Chapter 1
THE PROBLEM AND ITS SETTING Introduction
Today, computers play a big role in education especially in developing countries like the Philippines. According to Casiano (2007), computer has a capability for administrative and managerial users, namely: easing enrollment procedures, preparing transcript of records, recording grades, paying school fees, and others, as well as for teaching purposes. Moreover, it has given way to the development of multi-media which is creating an exciting and very real interactive learning environment.
According to Senator Oreta, three to four out of five teachers lacked knowledge in using computers (Philippine Star, 2002). In a survey research with an overall goal of determining ICT preparedness of teacher stated that the literacy of teachers in using word processing software is about 63.27% while the second is internet browsing with 33.91%. The third is using spreadsheets application, 13.84% and other software application is quite below at 10% (Magno, 2006). Also DepED estimates that only one out of seven schools have teachers who are computer literate (Abad, 2004).
Being computer literate gives the learner an opportunity to excel in rapidly changing environment in technology. According to Reynolds (2007), computer literacy means being knowledgeable about the capabilities of hardware and software and understanding how computers and the internet can enhance student‟s educational experiences.
The government and the education department has come up with plans for computer literacy of learners as well as teachers. According to Carandang (2010), Senator Angara urged the incoming administration to legislate an integrated computer education. He also proposed the creation of the Board of Computer Education. The proposed board will promote the Build-Operate-Transfer (BOT) scheme of the program, which is facilitating the computer literacy training of teachers. Angara also urged to integrate computer subjects in private and public schools from elementary up to high school; providing materials and equipment to be used in implementing computer literacy. They are making laws and bills like House Bill No. 632 introduced by Senator Escudero (2003), an act to integrate a computer education program into the educational system and for other purposes, for pursuing the objectives in achieving goals for better quality education.
In schools, some books used by teachers have additional information and useful links that can be accessed in the internet. There are times that the researcher integrates academic subjects for the hands-on activity of students in their computer subject. If the teachers know how to use computer and its applications, it will be easy for them to understand the advantage of being computer literate. Also, students will realize that the computer is not only for fun and entertainment but for their own benefit. According to Carlson and Gadio (2002), educational technology is not, and never will be, transformative on its own. It requires teachers who can integrate technology into the curriculum and use it to improve student‟s learning. Teachers are the keys to how technology is used appropriately and effectively.
Five years ago, teachers of the Holy Rosary Colleges Foundation had an informal basic computer training held during the summer vacation. It was held from one to two hours in two weeks before the opening of classes. The computer teacher taught the basics and she assigned another teacher for demonstration. Furthermore, the teachers were asked to have hands-on activities with computer. It was the first and last training conducted.
Today, most of the teachers of Holy Rosary Colleges Foundation have laptops or computers to help them in their tasks in terms of preserving records, encoding documents, computation of grades and browsing the internet. Other teachers studying for their masteral degree prepare presentations of their report using their computers. Unfortunately, based on the researchers‟ observation, some of the teachers have minimal computer literacy and the school has no program for computer literacy for teachers. Despite of the complete equipment and facilities available to every teacher for use in a computer literacy program, teachers learn operating computers by exploring and through the help of their peers.
Realizing the compelling need of teachers to be computer literate, the researcher was motivated to determine the computer aptitude and skills of the teachers at the Holy Rosary Colleges Foundation. It is hoped that the results can help the researcher come up with a computer literacy program for the teachers.
Conceptual Framework
Nowadays, every teacher relies on computers for making lesson plans, preparing examinations, recording and computing grades, and others. Teachers have to immerse themselves in the
age of information revolution since society is surrounded by rapid changes, media, knowledge workers, technology and research and development (CICT, 2006). Actually Sec. Lapuz (2008) stated that teachers must be equipped with 21st century skills that can empower all Filipinos to become competitive in today‟s digital age.
While there may be a general willingness to apply the tools of technology in the different learning areas, one of the major handicaps among teachers is having low level proficiency in terms of computer applications (Andrada, 2003). Although some teachers have knowledge in using computers, their skills are outdated (Philippine Star, 2010). In line with this, Mau (2001) in his case study about the basic information technology training for teachers in Hong Kong revealed that the continuous long-term training should be arranged so that teachers can update their knowledge. More importantly, teachers must be challenged to go away from their familiar methods and approaches and instead adopt themselves according to the educational technologies appropriate for this generation (Haddad, 2002).
INPUT
PROCESS
OUTPUT
Fig. 1 Research Paradigm
Figure 1 shows the paradigm of the study. For the input, the researcher got the profiles of the teacher: age, gender, educational attainment, years of teaching, number of subject/s taught, and computer application in teaching, computer training attended, ownership of computer, and numbers of hours of
1. Problem Identification 2. Data Gathering -Questionaire -Interview
3. Analysis and Interpretation of Data 4. Drawing Conclusions 1. Assessed Computer Literacy of Teachers 2. Proposed Computer Literacy Program 1. Profile of Teachers - Respondents
-Age -Computer Applications in Teaching -Gender -Computer Trainings Attended -Educational -Ownership of Computer Attainment -Number of Hours of Computer -Years of Teaching Usage per Week
-Number of Subject/s Taught
computer usage per week. It also included the assessment of teachers‟ computer literacy in general computer operations, communication and internet, word processing, spreadsheets, and graphics. The process included the problem identification, data gathering, analysis and interpretation of data and drawing conclusions. The output of the study assessed computer literacy of teachers which was the basis in proposing a computer literacy program.
Statement of the Problem
This study aimed to assess the teachers‟ computer literacy at Holy Rosary Colleges Foundation. Specifically, the researcher sought answers to the following questions:
1. How may the profile of the teacher respondents be described in terms of:
1.1 age; 1.2 gender;
1.3 educational attainment; 1.4 years of teaching;
1.5 number of subject/s taught;
1.6 computer application in teaching; 1.7 computer trainings attended;
1.8 ownership of computer; and
1.9 number of hours of computer usage per week?
