ICT UTILIZATION AND INTEGRATION IN TECHNOLOGY AND

LIVELIHOOD EDUCATION: A STUDY ON SENIOR HIGH SCHOOL

TEACHERS' EXPERIENCE

________________________

A Thesis Proposal
Presented to
The Faculty of the Graduate School
Zamboanga Peninsula Polytechnic State University
Zamboanga City

______________________

In Partial Fulfillment of
of the Requirements for the Degree
Master of Arts in Teaching Vocational Education
Major in
Technology and Livelihood Education

___________

JAYEPEE A. TION
April 2023
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Chapter 1

INTRODUCTION

Background of the Study

The understanding and mastering fundamental of Information and

Communication Technology (ICT), along with reading, writing and arithmetic has

quickly risen to prominence as one of the foundational pillars of contemporary society

and are now seen in many countries as being at the foundation of education (Enu et.al,

2018). Teachers need to be proficient in using the most recent tools and instructional

technology in this context. They need to be aware of their responsibilities in today's

technologically advanced classrooms (Thakur, 2015).

Because of their adoption of ICTs, schools have been able to modify their

teaching methods, improve the quality of their instruction, and draw in new student

populations interested in online learning (Ben Youssef & Rallet, 2009). They have made

it possible for technological advancements that affect students' aptitudes and learning

preferences. For instance, the adaptability of the internet enables more efficient group

work, discussion forums, and customized classes, enabling more adaptations to teaching

strategies in Technology and Livelihood Education (TLE).

In a typical modern classroom, students are at the center of all learning activities,

and practically all educational legislation supports a learner-centered strategy with

teachers carrying out certain pedagogical duties. ICTs are having an impact across all

academic levels and fields (Youssef, Dahmani, & Ragni, 2022). As a result, there are

significant changes taking place in the learning environment as a result of ICTs' support
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for significant advancements in teaching (Henderson, Selwyn, & Aston, 2017; Ben

Youssef & Rallet, 2009) and promotion of a variety of methodologies, along with

policies intended to increase flexibility in the delivery of instruction in TLE-related

fields.

This has led to several conversations among education specialists, notably in

TLE, over the effect of ICTs on student accomplishment and teacher effectiveness

(Mondal & Culp, 2017; Ramirez, Collazos, & Moreira, 2018). The literature review

(Fratto, Sava, & Krivace, 2016) focuses on the reasons why using ICTs in education can

boost student performance and accomplishment, although the majority of the studies are

too general and have little bearing on TLE. Additionally, economic research emphasizes

the value of ICT-related tools and their use to explain differences in student performance,

but it mostly ignores the issue of digital skills, especially among TLE teachers, and how

it influences teaching quality (Magalhes, et al., 2020).

This is especially surprising given that effective usage and application of ICTs in

education requires both teachers and students to possess digital abilities (Ben Youssef,

Dahmani, Omrani, 2015; Hämäläinen, et al., 2019). Mastery of the offered subject, a

critical mindset toward the caliber of information available to teachers, and the adoption

of safe operating practices are additional prerequisites supporting the efficient use of

ICTs (van Deursen, et. al 2015). On the other hand, few studies assess the digital

competencies that instructors must acquire to improve student achievement or how

schools may set up more specialized ICT development programs.

It has been noted that TLE teachers at the school level need to develop their

techno-pedagogical abilities in order to improve the quality and effectiveness of their

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instruction. This may imply that TLE teachers need to improve their ICT capabilities in

order to fulfill their academic duties regarding lesson planning, content delivery, and

learning outcomes assessment. This study aims to ascertain the behaviors and experiences

of TLE instructors in terms of ICT utilization and integration in teaching in light of the

significance of improving technological-pedagogical abilities among teachers and its

impact on teaching quality and student performance. This is considered essential in order

to advance the corpus of knowledge and raise the standard of TLE teaching. Therefore, it

is necessary to do this study.

Statements of the Problem

This study aims to examine the lived experiences of Senior High School teachers

in terms of utilizing and integrating ICT in teaching Technology and Livelihood

Education. The study will be conducted during the school year 2022-2023, involving the

TLE teachers in the Senior High Schools in Zamboanga City.

Specifically, this study seeks to answer the following questions:

1. How do the teachers utilize ICT in teaching Technology and Livelihood

education?

2. How do the TLE teachers integrate ICT in teaching Technology and Livelihood

education?

3. What are the challenges experienced by the TLE teachers in utilizing and

integrating ICT in teaching?

4. How do the teachers address the challenges in utilizing and integrating ICT in

teaching TLE?
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Significance of the Study

This study will be beneficial to the Department of Education (DepEd),

educational leaders, TLE teachers, students, and researchers.

The study's findings can be used by the Department of Education (DepEd) to

determine what the TVL instructor in the field requires. The study's findings can be

applied by DepEd in planning and funding opportunities for TLE teachers to participate

in professional development so they can become knowledgeable about using and

integrating ICT in the classroom.

The study's findings can be used by educational leaders to identify the

requirements of their TLE teachers in terms of using ICT into their TLE instruction. As a

result, educational leaders can use the study's findings to design intervention techniques

and training opportunities for TLE teachers to improve their capacity to use and integrate

ICT in the classroom.

This study will help TLE teachers evaluate their use of and integration of ICT in

TLE instruction. They will be able to determine their ICT integration and use strengths

and limitations with the aid of the study. The study may thus present a chance for

benchmarking where TLE teachers can adopt best practices in ICT exploitation and

integration. The study's findings may also be used by TLE teachers to pinpoint the ICT-

related professional development activities they require.

Because their TLE learning experiences are so heavily reliant on their teachers,

the study's findings may also be helpful to the students following the TVL track. Thus,

enhancing teachers' abilities to use and integrate ICT in the classroom will directly and

favorably impact how well students learn as a whole.

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Future researchers can also utilize the study's findings as a guide for research on

other ICT-related research issues and technological improvement. Future research may

potentially tackle a related subject, taking into account the wider range of TLE teachers,

including the primary and tertiary levels as they are excluded from the current study.

Scope and Limitation of the Study

This study will concentrate on looking into the actual implementation and use of

ICT in TLE instruction as it pertains to secondary level TLE teachers. The study is also

interested in learning about the difficulties instructors have while integrating and using

ICT in teaching TLE, as well as the solutions they come up with. The study will be done

during the 2022–2023 academic year and will involve the TLE teachers who are currently

teaching TLE in one of the Zamboanga City senior high schools that are owned by the

government.

The study will be limited to the Senior High School teachers who are handling

TLE subjects. Hence, the study will not include the TLE teachers at the elementary and

Junior High School levels. The methods of data gathering will be limited to one-on-one

in-depth interviews and focus group discussions.

Definition of terms

The following terms are defined based on how they will be used in the study:

ICT Integration. The level of information and communication is meant by this.

Technologies and their effects on the pedagogies of the TLE teachers have been

integrated into the educational environment.

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ICT Utilization. In terms of teaching TLE, this relates to the utilization of lesson

preparation, delivery, and learning evaluation.

Information Communication Technology. This relates to the utilization of data and

Information transmission can be enhanced and optimized with the help of

communication technology, such as computers, digital software, internet

connectivity, audio-visual materials, and other comparable technologies.

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