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OCTOBER 2019
Chapter 1
Currently the alterations taken about by new technology had a significant result on the life
of people living in every places in the world. Traditional process of teaching and learning in
education has been replaced by new and emerging technologies. Information Technology (IT) is
taking a main effect on the total parts of education, in its methods of teaching, classroom learning
etc. Prompt communication with better access of Information Technology (IT) in home, work
According to Branford, Brown, and Cocking (2003) ICT can provide a considerable benefit
in supporting learning. By means of technology in their learning, the students can be active
learners. They will be aware of what information they need, why they need it, and how they can
get that information. an active learning allows the students to decide when they require a particular
information and whether they have already understood that information or not.
(2002) by using ICT in our learning we can learn how to learn rather than learn a particular skill.
By this we can be realize that learning new technology and new knowledge is not more difficult
than learning old knowledge/skills. This consideration is very vital since many people are afraid
of learning new technology since they regard that learning something new (new technology) is
more complex and difficult than the old ones Information technology (IT) help and even
encouraged chances of information distribution throughout the world. These can assist teachers
and students in gaining up-to-date information and knowledge. For effective teaching and learning
right information is very necessary. Information technology is a set of tools that can help the right
“Crutch”, Students are so quick to turn to the Internet to answer questions that some believe critical
thinking has gone down the tube. Spelling is no longer something tested if everything is
autocorrected and spell checked. This may be a larger issue of technology on our memory and
brain-strength, but if we are using the Internet in schools, then kids are being taught to use Google
to answer all their questions and to essentially, copy and paste their knowledge. Second problem,
“Crash”, When using the computer and all its glitches to create a project that requires hours of
work, it sometimes gets erased, doesn’t transfer over correctly, doesn’t save, or for one human
error or another is gone. Many technology rookies have been in this position and curse at the
computer that has stolen hours. Some students struggle simply to complete work that it seems
unfair to put obstacles in their way, especially when some students may not have programs or the
technology at home to become familiar with it. The problem with technology glitches is also seen
with online textbooks. Third, “Old-timer “where Some teachers do not utilize the technology
they’ve been given. They have been teaching for years and don’t want to incorporate something
new into their time-tested lesson plans. Some schools are pushing instructors to incorporate
technology into their syllabi and when it is poorly taught the technology is not used at optimal
level. Fourth, “Facebook” and Twitter, Instagram, Pinterest, YouTube, etcetera. Putting a
computer in front of a high school student and expecting them NOT to go on Facebook or any
other distracting non-school related site is kind of a joke. And it isn’t just the younger students that
are in danger of losing focus; even graduate students can hardly help themselves to online
distractions in the classroom. When keeping students excited and focused on the lesson at hand is
one of the hardest task a teacher faces, a computer can be one of the most detrimental things to
that student’s learning. Lastly, “Band-Aid” the idea that technology can save education may have
some truth in it, but it may be problematic to treat all our educational issues with technology. If
students aren’t proficient in their studies to begin with and technology is used incorrectly, a whole
The roles of teachers increasingly change by the integration of Technology to the teaching
process by them. Students reacts as the result of cooperative learning approaches prompt its role
in the classroom. Such effects of using Information Technology are as to Increased Motivation and
Self Esteem, enhance Technical Skills, ability of the accomplishment of more complex tasks, and
Technologies are influencing all aspects of life including education. They are promoting
approaches and so on.One area in which the impacts of ICT is significant, is education. ICTs are
making major differences in the teaching approaches and the ways students are learning. ICT-
evaluative learning as an advantage over the traditional method. Hence, this study is conceived.
