Developing Information Communication Technology (ICT) Curriculum

Standards for K-12 Schools in the Philippines

Armin L. Bonifacio
University of the Philippines
College of Education - Curriculum Studies
[email protected]

Abstract
Integrating Information and Communication Technology or ICT into teaching and learning
has become a great concern for many educators in developing countries like the Philippines.
ICT must be used and taught in powerful and meaningful ways. With its rapid development,
educators should find ways to integrate technology in the learning process. ICT should not drive
education, rather, educational goals and needs must drive its use in schools. Targeting holistic
growth for learners is a crucial factor in realizing the need to develop ICT curriculum standards
for K-12 schools in the Philippines. The researcher believes that developing these standards is a
decision making process that will dictate how Filipino students will acquire ICT concepts and
skills to help them achieve the greater benefits of learning.
Introduction

Setting standards is an important and effective learning tool because they express clear
expectations of what all learners should know and be able to do. For the country, standards are a
common reference tool and provide a defined framework for national testing. For schools,
standards provide a focus for developing new ways to organize curriculum content, instructional
programs and assessment plans. For the teachers, standards will help them design curriculum,
instruction and assessment on the basis of what is important to learn. They also enable teachers
to make expectations clear to students, which improves their learning. For students, standards set
clear performance expectations, helping them understand what they need to do in order to meet
the standards (Steiner, 2000).
ICT curriculum standards for K-12 schools in the Philippines will serve as a framework for
technology integration in various academic content area instructions from kindergarten through
grade 12, function as a guide for curriculum decisions by providing student performance
expectations in the areas of knowledge, skills and attitudes, and provide examples of classroom
activities and instructional strategies utilizing ICT that will guide teachers as they design
instruction to help their students meet learning expectations.

The Need to Develop ICT Curriculum Standards

The process of integrating standards into the curriculum should emphasize learning and
growth for all as the natural and desired outcome of reform in the schools. From that perspective,
a standards-based curriculum includes not only goals, objectives, and standards, but everything
that is done to enable attainment of those outcomes and, at the same time, foster reflection and
revision of the curriculum to ensure students' continued growth (Pattinson & Berkas, 2000).
This process consists of four steps (Pattinson & Berkas, 2000): (1) developing a curriculum
framework in the context of standards-based reform; (2) selecting a curriculum-planning model
that further articulates the standards-based reform outlined in the framework; (3) building
capacity at all levels of the educational system; and (4) monitoring, reflecting upon, and
evaluating the curriculum as teachers implement it in the classroom.
Instruction integrating ICT in Philippine schools will be created based on these standards.
Curriculum content will be created after carefully selecting and analyzing the standards to be
met. Educators should refer to the targeted skills for each content area and grade level as they
plan and implement their classroom activities. Instructional activities and assessments are to be
selected and designed through which students can demonstrate mastery of standards.
Standards help to determine what students must know or be able to do to perform well on the
assessment. The instructional plan should provide all students with adequate opportunities and
different teaching strategies to accommodate learning styles and needs in order to learn and
practice the necessary skills or knowledge provided in the standards.
Because ICT is complex, having a well-defined set of curriculum standards in the Philippines
will guide educators in defining and meeting the technology knowledge and skills Filipino
students need in their current academic, tertiary education and future work requirements thus
making them globally competitive. With the implementation of the K-12 curriculum, a new
DepEd mandate wherein students will extend for two more years in secondary school, much
more funding is needed, and much more learning is expected.
While DepEd continues to grapple with the problem of improving quality and broadening
access, new challenges to educational institutions have emerged within the context of
globalization, the rapid development of new digital technologies, and the transition to a
knowledge-based economy. In a knowledge-based economy, knowledge is the most precious
asset, driving growth, wealth-creation, and employment, and education serves as the key to
economic and social mobility.

ICT in Instruction

Research has indicated that the use of ICT can support new instructional approaches and make
hard-to-implement instructional methods such as simulation or cooperative learning more
feasible. Moreover, educators commonly agree that ICT has the potential to improve student
learning outcomes and effectiveness. Integration has a sense of completeness or wholeness, by
which all essential elements of a system are seamlessly combined together to make a whole
(Chang & Wu, 2012). Schools have seen an exponential increase in the range of ICT being
utilized for learning and teaching over the past decade, especially with the advent of the Internet.
What is exciting is not just more technology but that there are more types of technology which
teachers can pick and choose from, based on their own pedagogical preferences (Choy, Suan &
Chee, 2012).

