exploring the pedagogical and technical readiness of teachers in ict integration to non-formal...
TRANSCRIPT
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Exploring the Pedagogical and Technical Readiness of
Teachers in ICT Integration to Non-Formal Education
Emmanuel S. Iluzada
Methods of Research
August 22, 2012
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Table of Contents
Chapter 1: Research Background
Introduction.. 4
Background of the Study. 6
Research Problem. 8
Theoretical Framework 8
Significance of the Study.. 10
Scope and Limitation 11
Chapter 2: Literature Review
Overview.
12
Education Crisis. 12
Alternative Learning System (ALS). 13
ICT for ALS 14
Challenges in ICT Integration...
14
The Role of Teachers in ICT Integration.. 15
Summary.. 16
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Chapter 3: Methodology
Overview.. 17
Research Strategy 17
Research Design... 18
Data Gathering Processes and Techniques 18
Analysis Technique.. 19
Research Horizons 19
Research Schedule 20
Bibliography
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Chapter 1: Research Background
Introduction
It is without a doubt that ICT now plays a substantial role in any industry and is rapidly integrated in
multiple sectors including banks, media sectors, the government, among others. Being adept in ICT is
already a necessary proficiency in the 21st century. Hence, it is only indispensable to strongly integrate
ICT in the learning journey of students, the modifiers of the present and future society. However, some
research argues that in the actual schools, ICT is unsuccessfully integrated in the curriculums (Howell
and Lundall, 2000; Ramos, 2010). In the Philippines, numerous challenges hinder the effective
integration of ICT in education particularly in public schools. Among the perceived problems are
slow and tedious government procurement process, changes in the priorities of stakeholders, and
resistance among teachers and learners to the integration of ICT in the teaching-learning process
(eSkwela, 2011; Ramos, 2010).
ICT literacy is a requirement in the K to12 education sector for both teachers and students (Tan et.al.,
2006). Given the fact that the Philippines has started to adopt the K to12 program, the educators are
expected to enhance their ICT literacy. But although this is a requirement, a lot of teachers in the country
are lagging behind the expected ICT literacy from them. In fact, in the recent implementation of eSkwela
project, an e-Learning curriculum for the Alternative Learning System (ALS) in the Philippines, they
have found out that a lot of teachers expressed resistance in the integration of ICT in their teaching
process. Some of the reasons that were given are lack of time to be creative because of overlapping job
roles, unprepared for the incorporation of ICT, lack of experience on the internet, and the tendency to go
back to the traditional education setup. Basically, the problem of educators is rooted in their lack of
experience and exposure to ICT.
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It is said that you cannot give what you do not have. Hence, if teachers are the shapers of the next
generation, then they must possess the necessary ICT knowledge and skill for them to be able to deliver
effectively the needed ICT-mediated learning to their students. If they fail to possess this, the tendency is
that students, who are most of the time far more knowledgeable in ICT than their teachers, would only use
technology for entertainment and other unnecessary usages and may not be able to fully appreciate ICT as
a learning tool. Hence, it is imperative that teachers can appropriately and effectively utilize ICT in their
teaching-learning process. Indeed, in a comparative study of pedagogy and ICT use in schools in 22
different countries, it was discovered that the teachers pedagogical and technical competence in ICT are
important predictors for ICT adoption in the actual teaching-learning process (Law and Chow, 2008).
Furthermore, if teachers would have their ICT skills improved, ICT integration in the curriculum would
be easier for them. Also, teachers who are more confident in using ICT can focus more on the
pedagogical matters rather than concerns relating to technical skills (Chai, 2010).
The United Nations Educational, Scientific and Cultural Organization or UNESCO gave a strong
emphasis that it is not enough for teachers to have ICT competencies and be able to relay them to their
students. Teachers should also be able to help the students become collaborative, problem solving,
creative learners through using ICT so they will be effective citizens and members of the workforce
(UNESCO, 2011).
The aim of this research paper is to look at the pedagogical and technical readiness of teachers and
administrators in the advocated use of ICT for teaching in the ALS classes in the secondary school level.
It will look deeper at the reasons why there is resistance and challenges in ICT-adoption in which teachers
and administrators are primarily concerned. It will perceive the appropriate actions that the schools can
take in order to rigorously shape their teachers to be adept in ICT and be effective in properly evaluating
and integrating ICT in their teaching-learning process.
