Republic of the Philippines

Philippine Normal University

The National Center for Teacher Education
Mindanao
The Multicultural Education Hub
Prosperidad, Agusan del Sur

2SPROFED09: TECHNOLOGY FOR TEACHING AND LEARNING I

NAME: LIZA RICA C PARRILLA

SECTION: BSCIEPHY-III
SUBJECT: TECHNOLOGY FOR TEACHING AND LEARNING I
PROFESSOR: JOVENAL JR. DELA CRUZ

Learning Activities
Activity 1: The Importance of Standard

Do a literature review on the level of ICT competence of the Science Teachers in the Philippines? The do
the following:
1. Use the table below for the literature review (At least 5 Published Studies).
Title Author/Year Problem Methods Findings

1. An Las Johansen 1. What is the Research Design The research Results of the study
Assessment of B. Caluza profile of the method used by the researcher in clearly revealed that
ICT Rommel L. teachers in this study was the descriptive teachers have basic
Competencies of Verecio terms of: 1.1 method, which involved a knowledge in ICT.
Public School Devine Grace Gender 1.2 questionnaire to assess the level of However, this is not
Teachers: Basis D. Funcion Highest ICT competencies of the teachers enough to say that
for Community Lowell A. Educational at San Jose Central Elementary teachers are already
Extension Quisumbing Attainment 1.3 School, Division of Tacloban City competent in ICT.
Programv Micheline A. Seminars/ from SY 2015-2016. Research Teachers need to be
Gotardo Trainings Procedure The researcher sought proficient in knowing
Mark Lester Attended permission through the School where and when to use
P. Laurente related to ICT Principal of the San Jose Central technology for teaching
Jeffrey C. 1.4 Access to Elementary School, Division of and other related tasks.
Cinco the Internet 1.5 Tacloban City. This was done for
Vanessa Technology the determination of respondents
Marmita Resources and for the distribution of the
2. What is the needs assessment survey
respondents‘ questionnaires. Respondents of the
assessment on Study This study was confined to
its level of all the teachers of San Jose Central
competencies Elementary School from school
 such as: An year 2015-2016. This includes a
Assessment of total of ninety (90) respondents
ICT involved in the study.
Competencies
of Public
School
Teachers:
DOI:
Technology
Operations and
Concepts 2.2
Pedagogy
3. What ICT
training
programs can
be proposed to
enhance the
competencies
of the
respondents?
2. ICT Dave E. 1. What is the The study utilizedthe descriptive- This study reveals that
Competency Marcial and level of ICT correlative design. It encompassed the ICT competency
Level of Teacher Pablito A. de competency of all the recognized higher education level of the respondents
Education la Rama/2015 the institutions (HEIs) offering any has an aggregate mean
Professionals in respondents teacher education programs in the of 1.62 interpreted as
the Central according to four provinces in Region 7, knowledge deepening
Visayas Region, the following Philippines whether private or level, shown in Table3.
Philippines teacher’s work public. The respondents of the It is also explicitly
aspects: study are all full-time faculty indicated that the
policy, teaching any professional or respondents’ lowest
curriculum and specialization courses of the level of competency is
assessment, teacher education program in the in the aspect of ICT
pedagogy, provinces of Bohol, Cebu, Negros tools and operation with
tools, Oriental and Siquijor.A total an aggregate mean of
organization enumeration of respondents was 1.26 described as “basic
and employed. The identification of tools”. Furthermore, the
administration, HEIs was based on the list given data show that the
and teacher by CHED Region 7 office, dated competency in relation
professional January 31, 2013. Table 1 shows to the use of ICT
learning? the summary of the number of educational policy is
2. What is the HEIs offering teacher education described as
relationship programs in the region. “understanding level”
between ICT (x = 1.57). Regarding
competency policy, the teachers
level and the from Negros Oriental
respondent’s have the highest level of
 demographic competency with an
profile such as aggregate mean of 1.69
sex, age, while the teachers from
status, type of Siquijor have the lowest
institution, level of competency
number of with an aggregate mean
years in of 1.36, both described
teaching, and as “understanding
highest level”.
educational
attainment?
3. What is the
relationship
between ICT
competency
level and the
respondent’s
technology
ownership of a
desktop,
Smartphone,
tablet, laptop,
and Internet
accessibility?
4. Is there a
difference of
the level of
ICT
competency
among the
groups of
respondents?
3. Profile and JULCON 1) Determine Research Design The researcher As revealed in the
Level of AVANCEÑA the socio- used the descriptive-correlational study, most of the ICT
Competence of ARAIZ/2018 demographic method of investigation which Coordinators were male
Information and profile of ICT involved a questionnaire to assess with a frequency of 30
Communications Coordinators; the Level of Competency of ICT or 60 percent while 20