ICT can improve the quality of education and heighten teaching efficiency through preservice
training and programs that are relevant and responsive to the needs of the education system. This
will allow teachers to have sufficient subject knowledge, a repertoire of teaching methodologies
and strategies, professional development for lifelong learning. These programs will expose them
to new modern channels of information, and will develop self-guided learning materials, placing
more focus on learning rather than teaching. However, it is important to point out that ICT is
used to enhance teaching styles, and “should not replace the role of the teacher.”

ICTs in a Learner-Centered Environment

If designed and implemented properly, ICT-supported education can promote the acquisition
of the knowledge and skills that will empower students for lifelong learning. When used
appropriately, ICTs, especially computers and Internet technologies, enable new ways of
teaching and learning rather than simply allow teachers and students to do what they have done
before in a better way. These new ways of teaching and learning are underpinned by
constructivist theories of learning and constitute a shift from a teacher-centered pedagogy, in its
worst form characterized by memorization and rote learning, to one that is learner-centered
(Tinio, 2002). Following are some of learning approaches ICT can promote:
Active learning. ICT-enhanced learning mobilizes tools for examination, calculation and
analysis of information, thus providing a platform for student inquiry, analysis and construction
of new information. Learners therefore learn as they do and, whenever appropriate, work on
reallife problems in-depth, making learning less abstract and more relevant to the learner’s life
situation. ICT-enhanced learning promotes increased learner engagement.
Collaborative learning. ICT-supported learning encourages interaction and cooperation
among students, teachers, and experts regardless of where they are. Apart from modeling
realworld interactions, ICT-supported learning provides learners the opportunity to work with
people from different cultures, thereby helping to enhance learners’ teaming and communicative
skills as well as their global awareness. It models learning done throughout the learner’s lifetime
by expanding the learning space to include not just peers but also mentors and experts from
different fields.
Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach to
teaching and learning. This approach eliminates the artificial separation between the different
disciplines and between theory and practice that characterizes the traditional classroom approach.
Evaluative learning. ICT-enhanced learning is student-directed and diagnostic. Unlike static,
text- or print-based educational technologies, ICT-enhanced learning recognizes that there are
many different learning pathways and many different articulations of knowledge. ICTs allow
learners to explore and discover rather than merely listen and remember.
Creative Learning. ICT-supported learning promotes the manipulation of existing information
and the creation of real-world products rather than the regurgitation of received information.
Project-based learning (PBL) is a constructivist pedagogy and class-oriented learning approach
involving long-term, theme-based learning and student-centered activities that focus on daily life
problems. It can be an ICT-enhanced learning that allows students to use an inquirybased
approach to engage with issues and questions that are real and relevant to their lives (Curtis,
2001).
Technology for schools should focus on enhancing learning rather than minimizing work for
students. ICT standards for K-12 schools in the Philippines should focus on skills that have
reallife practical application, helping students function in the world in which they live. Standards
will aid educators to develop lessons that will allow students to use learned skills in other
academic content areas, motivate them to learn more, provide them opportunities to
collaboratively learn with other learners, and help them develop various intelligences.
ICT Integration in Philippine Education
 ICT is introduced at the elementary level as a subject called Home Economics and Livelihood
Education (HELE) and in the secondary level as Technology and Home Economics (THE). In
the majority of cases, ICT materials such as software and multimedia, are used to supplement
instruction.
Philippine DepEd has policies on the use of ICT. These are: (1) technology must be studied
first as a separate subject, then applied in other learning areas as a tool for learning how to learn;
(2) the application of computer skills to the other learning areas is a curriculum policy that stems
from the principle that teaching-learning must not be textbook-driven, and educational processes
should take advantage of technological developments, including the application of ICT in
teaching and learning, where appropriate; and (3) an education modernization program will equip
schools with facilities, equipment, materials and skills and introduce new learning and delivery
systems necessary to capitalize on recent technological developments.
The bulk of investment requirements for implementing ICT in education come from
government funding. However, the DepEd involves other government agencies, local
governments and the private sector to finance various components of building up a program in
ICT in education.
A national population survey of public and private elementary and secondary schools was
conducted by SEAMEO INNOTECH Philippines in 2001 to determine ICT capabilities of
schools. A total of 45,811 schools from the 16 regions of the country were given questionnaires,
with the school heads as respondent, of which 79.37% responded. The questionnaire focused on
the readiness of schools in terms of infrastructure, hardware, software and manpower capabilities
on ICT. Some of the major findings of the survey at the national level showed that 5,217 schools
only or 14.28% have computers with the National Capital Region having the highest percentage
at 87.30%, only 18.24% of schools have staff proficient in the use of computers, and only very
few schools (13.13%) have school heads with ICT training in the previous 5 years.
The survey also indicated the need of these schools to implement standards for technology
use. What kinds of changes in knowledge, skills and competencies are required from teachers
and students in the use of ICT? In order to serve as a basis for developing knowledge, skills and
competencies in the use of ICT, as well as in comparing outcomes of ICT use against goals set,
few countries have set standards for technology use.
The primary factor that influences the effectiveness of learning is not the availability of
technology, but the pedagogical design for effective use of ICT. The computer should be fitted
into the curriculum, not the curriculum into the computer. Therefore, effective ICT integration
should focus on pedagogy design by justifying how the technology is used in such a way and
why. Effective ICT integration into the learning process has the potential to engage learners
(Wang & Woo, 2007).
More and more, schools and universities present themselves as innovative educational
institutes by utilizing web-based technology or the Internet to deliver instruction. In the last few
years, there is an emergence of distance education programs in the Philippines, particularly in
tertiary level, like the University of the Philippines Open University (UPOU), the largest that
offers undergraduate and graduate school programs recognized by the Commission on Higher
Education. From the business sector, many BPO companies cater to providing English online
learning classes to students mostly outside the country. A-Plus Languages Online is a company
that delivers language online instruction to some primary, secondary and tertiary private schools
in Metro Manila. Using ICT tools, students can learn Mandarin synchronously with teachers who
are based in Xiamen, China.
 Though there is a wide use of the Internet in the business sector, more than 70% of schools
have no access to the Internet, particularly the public schools. The schools in Metro Manila, have
the greatest access to the Internet, but the incidence of connectivity decreases as one goes
northwards and southwards throughout the archipelago.
Government Initiatives

