Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                

Teachers' Competence in Using Information Technology in Teaching Science at Arteche District Elementary School

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 24

TEACHERS’ COMPETENCE IN USING INFORMATION

TECHNOLOGY IN TEACHING SCIENCE AT ARTECHE


DISTRICT ELEMENTARY SCHOOL

A Research Paper Presented to the Faculty of Eastern

Samar State University Arteche Campus

Arteche Eastern Samar

ABELLAR, VENMAR

BORDO, LEAH ROSE

CESISTA, MARK PAOLO

CESISTA, RALPH JAMES

MENZON, JAZEL

June 1, 2021
CHAPTER 1.

INTRODUCTION

BACKGROUND OF THE STUDY:

Education is the first and best key area for ICT application. The Department of

Science and Technology (DOST) has been responsible for the implementation of National

Research and Development Strategies. DOST and the associated Philippine Council for

Advance Science and Technology Research and Development (PCASTRD) have published

a list of “Priority Science and Technology Areas” which include (a) Biotechnology; (b)

Information Technology; (c) Materials Science; (d) Electronics and (f) Photonics (Briones,

2018).

With the K-12 curriculum, the 21st century skills needed by a holistically developed

Filipino are the Information, Media and Technology skills, thus, the use of ICT in teaching

and learning process plays a vital role in developing these lifelong skills needed by the

learners as they go out of the school and face the reality of workplace. Therefore, the

effective integration of ICT is a general prerequisite and must be carefully undertaken by the

teachers to guide the learners in attaining or developing these skills. The vision of the

Department of Education (DepEd) for ICT in education is “21st Century Education for All

Filipinos, Anytime, Anywhere. This means an ICT enabled education system must transform students

into dynamic life-long learners and values-centered, productive and responsible citizens as indicated

in the DepEd ICT4E Strategic Plan (Briones, 2018).

Meanwhile, Teachers’ integration of technology is stalled by the lack of successful

development opportunities in the constructs of technology and pedagogy (Levin and

Wadmany, 2008). Many of our educators lack the necessary skills themselves to be

comfortable in playing a leadership role in the integration of technology into classrooms. In


fact, the role of the classrooms, teacher needs to change significantly as technology is used in

a more widespread manner of instruction (Koc and Bakir, 2010).

Many researchers agree that technology can be used effectively as a cognitive tool as

well as an instructional media. Bruce and Levin suggest that technology can be helpful in

classroom by encouraging inquiry, helping communication, constructing teaching products,

and assisting students’ self - expression.

In a study by Compeau and Higgins (2010, p.136), They had concluded that

computer self- efficacy has an important effect on individuals’ expectations about using

computer technology and individuals who were not competent in using computer technology

tried not to use it. Teachers’ Computer Competence is an important element in identifying

their computer technology use.

The use of computers in education opens a new area of knowledge and offers a tool

that has the potential to change some of the existing educational methods. The teacher is the

key to the effective exploitation of this resources in the educational aspect. As computer use

continues to increase in society, teachers must also prepare for the use of computers within

the classroom.

Moreover, as computer use continues to increase in society, teachers must also

prepare for the use of computers within the classroom. The integration of ICT in teacher

professional development according to Anderson and Glen (2003), involves two sets of

activities and roles: one is training teachers to learn about ICT and it use in teaching as

computers are introduced to schools. The other role of ICT is as a means of providing teacher
education, either as a core or main components of a program or playing a supplementary role

within it. However, the experience of introducing different ICTs in the classroom and other

educational settings all over the world over the past several decades suggests that the full

realization of the potential educational benefits of ICTs is not automatic. The effective

integration of ICTs into the educational system is a complex, multifaceted process that

involves not just technology indeed, given enough initial capital, getting the technology is the

easiest part but also curriculum and pedagogy, institutional readiness, teacher competencies,

and long-term financing, among others (Tinio, 2003) as cited by Caluza et. al, 2017. In this

study, the researchers looked into and analyzed the teachers’ competency in teaching in terms

of using technology which is essential nowadays especially so that the world is now facing

COVID-19 Pandemic that disrupts the face-to-face classes where learning is done through

blended modalities (modular and on-line learning).

