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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Information and Communication Technology (ICT) has revolutionized the

way we learn, making it easier and more engaging for students of all ages. By

integrating technology into the classroom, teachers can leverage various tools

and resources to create an environment that fosters critical thinking, problem-

solving, collaboration, and creativity. Whether it's through educational apps,

interactive whiteboards, or online learning platforms, the use of technology in the

classroom is essential to enhance student learning and promote development in

various domains.

Information and Communication Technology (ICT) are an integral part of

the present world and is also making a huge impact in the field of education,

including kindergarten (Chalak, 2018). In order to successfully meet the

challenge of developing a knowledge-based society, and equipping the student

with the 21st century skills, there is a need to leverage the potential of ICT (Chu

et al., 2021). It is therefore important to train and professionally develop the

teachers to efficiently synergize the elements of pedagogy and content

knowledge along with technology to support student learning experiences

(Guerra et al., 2017).

In Early Childhood Education (ECE), the term ICT could include computer

hardware and software, digital cameras and video cameras, the Internet,
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telecommunication tools, programmable toys, and many other devices and

resources (Mertala, 2019). This suggests at least three reasons why ICT matters

in early childhood education, first, ICT already has an effect on the people and

environments that surround young children’s learning. Second, these

technologies offer new opportunities to strengthen many aspects of early

childhood education practice. Third, there is support and interest across the

whole education sector for the development and integration of ICT into education

policy, curriculum, and practice (Vygotsky, 2019).

In the Philippines, education is considered a basic human right, and the

government has placed great emphasis on providing quality education to its

citizens (Philippines Constitution, 1987). There are several legal bases that guide

the education system in the country, including the 1987 Constitution, the

Education Act of 1982, and the K-12 Basic Education Program (Department of

Education, 2013). The 1987 Constitution of the Philippines declares 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 education accessible to all (Philippines

Constitution, 1987).

The Constitution also recognizes the important role of education in the

development of the country and the promotion of national identity, cultural

consciousness, and moral integrity (Philippines Constitution, 1987). The

Education Act of 1982 provides the legal framework for the Philippine education

system (Department of Education, 1982). The law emphasizes the need for

education to be relevant and responsive to the needs of society and the economy
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(Department of Education, 1982). It also recognizes the importance of early

childhood education in the development of children and mandates the integration

of technology in education (Department of Education, 1982).

In terms of ICT, the Philippine government has implemented several

programs and policies to integrate technology in education. The Department of

Education has launched several initiatives, such as the school-based ICT

Support Program, which aims to provide schools with ICT equipment and training

for teachers, and the Computerization Program, which provides computer

laboratories in public schools (Department of Education, 2017).

However, there is a clear consensus that the introduction and use of ICT

in early childhood education should be grounded in a clear understanding of the

purposes, practices, and social context of early childhood education (McClure et

al., 2017). There is a growing recognition of the many different ways that ICT can

contribute to, or transform, the activities, roles, and relationships experienced by

children and adults in early childhood education settings (Andresen et al., 2020).

The readings suggest that it is essential for practitioners and other adults

in early childhood education to be knowledgeable, competent, and capable of

utilizing ICT to enhance different aspects of their educational practice (Guru & Al-

Hilal, 2022). As time has passed, student education has evolved, and the

integration of ICT has transformed the education system, offering significant

potential to improve student learning and reduce the achievement gap (Collins &

Halverson, 2018).
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Integrating technology into teaching is a powerful tool to enhance student

learning and promote development in the domains of literacy, Mathematics and

Science; it is known to have better outcomes when compared to traditional

teaching methods (Margot & Kettler, 2019). The views and attitudes of early

childhood educators regarding the integration of ICT in kindergarten have been

investigated, keeping in perspective the way their opinions towards ICT can

impact the technical choices in practice as well as the quality of classroom

teaching. This highlights the need for proper guidance about the opportunities

that ICT creates to sustain and enhance student learning and play experiences

(Ihmeideh & Al-Maadadi, 2018).