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Background of the Study
Education is perceived as the tool that will alleviate the overall condition of a family and the
society in general. Education is a social responsibility for it holds the role of shaping the next
generation, the modifiers of a better society. But although education possesses this importance,
in reality, there are millions of people who are deprived of this right and not given the
opportunity to become literate. Most of these people belong to developing countries. In fact,
some studies state that education in developing countries are urban-centred, elitist, and
commercialized, which is primarily the reason why they cannot afford finishing their education
(Balangue, 2012; Chiba, 2005). This problematic condition is reflected on poor public school
facilities, low participation and completion rates, and low retention rates.
In the Philippines, there is a steady increase in dropout rates in both elementary and high school.
The rate is particularly higher on schools located in poor provinces. According to the
Commission on Higher Education (CHEd), out of 100 Grade 1 pupils, only 66 will finish Grade
6; 58 will enrol in 1st
year high school, but only 43 will finish high school (Balangue, 2012).
These dropouts may possibly become dysfunctional or unproductive members of the community.
Worse, according to some researches in the United States, this phenomenon may actually lead to
what they call school to prison pipeline, which states that students who dropped -out of school
may end up being imprisoned in the future. In fact, nearly seven out of 10 adult prisoners did not
complete high school (Morgan C. et.al., 2011).
With all these problems in education, teachers definitely play a very essential role. Although a
lot of other components can be liable on why these problems emerged, a great factor can still be
either blamed on or shouldered by the teachers. They bear the weight and responsibility of teaching,
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and, apart from parents, are the main source of knowledge and one of the primary motivators of students
to learn and stay in school. Hence, it is important for teachers to understand students learning process
and outcomes and be open to go out of the traditional and old-fashioned method of teaching when the
need for it arises. And to do this, teachers and even administrators must have a commitment and
enthusiasm to apply these actions themselves (Cartelli et.al., 2009).
With the growing importance of integrating ICT in learning, teachers now have a viable tool for
engaging their students in learning and hopefully encourage the students to faithfully finish their
studies. One of the Millennium Development Goals (MDG) is Education for All by 2015. We
are moving ever-closer to this goal and there is a need to resiliently look at the possible solutions
at hand. ICT, when carefully evaluated strategically, pedagogically, and technically, can
effectively enhance the learning experience (Chinien et.al., 2005). Moreover, ICT is perceived to
empower students to gain information via ICT tools and make them aware of how these tools can
add positive value to them (Abdul Razak N.,et.al, 2011).
The Department of Education is resiliently improving the current state of education in the
Philippines, and one of their relevant actions is the provision of ICT tools for education. In fact,
one of their recent projects is the allocations of 1.8 Billion Peso budget for ICT in education.
This includes the procurement of 1,500 laptops, 7,000 internet connections, and 3,700 PC
packages for the different public schools (Luistro, 2012). With all of these provided ICT tools,
the greater concern is to train our teachers to properly utilize and appreciate these tools through
rigorous ICT training programs and influencing their pedagogical and strategic readiness towards
the espoused use of these tools. This immediate concern is the primary aim of this research
paper.
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Research Problem
1. In the Philippines, how do teachers and administrators in ALS classes currently perceive
and utilize ICT in their teaching-learning process?
a. How does the pedagogical and technical readiness of teachers and administrators
towards ICT affect the learning process of theirs students?
b. What necessary actions can be undertaken to enhance the technical skills of teachers
and administrators and to influence their pedagogical perspective towards the
espoused use of ICT?
Theoretical Framework
The study will utilize the UNESCO ICT Framework for Teachers as a primary reference for its own
theoretical formulation, but will only focus on the pedagogy and teacher professional learning
components. This framework is arranged in three different approaches to teaching (three successive stages
of a teachers development). The first is Technology Literacy, enabling students to use ICT in order to
learn more efficiently. The second is Knowledge Deepening, enabling students to acquire in-depth
knowledge of their school subjects and apply it to complex, real-world problems.The third is Knowledge
Creation, enabling students, citizens and the workforce they become, to create the new knowledge
required for more harmonious, fulfilling and prosperous societies (UNESCO, 2011).