OBJECTIVES OF THE STUDY:

1. To determine the profile of the teacher respondent in terms of the following;

1.1 Sex;

1.2 Teaching Experience;

1.3 Age; and

1.4 Educational Attainment

2. To determine the competency of the teachers’ respondents on the use of IT in terms of the

following;

2.1 IT Training and Development;


2.2 IT Classroom Integration

SIGNIFICANCE OF THE STUDY:

The research is important in terms of detecting competency of teachers’ use of

technology in teaching and learning process and improving the suggestion intended for

research and raising awareness about the use of teaching technologies by teachers and

reflecting technological improvements in learning and teaching environments. This

information can help not only for the teachers’ but also for the students to distinguish the

abilities of teachers in using computer in imparting knowledge. The findings of the research

study may also a big help to those who will be able to read this research and the future

researchers for this will open doors to future researches may or may not be related to this.

SCOPE AND DELIMITATION:

This study will focus on the teachers’ competence in using information technology in

teaching science in terms of IT professional development, IT skills, IT integration in Arteche

District Elementary School. This study will be delimited to all the teachers who are using

technologies (i.e., computers) in teaching science in Arteche National High School

DEFINITION OF TERMS:

For a better understanding of the study, the following terms are operationally defined:

▪ Teachers’ Competence – The teachers’ ability to combine and apply relevant attributes

including knowledge, skill, personal dispositions and ability to put those combinations into

practice.
▪ Information Technology in Teaching – Using technology tools in general areas in

education in order to allows teachers to apply computer and technology skills to learning and

use technology to enhance and support the education environment.

▪ Technology - A piece of equipment like computers used by the teacher in the classroom.

▪ IT Training and Development – the different ICT seminars/workshop attended by the

teachers aimed for professional development.

▪ IT Skills – The experience and knowledge of teachers in using computers that comes from

training.

▪ IT Integration - The ability of teachers to incorporate the use of technology in teaching and

learning process.
CONCEPTUAL FRAMEWORK

Demographic Profile
1. Sex
2. Teaching Experience
3. Age
4. Educational Attainment Teachers Competence in Using
Information Technology in
. Teaching Science at Arteche
Competency of teachers on use National High School
of IT in term of the following:
1. IT Training and Development
2. IT Classroom Integration

Figure 1.

The graphical structure as shown above that shows the relationship between the three

variables that is present or involve with the research study. The formulation is based on the

objectives of the study, a modified format from Muchiri et. al. (2011) about “Gender and

Managerial Level Differences in Perceptions of Effective Leadership” and how the researchers see

the connections between those variables.


CHAPTER 2.

REVIEW OF RELATED LITERATURE

Due to its rapid evolution, technology has become a part of everyday lives. In fact, its

function had been expanded not only in the IT, medical and entertainment world but also in

education. Even before the existence if COVID-19 pandemic, educators had already

acknowledged its role in delivering the instruction. Educators are already implementing this

for a successful curriculum and it has even become a part of today’s curriculum.

The study of U.S National Educational Technology Plan recommends the need to

have a common set of technology competencies specifically for teacher educators who

prepare teacher candidates to teacher with technology (U.S Department of Education, Office

of Educational Technology, 2017).

However, TETCS defined competencies (knowledge, skills, an attitudes) all teacher

educators need in order to support teacher candidates as they prepare to become technology

user. The study investigated interrelations among teachers' attitudes towards technology use,

technology ownership, technology competencies and experiences in teaching science.

(Yerdelen, Damar, Boz, Aydin, - Gunbator, 2017).

