Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction
The Philippine government has been committed to bring the educational system

into a modernized status, in particular, on basic education, in its effort to make each and

every student at par with other students of neighboring developed countries. This is

because in today’s knowledge economy, the capability to utilize and produce information

and to transform it into knowledge and vast array of goods and services is deem essential

to social development and growth of the economy. Along with this effort are the

continuous curricular changes and amendments, reorientation, teacher training and

investment in school facilities and infrastructures, one of which is geared towards the

vision of equipping each public school with the modern computer and other information

and communication (ICT)-related gadgets and instructional materials.

The Department of Education (DepEd) has initiated in 1996 a computerization

program with the goal of preparing Filipino students for employment and competitive

career by teaching them to master the new forms of technology being used in the

workplace. Philippine education experts have long realized that public schools do not just

want to teach students how to use technological tools, computers and other high-tech

learning gadgets. They also would like to harness and enhance the power of technology

towards developing the entire teaching-learning process, specifically in its bid to make

each and every public school student empowered in this highly globalized and integrated

world economy.
However, despite the eagerness and the efforts of the government to bring the

education system into the advanced technology era, integrating ICTs into the learning-

teaching equation is not that simple and easy as it seems, and certainly there are more

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wide and broad prerequisites of achieving and attaining classroom technological

advancement.
Teachers, being the immediate medium of transferring knowledge and

information to students would be a great consideration in this study, for in their hands

depend the attainment of the Philippine education system’s vision on the modernization

of Basic Education. Challenged by new and innovative approaches, it may be painful to

some teachers to lost grip from traditional teaching practices and strategies. On the other

way, it may bring awareness and confidence to other teachers who tend to open their

minds and hearts in embracing the demands of the advancing technology trends

particularly on the attainment of quality education through innovative instruction.

Background of the Study

The Department of Education (DepEd) is currently expanding the reach of

Information and Communication Technology in public schools, both elementary and

secondary to enable Filipino teachers and students to face the challenges in the Age of

Technology. The advocacy in integrating ICT in education can only redound to the

benefit of Filipino public school children as it will make quality education easily

accessible to as many learners as possible.

Former Education Secretary Jesli A. Lapuz has reiterated and tapped education

officials not to resist change and instead optimize the power of technology to make

quality education accessible to as many learners anytime, anywhere

DepEd has implemented its ICT4E (Information and Communication Technology

for Education) through a systematic process of consultative workshops and a ground-up

planning approach through the ReImaginED Executive Training Series for regional and

division educational managers. It continually makes ICT as a tool available for every

teacher to continue to teach and impart learning, thus making them fully-equipped and up

2
to the task and have them harness the full potential of technology to improve learning

outcomes.

Theoretical Framework
The framework of the study is rooted in the belief that the status of computer

technology use for instruction is the result of factors of variables that interplay with one

another.
The profile of the respondents such as age, gender, length of teaching experience,

educational attainment, subject area of assignment, seminars/trainings attended related to

computer are the inputs of the study. Further, in the process of finding out the status of

computer use, other inputs such as adequacy of instructional materials, problems

encountered by teachers related to computer technology use and the extent of use of

computer technology for instruction are being assessed.

With the assessment of the different variables, it is expected that this will bring

about improvement in the use of computer technology for instruction in the public and

private secondary
1. Profile schools.
of Respondents 1. Assess the Profile
1.1. Age of teachers
1.2.INPUT Gender 2. PROCESS
Assess the status OUTPUT
1.3. Length of of adequacy of
Teaching Experience computer
1.4. Highest technology
Educational Attainment instructional
1.5. Subject Area of materials
Assignment 3. Assess the
1.6. seminars/train problems Improved
ing attended related encountered by Computer
to computer teachers Technology Use
2. adequacy of instructional 4. Assess the extent of Teachers for
materials of computer Instructions
3. Problems encountered by
technology use for
teachers related to instruction
computer technology use
4. Extent of use - - - - - - - - - - - - - - - - Correlate
- -of- Computer 5. Feedbackthe----------------
Figure 1. Paradigm of theofStudy
perceptions
Technology for Instruction teachers and their
personal profile
variable 3
Statement of the Problem
This study aims to assess the use of computer technology for instruction among

the secondary school teachers in Alcala, Cagayan, school year 2013-2014.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 age
1.2 gender
1.3 length of teaching experience
1.4 highest educational attainment
1.5 subject area of assignment
1.6 seminars/training attended related to computer
2. What are the available computer Peripherals/Programs used as Instructional

Materials?
3. What are the problems encountered on the computer technology integration for

instruction?
4. What is the extent of the use of Computer Technology for Instruction by the

teachers?
5. Is there a significant relationship in the perception of the teachers on the extent of

use of computer technology when grouped according to their profile?

Hypothesis of the Study

There is no significant relationship between the perception of the teachers on the use

of computer technology for instruction and the following variables;

a. Age
b. Gender
c. Length of teaching experience
d. Highest educational attainment
e. Subject area of assignment
f. Seminars/trainings attended related to computer
g. Adequacy of instructional materials
h. Problems encountered by teachers related to computer technology use
i. Extent of computer technology use for instruction by the teachers

Significance of the Study

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 Computer Technology, Internet and Web-based resources are now in many

schools and offer teachers’ and learners’ vast resources and opportunities of enhancing a

more interactive instruction. Maximum benefit from these resources can only be achieved

through teachers’ use of technology in developing materials and aids for classroom

instruction.
Results of this study will be of great help to all stakeholder of the Department of

Education. The information gathered will be able to encourage the administrators to

develop a fundamental understanding of the importance and responsibilities of using

computer technology in the teaching-learning process and also suggest better ways of

training and equipping teachers with strategies, techniques and approaches. Such training

might be achieved through the implementation of an effective training program on

intensive use of computer technology resources.