2. How may the computer competencies of teacher respondents be described in terms of:
2.1 General Computer Operations; 2.2 Communication and Internet; 2.3 Word Processing;
2.4 Spreadsheets; and 2.5 Graphics?
3. Is there a significant difference in the computer competencies of the respondents when grouped according to their profile variables?
4. What computer literacy program may be proposed for the teachers of the Holy Rosary Colleges Foundation?
Hypothesis of the Study
The researcher tested the hypothesis:
There is no significant difference in the computer competencies of the respondents when grouped according to their profile variables.
Significance of the Study
This study will be significant to:
School. The outcomes of this study will be basis for a program which will benefit schools; elevating quality of education of teachers through the use of computer.
Administrator. The results of this study will be used as a basis for planning, designing and implementing a computer literacy program. Also administrators may use the collected statistics or outcomes to emphasize the need for a computer literacy program for teachers.
Teachers. The output of this investigation would make the teachers aware of and updated on technology and use the technology to improve instructional materials, learning experiences, teaching competence, and students‟ performance. Also computers can help teachers in terms of information access and research. Moreover, they will also be aware of their weaknesses and strengths about computer; and consequently, make the necessary adjustments from outdated to updated trainings and seminars.
Researchers. The results of the study can be a basis for other researchers‟ future references. It will also give them idea on the importance of computer in the research process. They may
include other variables to deepen the study for effective computer literacy program.
Parents. Continuous support to upgrade the technological expertise of the teachers will in a better teaching-learning process for their children.
Students. They will benefit from this study because they are the ultimate recipients of computer literacy program provided to the teachers.
Scope and Delimitation of the Study
This study focused on the assessment of the computer literacy of teachers at the Holy Rosary Colleges Foundation, S.Y. 2010–2011. The findings were the basis for a proposed computer literacy program. The study covered the assessment of the teachers‟ computer literacy in terms of general computer operations; communication and the internet; word processing; spreadsheets; graphics. The respondents are the total population of teachers from pre-elementary up to college.
Definition of Terms
For a better and clearer understanding of this study, the following terms are operationally defined, while others were taken from other sources:
Assessment means to evaluate a student‟s progress in learning new skills and knowledge. (Stronge, et al. 2004).In this study, assessment means to estimate the literacy rate of teachers in computer applications.
Computer literacy means being knowledgeable about the capabilities of hardware and software and understanding how computers and the internet can enhance student‟s educational experiences (Reynolds, et al. 2007).
Information Communication Technology (ICT) means any piece of technology that allows users to create, store, display information in all its forms (text, images, video, and audio) and communicate it over distance. ICT includes computers, handheld computers, and cell phones and the convergence of any of these technologies (Gaible, 2005).
Teacher means a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private. (Molina, 2001) In this
study, teacher means the faculty of the Holy Rosary Colleges Foundation from pre-elementary up to college.
Word Processing is a software program that includes tools for entering, editing, and formatting text and graphics. It allows you to create and enhance a wide range of documents quickly and easily (Beskeen, 2009).
Spreadsheet is the type of application software used to create computerized spreadsheets, which typically contain a great deal of numbers and mathematical calculations (Morley, 2009).
Graphics/Graphics Presentation is an image designed to visually enhance a presentation, typically to convey information more easily to people. It can be used in electronic slide shows, as well as in printed handouts, overhead transparencies, word processing documents, and Web pages (Morley, 2009).
Communications/Communication network is to convey message from one point or place to another. It is associated with machine to machine communications, such as terminals to computer and computer to computer communications (Dhotre, 2007).
Internet is a worldwide collection of separate, but interconnected, networks that are used daily by millions of people to obtain information, disseminate information, access entertainment, or communicate with others (Morley, 2009).
Chapter 2
REVIEW OF RELATED LITERATURE and STUDIES
This chapter presents the review of related literature and studies, both local and foreign, which provides a background and a frame of reference upon which the conceptual framework and other entries of this study were formulated.
Foreign Literature
Veer (2005) pointed out that the progress of a country depends upon the quality of its teachers... training is essential for every teacher. Trained teachers can do much more than untrained teachers. Teachers need continuous program for the development in the field of education.
Lee (2003) stated that there is a definite deficit in the knowledge, skills and attitudes needed to use ICT as an effective teaching-learning tool. Well-trained teachers using ICT are not available in sufficient quantity. This is partly because many teachers regard technology as a threat to their authority as the main source of knowledge. Some teachers ignored the use of computers because they thought that computer will replace them in their field in the future. In addition, pupils are often superior to their teachers in computer skills, further
undermining the traditional authority of teachers. Consequently, there is the need to break away from the conventional working culture of teachers as being „solitary‟ and rather to build multi-disciplinary teams of teachers, curriculum specialists and ICT technicians, who could provide the range of skills necessary for the preparation of quality IT-based teaching materials.
Jones (2003) underscores the viewpoint that computers have proven to be immensely useful tools for teachers and students, and they are now considered to be an essential component of primary and secondary education in the United States. In order to be able to teach with computers, teachers need to have mastered a basic level of computer literacy, and they need to develop pedagogical techniques for integrating computers into the curriculum.
Baldauf (2009) indicated that digital technologies have had a profound impact on most aspects of human life. The rapid pace of technology logical development has given the current generation one of the most fascinating eras in which to live. Nettlebeck (2005) also identified that there is no choice but to recognize that the new information and computer technologies undergird much of the social and educational context in which we now find ourselves.
Abecede (2003) specified that today‟s world teachers need to be equipped not only with subject-specific expertise and effective teaching methodologies, but with the capacity to assist students to meet the demands of the emerging knowledge-base society. Teachers therefore require familiarity with new forms of ICT and need to have the ability to use that technology to enhance the quality of teaching and learning.
Jung (2002) stated that ICTs have also been used to improve access to and the quality of teacher training. For example, institution like the Cyber Teacher Training Center (CTTC) in South Korea are taking advantage of the internet to provide better teacher professional development opportunities to in-service teachers. The government funded CTTC, established in 1997, offers self-directed, self-paced Web-based courses for primary and secondary school teachers. Courses include “Computer in the Information Society”, “Education Reform” and “Future Society and Education”. Online tutorials are also offered, with some courses requiring occasional face-to-face meetings.