Reference:
This part presents the related literature and related studies reviewed by the researchers in
RELATED LITERATURE
When technology is integrated into lessons, students are expected to be more interested in
the subjects they are studying. Technology provides different opportunities to make learning more
Paolo Savvidis (2012), stated that there were 6 benefits of using technology in the
classroom. First, “Improves engagement”, when technology is integrated into lessons, students are
expected to be more interested in the subjects they are studying. Second, “Improves knowledge
retention” which students who are engaged and interested in things they are studying, are expected
to have a better knowledge retention. Third, “Encourages individual learning”, no one learns in
the same way because of different learning styles and different abilities. Technology provides great
opportunities for making learning more effective for everyone with different needs. Fourth,
“Encourages collaboration” where students can practice collaboration skills by getting involved
in different online activities. Fifth, “Students can learn useful life skills through technology”. By
using technology in the classroom, both teachers and students can develop skills essential for the
21st century. Students can gain the skills they will need to be successful in the future. Modern
learning is about collaborating with others, solving complex problems, critical thinking,
developing different forms of communication and leadership skills, and improving motivation and
productivity. Lastly, “Benefits for teachers”, with countless online resources, technology can help
improve teaching. Teachers can use different apps or trusted online resources to enhance the
traditional ways of teaching and to keep students more engaged. Virtual lesson plans, grading
software and online assessments can help teachers save a lot time. This valuable time can be used
for working with students who are struggling. What is more, having virtual learning environments
The impact of classroom technology on student behavior thus results of such study suggest
that adding technology to courses where it is not currently used is likely to have a positive impact
on student perceptions of the instructor and the course as well as on most aspects of student
behavior. However, it interesting to note that removing technology from courses that already use
it would not appear to have a negative impact on all aspects of student behavior (Lavin, Korte, &
Davies, 2012).
specified that where digital culture and digital literacy: Computer technologies and other aspects
of digital culture have changed the ways people live, work, play, and learn, impacting the
construction and distribution of knowledge and power around the world. Digital literacy—the
skills of searching for, discerning, and producing information, as well as the critical use of new
media for full participation in society—has thus become an important consideration for curriculum
frameworks. Common educational applications of ICT include Laptops, Tablets, Interactive White
enhancement of the online learning experience using virtual interactive classrooms. The result of
the study found out that Fifty-six percent of enrolled students participated in classrooms in real-
time and 9% viewed recorded sessions. The survey response rate was 56%. Non-traditional
students were highly represented; with 65% of undergraduate and 100% of postgraduate students
responders who participated in classrooms in real-time did so actively. The most common reason
for non-participation in real-time was family and work commitments (76%). Participating students
gave overwhelming positive feedback of the classroom experience, in particular around its
interactive nature, blended learning approaches and user-friendliness. As per conclusion of the
study, the classrooms supported active student participation in online learning. Students valued the
interactive and blended learning features, known to be congruent with effective learning, student
by Ashrafzadeha and Sayadian (2015). There were 91 university instructors asked to participate in
the survey, out of whom nine were interviewed and finally, a focus group of five participants was
conducted. The findings of the study revealed that the university instructors showed more Self
concerns (Informational and Personal stages). Moreover, based on the quantitative data of the
integration and accessibility of technology for all the students were reported to be the source of
technology adoption by Buchanan, Sainter, & Saunders (2013). Examines factors associated with
university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on
their use of learning technologies along with barriers to their adoption. Principal components
analysis suggested two main barriers to adoption: structural constraints within the University and
perceived usefulness of the tools. Regression analyses indicated both these variables, along with
Internet self-efficacy, were associated with use of online learning technology. These findings are
more consistent with models of technology engagement that recognize facilitating or inhibiting
conditions (unified theory of acceptance and use of technology; decomposed theory of planned
behavior) than the classic technology acceptance model (TAM). Practical implications for higher
education institutions are that while faculty training and digital literacy initiatives may have roles
to play, structural factors (e.g., provision of resources and technical support) must also be
Reference:
Andrew, L., Ewens, B., Maslin-Prothero, S., (2015). Enhancing the online learning experience
using virtual interactive classrooms. Retrieved on October 12, 2019 from
https://search.informit.com.au/documentSummary;dn=430537564307700;res=IELAPA
Ashrafzadeha, A., and Sayadian, S., (2015). University instructors’ concerns and perceptions of
technology integration. Retrieved on October 12, 2019 from
https://www.sciencedirect.com/science/article/pii/S0747563215000990?via%3Dihub
Buchanan, T., Sainter, S., & Saunders, G., (2013). Factors affecting faculty use of learning
technologies: implications for models of technology adoption. Retrieved on October 12,
2019 from https://link.springer.com/article/10.1007%2Fs12528-013-9066-6
Lavin,A., Korte,L., & Davies,T., (2012). The impact of classroom technology on student
behavior . Retrieved on October 12, 2019 from
https://www.aabri.com/manuscripts/10472.pdf
Learning Portal (n.d). Information and communication technology in education. Retrieved on
October 12, 2019 From https://learningportal.iiep.unesco.org/en/issue-briefs/improve-
learning/curriculum-and-materials/information-and-communication-technology-ict
Savvidis, P., (2012). Top 6 benefits of using technology in the classroom. Retrieved on
October 12, 2019 from https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-
technology-classroom/
THEORETICAL AND CONCEPTUAL FRAMEWORK
Vygotsky (1896-1934). This approach emphasizes the influence of the society that we living on
our learning process. Rendering to the sociocultural approach, cultural factors such as language,
art, social norms and social structures can play a significant role in the development of our
cognitive abilities. Interdependency and construction of human development processes are central
to this perspective.
