment is the ability to dedicate oneself in any
undertaking with worthwhile outcomes.
2. I am satisfied when my fellow teachers and pupils show their dedication to
whatever endeavor they partake.
3. I give my best in helping my pupils in becoming better and responsible
citizens of our country.
D. On Competence
1. I consciously believe that competence is the capability to do an assigned
task particularly in a field of specialization.
2. I feel elated when people around me do appreciate the outcome of my
work.
3. I competently perform my duties and responsibilities as a teacher.
E. On Self-Actualization
1. I am certain that self-actualization is the realization of one’s potentials
and capabilities.
2. There is a sense of fruition when I know I have utilized my giftedness as a
person to the fullest.
3. I do my best in molding and guiding my pupils towards the development
of their skills.
VI. On ICT Problems/Difficulties
6. Directions: Indicated below are some of the verbalized problems/difficulties encountered

in the integration of ICT in classroom instruction. Kindly rate the level of seriousness of
each problem by putting a check mark (√) on the box that corresponds to your answers.
5 _ Very Serious Problem

4 _ Serious Problem
3 _ Moderately Serious Problem
2 _ Slight Problem
1 _ Not a Problem
ICT Problems/Difficulties 5 4 3 2 1
1. There is an ICT resource scarcity in the school.
2. The ICT is not integrated in the curriculum.
3. The school has limited funds for ICT.
4. Some teachers are incompetent in using ICT.
5. The passive or negative attitude on ICT is evident in the
school.
6. Teachers have limited trainings and workshops on ICT.
7. There is no incentive/merit given to the users of ICT.
8. Inappropriate utilization of ICT resources is practiced in
the school.
9. The school is inconsistent in ICT management.
10. The ICT is being overused resulting to pupils’ boredom
and demotivation.
End of Survey
Thank you and God bless!
Zaldy Z. Magpayo
Appendix B “Letter Addressed to the Participants”

Appendix C “Letter to the Superintendent”

Appendix D “ Letter Addressed to the Validators”

Appendix E “ Validators’ Assessment on the Research Instrument”

Appendix F “ Plag Scan Review”

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ASSSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY...

utilized”. However, a “favorable” description rating was given on integration of ICT in

received an “often” response. Lastly, a “moderately-serious problem” described the

Keywords: “ICT” Information Communication Technology,

Assessment of Information Communication Technology in Instruction Towards the

Creation of School-Based ICT Program

Information Communication Technology or ICT has positively and creatively

communities all around the globe. Information Communication technologies or ICT as

defined by Yunus, Nordin, Salehi, Embi & Salehi(2013)“covers a wide range of

communicate, create, disseminate and manage information”. These technologies include

and beyond (UNESCO and Microsoft , 2011)”.

acknowledge the many facets that Information Communication Technology in Education

socio-economic development”. They believed that adopting a cross-sectoral approach

roadblocks in integrating technology in a school’s curriculum.”ICT integration could equip

addressed accordingly especially in government-operated colleges and universities where

produced by the academe will meet the standards of the industry.

Meanwhile, in the study conducted to 6 Asian Countries on ICT Integration into

Education by United Nations Educational Scientific and Cultural Organizations or

UNESCO(2004) revealed that “Philippines belongs to moderate-level integration where

provisions of computer packages and internet connectivity.

Furthermore, the guidelines of DepEd (2009) on the effective implementation of

Communication Technology in instruction will empower learners in a rapid changing world”.

values-centered, productive and responsible citizens”, evidently promotes its’ significance

intensify competency based professional development programs; establish necessary ICT

transparent and effective ICT governance and management”.

coordinator of Angeles City.

believes that teachers should integrate Information Communication Technology in their

success on the implementation of an ICT program.

researcher conducted a study on the “Assessment of Information Communication

Technology in Instruction towards the Creation of School-Based ICT Program” to help

research-based and concrete school-based ICT program.

To develop further the theoretical framework of this research undertaking, the

in-depth understanding about the present study.

have enthusiastically adopted interactive whiteboards, little research is available on their

functional levels of Ministry of Education should be taken into account to maximize

embedding ICT-based, blended-learning pedagogy properly using technology to transform

education into a student-centric system”.

of technology is an enabler and not a driver of the teaching/learning process”. He explained

management is quite extensive.

According to Yuen, Law &Wong (2003), “Hong Kong Special Administrative

vision and mission”.

integrating problem-based learning with Information Communications Technology (ICT) on

fostering the development of next generation is up to them and it depends on their

developments, institutional conditions, educational developments, cost reduction/cost-

in the implementation and integration of ICT in education”.

According to Rastogi & Malhotra (2013)“the system in INDIA is facing major

challenges as a consequence of the revolution of ICTs. In meeting the challenges of

fruitfully integrate technology in their pedagogical practices. In developing countries like

actual integration of ICT in pedagogy might get hindered.

curriculum outcomes can be considered as a form of sustainable in-service training”.

impact on the development of educational curricula”. In Flanders particularly, the education

in accordance with the competencies proposed by the Flemish government. In order to

in the classroom. To answer the research questions, a representative sample of 53 primary

indicated that school policies are often underdeveloped and underutilized”.

to have the necessary technology-supported pedagogy knowledge & skills in order to

integrate technology for instructional purposes.

Additionally, the paper of Linden (2009) presented the evaluation of the program

teachers did not incorporate the computers into their curriculum.

enhancing the impact of investments in ICT in education is to base them on clearly

practical constraints that impact on the implementation plan”.

affect the success of ICT implementation”.

assessment of teachers’ need”.

for technology integration in contrast to their older colleagues”.

with Information and Communication Technology (ICT) on developing content knowledge