The results of the study will serve as guide to improve the curriculum in order to

develop positive attitude towards the use of computer technology for instruction.

Results of this study will encourage teachers to update themselves with the

various contributions in the use of computer technology in teaching. It may also be useful

in identifying teachers’ attitudes towards and approaches to using the computer

technology resources provided for them in the reasons behind these attitudes. Advances

in computer technology have enable teachers to use a more systematic, innovative

methods and techniques in teaching. All teachers will be motivated to attend seminar-

workshops, conferences, and further their studies for their individual and professional

development related to the use of computer technology in teaching.

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 Finally, since many from among the teachers are awkward from using

technology gadgets, the study might provide some forms of guidance to technology-aided

instruction in every school that want to pursue a similar path in the future.

Scope and Delimitation

This study will be limited to the assessment of public and private secondary

school teachers’ use of computer technology for instruction in Alcala, Cagayan, school

year 2013-2014.
Based from the list of schools operating in the municipality, the respondent

schools are the following: first, the Afusing National High School – a public general high

school with a number of teacher-respondents of 25, second, the Alcala Rural School,

where the researcher currently works, is a Technical-Vocational (Agricultural) school

with a number of teacher-respondents of 17, third, the Baybayog High School, a newly-

turned general high school from being former annex of Alcala Rural School having a

number teacher-respondents of 23, fourth, the Lyceum of Alcala, Inc., a private sectarian

secondary school with a number of teacher respondents of 17, and fifth, the Saint

Philomene of Alcala, Inc., a private-owned secondary school with a total number of

teacher-respondents of 21. It is noted that only teachers with a regular permanent

appointment are participants in this study regardless of their positions.

Definition of Terms
The following terminologies are used throughout the thesis and are elucidated for

better understanding, to wit:

Access – the right to obtain or make use of or take advantage of something for use.
Adoption – the decision to make full or continued use of an innovation (Rogers, 1962).
Change agent – individual or group responsible for creating an environment in which a

desired alteration in normal operation can be implemented.

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Computer technology resources – in the context of this study, ‘computer technology

resources’ is used as a general term referring to any computer, Internet or Web-based

resource that can be used in language instruction.

Computer-related technology – constantly evolving forms of computers, peripherals and

supporting software used to enhance learning (Schmidt, 1991).

Educational technology – the use of technology in education to improve learning and

teaching. Educational technology is also known as instructional technology or learning

technology.
E-Mail–electronic communications between two or more individuals by way of an

Internet Service Provider (ISP).

Innovation–any idea of technology that is new to the individual (Rogers, 1962).
Innovators–often considered “techies”; they grab on to new technology as soon as it is

available. Typically, they are more concerned with the actual technology, than the way it

can be applied to a specific problem (Geoghegan, 1994).

- Individual who adopts an innovation through his/her own resources,

without waiting for implementation at the organizational level (Rogers, 1995).

Instructional technology–the use of technology (computers, compact discs, projectors,

interactive media, modem, satellite, teleconferencing, etc.) to support learning

Internet–an international connection of millions of computers on-line for the purpose of

communications and the sharing of information.

Preconception–an idea or opinion formed in advance of or prior to formal instruction.
Technology in the classroom–the use of computers, the internet, or other computer-

related techniques during traditional classroom-based instructional delivery.

Technology non-users–faculty members who have not adopted or had ceased using a

form of computer technology to enhance their traditional classroom methodologies at the

time the survey was conducted.

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Technology users–faculty members who have adopted the use of computer technology

techniques to enhance their traditional classroom methodologies.

World wide web–a method of interconnecting large number of computers via the use of

browsers and capable of incorporating audio and video images, as well as text (Benton,

2001).

Chapter 2
A REVIEW OF RELATED LITERATURE AND STUDIES

A. Foreign Literature

We have come a long way from using just desktop PCs in the 1980s to using a

wide variety of technology for instruction purposes such as the internet, the iPod,

Blogging, laptop computers, podcasting, e-Learning platforms (e.g. Moodle,

Blackboard), interactive whiteboards with video-capture technology, streaming videos,

and using iPod as a digital notebook. We have also moved from a local classroom to a

global classroom via distance learning technology.

An example of a school system with a 21 st Century infrastructure is Saugus Union

of California. Saugus Union has remained on the cutting edge of technology (THE 2006

Innovators, 2006). Examples of their use of technology in instruction include PDAs and

interactive whiteboards, podcast lesson reviews via students’ MP3 players, and broadcast

streamed via the Internet. A key component to their success has been technology

specialists who deliver ongoing professional development. Saugus Union’s futuristic

philosophy has allowed the district to improve communication and collaboration among

students, staff, parents, and the community.

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 While Saugus Union made its ways to post an edge in advance technology mostly

intended for instruction, it was not perceived as norm because not all school systems are

operating with this innovative use of instructional technology even though 99% of

fulltime teachers had access to computers or the internet somewhere in their schools by

1999, according to a National Center for Education Statistics (NCES) study (Roward,

2000). Then about the same time as the NCES report, Stanford University Professor

Larry Cuban bemoaned the status of technology use in education by writing a book

entitled, “Overload and Underused: Computers in the Classroom (2003). Recently,

writing in the Phi Delta Kappa, Allen (2008) discussed one of the issues addressed by “A

Nation at Risk”, namely, that schools were not adequately preparing students to address

the country’s needs for highly skilled workers in new and evolving fields. Allen implied

that although education has spent large amount of money on technology for instruction,

perhaps education has not kept pace with the use of technology in schools over the last 25

years.