The method of knowledge construction takes place through a discourse between people at
the social level (interpsychological) and then at the individual level (intrapsychological). Thus,
knowledge appropriation implies that individual learners participate actively in shared experience
that “is oriented to action of personal and social significance and to the continual enriching of the
of social and technological artefacts (Bliss and Säljö, 1999) through project-based learning. To
project’ is proposed by the researchers as an approach aiming to engage students in learning and
knowledge development.
Sustained in the development of learning focus process of the students and provide ways
and documenting change and transformation to students learning and behavioral factors. Pressing
Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes.
Retrieved on October 13, 2019 from http://ouleft.org/wp-
content/uploads/Vygotsky-Mind-in-Society.pdf
Conceptual Framework
INDEPENDENT VARIABLES
DEPENDENT VARIABLES
INFLUENCE OF
INFORMATION TEACHING- LEARNING
COMMUNICATION PROCESS
TECHNOLOGY TOOLS OF GRADE 11 STUDENTS OF
This study aims to show the Influence of Information Communication Technology tools
in the Teaching- learning process among the selected Grade 11 students of Saint Joseph Institute
1. What are the ICT Tools used by the teachers in the teaching learning process?
2. How do students respond when using ICT tools in the teaching –learning process in terms
of:
2.1 Interaction
2.2 Behavior
2.3 Learning
3. Is there a significant relationship between the use of ICT tools in the Teaching- learning
process and;
3.1 Behavior
3.2 Learning
Hypothesis:
Ho1: There is no significant relationship between ICT and Learning Process in terms of
Interaction.
Ho2: There is no significant relationship between ICT and learning Process in terms of
Behavior
Ho3: There is no significant relationship between ICT and students Learning Process.
Significance of the Study
Students. This study may serve as the guide of the students and awareness of the right
Administration and Staff. This may serve as a guide for the awareness of the school
to the benefits and difficulties of using the ICT tools in the learning-process of the students.
Teachers. This study helps teachers to handle students and their potential to teach
students in using ICT tools, and will improve their relationship through understanding the
Parents. This study provides a wide range of thought to the parents for their supervision
of the activities of their children who are largely engaging themselves to Information
Future Researchers. This may serve as a guide and reference for the undertakings
similar studies.
DEFINITION OF TERMS
For the purpose of this paper the following terms are defined:
ICT Tools. Used of devices like computers/laptops, tablets, projectors and PowerPoint
Tools in the Teaching-Learning Process of the selected Grade 11 students of Saint Joseph Institute
This study focuses only to the One hundred and Thirsty Two (132) selected students who
are using and engaging on the digital devices prior to ICT tools used by their teachers are the
subject of the investigation. Each student will be given same set of questionnaires provided by the
Methodology
This chapter presents the research design, the research respondents/participants, the
research locale, the research instruments, the data gathering procedure used in the study.
