OSMEÑA ELEMENTARY

SCHOOL

PROJECT CLIP:
Computer Literacy
Improvement Program for
Teachers
 2

OES
OESC.I.
C.I.
TEAM
TEAM
DISTICT SUPERVISOR
MARIA DOREEN A. DAPLIN

TEAM LEADER
GRACE B. OLALO

Scribe
Documentation Process Observer Communications
NOREEN ANN S.
JOANA JANE GALVEZ ANNIE ROSE L. PASTER JENNILYN M. SANICO
PERALES
STAGE 1: ASSESS
BACKGROUND:

 In the 21st century learning, Information and Communication Technology (ICTs)

is considered as essential for education. There is indeed multitude benefits of
integrating ICT in the teaching-learning process. In fact, ICTs importance have
been well documented by various authorities and researchers globally such
as BECTA (2004), Akudolu (2002), and Sharp and Potter (2002). In addition, it
is prevalent that teaching is the noblest calling as well as the most challenging
profession. As education improved and evolved, teachers are anticipated to
facilitate learning and make it more meaningful to learners by accommodating
their individual needs and supporting their strengths.
 In the Philippines, specifically the Department of Education have shown
serious commitment towards ICT in Education by providing variety of
virtual trainings and programs that could enhance teachers’ ICT skills
and competence and apply it to the teaching and learning process.
Moreover, these were aligned to the Millennium Development Goals
and Education for all movement. As stipulated by San Diego, Cecilia
(2012) there is a need for ICT reform with in the Education sector and
these have resulted in prioritizing the incorporation of ICT into our
educational system.
 In the local setting, particularly at Osmeña Elementary School,
during the survey conducted, teachers have affirmed that they have
been using ICT for quite some time in preparing their lesson plans
and learning materials. Thus, teachers consider ICT as an essential
tool in the teaching learning process. However, teachers have
encountered obstacles along the way. Thus, harnessing ICT
continues to be an important challenge to educators.
 In addition, Several meta-analyses have shown that technology can
enhance learning (e.g., Schmid et al., 2014), and multiple studies
have shown that video, specifically, can be a highly effective
educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and
Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013).
 This is basically the reason why the CI team of Osmeña Elementary
School dig into the factors behind the problem and conducted the
study in order to provide suitable solution on how ICT specifically the
creation of lesson videos to facilitate the teaching process to
enhance learners understanding especially now that the field of
education is completely affected by the pandemic.
OBJECTIVES:
At the end of the given time span, the CI Team of Osmeña Elementary
School shall be able to realize the following objectives:
1. Boost the ICT literacy of teachers in lesson video making.

2. Create lesson videos using applications such as Filmora, MS

PowerPoint 365
LEGAL BASIS
During the year 2020 the Department of Education provided all teachers
with free office 365 Education. This is in response to the government
program as mentioned in Republic Act No. 10844: “Department of
Information and Communications Technology Act of 2015”
DO 78, s. 2010 – Guidelines on the Implementation of the DepEd
Computerization Program (DCP)
. “to provide public schools with appropriate technologies that would
enhance the teaching-learning process and meet the challenges of the
21st century. ”
 10

TALKING WITH THE CUSTOMERS

VOICE OF THE TEACHERS
 11

FGD FOR WHERE DO I BEGIN?:

(Survey questionnaire for teachers)
Instructions: We are the Continuous Improvement Team of Osmeña Elementary School and we would like to conduct a survey about
your ICT experience, knowledge and skills in teaching. Your responses will be treated with confidentiality and individual teachers will
not be identified in any report or publication. Please answer all questions as accurately as you can. We would be grateful for your
honesty and cooperation in answering the following questions.

Please answer the following questions in the spaces provided below.

1. How long have you been using computers/gadgets in teaching?
2. How would you rate your own ICT skill?
0 None 1 A little 2 Somewhat 3 A lot
3. Do you use computers/gadgets or the internet in preparing your lesson?
4. Why are you using ICT in school?
5. How does this technology enhance your teaching skills?
6. How does ICT enhance students learning?
Cite some examples:
7. In this time of pandemic, are you creating lesson videos in delivering your topics to your students?
Why?
8. What are applications that you use in making lesson videos?
9. Have you undertaken professional development program in ICT?
10. What are the obstacles that you have encountered in using ICT in the teaching learning process?
 
 
 12

FGD for PROJECT CLIP: A PEDAGOGICAL CONTENT ON COMPUTER LITERACY SKILLS OF TEACHERS

Please answer the following questions and check your corresponding answer.
QUESTIONS YES NO
1. Do you use computers/gadgets or the internet in preparing your lesson?    
2. Do you consider computer literacy skills essential in your profession as a teacher?
   