Technology 2) Determine Coordinators in the secondary or 40 percent were
(ICT) the level of school of the Division of Davao females. This finding
Coordinators competence of del Sur. Research Site This study means that females tend
among ICT was conducted in Davao Del Sur, to be less interested in
Secondary Coordinators Region XI, Philippines. Davao del computers than males
Schools in the on the four Sur is a first class province in and use them less often
Division of competency Davao Region. It has 14 in their spare time
Davao del Sur domains; 3) municipalities and one chartered (Schaumburg, 2001). In
Identify the city. The province is subdivided addition, the three
 significant into two divisions, to wit: Digos computer-related
relationship City division and Davao del Sur occupations (computer
between the division. The 14 municipalities are scientists, computer
socio- under the Davao del Sur division engineers and system
demographic which has 57 public secondary analysts, and computer
profile and schools and fifty-seven ICT science and
their Coordinators. Fifty (50) of these engineering) are the top
competency schools were included in this career choices for males
level; 4) study. The Electronic copy (Derbyshire, 2003).
Evaluate the available at: Bebetsos and
significant https://ssrn.com/abstract=3227776 Antoniou’s (2008) and
difference on 131 International Peer Reviewed Kadel’s (2005) studies
the Level of Journal schools are located in the also found that females
Competence of following municipalities; (1) Sta. have negative attitudes
ICT Cruz, (2) Matanao, (3) Bansalan, towards computers; as a
Coordinators (4) Magsaysay, (5) Hagonoy, (6) result, they are often
against the Padada, (7) Kiblawan, (8) Sulop, less computer literate
assessment by (9) Malalag, (10) Sta. Maria, (11) than males. Sefyrin
their School Malita, (12) Don Marcelino, (13) (2005) asserted that
Administrators Jose Abad Santos, and (14) competence in ICT
Saranggani could be seen as a
question of interest in
ICT, where males are
more interested in ICT
than females
4. Teachers’ Catherine This study was The descriptive-correlational The teachers’
Competency on Bergonia conducted to design was used to determine the competency was rated
the Use of ICT in Briones/2017 determine the relationship of the teachers’ level by the teachers along
Teaching teachers’ level of ICT competency to the ICT, pedagogy,
Physics in the of ICT performance of students in organization &
Junior High competency in Physics. Quantitative data was administration,
School the use of ICT gathered using survey assessment &
in teaching questionnaires for teachers and evaluation, and
Physics in the immediate supervisors and teachers’ professional
Junior High achievement test in Physics for the development. Their
School. students to determine the teachers’ assessment of
Specifically, level of ICT competency and competency determined
the study aims students’ performance their level of
to determine respectively. Qualitative data was competence from 1
(a) the level of drawn from the research (Low), 2 (Basic), 3
ICT instrument, interview guide, and (Proficient), and 4
competency of focus group discussion guide. (Advanced). As
teachers in the Descriptive design was used to perceived by the
use of ICT in describe the level of ICT respondents, there DOI
teaching competency, performance level of 10.18502/kss.v3i6.2380
Physics in the students, and the innovative Page 182 IRCHE 2017
Junior High practices of the teachers. is a need for a teacher to
School based Correlational design was used to be competent in the use
on the DepEd determine the relationship of ICT, given that all
ICT between the teachers’ ICT industries /sectors
competency competency level and the students’ worldwide are
standards?; (b) performance in Physics. benefiting from the
the innovative rapid developments in
practices of ICT; specifically, in
teachers in the education sector.
use of ICT in Nowadays students are
teaching becoming more
Physics; (c) if inclined and habitual
there is any users of ICT. If the
significant teachers will not be
relationship competent in the use of
between the the existing technology,
teachers’ level they will be left behind
of competency in this digital age. Thus,
in the use of the National
ICT and the Competency-Based
performance Teacher Standards
of the students (NCBTS) should be
in Physics; (d) supported by ICT
the gains and competency standards.
challenges met The Department of
by the teachers Education (DepEd)
in integrating came up with this ICT
ICT in Competency Standards
teaching for Teachers (ICTCST)
Physics in the that embraces the
ten identified changes ICT will affect
schools; (e) the on teaching and
enhancement learning process. This
program that framework adapted a
can be positive outlook and
designed and perceived ICT as an
proposed to opportunity to develop
further their pedagogy and
enhance the professionalism in line
ICT with global trends in
competency of education shifting from
the teachers. being the traditional
provider of knowledge
to becoming the
facilitator of learning
 and trying to become
habitual users of ICT.