In 2002, the Restructured Basic Education Curriculum was conceived. This aimed to
implement an interactive curriculum that promotes integrated teaching and interdisciplinary,
contextual and authentic learning. Interactivity is made possible with the use of technology in
instruction and the greater emphasis on computer literacy in all learning areas in every school
where equipment is available.
The Philippine Education Technology Master Plan has the following operational targets by
the year 2009: (1) all public secondary schools shall be provided with an appropriate educational
technology package; (2) 75% of public secondary schools shall have a computer laboratory room
equipped with basic multimedia equipment; (3) all public secondary schools shall have an
electronic library system; (4) 75% of public secondary schools teachers shall have been trained in
basic computer skills and the use of the Internet and computer-aided instruction; and (5) all
learning areas of the curriculum shall be able to integrate the application of ICT, where
appropriate.
The Act of 1998 (R.A. 8525) was passed to generate private sector participation in the
upgrading and modernization of public schools, especially those in underserved provinces.
Recipient schools were selected based on the criteria adopted under the computerization
program. In all, 110 public high schools received computers in 1996 under the DOST
Engineering Science Education Project (ESEP) and an additional 68 public high schools were
recipients under the DOST Computer Literacy Program. DOST continues to allocate some PHP
20,000,000 to 30,000,000 (US$ 400,000 to 600,000) annually to support computer acquisition in
schools. In 2002 and 2003, 125 public high schools were to be provided with 10 to 15 computers
along with the corresponding teacher training programs.
In collaboration with University of the Philippines National Institute for Science and
Mathematics Education (UP-NISMED), a project to integrate ICT in the 2002 Basic Education
Curriculum (BEC) was developed and served as a framework for ICT integration in Science and
Mathematics for primary and secondary schools.
Centers of excellence in information technology, crossing traditional boundaries, were
established in order to focus on the needs of a greater number of learners. Three information
technology centers were set up, two elementary and one secondary, in each of the regions. Each
center was provided with a laboratory equipped with computers, printers, peripherals, a
multimedia projector, an air-conditioning unit and software programs. Teacher training was also
a component. For the first year of operation, operating funds were provided by the government,
and the Local Government Unit was expected to supply funds for the maintenance and
continuous operation of the facilities.
Computers for Public Schools Project (PCPS), funded through a grant of PHP 600,000 (US$
12 million) from the Government of Japan, secured largely through the initiative of the
Department of Trade and Industry. The grant has benefited 996 public secondary schools across
the country through the provision of 20 desktop computers, two printers, one fax/data/voice
external modem with cable, one software package and teacher training to each of
recipientschools.
 Data and information available show that the Philippines has eagerly embraced ICT in
education. With facilitation by the Department of Education, and collaboration with the private
sector, several initiatives have successfully equipped a number of schools with ICT facilities.
Nevertheless, the initiatives have not insured that teachers fully use the facilities for teaching
purposes (Belawati, 2004).