According to Corbel (2004), computer literacy skills are taught because they:
• lay the foundations for developing a critical understanding of the Information Age;
• help students make effective use of computers, both in classroom and workplace settings, which in turn improves attitudes and reduces frustration;
• shape a proactive view regarding the role of computers in everyday life;
• assist those who are „technophobic‟ to overcome fears of increasing computerization of government and social support agencies;
• create a solid skills base among students so that we can collectively pursue more creative uses of computers in the syllabus, such as project-based learning;
• extend the personal enjoyment gained through keeping in touch by regular email use, for example, or in finding satisfying search engine results;
• provide „realia‟ for terms that relate to hardware, software, the Internet, and the many different uses and phenomena that have arisen from online culture.
Akhtar (2010) gave emphasis to a sound policy and holistic plan for ICT integration and recognized the critical role that teachers play in ensuring the appropriate, effective, and sustainable use of ICTs to provide quality education for all. Thus, such a policy and plan give priority to teachers‟
professional development that empowers teachers not just to implement but also to lead educational innovations that will transform schools and ultimately, all of society.
Shelly (2007) attested that teacher can increase their productivity significantly by using word processing software to create documents, such as lesson plans, handouts, parent communications, and student tests. Teachers use word processing to transform paper documents into electronic form to eliminate redundant works.
Spreadsheets are similar to teacher grade books. Teachers often keep grade books on a spreadsheet and have completely up-to-date averages for all students. Some spreadsheet program also includes a chart function so that teachers can display class averages on a bar chart to provide a visual comparison on the classes‟ performance (Barry, 2004). Teachers used spreadsheet to record and compute student grades.
According to Good (2008), presentation graphics application software are typically used to create presentation in the form of slides that can be used to create overhead transparencies or printed handouts or books, as well as to present information in electronic form. This type of software applications is important for educators, because electronic presentation can be integrated
into units or lesson. Teachers used presentation to demonstrate their ideas using computer for better understanding of the topic.
The Internet offers research, tips, lesson plans, discussion opportunities, and a treasure trove of data (Depaul, 2002). Teachers can find an almost unlimited number of ideas and plans on the internet (Hunt, 2009). Also Dulan (2010), think that an Internet connection would help to get people to use computers more for research and to send e-mails to teachers. Teachers also use internet for communication purposes to students and other peers.
In Chandra (2005) works, teachers need more that a quick course in basic computer operations. They need guidance in using the best tool in the best ways to support the best kinds of instruction.
Local Literature
Students have high regard on the capability of their teachers. It is a fact that many students can afford to have ICT gadgets at home, hence, they are advanced in terms of knowledge and skills on ICT. It is a great challenge for teachers to learn and internalize the use of computers in the subjects they are
teaching, integrating ICT in the classroom instruction (Itaas, 2009).
The Philippine Star (2006) discussed the edge of students over teachers in ICT. Students now are virtually knowledgeable about chatting, on-line games and other useful applications of computer, while teachers, mostly, are clueless about them. The sad part is teachers lack training so they cannot even teach students of computer.
According to Labian (2007), teachers touch the future of the learners that pass through their caring hands. Their task is not just imparting knowledge but also preparing students withstand all the rigors in a high competitive societal order. Information Communication Technology knowledge is their technological fuel and raw materials that will help them achieve lofty goals ahead.
Teachers must be the first one to be educated on how to maximize the capabilities of computers. The generation today is a world of innovation and new technology. The teachers must be aware and adapt the changes so that they can gain additional skills and improve their teaching styles and strategies in teaching. It also gives them an opportunity for professional
development. Promoting computer literacy program will lead to the excellence of teachers.
According to Rodriguez (2007), it is also important to remember that technology requires administrative and community support and involvement that are critical to its successful integration in education. Commitment and interest of teachers and school heads is the most critical factor for successful implementation of any school innovation, especially technology.
The teacher must be fully-equipped and up to the task. Teacher must harness the full potential of technology to improve learning outcomes (Sec. Lapus, 2008). This information age needs modern teachers. They are the one who build education and learning; and if they lack knowledge and skills, the learners will be most affected.
Former President Arroyo called for a better integration of ICT into the Philippine educational system to improve the quality of learning and hone the computer skills of young Filipinos to give them a competitive edge in securing work in a world that is growing highly technical (Manila Bulletin, 2006). Also she enjoins all teachers from public schools to get the National ICT Competency Standards (NICS) and be ICT-certified.
She stressed that teachers need to be competent in ICT so classroom dynamics become more innovative with ICT.
Sen. Escudero (2002) gives importance to the advancement of science and technology. Modern telecommunications and modes of transportation have facilitated simultaneous and fast exchange of ideas, information and resources among nations. This is the global technological and scientific setting which confronts the Philippines today. That is why the government proposed a bill about integrating computer education program in the educational system. One of government plans is to promote computer literacy by providing trainings and workshop for both learners and teachers.
Schools like Southern Iloilo Polytechnic College held a computer literacy seminar-workshop. It aimed to provide computer literacy training and update faculty and staff of the different subject areas. School managers believed that the use of computer could help teachers increase their efficiency and effectiveness. The use of this technology facilitates communication and information, record keeping and retrieving, programming, research and evaluation, provisions of instructional aids and devices, preparation of reports, interpretation of test results and others (Dela Cruz, 2008). Datamex and Deped Intel Teach
program also provide free seminars, workshops and trainings to the teachers. It focuses on integrating computer technology into the curriculum.
At present, the Department of Education aims to fully equip administrators, teachers, and support staff in word processing, electronic spreadsheets, and graphic software to aid them in their instructional task (Manzano, 2002).
Casiano (2007) signified that different places in the world are connected. Globalization has bridged the gap, and computer is the key instrument. Facebook, Friendster – these are just two social networking sites that pioneered the phenomenon. These facts are most observable in the developed and some developing countries.