According to Peerless, Fieldman, and German (Digest of Literature on the Impact

of the Computer in Instruction, 2003), since its introduction in schools in 1982, the

personal computer has been touted as an instrument that would revolutionize education.

Large investment of resources in hardware, software, and personnel have made the

computer a common and prominent feature in most schools today.

The 21st Century is said to be the educational genre for computer technology in

the classroom. The Campus Computing Project , which annually surveys 600 2-year and

4-year public and private institutions in higher education from throughout the US, found

that integrating instruction technology into the classroom remains the top priority for all

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types of higher education institutions in the US, as it has been for the previous five years,

and is expected to remain so far at least the next two to three years (Green, 2001).

Computer Technology in the Classroom

Technology is a part of everyday life in the 21st Century. As a result, according to

a Digest of Technology Education, it should also be prevalent in the 21st Century High

School classroom (Soine, 2000). Classroom technology should also become an integral

part of the core mission for the institution (Johnson, 1997), with its primary focus rooted

in the paradigm shift from teaching to learning (Jafari, 1999; Reynolds and Wermer,

1998). According to Reil, Schwarz, Peterson, and Henricks (2000), programs that foster

the use of computer technology in the classroom increased familiarization with

technology and led to empowerment in technology as well as teaching. Bilimoria (1997)

in his book cautioned the future generations would be computer literate and would expect

technology in the classroom. In order to find ways to avoid becoming “pedestrians on the

information superhighway”, the author recommended that faculty members cease to view

themselves as the “receptacles of knowledge in our societies” and expand their

professional competencies as facilitators and technologists.

Technology allows faculty to build a bridge between the classroom and the world

(Ward & Clark, 2000) and allows students to experience real-world opportunities in the

classroom (Hull, 1999), which are highly valued (Lang, 2000). Technology can be the

curriculum, a mechanism for the delivery of course materials, a means of supplementing

instruction, or an instructional device (Ginsburg, as cited in Imel, 1998) to enhance

learning (Milliron & Miles, 1999). According to Bates (2000), reasons for using

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technology to enhance the classroom experience includes improvement of learning

quality, providing students with opportunities to learn technology skills, extending access

to post secondary instruction, and expanding the search of technology in the world

outside the classroom.

While the infusion of technology into the traditional classroom delivery can

provide what Tait & Mills (1999) termed, “…an adventure in the pursuit of knowledge,”

(p.152) the curriculum itself must be the driving force, with technology use in an

adjunctive capacity (Chizmar & Williams, 2001); Duhaney & Zemel, 2000; Hammer &

Kellner, 2000). Smith (1997) reported a tendency of faculty to jump on the technology

bandwagon due to the expectations of peers or supervisors or because the technology was

available, rather than for the value of it would add to the curriculum.

Hammer & Keller (2000) contended that faculty must get beyond the mechanics

of using technology to the point of truly incorporating into their classrooms. They also

expressed a need for faculty to assist students in developing “their own cultural artifacts

with the educational setting” (New Educational Technology: Challenges and Potential,

Section 4) as a means of bringing quality to learning. The use of technology for

instruction in the classroom should serve to “empower and enlighten” both students and

faculty (New Educational Technology: Challenges and Potential, section 18). The

implementation of computer technology in the classroom can be characterized as the

selection of experiences and activities that augment traditional instruction in ways that

provide enrichment without overshadowing the intended objectives (Jewett, 2000).

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 Instructional technology is a vital part of career and technical education and

“encompasses not only the computer but also other technologies and delivery systems”

(Lu & Miller, 2002) that may be used in the classroom. In recent years, there has been an

increased emphasis on the integration of technology into curriculum, especially at the

high school level (Peake, Briers & Murphy, 2005). Lu & Miller (2002) described the

technology used in the classroom to be in various forms including computers, DVD/VCR

players, digital and video cameras, televisions, cooking equipment, and welding

equipment. They also described how classroom technology can help the teacher to use,

assess, alter, and present information in a variety of ways.

For teachers to enhance the learning experiences of their classrooms, they need to

use up-to-date and interactive technologies. These include Design Your Own Home for

housing and interiors, My Amazing Human Body for nutrition and wellness, and Cyber

Snacks for food production (Keane, 2002). The Internet also serves as a valuable teaching

tool, helping to enhance the curriculum though free downloads, interactive websites, and

e-Mail (McFadden, Croxall, and Wright, 2001).

The Internet is an ever-changing entity and it is important that teachers stay

current on what is available to them. According to Masley, Sweaney, and Valente (2000),

there are three main reasons of the importance why teachers must stay abreast of current

technology trends. First, the Internet is a very useful tool and can be used to provide

hands-on learning experiences for the students. It provides quick and easy access to a

wealth of information from around the world. Second, as our culture has become more

technologically-oriented, so must our students if they are to live and work in today’s

society. By incorporating the Internet into the classroom, the teacher is helping the

12
students learn how to find information and successfully use technology. Third, teachers

are constantly getting new technology and it is up to them to explore their students to it in

order for them to be successful in the work force.

There are certain phases teachers go through when incorporating technology into

the classroom. Sandholtz, Ringstaff, and Dwyer (1997) created a model describing five

(5) phases educators go through when increasing their use of technology. These five (5)

phases are:

1. Entry – teachers adopt to change in physical environment created by technology

2. Adoption – teachers use computer technology to support text-based instruction
3. Adoption – teachers integrate the use of word processing and data bases into the

teaching process
4. Appropriation – teachers change their personal attitudes towards technology
5. Invention – teachers have mastered the technology and create novel learning

environments.

As teachers progress through each of these five (5) phases, they develop a better

understanding as to how to use technology in the classroom.

