ICT INTEGRATION: HOW TO INVOLVE CLASSROOM TEACHERS IN PROFESSIONAL

DEVELOPMENT

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An Action Research Proposal presented to:

ANTONIO F. CAVEIRO, Ph. D.

Secondary School Principal IV

of Calbiga National High School

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As Requirement for School Year 2015-2016

CRISTOPHER P. SULLA
Secondary School Teacher I
 Republic of the Philippines
Department of Education
Region VIII
Division of Samar

CALBIGA NATIONAL HIGH SCHOOL

Calbiga, Samar

ACTION RESEARCH PROPOSAL

I. TITLE: ICT Integration: How to Involve Classroom Teachers in Professional

Development

II. INTRODUCTION:

The nature of technology use in schools has changed dramatically in the past decade. By
using computers, the Internet, and other digital technology in smart ways, schools are beginning
to transform themselves into the more modern, effective, and responsive institutions that our
society needs. Although schools have arguably reached a tipping point in using technology to
reform age-old ways of operating, the pace of change has been so fast that the modifications
schools are making are not yet widely known or understood. Most schools timetables have not
been designed to foster Information Communication Technology (ICT) integration. Much time in
our schools sixty minute instructional periods is often wasted in computer setup and shutdown.
Teachers are unsure about how to integrate technology in their lesson plans and tend to use it
as a tool rather than an instructional enhancer.

This research initiative was first, to reflect on, analyze and assess our own use and
integration of technology across the curriculum. Thus, setting up goal was to push ourselves to
achieve something new, in terms of technology integration, in our respective classrooms.

Such question may rise, How we feel integrating technology in teaching and enhanced
student learning?

III. STATEMENT OF THE PROBLEM

Looking at research problem with regard to ICT integration and professional

development, action research allows for teachers as a group to decide where to begin making
improvements by first identifying an area where all members of the group perceive a cluster of
problems of mutual concern and consequence. Thus, will seek to answer the questions the
following:

1. What constitutes technology integration in our school?

2. How can action research be used as a tool for professional development in our school?
3. How do our technological initiatives help us achieve differentiated learning in our
classrooms?
4. To which end do we integrate technology into our curriculum?
5. Using technology can engender a lot of wasted time. Is it worth it?

IV. METHODOLOGY:

Susan Noffke (1997) outlines three different dimensions (professional, personal and
political) that can be useful to explore reasons for engaging this particular study, as well as its
limitations. Here, we will focus on the professional dimension and elaborate mostly on issues of
curriculum and professional development.

Prepared by:

CRISTOPHER P. SULLA
Secondary School Teacher I

Noted by:

LOIDA R. VOCES
Acting Department Head TLE

Approved:

ANTONIO F. CAVEIRO, Ph.D.

Secondary School Principal IV