ICT INTEGRATION AND THE TEACHING PERFORMANCE OF ELEMENTARY

TEACHERS OF CALAPAN EAST DISTRICT

A Thesis
Presented to

In Partial Fulfillment
of the Requirements for the

Names
Month and Year

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

In the twenty-first century, there is a lot of worry about the word "technology" in various

academic fields, including education. This is because conventional methods of information sharing have

been superseded by technology in the majority of affluent countries. Because of the advancements made

possible by ICT integration, individuals now think, work, and live differently. (Chakraborty and

colleagues, 2018). Schools and other educational institutions with the goal to prepare students for "a

knowledge society" should consider incorporating information, communication, and technology (ICT).

Information, communication, and technology (ICT) integration in education refers to the use of computer-

based communication that is incorporated into the usual classroom instructional process (Shahid et al.,

2019). Teachers are considered as important partners in integrating ICT into conventional classroom

settings and preparing students for the digital age. ICT's capacity to provide a vibrant and active teaching-

learning environment is the cause of this. ICT integration pertains to the advantages associated with

networking learning communities in order to tackle the difficulties of current globalization whilst striving

to enhance the excellence, availability, and cost-efficiency of instruction delivery to students (Albirini,

2006).

ICT integration in education, according to Villana and Caballes (2020), is a technologically

driven teaching and learning process that has a significant connection to the adoption of learning

technologies in schools. Because children are acclimated to digital and learn better in a digital-based

context, ICT adoption is a continuous process that completely endorses instruction, learning, and

information resources. The employing of technology for educational purposes has resulted in a number of

significant pedagogic contributions, and its application will result in productive learning with the

assistance and encouragement of ICT features and components. It is true that practically all subject areas,

beginning with mathematics, science, languages, the arts, and humanities, may be learnt more effectively

using technology-based tools and equipment. As a result, instructors' ICT skills have a substantial impact

on the efficiency of the method of instruction and learning.

 Furthermore, ICT also empowers teachers as Patra (2014) enumerated the benefits of ICT. She

mentioned that technology: (1) encourages sharing of resources, expertise and advise; (2) ensures teacher’

higher efficiency in carrying out different tasks at different times; (3) promotes positive work experience

through various teaching strategies and methodologies; (4) helps teachers in lesson planning and

designing teaching instructional materials; (5) presents the material in more engaging ways through

graphics, pictures and power point presentations; (6) guides and helps students in searching qualitative

materials; (7) aids in diagnosing learning problems and helping students in finding their solutions; and (8)

expands teachers’ knowledge and developing their professional teaching skills.

Additionally, ICT tools like multimedia are employed to improve education (Bonifacio, 2013)

and give teachers freedom when it comes to chores like computing grades and submitting reports, among

other things. Also, technology provides teachers a vast of tools for more diverse instructional

methodologies and higher productivity. Additionally, technologies help teachers in preparing lessons and

assist in analyzing the teaching process through performances, role plays, and decision-making exercises

(Osmanovic, 2019). Thus, meaningful integration of ICT contributes to better classroom instruction and

management. Teachers are seen as the key players, thus, ensuring that they are highly equipped with the

required significant level of knowledge, skills to incorporate and utilize technological tools (Osmanovic,

2019) is one of the concerns of the school administrators.

The Department of Education Order No. 78, series of 2010, otherwise known as the Department

of Education Computerization Program (DCP), has been mandated in response to the computer logjam of

public schools. Its primary objective is to provide public schools with the tools they need to improve the

teaching-learning process and deal with the challenges of the 21 st century, where teachers are crucial in

integrating ICT into the curriculum. Trainings and programs to reskill and up-skill teachers in ICT

integration have been continuously provided to ensure that quality education for all is delivered the

department promotes and encourages inclusive education.

The ability to have rich and varied learning interactions between students with disabilities and

other special needs is one of the key elements of inclusive educational environments (United Nations,
2007). ICT has the capacity to provide diverse and differentiated learning activities that foster positive

learning environments and experiences.

Public educational institutions in particular, are focused on empower teachers with the

understanding and skills needed to integrate ICT into the process of instruction and learning while

keeping curriculum aligned. The launch of the K–12 Curriculum Program in the Philippines corresponds

with this initiative. In addition, as the curriculum evolves and changes in order to adapt into the fast-

changing world, ICT also becomes an integral part of the Teacher’s Trainings and Programs such as

Virtual In-Service Training (VINSET), E- Digitization of Learning Materials, and Teacher’s Performance

Evaluation or the RPMS to guarantee the provision of exceptional and high-quality education.

