ICT IN EDUCATION: ARE LETRAN – BATAAN

TEACHERS AND INSTRUCTORS READY?

Selwyn Vincent M. Bantugan¹, Arianna Kysia S. Mendoza¹, Galiver V. Danaf¹
Michael Atienza²*
¹Information and Communication Technology Student of Colegio de San Juan de Letran –
Bataan – Basic Education Department – Senior High School
²Professor, Colegio de San Juan de Letran – Bataan
*[email protected]
ABSTRACT
Information and Communication Technology (ICT) integration is defined by Pisapia
(1994) as the use of ICT to introduce, reinforce, supplement and extend skills. So, ICT
integration is turning into an irreplaceable expertise for educators in the present scholarly and
corporate work settings. In light of extrapolations from specialized conceivable outcomes, ICT
claims to enhance the nature of instructing and learning. In this study, determine the ICT
competence between high school teachers and college instructors and to determine how they
prepared to embrace the ICT into teaching and learning process. It utilized quantitative research
design, wherein researchers use a frequency, mean, standard deviation, t-test and pearson r.
Findings revealed that most of the educators were female in the range 20 to 30 years with
bachelor degree, working in basic education department. Then, teachers and instructors has a
great ICT competencies in terms of Technology Operation and Concepts and Pedagogical
Indicators. Then, there is no significance difference between the ICT competencies of high
school teachers and instructors. And lastly, there is statistically significance relationship between
the Technology Operation and Concepts and Pedagogical Indicators.
This study concluded that the ICT competencies of the high school teachers and college
instructors are quite similar to each other because they have same seminars and trainings
provided by the institution. The ICT competencies are ready to integrate into teaching and
learning process.
The analysis of the research study should be applied to integration of ICT into the
teaching and learning as it can enhance the quality of education in the country. Lastly, to the
future researcher/s, conduct further study like comparing the ICT competencies of public and
private sectors to provide information and understanding to the ICT competencies of educators.
Keywords: Integration, Information, Communication, Technology
INTRODUCTION
ICT integration is defined by Pisapia (1994) as the use of ICT to introduce,
reinforce, supplement and extend skills. So, ICT integration is turning into an irreplaceable
expertise for educators in the present scholarly and corporate work settings. In light of
extrapolations from specialized conceivable outcomes, ICT claims to enhance the nature of
instructing and learning. Be that as it may, this guarantee isn’t upheld by a thorough
appropriation of ICT into learning outlines, as obscurities of ICT’s affordances still possess large
amounts of educating practice. It isn’t astonishing at that point that numerous instructors are not
yet furnished with ICT mix abilities. While some are not persuaded that it it’s essential to better
their instructing through ICT, others can’t discover an opportunity to take in this expertise, don’t
have the assets or are disappointed in the light of the fact that they couldn’t discover great
specialized help when they keep running into issue. These issues are obviously genuine and
honest to goodness. On the off chance that you are an educator or a teacher in a contemporary
workplace, you would have to visit contact with ICT. It is inescapable that somebody in this
circumstance would have felt overpowered by ICT’s fast advances in new apparatuses and
discharges. While a few instructors loathe ICT or are aloof about it, other grasp it and value its
part in expanding understudies’ subjective capacities as well as enable the educators to “show
less” and understudies to “take in more”. Thankfulness is no uncertainly a decent begin yet ICT
joining requests both a comprehension of its key parts and the way to incorporate ICT into
educating and learning. We decided to conduct a study about the ICT competencies of teachers
in Bataan. This study was confined to all teachers and instructors in Colegio de San Juan de
Letran – Bataan from the academic year 2017 – 2018, Second Semester. This includes thirty-one
(31) teachers and twenty-seven (27) instructors, with a total of 59 respondents. Furthermore, out
of 59 expected respondents there were only 47 who participated the survey, which almost 80% of
the entire population.
The importance of this study it will provide information about the ICT competencies of
the teachers and instructors of Letran – Bataan and it will provide the importance of ICT in
education and how it can improve the quality of education. It will also raise the awareness of the
government and institution that ICT can enhance our education in the country. This study aims to
determine the ICT competence between high school teachers and college instructors and to
determine how they ready to embrace the ICT into teaching and learning process. Specifically, it
seeks to provide answer to the following:
1. What are the demographic information of the teachers and instructors in terms of the
following:
a) Age;
b) Sex;
c) Department;
d) Highest Educational Attainment;
2. What is the respondents’ appraisal on its level of competencies in terms of the following:
a) Technology Operations and Concept
b) Pedagogical Indicators
3. Is there significant differences between the ICT competencies of high school teachers and
college instructors?
4. Is there significant relationship between Technology Operations and Concept and
Pedagogical Indicators in all academic instructors in Letran – Bataan?
This study focuses mainly on the ICT competencies in the country specifically in the
province of Bataan with the goal to know that if the educators are ready to integrate the ICT into
teaching and learning process. This study will just focus on the competencies of the teachers and
it will not talked about the seminars and trainings obtained by the educators.
METHODS
 We chose the population of Letran – Bataan faculties to be part of the study and the
sample must be teaching in the second semester in academic year 2017 – 2018. To gather the
information and appraisal of the respondents, we chose a standardize questionnaire formulated
by the group of Caluza, Verecio, Funcion, Quisumbing, Gotardo, Laurente, Cinco and Marmita
of Leyte Normal University that adopted from the National ICT Competency Standard for
Teachers that consist of 53 questions divided into three parts, Demographic Information,
Technology Operations and Concept and Pedagogical Indicators. We ask the permission of the
two departments to be part of the study and distributed the questionnaire equally and with same
question and collected afterwards. As the survey was done and tally by the researchers that
compute afterwards under statistical approach.
To do this study, we use of quantitative method, specifically descriptive research because
it seeks to describe the flow status of a distinguished variable. These exploration ventures are
intended to give precise data about a phenomenon. The analyst does not as a rule start with a
theory, but rather is probably going to create one in the wake of gathering information. The
examination and combination of the information give the test of the hypothesis. We chose this
research method because it is the most applicable to the research purpose which is to determine
the ICT competencies of the teachers and instructors and to know if we can integrate ICT in our
teaching and learning process.
RESULT AND DISCUSSION
This research study was discussed and analyzed with statistical treatment of descriptive
statistic such as frequency count, mean, percent, and standard deviation; test of difference, Paired
Sample t Test; and test of relationship, Pearson’s Product-Moment Correlation.
This research study aimed to answer three specific questions that were raised in the first
chapter of this study. First: What are the demographic information of the teachers and instructors
in terms of the following: a) Sex; b) Age; c) Highest Academic Qualification; and d)
Department.
Frequency Percent
Sex Male 22 46.8
Female 25 53.2
Total 47 100
Age 20 – 30 32 68.1
31 – 40 10 21.3
41 – 50 5 10.6
Total 47 100
Academic Bachelor 36 76.6
Qualification Masters 11 23.4
Total 47 100
Department Basic Education Department 25 53.2
College Department 22 46.8
Total 47 100

