Teachers' Competence in Using Information Technology in Teaching Science at Arteche District Elementary School
Teachers' Competence in Using Information Technology in Teaching Science at Arteche District Elementary School
Teachers' Competence in Using Information Technology in Teaching Science at Arteche District Elementary School
ABELLAR, VENMAR
MENZON, JAZEL
June 1, 2021
CHAPTER 1.
INTRODUCTION
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
Wadmany, 2008). Many of our educators lack the necessary skills themselves to be
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
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
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.
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
1.1 Sex;
2. To determine the competency of the teachers’ respondents on the use of IT in terms of the
following;
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
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.
This study will focus on the teachers’ competence in using information technology in
District Elementary School. This study will be delimited to all the teachers who are using
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
▪ Technology - A piece of equipment like computers used by the teacher in the classroom.
▪ 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
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
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,
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).
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
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
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
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
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
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
activities, while the home serves as a complementary site for regular engagement in a
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
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
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
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
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
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
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
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
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.
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
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.
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
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
The study will be conducted at Arteche District Elementary School Arteche Eastern
Samar.
SAMPLING METHOD
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;
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
DATA ANALYSIS
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
Maharaja – Sharma, R., A., & Sharma, A. 2017) Using ICT Based
Instructional Technologies to Teach Science: Perspectives from Teachers in
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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
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APPENDICES B
Teaching Experiences
1. Including this school year, how long have you been teaching (at any school)?
__________ 4 – 10 years
__________ 11- 20 years
Age
__________ 30 or less
__________ 31- 35
__________ 36- 45
__________ 46- 55
Education Attainment
___________ BS Degree
___________ M. A
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:
APPENDIX C
Direction: Please read each statement and rate your skill on each of the tasks by a check in