B. Local Literature

In the Philippines, many teachers have doubts about using computers. It is

common to feel apprehensions towards the machines. Even knowledgeable users do not

understand many of the computers are working and how should they? Its like few

understand the innards of cars and yet we drive them without trouble.
According to Monico V. Jacob, President & CEO, STI, in his message during the

PCPS3 Training Program (PC for Public Schools-Phase 3), as educators, “you are tasked

with developing the minds of your charges and preparing them for the challenges they

13
will be facing in the years to come”. However, the country’s limited resources make it

difficult to maximize the students’ potential and the educators are faced with the

quandary of making education more meaningful to them,(Monico V. Jacob, 2007). Jacob,

in the training; addressing on teacher-participants “….as you embarked on this step

towards enhancing your computer technology skills, you are challenged to step up and

make a difference. The power to chart the course of your students’ destiny is in your

hands”.As support to the country’s quest for quality and competitive education, the

government of Japan, through the Department of the Department of Trade and Industry,

sought to augment the teaching standards by providing public high schools throughout

the country access to computer technology bundled with free intensive teachers training

and workshop on the use of computer for their instruction. This act of concern and

benevolence from various education stakeholders addresses the means of ushering the

Filipino students to the digital age. The initiative makes every Filipino child more

globally competitive and, in turn, will drive the country towards progress and innovation

(Monico V. Jacob, 2007).

According to Inosanto (1994) in his article “Incorporating Computers into

Education Setting”, application of computer in the academe addresses the demand for

faster, more accurate processing of data to help teachers to prepare education report using

spreadsheet software such as Excel. Teachers can also use PowerPoint presentation

application software in delivering interactive lessons. The article shows the connection of

computer in the lives of the teachers. It discusses how it could help the teacher ease the

task of preparing effective lecture presentation and how it could process the student data

for evaluation.

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 Clemente (1997) in his article “Planning the Use of Information Technology for

Literary Development”, stressed that information highways will not replace or devalue

any of the human educational talent needed for the challenges ahead. For him, improved

technology in Education will be very beneficial in every area of society.

The researcher agrees with the idea that education does not advance intellectual

growth but the personality as well. To achieve this, the interaction of teacher and learner

should be practiced to reap the fruit of human development.

In “Technology: An Integral Part of Education” (Religiosa, 1998), the author

mentioned that the technological revolution in education demands a new type of literacy

– computer literacy. Unless both learner and teacher adapt to it, the society would remain

in technological and cultural shock. The ease and convenience brought by the use of

technology has also a demand in the implementers of education. The administrators, staff,

faculty and students must have knowledge on the use and function of the computers to

fully maximize its capacity in the process of learning.

One hindrance to the further development of the technology-based instruction is

the misconception that computer will soon replace teachers in the classroom. This was

disclaimed by Van der Poll at the 1995 Philippine Congress on Interactive Technology in

Education. He also cited that the trend nowadays is to use multi-media in training the

students because absorption capacity through this medium is much higher than chalk-talk

instructional method. He said this technique is an enhancement of both pupil capability to

learn and teacher capacity to train.

15
 According to Rivera and Sembrano, computer can be used in schools in three

genetic ways, one, as a learning tool (teaching or learning with computers); two, as itself

the object of study (teaching learning about computers) and three, as a planning and

management tool for teachers and school administrators. These three modes are distinct

but there are applications which employ two (2) or even all modes at the same time.

One visible advantage of using technology in teaching is the ability of the

computer-Aided Instruction (CAI) materials to repeat the teaching process over and over

without deterioration. Unlike teachers, their level of teaching falls down as he reaches his

saturation point.

As mentioned by Rivera and Sembrano, inorder for the teacher to promote

learning, he has to choose the appropriate teaching material. Some teachers have the

wrong notion that the only commercially available audio-visual aids make good learning

devices instead of developing their own. At the same time, both authors have said that

instructional materials should be used in the classroom frequently and not only for special

occasions like demonstration teaching, supervisory observations, and inter-visitations.

Materials should be used as motivational devices, sources of bulk of information, and a

summary device.

Camarao noted that the computer is used in the instructional process as a teaching

machine. Using programmed-instruction format, it has the capacity and capability to

intersect with the students which is a very critical factor in the learning process.

Moreover, the computer can store many instructional modules and can provide a display

feature that makes learning interesting.

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 Jerome Dumlao (1992, p. 84) says that the following are some ways on how

computer users can be active and effective participants in the emerging information

society:

1. Feel comfortable using and operating a computer system.

2. Be able to make the computer work for you through judicious development or

use of a software.
3. Be able to interact with the computer – that is, generate input to the computer

and interpret output form.

4. Understand the impact of computers on society, how and in the future.
5. Be an intelligent consumer of computer-related products and services.

He further emphasized that students are about to embark on emotional and

intellectual journey that will stimulate imagination, challenge every resource from

physical dexterity to intellect – and perhaps alter everyone’s sense of perspective.

Learning about computers is more than just education, it is an adventure.

Dumlao’s point of view centers on how people should view computers, its effect,

and the underlying principle connected to its uses. His point is taken into consideration

for it brings substance to the study being undertaken. Though, the focus in on computer

as a tool for learning, the study being undertaken considered other aspects of instruction.

From an excerpt of an on-line forum on the software guru - Bill Gates, the world’s

richest man at 48, whose name is synonymous to success, presented by Ricci Barrios

(2004, p.11-13) says that, bringing the technology into every home is at the center stage.

Advance software is bringing the power, connectivity and flexibility of the PC to all

kinds of smart devices, making digital entertainment available wherever people want it.

Hardware and connectivity advances have cleared the ways for software to tackle the

17
complexity that users face today, and to expand the possibilities for computing in

countless ways. He also added that the digital world is now in a position to deliver on

many long time industry dreams, such as PCs that can store a lifetime’s worth of digital

memories, communication and collaboration through integral texts, voice and video, pen-

and-speech-based user interfaces and rich new media experiences. Computers become

increasingly essential for more of the things we do every day, security, privacy,

manageability and ease of use are becoming much more crucial.