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We can see from this framework how numerous factors related to the teachers strongly
contribute to the learning of the students. But in this particular research, the primary focus would
be on the teachers pedagogical readiness and their technical skills in ICT and how these two
factors significantly affect the teaching-learning process.
The primary lens to be used for this study is the learning Theory of Constructivism. Upon careful
research of the said theory, it can be correlated to UNESCOs framework and can actually be
assumed that their framework is founded on this particular theory (although it was not directly
mentioned). In its most basic form, Constructivism is all about putting together new information
using information already known to the students (Cartelli and Palma, 2009). On the other hand,
the research also argues that constructivism that is related to teaching can be defined as teachers
TECHNOLOGY
LITERACY
KNOWLEDGE
DEEPENING
KNOWLEDGE
CREATION
UNDERSTANDING ICT
IN EDUCATIONPolicy Awareness Policy Understanding Policy Innovation
CURRICULUM AND
ASSESSMENTBasic Knowledge Knowledge Creation Knowledge society skills
ICT Basic Tools Complex Tools Pervasive Tools
PEDAGOGYIntegrate
Technology
Complex Problem
Solving
Self-Management
ORGANIZATION AND
ADMINISTRATIONStandard Classroom Collaborative Groups Learner Organizations
TEACHER
PROFESSIONAL
LEARNING
Digital Literacy Manage and Guide Teacher as Model Learner
THE UNESCO ICT FRAMEWORK FOR TEACHERS
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starting their teaching with knowledge, attitudes, and interests of the students in mind. Moreover,
their teaching must be designed to allow students through their own experience, to interact with
the material in order to construct their own understanding.
ICT is introduced as a tool that supports the learning process by capturing the students interest
in learning and encouraging students to personally seek knowledge and understanding with the
help of these tools. But to do this, the initiative should begin with the teachers. They themselves
must possess the interest and attitude towards the integration and utilization of ICT. Hence, the
primary focus of this research would be on the teachers and their pedagogical and technical
aspects that will be viewed in the lens of the constructivism theory.
Significance of the Study
To the industry, this will help in producing competent students that will eventually become the
workforce of the different industries.
To the country, upon helping public school teachers in their ICT pedagogy and competency in
teaching, the researcher believes that this will eventually create a greater impact on the students.
If we can hone these students to be competent learners and graduates, they will be functional and
contributing citizens of our country. Moreover, as one research argues, there is a lesser chance
that these students will commit crime in the future if they have pursued education, thus
improving again the state of our countrys peace and order development.
To my school, since DLSUs vision is to be a leading learner-centred research university,
bridging faith and scholarship in the service of society, especially the poor, I believe this
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research is very significant in contributing to the learning and current state of education for the
poor, which strongly adheres to the vision of my school.
Scope and Limitation
The study will attempt to cover the deeper phenomenon behind the discovered problems on why
ICT is not fully adopted in secondary public schools. A contributing factor to this, according to
numerous studies (Chai, 2010; Vacirca, 2010), are the technical and technological readiness of
teachers and administrators in integrating ICT to their education. The study will be conducted in
the Philippine setting, particularly on secondary schools, both formal and non-formal classes, in
Kawit, Cavite.
Although there are several other factors contributing to the problems on ICT adoption in public
secondary schools especially on non-formal education sectors, the study will not cover these
other factors (Government related implementation and budget problems, community-related
problems, among others). Also, although there are also situated problems in the public primary
schools, the latter will not be covered in the study. Since one of the primary concerns of the
study is the growing number of high school dropouts, the study will only evaluate the high
school level ALS classes.
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Chapter 2: Literature Review
Overview
The reviewed literature can be traced from the general problem or crisis in education. It is
necessary to look unto these studies in order to fully understand where the problem is really
rooted. From there, a number of related literature stated Non-formal education (NFE), or in the
Philippine context, the Alternative Learning System (ALS) as a viable solution for the crisis in
education. To support the ALS, studies related to ICT in education were assessed. In examining
studies concerning the integration of ICT to ALS, two possible lines of research were identified.
The first focuses on the role of ICT tools in learning. The second deals more specifically with the
issue of engaging the teachers and administrators and their significance in the integration of ICT
in their schools.
