Exploring the Pedagogical & Technical Readiness of Teachers in ICT Integration to Non-Formal Education

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 teacher’s 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 UNESCO’s 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

TECHNOLOGYLITERACY

KNOWLEDGEDEEPENING

KNOWLEDGECREATION

UNDERSTANDING ICTIN EDUCATION Policy Awareness Policy Understanding Policy Innovation

CURRICULUM ANDASSESSMENT Basic Knowledge Knowledge Creation Knowledge society skills

ICT Basic Tools Complex Tools Pervasive Tools

PEDAGOGY IntegrateTechnology

Complex ProblemSolving

Self-Management

ORGANIZATION ANDADMINISTRATION Standard Classroom Collaborative Groups Learner Organizations

TEACHERPROFESSIONALLEARNING

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 country’s peace and order development.

To my school, since DLSU’s 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 teacher’s 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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