Roosevelt College, Inc.

A Member of the FEU Group of Schools

Linda A. Delgaco February 24, 2018
MAED Filipino EDUC 201: EdTech
Journal Articles

PARTS Journal Article 1

1. Title & Authors ICT Integration In Education: Incorporation for Teaching & Learning
Improvement
Simin Ghavifekr Ahmad Zabidi Abd Razak
Muhammad Faizal A. Ghani Ng Yan Ran
Yao Meixi Zhang Tengyue

2. Source The Malaysian Online Journal of Educational Technology Volume 2, Issue 2, 2013
3. Objectives 1. To identify primary school teachers’ level of computer skills and knowledge in the
teaching and learning process.
2. To identify level of primary school teachers’ ICT integration in teaching and learning
process in the classroom.
3. To identify the relationship between teacher's level of computer skills and
knowledge and ICT integration in teaching and learning process in classroom.
4. Background There is no doubt that technology in this contemporary society is used more
and more widely, especially for the purpose of teaching and learning. This is because
modern technology offers many tools that can be used in classrooms to improve
teaching and learning quality (Bruniges, 2003; Lefebvre, Deaudelin, & Loiselle, 2006;
Bingimlas, 2009; Hamidi et al., 2011; Hussain et al., 2011). Rosnaini Mahmud and
Mohd Arif (2008) define ICT integration as the process of determining where and how
technology fits in the teaching and learning scenario. It is able for everyone can enter
the websites from everywhere at any time to use the free information by the
internet. Worldwide research has shown that ICT can lead to improve students’
learning as well as better pedagogical practices.
In line with globalization and the information highway, the Malaysian
education system is planned to educate students as the future workforce who are
technology- savvy, innovative and conversant in technical know-how (Ghavifekr &
Sufean, 2011). This is to enable the nation to be creative and competitive for the
current globalization (Abas, 2009). Hence, the need for effective ICT-based curriculum
is one of the main elements in strategic planning for ICT integration in the Malaysian
education system. This will ensure that technology investment decisions are
optimized in the system and well planned (Suhaimi et al., 2007).
Integrating technology in education is a complex task due to its dynamic
nature. Hence planning for ICT integration in education is considered as a key element
for improvement and development. Previous research shows that due to the issues
and challenges related to the use of learning technologies in the Malaysian education
system, ICT integration and implementation is a complex process which requires
strategic planning by the policy and decision makers (Hashim, 2007; Ghavifekr &
Sufean, 2010; Zellweger, 2006 ).
5. Significance/Contribution In line with the current digital era, teachers are required to integrate ICT in
their daily teaching and replace their traditional methods with modern tools and
facilities. This paper aims at identifying the level of computer skills and knowledge of
primary school teachers in the teaching and learning process.
6. Research Questions The research questions to be answered are:
1. What are the level of computer skills and knowledge for primary school teacher in
teaching and learning process?
 2. What is the level of primary school teacher's ICT integration in teaching and
learning process in classroom?
3. What is the relationship between teacher's level of computer skills and knowledge
and ICT integration in the teaching and learning process in classroom?
7. Research Methodology A quantitative research design was used to carry out this study. The
- Sample Selection sample consisted of 61 primary school teachers, 37 female teachers and 24 male
- Data Collection teachers. They voluntarily completed the questionnaires. All of the samples were
- Data Analysis teaching at public schools located in the same geographic region and had the same
organizational and hierarchical structure, which makes no formal distinction between
teachers’ duties and position in school.
The researchers utilized the instrument from two researches which are
Albirini (2006) regarding the teacher's attitudes and Isleem (2003) about teacher’s
level of ICT usage. Both instruments were adopted into this research and distributed
among teachers with some modification.
The questionnaire consists of 4 sections. The first section is about the
teacher's profile, where a basic demographic question such as the participant’s sex,
educational qualification, age, years of teaching experience and subjects of teaching
was included; it was followed by their school ICT equipment conditions. Second and
third sections referred to teacher’s attitude toward ICT integration and perceived
teacher’s level of ICT skills and knowledge in the teaching and learning process. The
last section is about the level of ICT integration in educational purposes.
Data collection occurred via random distribution. The researchers distributed the
survey questionnaire to primary public school teachers that they met in campus
without any special arrangement.
The Statistical Package for the Social Sciences (SPSS) version 21.0, basic descriptive
statistics, cross tab, independent samples t-tests, and so forth were utilized to analyze
data from the survey questionnaire.
8. Findings The findings of this study indicate that most of the teachers in the Klang
Valley are more likely to use ICT applications and resources for educational purposes,
such as the Internet, multimedia computer, projector system, PowerPoint
presentation, or word processor programs during the teaching and learning process.
At the same time, the advanced usage of ICT like build a learning website or creating
learning software such as educational games appear to be rarely used in the teaching
and learning process or even preparation for educational purposes (Hussain et al.,
2011).
These findings are supported by Rogers’s theory of diffusion of innovation (1995) that
teachers are used to integrating ICT elements with relevance to the curriculum or
learning objectives emphasized by the Ministry of Education of Malaysia. This is why
teachers who know the function of computers and have above average ICT skills and
knowledge do not construct a learning website (55.8% of teachers); it is because in
the Malaysian curriculum, it is not mandatory for teachers to construct a learning
website in their preparation of teaching, and teachers are allowed to get any relevant
learning materials and aids on their own.
9. Conclusion The tremendous potential of ICT in promoting the learning outcome with more latest
of knowledge without and obstruction on accessibility and distance limitation, and yet
straighten students' thinking skills is undeniable (Education Blueprint, 2013). With ICT
integration in the classroom, students will be able to engage in interactive tasks with
a wider range of information and knowledge during their learning. At the same time,
the teachers’ beliefs and attitudes will influence them to integrate ICT in their
teaching practice (Hatlevik & Arnseth, 2012; Rampersad, 2011). With the full support
by Ministry of Education in integrating ICT in teaching, teachers will able to access
updates and richer resources to improve their teaching practices. The teaching and
learning with ICT specific in internet accessibility will make the teaching and learning