With the presentation of Barrios about the on-line forum of Bill Gates, it adds up

as to how one can venture into something great and become successful and creative with

it. This provides an immeasurable gains in the conduct of the study regarding how

teachers can also become successful and creative, worthy of their chosen career.

In “Anything Goes” column of Eppy Gochangco (2004, p. 10), he pointed out that

communication has never been as efficient as today. Technology has changed the way

people interact with each other. Just as efficient hi-tech communication immediately

connects people, it also gives people a venue for emotionally distancing themselves from

others. People use the internet and cellular phones to communicate with each other

without even seeing them.

As a trend brought about by the advancing technology, all levels in the

educational system are pushed to get into the use of technology for instruction and

learning. Teachers in the Philippine classroom must be upgraded on their classroom

management for better results as well as ease in work preparation. Thus, the researcher

study is centered on giving a better means of preparing interactive and trending teaching

18
tools and devices, pushing the student-clientele to get along with the demands and trends

of the modern world of education.

RELATED STUDIES

A. Foreign Literature

Technology in the Classroom

In a review of technology research, Rogers (2001) discovered that basing a

program on a single technological medium does not provide the educational efficacy and

student appeal garnered from introducing multiple types of technology into a course. This

blending of media facilitates and enables the learning experience, but should also include

faculty-student interaction in a traditional classroom setting.

Lang (2000) stated that faculty must be thoroughly grounded in the technologies

chosen for use in their classrooms to allow them to provide guidance to students and

allow the technology to effectively blend into the classroom, rather than allow its glitches

and misuses to become a distraction or a deterrent to quality classroom instruction.

Chizmar and Williams (2001), after surveying over 1,000 college faculty, suggested that

information technology professionals direct their efforts toward the creation of

instructional templates and the provision of faculty to share their technology successes

and failures, as opposed to spending time solving the technology problems of individual

faculty (Vannatta and Beyerbach, 2000). User support for faculty , as a group, was found

by Fuller (2000) to be positively correlated with successful use of technology by students.

Naquin (2000), in a study of nearly 200 faculty members in Virginia Community

19
Colleges, found the use of faculty serving as technology mentors to other faculty as a

successful technique in motivating reluctant faculty toward the use of technology in the

classroom. Similarly, Parr (1999) found peer networking to be significant as related to

increasing technology use in the classroom. Faculty confident in using computer

technology were most likely to implement such technology in their classrooms, and

confidence was derived from familiarization and use (Grooves and Zemel, 2000;

Vannatta & Beyerbach, 2000; Yildirim, 2000).

Technologically sophisticated faculty may lead the way to implementation, but

administrative commitment seems essential if technological enhancement is to flourish in

the classroom. A flexible, learning-centered environment must be developed and

supported throughout the institution in order to maintain student engagement (Johnson,

1997). Administrators must develop a fundamental a fundamental understanding of the

importance and responsibilities of using computer technology in the classroom, and must

ensure that faculty have access to professional development opportunities that will

familiarize them with the types of technologies available within the institution and how to

effectively utilize those technologies to foster learning.

The Internet

In 1962, the RAND Corporation began a research project designed to allow

military command and control to be transmitted over communication networks. Under the

auspices of the Department of Defense, Advance Research Project Agency (ARPA), a

specialized computer network (NET) known as ARPANET was developed in 1965. The

intent was to provide scientists a means of sharing data and access to remote computers.

20
In 1969, four universities – Stanford Research Institute, the Universities of California at

Los Angeles and Santa Barbara, and the University of Utah – became networked. Two

years later, the number of universities and government research centers connected via the

ARPANET had grown to 23 institutions and agencies, or hosts (PBS Life on the

Internet).

The term “Internet” – International Network, appears to have been used for the

first time in 1982. By that point, the network had grown to about 1,000 hosts and

continuously increased to a countless hosts years thereafter.

The 2001 edition of the Campus Computing Survey, a publication of the Campus

Computing Project, found nearly half of college courses using Internet resources as parts

of their syllabi, nearly 500% increase from the 1995 survey (Green, 2001). Grasha and

Yangarber-Hicks (2000) reported an 83% increase in faculty adopting Internet-based

classroom activities. Jafari (1999) held that teaching and learning could be enhanced in

any traditional course by implementing an Internet component.

Lundberg (2000) discovered its effectiveness in a counseling course, 56 graduate

students reported improved skills in a variety of technology types and the use of internet.

The students also expressed a preference for internet-based research over traditional

library research.

The Internet was successfully used in a medical education programs, such as the

incorporation of videoconferencing via the internet, by Chang and Trelease (2001), who

surveyed faculty and students in the School of Nursing at the University of California at

Los Angeles. Carter (2000) found that the use of the Internet in a university geography

21
class could be effective if the teacher and students are literate with the technology, and

that success was dependent upon such literacy.

The effectiveness of the Internet as an instructional tool in the traditional

classroom can be enhanced by taking student learning styles into account, according to

Sanders and Morrison-Shetlar (2001), in a study of non-major undergraduate biology

students. The use of the Internet as a classroom tool is popular with students in all realms

of education (Sanders & Morrison-Shetlar, 2001). Harvell (2000) surveyed students

enrolled in web-enhanced undergraduate economics courses. Students found the Internet

provided almost limitless resources and information, and was a convenient time-saver.

The web also provided interactive examples to augment the classroom experience

available on the student’s schedule.