Furthermore, RPMS specifies the qualities of Filipino teachers in the country. The standards explain that

teachers are expected to demonstrate growing levels of knowledge, practice and professional

engagements with motivation to improve innovations in the teaching practices.

To address challenges and worries regarding the ability of teachers to integrate ICT for the

greater good of the students, a call to undertake research on the consequences of ICT integration in

teaching performance of teachers is viewed as necessary in order to identify the areas lacking ICT

proficiency skills in order to provide appropriate and needed trainings, mentorship and coaching to reskill

and up-skill the teachers for the successful integration of ICT. Thus, this study attempted to draw

attention to managerial implications through a project proposal of establishing an ICT Professional

Learning Community (PLC) in the district. Moreover, the proposed PLC will help teachers incorporate

ICT into the teaching-learning process as they promote inclusive education through quality education for

all.

Research Locale
 Figure 1. Calapan East Schools District

This study was conducted in selected Elementary Schools of Calapan East Schools District,

school year 2021-2022. The respondent schools are the following: Bulusan Elementary School, Calapan

Central School, Ibaba Elementary School, Lazareto Elementary School, M. Kalaw Elementary School, N.

Aboboto Elementary School, Parang Elementary School, Salong Elementary School, San Antonio

Elementary School, and Silonay Elementary School. The schools have different geographical location,

resources, internet connectivity, facilities, and historical background.

The respondents are 144 teachers holding a regular permanent appointment from the ten selected

schools.

As per school’s data on ICT, all respondent schools have access to the internet, have ICT tools

such as laptop, printer, projector which can be used by teachers any time in class, teacher-provided laptop

ration is 1:1 and the internet provider were CATSI (local provider) and Globe.

50% of the schools experienced average quality internet connection; these schools were located

within Metro Calapan (Bulusan ES, Calapan Central School, Ibaba ES, Salong ES & San Antonio ES),
while the other 50% of the schools that were outside Metro Calapan or 6-10 kms. from the city (Lazareto

ES, M. Kalaw ES, N. Aboboto ES, Parang ES & Silonay ES) were experiencing good quality internet

connection. Moreover, five schools have 50%-60% of teachers who were NEAP simcard recipients

(internet load from NEAP), while the other 5 schools have 89%-100% recipients. In connection with this,

training courses thru Learning Action Cells, district-based and division-based, were attended by 70%-

80% of the respondents.

Additionally, the researcher, who is employed in one of the schools in the Calapan East District,

wished to contribute by learning more about the status of ICT integration in relation to teaching

effectiveness at her employment to a study that might act as the basis for the establishment of a zone-

based professional learning community for teachers to promote collaboration among educators who

possess ICT expertise to enhance and develop teacher’s abilities to use and utilize specific ICT tools such

as online applications.

Theoretical Framework

The following theories, which improve study structure, served as the foundation for the research:

Roger’s Diffusion Theory, Modern Education Theory of John Amos Comenius and John B. Watson’s

theory of behaviorism.

One prevailing theory in educational technology is Everett Roger's Diffusion Theory (2003).

Diffusion Theory highlighted that teachers should impart the skills for the effective utilization of

technology as part of learning as well as the pedagogical and instructional skills with the classroom use,

thus, knowing the level of teachers’ ICT integration and teaching performance is a necessity to ensure that

the transfer of knowledge and skills happens.

 Diffusion theory aids understanding the procedure of integrating ICT into a system such as a

teacher education program (Baert et al., 2011). Knowing the teachers’ ability, and what they need is a

way of paving the road to global competitiveness. It is a principle that investigates how to articulate the

whys and rate new concepts and technology develop and influence through diverse cultures. According to

Rogers, distribution is the process by which an innovation is transmitted over time and through many

channels to the participants in a social system; teaching-learning communication is one of these social

systems.

