ESTREMOS, VANESSA CRYSTAL C.

DACANAY, CYTHEREA
MAED-ENG-1
TECHNOLOGY-BASED RESEARCH GUIDE

Our final requirement for this course is a technology-based simple research article proposal. There will
be 4 phases that we shall undergo with this learning task, as follows:

Phase 1 Topic Approval July 11-14, 2021

Phase 2 Drafting the introduction and methods using July 15 -17, 2021
the provided template
Phase 3 Submission of Final Paper July 24, 2021
Phase 4 Oral Presentation of the Proposal July 31, 2021

PHASE 1: Topic Approval

Please accomplish the Matrix below

📌 A Comparative Study of Teachers’ Level in

ICT Based Proposed Research Topic Information Communication Technology (ICT) vis-à-vis to
National ICT Standards for Teachers.

📌 What is the current level of the teachers’ knowledge

Research Question/s
and skills in ICT?
📌 What is the actual percentage of teachers that
passed the ICT Standards?
📌 Which schools have employed teaching staff that
passed average level in ICT standards?

📌 Unified Theory of Acceptance and Use of Technology

ICT Theoretical Underpinnings
(UTAUT)
📌 Model of the IT Implementation Process

📌 The authors have attempted to single out three

What do other people say about this
qualification categories according to the requirements
topic? (At least 5 sources)
reflected in "Teacher" standard: teacher, senior teacher,
and leading teacher, and to describe the complication
of teachers' professional tasks using the ICT. The
constituents of teachers' ICT competence have been
identified and described: selection, processing,
creation, placement of information and organization of
communication in the information educational
(Svetlana et. al., 2016).
ESTREMOS, VANESSA CRYSTAL C.
DACANAY, CYTHEREA
MAED-ENG-1
Source: International Journal of Environmental and
Science Education, v11 n18 p10971-10985 2016

https://eric.ed.gov/?id=EJ1120585

📌 The results show that the level of understanding of the

operation and use of ICT, ICT-rich pedagogy, ICT for
teaching and professional involvement, and social
ecology of ICT life and teaching and as a whole is in the
category of access to ICT. This level implied
that ICT literacy as a combination of intellectual ability,
basic concepts, and new skills possessed
by teachers to navigate and use information and
communication technology effectively. Also,
the level of ICT literacy is based on technical literacy
and information literacy, which contains technical
questions and information processing skills
questions in accessing ICT for teachers. (Yanuarto, et.al.,
2019)

Source: Journal of Physics: Conference Series;

Bristol Vol. 1778, Iss. 1, (Feb2021). DOI:10.1088/1742-
6596/1778/1/012019

https://iopscience.iop.org/article/10.1088/1742-
6596/1778/1/012019

📌 The findings showed that the level of ICT among

teachers was moderate to high. The findings also
revealed that females used ICT more than males and
younger teachers used ICT more than older teachers. In
addition, the level of perceived ease of use and
perceived usefulness was moderate to high and high
respectively. The findings also indicated that
the level of barrier among teachers was low.
(Hendehjan and Nooreen, 2013)

Source: International Journal of Education & Literacy

Studies; Footscray Vol. 1, Iss. 1, (2013): 7-14.

https://www.proquest.com/scholarly-journals/level-
information-amp-communication-
technology/docview/1746910932/se-
2?accountid=167112

📌 Standards have been adopted in many nations to

facilitate the systematic incorporation of ICT into
students& educational experiences and into the skill sets
of teachers and educational leaders. The International
Society for Technology in Education (ISTE) has
ESTREMOS, VANESSA CRYSTAL C.
DACANAY, CYTHEREA
MAED-ENG-1
developed a comprehensive set of performance
standards describing ICT knowledge and skills for
student learning, for teaching, and for school
administration (ISTE, 2002a; 2002).

Source: International Handbook of Information

Technology in Primary and Secondary Education pp
333-348

https://doi.org/10.1007/978-0-387-73315-9_20

📌 Research finding revealed that

Malaysian teachers had a high level of ICT competency
(mean = 3.95), confidence level in using ICT (mean =
4.01), and satisfaction towards ICT training programmes
(mean = 4.02). The findings also showed that the
correlation coefficient between teachers’ ICT
competency and teachers’ confidence level
in using ICT was high (r = .749). However, both
correlation coefficient between teacher’s ICT
competency (r = .496) and teachers'
confidence level in using ICT (r = .571) with teachers'
satisfaction toward ICT training programmes were
moderate. (Zaidatun, et.al., 2012)

Source: TOJET : The Turkish Online Journal of Educational

Technology; Adapazari Vol. 11, Iss. 1, (2012): n/a.

https://www.proquest.com/scholarly-
journals/relationship-between-teachers-ict-
competency/docview/1288341639/se-
2?accountid=167112