The Internet was found by students to be disadvantageous to instruction by

providing a distraction to the classroom, permitting postponement in the completion of

class assignments, and minimizing student/teacher interaction. Another drawback was the

the questionable reliability and validity of information available on the web (Harvell,

2000).

The use of Internet is not a miracle technique that can improve an ineffective

course. But, it may be able to improve a course that is already effective (Olsen, 2000).

Electronic Mail (e-Mail)

22
 Electronic Mail, or so called e-Mail, became a reality due to a program designated

in 1981 to transmit messages over networks (Quinton, 1998). The Campus Computing

Project reported a 300% increase in the number of professors using e-mail to

communicate with students from 1995 to 2001 (Green, 2000). The 2001 edition of the

Campus Computing Survey found over 64% of all college courses using the e-mail as a

means of communications between students and teachers. According to Grasha and

Yangarber-Hicks (2000) data, 85% used regular e-mail contacts and discussions among

students in their classes.

E-mail can be an important mode of communication between faculty and their

students. It can allow faculty members who individualize their courses for students,

provide a means of regular contact between faculty and students and allow for immediate

feedback and enhancement of the learning process through better communication (Lang,

2000).

A multi-state study of e-mail use by students at five two-year postsecondary

institutions found use by teachers to be influenced by student age, the number of

mathematics and technical courses taken during the first year of collegeand the self-

reported number of study hours. Factors including ethnicity, gender, and socio-economic

background were not found to influence a student’s propensity toward using e-mail

(Flowers, Pascarella, & Pierson, 2000).

Some faculty require regular student communications via e-mail. Brown (2001)

required each student to communicate with him via e-mail concerning the “muddiest

point” in the chapter assigned prior to each class. He built class discussions around those

23
e-mails. The benefits derived from the mandatory contact included encouraging the

reading of requirement assignments; customization to student needs, which may provide

empowerment ; encouraging student-to-student collaboration beyond scheduled class

sessions; and allowing faculty contact with a larger number of students that could be

personally accomplished in the limited time provided before or after class or during office

hours (Brown, 2001). According to Arvan (1997), one drawback to e-mail as a means of

communications between faculty and students is the proliferation of “junk” e-mail, as e-

mail users attempt to separate important from unsolicited communication.

The Teacher in the Technologically-Enhanced Classroom

The essential functions of education are, “creating, preserving, integrating,

transmitting, and applying knowledge” Duderstadt, 1999, p.6). While the fundamental

role of the educational endeavor does not change, the role of the teacher is evolutionary.

The teacher/student/classroom method of instruction replaced the apprenticeship mode,

which was the most widely used instructional technique of the previous millennium.

Technology may be responsible for another pivotal shift (Duderstadt).

Successful integration of technology into the traditional community classroom is

dependent upon a blend of faculty knowledge and expertise, student familiarization and

acceptance, and the existence of knowledgeable and committed information technology

specialists (Coppola & Thomas, 2000; Ryan, 2001).

The availability of technological options to enhance classroom instruction has

changed the role of the teacher from one as provider of knowledge to one of facilitator of

the learning experience. A study of Pierson (2001) found teachers more adept at

24
technology integration to be those who also possessed greater content and pedagogical

expertise.

White (2000), in a study of undergraduate computer students, found problems

most frequently frustrating students in technological environments included: slow

downloads due to modem speed; e-mail problems that prevented students from turning

assignments in on time; difficulty organizing course materials; difficult-to-navigate

course websites; dysfunctional web links; difficulty sorting relevant information from the

vastness of the Internet; and a lack of clarification from the teacher regarding

assignments. According to faculty, problems often resulted from a lack of student

participation, variations in student pace or domination by a single student in online

chatrooms.

Bruenjes (2002), in basing her work on that of Rogers (1995), found teachers

typically used technology as a tool for teaching, producing, or communicating. She found

innovators and Early Adopters most likely to use technology for teaching and record

keeping, while Innovators, Early Adopters and Hesitant Adopters were all likely to

prepare lesson plans on the computer and communicate with students via e-mail.

Demmon (2001), in a study of technology implementation at a community college

in Midwest portion of the United States, categorized faculty by their use of technology in

their daily personal and professional lives. By the third year of technology

implementation, 49% of faculty surveyed considered themselves to be “advanced” users,

compared to 8% who professed to be “low” users, with the remainder falling into the

“average” classification.

25
 Demmon (2001) study further found access to various types of technology, access

to student information, improvement of productivity in developing course materials, and

communication with students and colleagues via e-mail to be the primary reasons for

adoption of technology.

Naquin (2000) found younger faculty significantly more willing to adopt

technology into their classrooms than their older counterparts. Younger faculty may have

also had greater opportunities to participate in educational opportunities that increased

the probability they would adopt technology into their own classrooms.

Bruenjes (2002) theorized that, in order for faculty development programs in

technology to be effective, instructional developers should create programs tailored to the

various levels of technological integration identified by Rogers (1995). This view occurs

with that Padgett and Conceao-Runlee (2000), who found successful staff development

programs to include the individual motivators, as well as institutional factors and

involvement by experts from within the institution.

Demmon (2001) has identified barriers that hinders the use of technology such as

lack of available technology, inadequate technology support and training, and a lack of e-

mail access by students.

Another cause for faculty resistance , According to Coppola & Thomas, 2000)

was a sense of being overwhelmed by computers and technology. A Pace University

study found feeling of alienation and low levels of confidence in faculty receiving

technology training from Information Technology Professionals, but found similar

26
training sessions to be successful when taught jointly by a specialist and knowledgeable

faculty member.

This mode of categorization is similar to that postulated by Duhaney and Zemel

(2000), who classified faculty as those exhibiting a fear of technology, the infrequent

users, and those who maximized its use, sometimes to the point of overuse. Those who

avoided technology or use it frequently often did so in response to their own limited

experiences.