On the other hand, Robles (2006) stated that even though the Philippine government has initiated several programmes 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. Other constraints include the traditional mindset of the school principals, inadequacy of ICT facilities, the lack of adequate maintenance of the available/existing ICT resources, dependence for financial
investment on the central government and dependence on ICT service providers for software/courseware.
Despite various training programmes having been provided to teachers, there is still a need to embark on a comprehensive and sustained in-service training for teachers. Likewise, a systematic development programme for education managers needs also to be implemented to change the mindset of principals so they appreciate the value of ICT in education (Belawati, 2004).
The 21st century is considered as the period of information technology all over the world. In just a few seconds, with the tip of one‟s finger, current information and facts are gathered through the use of highly advanced facilities and machines.
This technological breakthrough has brought many changes in education and other disciplines of learning. Technology has connected all places, people, and events in the world. It has made learning-teaching convenient and easy. It is necessary for teachers to be aware of the appropriate place of technology in education. They must know when and how to use technology to advance the purposes of education (Orencia, 2004).
Foreign Studies
According to the study of Asan (2003), the use computer 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 resource in the educational system. As computer use continues to increase in society, educators must also prepare for the use of computers within the classroom.
Undoubtedly the recent advancement in information technology innovations and computer usage is rapidly transforming work culture and teachers cannot escape the fact that today‟s classrooms must provide technology-supported learning (Angers & Machtmes, 2005). Being prepared to adopt and use technology and knowing how that technology can support student learning must become integral skills in every teacher‟s professional repertoire. District and school policy and professional development workshops and training are designed to positively influence teachers‟ adoption and usage of computer technology (Kumar, 2008).
The study of Ogunkola (2008), seeks to examine the science teachers‟ computer attitude, ownership and frequency of computer use as predictors of the science teachers‟ literacy in basic
computer operations. In other words, the extents to which the variables jointly and individually predict the teachers‟ computer literacy are determined.
In a study conducted at Gordon University Aberdeen in Scotland, teachers‟ ICT skills and knowledge is relatively low and is focused on a fairly narrow range of ICT. Word processing is the predominant used made of ICT in primary and secondary schools. The used of other software application like spreadsheets is minimal (Tella, 2007).
In Mahmud study (2010), most of the teachers had moderate level of basic ICT. They were familiar with application software such word processing and electronic presentation.
In this study too it was found that formal ICT training and ICT experience influence the teachers‟ knowledge, skills and attitude. Therefore, teachers especially the older ones and normally with more teaching experience need to be identified, and provided with specially designed training programs, invarious forms of ICT courses and workshops.
In study of Razak (2009), after examining various factors such as teachers‟ competency, attitudes, infrastructure and support, it can be concluded that the majority of English teachers in Malaysian technical schools are still novice users
of IT. Some of the reason deduced from the survey and the interview were low level of computer competency, less focus on the new computing skills, limited training program, technofear, limited infrastructure and support. Each of these factors is discussed below.
Low level of computer competency:
Data revealed that the majority of the English language teachers in this study were at the novice level. This means that they still need help with various computer skills and far from having the expertise to teach others. Having the competency in using computer is crucial and the determinant factor in ensuring the effective use of IT in education. Due to limited competency among English teachers, the applications of IT in language classroom daily and weekly were very low. The study found that majority of the teachers (58.2%) did not use computers at all for teaching.
Lack of focus on new computing skills
The findings also show that the teachers reported lowest competency in new computing skills such as Computer Mediated
Communication. Competencies in this category are considered as
new skills and crucial for the classroom of tomorrow as they enhance interaction and enable communication in real time to
take place. Majority of the teachers also reported that they were not competent to interact with students on-line. In Malaysian schools, conducting “teaching” on-line is still new. Therefore, teachers need to be oriented to use IT for teaching and communication purposes. Furthermore, on-line communication requires expertise in writing as to avoid misunderstandings. Teachers need to be careful with the choice of words and use of emoticons to encourage more interaction from and within students‟ group. The lack of expertise and experience can create barrier to effective use of IT for such purposes.
Limited Training Program
The findings from this survey also reveal that teachers benefited from the in-service training either provided by the schools, the computer vendors, or the Ministry of Education. However, the training session contributed most is in the development of the basic skills related to the use of application programs such as word processing, spreadsheet and presentation program like Power Point. Training on new skills such as internet and web-based learning and teaching are usually for selected few and not many English language teachers in technical schools had an opportunity to attend the training. It is proposed that training sessions should focus on development
of new skills and IT applications in teaching and learning. Furthermore, the training must be tailored to the different needs of the teachers.
Technofear
The major finding on the teachers‟ attitude towards computer is technofear. In the interview conducted, it was found that the teachers‟ low competency in using IT was partly due to fear of change. They feared that with the use of IT, they would have more work and the shift from conventional teaching to the use of IT could create more confusion among the teachers and students. Therefore, IT awareness program should conducted on regular basis could correct this misconception.
Limited infrastructure
Some of the teachers interviewed reported that lack of computer software in schools and the priority to complete the syllabus for the examination made their effort to apply technology is even more difficult. Most of the schools have only one computer lab equipped with 20 computers and due to the limited hardware and facilities, teachers had to rotate and plan carefully their lab schedules to avoid clashes. Teachers also reported lack of technical help in the computer lab. Therefore, it is suggested
that the schools need to find resources to equip and sustain their computer labs.
Limited support
The support received by teachers such as in-service training and computer loan is commendable but not sufficient. Other supports such as recognition for developing software and support to design new software for competition should be provided to those teachers involved. These incentives can encourage teachers to be creative and certainly upgrade their computer competency level. Teachers‟ participation in workshops and seminars related to computer in education should be encouraged even more. Time off to go for IT training is another possibility that can be on rotational basis to ensure sufficient number of Itliterate teachers in each school.
Redmann and Kotrlik (2004) had several recommendations as to how teachers can be proactive in their quest to become more computer literate. These included attending workshops and conferences, taking college classes that deal with technology and by engaging “in self-directed learning to stay current with the use of technology in the teaching-learning process”.
