International Journal of Education and Research Vol. 6 No.

9 September 2018

Accepting ICT Integration: A Challenge to School and

Curriculum

Rudy F. Daling
Faculty of College of Teacher Education (CTE)
Surigao del Sur State University- San Miguel Campus
Brgy. Carromata, 8301 San Miguel, Surigao del Sur, Philippines
[email protected]

________________________________________________________________________

ABSTRACT
This paper documented the acceptance of Information and Communication
Technology (ICT) integration as a challenge to school and curriculum. Qualitative
approach was applied in which narrative was the principle in gathering data. The Pakwan
Integrated School of Lanuza District, Division of Surigao del Sur was the scope of the
study. The demographic profile of school as to distance, means of transportation and road
features, communication and internet inaccessibility greatly affects to educators’ attitudes
and emotions that result to the delay of updates and submission of reports, and to any
organizations (government or non-government) in delivering school’s support and services
to ICT integrations and projects. Thus, concreting the road may the first priority that
government or any concerned agencies or organizations take an action to address the
needs of the school in integrating ICT.

Keywords: ICT Integration, School’s Demographic Profile

INTRODUCTION
The School is an important environment in which students participate in a wide
range of computer activities (Kent and Facer,2004), while the home serves as a
complementary site for regular engagement in a narrower set of computer activities ( Shan
Fu, 2013). On the other hand, Information and Communication Technologies (ICTs)
changed the way of accessing and utilizing learning, teaching and research resources
(Eligi and Mwantimwa, 2017). ICT is being integrated and part of curriculum as a tool for
improving or discovering quality education. Hence, ICT has a complex role in recent
societal transformation, either at home or at school or in society. Significantly, this study

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determined how the schools accept technology integration, and examined how it
influences to educational system.
As technology was introduced to the framework of education, there was a trouble
perception of how it affects to the acceptance and implementation to schools and its
curriculum. Though ICT has a positive impact to learners (Castro Sánchez and Alemán
2011; Brush, et.al, 2008; Chai, et.al, 2010) but many challenges of it needs to address and
these been cited by different authors (Shan Fu, 2013); low teacher expectations and a lack
of clear goals for ICT use in schools (Al-Bataineh et.al. 2008), lack of teacher collaboration
and pedagogical support, as well as a lack of experience among cooperating teachers
(Ertmer and Otternbreit-Leftwich 2010), and insufficient time to master new software or
integrate ICT during a class period (Almekhlafi and Almeqdadi 2010). If a certain school
leader could address the said challenges, the effective use of Information and
Communication Technology (ICT) in schools can have an immediate positive impact on
the schools’ learning environments (Semih Summak and Samancıoğlu, 2011). In the area
of vocational education and training (VET), the integration of ICT is not only an option but
also a necessity for making the education process more attractive (Paryono & Quito 2010).
According to Tezci (2011), teachers should learn not only how to use technology to
enhance traditional teaching or increase productivity, but also should learn from a student
centered perspective how ICT can be integrated into classroom activities in order to
promote student learning.
The ideas claimed by different authors support and reinforce the vein of targets in
this study that ICT influences the educational trends. The implementation of 2002 Revised
Basic Education Curriculum (RBEC) of Philippine government recognize ICT as paramount
of alleviating poverty and achieving competitive advantage in the global economic ground.
Its salient features is the inclusion of basic learning competencies in computer skills both
elementary and secondary education (Camacho and Pintor, 2015). The acceptance of ICT
integration brought challenges to schools’ management for it created issues to the
administrators, teachers, and students, and to school and curriculum. Particularly, in the
District of Lanuza, Division of Surigao del Sur, four secondary schools works
collaboratively, aiming for an excellent performance of the district. Besides mobile
communication, educators used online communication, and Group Chat (GC) box was
applied as a strategic action in meeting up reports deadline, but, some school affects the
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performance of the entire district. In this study, Pakwan Integrated School was the subject
of the study, one of the schools in Lanuza District that affect the delivery of ICT integration.
This paper documented to present the factors influencing the acceptance of ICT
Integration as challenge to school and curriculum.
The acceptance of ICT to educational system was still needs investigation to
deepen the understanding on its application to schools’ performance and curriculum. This
study was undertaken to document how the school accept ICT integration, and to
determine the factors influenced its performance. Thus, the findings of this study informed
how ICT integration played a crucial factor in school and in curriculum to give perception
and understanding as basis for continual improvement of the whole educational system.