Education Crisis
Around the world, there are over 800 million adult illiterates. Majority of these illiterates are concentrated
in the Asia region and their numbers is estimated to be 600 million, five times the entire population of
Japan (Chiba, 2010).
A great number of studies strongly correlate illiteracy to poverty (Fillone et.al., 2011; Kuenzi, 2005;
Balangue, 2012). The heavy insufficiency of providing quality education resulted to poverty-related
problems like population growth, pollution, and social related diseases (Lansang, 2005). Moreover,
studies also associate illiteracy or academic failure to imprisonment, in which students who drop out of
school are more likely to commit crimes in the future (Livock, 2006; Morgan, Petrosino, 2011).
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Poverty alleviation and peace and order, the priorities of current international development
strategies, are definitely linked to the general education level of people. Education creates the
distinction between modern society and ancient society. It brings an underdeveloped economy to
an industrialized path (Balangue, 2012). However, according to this study, education cannot
reach its full potential when there is not enough expenditure on it. Data from UNESCO reveals
that the higher the expenditure on education, the higher the participation in education in many
developing countries (UNESCO, 2002). Since there is insufficient allocation of budget for
education in the Philippines, combined with stakeholders not placing enough efforts and
attention on public school education, the latter will continue to suffer and will eventually affect
the growth of our society.
Alternative Learning System (ALS)
When we talk about non-formal education or the Alternative Learning System (ALS), our first concern
should be the out-of-school youth and adults who are likely to not enter formal schooling in the future.
Poverty alleviation, elimination of crime rates, and the education of out-of-school youth must be the top
priorities of our local development strategies, and again these are all linked to the education level of
people. The ALS plays a vital role in this setting (Dighe, Hakeem, Shaeffer, 2007). The growing
importance of ALS is now realized by both educators and stakeholders for it is highly contextualized and
gives school dropouts another chance to continue their education.
Proponents of ALS argue that upon effective implementation of this system, there will be increase in
attendance and graduation rates and a significant reduction of dropout rates. Furthermore, when school
dropouts are kept pre-occupied in alternative learning classes, there is less opportunity for them to get into
legal trouble, resulting in less delinquency in the neighbourhood (Morgan, Petrosino, 2011).
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ICT for ALS
Despite the urgent need to address illiteracy through NFE, many stakeholders still do not fully
develop the resiliency to address the problem and fully support the advocacies of this program.
There is a need for NFE or ALS teachers to recognize that these community members are
composed of different personalities, beliefs, agendas, and motives (Lansang, 2006). As such, the
teachers must be able to come up with the language and definitions to be used in engaging its
students in the ALS program and in pursuing education in general.
It is without a doubt that ICT is now playing a substantial role in any industry and is rapidly integrated in
multiple sectors including banks, media sectors, the government, among others. Because of this, being
adept in ICT is a necessary skill in the 21st century.
Challenges in ICT Integration
Adhering to this, according to (Chiba, 2005), there is a strong conviction that ICT can be
harnessed to promote NFE or ALS activities in developing countries. Although there is
increasing awareness of the potential of this technology, as well as increasing access, many of
these countries are yet to benefit from the possibilities offered by ICT. Much work needs to be
done to engage the local government and other stakeholders in providing this necessity.
Moreover, there is a need to properly train teachers and administrators to adopt ICT in their
learning sessions by effectively relaying to them the growing importance of ICT and giving them
the proper skills and training to provide effective learning sessions through ICT (Kuenzi, 2005).
Another problem that arose is the failure of commitment of the ALS students. A lot of ALS
students are unable to complete the 10-month program simply because of the lack of motivation
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and probably the failure to comprehend the benefits of the said program. It is necessary to come
up with tools and strategies that would motivate the students in learning and committing to it. A
study by (Chinien et.al., 2005) reveals that ICT is a viable tool for motivation in learning,
provided that it is carefully evaluated technically, pedagogically, and strategically so that it can
be suitable to an ALS class. However, the researcher argues that without the support of high
quality and relevant instructional treatment, which is termed as ICT readiness, it will still fail to
achieve the goal of effective learning.
It is only necessary to strongly integrate ICT in the school curriculum, particularly in the ALS curriculum.