Requirements for Efficient Implementation of ICT Integration in the Philippines

Studies of ICT development in both developed and developing countries identify at least four
broad steps through which educational systems and individual institutions typically proceed in
their adoption and use of ICT (Majumdar, 2012). The emerging stage is when educators are just
becoming aware of the potentials of ICT in education. The applying stage is the time teachers are
starting to learn how to use ICT for teaching and learning. The infusing stage is when a host of
ICT tools are used and integrated into the curriculum. Finally, the transforming stage involves
the development of new ways of teaching and learning using ICT to explore real-world problems
through innovative learning.

Implementation Plan

Recognizing the potential benefits of integrating ICTs in education systems, DepEd launched
the National Strategic Planning Initiative for ICTs in Basic Education in February 2005 as part of
a system-wide reform process to bring Philippine basic education out of crisis.
This National Framework Plan sets three parameters for the use of ICTs in basic education,
namely, appropriateness, effectiveness, and sustainability.
Appropriateness refers to suitability in context. Factors to consider in choosing an ICT
resource is the learning goal and objective to be met, the content of the material and its
availability and accessibility to students. The most appropriate ICT tool does not need to be the
most up-to-date or expensive available in the market.
Effectiveness refers to the extent to which stated goals and objectives are realized. When used
appropriately, ICTs are powerful tools that can improve motivation and engagement in the
learning process, develop multiple intelligences, facilitate comprehension of abstract concepts,
promote inquiry and exploration through the use of interactive learning resources, enhance
information literacy, critical thinking, problem-solving, and other higher order thinking skills.
ICT can facilitate collaborative and cooperative learning by providing tools for learners to
communicate and work with other learners, and develop lifelong learning skills, including
learning how to learn.
Sustainability is defined as the extent to which the implementation of an ICT-based project (in
the context of basic education) can continue after initial project funding or support has ended.

Teacher Training

A student’s academic achievements are often used to evaluate teaching effectiveness and are
influenced by the use of technology in school. In other words, a student’s use of technology
represents the teacher’s integration of technology into teaching and curricula and also affects the
teacher’s effectiveness (Chang & Wu, 2012).
 A study showed that students’ academic achievements are noticeably influenced by the
teacher’s use of technology. A teacher’s technological literacy directly affects whether students
can incorporate technology into the curriculum to improve students’ academic achievements
(Chang & Wu, 2012). Educators must be knowledgeable in their subject matter and current in the
content standards and teaching methodologies of their discipline. Teacher candidates should
learn to use technology in ways that support attaining the content standards.
To enhance teachers’ skills and competencies in technology integration, the following are
recommended (Almekhlafi & Almeqdadi, 2010): (1) deliver workshops on effective technology
integration; (2) provide teachers with appropriate ICT tools in the classroom; (3) provide
teachers with incentives and awards for outstanding technology integration in their classrooms;
(4) provide teachers with some release time so that they can plan effectively for technology
integration in teaching and learning; (5) explore the use of technology in classrooms covering all
school levels, including public and private schools; (6) investigate the effect of technology
integration on students’ achievement and attitude; (7) evaluate technology integration in
relationship to curriculum goals and outcomes .
Since 2000, DepEd has given preference in hiring Filipino teacher-applicants who were
computer literate. In most teacher training institutions, computer education is now a required
course. For those who are already employed as teachers, in-service training is provided. Intensive
training on electronics and assembly of computers for THE teachers of 110 science and
technology oriented high schools and other special science high schools is offered. The objective
of this training is to ensure that teachers in schools with special science & technology programs
have the appropriate technology skills.
Even though the Philippine government has initiated several programs and projects for the use
of ICT in education, real implementation in day-to-day learning is still limited. Teachers’ fear of
technology still hinders the optimal use of ICT-related skills in their teaching activities.
Despite various training programs having been provided to Filipino teachers, there is still a
need to embark on a comprehensive and sustained in-service training for teachers. Usually,
public schools send a few teachers to computer literacy training, who would then pass on the
training of peer teachers. Private schools hire ICT service providers to give training to their
teachers. Public school teachers handling THE classes receive training on ICT. Since 1997, the
DepEd has intensified the provision of ICT training to teachers of English, Science, Mathematics
and THE.