10.Recommendation
CRITIC OF THE PAPER
PARTS
1. Title & Authors
2. Source
3. Objectives
4. Background
5. Significance/Contribution
6. Research Questions
7. Research Methodology
- Sample Selection
- Data Collection
- Data Analysis
knowledge borderless and create a virtual learning environment for both teachers
and students.
The equipped multimedia and established network will benefit learning outcomes by
facilitating students to more self-direction and self-control in the learning process.
Hence, by teaching ICT skills in primary school the students are ready to face
challenges in the ICT networked world (Grimus, 2000).
Besides enhancing teacher professionalism, ICT also benefits students by developing
their confidence in using ICT and developing competency to be more successful in the
future high technological world (Panangalage & Pasqual, 2008). Many studies also
show ICT brought positive significance in student learning achievement in subjects
such as Mathematics, Science, and English Language (Ahmadi, Keshavarzi, &
Foroutan, 2011; Chaamwe, 2010; Hussain et al., 2011). The supportive policies,
subsidies funding allocation in ICT from government in education are also important
in ensuring successful ICT integration in schools.
I agree with the personal interests of teachers in Klang Valley to associate ICT in their
classrooms. I think it is time for Malaysia to MANDATORY integrate ICT in their
curriculum so that teachers will be more equipped with the 21 st century education
trends.
Journal Article 2
THE INTEGRATION OF TECHNOLOGY INTO FOREIGN LANGUAGE TEACHING
Dr. Mustafa Altun
International Journal on New Trends in Education and Their Implications
January 2015 Volume: 6 Issue: 1 Article: 02: p. 22-27
The goal of this study is to investigate the contribution of technology-based
instruction to development of language skills.
In today’s schools, information technologies (IT) are more powerful tools to
teach, to motivate, and to make the subjects more interesting. Also internet is getting
more common for people to communicate each other. In the last 10 years technology
(internet, smartphones, computers etc.) has been used in all parts of lives. We use it
with media, shopping, education, communication tools. Similarly it has made great
contribution to language learning process. Cetto (2010, p.121) puts forward,
“In my experience, technology has broadened the spectrum of interaction while
empowering the students’ learning process by providing better opportunities for
language usage”.
Today many schools have computer labs and computers in every classroom.
Almost all schools are connected to the Internet; a lot of teachers have Internet
access in their classrooms. Technology can assist the teachers ‘what to teach’, ‘how to
teach’, ‘when to teach’ or how to integrate all these to the curriculum framework.
1. Do traditional methods help learners develop their language skills?
2. Do technology-based instructions help learners develop their language skills?
99 students at English language teaching department at Ishik university
participated in this study. The students are third year old fourth year old students
who are well aware of traditional methods in the learning process, however
technology-based instruction is implemented widely in their classes. In this study
descriptive method is applied. Survey data collection technique has been used. The
data in this research has been analyzed through qualitative research data analysis
8. Findings
9. Conclusion
10.Recommendations
CRITIC OF THE PAPER
12.12 % of the students have very strong opinions about positive contributions
of traditional methods to the development language skills. The total percentage of
the students who believe that traditional methods help them with their improvement
of language skills is 72.72 %.
19.19 % of the students have very strong opinions about positive contributions
of technology based instructions to the development of language skills. The total
percentage of students who believes that technology-based instruction help them
with their improvement of language skills is % 78.78.
26.26 % of the students strongly believe that technology-based instruction
should be implemented in language learning process. The percentage of the students
who think that technology-based instruction is necessary is 88.88 %.
Though there is not great difference between students who advocate traditional
methods and there who advocate technology-based instruction, the percentage of
students have a device towards learning through technology-based instruction.
Traditional methods are considered useful for language learners however
technology-based instructions highly contribute to teaching and learning process.
Technology-based instruction effectively leads to accomplishment. It has been argued
that motivation that occurs through integration of technology into language teaching
and learning process encourages learners to achieve better.
The use of technology in teaching leads to a good command of the target
language with ease. Learners stand a better chance of improving their foreign
language skills if learning is strengthened with technology; therefore, technology-
aided learning environment is a key factor that motivates the learners to accomplish
better.
I admire this paper because the author value the importance of learning foreign
languages. I strongly suggest the use of technology for this kind of teaching and
learning process because foreign language can easily learn and understood if teachers
can provide real videos or conversation from its native speakers.