While teachers may feel technology is important for use in the classroom, many

are faced with barriers which have prevented them from effectively implementing

available technology into their daily instruction. One of the common barriers teachers

may face is technology anxiety (Redmann & Kotrlik, 2004). Technology given to

teachers with little to no experience with the requirement has been shown to produce high

levels of anxiety (Lokken, Cheek, & Hastings, 2003). By providing teachers with more

training (Croxall & Cummings, 2000), they will feel more comfortable using new

technology in their classrooms, thus alleviating their anxiety.

In a survey conducted by the U.S. Department of Education (2000), a list was

compiled of perceived barriers to proper knowledge and use of technology in the

classroom. These barriers included:

1. Not enough computers

2. Outdated, incompatible, or unreliable computers
3. Lack of good instructional software
4. Internet access not easily accessible
5. Concern about student access to inappropriate materials
6. Lack of release time for teachers to learn, practice, or plan ways to use

computers or the Internet

27
 7. Lack of time in schedule for students to use computers in class
8. Inadequate training opportunities
9. Lack of administrative support
10. Lack of support regarding ways to integrate telecommunications into the

curriculum
11. Lack of technical support or advice

Many of these barriers were also voiced in other studies (Croxall & Cummings,

2000)

B. Local Studies

If students of today are to be prepared for the workplace of tomorrow, computers

must become an integral part of the current curriculum of the school system. Amparo

Sison (1995) stated in his study that computer programs are actually being used in

schools not to replace the classroom teaching, but to increase the students’ understanding

of a specific topic.

He aimed on developing software that would provide easy access to the know-

how of a PC; he designed the program to render a user-friendly environment for the

users. He was able to maximize the use of computer by dividing the content of the

presentation in terms of including a menu for review and teaching at the same time giving

evaluation at the end of every topic, to assess and gauge how much learning the users

acquired.

Teaching the different levels of ability, background and interests has posed a

pressing dilemma to educators. This is why learning inside the classroom is not

28
optimized. Since computers have been proven to be effective and efficient in delivering

any material, developing software for the academic continues to be a need (Fernandez,

2000).

Findings from the survey of Tinio, V.L. (2002), highlights a number of another

interacting issues that inform the complex process of technology integration in the public

secondary education system in the Philippines. First is the issue of basic school

infrastructure. This includes stability of power supply, the scope of available

telecommunications service, and internet access, and the availability of space in the

school to accommodate the deployment of technology resources.

As revealed in the survey of public high schools nationwide, while electrical

power is widely available the frequency of power interruptions in some schools can cause

breakdowns in the ICT equipment and interruptions to instructional use (Rodrigo, M.M.T.

2001). The relatively limited scope of fixed wire telephone networks, on the other hand,

precludes the effective use of the internet in many schools, as the cost of wireless access

remains prohibitive.

Another focus of concern which findings from the survey indicate have

implications on the type and extent of ICT use in a school is that of the need for capacity

building among teachers, administrators and other school staff. In general, ICT-related

skill levels in the schools surveyed were less than ideal. Too few teachers have the know-

how to apply ICT in the teaching of specific subject areas. Although computer literacy

levels are somewhat higher, internet-related skills levels are relatively depressed as well.

29
 Bringing technology into the school setting demands that teachers and

administrators acquire new skill sets, and this cannot be done overnight. The lack of

training opportunities decried by survey respondents focuses attention on the need to

develop a comprehensive and sustained in-service training program for teachers and

administrators. Moreover, pre-service training institutions must also incorporate into their

curricula the knowledge and skills that characterize the technology-enabled teacher.

Finally, retooling the Philippine secondary school system through technology

(Task Force on PCs for Public High Schools, 2000) can only be accomplished at

enormous financial cost. As survey findings suggest , financing is, at this initial stage,

possibly the single biggest barrier to ICT use in the classroom. The task of upgrading the

skills of hundreds of thousands of teachers and school administrators in the Philippines

will be capital intensive Funds must also be available to defray the recurring costs of

maintenance, repairs and upgrades.

Synthesis

A review of the literature lends credence to the belief that administrators and

faculty members in the secondary schools must move past the glitz of educational

technology and embrace the more utilitarian aspects. Infusing technology into traditional

instruction provides a means of connecting the classroom to the world, while allowing

students with a variety of preferred learning styles and learning paces to be on even

footings in the classroom. However, some teachers are not eager to embrace the concepts

of the technologically enhanced classroom. Schools must attune visions and capital –

both fiscal and human – to successfully integrate technology into the classroom at the

30
pace determined to be best for each individual school. Teacher involvement is an

essential part of this determination process, and they must be assured of having the

necessary resources and support to accomplish changes in their classrooms. School

administrators should evaluate the policy concerns of their teachers but must avoid being

blinded by crusades of late majority or laggards intent on maintaining the status quo, or

Reward Seekers with their own agenda. Each institution must determine its optimum

pace at which to proceed into the new learning based paradigm of incorporating

technology into its classrooms.

Chapter 3
RESEARCH METHODOLOGY
The study will assess the use of Computer Technology for Instruction among the

secondary school teachers in Alcala, Cagayan, school year 2013-2014..

The study specifically will look at the extent of the use of computer technology

for instruction by the teachers. The purpose of the study is to determine if a relationship

exist in the perception of the teachers using computer technology for their instruction

when grouped according to their personal profile variables.

This chapter presents the methods of research to be used in the study, the settings

in which the study will be conducted, identifying the participants of the study, the

instruments for data collection and data collection and analysis procedures.