Technological Leadership

To be an experienced and capable technological leader, school administrators such as the

principal, must be trained in vision, planning and management. This is the most important
foundation of technological leadership. A technological leader must develop a vision of how
school reform will be affected by technology. Planning and establishing resources for staff
development are the most important responsibilities of a technological leader, followed by ICT
tools and infrastructure support and evaluation and research. Effective technological leaders must
administer procedures for measuring the growth of each individual teacher. They also must set
technological targets and introduce professional development plans (Chang, 2012). A systematic
development program for these leaders’ needs must be implemented to change their mindset so
they appreciate the value of ICT in education.

Potential Challenges
 Countries everywhere are facing similar challenges in implementing ICT in their education
systems. Unfortunately, many local, national and regional government bodies are still not giving
ICT the attention and priority it deserves despite the benefits it brings. Providing basic access to
ICT to young people living in either impoverished communities or rural locations often neglected
by policy makers is one major challenge being faced (Gutterman et al, 2009).

Lack of Facilities

One of the greatest challenges in ICT use in education is balancing educational goals with
economic realities. ICTs in education programs require large capital investments and developing
countries need to be prudent in making decisions about what models of ICT use will be
introduced and to be conscious of maintaining economies of scale. Ultimately it is an issue of
whether the value added of ICT use offsets the cost, relative to the cost of alternatives. Put
another way, is ICT-based learning the most effective strategy for achieving the desired
educational goals, and if so what is the modality and scale of implementation that can be
supported given existing financial, human and other resources?
Philippine schools use computers mainly in a technology subject (THE) for predominantly
senior high school classes for formal study of the technology, with relatively limited application
to other learning areas. The integration of technology across the curriculum has been constrained
by the lack of ICT resources. In non-formal education, there is very limited use of information
technology because out-of-school youth and adults participating in non-formal education
programs generally do not have access to computers.
ICT usage depends first on whether there are enough ICT facilities. The research studies
focusing on the barriers to use ICT reveal that the insufficiency or lack of ICT facilities appears
as significant barriers (Usluel, Askar & Bas, 2008). Lack of basic infrastructure such as
classrooms and Internet connectivity are hindrances in effective implementation of ICT
curriculum standards in the Philippines.
Although the Philippines never falls behind neighboring South East Asian countries in terms
of ICT infrastructures in government and corporate environments, there is much to be done with
schools, especially the public schools and those in the rural areas.
Computers in Philippine schools are acquired mostly through purchases using school funds or
through donations by government and private groups for many public schools. Not all
elementary and high schools have their own computer lab. Philippine-based Foundation for IT
for Education and Development (FIT-ED) 2002 Survey, only 13% of the schools have Internet
access, 9% of schools have computers with Internet access available for teacher use and 8% of
schools have computers with Internet access available for student use. A Department of Science
and Technology (DOST) survey showed that among the 16 regions in the country, access to
information technology at the secondary school level varies from a low of 34% to a high of 98%.
Metro Manila, as the center of commerce and industry in the country, has the greatest access to
computers, while the Visayas and Mindanao have the least.
Much work still needs to be done to ensure that computers and other ICT equipment deployed
in public secondary schools are used to improve the quality of teaching and learning. In a 2002
survey of ICT use in 100 Philippine public secondary schools, Tinio (2002) reports that in
majority of the schools surveyed, only half or less of their teachers and students had been able to
use the computer as an educational tool. Moreover, the predominant use of computers was in
computer classes taken by students in their junior and senior years in secondary schools. Using
computers for other content areas such as math and science is still difficult for most public
schools. While more secondary schools now have computers, student-to-computer and teacherto-
computer ratios remain extremely poor.
Another reason for lack of ICT integration in teaching is the limited number and variety of
subject-specific educational software available in schools. Software in schools consists mostly of
office software or productivity tools for word processing, slide presentations, numeric
spreadsheet, or database management. Educational software for learning Science, English and
Mathematics are few (Tinio, 2002).
The absence of specific curricular standards and guidelines for integrating computers into the
subject areas is another important reason for the limited use of ICT in classroom instruction. IT
curriculum covering basic computer and Internet literacy skills (and in some cases, basic
programming) for the last two years of secondary school can be followed mostly by private
schools. With the full implementation of the K-12 curriculum in 2016, schools should offer more
opportunities for students to experience technology-supported learning that is interactive,
interdisciplinary, collaborative and authentic.