PARTS Journal Article 3

1. Title & Authors
2. Source
3. Objectives
4. Background
5. Significance/Contribution
6. Research Questions
INTEGRATION OF EDUCATION: USING SOCIAL MEDIA NETWORKS TO
ENGAGE STUDENTS
Risa Blair
Tina M. Serafini
www.sciencedirect.com/Published 2013
To enter social media networks and the ability to leverage the user activity with these
applications in education.
Engagement of students in course content and reaching learning objectives are the
key elements educators strive for in every course. Enter social media networks and
the ability to leverage the user activity with these applications in education. Now,
educators can provide content which engages students and meets learning objectives
the way students want to learn. By reviewing social media networks: Facebook,
Pinterest, Instagram, Blogs, Twitter, and Evernote, educators can position themselves
to be as technology-savvy as today’s students.
These developments in web technology can be used for educational purposes,
particularly peer review; students can engage and develop a sense of community with
each other while reflecting on the key learning points in their courses.
1. What is social learning?
2. How widely used are some of the most common networks?
7. Research Methodology
- Sample Selection
- Data Collection
- Data Analysis
8. Findings
9. Conclusion
10.Recommendations
CRITIC OF THE PAPER
PARTS
1. Title & Authors
2. Source
3. Objectives
4. Background
5. Significance/Contribution
The researcher gather statistics of widely used social networking sites and analyzed
with the help of Social Learning Model.
“There are more than 50 Million Facebook pages.”
“80% of Pinterest users are female.”
“50 Million users signed up to Instagram in the last six months.”
“23% of Internet time is spent on blogs and social networks.”
“78% of Twitter’s active users are on mobile devices.”
“Evernote users are either referred by partners or directly downloaded the
application!”
“22% of online adults visit Google+ once a month.”
“41% of LinkedIn visits are via Mobile.”
“40% of YouTube traffic comes from Mobile use.”
In a technology driven world, change is a constant. Educators are finding that
technology has disrupted the decades of methods strategies that worked for learners
and today’s students expect more engaging activities to apply course content. So, the
answer is clear. As educators, embracing technology and using social media networks
to leverage engagement these applications see can improve the delivery of content
and retention.
Some of the future research around social media networks could evaluate the
evolving technology-driven classroom, as well as, the apparent paradigm-shift to a
‘student directed’ learning style. After reviewing Facebook, Pinterest, Instagram,
Blogs, Twitter, and Evernote networks, the need for instructors to apply them in
education is obvious to remain as technology-savvy as the students being served.
I do agree that different Social media sites are helpful tools in teaching. Here in the
Philippines, when you only said even one word that is related to social media, you can
easily heard responses or sharings of the students based on the context of the lesson.
Journal Article 4
The Effects of ICT Environment on Teachers’ Attitudes and Technology
Integration in Japan and the U.S.
Kodai Kusano Sarah Frederiksen
LeAnne Jones Michiko Kobayashi
Journal of Information Technology Education: Innovations in Practice Volume 12,
2013
To examine teachers’ attitudes and technology integration in U.S. and Japanese
elementary schools.
The present study analyzes the effects of Information and Communication Technology
(ICT) environment on teachers’ attitude toward technology integration in Japanese
and U.S. elementary schools. Teacher’s attitude plays an important role in influencing
the effectiveness of ICT education from a variety of perspectives. A number of studies
have been done regarding teachers’ attitude toward ICT, but there is very little
research concerning international comparisons. The interest of observation in the
present paper is the cross-cultural comparison between Japanese elementary school
and U.S. elementary school teachers.
Past research supports the usefulness of technology for students to engage in
collaborative learning. Also, when teachers view technology as a possible asset, the