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Plate No. 1 from left, The Site of the study (Photo courtesy by Rudy F. Daling), and The researcher on the
site of the study (Photo courtesy by PIS Faculty)

RESEARCH METHODOLOGY

This study utilized qualitative approach in which narrative type of research was
applied. The actual teaching as means of immersion of the researcher to the site was an
opportunity to give insights and reveals in this study. It involved collecting qualitative data
through actual survey and observation, and documentation. To address the objectives of
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the study, data were presented through photos of actual experiences and observations of
the site.

RESULTS AND DISCUSSIONS

ICT in Curriculum Development
ICT is one of the inevitable demands of globalization. Specifically, the internet in the
Philippines allows the person to know and update what is happening to the rest of the
world by simply browsing the Google (Aldama, 2018). ICT was just introduced in Home
Economics and Livelihood Education (HELE) and Technology and Home Economics
(THE) subject, this was because ICT was studied in separate subject and applied as tool
for learning in different disciplines (ICT in Education, UNESCO, Bangkok, 2007: Cajilig
2009).

The persisting fact of ICT in economic development greatly contributes how ICT
transform and influence the society and educational system of Lanuza District, Division of
Surigao del Sur. The rapid growth of modern advances in technology and global
competition initiated and motivated the educators to adapt this advances to meet and to
succeed the demand of time. On the other hand, the effective utilization of intangible
assets, such as knowledge, skills, and innovative potential are the key resources of
Economic success (Economic and Social Research Council, 2005). As part of curriculum
development schools‟ administrators need to consider ICT integration to prepare students
in “a knowledge society” (Ghavifekr, et. al., 2012). It aims to capacitate individuals in a new
set of skills that known as the 21st Century Skills. Many educators in the District of Lanuza
were challenge to design and employ a unique skills and learning through the use of
technology which known as the 21st Century Skills that enhances greater collaboration,
efficiency, effectively, flexibility and innovative, and assimilates a changing perspectives
and new technologies that equip everybody in the 21st Century. The lack of infrastructure
for connectivity and accessibility, and teachers need for more training on ICT integration in
curriculum are major task in current educational system in Philippines (Daling, 2016). The
full implementation of the K to 12 curriculum in 2016 offers students more opportunities to
experience technology-supported learning that is interactive, interdisciplinary, collaborative
and authentic (UNESCO, 2008). Particularly, the Division of Surigao del Sur conducted
ICT training for ICT coordinators, who could give technical assistance to its respective

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school, to capacitate every educator in teaching-learning process with ICT integration, and
planning responsibilities and duties that ICT requires in achieving goals.

Plate No. 2 Teachers on Division Training of Trainers for ICT, Taken last September 2016 (Photo courtesy by Jonathan
Cale Villason)

This implies in the claim of theory Technology Acceptance Model (TAM), “the
perceived usefulness, and “the perceived ease of use” (Davis, 1989; Long, 2009). Aiming
and capacitating the educators in ICT skills is the claim of “the perceived usefulness”, and
adapting the required ICT skill, as it helps in teaching and job performance as efficient and
effective, is the assertion of “the perceived ease of use”. Thus, the claims are the
affirmation of teachers‟ attitudes in embracing technology in his/her job performance.
However, some challenges were observed on the ICT training provided to the
trainers. One was the inconsistent trainees attended or the different person attended in
every phase of training conducted by department, in which they were the trainers who will
train in their respective stations’ collegues. Investigations showed that there were
inconsistent trainees attended in every training because of the conflict of time, such as
school’s activity that need to accomplish and comply, and there were seminars or trainings
that need to be attended in same schedule of ICT trainings. Secondly, the unavailability of
ICT resources or materials in school in which ICT trainers were found difficulty to realize
the knowledge and skills gained in trainings. Thus, it could effect to the attitude or mode of
ICT trainers in the realization of trainings’ objectives. Lastly, the attitude or interest of
teachers to be trained in utilizing ICT in classroom or in jobs’ task that affects to ICT trainer
in transferring the ICT skills and knowledge. Investigations showed that teachers were not
interested because they found that some ICT skills were not applicable to their classroom,
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such as, Microsoft Excel in which for a Grade 1-teacher was not much using it, and some
old school teachers were not interested anymore to learn ICT, they found difficulty to adapt
the ICT.