Teachers’ Knowledge, Skills and Attitude

Making computer labs available in Philippine schools is not enough. It is important for
teachers to understand the precise role of ICT so that they can effectively cope with innovations
in teaching students. Teachers are less likely to integrate technology into their instruction unless
they accept the notion of the requirement of technology use in their classroom environment. The
central questions with regard to technology acceptance are how individuals perceive technology
and which factors contribute to the lack of utilization (Kiraz & Ozdemir, 2006). The lack of both
technical and pedagogical knowledge and skills of the teacher to use available ICTs in the
classroom becomes the major constraint.
The use of technology for teaching requires the development not only of knowledge, skills,
and behaviors but also of appropriate attitudes (Kim & Baylor, 2008). Attitudes might be
influenced by concerns, confidence, and so forth. For example, pre-service teachers’ attitudes
toward a technology are affected by their confidence in using it. Even though technology is
available, and teachers have the requisite skills and knowledge, if they are not confident in using
technology for teaching, they might be unwilling to do so.
Attitude toward ICT integration in instruction, and the level of knowledge and skills of
teachers in the Philippines vary due to demographic, geographic, economic and regional
differences.

Role of Leadership

One of the most fundamental problems in educational reform is that educators do not have a
clear and coherent sense of the reasons for change, what it is and how to proceed. In order to
accomplish lasting reform, we need leaders who can create a fundamental transformation in the
learning cultures of school (Fullan, 2002). In other words, working on changing the mindsets and
perceptions of the end-users who are really the teachers, to make them more open to change, is as
important as the technology itself. Often, the teachers who resist change are not rejecting the
need for change but are resisting entering into something that they do not have the necessary
knowledge and skills for (Choy, Suan & Chee, 2012).
Conclusion

ICTs can be used to improve the quality of learning. They can promote learner motivation,
mastery of basic concepts, and the development of higher order thinking and lifelong learning
skills.
However, ICT is complex and confusing, and it deeply encroaches on the processes of
education. Lack of vision, lack of consensus and lack of policy on how to integrate ICT in
education consistently, are not very helpful either (Westera, 2005). ICTs, cannot by themselves
resolve educational problems in the developing world, as such problems are rooted in well
entrenched issues of poverty, social inequality, and uneven development. What ICTs as
educational tools can do, if they are used prudently, is enable developing countries to expand
access to and raise the quality of education. Prudence requires careful consideration of the
interacting issues that underpin ICT use in the school, policy and politics, infrastructure
development, human capacity, language and content, culture, equity, cost, and not least,
curriculum and pedagogy (Tinio, 2002 ).
Motivation, innovation and sustainability of ICT development programs depend on the kind
of leadership that exists. Educational leaders are effective when they are able to influence
members of the organization to believe what they believe. Resistance is often encountered when
change is introduced. Yet, it takes a good leader to plan, persuade and perform actions that will
allow the different functions to collaborate, share resources and work together to achieve a
common goal. Technological leadership is a crucial component in order to develop and
implement ICT curriculum standards. Teachers’ attitude, skills and acceptability of utilizing ICT
in the classroom pose as an apparent obstruction, however, the support coming from school
principals and administrators and the government to innovate, monitor and sustain good practices
is a major contributor to the success of implementing these standards.
Developing ICT curriculum standards for K-12 schools in the Philippines seems to be a long
decision process, yet the urgency to do it should be realized now as technology is becoming more
and more crucial in the lives of Filipinos as they follow the path of economic growth and
strengthening of a nation. The researcher believes that the first step is to accept the need to
formulate these standards, know and prepare for the challenges ahead, have the will to pursue it
by utilizing whatever resources are available, and be able to carry on the appropriateness,
effectiveness and sustainability of ICT integration in schools, keeping in mind that its success
lies in the hands of Filipino educators who are committed to make their education system work
in the midst of many barriers to learning.

