CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the related literature and studies which will further

enhance the present study. The utilization of technology towards quality

instruction has varied effects on teaching and learning process. Integration of

Computer Technology (ICT) is considered to be a powerful tool that could boost

teaching and elevate learning.

RELATED LITERATURE AND STUDIES

Information Technology plays a significant role in uplifting the quality of

education in our country. The changes ushered in by this technology have

encroached on the school environment in all levels in such an outstanding,

dramatic, and blinding speed that if not properly attended to or addressed, might

result either in a chaotic smorgasbord of technological environment or a Jurassic

moribund environment. If information technology is properly harnessed, to an

“interactive learning environment”, this technological revolution changes will

make learning more fun and enjoyable. Michael (2007).

Computer Technology is the study of hardware and software that are

foundations of modern computer systems. Computers are now a fundamental

part of everyday lives, controlling everything from toasters to nuclear power

situations. The need to build and deploy effective computing infrastructure is

now crucial to business and other organizations. (Waikato 2010).

Technology actually assists in meeting the above expectations. It could

make teachers and students become more successful. Yet as the world become

more complex virtually year to year, most of the last century educational needs

have continued to shift from teaching and learning isolated skills and information

within each content area, to teaching skills that enabled students to solve

complex problem across many areas. School used and access to new and

current learning centers and number of students or learner staff; number of

computers per 100 students/ learners; number of hours per week for ICT aided

instruction; and location of computers in school.

Furinas and Marinas (2006) stated that computers are an important part

of one’s life, and as children become adults, they need to learn to use computers

to prepare them for the future. The mandate for ICT in education has

overwhelmingly been interpreted by schools as a license to acquire equipment.

This has been costly, but in addition, has detracted from teaching and learning.

These institutional conditions make it difficult for teachers to incorporate ICT into

teaching and learning. Policy-makers and senior managers should prioritize

support for teaching and learning with ICT in schools.

 Technology has the potential to provide a forum for learners to express

themselves in a way that was not available within classroom settings where the

emphasis often remained on traditional forms of writing, speaking and reading.

For many adults who struggled with print literacy and may have negative

experiences in the past and continue to carry feelings of resentment, failure and

poor academic motivation into their adulthood, technology may offer an

alternative way of learning, according to Panganiban (2006).

The Department of Education (DepEd) and the Commission on Higher

Education (CHED) envisions teaching and learning through the use of multi-

media equipment. It sees teachers and students expanding their research from

print-based materials to information found in the internet. The program is also

expected to provide opportunities for linkages between schools, colleges, and

universities throughout the Philippines and in foreign countries through

telecollaboration. Thus, the National Information Technology Plan in education

was developed.

The DepEd plans to equip all public secondary schools with appropriate

educational technology equipment to supply 75% of public secondary schools

with multi-media capable computer laboratories, or train 75% of teachers in the

use of internet and computer aided instruction (CAI) and to integrate all learning

areas of the curriculum with ICT where they are appropriate (Andrada and

Abcede 2002)
 Going beyond the hardware distribution, the department has also been

providing training on computer literacy, information fluency, and ICT integration

into the curriculum, mentoring, and coaching. The training program conducted in

cooperation with various private and business organization, has so far trained on

the efficient and effective management of technology in the school environment.

(Educator Magazine for Teachers, June 2006).

Technology can support the diverse needs of learners found in every

classroom. For example, the forms of discussions have changed with the

integration of technology within the classroom; learners who were perhaps too

shy or intimidated to share their thoughts and feelings in front of their peers may

be provided with the opportunity to reveal their valued input in a digitalized safe

environment. Furthermore, Mangguera (2007) has found participating in literacy

activities with multimedia text (traditional print, images, sound, video, etc.) may

promote instructional goals and practices, including the literacy development of

diverse population.

Peralta and Adriano (2008) defined computer technology as “making use

of ICTs during instruction to aid teaching-learning process.” In the study, the

term refers to the act whereby any form of ICT is utilized or used by the

instructors in teaching the topics in science or by the students in learning about

the topics.
 As cited by Logan (2011), the content differentiation is a common

classroom practice. Other practices such as cooperative learning and interactive

activities can be altered to reach all learning areas. Assessments and data are

used to determine students placement based on instructional readiness, skills,

backgrounds, choices, or interest. Integration of computer technology seems to

be the answer to reach the total learning process.