Teachers’ Profile

Teacher has been the change agent and plays a critical role in the success of
teaching and learning in VET programs (Buntat et al. 2010). Staples,et.al (2005) stated
that good planning for technology integration requires a special understanding of specific
hardware and software related to the curriculum. Staff development and teacher training
are also indispensable to supporting the curriculum with technology integration (Shan Fu,
2013).
As shown in image, there were more young professionals than classic teachers.
These young teachers were locally known as the millennial educators. It was evident in the
study of Daling (2016) showed that most of the teachers were still new in teaching
profession and more female teachers integrate ICT to lessons than male teachers. It
stresses that new teachers were efficient and effective in delivering ICT because they are
exposed to modern trends. Millennial educators were evidently equipped and exposed ICT
knowledge and skills. Daling (2016) added that seasoned teachers were more on
traditional instruction that greatly affect to effectiveness in employing ICT to job
performance.

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Plate No. 3 from left: Teachers and Administrator of Pakwan Integrated School, Date taken October
2016 (Photo courtesy by Pakwan IS Staff), and Teachers coping the deadline reports at night, despite
in the lacking source of electricity. Photo courtesy by Nikki John S. Bruzon

The institution should provide educators with trainings and enhancements for they
are the agents in the process of educational innovation and the implementation of ICT. The
changes of teachers training depict a profile of development and ongoing changes that
have taken place in different training programs in the perceived role of the teacher and in
the field of the teaching profession (Back, 2012; Avidov-Ungar, & Iluz, 2014).
Thus, in collaboration of preparing students for the 21st Century skills,
administrators and teachers are expected as the innovators in using ICT in their schools‟

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curriculum. This was due to the capability of ICT in providing dynamic and proactive
teaching-learning environment (Arnseth & Hatlevik, 2012). Hence, it was observed in the
study that teachers using ICT in delivering curriculum, students expect and motivate to
seek new sources of knowledge as skills in using ICT which learning is a meaningfufuuu6b2(i(a)-

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Learners’ Competency in ICT

The ICT based technological and pedagogical framework helps engage students‟
curiosity and initiate learning to critical and analytical thinking. ICT-based learning linked to
constructivism paradigm today (Kharade & Thakkar, 2012). The claim of Kharade &
Thakkar (2012) is anchored to Bruner (1977) that the curriculum should be designed from
simple to complex and requires revisiting prior knowledge. Its knowledge is considered to
be socially as well as individually constructed. The focus of schools‟ management should
be on the development of a suitable environment for constructing knowledge rather than
for its transfer. Thus, the efficiency and effectiveness of schools‟ management and
students‟ academic performance in integrating ICT are the basis of schools‟ performance.

Plate No. 4 Students on the process of learning (Photo courtesy by Rudy F. Daling)

Hence, learners were actively involved in the learning processes in ICT classrooms,
they were authorized by the teacher to make decisions, plans, and so forth (Lu, Hou and
Huang, 2010). Learners’ illiteracy in ICT affects also in teachers‟ ICT integration. Teachers
find difficulty in giving performance task through ICT integration. As it claims in the theory
of constructivism, school should design a curriculum that processes simple to complex
opportunity of learning (Bruner, 1977). Though, learners were oriented in modern gadgets
but observation showed that they have least competency in computers, such as computer
encoding. Investigation reveals that students were least competency in ICT because ICT
was not introduced during their early learning. Computers were not introduced in the
absence of electricity, it was not relevant to their daily living because the main source of
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living of their family is farming, and previous teachers failed to integrate ICT. Hence, the
influences of ICT could be observe in socio-economic background of individuals
Basically, schools cannot truly prepare students to function within society if the
curriculum fails to cover the equipment and skills that can actually use in the real world.
Schools cannot expect a higher academic or school performance of the programs without
sufficient and effective integrating technology; everybody must be digitally literate, both
educators and learners, to be a productive citizen (Semih Summak and Samancıoğlu,
2011). Thus, administrators, staffs, teachers, students, and stakeholders may use
technology if they want to work successfully in an increasingly complex and information-
driven society.
The abovementioned scenario was one of issues that Philippine government
realizes the national policies. Philippine DepEd mandated the integration of ICT in all
learning areas, both hardware and software. Hence, electronic-learning and the use and
application of ICT were encouraged in all subjects as most viable intervention in
educational reform. It was expected that all public elementary schools in the country would
have computer laboratories (Mansagca and Londerio, 2008). Recently, the absence of ICT
infrastructure is very much evident in far flung schools.