effectiveness of ICT is at maximal. Research in the field of ICT has provided evidences
of a positive impact on students’ learning, but elementary school teachers may have
 mixed opinions about the use of technology.
6. Research Questions 1. What are factors that affect elementary teachers’ attitudes toward using
technology in the classroom?
2. How do attitudes compare and differ between Japan and the U.S?
3. Which are two technologically advanced nations but are different in teaching
traditions?
4. Does the amount of technology used differ, and if so, how often and what type?”
7. Research Methodology In the present study, the researchers utilized the teachers’ technology attitudes
- Sample Selection survey developed by Holden and Rada (2011). The survey consists of five sections:
- Data Collection demographics (gender, age, teaching experience), technology availability (the number
- Data Analysis of interactive boards, computers in class and lab), frequency of ICT use (computer,
internet, interactive board), perceived ease of use and usability (PEUU), perceived
usefulness (PU), and attitudes toward using technology (AT). The PEUU, and PU were
assessed using a seven-point Likert scale (1 = strongly disagree, 2 = moderately
disagree, 3 = somewhat disagree, 4 = neutral, 5 = somewhat agree, 6 =moderately
agree, 7 = strongly agree). The AT was assessed using a seven-point semantic
differential scale (i.e., good—extremely, quite, slightly, neutral, slightly, quite,
extremely—bad) (Holden & Rada, 2011). A group of researchers in the U.S. and Japan
collected data separately. The survey was translated into Japanese for Japanese
participants. Participants in the U.S. were recruited from elementary teachers at
seven different schools in Utah. All participating schools in the U.S. were located in
rural areas and the student populations in each school were between 500 and 600.
All teacher participants completed the survey voluntarily and remained anonymous.
Data were collected from April to June 2012. Chi-squared, t-test, and regression
analysis were conducted to examine the data.
8. Findings Comparison by chi-square contingency analyses of the ICT environment and the
frequency of ICT use showed that overall the U.S. teachers had more access to the ICT
in classroom and use them more often for instruction than the Japanese teachers.
However, the causal relationship between the school systems regarding the
technology environment and the teachers’ attitude toward technology use cannot be
drawn from the present analysis. Also, teachers with more favorable attitude toward
the use of technology encourage the school to have more technology access.
Meanwhile, it is possible for the Japanese teachers to respond negatively to the use
of technology regardless of the quality of ICT environments in school as the past
studies suggest. Japanese teachers’ negative beliefs toward ICT learning may be due
to the lack of information about the research in the field of early childhood education
(Joshi et al., 2010).
9. Conclusion The results of the current study suggest that when schools and teachers have greater
access to technological resources in the classroom, attitudes of teachers are more
positive towards the use of technology and they tend to use technology to a greater
degree as they educate their students. This may place Japanese students in a
disadvantage compared to American students as they prepare to enter and compete
in a global society. Numerous recent studies have established the benefits of
technology use and efficacy within the elementary classroom in preparing students
for their future in a global society. The attitude of the educator towards technology
use in the classroom is indicative of how well technology will be integrated in the
classroom during instruction.
10.Recommendations In the present study, the population sample that responded to the surveys in both
Japan and the United States came from rural regions. Future research should collect a
larger population sample including a broader range of respondents from both urban
and rural areas. In addition, the factors influencing Japan’s lack of technological
resources in public education are unclear. Therefore, future research should
investigate the influences that determine Japan’s lack of technological accessibility in