ICT integration in every learning area is one of the major program in

imparting knowledge to learners. The National Council of Mathematics Teachers

(NCMT) stressed that technology is essential in teaching and learning

Mathematics as it influences and enhances students’ learning. It also

emphasized that students must have access to technology to facilitate their

Mathematics learning under the guidance of skillful teachers of Mathematics

Technology plays a great role in Mathematics teaching. Television for

example is one ideal tool for creating visual models and simulation of situations

and ideas that cannot be created in a traditional teaching. Teachers then must

ensure good instruction so that students develop their ability to explore reason

logically, perform calculations accurately and apply principles in real life

situations. (Brunice 2007).

The study of Del Rosario (2007) focused on the role of ICT in TLE and the

level of technology integration in teaching TLE in high school. This project

brought huge knowledge in modernization and emerging trend in the system. It

 was recommended that ICT integration is a great reform in teaching livelihood

education where insertion of computer lessons must be included n this subject.

By means of this, learners become ready with the digital world where they live

today.

The impact of new ICT has significantly changed the speed of production,

use and distribution of knowledge according to Jegede (2008). Higher education

has exhibited a trend toward a new kind of support for instructional services and

an extreme development of facilities to encourage the utilization of new media.

The starting point of adjustment is with higher education teachers who are ready

to demonstrate the kind of skill and behavior toward ICT. Student-teachers need

to experience models of ICT use in their own learning before they can go further

and implement same in their later profession.

Ojales (2009) studied that in the utilization of learning resources and

technology integration teachers need to understand technology fully. With the

tremendous advancements in science and technology teachers need to be

familiar and decisive to integrate technology in the teaching-learning process.

Real integration of technology demands time and effort aside from positive

attitude toward change. Familiarity with the procedure on integration should be

given to teachers for successful implementation.

A powerful, dynamic, interactive learning environment may be created

when technology is used as instructional tools. Further research is needed to

gain better understanding of issues faced by educators when trying to integrate

computer technologies in education, as noted by Villavicencio (2008).

Cristobal (2007) made a study on the use of audio-visual materials in high

school. This was undertaken to determine the status of the use of audio-visual

materials in different high school classes of Golden Gate Colleges. Most of the

students were interested in the use of audio-visual as teaching aids but found

difficulty in the preparation and utilization of some of these materials. They all

agreed that there was a great need for training of teachers in the use of audio-

visual materials.

Kulik (2009) said in his journal entitled “Meta – Analytic Studies of

Findings on Computer – Instruction” that through the reviewers he made, about

Information Communication Technology (ICT), teacher instruction was enhanced

in several ways. He further stated that computer programs are interactive and

can illustrate a concept through interactive animation, sound and demonstration.

They allow students at their own pace and work individually or solve problems in

a group.

Presently, educational computing which basically means using the

computer in the teaching-learning process has become a pervasive technology

education (Newby, 2011). But other forms of technology like gadgets, tablet or

digital cameras among others are used in education. Along with the new
gadgets are new computer applications such as the web 2.0 that incorporates

collaboration from among and within the users (Crane, 2009).

UNESCO (2007) has identified general trends in the use of ICT in

education in terms of on-line activity. It noted that the integration of ICT in

education is limited to information and communication purposes rather than using

the internet as a tool for interactive learning. Another trend is on the emerging

mixed modes of learning, which may then include synchronous or asynchronous

modes of distance learning or blended learning. Other trends mentioned are the

inclusion of ICT Integration in the government plans and policies in education

and the positive effect of ICT usage among learners and teachers as well.

Cenamo (2010) pointed out that technologies have been part of teaching

and learning for centuries as types of technologies have changed over the years.

In order to create a new kind of experience, effective technology integration

which requires a simple introduction of computers and related technologies into

the classroom can be done. New technologies make it easier to incorporate new

learning theories and pedagogies such as active learning, knowledge

construction, cooperative learning and guided discovery in the classroom.

Students and teachers can be made free from mundane tasks for them to

promote greater collaboration, more in-depth study and critical thinking skills

through the use of technology.

 As mentioned by Hooker (2009), the integration of ICT in teachers’

professional development should feature training to learn ICT and its use in

teaching and teacher education on ICT integration.

On the other hand, Del Rosario (2007) focused on the role of information

technology in education and the level of technology integration in the teacher

education institutions. Results of the study revealed that teachers lack the skill in

the use of technology. There is also lack of support from the school and ICT is

used only as strategic tools.