Local Studies
In study of Famor (2005), the use of ICT in education has become a critical factor to ensure that a country‟s workforce is skilled and prepared to meet the challenges of development and global employment opportunities. Thus, as ICT becomes part of the Philippine basic education landscape, the inclusion of basic learning competencies in computers to educate our Filipino learners so that they can be globally competitive and raise their personal and national esteem, and realize a progressive life will be no less than strategic.
The study made by Dollado (2002) showed that teachers and administrators of Calbayog Pilot Central School had a minor knowledge in computer in terms of concepts; also they lacked trainings in terms of computer.
Based on Cajilin study (2009), the data collected on ICT training programs revealed the scarcity of professional development opportunities. In her example, out of 111 teachers only 30% were able to attend ICT training programs that were spread over a 15-year period, from 1994 to early 2009.
Valenzuela (2005) piloted a study to classify technology orientation in terms of awareness and utilization and the perceived teachers‟ competence in technology at the Dasmarinas
National High School, Cavite. The respondents of the study were 116 non-computer teachers. The questionnaire was the main tool in gathering the data in order to solicit responses for the following areas: technology orientation in terms of awareness, utilization and the teacher‟s competency in technology. The data gathered were analyzed using the following statistical treatments: mean, standard deviation, correlated t-test. The results of the computations were the following:
The overall mean on the technology of awareness of teachers was 1.81, which means that the respondents were aware on the use of technology to a little extent only. The overall mean of technology utilization was 1.88, which means that the respondents seldom utilized technology in their teaching. The overall mean of utilization and competence items showed a correlated t-text value of .899. The findings revealed that there was a positive and moderate to high significant correlations between utilization and competence. This implied that the more teachers use technology applications and operations the more they become competent in technology.
The DOST conducted a survey of schools that gathered baseline data on schools‟ Mathematics and Science teachers and the extent of the schools‟ use of ICT for instruction and other
purposes. The survey, which covered 4,310 public schools, used the following indicators: (1) The percentage of computers used for instruction and the percentage of computers used for administrative work, (2) The percentage of classes (by subject types) that used computers in instruction, (3) The percentage of schools that engaged on outside technical to maintain the computer system, (4) Percentage of schools with telephone lines, (5) Observation of teacher and student practice and (6) Interviews of innovative teachers on practices (teacher and student) related to innovation, problems, solutions and prospects for sustaining and continuing innovation.
The following were identified as key problem areas for implementing ICT in basic education:
1. Teachers‟ fear of the technology;
2. School principals‟ closed mindset to and non-appreciation of ICT in education;
3. Constraints of the annual education budget;
4. Maintenance of ICT resources and lack of technical staff; 5. Limited availability of education software and courseware.
In study of Tinio (2002), respondents were asked to rank what they perceived to be the five biggest obstacles to their schools use of ICT for teaching and learning. Rankings were
consolidated and mean ranks were computed. Lack of enough computers is the single biggest obstacle. All other issues have mean rankings considerably lower than this. Lack of enough technical support for operating and maintaining ICT resources and the lack of teacher training opportunities are considered barriers to change as well. So too are the lack of space for computers and the general lack of funds for operations, including maintenance of equipment, purchase of supplies, and electricity.
Relationship of the Reviewed Literature and Studies with Present Study
Lee (2003) cited anticipations to the incorporation of ICT in education and were eventually used by the researcher as guideposts regarding possible perceptions of teachers to the issue.
The present study finds similarities to the works of Jones (2003) wherein he stated that teachers need to have mastered a basic level of computer literacy for them to take advantage of the pedagogical and perfunctory upgrades that it could bring.
Corbel‟s (2004) writings, just like Jones‟, focused on why teachers need computer literacy skills. Teachers serve as the most direct agent of the entire educational system. If armed with functional computer knowledge, they possess the potentials to transform themselves into role models who may influence their students towards developing positive orientations and attitude regarding the usefulness of computers.
The study conducted by Dollado (2002) and Cajilin (2009) tried to assess the computer knowledge and skills of the teachers and administrators of the school respondents. The
results of their works highlighted the dismal level of computer literacy amongst surveyed school administrators and teachers. These corpora strengthen the desire of the researcher to investigate whether Holy Rosary Foundation has the same predicament and if such is the case, what may be done to address the problem.
Razak‟s (2009) and Tinio‟s (2002) works pointed out the possible reasons why teachers lack computer literacy. Although Razak conducted his research in Malaysia, the results were nevertheless useful in this present study, i.e. basically, those reasons are of systemic and attitudinal in nature. Through awareness and underscoring the importance of addressing those
potential obstacles in initially blueprinting and consequently implementing an ICT program, the researcher is purposively provided with a major leverage. Preemptive actions may be formulated to avoid the incipience of potential problems.
The problems identified by Department of Science and Technology (DOST) in the course of computer resources utilization and application provides the researcher invaluable insights on the possible recurrence of same constraints in the conduct of this study.
The work of Akhtar (2010), on the other hand, suggested plans and policies in training teachers on ICT which can be used for the proposal of the program. The researcher concurs with his viewpoint of giving primacy to the provision of sound and holistic ICT programs such that teachers may in turn become proactive leaders in spearheading innovations as regards to their craft. The optimism that such an ICT training program will consequently make them become invaluable assets of society in pursuit of development furthers the researcher‟s zealous motivation to proceed with this study.
Recognizing the educational enterprise as an open system, Rodriguez (2007) cited the importance of positively involving other societal sectors that may influence the success of
integrating technology in education. This will certainly help the researcher in planning for the program that he aspires to bring into fruition.
Valenzuela‟s (2005) study ran similar to the present study as regards to research design and instruments used, in the sense that both studies aimed to determine teachers‟ technology awareness.
Chapter 3
METHODS AND PROCEDURES
This chapter presents and discusses the method of research instrument, and the procedures used in this study, the sources of data, sampling design and also the statistical treatment of the data.