Meanwhile, UNESCO’s ICT Competency Standards for Teachers (ICT-CST) overall goal is to

improve teacher practice. It aims to achieve it in a way that contributes to a higher quality education

system for a better inform citizenry and higher quality workforce. UNESCO's framework emphasizes

that acquiring ICT skills and be able to teach them to students is not enough for teachers. Teachers

need to be able to mold students become collaborative, problem-solving, creative learners through

using ICT so they will be capable citizens and productive members of the workforce (Marcial & de la

Rama, 2015).
In the current study analyze the relationship between apparent teachers' self -

efficacy and attitudes towards integrating technology into classrooms teaching science,

teachers are now expected to between equip students with 21st Century skills, making it

important to understand teachers' beliefs about the role of technology in teaching and learning

and the skills their students need to be successful. (O'neal, La Toya J; Gibson, Philip; Cotton,

Shelia R , 2017).

Additionally, examining factors related to technology integration teachers attribute

was positively associated with availability of technology administrator support, and their own

level of preparation for technology, use in the classroom (Howley, Wood, and Hough's 2011).

The findings collaborate the previous research since they found that teacher attitudes toward

technology (teacher beliefs) and perceived level of preparedness for using technology

(teacher readiness) were the two most significant factors related to technology integration in

the classroom.

Recent calls have indicated that to prepare teachers for effective technology

integration, teacher education program needs to help them to build knowledge of good

pedagogical practices, technical skills, and content knowledge , As well as, how these

concepts relate to one another (Kohler & Mishra , 2009). Many teacher education programme

have recognized the challenges associated with developing teachers' abilities to use

technology in the classroom and have proposed original, innovative strategies (e.g, Angeli &

Valanides, 2009). Teacher integration of ICT into teaching and learning is influence by

organizational factors, attitudes towards technology and other factors (Chen, 2008,

Tondeur,Van Brack & Valcke , 2008; Lim & Chai , 2008; Clause , 2007).

ICT is often perceived as a catalyst for change, change teaching styles and change in

learning approaches and in access to information (Watso, 2005). ICT can help by providing
alternative possibilities for education (Casal, 2007). Use of different information

communication technologies has become inevitable for student in learning. By using modern

information communication technologies, students can retrieve required information within a

short time. They can access and disseminate electronic information such as e- book and e

journals and can improve their learning by different ICTs in form of wireless networks,

internet, search, websites and web 2.0 technologies of the quantity and quality of technology

available in classrooms, the key to how ICTs are used is the teacher. Therefore teachers must

have the competence and the right attitude towards technology (Kadel,2005). An ICT

competency describes what a teacher should know to be able to use technology in his / her

professional practices, Kirscher & Woperies (2003).

The literature suggests that lack of adequate training and experiences is one of the

main factors why teachers do not use technology in teaching specifically in science. This also

results in teachers' negative attitude towards computer and technology. (Kumar & Kumar,

2003). Teachers are faced with new challenges to adopt ICT tools into their working

practices. Angeli & Valanides (2009), pointed out that many teachers’ education programmed

have recognized the challenges associated with developing teachers’ abilities to use

technology in their classrooms.

Teachers have to be technologically empowered so that they can use ICT in their

training ( Steketee,2006). Teachers' need to have ICT skills because they are the agents for

developing positive attitudes toward ICT skills in young generation of Information Age. This

is the case for teachers who are already in service, are reluctant or show resistance or even

reject the use of ICT the teaching science.

However, without proper guidance with someone alert to the proper use of such tools,

the use of ICT might become dysfunctional for some teachers. As for this generation learners
are more interested of computers, research by Chien, Wu and Hsu 2014). has shown that

students in school are having high expectation on ICT integration in classroom as the new

generation are born and grown with technology and could be define as the digital native

phenomenon. The younger the students the higher their expectation are on ICT integration in

classroom. It also that the integration of ICT is mostly dependent on the personal factors

which define as self-perception.