Research Design
In this research, Quantitative methodology was used to collect and analyze the data
obtained from all the respondents. The researchers developed the questionnaire and finalized it
before being distributed to the targeted group of respondents. Few sections on the questionnaire
were designed specifically to address research objectives in regard with the effectiveness of ICT
integration for students in learning and effective elements of ICT integration in Saint Joseph
Institute of Technology. Therefore, the questionnaire was distributed to obtain the data from the
respondents. The correlational method was used to determine the level of relationship between
Learning Process in terms of Integration, Behavior, and students cognitive learning among the
selected students of the study. Moreover, this study helped us to determine what particular
independent variable (the cause) has an effect on the dependent variable of interest (the effect).
Setting this objective, the researchers gathered information which was very useful in conducting
the study.
The respondents of this study are the One hundred and Thirty-Two (132) selected Grade
STEM 47
ABM 29
HUMSS 29
GAS 32
TOTAL 132
Research Locale
Department. Located at T-Calo Street, Butuan City. Founded in 1971, SJIT is one biggest private
school in Butuan City, it offers Pre-school, Elementary, Junior High School, Senior High School,
College and Graduate studies. It is non-sectarian institution and have thousand students in Basic
Education Department.
Research Instrument
A survey questionnaire with a total of 50 items was used as the main instrument in this study to
analyze the effectiveness of ICT integration in teaching and learning of the selected respondents of the
study. A total of 132 questionnaires were distributed where all respondents were asked to read the
statements given and choose their answers based on 4-Likert scale ranged from 4= Strongly Disagree, 3=
Disagree, 2= Agree and 1= Strongly Agree. The questionnaires consisted of 4 sections. Section A is about
the demographic background of the respondents consists of 8 items that includes Name (optional),
gender, type of school. The other 3 sections in the questionnaire focus more into teacher’s perception
and the elements of effectiveness of ICT integration in schools. Section B comes with 15 items that looks
into teacher’s perception of ICT in teaching, section C consists of 10 items that looks into the effectiveness
of ICT integration for students in learning meanwhile section D comes with 10 items that looks into the
effective elements of ICT integration in teaching. The questionnaire used for this quantitative study was
adopted and modified from the original questionnaire designed by Gulbahar and Guven (2008) that is
considered suitable for this research. Some of the items are designed and developed by the researchers
accordingly with the title chosen so that the items developed are able to provide the answers needed for
Reference:
Gulbahar and Guven (2008). A Survey on ICT usage and the Perception of Social Studies
Teachers in Turkey. Retrieved on October 13, 2019 from
https://www.researchgate.net/publication/220374787_A_Survey_on_ICT_Usage_and_th
e_Perceptions_of_Social_Studies_Teachers_in_Turkey
The researchers modified the questionnaire before it is being finalized and distributed to
the target group of respondents. Then, each researcher takes up 72 and 60 questionnaires
respectively that made a total of 132 questionnaires being distributed to all respondents. The
respondents were given 2-3 days to complete the questionnaire and send it back to the researcher
for data analysis. After 2 weeks, all the complete filled-up questionnaires were gathered and
collected for further data analysis by the researcher to get the output and findings for the research.
STATISTICAL TREATMENT
The data that were gathered in this study through the questionnaire were treated statistically
before interpretations were made. The analysis includes both descriptive and inferential analysis. The
researchers used descriptive analysis to analyze the frequency and percentage of the overall population
in the demographic background. Besides, it is also used to determine the mean, standard deviation,
frequency and percentage to identify the effectiveness of ICT integration for students in learning as well
as the effective elements of ICT integration in teaching in public schools in Kuala Lumpur. The following
Frequency. was used to find the actual number of students who belong to the different
Percentage. Was used to find the proportion of a sub-category of the profile variable
Mean. The study made use of the mean which has a very wide range of applicability in
statistics for a number of different types of experimentation. To assess the extent as to the need
of the study.
Standard Deviation. To assess the total population of the mean in every category of the
Pearson Correlation Coeffiecient. To assess the relationship between two variables and