There is also a change required in the mindsets of teachers from

expecting students to be compliant to providing them more flexibility to control

their activities; teachers must encourage creativity and innovation in their

students’ learning (Elumalai et al., 2021). Some environments have a clear vision

and a plan for the development of the digital competence, proving that educators

act as bearers of the educational process who meet the challenges and affect the

level of acquired competencies, and thus, the level of child’s self-esteem. In other

settings, however, educators have sense of uncertainty about the potential of ICT

for the early education (Preradovic et al., 2017).

The skills and strategies most reported were that they will use computers

(high percentage of agreement, over 70%) in their classrooms for the extension

of children’s vocabulary and the motivation of children to read and to like reading.

Students perceived as major barriers the technical support and the availability of
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resources. The greater the year of study, the more positive were their

perceptions. Implications for early childhood pre-service teacher training and

educational policy are discussed (Nikolopoulou et al., 2019).

Organizations and other educational institutions have prioritized the

implementation of management information systems units to cater to the ICT

services and management operation. The majority of the schools had already

implemented plans for the Management Information System (MIS) units which

will efficiently cater to the school performance in information systems services.

The management status of the MIS unit of schools in Samar-Leyte Islands in

terms of planning, organizing, leading, and controlling have considered

determining the performance of the unit administrator and personnel (Ching &

Patimo, 2021). The objective of this study stems from the current education

environment which is very dynamic due to the way technology is influencing

teaching and learning in kindergarten.

The integration of ICT in early childhood education in Tarangnan district,

Tarangnan, Samar, during the school year 2022-2023 has the potential to

revolutionize the way kindergarten pupils learn, enhancing critical thinking skills,

promoting collaboration, and fostering creativity. However, for this integration to

be successful, educators need proper training and support to effectively

incorporate technology into their teaching practice, taking into account the social

context and values of the community and the goals of early childhood education.

Proper implementation of ICT can lead to significant improvements in student

learning outcomes and help reduce the achievement gap. A thoughtful and
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deliberate approach is essential to ensuring that the use of technology supports

the goals of early childhood education and provides transformative learning

experiences for kindergarten pupils.

Statement of the Problem

This study determined the effects of integrating Information and

Communication Technology (ICT) to the learning of kindergarten pupils in District

of Tarangnan, Schools Division of Samar, during the School Year 2022-2023.

It specifically answers the following questions:

1. What is the profile of the pupil-respondents who experienced to ICT

integration in terms of:

1.1 age and sex;

1.2 dialect spoken at home;

1.3 parents’ highest educational attainment;

1.4 parents’ occupation;

1.5 gross monthly family income;

1.6 number of technology devices available at home;

1.7 number of times that technology devices are utilized at home, and

1.8 attitude toward ICT?

2. What is the profile of the teacher-respondents who use ICT integration

in teaching kindergarten in terms of:

2.1 age and sex;

2.2 highest educational attainment;

2.3 academic rank;

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2.4 number of years in teaching;

2.5 number of relevant in-service trainings;

2.6 gross monthly family income;

2.7 latest performance rating based on the IPCRF, and

2.8 attitude toward ICT?

3. What is the level of ICT integration of the teacher-respondents in terms

of:

3.1 media information assessment;

3.2 accessibility of education, and

3.3 information literacy?

4. What is the average performance of the pupil-respondents after

exposing to ICT Integration?

5. Is there a significant correlation between the average performance of

the pupil-respondents after exposing to ICT Integration and the following

variables:

5.1 their related variates, and

5.2 teacher-related variates?

6. What intervention program may be derived based on the findings of the

study?

Hypothesis

This hypothesis is tested in the study:

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1. There is no significant correlation between the average performance of

the pupil-respondents after exposing to ICT Integration and the following

variables:

1.1 their related variates, and

1.2 teacher-related variates.