It finds out that most of the teachers and instructors are dominant by female population
with the percentage of 53.2 against to the 46.8 percentage of Male. The study of Turcotte (2011)
stated that ladies progressively make up the dominant part of laborers in education-related
occupations. In this way, youngsters are significantly more liable to have female instructors and
teachers all through their scholastic vocation. The extent of ladies is particularly high at the basic
and preschool levels, where they make up 84% of the showing staff (somewhat up from 81% out
of 1996). In 1996, among optional teachers, there was close equality as far as the portrayal of
ladies and men. This is decreasingly the case in light of the fact that, in 2006, 57% of auxiliary
teachers were ladies. It also find out that population is dominant by teachers and instructors who
aged from 20 to 30 years old with 68.1 percentage against to the percentage of 21.3 of 31 to 40
years old and 10.6 percentage of 41 to 50 years old and 0 percentage of 50 above years old. As
stated by OECD, by and large, the measure of expert advancement that instructors got
diminished with the age of the educator. Arrived at the midpoint of over all nations, instructors
under 30 years old got around 21days of expert advancement; the number declined consistently
to a normal of around 14 days for educators matured 50 years or more; these distinctions
between age bunches are on the whole factually critical. This demonstrates by and large less
experienced instructors get more days of expert advancement than more experienced instructors.
From the dominant of 20 to 30 years old teachers and instructors, more of them where bachelor
graduate with the percentage of 76.6. The other 23.4 of the respondents was take masters and no
one of them take doctorate and post graduate with 0%. Optional instruction works in secondary
schools, where they show understudies a specific branch of knowledge, for example, History,
English, Science or Arithmetic. All state funded teachers must have a showing permit, which
must be gotten after the consummation of a four year college education program. Most trying
auxiliary teachers get a degree in the field they wish to think about while simultaneously taking
instruction classes and finishing an understudy educating background. A few states may require
an ace's for sure projects. Most of the respondents came from the Basic Education Department as
this department was the most number faculty member in the institution with the percentage of
53.2 against to the 46.8 percentage.
The second question was answered the appraisal of the respondents on their level of
competencies in terms of Technology Operations and Concept and Pedagogical Indicators.
N Mean Standard Scale of
Deviation Agreement
1. Identify and define the 47 1.28 .452 Strongly
functions of the main Agree
components (i.e monitor, CPU,
keyboard, mouse) of the
computer.
4. Configure computer settings of 47 2.19 .851 Agree
various software and hardware
5. Understand the basic functions 47 2.00 .909 Agree
of the operating system.
7. Use storage devices (i.e hard 47 1.19 .398 Strongly
disk, diskette, CD, flash Agree
memory, etc.) for storing and
sharing computer files. Create
back-ups for important files.
 8. Protect the computer from 47 2.02 .847 Agree
virus, spyware, adware,
malware, hackers, etc.
11. Format text, control margins, 47 1.21 .462 Strongly
layout and table Agree
30. Connect and use shared 47 2.00 .860 Agree
printers, shared folders and
other devices within a network
31. Effectively use search engines, 47 2.00 .860 Agree
directories, crawlers, and agents
to locate information source
Valid N (listwise) 47 1.65 .421 Agree