5. Perceptions on Jomar L. : (1) What is Research Design This research The difference criteria
the Competence Aban* , Anny the level of study utilized a mixed descriptive- pertaining to the level of
of Science Ross A. competence of quantitative method of competence of the
Teachers along Bayan, Joan science investigation. According to science teachers were
Instruction in a S. teachers along Nebeker [7], a descriptive study is presented in the
State University Valdez/2015 instruction in one in which information is succeeding tables.
in the terms of: collected without changing the These were grouped
Philippines teacher’s environment. On the other hand, according to the
personal Babbie [8] mentioned that a different personal data
character, quantitative approach deals in as well as the
teaching numbers, logic and an objective professional
efficiency, stance. The main point of the demographics of the
general class quantitative research method is faculty members. This
atmosphere, that measurement is valid, reliable included (1) teacher's
substantiality and can be generalized with its personal characteristics;
in teaching, clear anticipation of cause and (2) teaching efficiency;
and evaluation effect [9]. The descriptive method (3) general atmosphere
skills. is also best fitted to be combined in class; (4)
(2) Is there a with the quantitative method substantiality of
significant because it involves analyzing, teaching; and (5)
difference in interpreting and elucidating evaluation skills. For
the level of empirical data gathered to give due the teacher's personal
competence of explanation to numerical figures characteristics, the
Science obtained criteria would include
teachers along the clarity and
instruction modulation of voice,
when grouped the maintenance of self-
according to control both in action
various and words as well as the
demographic teacher's fluency and
data? explanation of the
lesson using the
language of instruction.

2. What are the common findings?

Ans: it says that most of the teacher or an ICT coordinator is not competent enough to teach in ICT,
others are knowledgeable but it needs to practice more. They have different level of ICT competencies
that takes more action to take part of the existing changes of technology.
3. Based on the findings, what are your insights about ICT competence of the teachers in the Philippines?
 Ans: The results indicate that ICT integration has a great effectiveness for both teachers and the
students. Findings indicate that teachers' well-equipped preparation with ICT tools and facilities is one
the main factors in success of technology-based teaching and learning.
4. What should we do in order to improve the ICT competence of the teachers? Answer this in the
perspective of:
A. Students- the students would able to use ICT d enhance their skills in order to have a good feedback
for their teachers
B. Teachers - Educators should be able to use some type of word processing program to complete written
tasks in a timely manner. Teachers have not only served as information sources in traditional education, but also
as advisors, counselors, and pathfinders who direct pupils to information and redirect them when they reach
it. Technology may be used in education through integrating it into teaching-learning processes, and teachers
can utilize technology to organize teaching-learning processes. Technology is used in a balanced manner for
educational objectives and contexts.

C. Principal- principals should manage and monitors their teachers or subordinate in using ICT to
facilitate the learning of their students.

5. How important are the ICT Competencies (ISTE, ICT Standard for Pre-Service Teachers and PPST)
to improve ICT competence of the Teachers?

Ans: Teachers most often use ICTs for 'routine tasks' (record keeping, lesson plan development,
information presentation, basic information searches on the Internet). Teachers more knowledgeable
in ICTs use utilize computer-assisted instruction less than other teachers who use ICTs, but utilize
ICTs more overall. CT helps teachers to interact with students. It helps in improve Teaching skill,
helps in innovative Teaching. It helps in effectiveness of classroom. It also helps in improving
professional Development and Educational management as well as enhances Active Learning of
teacher Trainees.