Theoretical Framework

This study is anchored to Socio-cultural theory (SCT) was derived from

Vygotsky theory (1978), Constructivist theory (SCT), and Bronfenbrenner’s

ecological model of development; another theory is of Bjiker et al. (2012) on

Social Construction of Technology (SCOT).

SCT considered the socio-cultural and historical dimensions of the

individual’s daily activities, and seeks to understand the performance and

behaviour of individual within the context in which they live (Lave & Wenger,

1991; Fleer et al., 2009). The theory illustrates all targeted human activities

realized via physical, social and psychological tools. Some tools can solely be

realized through their socio-cultural and historical context.

Socio-cultural theory focuses on semiotic mediation, particularly, speech

which provides useful information and data for research (Daniels, 2015).

Vygotsky's perception indicates that human communication occurred through the

use of language as a mediator (Vygotsky, 1978). Language, as a means of

communication, enables us to understand ourselves and others including myriad

diverse contexts and situations in our world. Accordingly, the socio-cultural

theory was adopted in this study as part of theoretical framework as it provides

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an insight as to the reality of the use of ICT in Jordanian kindergartens context

from the stakeholders’ perspective as the language is the principal mediation tool

which the researcher would never arrive at this knowledge without it.

However, in order to achieve a profound understanding and creation of

this knowledge, the researcher should be fully aware of the culture in which such

knowledge occurs. Further, the researcher should place this knowledge, derived

from the sample of study, within the current socio-cultural context and links it to

the bigger picture of this situation. Interpreting and analyzing data derived from

the sample of study depends heavily on the researcher who should be, ideally,

part of the culture of the sample of study. Furthermore, socio-cultural theory

underscores the significance of the socio-cultural context in which learning

occurs, including the impact of context on what is learned (Vygotsky, 1978).

The selection of SCT as a theoretical framework that considers socio-

cultural and historical basis including knowledge, views, attitudes, expectations

and feelings is extremely significant since values, feelings, perceptions and

behaviours of the sample of current study reflect the way they live and interact

with their environments. SCT represents an ideal and critical tool for the ongoing

research. Kindergarten’s environment comprises numerous internal entities such

as children, teachers, school administration, staff, parents, resources, curriculum,

facilities, funding, rules and regulations, educational policies which may interact

and affect each other, creating a constant evolution and change in the

kindergarten.
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On the other hand, kindergarten’s learning environment is influenced by a

number of external factors that affect them such as the surrounding community,

other kindergartens, MoE, local education authority, socio-economic status of the

area including people’s beliefs. However, the use of ICT by children and teachers

in kindergarten’s context might be affected by various internal and external

factors which might have adverse impact on children’s learning and

development. According to Pettersson (2021), human activity (the use of ICT)

cannot be understood and analyzed outside the context in which it occurs. Thus,

the use of ICT on early years education seems to be appropriate as it represents

the activity that should be understood and analyzed within the local cultural

context.

Vygotsky (1978) argued that human cognition develops gradually due to

learning via more advanced tools. He recognizes the importance of available

artifacts or cultural tools within educational environments. These tools can be

symbolic such as reading and writing, or physical such as pens, papers, books,

computers, cameras and suchlike. This was proved by Kwon and Adler (2014)

who states that in the 21st century these cultural tools include digital as well as

paper- based communications and information tools, artefacts, and media’.

Indeed, social mediation in Vygotsky's theory is a constant concept in

educational discourse which provides interpretations to children’s learning and

development.

The Social Construction of Technology (SCOT) theory is a sociological

framework that looks at how technology is made and used in society. SCOT was
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developed by Bijker et al. (1980), and it suggests that technology is not solely

determined by its technical features but is also shaped by social and cultural

factors. According to SCOT, technologies are developed through a process of

negotiation between various groups of stakeholders, such as inventors,

engineers, marketers, regulators, users, and interest groups. These stakeholders

may have different values, interests, and power relationships, which can

influence how a technology is designed, produced, and used.