Method of Research
To attain the objectives of the study, the researcher used the descriptive method. Jackson (2007) says that in descriptive method the researcher used questionnaires distributed to the respondents. After the questionnaires were distributed and answered the researcher retrieved the questionnaires and collected the data. The researcher also asks questions to the respondents on a topic or topics and then describing their responses.
Research Locale
In view of the researchers‟ intention to contribute to the furtherance of ICT in his workplace, and his desire to look into the real status of ICT among the teachers which guided him in
formulating and planning a computer literacy program, the researcher opted to conduct his study at the Holy Rosary Colleges Foundation. Figure 2 shows the map where Holy Rosary Colleges Foundation is located. The school is indicated by an X.
Holy Rosary Colleges Foundation (formerly Our Lady of the Holy Rosary Kindergarten) was formally established in June 1988. In its first year of operation, the school became the second home of pre-schoolers. The school continued to grow, as such, a new grade level was added every year and then became Holy Rosary School Foundation. With the completion of the elementary department, the next task was the need to put up the secondary department. The school kept on growing by leaps and bounds in terms of enrollment as well as the needed manpower from pre-elementary up to high school. The improvement of the school facilities seemed to be a non-stop project of the school administrators. Every year, there are new constructions which the school could be proud of. Eventually the Holy Rosary Colleges Foundation became known in the whole province of Nueva Ecija.
The College Department was opened during the S.Y. 2007–2008 hence the name “Holy Rosary Colleges Foundation”.
In the year 2009, Holy Rosary Colleges Foundation enhanced the facilities and equipment of computer laboratory for the benefit of students. In the elementary department they put up 36 computer units and in high school department they placed 45 computer units. The administrations today are open-minded to have additional personnel development program that will conducted every summer vacation. The computer literacy program is one of the proposals for teachers to fully enhance their skills in using computer.
Fig. 2
Location of Holy Rosary Colleges Foundation
Respondents
The total populations of teachers from pre-elementary up to college were the respondents of the study.
Table 1
Distribution of Teacher-Respondents of the Different Departments According to Gender
Level Male Female Total
Pre-School and Grade School 6 11 17
High School and College 9 8 17
Total 15 19 34
Table 1 shows that pre-school and grade school departments had 6 male and 11 female teachers. While in high school and college level, there were 9 male and 11 female teachers. There were teachers who taught in grade school at the same time in college level, while some high school teachers also were teaching in grade school. The distribution of respondents in the table depends where teachers had the most number of teaching loads.
Data Gathering Procedures Data Gathering Instrument
Questionnaire is the principal instrument used in gathering data on the computer literacy of respondents. This has two
parts, namely: Part I is about the profile of the teachers which includes age, gender, educational attainment, years of teaching, subject taught, computer application in teaching, computer trainings attended, ownership of computer, and number of hours of computer usage per week; and Part II is about the level of computer literacy of the teachers.
Construction of the Instrument
The first part was constructed by the researcher based on the information needed by the researcher. The content of the profile was presented to the adviser for comments and suggestions. Part II was the questionnaire of Mr. Ronaldo C. Arimbuyutan when he conducted his research on computer literacy of the college faculty of the College of the Immaculate Conception. Permission was sought from the writer and was granted approval.
To interpret the responses of the teachers, the researcher used the ratings with its descriptive equivalent. The questionnaire‟s scale was used in the interpretation of the responses of the teachers.
Degree of Responses
Verbal Interpretation for Assessment
5 Expert (can teach it to others) 4 Very proficient (can come up
with new solution)
3 Good, adequate for most tasks 2 Sufficient for basic tasks only 1 Very limited ability
0 No ability
The scale given below was used in the interpretation of average weighted mean.
Range of values Scale Verbal Description 0.84 - 1.66 1 very limited ability
1.67 - 2.49 2 sufficient for basic tasks only 2.5 - 3.32 3 good, adequate for most tasks 3.33 - 4.15 4 very proficient (can come up with
new solution)
4.16 - 5.00 5 expert (can teach it to others)
The unstructured interview is another technique used in the gathering of data. This process checked, verified and confirmed whatever inaccuracies might arise in the respondents‟ answer. Administration and Retrieval of Research Instrument
The researcher requested the school administration to allow him the conduct of the study. Upon granting of the permission, the questionnaires were distributed to the teachers who were first oriented on the significance of the study. The questions
were explained to them by the researcher, after which, they were asked to answer individually. The questionnaires were collected right after they were accomplished.
Statistical Treatment of Data
The frequency counts and percentage used in describing and assessing the computer literacy program presents the formula for this as Calmorin (2006): P = x 100% Where: P = Percentage f = frequency N = number of respondents
To interpret and analyze the data on the respondents‟ assessment of their computer literacy in the areas of general computer operations, communication and the internet, word processing, spreadsheets, the following formula was used:
WM = f N
TWF N
Where:
WM = weighted mean
TWF = total weighted mean N = number of respondents
To test if there is significant difference in the assessments of the respondents in the areas of general computer operations, communication and the internet, word processing, spreadsheets, graphics, t-test used for 2 groups and analysis of variance for 3 or more groups, these are embedded in the computer software “Phstat.”
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data on the computer literacy of teachers which were computed, analyzed and interpreted.
I. Profile of Teachers
The first item considered in this study is the profile of teacher respondents which includes age, gender, highest educational attainment, years of teaching, subject/s taught, computer application in teaching, attended computer trainings, ownership of a computer/laptop and number of hours of computer usage per week.
1.1 Age
Table 2
Distribution of Respondents According to Age Age Bracket Frequency Percentage
21-30 years old 15 44
31-40 years old 13 38
41-50 years old 3 9
51-60 years old 1 3
more than 60 years old 2 6
Total 34 100
Table 2 shows the tabular presentation of the ages of respondents. Age bracket 21–30 years old had the most number of
respondents with 15 or 44%; 13 respondent or 38% were between 31–40 years old, three or 9% respondents were between 41–50 years old, the age bracket between 51–60 years old had only one (1) or 3%, and two (2) or 6% of the respondents were more than 60 years old. Majority of teachers were young because the school accepts and prefers dynamic and talented young professionals to teach students. Young teachers are energetic and have fresh knowledge in their specialization.