However, some research argues that ICT is unsuccessfully integrated in the schools curriculums and the
integration of these will entail a lot of challenges (Howell and Lundall, 2000; eSkwela 2011). This is
an important phenomenon to look at since there is an increasing necessity to integrate ICT in the
school curriculum so that the students will be technology-ready in whatever sector they would
pursue in the future.
The Role of Teachers in ICT Integration
Benefits from ICT integration in teaching and learning depends greatly on how the teacher
selects and organizes ICT resources and how these are integrated into the learning activities
(Peterson et.al., 2010). The teachers pedagogical approach, and hence the pedagogical reasoning
adopted, are crucial determinants of the learning outcomes from ICT integration (Chai, 2010).
There is evidence that teachers need to undertake more complex pedagogical reasoning in their
planning and teaching in order to incorporate knowledge of technology in their learning sessions
with the students. Also, teachers pedagogical reasoning is strongly influenced by their beliefs
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about the value of ICT for learning and the nature of successful learning environments (Web and
Cox, 2004). Because of these realized influences, this research will focus on the vital importance
of the teachers and even the administrators in the integration of ICT in the teaching-learning
process.
Summary
Upon carefully considering the reviewed literatures, along with the identification of the vital
factors that affect the integration of ICT in education, the researcher is led to explore the
pedagogical and technical challenges and readiness of teachers and administrators in the
espoused use of ICT in their teaching-learning sessions. It will focus particularly on the teachers
in the non-formal education sector because of the growing number of high school dropouts and
the viable alternative learning classes (ALS) as a perceived solution for this phenomenon.
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Chapter 3: Research Methodology
Overview
This chapter covers the different assumptions that will be supported by this research paper. It
will also cover the different research strategies, research design, data gathering technique,
analysis technique, research horizons, and research milestones. The chapter defines the scope
and limitations of the research design among others, and position the research within existing
research traditions in ICT for education.
Research Strategy
The researcher will take a deductive approach. He will first check existing literature and studies
related to the current state of education in the Philippines, ICT for education, and the existing
practices and studies of ICT for education in other parts of the world. Patterns will be derived
from these studies and these patterns will be compared to the secondary schools that will be
observed.
Through this approach, a conclusion would be drawn to identify the impact of the pedagogical
and technical readiness of teachers and administrators in the espoused use of ICT. Moreover, it
will identify the challenges and propose solutions for integrating ICT to these schools relating to
the teachers pedagogical beliefs and technical readiness.
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Research Design
The researcher will use empirical qualitative approach in data gathering. He will observe social
trends and policy implications emerging in the existing secondary schools (both formal classes
and ALS) in Kawit, Cavite. The researcher will personally observe the classes and conduct in-
depth interviews to the teachers and students as well as the administrators in the schools. The
researcher will get the sympathy of the students to their current lessons. He will also observe the
teaching strategies and activities done by the teachers. He will also gather the current ICT-related
strategic actions of the school. The observed trends, behaviours, and policies will be related to
similar trends and patterns from related studies, specifically on ICT-Integration in Education.
The decision that qualitative inquiry is best suited to the study is based primarily on the research
questions that were given. In this study, how questions pertaining to the pedagogical and
technical readiness of teachers and administrators towards ICT integration were asked. These
primarily pertain to their current practices, beliefs, and processes and impact questions that
explore learning and change.
Data Gathering Processes and Techniques
Data will be collected through the use of two qualitative techniques that include:
1. Action Research: The researcher will personally observe various secondary school
classes and high school alternative learning classes and carefully note his observations,
particularly on the teachers.
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2. In-depth interviews with selected teachers and administrators to gain further insights into
needs and aspirations.
Analysis Technique
The research will use a narrative analysis of the action research and in-depth interviews that it
will conduct. The said technique that will not treat narratives of the teachers and administrators as
stories that transmit a set of facts about ICT integration, and is not primarily interested in the trueness of
their statements (a practice adhering to constructivism).
Research Horizons
Upon identification of pedagogical and technical concerns and problems on the teachers and
administrators and the interpretation of the said concerns, the researcher will then focus on the
actual ICT curriculum content. Also, it will touch the policies surrounding the implementation of
the said ICT curriculum. This will complete the puzzle of the whole ICT-integration related
problems in Philippine public secondary schools.
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Research Schedule
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