ICT equips teachers not just with basic ICT skills, but encourages the

evolution towards integrating technologies into teaching subjects and practices.

The implication is not simply about how to use technologies but also about when

to and why use them in transforming teaching practices.

It was highlighted that the use of computer technology to support authentic

learning activities produce effective learning environments when two situations

occur namely: the teacher understand the use of technology tools in delivering

instruction and the students have access to the tools anywhere and anytime. The

use of handheld computers in classroom offer students access across the

country. Teachers developing a repertoire of activities to deliver instruction would

definitely mean that technology is integrated into a variety of learning situations.

With that, students everywhere can participate in a learning environment that

support interactive, creative and learner- centered learning.

 Technology has steadily developed and increased during the past decade

from the marking stick and clay stone tablets to present day laser pen and

portable laptops. Thus, the advent of computer technology has improved and

enriched further the teaching and learning process. It has amplified the sphere of

knowledge and information thereby allowing both teachers and students to go

beyond the constraints of the classroom.

As stated by Matthew (2007), in the study on the instructional media

utilization of the school, no medium is universally superior to all other for all

types of outcomes and for all learners. All media, print/non-prints,

traditional/modern, are equally important. The need of each situation determines

the materials and media to be used in the teaching and learning process.

According to Azikiwe (2007), instructional media cover whatever the

teacher uses to involve all the five senses of sight, hearing, touch, smell and

taste while presenting his/her lessons. Similarly Adegun (1997) says instructional

media are things which are intended to help the teacher to teach more effectively

and enable the students to learn more readily. Instructional media are information

carriers designed specifically to fulfill objectives in a teaching-learning situation.

They are very important in language teaching, especially the foreign language,

because they facilitate the direct association between sounds and their symbols,

words and the objects they represent. They help to vividly illustrate meanings of
things because they are associated with materials used by the teacher to

improve the quality of his teaching.

Khan, Hasan, and Clement (2012) came up with their own definition of

Information and Communication Technology that as applied in education, ICT

“are those technologies which include computers, the internet, broadcasting

technologies (radio and television), and telephone that can facilitate not only

delivery of instruction, but also the learning process itself.”

With the coming of the 21st century the role of instructor and learner are

obviously changing because of instructional media and technological

development. The instructor must examine media and technological development

to integrate and use them in his classroom. At old times, the learner only gained

the information which teacher gave. However, nowadays it is not enough for the

learner. He should do research before lesson. To do research he must facilitate

media and technology (http:www.buddynet).

Instructional media and technologies for learning provide the instructor

with the tools to connect students strongly in the learning process. The range of

media formats and quality materials available to the teacher is increasing

significantly. Technology, especially in terms of digital communications, spreads

work and play (http://www.ericir.syr.edu/ithome).

Aquino stressed that effective teaching requires the use of instructional

media a term which refers to printed materials, audio visual materials, and
community resources that can be used for instructional purposes. Another name

for name for instructional media is instructional materials, which can be classified

into software and hardware: (a) software includes books and another printed

materials; (b) hardware refers to electronic and mechanical equipment such as

the computer, television, the overhead projector and the tape recorder. All these

are referred to as instructional technology.

Isiaka (2007) who researched on the effectiveness of video as a media

found that video group performed better than the group without instructional

media. The video group did significantly better than the chart group.

The study of Machado et. al (2002), further explained that the computers

contribute a lot in enhancing young learners, for it will help them feel more

competent. This study is similar to the study of Panganiban (2000) which also

introduces the use of computers that brought people computer literacy which is

definitely great help, for it people widen up their knowledge gain from it, the result

for a more knowledgeable and productive individuals.

This provides students with the opportunity to watch any class that they

may have missed, so that they do not fall behind. Parents and auditors have the

conceptual ability to monitor any classroom to ensure that they are satisfied with

the education that the learner is receiving.

In view of Kay and Honey (2005) ICT Literacy reflects the need for

students to develop learning skills that enable them to think critically, analyze
information, communicate, collaborate, and do problem-solving, and the essential

role that technology plays in realizing these learning skills in today's knowledge-

based society. ICT literacy skills are the following six arenas critical to students'

success in the workplace: 1.) Communicate Effectively: Students must have a

range of skills to express themselves not only through paper and pencil, but also

through audio, video, animation, design software as well as a host of new

environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).