1.2 Gender
Table 3
Distribution of Respondents According to Gender Gender Frequency Percentage
Male 15 44
Female 19 56
Total 34 100
Table 3 shows the gender distribution of the respondents. There were 19 (56%) females and 15 (44%) male respondents. This affirms that there were more women than men in the field of education workplace. Generally, women were known for nurturing children, and were perceived to be able to take care students much more than males.
1.3 Highest Educational Attainment Table 4
Distribution of Respondents
According to Highest Educational Attainment Highest Educational Attainment Frequency Percentage
BEED 7 21
BSED 11 32
With MA units 8 24
Others 8 24
Total 34 100
Table 4 presents respondents‟ profiles in terms of highest educational attainment. Out of 34 respondents, only eight or (24%) were accounted to have units in the Graduate School, eleven or (32%) were BS major in Secondary Education holders, seven or (21%) were BS major in Elementary Education holders and the other educational attainment holders were eight or (24%). The school wants a professional teacher with specialization in their major (i.e. English, Math, and Science). Teachers with a major in his/her college are expected to be able to fully teach the subject to their students.
1.4 Years of Teaching
Table 5
Distribution of Respondents According to Years of Teaching
Years of Teaching Frequency Percentage
less than 5 years 10 29
5-9 years 14 41
10-15 years 7 21
more than 15 years 3 9
Total 34 100
Table 5 presents the respondents‟ profile in terms of years of teaching. Twenty four or 70% of the 34 respondents had less than 5 years and 5–9 years in teaching. Ten respondents or 30% had 10–15 years and more than 15 years in the teaching profession. Teaching force of the school belonged to the younger generation.
1.5 Subject/s Taught
Table 6
Distribution of Respondents
According to Number of Subject/s Taught Number of Subject/s Taught Frequency Percentage
1-2 subjects 17 50
3-4 subjects 14 41
5-6 subjects 2 6
more than 6 subjects 1 3
In relation to number of subject/s taught, out of 34 respondents, seventeen or 50% were found to be teaching their major fields of specialization for they have 1–2 subject to teach. Fourteen or 41% of the respondents were teaching 3–4 subjects, three or 9% of the respondents were teaching more than four subjects. The school wants to focus on a 1–2 subject preparation in order to give their best in teaching students that would redound to the greater quality of the teaching learning process.
1.6 Computer Application in Teaching Table 7
Distribution of Respondents
According to Computer Application in Teaching
Computer Applications in Teaching Frequency Percentage
None 11 32
1 application (either word processing, spreadsheets, presentation or other
software application) 9 26
2 applications (either word processing, spreadsheets, presentation or other
software applications) 9 26
3 applications (either word processing, spreadsheets, presentation or other
software applications) 5 15
more than 3 applications (either word processing, spreadsheets, presentation
or other software applications) 0 0
Table 7 shows that, there were 11 or 32% who do not use computer applications in teaching. Eighteen or 52% use 1 or 2 applications either word processing, spreadsheets, presentation or other software applications. Five respondents or 15% use more than 2 applications. Based on the researcher‟s observation, they were using visual aids using Manila paper instead of computer aided graphic presentation, lesson plan for preparing lessons instead of word processing and record book and calculator for preparation of grades instead of spreadsheets.
1.7 Attended Computer Trainings Table 8
Distribution of Respondents
According to Attended Computer Trainings Attended Computer Training Frequency Percentage
Yes 13 38
No 21 62
Total 34 100
Table 8 shows that twenty one respondents or 62% did not attend any computer related training while 13 respondents or 38% attended training related to computer applications. Based on researchers‟ interview, teachers attended seminars, workshop and training in the field of education area.
1.8 Ownership of a Computer/Laptop Table 9
Distribution of Respondents
According to Ownership of a Computer/Laptop
Ownership of a Computer/Laptop Frequency Percentage
Yes 20 59
No 14 41
Total 34 100
Table 9 shows that twenty or 59% have their own computers or laptops while 14 out of 34 respondents or 41% do not own a computer or laptop. The school had always wanted teachers to be computer literate. Among young teachers, ownership of computer was a big help in their tasks in school, thus they tried to have a computer unit of their own.
1.9 Number of Hours of Computer Usage per Week Table 10
Distribution of Respondents
According to Number of Hours of Computer Usage per Week Number of Hours of Computer Usage per Week Frequency Percentage
less than 5 hours 24 70
5-9 hours 4 12
10-14 hours 2 6
15-20 hours 0 0
more than 20 hours 4 12
Total 34 100
In terms of number of hours of computer usage, some of the respondents use computer for less than 5 hours with a ratio of
24 out of 34 or 70% while 10 respondents or 30% consume more than 5 hours in computer usage per week. The findings mean that majority of teachers had minimal usage of computer because they just used it for communication purposes not in relation to their teaching or research purposes.
II. Computer Competencies Of Teachers Of Holy Rosary Colleges Foundation
2.1 General Computer Operations
The general computer operations is composed of performing basic tasks like understanding proper booting procedure of computer, scanning of harddisk or flashdisk for possible infected virus, manipulate files like creating, renaming and deleting folders for storing and organizing files, duplication of files for backup and using keyboard for inputting data.
Table 11
Description of Computer Literacy of
Teachers in the Area of General Computer Operations General computer operations WM VI
1. Perform basic tasks 2.73 good, adequate for most tasks
2. Manipulate files 2.83 good, adequate for most tasks
3. Use keyboard for data entry
2.34 sufficient for basic tasks only
Average Weighted Mean 2.63 good, adequate for most tasks
The item “manipulate files” got the highest weighted mean of 2.83 among the four sub-items enumerated in general computer operations. Teachers know how to encode, edit, retrieve and save files. The item that got the lowest weighted mean of 2.34 with a verbal description of “sufficient for basic tasks only” is the use keyboard for data entry. Teachers did not practice home key positioning, the basic tool for proper typing, in encoding and editing files. Based on the researcher‟s observation, most of them used two fingers instead of ten fingers to encode. Teachers have difficulty in encoding using the proper typing position.
