CHAPTER 1

INTRODUCTION
Background of the Study
In today’s generation with increasing demand of technology, it is very hard for
teachers to get students attention when lessons are not connected with computer related
programs. There are instances that students do not engage well in classroom discussions which
later resulted to poor academic performance. It is a must for 21st century teachers to acquire
computer skills to cope up with the needs of 21st century learners. The 21st century teacher
should be flexible and adapt with the changing industry. They may use different computer and
computer applications that can help the learners to be motivated and to be interested. Using
computer-based technology must be further strengthened so that competent 21st century
learners will be produced. Baterna et al. (2020) stressed that being digitally-literate will become
an advantage for the students as they land on their jobs in the new industrial era. They also
emphasized that teachers should use digital devices and information effectively and responsibly
towards developing digitally-literate citizens. According to Schindler et al. (2017), the utilization
of computers, web, and cellphones is at its highest level amount to date and expected to
persistent increment as innovation turns out to be progressively open, explicitly for clients in
developing countries. According to Kozcu Cakir, Guven and Celik (2021), the variety in
technological products introduced with the technological development in the world increases
the technological utilization by activating individuals’ interests and inquisitiveness. Zamfir
(2008) mentioned that education today "implies not only a singular, computational use of new
technologies, but the promotion of engaged peer interactions with a shared computer activity"
(p. 684). The shared dependent relationship of new advances, informative collaboration, the
improvement of computer applications, the structure of computer-based undertakings and
centered movement for students to become critical thinkers and creators of learning is the
presence of the futuristic instructive model (Kimber et al. in Zamfir, 2008). The 21st-century
science classroom is currently associated with non-traditional teaching instruments, including
laptops, measuring device, and individual advanced aides. With the utilization of this
innovation, there was always an assumption that these devices will basically bring out
progressive remodel in educating and learning process (Bang & Luft, 2013). The teachers and
students were two important beneficiary groups in any struggle to integrate technology into
schools; their convictions and views must be completely understood before any initiative takes
place (Quing, 2007). In the education field it has affected every aspect of school working
including administration, timetable, project work, evaluation, lesson delivery, and examination
system etc. Computers enabled teaching-learning process more relevant for the learners
wherein if connected the to real life situation. It is basically accepted as the modern
instrumental tool which empowers the teachers to modify the teaching methods they used in
order to strengthen the students’ interest (Chandini, 2016). Shi and Bichelmeyer (2007)
mentioned that regardless with the huge expanded in accessibility of computers in schools and
recessive progress in instructors' computer utilization, an examination of informative exhibits
standing token coordination of computers by teachers. Such factors as insufficient of viable
training and required for cooperation and contribution in making arrangements for computer
use which interfered in the utilization of teachers' with computers in 1991 continued to exist in
2004. Yilmaz (2011) concluded that there were still struggles at present situation typically in the
elements of foundation, instructional materials, educator training, and programming. The
micro-level examinations, which were done at the dimension of individual schools, ought to be
upheld. At that point, there will be better opportunities to influence the outcomes of studies
into strategies for decisive reform. In the study of Windschitl and Sahl (2002), they stated that
the condition of common technology did not establish the instructors' development toward
constructivist guidance. The laptops were a catalyst that enabled one participant who had a
pre-existing discontentment with teacher-centered practices in order to change the condition
of her classroom through collaborative student work and inquirybased learning. In the study of
Bruce and Levin (2001), they emphasized on the needs of educator training, nowadays, there
were engaged with adapting new technologies, the consequences on students' learning, the
budgetary costs, security, and plagiarism. In the study of Wozney, Venkatesh, and Abrami
(2006), they found out: (a) individual utility of computers outside of teaching exercises was the
most significant indicator of educator

in using technology in the classroom; (b) teachers' utilization of computer advancements was
generally for "instructional"; and (c) ) looking forward for progress and observed esteem were
the most significant issues in recognizing levels of computer use among instructors;” (e.g., CD-
ROM and World Wide Web) and “expressive” (e.g., Word processing) purposes. In this sort of
condition, getting the basic data completely and on schedule; utilizing the obtained data in
expert and self-development and in this manner getting to be and skilled instructor are largely
legitimately identified with the competency to utilize the computer-based technology
successfully for these aims (Konan, 2010).
STATEMENT OF THE PROBLEM

This study aimed to determine the knowledge and practices of teachers in two
state-owned secondary schools in utilizing computer-based technology in science instruction.
Specifically, the study sought to answer the following questions:

1.What is the level of utilization of computer-based technology among science teacher