In contrast to other integration strategies, the diffusion innovations theory. Integration is seen as

vital as being about the revolution or invention of products and behaviors to suit better for the person or

as a group, rather than emphasizing on persuading people to transform. The Diffusion of Innovation

theory by Everett Roger was utilized in the investigation to identify the factors influencing how

instructors use technology in the classroom. Since teaching and technical methods both influence

educational quality, the claim is pertinent to the study (Shiboko, 2015)

Relevance of John B. Watson’s theory, which focuses on one’s behavior, which was known in the

mid of the 20th century as psychologist who worked on the behavior patterns and how humans and other

animals respond. Education is viewed as a response to stimulation. Technology can assist in the process

of teaching students to respond appropriately to stimuli, such as rewards, recognition, and games, by

supplying learning incentives include games and other prizes or by providing students with tools for

effectively creating stimulus-response conditioning, such as drill-and-kill procedures, academic

performance can be enhanced The researcher can better understand the relationship between technology

integration in curricular instruction and teacher performance with the use of these theories.

The Modern Educational Technology hypothesis by John Amos Comenius is a significant

hypothesis that underpins the study. It is both a general and detailed idea. It places a strong emphasis on

the philosophy and practice of utilizing contemporary educational theory and information communication

technologies in the classroom. Therefore, educational technology is the theory and application of

designing, developing, utilizing, managing, and evaluating educational resources and processes.
(MEICI 2017).

Additionally, the notion of modern educational technology enables teachers to take on new roles

in the classroom. A vital element of learning and instruction is the teacher. According to the notion of

modern educational technology learning, educators should be freed from the constraints of the old method

of education, modify the idea of cramming education, pay attention to their role as mentors for students,

and work to increase students' excitement for learning (Zhang Jinsu, 2016). Modern educational

technology theory also suggests higher standards for instructors' personal attributes. The issue of whether

teachers can manage the functionality of multimedia and the Internet while simultaneously keeping up

with the actual demands of teaching under the power of information is one that needs to be solved

urgently by educators.

The current educational technology theory additionally fosters students' potential by allowing

them to freely delve into the depths of information and affix the scientific and technological wings.

Through the changing of roles, the students are moved to the center of the stage according to the

philosophy of modern educational technology. They are at the forefront of knowledge inquiry and

application rather than being the passive recipients of knowledge (Wang Haixia,2013).

The traditional idea of school has been significantly altered by current technological education

(Qiaojun Lei, 2017).

The theories that have been put forward do, in fact, highlight the significance of ICT integration

in the teaching and learning process as the essential component of effective teaching methods and student

achievement in 21st century education.

Conceptual Framework

This study was founded on the idea that before a new school-based professional development program

and training can be implemented, it is necessary to assess teachers' technological proficiency in order to

determine how well they can integrate ICT into the curricula and how that affects their ability to perform
as teachers. The findings served as the basis for proposed school- based professional development

trainings and programs which focuses on the needs of the teachers in specific school.

Figure 2. The Hypothesized Relationship between the Variables of the Study

The diagram represented the conceptual framework of the investigation. The first box presents the

independent variables: While integrating technology into the teaching-learning process, educators should

adhere to the National Educational Technology Standards for Teachers, which set forth the benchmarks

and performance measures. Four domains namely: Planning and Designing Learning Environments and

Experiences; Assessment and Evaluation; Productivity and Professional Practice and Planning of teaching

According to Individual Differences and Special Needs: were selected to assess the proficiency level of

teachers in integrating ICT in the teaching and learning process and instruction.

The box on the right side presents the modified RPMS Self-Assessment Teacher’s Evaluation

which contains indicators to self- evaluate teacher’s performance in terms of Quality of Work,

Timeliness, Efficiency, and Individual Development Plan. The single-headed arrow indicates the

hypothesized relationship between and amongst variables.

At the end of the research, proposed professional learning communities was the anticipated

output of the study as presented by broken arrows.

Statement of the Problem

The purpose of this study was to assess the level of ICT integration and instructional efficiency of

a group of elementary teachers in the Calapan East Schools District. This study sought to answer the

following:

1. What is the proficiency level of teachers in integrating ICT in teaching instruction in terms of:

a. Planning and Designing Learning Environments and Experiences?

b. Assessment and Evaluation?

c. Productivity and Professional Practice?

d. Planning of Teaching according to Individual Differences and Special Needs?

2. What is the level of teaching performance of selected teachers in terms of:

a. Quality of Work?

b. Timeliness?

c. Efficiency?

d. Individual Development Plan?