School’s Geography

In actual experience, teachers stay in school in whole weekdays and stay in their
homes during weekends or holidays. Teachers find tired if they will use to get back home
every day. The profile of school as to distance, means of transportation and road features,
communication’s and internet inaccessibility, and armed conflict greatly affects to
educators’ attitudes and emotions that result to the delay of submission of reports (print
and online), and to any organizations (government and non-government) in delivering
school’s support to ICT implementation.

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Plate No. 5 From left: a selfie of the researcher at Kilometer 8, a road going to site of the study, and
teachers’ riding on Habal-habal (Photo courtesy by Cheryl B. Agustin)

The Southern part of the municipality of Lanuza, Surigao del Sur, Philippines, riding
through “Habal-habal” (motorcycle), about 22 kilometer and 2 hours to travel from
Barangay Puyat of Carmen, the neigboring municipality of Lanuza, people can reach
Barangay Pakwan, Lanuza, Surigao del Sur where Pakwan Integrated School (PIS) is
located. Among the four secondary campuses of Lanuza District, Pakwan Integrated
School (PIS) is located in remote and most risky place because of its rocky, rough, and
slippery road. It takes 3 kilometers from the barrio before you can reach the area with
phone signal. Different Non-Government Organizations provided electricity of this place
through solar, such as MERALCO Foundation, and PAMANA Project (Daling, 2016). As to
experience, the road going to the site is prone to landslide when rainy season.

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Plate No. 6 from left: Teachers on Text Mountain Site, 3 km. from the main site of the study
(photo courtesy by Rudy Daling), and a school building of Pakwan Integrated School installed with solar panel,
Date taken Feb. 07, 2017(photo courtesy by Rudy Daling)

School’s ICT Equipments, and Facilities and Infrastructure

Evidently, few teachers integrate teaching methods models that meet the
progressive requirements for adapting teaching to the skills and needs of students of the
21st century (OECD, 2010; Avidov-Ungar & Iluz, 2014). In investigation, teachers and
administrator were trying to apply the said requirements. Teachers were potential and
competent in implementing teaching-learning process especially when they integrate ICT
but the lack of equipments is still presence in the school. There were two big flat screen TV
uses by teachers, one is use for media updates and TV programs, and another one was
shared by different grade levels as intervention in the absence of Over Head Projector

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(OHP). There were few laptops that shared by teachers, and some have personal laptops
in preparing lessons and paper works, such as monthly reports.

Plate No. 7 a flat screen television ready for teacher’s class presentation which was
commonly intervention in the absence of OHP (Photo courtesy by Cherry Abne-
Bruzon)

The area of the school is wide enough to build ICT facility and infrastructure. These
ICT facility and infrastructure were presented already in School Development Plan (SDP).
Thus, government may allocate budget for additional infrastructure such as computer
laboratory or e-classroom which is strongly recommended (Daling, 2016). It was supported
by the respondents‟ responses that these are attainable measures that advances in
curriculum competitiveness. Furthermore, electricity was the main energy resources in
operating ICT implementation, but the school depends only to the solar energy which is
recently in needs of repair and maintenance. Government may link to the energy company
(e.g.,SURSECO) to assess the electricity needs of the community.

CONCLUSION
The evolution of technological age has certainly created an impact in school’s
educational system. Teachers were competent enough in integrating ICT but the least
learned ICT competencies of the students were observed in their socio-economic
background that affect to its school’s academic performance. The school’s profile as to
distance, means of transportation and road features, communication and internet
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inaccessibility greatly affects to educators’ attitudes and emotions that may result to the
delay of updates and submission of reports, and to any organizations (government or non-
government) in delivering school’s support and services to ICT implementation and
projects, such as building ICT infrastructures and facilities, and delivering ICT equipments.
Thus, implementing ICT curriculum standards in the Philippines requires a long decision
process, yet it is a need to the modern lives of Filipino as they are facing the challenges of
globalization. As, ICT curriculum success lies in the hands of Filipino educators who were
committed to make their education system work in the midst of many obstacles to learning.

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