31
Method of Research Used
The study attempts to assess the status on the use of computer technology for

instruction of public and private secondary schools teachers. The descriptive method of

research shall be utilized. This method of research according to Jack K. Fraenkel and

Norman E. Wallen (1993) describes an existing relationship between variables and the

degree to which two or more quantitative variables are related and it does so by the use of

a correlation coefficient, similarly, Consuelo G. Sevilla, et.al. (1990) also states that this

design helps one determine the extent to which the different variables are related to each

other and the population of interest.

Locale of the Study

This study shall be conducted among the five existing secondary schools in the

municipality of Alcala, first, the Afusing National High School – a public general high

school situated in the west part across the Cagayan River and is about 15 kilometers from

the place of work of the researcher. Second, the Alcala Rural School, where the

researcher currently works, is a Technical-Vocational (Agricultural) school which is

comprised of 3 departments, namely: the Related Subjects Department, the Vocational

Department, and the Administrative Department, where the latter is not included in this

study for reasons that their human resources focused only on facilitative and

administrative works while the other two departments concentrate on instructions. Third,

the Baybayog High School, a newly-turned general high school from being former annex

of Alcala Rural School and is about 10 kilometers from the place of work of the

researcher. Fourth, the Lyceum of Alcala, Inc., a private sectarian secondary school, and

Fift, the Saint Philomene of Alcala, Inc., a private-owned secondary school, both

32
operating in the heart of the municipality and are more than 4 kilometers from the

researcher’s work station.

Site Map of Alcala

LEGEND:
Color Represents the Site of Respondents per School
- Afusing National High School
- Alcala Rural School
- Baybayog High School

- Lyceum of Alcala, Inc.

- Saint Philomene of Alcala, Inc.

Respondents of the Study

The respondents of the study are teachers of the five (5) secondary schools in

Alcala, three of which are public schools and the other two are private schools.
Table 1 shows the distribution of respondents of the study using total

enumeration.
Table 1
Distribution of Teacher-Respondents by School

33
 Schools Teachers

Afusing National High School 25

Alcala Rural School

17

Baybayog High School 23

Lyceum of Alcala, Inc. 17

St. Philomene of Alcala, Inc. 21

Total Number of Respondents 103

Instrument Used
In the process of gathering data from the respondents, a questionnaire shall be

used as tool in the survey. The survey questionnaire shall contain demographic questions

concerning each faculty members’ age, gender, length of teaching experience, educational

attainment, subject area of assignment and seminars/trainings attended. The instrument

will also survey each respondent’s experience with computers as to adequacy of

instructional materials, problems encountered by teachers related to computer technology

use and the extent of use of computer technology for instruction.

34
Data Gathering Procedures
The researcher, by the second week of January, 2014 will write a request letter

addressed to the Schools Division Superintendent, asking permission therein to conduct

survey among the secondary school teachers in the different high schools in the

municipality of Alcala. Upon approval by the Superintendent, Principals/school directors

of the five secondary schools shall be sent with letter of request informing them of the

study prior to the floating of survey tools.

The researcher shall reproduce the needed enough number of survey

questionnaires; and in a given time, the researcher shall conduct the survey through the

assistance of the principal/director.

A request letter shall also be prepared and stipulated in the questionnaire

addressed to the respondent-teachers for their participation in providing needed data for

the study.
The researcher will personally float the questionnaire to the respondents to ensure

a 100% retrieval and to readily assist the respondents in whatever query they may ask

towards the study.

The questionnaire, upon retrieval from the respondent-teachers will immediately

be subjected for consolidation and analysis ready for interpretation.

Treatment of Data
In the analysis of the profile of the respondents and the status of computer

technology use for instruction, the descriptive statistics shall be used such as simple

frequency and percent count.

Chi square shall be used to determine if a relationship exist between the adopters

or resisters and age, gender, educational attainment, or years of teaching experience.

Chapter 4
TREATMENT AND INTERPRETATION OF DATA
Table 1. Profile of Respondents according to Age

35
 AGE NUMBER PERCENT
25 & Below 4 0.03
26-30 7 0.06
31-35 28 0.27
36-40 20 0.19
41-45 18 0.17
46-50 11 0.10
51-55 6 0.05
56-60 2 0.01
Over 60 7 0.06

Table 2. Profile of Respondents according to Gender

Table 3. Profile of Respondents according to Total Years of Teaching Experience

Table 4. Profile of Respondents according to Highest Level of Education Achieved

Table 5. Profile of Respondents according to Subject Area of Teaching

Table 6. Profile of Respondents according to Seminars/Trainings Attended

NOTE;
Chapter1
Introduction
This needs to be improved stating an overview of the study with the researcher’s

personnel point of view so that it does not look like a related literature.
Background of the study.
The background should state or explain the justification why the study should be

undertaking. This includes circular, memorable departments to support the justification or

scenario on the use of computer technology for instructions,

Choose only theoretical should be deleted.

The statement of the problem and the paradigm of the study do not unite,
Correlation is included in the process but there is no question related to the statement of

the problem.

Hypothesis.
This should be included in the statement of the problem, the hypothesis is well so….
There is no significant relationship…….. When group according to their profile.

36
Significance of the study
This look more of the scope and delimitation and locale of the study rather than

significance.
Who are the benefited of the study shown to the content?

 Disregard the pages are not arranged correctively on the folder given.

Chapter2

Introduction is not included. Introductory sentences for the whole chapter are the one’s

needed.

Use recent sources from 2010 and above. Sub topic should be flashed left not only center.

Similarities and dissimilarities of the study should be discuss.

Chapter3

Population of the study should be delete treatment of the data.

Treatment for each of statement of the problem should follow the same order as in

chapter1

Pagination- upper right hand cover

Update the chapter2

37
Corrected title:
The use of computer technology for instruction among secondary school teachers of

alcala, Cagayan. School year 2013-2014

38