Teachers and instructors have a great proficiency in terms of technology operations and concept

as viewed with its mean of 1.65 and its standard deviation of, .421. They are very proficient with

using storage devices (i.e. hard disk, diskette, CD, flash memory, etc.) for storing and sharing

computer files and to create back-ups for important files because they need to secure they lesson

and class records with computer malicious software. In any case, as indicated by Meyers (2013),

worries about the absence of advanced access have offered approach to worries about being

digitally ignorant', i.e., without the aptitudes, understandings and practices required to effectively

explore the regularly changing computerized scene. However, they are lack of skill in terms of

configuring computer settings of various software and hardware as viewed with its mean of 2.19

and standard deviation of .851 that are the appraisal of teachers and instructors are very wide to

each other.

N Mean Standard Scale of

Deviation Agreement
1. Make students use databases, 47 2.19 .851 Agree
spreadsheets, concept mapping
tools and communication tools,
etc
3. Use appropriately slide 47 1.60 .712 Agree
presentations, videos, audio and
other media in the classroom
6. To facilitate cooperative 47 1.74 .607 Agree
 learning and exchange of ideas
and information
8. Use electronic means of 47 2.34 .939 Agree
administering quizzes and
examinations
11. Use emails, group sites, blogs, 47 1.72 .826 Agree
etc. collect information directly
to students, colleagues and
parents
13. Set up online databases or 47 2.51 1.040 Undecided
repositories of student works

The teachers and instructors have a basic appraisal in terms of their pedagogical

indicators as indicated with its mean of 1.95 and standard deviation of .553. They are proficient

with using appropriately slide presentations, videos, audio and other media in the classroom as it

can seen to their daily lessons with its mean of 1.60 and standard deviation of .712 that quite far

to each other. Bonifacio (2013) expressed that PCs in Philippine schools are gained generally

through buying and utilizing school stores or through gifts by the administration and private

gatherings of some government funded schools and not all rudimentary and secondary schools

have their own PC lab. However, they were lacking to set up online databases or repositories for

their student works as indicated with their mean of 2.51 and standard deviation of 1.040 that can

viewed that their appraisal to each other is very far to each other. Turner (2005) recorded 20

essential aptitudes that all teachers ought to have, one of which is the Database abilities. This is

additionally upheld by Aduwa-Ogiegbaen (2009) in their investigation of Nigerian in-service

instructors where he suggested that all in-service educators ought to have a base capability in the

utilization of an assortment of programming, including fundamental word preparing, database

and spreadsheet capacities. The two creators expressed the significance of these aptitudes that

instructors ought to have. Moreover, in UNESCO ICT Competency Standards for Teachers, it is

expressed under the Technology Literacy Approach, instructors must know essential equipment
and programming tasks, and profitability applications programming, a web program,

correspondences programming, introduction programming and administration applications.