3. Does the use of technology enhance your teaching skills?    
4. Does the use of technology enhance the students’ learning?    
5. Do you consider yourself knowledgeable in video lesson making?    
6. Do you create/craft video lessons using PowerPoint/ Filmora in delivering the topics to
your learners?    
7. Have you ever undertaken professional development in ICT specifically the use of
PowerPoint/ Filmora?    
8. Did you encounter obstacles/difficulties in using PowerPoint/ Filmora in making your
video lessons?    
9. Is there a special academic department dedicated to the pedagogical use of ICT at your
institution?    
10. At some point, are teachers’ pedagogical competencies related to the ICT formally
assessed?    

11. Is there a technological support available for teacher trainers at your institution?
   

AFFINITY
DIAGRAM
RESULTS AND ASSESSMENT OF QUALITATIVE DATA GATHERING
USABILITY
 I use computer/ gadget and internet
in preparing my lessons
 Computer literacy is importance in
my profession as a teacher
 Technology helps in enhancing my
teaching skills
 Technology helps my learners learn
better
13
RESOURCES TECHNICAL ASSISTANCE
 Not user friendly  Limited professional
applications development ICT training
 Unstable and  Limited hands on
unreliable internet training
connectivity  Limited exposure of
 Obsolete technological tools
technological tools  Lack of digital
 Outdated gadgets for competence of teachers
teachers hands on
performance
 14

CONSOLIDATING DATA
 15

Pre-Training Results
YES NO
60

50 46 48 48 48

40 38 38 37 37 37
33
30 27
21
20 15
10 10 11 11 11
10
2 0 0 0
0
1 2 3 4 5 6 7 8 9 10 11

The graph above shows that 38 teachers do not consider themselves

knowledgeable in lesson video making (item no. 5) , only 10 teachers create/craft
lesson videos using PowerPoint or Filmora in delivering the topics to their learners
(item no. 6) and only 11 teachers undertaken professional development in ICT.
(item no.7)
 16

S I P O C
SUPPLIERS INPUT PROCESS OUTCOMES CUSTOMERS

Teachers are
ICT
ICT Coor
Coor Lesson
Training on expected to OSMEÑA
Teachers
Teachers Video create their own
Powerpoint ELEMENTARY
making lesson video
365 & using the PPT SCHOOL
Filmora 365/screen TEACHERS
recorder

Crafing
Preparation Recording Editing &
Powerpoint
of gadget of video Revisions
slides

Present the video

Critiquing lesson to
by the rater learners and rater
and via social media
principal platforms
 17

Outdated
Background
gadgets/ poor Time noise/
internet consuming distractions
connectivity

Preparation Crafting Recording

of gadget PowerPoint of video
slides Laborious, time
consuming and
Need sufficient
PROCESS MAPS/ skills
CLOUDS

Not all learners

Time have gadget and Editing &
internet access Revisions
constraint
for viewing

Present the video

Critiquing by lesson to learners
the rater and and rater via
principal social media
platforms
 STAGE4:4:FOCUSED
STAGE FOCUSEDPROBLEM
PROBLEM
STATEMENT
STATEMENT
 
Out of 48 teachers, 38 have limited
knowledge on crafting lesson videos using
PowerPoint 365/Filmora in Osmeña
Elementary School for the S.Y. 2020-2021.
 19

WHY-WHY
STAGE 2:ANALYZE DIAGRAM
Limited practical Teachers adapting No newly device schedule for
Mandated by D.O. 011 s.2020 due to
trainings on lesson Skeletal work trainings inline with the safety
PEOPLE video making schedule
pandemic
health protocols

Teachers has no capacity to

Obsolete gadgets and computer units in the
PROVISION upgrade personal technological Computer Laboratory are
outdated software
tools not mobilize
79 % of
teachers
have no
to Unavailability of hands-on
limited Teachers have limited There is no expert to check Lacking technical training on
training to improve teachers
knowled PROCEDURE know-how on lesson the video lesson video making
capability in lesson video
video making making
ge
on
making
video Teachers adapting
No newly device Few Teachers are not
lesson Teachers do not schedule for consistent with their
the mandated
PATRON have designated Skeletal workforce
trainings inline with scheduled training due to
time for training schedule the safety health loadworks
protocols