2.) Analyze and Interpret Data: Students must have the ability to crunch,

compare, and choose among the oversupply of data now available web-based

and other electronic formats. 3.) Understand Computational Modeling: Students

must acquire an understanding of the power, limitations, and underlying

assumptions of various data representation systems, such as computational

models and simulations, which are increasingly driving a wide-range of

disciplines. 4.) Manage and Prioritize Tasks: Students must be able to manage

the multi-tasking, selection, and prioritizing across technology applications that

allow them to move fluidly among teams, assignments and communities of

practice. 5.) Engage in Problem Solving: Students must have an understanding

of how to apply what they know and can do to new situations. 6.) Ensure Security

and Safety: Students must know and use strategies to acknowledge, identify, and

negotiate 21st century risks.

Based on the study of Marshall (2002) today, opportunities abound for

learning through multiple media—from pictures, overhead projectors, and

filmstrips to moving pictures, videos, and computers. Extensive research into

learning with technology provides conclusive evidence that people can, and do

learn from educational technologies.

Ayogu (2000) stated that when videotape is used to compliment

instruction, it can: (i) reduce abstractions in class lesson; (ii) reduce boredom

among students and teacher; (iii) conserve the teacher’s energy; (iv) allow moral

learning autonomy among students; (v) restructure the learning environment; (vi)

make learning interesting and motivating to students; (vii) minimize the problems

of large class size; (viii) promote students’ participation in Oral English lessons;

(ix) reduce problem of insufficiency learning resources, and materials. (x)

encourage individualized learning. Teacher may thus be responsible for the

reinforcement of primary gender socialization, discrimination against girls in

school and thus creating gender inequalities in education.

Shea (2000) reported that video was especially effective for low-

achievement students since it enabled them to match learning pace with their

own needs. This, in turn, led to improved grades and motivation. In schools,

computers are used for instructional purpose. Computers enable individual

pupils/ students to learn by themselves. Even whole classes can utilize

computers for “through computers, learning then can be facilitated and increase

enormously.” (Bona; 2012)

 According to Martinez (2012) Computers have been proven to accelerate

learning in math, science, and language. This allows for student- centered

learning and teacher/student interaction. Different styles of learning are possible.

There is interactive learning. Individual capabilities are enhanced.

The study of Cayaban stated (2004) that recently discovered other uses of

technology in education are Intelligent Tutoring System, teaching thinking using

technology and networking, and multi-media.

Technology, therefore, holds the tantalizing promise for better learning

and the much sought after quality education. With appropriate skills of every

teacher in technology, the acadamic environment will grow and progress.

In Gbodi’s (2004) study, he noted that all media to varying degree help in

perception, understanding, transfer of training, provision of reinforcement or

knowledge of results and retention. Thus, use of media will help improve

learning.

Many researchers acknowledge the difficulty in measuring comprehension

of text (Grimshaw, 2007; Grant, 2004; Higgins, 1999). It can be very complicated

simply because of many of the other complex variables involved, one of which is

memory. Children can often forget parts of the narrative when a person asks

them to re-tell the story or answer questions based on their reading of a text for

purposes of testing. Just because they may forget some of the events of the

reading, it does not necessarily mean they failed to grasp the concepts of the
story. Grimshaw’s 2007 study on children’s reading and comprehension skills

based on print versus electronic text attempts to resolve this issue by allowing

children to have access to the text as they are being tested. They also challenge

the children in their study to make inferences to test their deeper understanding

of the story.

Using captioned video is an innovative and promising approach for

improving students' reading comprehension, vocabulary, and motivations

(Hornblow & Homblow, 1968), therefore, viewers are, generally, quite motivated

to understand what is shown and said on television when the captions are

provided (Danan, 2004). Due to these previously mentioned findings, it is not

surprising that many educators recommend their students to watch television and

movies with captions in the belief that being exposed to the target language in

this way will increase their language proficiency level (Yuksel, 2009).

Visual learning materials can be quite effective in enriching the classroom

experience for students by enabling them to observe situations and processes

which are otherwise difficult to portray inside the classroom. There is extensive

evidence in the literature to support the claim that the use of digital visual

materials – either static images or video – in the instruction process can raise

students‟ attention levels and can also significantly improve their performance in

retention and comprehension tasks (Hoban & Ormer, 1970; Katsioloudis, 2007).
 There is a huge body of literature which supports the assumption that the

use of visual aids in the classroom enhances learning, not only by facilitating

retention of information but also by promoting comprehension and transfer

(Katsioloudis, 2007). Although there is evidence to suggest that both static

images and videos have a positive influence on learning, the jury is divided on

the question of which of these modes of presenting visuals is more suited for

classroom instruction. In fact, some recent studies argue that static visual

materials can be just as effective for enhancing learning as are film and

animation; in particular, for science instruction, multiple studies have shown that

using animations in instructional materials provides no significant learning

advantage over the use of static images alone (Stokes, 2001; Tversky, Morrison,

& Betrancourt, 2002).