Paired Samples Test

Paired Differences T df Sig. (2-
tailed)
Mean Std. Std. 95%
Deviation Error Confidence
Mean Interval of the
Difference
Lower Upper
CollegeCompete
- - -
ncies – .1136
Pair 1 .1295 .54506 .3652 .10613 1.14 22 .267
BasicEdCompet 5
7 7 0
encies

The third question answered that there is no significant difference between the ICT
competencies of high school teachers and college instructors as the indicated by the value of Sig.
(2-tailed), . 267 that are greater than .05. So, no need to be test by other statistical test to verify
where are they significant difference, in technology operations and concept and pedagogical
indicators.
Correlations
Avetoc Avepedagog
y
Pearson
1 .577**
Correlation
Avetoc
Sig. (2-tailed) .000
N 47 47
Pearson
.577** 1
Correlation
avepedagogy
Sig. (2-tailed) .000
N 47 47
 **. Correlation is significant at the 0.01 level (2-tailed).
Legend
Avetoc – Mean of Technology Operation and Concepts
Avepedagogy – Mean of Pedagogical Indicators

The last and fourth question answered that there is significant relationship between the
Technology Operations and Concepts and Pedagogical Indicators as viewed in the Sig. (2-tailed),
.000 and the relationship is a positive 57.7%, means that as one variable goes up or down so will
the other one.
CONCLUSIONS
After discussion and analysis with statistical treatment of descriptive statistic such as
frequency count, mean, percent, and standard deviation; test of difference, Paired Sample t Test;
and test of relationship, Pearson’s Product-Moment Correlation. It concluded that in the problem
one is that Most of the teachers and instructors are bachelor degree and aged of 20 to 30 years
old. The population was dominant by female. The faculties have low number of teachers and
instructors who well experience than the bachelor’s holder that can share more knowledge and
insight about specific field. So, we recommended that the institution must also seek for veteran
teachers and instructors to share their knowledge and insight in a certain field. So that, students
will gather more knowledge and insight to the expert and increase the quality of education.

In the second problem, it concluded that The ICT competencies of the teachers and
instructors are proficient in terms of Technology Operations and Concepts and Pedagogical
Indicators that helping them to make easier the teaching and learning process in the classroom
and increase the quality of education to their student. So, we recommended that Teachers and
instructors should integrate these proficient ICT competencies into teaching and learning process
as it can enhance the quality of education of the school and another step to the next level of
education.

In the third, it concluded that The ICT competencies of high school teachers and colleges
instructors is close to each other that they used in daily academic interaction with their students.
So, we recommended that the institution must give seminars and workshop to their faculties. So
that, the teachers and instructors will be equip with highly proficiency in ICT and integrate it into
teaching and learning process.

In the fourth and last, it concluded that There is statistically significant relationship
between the Technology Operations and Concepts and Pedagogical Indicators as this indicate the
skills and attitudes of the teachers towards ICT that can affect to the application to the
workplace. When the skills and attitudes was low, the application will be low too. So, we
recommended that Institution must encourage its faculty to engaged with ICT and applied to
their student as it can ease the teaching and learning process.
 CITED REFERENCES
Aduwa-Ogiegbaen, S. E. (2009). Nigerian inservice teachers‘ self-assessment in core technology
competences and their professional development needs in ICT. Journal of Computing in Teacher
Education, , 26(1), 17-28.

Bonifacio, A. L. (2013). Developing Information Communication Technology (ICT) Curriculum Standards

for K-12 Schools in the Philippines. . Curriculum Studies. .

Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: an
introduction. Learning, Media and Technology , 38(4), 355-367.

Pisapian, J. (1994). Teaching with technology: Exemplary teachers. Research Brief No. 6, Richmond, VA:
Metropolitan Educational Research Consortium (ERIC Document Reproduction Service No. ED 411 359)

Turcotte, M. (2011). Women and Education. Women in Canada: A Gender-based Statistical Report .

Turner, L. (2005). 20 Technology Skills Every Educator Should Have. The Journal .