PLACE
 Republic of the Philippines

STAGE 3: ACT Department of Education

Region XI
Division of Davao City
TIBUNGCO DISTRICT
Davao City

IMPLEMENTATION PLAN
NO. ACTIVITIES TARGET DATES PERSON IN - CHARGE BUDGET REMARKS
1 Consultation with the School Principal April 12, 2021 CI Team and School Head Done
2 Making of FGD Survey Questionnaire (Teachers) April 14, 2021 CI Team Done
3 FGD with Grade Heads April 15, 2021 CI Team and Grade Heads Done
4 Gathering and Consolidating of Data April 19, 2021 CI Team Done
5 Virtual making of Affinity Diagram April 20, 2021 CI Team Done
Presentation of Affinity Diagram and Crafting of Validation Survey
6 Questionnaire April 21, 2021 CI Team Done
Consolidation of Validation if Survey Results and SIPOC/ Process
7 Map Making April 26, 2021 CI Team Done
Presentation of Validation Questionnaire Results, SIPOC/ Process
8 Map,. May 12, 2021 CI Team Done
Crafting of Why – Why Diagram and Implementation Plan
District CI Finalization (Making of Policy) Done
9 May 19, 2021 CI Team
Signing of the School Policy for the Project CLIP Done
10 May 20, 2021 CI Team and School Head
Preparation of the venue, materials, and finalization of the Done
11 speaker’s topic May 21, 2021 CI Team
Pilot Testing of the Project CLIP Done
12 May 31, 2021 CI Team and OES Teachers
Dissemination of Information for the Roll – Out Done
13 June CI Team and OES Teachers
 21

PROJECT CLIP (Computer Literacy Improvement Program) for Teachers

Training Pilot Testing

Date Topic Participants

June 16, 2021 PowerPoint 365
(8:00-12:00) Video Lesson
Making All Grade Heads
(1:00-5:00) Video Lesson
Making using
Filmora
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PILOT TESTING
TRAINING ON HOW TO CRAFT VIDEO LESSON USING POWERPOINT 365
 23

PILOT TESTING TRAINING FOR

TEACHERS

HOW TO CRAFT VIDEO

LESSON USING FILMORA
 24

PRE TRAINING RESULTS

YES NO
60

50
46 48 48 48
40
38 38 37 37 37
30 33
27
20
21
10 15
10 10 11 11 11
0 0 0
0
12 2 3 4 5 6 7 8 9 10 11

The graph above shows that 38 teachers do not consider themselves

knowledgeable in lesson video making (item no. 5) , only 10 teachers create/craft
lesson videos using PowerPoint or Filmora in delivering the topics to their learners
(item no. 6) and only 11 teachers undertaken professional development in ICT.
(item no.7)
 25

PROJECT CLIP (Computer Literacy Improvement Program) for Teachers

Training Roll-out

Date Topic Participants

June 25, 2021 Filmora Video
(8:00-12:00) Lesson Making
All teachers
(1:00-5:00) Video Lesson
Making using
Filmora
 26

ROLL-OUT TRAINING FOR TEACHERS ON MAKING VIDEO LESSON USING

POWERPOINT 365 AND FILMORA
 27

ROLL-OUT PROCESS RESULTS

48 48 48 48
50 42
45 40
40 35 35 35
35 28 30
30
25 20 18
20 13 13 13
15 8
10 6
5 0 0 0 0
0
1 2 3 4 5 6 7 8 9 10 11

yes no

The table depicts that there is an increase of the number of teachers who consider
themselves knowledgeable in video lesson making as it went up to 35 from 10
(item no. 5). The graph also shows that from 10 teachers who create/craft video
lessons using PowerPoint or Filmora, it went up to 35 (item no. 6) while 40
teachers has now undertaken professional development in ICT. (item no. 7).
 28

PROJECT CLIP MONITORING AND EVALUATION FORM

Criteria YES NO
1. Training was relevant to my need.
2. Instructions were clear and understandable.
3. Materials provided were helpful.
4. Content was well-organized.
5. Questions were encouraged.
6. The presenters were effective.
7. Length of training was sufficient.
8. Training met my expectations.
 29

COMPARISON BETWEEN PRE AND POST TRAINING RESULTS

PRE POST DIFERENCE
45
40
35 40
30 35 35
25 29
20 25 25
15
10
10 10 11
5
0
KNOWLEDGEABLE IN CRAFT VIDEO LESSON UNDERTAKEN
VIDEO LESSON PROFESSIONAL
MAKING DEVELOPMENT

The table shows the pre- training and post-training result of PROJECT CLIP roll-out process.
The table shows that the number of teachers who are knowledgeable in lesson video making
increases from 10 to 35. Number of teachers who craft lesson video increased to 35 from 10
with a difference of 25. Forty (36) out of 48 teachers of Osmeña Elem. School has undertaken
professional development in ICT.
SCHOOL POLICY
 CRAFTING THE FGD SURVEY

VOICE OF THE CUSTOMERS

PRESENTATION OF AFFINITY
DIAGRAM