According to (Cox & Marshall, 2007) show that teachers need a traditional

approach when developing ICT skills in the classroom. The teachers are having high

confidence and competency in using ICT in classroom even through it does not represents the

types of ICT used. This is because they believe that ICT is a tool could help in learning

process specifically to relate with real use practice. This factor has reform the teaching

method to integrate ICT in order to create and construct knowledge for students. The research

study shows that the relationship between competency and confidence could reflect the

balances between training and pedagogically the school management could make sure that

there are sufficient supports for the teachers to integrate ICT in the classroom.

ICT as widely used in today’s education field. Kent and Facer (2004) indicate that

school is an important environment in which students participate wide range of computer

activities, while the home serves as a complementary site for regular engagement in a

narrower set of computer activities. Increasingly, IT is being applied successfully in

instruction, learning, and assessment. IT is considered a powerful tool for educational change

and reform.

In the review of the history of Dr. Robert D. Atkinson illustrate how much the

field of IT has changed in a relatively short period. With an extensive background in

technology policy, he has conducted ground-breaking research projects on technology and


innovation, is a valued adviser to state and national policy makers, and a popular speaker on

innovation policy nationally and internationally. As the founder and president of the

Information Technology and Innovation Foundation (ITIF), recognized as the world top think

tank for science and technology policy, Dr. Robert D. Atkinson leads a prolific team of policy

analysts and fellow theories successfully shaping the debate and setting the agenda on a host

of critical issues at the intersection of technological innovation and public policy. (May Hung

CHENG and Kai Ming LI, 2003) indicate that there is a drive to promote the use of ICT in

teaching in a number of innovations have been made in science teaching.

Moreover, there are theories that emphasize the importance of the support of the

social environment in science learning. With the use of ICT in science teaching, it is

important that teachers are aware of how science learning has been influenced. This paper

aims to explore the influence on students’ science learning as a result of these innovations

with reference to the learning theories that support the construction of science concepts and

the impact of the social environment. Three types of Innovations, namely data logging

experiments, the use of web technologies in science projects, and the use of ICT in science

assessment are analyze.

The use of ICT has been found to assist students in accessing digital information

efficiently and effectively as Brush, Glaze ski and Hewn (2008) have stated, ICT is used as a

tool for students to discover learning topics, solve problems, and provide solutions to the

problems in the learning process. ICT makes knowledge acquisition more accessible, and

concepts in learning areas are understood while engaging students in the application of ICT.

The longer exposure in the ICT environment can foster students’ higher critical thinking

skills. Thus, schools are strongly advised to integrate technology across all of the learning

areas and among all learning levels. Where students are able to apply technology to the

attainment of higher levels of cognition within specific learning contexts.


Although the advantages of using ICT in the classroom student have been Frederick,

Schweizer and Lowe (2006) showed that mobility, special needs, and anxiety over

standardized test results are the main challenges associated with the use. These challenges

can be solved by providing more authentic group- and problem-based learning activities, and

adequate learning support (Whelan 2008). Whelan (2008) also identified more barriers from

the student perspective, includes technical skills that reduce access to ICT in classroom, an

insufficient number of academic advisors and lack of timely feedback from instructors; and

reduced interaction with peers and instructor.

Krysa (2011) in this study factors affecting the adoption and use of computer

technology in schools’ stated that computer training should not be limited for teachers who

teach computer, but all teachers should train computer and its usage. The need for Computer

training is explained by the fact that most of presently recruited teachers received little or no

training in their formal education concerning the use of computers in teaching. It could also

be a reflection of the need to update teachers’ knowledge in the world of fast-moving

technology of communication. Training all teacher on educational use of computers gains

special importance when considering integrating the computer into regular curriculum.

Teachers need to know how to use computers first before they can integrate them in the

curriculum. This could make ICT innovation simple to adopt and implement as the

innovation becomes compatible with the current objectives of the user.