Conceptual Framework

The conceptual framework in figure 1 shows the bottom-up process of the

research, from the study respondents to the ultimate goal of the study. The

bottom frame shows the respondents, locale, and the timeframe the study will be

conducted. The respondents of the study are the kindergarten pupils and

teachers, the locale is Tarangnan District, Tarangnan, Samar and be conducted

during the school year, 2022-2023.

A one-way arrow is connected from the bottom frame to a bigger frame

which enclosed the main variables of the study. The upper left box presents the

profile of the pupil-respondents in terms of age and sex; dialect spoken at home;

parents’ highest educational attainment; parents’ occupation; average monthly

family income, and number of technologies available at home. The upper right

boxes present the pupil-respondents’ learning performance after the ICT

integration. It was correlated to teacher and pupils related variables to check its

significance in the performance.

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ICT Integration Training Effectiveness

Intervention Program

Results/Findings of the Study

Pupil-Respondents’ Profile:
• age and sex;
• dialect spoken at home;
• parents’ highest
educational attainment;
• parents’ occupation;
• gross monthly family Pupil-Respondents’
income; Learning Performance
F • number of technology F
devices available at home; After ICT Integration
E • number of times that E
technology devices are
E utilized at home; E
• attitude toward ICT
D D

B B

A A
Teacher-Respondents’ Profile:
C • age and sex; C
• highest educational Teacher-
K attainment; Respondents’ Level K
• academic rank; of ICT Integration:
• number of years in • media information
teaching; assessment;
• number of relevant in- • accessibility of
service training; education;
• gross monthly family • information literacy
income;
• latest performance rating
based on the IPCRF, and
• attitude toward ICT

KINDERGARTEN PUPILS
Figure 1. TheAND
Conceptual
TEACHERSFramework
IN of the Study
DISTRICT OF TARANGNAN
SCHOOL YEAR, 2022-2023

Figure 1. The Conceptual Framework of the Study

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The lower left box shows the profile of the teacher-respondents in terms of

age and sex; highest educational attainment; academic rank; years of teaching

experience; number ICT-related trainings, and monthly net take home pay. The

lower right box shows the relative variables on the ICT integration along with

media information assessment; accessibility of education, and information

literacy.

Meanwhile, these variables were correlated to each other represented by

two-way arrows to find if there is a significant correlation between and among

variables to arrive with the ultimate goal of the study which is a proposed ICT

training effectiveness among kindergarten pupils and teachers. The results would

be disseminated back to the study locale as shown by the dotted lines.

Significance of The Study

The findings of the study would be beneficial to the following stakeholders,

namely: students, teachers, school administrators, parents, DepEd Officials,

community and future researchers.

To the Kindergarten Pupils. The result of the study would be beneficial

to the students, who are the ultimate beneficiaries of this endeavor. They would

be exposed to state-of-the-art learning activities, which would be facilitated by

teachers who would undergo orientation and training for the different DepEd

programs and projects. This would be an offshoot of the findings of this study,

thus ultimately improving academic performance.

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To the Teachers. The study would bring about changes in the preparation

of the students fundamental learning. Teachers would be equipped with

knowledge, skills, and attitudes along with instruction, programs, and projects

implemented in schools since these are mandated by the Department.

To the School Administrators. This research endeavor would be

beneficial to school administrators in as much as they would be guided in the

formulation of local policies and guidelines regarding the improvement of school

performance since they would be capturing information from the result of this

study.

To the Parents. The study would be beneficial to the parents because

their involvement in their child’s learning and in school program implementation

would be highly solicited, thus promoting better learning outcomes and school

achievement.

To the DepEd Officials. Findings from this study would give them input

on what policies and guidelines might be imposed in order to enhance and

improve DepEd program implementation, therefore achieving better academic

performance in schools.

To the Community. This study would be beneficial to the community

because shared accountability, leadership, and governance would be enhanced,

so everybody does their share in order to achieve better results, thus promoting

excellent school performance. ICT is necessary to the community, especially now

that even the young generation is fond of using it; therefore, responsibilities in

early education must also be oriented to the members of the community.

