Chapter 2

Review of Related Literature and Studies

        This chapter gives you the list of RRL and RRS or review of related literature and system

that researchers considered in strengthening the claim and importance of the present study.

Local Literature and Studies

Ruales S. (2012) This study investigated the expressed attitudes, the perceived skill
levels, and the level of the Information and Communications Technology ICT integration
to instruction of teacher educators in state universities, autonomous and deregulated teacher
education institutions. It explored the relationship between expressed attitudes and perceived
skill levels towards the actual level of ICT integration. It also determined if a significant
relationship exists between the level of ICT integration and the following factors: gender,
age, number of years as teacher educators, and employment status.

Tamaro., et.al (2018) The paper aims highlight the state of ICT integration to the educational
system of the Philippines, including the challenges, efforts, and possible solutions. The study is a
review of two scholarly works focusing on the case of ICT integration in the educational system
of Philippines. The paper reviewed were the paper of Kubota, Yamamoto, and Morioka
(2018) entitled, Promoting ICT education in developing countries: Case Study in the Philippine
and the research work of Bonifacio (2013) entitled, Developing Information Communication
Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines.

Abulencia C. (2022) his study investigated the teachers’ perception of instructional technology
application and integration competence in the teaching-learning process of a selected high school
in Candaba, Pampanga, Philippines. This study used descriptive survey research wherein 19 high
school teachers participated voluntarily. The researchers also prepared and validated a
questionnaire specifically for this study.

Hero J. (2019) With the implementation of the K to 12 Education program in the Philippines, it
necessitates the use of technology in teaching. Technology integration in teaching helps and
assists Social Studies teachers to fill the gap and aid the weakness of traditional teaching
methods with technology-based teaching and learning tools and facilities. Hence, this research
tries to look into a way to understand the impact of technology integration in the teaching
performance of Social Studies teachers in public high schools in the Division of City Schools –
Valenzuela City.
Foreign Literature and Studies

Aslan, et.al (2015) The objective of their study is to identify pre-service teachers' perceptions
of ICT integration in teacher education and its association with their teaching practices. A
stratified two-stage probability sampling design was used. Firstly, three Turkish state universities
with the highest and lowest number of the pre-service teachers were chosen. Secondly, pre-
service teachers from the subject domains of Turkish language, social sciences, elementary
education mathematics and science were selected.

Moreira M., et.al (2019) The purpose of this article is to Analyse the perceptions that teachers
have about leadership of ICT coordinator. An ICT coordinator is an educational agent whose
main mission is to promote the process of pedagogical integration of technologies in the school.
This paper presents a study about ICT coordinators, conducted through a questionnaire to more
than 5161 teachers from different Spanish regions.

Mensah, et.al (2022) This study employed a descriptive survey design to survey all 107
social studies teacher's perception of integrating Information and Communication Technology
(ICT) into the teaching and learning of social studies using the questionnaire in the public senior
high school in the New Juaben Municipality.

Ngao A., et.al (2022) This study explored the perceptions and practices of teacher educators in
integrating information and communication Technology (ICT) in teacher education programs.
The study adopted a phenomenological design under the qualitative research approach that
included eighteen selected participants from a teacher education university college.

Vincent Ruhogo Abel (2022) This study looked at qualitative papers that focused on teacher
perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative
research studies using the meta-ethnography method to trace, assess, and synthesize the findings
in order to gain a better understanding of the diversity of teacher perceptions concerning ICT
integration in the classroom. The outcomes were determined by the positive and negative
attitudes teachers had toward ICT integration in the classroom. The synthesis revealed that local
settings and global educational trends both influence teacher perceptions.

Mahdum., et.al (2013) This study aims to investigate the perceptions and motivations of state
senior high school teachers in rural districts in Indonesia towards ICT use in learning activities.
Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013
Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning
resources and media. Even though there are growing numbers of research investigating teacher
perceptions and motivation to ICT use in teaching and learning process, little has focused on
teachers in rural districts in Indonesia.

Nguyen., et.al (2021) This study contributes to the scientific researches on the teachers'
perceptions towards the impact of ICT use on English language teaching. The study used a
mixed method approach with primary sources -- a researcher-made questionnaire and semi-
structured interviews. The sample population consisted of 357 selective teachers using Slovin
formula with the judgemental sample technique (p = 95 %; r = ±5 %) out of 5.000 teachers of
English from 3 national and regional universities in Vietnam, namely the north -- Vietnam
National University, Hanoi; the centre -- Hue university; the south -- Vietnam National
University, Ho Chi Minh city in different parts in Vietnam during the school year of 2020-2021.
The results reveal that teachers were fully aware of the importance of ICT implementation and
showed their positive perceptions when using ICT for teaching English.

Kuscu., et.al (2022) EFL teachers act as a bridge between English language and its learners by
providing guidance regarding the coherence between language acquisition and Information and
Communication Technology (ICT) as a dynamic tool. In this connection, the main aims of this
case study were to gain insight into Turkish EFL teachers' perceptions about integration of
technology into English language lessons and to find modern implementations. The study sample
included 15 EFL lecturers who were selected using purposive sampling. The emergency shift to
online education due to the pandemic (Covid-19) at the time of this study enabled all the
participants to utilise and experience ICT materials and settings.