Otherwise, personal characteristics such as educational level, age, gender, educational

experience with the computer for educational purpose and attitude towards computers can

influence the adoption of a technology, Schiller (2003). Teachers are implored to adopt and

integrate ICT into teaching and learning activities, but teachers’ preparedness to integrate

ICT into teaching determines the effectiveness of the technology and not by its her existence

in the classroom (Jones, 2001). The attitudes of teachers towards technology greatly influence
their adoption and integration of computers into their teaching. (Russell & Bradley, 1997),

anxiety, lack of confidence and competence and fear often implies ICT takes a back seat to

conventional learning mechanism. Therefore, an understanding of personal characteristics

that influence teachers’ adoption and integration of ICT into teaching is relevant.

On the contrary, studies concern to the teachers’ gender and ICT use have cited

female teachers’ low levels of computer use due to their limited technology access, skill, and

interest (Volman & van Eck, 2001). Research studies revealed that male teachers used more

ICT in their teaching and learning processes than their female counterparts (Kay, 2006;

Wozney et al., 2006). Similarly, Markauskaite (2006), investigated gender differences in self-

reported ICT experience and ICT literacy among first year graduate trainee teachers. The

study revealed significant differences between males and females in technical ICT

capabilities, and situational and longitudinal sustainability. Males' scores were higher.

Jamieson-Proctor, Burnett, Finger and Watson (2006) conducted a study on teachers’

integration of ICT in schools in Queensland State. Teachers indicate that female teachers

were integrating technology into their teaching less than the male teachers.

In some studies reveal that gender variable was not a predictor of ICT integration into

teaching (Norris, Sullivan, Poirot & Soloway, 2003). In a research conduct by Kay (2006),

he found that male teachers had relatively higher levels of computer attitude and ability

before computer implementation, but there was no difference between males and females

regarding computer attitude and ability after the implementation of the technology. He claims

that quality preparation on technology can help lessen gender inequalities.

Though some research reported that teachers’ experience in teaching did not

influence their use of computer technology in teaching (Niederhauser & Stoddart, 2001),

most research show that teaching experience influence the successful use of ICT in
classrooms (Wong & Li, 2008; Giordano, 2007; Hernandez-Ramos, 2005). Gorder (2008)

reported that teacher experience is significantly correlated with the actual use of technology.

In study, reveal that effective use of computer was related to technological comfort levels

and the liberty to shape instruction to teacher perceived student needs. Also, Baek, Jong &

Kim (2008) claimed that experienced teachers are less ready to integrate ICT into their

teaching.

In Cuban’s perspective, the problem is two-fold. First, teachers lack an understanding of

how technology can be integrated into regular classroom instructional practices. The notion is

supported by a 1999 U.S Department of Education (2000) survey in which only one third of

teachers reported feeling either well prepared or very well prepared to use computers and the

internet for classroom instruction. Second, school systems have not been restricted to fully

support the integration of technology during instruction. As computer use during class time is

often treated as a special event or add to the traditional curriculum. Specifically, these

organizations believe that teachers must be exposed with technology during formal teacher

preparation programs. One recent federal government initiative to further prepare new

teachers to use technology is the Preparing Tomorrow’s Teachers to Technology Program.

In response to the first problem, some observers have noted that as new teachers’ who

have grown up in a technology- rich environment enter the profession, their comfort and skill

with technology will lead to increased use of computers for instruction (U.S Department of

Education, 2000).
CHAPTER 3.

METHODOLOGY

This chapter presents the research design, research locale, respondents of the study,

research instrument and data gathering procedure and data analysis of the study.

RESEARCH DESIGN

This study will utilize the descriptive survey research design in which survey

questionnaires are to be given to the selected teachers who are teaching science to assess their

ICT competence in their field of specialization. Non- experimental research is used in this
study. Therefore, the researchers cannot alter the respondents. This means that the researchers

rely on its results with the honesty of the respondents.

LOCALE OF THE STUDY

The study will be conducted at Arteche District Elementary School Arteche Eastern

Samar.