3. Is there a relationship between level of teachers in integrating ICT and the level of teaching

performance of selected teachers in Calapan East School District?

4. Based on the results of the study, what type of professional learning community can be proposed to up-

skill and reskill teachers with ICT skills?

Statement of the Hypothesis

There was no significant relationship between the ICT integration and teacher’s performance of

the selected teachers of Calapan East Schools District.

Significance of the Study

This research was regarded valuable to the following:

Students- They will be motivated to learn more because of meaningful classroom experiences and other

activities that enhance student learning and student engagement in the learning process

Teachers- Aside from the chance for improvement in the teaching practice, they also can evaluate their

technological proficiency. The result of their evaluation can be a basis for an annual individual

professional development plan.

Administrators- The findings of this study can serve as a foundation for upcoming initiatives and

training aimed at enhancing teachers' technical skills.

Parents- The results of this research can encourage parents to support innovations and projects of the

school and teacher to improve the teaching- learning experience of learners in line with technology

integration within the curricula.

For future researchers- The result could be a reference for future research.

Scope and Delimitation

The effectiveness of teaching and ICT integration among elementary teachers in the Calapan East

Schools District was the focus of this study. One hundred forty-four (144) elementary teachers in the

district were randomly chosen to participate in the study during the school year 2021–2022.

To collect the necessary data, 4 domains from Educational Technology Standard Scale (ETSS),

namely: Part A- Planning and Designing Learning Environments and Experiences, Part B- Assessment

and Evaluation, Part C- Productivity and Professional Practice, Part D- Planning of Teaching according to

Individual Differences and Special Needs will be utilized to assess the teachers' level of ICT integration

expertise and their instructional performance.

Hence, other domains namely: Technology Operations and Concepts and Social, Ethical, Legal

and Human Issues, were excluded in the scope of this study due of their extraneous aspect relative to ICT

integration in the teaching instructions.

 A modified RPMS Self- Assessment Evaluation tool with 4 domains, namely: Quality of Work,

Timeliness, Efficiency, and Individual Development Plan was utilized to gather data for teacher’s

performance.

The one- year data gathered was the sole basis of the evaluation of the study.

It was limited only to the teachers with regular permanent appointment regardless of their

designations.

In addition, this study was limited to the quantitative analysis of the survey responses of the

selected teacher- respondents. Moreover, since the study employed a quantitative approach in the data

collection and data gathering procedure, it was not expected to provide qualitative measures or analysis of

the aforementioned research inputs.

Definition of Terms

The following terms used in the study were operationally defined:

Assessment and Evaluation. Technology is used by teachers to assist a number of successful assessment

and evaluation procedures.

Efficiency. The extent to which time or resources is used for the intended task or purpose. Measures

whether targets are accomplished with a minimum amount of quantity of waste, expense, or unnecessary

effort.

ICT Integration- Utilization of ICT in the teaching and learning process.

Individual Development Plan. A personal development plan based on one’s reflection of practices and

other professional learnings.

Modified Self- Assessment Evaluation. A modified RPMS tool made to assess teacher’s performance in

4 domains: Quality of Work, Timeliness, Efficiency and Individual Development Plan

National Educational Technology Standards for Teachers. Standards for evaluating the ICT

integration in the teaching- learning process.

Planning and Designing Learning Environments and Experiences. Teacher plans and designs

effective learning environments and experiences supported by technology.

Planning of Teaching According to Individual Differences and Special Needs. Teachers plan effective

and productive learning- teaching process considering individual differences and special needs.

Productivity and Professional Practice. Teachers use technology to enhance their productivity and

professional practice.

Quality. The extent to which actual performance compares with targeted performance.

The degree to which objectives are achieved and the extent to which targeted problems are solved.

Teaching Performance. A teacher’s level of teaching practices in relation to ICT integration in

observable outcomes.

Teaching Practice. The way or habit of a teacher in delivering teaching. This encompasses everything a

teacher does to help students learn. It reflects the instructors' knowledge, abilities, values, and attitudes as

they carry out their teaching tasks and obligations.

Timeliness. Measures whether the deliverable was done on time based on the requirements of the rules

and regulations, and/or clients/stakeholders. Time-related performance indicators evaluate such things as

project completion deadlines, time management skills and other time-sensitive expectations.