REFERENCES:
[1] Abcede, M. (2002). Department of Education: Highlights of the Integration of ICT in the Philippines'
Educational System, UNESCO (Bangkok).
[2] Askar, P., Usluel, Y. K. & Mumcu, F. K. (2006). Logistic Regression Modeling for Predicting
TaskRelated ICT Use in Teaching. Educational Technology & Society, 9 (2), 141-151.
[3] Belawati, T. (2004), UNESCO Meta-Survey on the Use of Technologies in Education, ICT Use in
Education in the Philippines, pp. 122-126
[4] Beynon, M. (2007). Computing Technology for Learning - In Need of A Radical New Conception.
Educational Technology & Society, 10 (1), 94-106.
[5] Chang, I.-H. (2012). The Effect of Principals' Technological Leadership on Teachers' Technological
Literacy and Teaching Effectiveness in Taiwanese Elementary Schools. Educational Technology &
Society, 15 (2), 328–340.
[6] Choy, M., Suan, K. & Chee, L. (2012). Enabling Learning at the Workplace – Humans first,
Technology second: Adopting a Best-Fit Approach to Implementing ICT in Training.
[7] Curtis, D., Project-Based Learning: Real-World Issues Motivate Students. Retrieved March 25, 2013
from: http://www.edutopia.org/project-based-learning-student-motivation.
[8] FIT-ED Foundation for Information Technology for Education and Development.
[9] Fullan, M. (2002). Educational Leadership: Principals as Leaders in a Culture of Change.
[10] Gutterman, B., Rahman, S., Supelano, J., Thies, L. & Yang, M. (2009). Information &
Communication Technologies (ICT) in Education for Development.
[11] Kim. C., & Baylor, A. L. (2008). A Virtual Change Agent: Motivating Pre-service Teachers to
Integrate Technology in Their Future Classrooms. Educational Technology & Society, 11 (2), 309-
321.
[12] Kiraz, E. & Ozdemir, D. (2006). The Relationship Between Educational Ideologies and Technology
Acceptance in Preservice Teachers. Educational Technology & Society, 9 (2), 152-165.
[13] Lallana, E.C., Pascual P.J. & Soriano (2002). E.S., e-Government in the Philippines: Benchmarking
Against Global Best Practices.
[14] Majumdar, S. (2012). Modelling ICT Development in Teaching & Learning.
[15] National Framework Plan for ICTs in Basic Education (2005-2010). Harnessing ICTs for Quality
Basic Education for All
[16] Oliva, E.., Don’t Confuse ICT Education with ICT Tools, Inquirer. Net (Pub. 05/30/2008).
[17] Pattison, C. & Berkas, N. (2000). Critical Issue: Integrating Standards into the Curriculum. Retrieved
February 12, 2013 from: http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu300.htm.
[18] SBE Design Team, Northern Colorado BOCES. (2000). Retrieved March 11, 2013 from:
http://www.bused.org/rsabe/rsabe03.pdf.
[19] Song, H.D., Wang, W.T., & Liu, C.-Y. (2011). A Simulation Model that Decreases Faculty Concerns
about Adopting Web-Based Instruction. Educational Technology & Society, 14 (3), 141–151.
[20] Steiner, Judy. (2000). Why Have A Standards-Based Curriculum and What Are The Implications for
the Teaching-Learning-Assessment Process? Retrieved March 10, 2013 from:
http://www.etni.org.il/red/etninews/ issue4/whystandard.html.
[21] Tinio, V.L. (2002). ICT in Education, Asia-Pacific Development Information Programme, 9-10, 25.
[22] Usluel, Y. K., Aşkar, P., & Baş, T. (2008). A Structural Equation Model for ICT Usage in Higher
Education. Educational Technology & Society, 11 (2), 262-273.
[23] Wang, Q., & Woo, H. L. (2007). Systematic Planning for ICT Integration in Topic Learning.
Educational Technology & Society, 10 (1), 148-156.
[24] Westera, W. (2005). Beyond Functionality and Technocracy: Creating Human Involvement with
Educational Technology. Educational Technology & Society, 8 (1), 28-37.
[25] Wu, Y.-T. & Tsai, C.-C. (2007). Developing An Information Commitment Survey for Assessing
Students’ Web Information Searching Strategies And Evaluative Standards For Web Materials.
Educational Technology & Society, 10 (2), 120-132.
[26] Yates, R., Curriculum Standards: Multi-Age Education. Retrieved February 15, 2013 from:
http://www.multiage-education.com/russportfolio/curriculumtopics/curstandards.html.
Session7Bonifacio.pdf (mit.edu)