RESPONDENT OF THE STUDY

SAMPLING METHOD

This study about Teachers Competence in Using IT in Teaching Science at Arteche

National High School. The researchers will use purposive sampling where they will just

choose members of population, and the respondents are only limited based on their field of

specialization.

INSTRUMENT

The researchers will use survey questionnaire as an instrument in gathering data. This

questionnaire includes descriptive rating scale where respondents have to choose from the

rating scales for the responses and profiling for personal information.

This questionnaire is composed of two (2) parts; the first is the demographic profile of

the respondents as mentioned in the objective. The last part is the ICT Competency
Assessment subdivided into three categories: Competence in IT professional development;

Teacher’s Competence in IT Skills and Teachers’ Competence in IT Classroom Integration.

DATA GATHERING PROCEDURE

Before the researchers conduct a research study, they will ask permission first to the

principal of perspective school in Arteche District Elementary School to conduct the study.

They will set a particular date to distribute the research questionnaire to the respondents to be

answered by them. Afterwards, the researcher will collect the survey questionnaire from the

respondents for data analysis.

DATA ANALYSIS

The study is about Teachers’ Competence in Using Information Technology in

Teaching Science at Arteche National High School will use Likert rating scale in analyzing

the results of the collected data. The mean and frequency results of the collected data will be

carefully analyzed, totaled, tabulated and interpret that is preferable to use descriptive-survey

method for this study to have a credible, accurate result and information that will help giving

correct in this study.


BIBLIOGRAPHY

 Bajabaa, A. S. (2017). Influential Factors and Faculty Members Practice in


Technology Integration Using ISTE Standards for Teacher Preparation at
TaibahUniversity-SaudiArabiaRetrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=http://krex.k-
state.edu/dspace/bitstream/handle/2097/35805/AyshaBajabaa2017.pdf
%3Fsequence%3D1&ved=2ahUKEwicjuedu
vwAhVBQd4KHZdsA3IQFnoECAsQAQ&usg=AOvVaw01_WHpB9VAYTp
lKkEDM-FA

 Briones, C. B. (2018). Teachers’ Competency on the Use of ICT in Teaching Physics in


the Junior High School. KNE Publishing. Retrieved from
https://knepublishing.com/index.php/KnE-Social/article/view/2380/5240
 Caluza, L.J. B., Verecio, R. L., Funcion, D.G.D., Quisumbing, L. A., Gotardo, M. A.,
Laurente, M.L.P., Cinco, J.C., & Marmita, V. (2017). An Assessment of ICT
Competencies of Public School Teachers: Basis for Community Extension Program.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS). Retrieved from
http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2022%20Issue3/Version-
4/A2203040113.pdf

 Culver, B.L. (2017). Technology in Education: Technology Integration into


the School’s Curriculum, Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://tech.ed.gov/files/2017/01/NETP17.pdf&ved=2
ahUKEwiWnLPzvevwAhVQMd4KHQwiAksQFnoECAQQAQ&usg=AOvVaw11uqsiwA8q
EwZ5beR9ud7N

 EL – Daon, B. M (2016) . The Effect of Using in Computer Skills on


Teachers’ Self- Efficacy Beliefs Towards Technology Integration, Attitudes
and Performance. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://eric.ed.gov/%3Fid
%3DEJ1141889&ved=2ahUKEwjTl4OqvevwAhXRF4gKHUBzBCoQFnoECAUQAQ&usg=
AOvVaw0AnKZEHRyslLjrlRqnAPd6

 Maharaja – Sharma, R., A., & Sharma, A. 2017) Using ICT Based
Instructional Technologies to Teach Science: Perspectives from Teachers in
Trinidad and Tobago . Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=http://scholar.google.co.in/citations%3Fuser
%3DXYxxC3gAAAAJ%26hl
%3Den&ved=2ahUKEwiow5KRwuvwAhWEF4gKHSMjDEIQFnoECAQQAQ&usg=AOvV
aw3RCvaqwbinp3yEiU4-xVol