Demonstrational video has two aims: viewing procedures that other-wise

are not available to student for recording students’ performance for feed back

purposes. For example, in a medical context, the first goal is particularly relevant,

since many clinical situations are unavailable to students. Indeed, the use of

demonstrative video in this domain is wide (Parkin&Dogra,2000)

Maynard (2005) also conducted a study comparing how much children

learn from electronic text in comparison to printed text. This test differentiates

itself from other tests in the fact that children were tested both on an individual

basis as well as learning in groups. Half the children used a printed book to
answer questions and the other half used an electronic CD-ROM, which was

filled with animations, sound effects, music and video. The results showed that

those who used the electronic textbook did better on the comprehension tests

than those who used the printed textbook even though they did take longer to

find the relevant answers to the questions they were asked.

The results of a study done by Korat (2008) showed that children exposed

to electronic books showed improvement in word meaning, recognition and

phonological awareness.

Playing pre-recorded tapes provides the audiovisual information that helps

students to observe, understand, and imitate oral communication from language

expressions and sentence structure to lip shape, facial expressions, gestures

and distance between speakers. Videotape films are instructional materials used

to stimulate both sight and hearing. They are used to depict motion and sound on

a television screen.

Maynard (2005) also conducted a study comparing how much children

learn from electronic text in comparison to printed text. This test differentiates

itself from other tests in the fact that children were tested both on an individual

basis as well as learning in groups. Half the children used a printed book to

answer questions and the other half used an electronic CD-ROM, which was

filled with animations, sound effects, music and video. The results showed that

those who used the electronic textbook did better on the comprehension tests
than those who used the printed textbook even though they did take longer to

find the relevant answers to the questions they were asked.

At present, the Aquino government recognizes ICT as an enabling tool for

the transformation of the nation in all aspects of the different sectors such as the

government, industry and education. This is evident in the Philippine Strategic

Roadmap for the Information and Communication Technology (ICT) Sector 2006-

2010 from which the Philippine Digital Strategy (PDS) for 2011 to 2016 has been

built upon.

Synthesis

The reviewed conceptual and research literatures were found important

and provided rich overview of the key ideas relevant to the present study which

contributed much in widening the researcher’s concepts and understanding on

Utilization of Technology Towards Quality Instruction. After thorough

examinations of the aforementioned conceptual literatures and related studies,

the points of comparison in the present study were provided regarding to the

respondents’ knowledge of uses of technological tools for education.

Waikato, Peralta and Adriano defined computer technology as the study of

hardware and software that are foundations of modern computer systems.

computer technology was also defined as “making use of ICTs during instruction

to aid teaching learning process”. As connected to their study, Furinas and

Marinas, Panganiban, Mangguerra, Draper, Hooker, and Kulik, as well as the

studies of Marshall, Ayogu, Shea, and Bona., stated that technology has the

potential to provide a forum for learners to express themselves in a way that was

not available within the classroom settings where the emphasis often remained

on traditional forms of writing, speaking, and reading. They also acknowledged

that ICT use in education is not only a tool but is also a process in which

teacher’s instruction was enhanced in several ways. The researchers of the

present study found these statements agreeable and relative. Both studies are

related to the present study since both view technology, information technology

for that matter, as a significant tool in education which is also like from the

studies of Cayaban, Gbodi, Danan, and Yuksel.

On the other hand, Crane, Cenamo, and Oradini’s studies differ from Del

Rosario. The first person claimed the same perspective that technologies have

been a big part of teaching and learning centuries. However, Del Rosario,

focused on the role of information technology in education and the level of

technology integration in the teacher institutions. The findings of Khan,

Hasan and Clemen came up with their own definition of Information and

Communication Technology that as applied in education. ICT are “those

technologies which include computers, the internet, broadcasting technologies,

and telephone that can facilitate not only delivery of instruction, but also the

learning itself. This finding makes it similar as this is the gist of the present study.
 However, as per uniqueness, the present study is mainly focused on the

assessment of how the respondents utilize technology towards quality

instruction.