2.1.1 Perform basic tasks
Table 12
General Computer Operation in the Area of Performing Basic Tasks
Item statement WM VI
1. Perform the boot process 2.47 sufficient for basic tasks only
2. Perform virus protection
and scan 2.29 sufficient for basic
tasks only 3. Install software from disk
or CD-ROM
2.35 sufficient for basic tasks only
4. Create folders and subdirectories
2.76 good, adequate for most tasks
5. Create and use filenames
and extensions 3.15 good, adequate for most
tasks 6. Search for files and
directories
3.09 good, adequate for most tasks
7. Print selected pages 3.00 good, adequate for most tasks
Average Weighted Mean 2.73 good, adequate for most tasks
In performing basic tasks, the response to item “create and
use filenames and extensions” earned the highest weighted mean
of 3.15. When saving files teachers knew how to change the filename from a default name to his/her desired name to easily remember the filename. Teachers easily recognized the file extension by its application or icon. On the other hand, “perform virus protection and scan” got the lowest weighted mean of 2.29. Teachers had minimal knowledge in scanning their files or folders. Teachers did not scan their computer because they did not know if their computer contained a virus or had little knowledge about their existence. As long as the computer is functioning they tend to forget the process of scanning the files for virus.
2.1.2 Manipulate files
Table 13
General Computer Operation in the Area of Manipulation of Files
Item Statement WM VI
1. Retrieve files 2.62 good, adequate for most tasks
2. Copy, move, delete files 3.24 good, adequate for most tasks
3. Back-up files 2.82 good, adequate for most tasks
4. Use auto-save 2.97 good, adequate for most tasks
5. Organize files in
subdirectories / folders
2.91 good, adequate for most tasks
6. Import and export files 2.44 sufficient for basic tasks only
Average Weighted Mean 2.83 good, adequate for most tasks
The item “copy, move, delete files” got the highest weighted mean of 3.24. Teachers tended to copy or move a file/s to folder/s to organize and back up their files for their future references. If they did not need the file they deleted it to save spaces. On the other hand, the item “import and export
files” got the lowest weighted mean of 2.44. Teachers did not
know how to change a document file to a different file like Hyper Text Markup Language file or Postscript Document file.
2.1.3 Use keyboard for data entry Table 14
General Computer Operation in the Area of Using Keyboard for Data Entry
Item Statement WM VI
1. Correctly place fingers on
the HOME keys 2.26
sufficient for basic tasks only
2. Navigate appropriately
from there to other keys 2.41
sufficient for basic tasks only
Average Weighted Mean 2.34 sufficient for basic tasks only
The average weighted mean of the responses in “use keyboard
for data entry” is 2.34. Teachers used two fingers in encoding
and editing their files and they intended to look for the letters in the keyboard before they type the letter.
2.2 Communication and Internet
Communication and internet are composed of web browser like Internet Explorer, Mozilla Firefox, Google Chrome etc. for surfing the internet, search engine like Yahoo, Google, Bing etc. for the default homepage of a web browser, the email engine like Yahoo Mail, Gmail, Hotmail, etc. for electronic mail accounts.
Table 15
Description of Computer Literacy
of Teachers in the Area of Communication and Internet Communication and internet WM VI
1. Using email 3.08 good, adequate for most tasks
2. Using internet 2.92 good, adequate for most tasks
Average Weighted Mean 3.00 good, adequate for most tasks
The average weighted mean of the responses in “communication and internet” is 3.00. Teachers used computer to browse the internet. Internet contains full of information that the teacher could access and explore. Teachers also used emails for exchanging information and accepting links after registering accounts to social networking sites like Facebook, Twitter, Friendster and etc. via internet.
2.2.1 Using email
Table 16
Communication and Internet in the Area of Using Email
Item Statement WM VI
1. Send and receive e-mail messages
3.15 good, adequate for most tasks
2. Enclose and recover documents attached to e-mail messages
3.00
good, adequate for most tasks
Average Weighted Mean 3.08 good, adequate for most tasks
The average weighted mean of the responses in “using email” is 3.08. Since teachers‟ use of computer is about cheap communication through internet, this function of computer was highly maximized and their computer literacy was good.
2.2.2 Using internet
Table 17
Communication and Internet in the Area of Using Internet
Item Statement WM VI
1. Access the internet with a browser
3.03 good, adequate for most tasks
2. Navigate the web by the use of links and URL address
2.80
good, adequate for most tasks
3. Use search engines to
locate desired information 2.89
good, adequate for most tasks
4. Download and print desired
items from the internet 2.97
good, adequate for most tasks
Average Weighted Mean 2.92 good, adequate for most tasks
The item “access the internet with a browser” got the highest weighted mean of 3.03. The most common web browser that the teachers used was Mozilla Firefox. While the item “navigate
the web by use of links and URL address” got the lowest weighted
mean of 2.8. Teachers search a certain topic in word not in address or universal resource locator (url). Teachers used shortcut method in encoding data instead of typing “http://www.facebook.com” in url they type it as “Facebook” in
the search engine. Such names are easy to memorize rather than the whole address.
2.3 Word Processing
Word processing is the most commonly used computer application for preparation of documents.
Table 18
Description of Computer Literacy of Teachers in the Area of Word Processing
Word processing WM VI
1. Perform basic word processing tasks
3.21 good, adequate for most tasks
2. Perform editing tasks 3.21 good, adequate for most tasks
3. Perform formatting tasks 3.42 very proficient (can come up with new
solution) 4. Create references and
citations
2.42 sufficient for basic tasks only
Average Weighted Mean 3.07 good, adequate for most tasks
The item “perform formatting tasks” got the highest weighted mean of 3.42. Teachers used format to modify and customized the documents. While the item “create references and
citations” got the lowest weighted mean of 2.42. Teachers used
citations and references only if required like in documentation or research.