 Muchiri, M., Cooksey, R.W., Milia, L.D., & Walumbwa, F. O. (2011). Gender
and managerial level differences in perceptions of effective leadership .
ResearchGate. Retrieved from https://www.researchgate.net/figure/A-
conceptual-framework-for-a-qualitative-study-on-effective-
leadership_fig1_235280898

 O’ neal , L.J., Gibson, P., & Cotten , S.R. (2017), Secondary School
Teachers’ Beliefs about the Role of Technology in 21st Century Teaching and
Learning. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://eric.ed.gov/%3Fid
%3DEJ1153915&ved=2ahUKEwjKreT_wuvwAhWYHHAKHULfDZAQFnoECAoQAQ&us
g=AOvVaw2exGCYvopnOJbhn6HQ_PIG
 Yerdelen – Damar, S., Boz, Y., & Aydin- Günbatar, S, (2017, August).
Mediated Effects of Technology Competencies and Experiences on Relations
among Attitudes Towards Technology use, Technology Ownership, and Self-
Efficacy about Technological Pedagogical Content Knowledge. Retrieved
from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://eric.ed.gov/%3Fid
%3DEJ1144571&ved=2ahUKEwiGlqLJw
vwAhXBPXAKHcZUC3EQFnoECAQQAQ&usg=AOvVaw38Wqm6ZkFe4zuNa4LLWK1d

APPENDICES B

Personal Background Information Survey Form


Name: (Optional)________________________
Sex: ____________ Male: _________ Female: _____________

 Teaching Experiences

1. Including this school year, how long have you been teaching (at any school)?

__________ 1-3 years

__________ 4 – 10 years
__________ 11- 20 years

__________ 21- 30 years

__________ 31- 40 years

 Age

2. What is your Age?

__________ 30 or less

__________ 31- 35

__________ 36- 45

__________ 46- 55

__________ more than 55

Education Attainment

___________ BS Degree

___________ BS with Masters

___________ M. A

___________ Ph. Edu.

APPENDICES A
Letter of Intent
Ms. Marites M. Orio Date: _______
Head Teacher VI
Arteche National High School
Arteche Eastern Samar

Ma’am;
Greetings!
In compliance with our subject Educational Research, we will undertake a study
entitled “Teachers’ Competence of Using Information Technology in Teaching Science at
Arteche National High School”.
In connection with this, we humbly request for your permission for us to conduct the
said study here at Arteche National High School.
Respectfully yours;
Abellar, Venmar
Bordo, Leah Rose
Cesista, Mark Paolo
Cesista, Ralph James
Menzon , Jazel
Researchers BSED-III
Noted By:

MR. JIM MARK G. ORLAN


Research Instructor

Recommending Approval: Approved / Disapproved

ENGR. ARNALDO N. VILLALON


College Dean

APPENDIX C

Direction: Please read each statement and rate your skill on each of the tasks by a check in

the column that corresponds to your response.

5- Strongly Agree 4- Strongly Disagree 3- Agree 2-Disagree

2.1 IT Trainings and Development 5 4 3 2 1


Introductory courses on internet use and general
application (basic word-processing, spreadsheets,
presentation, databases, etc.)
Advanced courses on applications (advanced word-
processing, complex relational databases, virtual
learning environment, etc.
Advance courses on internet use (creating websites /
home page, video conferencing, etc.)
Equipment- specific training (interactive,
whiteboard, laptop, tablet, etc.)
Courses on the pedagogical use of ICT in teaching
and learning subject specific training on learning
applications, (tutorial, simulations, etc.)
Course on multimedia (using digital video, audio
equipment, etc.)
Participate in online communities (e.g., mailing lists,
group blogs) for professional discussions with
another teachers.
ICT training provided by school staff professional
learning about ICT in your own time.
2.3 IT Classroom Integration 5 4 3 2 1

You might also like