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To the Future Researchers. Future researchers would find this study a

rich source of literature for parallel studies or similar studies that they would

undertake in the future; it could be used for comparison of results or for result

validation, which may give great impetus to the body of knowledge using

research.

Scope and Delimitations

This study focuses on the effects of integrating Information and

Communication Technology (ICT) to the learning of kindergarten pupils in

Tarangnan district, Tarangnan, Samar, during the school year 2022-2023.

Moreover, the scope of the study included the describing of relationship in

terms of the following variables: (1) pupil-respondents’ profile and their learning

performance before and after ICT integration; (2) pupil-respondents’ profile with

the teacher-respondents’ profile; (3) teacher-respondents’ profile and pupil-

respondents’ performance before and after ICT integration; (4) pupil-

respondents’ profile with the teacher-respondents’ level of ICT integration; (5)

teacher-respondents’ profile and their level of ICT integration, and (6) teacher-

respondents’ level of ICT integration and pupil-respondents’ performance before

and after ICT integration. The performance before and after will be compared to

check the effectiveness of ICT integration.

The research sample was composed of Kindergarten Students in all

elementary schools in Tarangnan District, Samar Division, namely: Alcazar

Elementary School, Bahay Elementary School, Balonga-as Elementary School,

Balugo Elementary School, Bangon Elementary School, Baras Elementary

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School, Binalayan Elementary School, Bisitahan Elementary School, Bonga

Elementary School, Cabunga-an Elementary School, Cagtutulo Elementary

School, Cambatutay Nuevo Elementary School, Cambatutay Viejo Elementary

School, Canunghan Elementary School, Dapdap Elementary School, Gallego

Elementary School, Lahong Elementary School, Libucan Dacu Elementary

School, Libucan Guti Elementary School, Lucerdoni Elementary School, Majacob

Elementary School, Mancares Elementary School, Oeste Elementary School,

Pajo Elementary School, Palencia Elementary School, San Vicente Elementary

School, Sta. Cruz Elementary School, Sugod Elementary School, Talinga

Elementary School, Tarangnan Central Elementary School, Tigdaranao

Elementary School and Tizon Elementary School.

Definition of Terms

For common frame of references, the following terms are herein

conceptually and operationally defined:

Assessment. This term refers to the engagement with an end goal of

completing or passing through specific tool to measure attainment (Archer,

2017). As used in this study, it refers to the how the kindergarten teacher uses

ICT to measure pupils’ learning performance.

Accessibility of Education. This term refers to the innovative way to

authentically use either online or offline activities in school with the use of

technology to increase learning performance (Lee et al., 2017). Same context is

used in this study, this variable can be measured using a survey questionnaire to

be answered by the teacher-respondents.

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Effectiveness. This term refers to the acceptability and suitability of the

ICT-based intervention used to resolve a certain study difficulty (Ulugov, 2021).

As used in the study, this term refers to measure of increase of performance of

the kindergarten pupils before and after exposed to the use of ICT as study

intervention to resolve difficulties in learning.

Information and Communication Technology (ICT). This refers to all

communication technologies, including the internet, wireless networks, cell

phones, computers, software, middleware, video-conferencing, social

networking, and other media applications and services enabling users to access,

retrieve, store, transmit, and manipulate information in a digital form (Synowiec,

2021). Similar definition is used in the study but given more emphasize on how it

is integrated to the teaching delivery so kindergarten pupils will learn.

Integration. This term refers to the used of ICT in different subjects taught

in school to provide meaningful and relevant information to teachers and learners

(Padayachee, 2017). Similar context is used in this study, it is one of the main

variables of the study that will be found if significantly affects the effectiveness of

ICT in the teaching-learning process.

Media Information Literacy. This term refers to the competency

standards to comprehensively cover the various skills using ICT, it consists of

knowledge, attitudes, and responsible information dissemination in ethical way

(Leaning, 2019). As used in the study, it is how the teacher characterize the use

of ICT in the classroom to improve one’s performance.