CRITIC OF THE PAPER
PARTS
1. Title & Authors
2. Source
3. Objectives
4. Background
5. Significance/Contribution
6. Research Questions
7. Research Methodology
- Sample Selection
- Data Collection
- Data Analysis
8. Findings
the public education system. Follow-up studies on this regard across cultures are
necessary in order to find better approaches for teachers and state administrators in
this rapidly changing globalized age.
I was shocked reading it here, in this cross-cultural comparison that Japan is lack of
technological resources in public education where in fact, Philippines and I think other
developing countries are looking up at them as a country with an advance
technological systems. However, I find it interesting that only if our government
really used educational fund justly, no wonder that Philippines will achieve its dream
educational reform.
Journal Article 5
An Effective use of ICT for Education and Learning by Drawing on Worldwide
Knowledge, Research, and Experience: ICT as a Change Agent for Education
Syed Noor-Ul-Amin
www.sciencedirect.com/Research funded by Department of Education of Akhmir,
India, published 2013.
To identify and evaluate relevant strategies in national and international research and
initiatives related to measuring and demonstrating the effective use of ICT for
education with regard to the teaching learning process; ICT and quality and
accessibility of education; ICT and learning motivation, ICT and learning environment,
and ICT to enhance the scholastic performance.
Information and communication technologies (ICT) have become commonplace
entities in all aspects of life. Across the past twenty years the use of ICT has
fundamentally changed the practices and procedures of nearly all forms of endeavor
within business and governance. Education is a very socially oriented activity and
quality education has traditionally been associated with strong teachers having high
degrees of personal contact with learners. The use of ICT in education lends itself to
more student-centered learning settings. But with the world moving rapidly into
digital media and information, the role of ICT in education is becoming more and
more important and this importance will continue to grow and develop in the 21st
century.
In this paper, a literature review regarding the use of ICTs in education was provided.
Effective use of ICT for Education, along with ICT use in the teaching learning process;
quality and accessibility of education; learning motivation. Learning environment.
Besides, an overview of the ICT and scholastic performance.
This review set out to identify and evaluate relevant strategies in national and
international research and initiatives related to measuring and demonstrating the
effective use of ICT for education with regard to the teaching learning process; ICT
and quality and accessibility of education; ICT and learning motivation, ICT and
learning environment.
The study utilized interviews of ICT experts to identify and evaluate relevant
strategies in the effective use of ICT in education.
The results provided by both the quantitative and qualitative analysis of the literature
obtained will be exposed especially regarding those aspects which are related to ICTs
for Education and ICTs in Education. ICTs for education refers to the development of
information and communications technology specifically for teaching/learning
purposes, while the ICTs in education involves the adoption of general components of

9. Conclusion
10.Recommendations
CRITIC OF THE PAPER
information and communication technologies in the teaching learning process.
This literature review has sought to explore the role of ICT in education as we
progress into the 21st century. In particular ICTs have impacted on educational
practice in education to date in quite small ways but that the impact will grow
considerably in years to come and that ICT will become a strong agent for change
among many educational practices. Extrapolating current activities and practices, the
continued use and development of ICTs within education will have a strong impact
on: ICT and teaching learning process; quality and accessibility of education; learning
motivation, learning environment and ICT usage and academic performance. The
adoption and use of ICTs in education have a positive impact on teaching, learning,
and research. ICT can affect the delivery of education and enable wider access to the
same. In addition, it will increase flexibility so that learners can access the education
regardless of time and geographical barriers. It can influence the way students are
taught and how they learn. It would provide the rich environment and motivation for
teaching learning process which seems to have a profound impact on the process of
learning in education by offering new possibilities for learners and teachers. These
possibilities can have an impact on student performance and achievement.
Similarly wider availability of best practices and best course material in education,
which can be shared by means of ICT, can foster better teaching and improved
academic achievement of students. The overall literature suggests that successful ICT
integration in education.
I do believe in what was stated in this study that “ICT integration will increase
flexibility so that learners can access the education regardless of time and
geographical barriers. It can influence the way students are taught and how they
learn. It would provide the rich environment and motivation for teaching learning
process which seems to have a profound impact on the process of learning in
education by offering new possibilities for learners and teachers. These possibilities
can have an impact on student performance and achievement “. ICT can now help
those students learned even outside of the classrooms if they really want to learn.

BEST PRACTICES IN TECHNOLOGY INTEGRATION DISCUSSED from the five journal articles
ICT provides motivation to learn. ICTs such as videos, television and multimedia computer software that
combine text, sound, and colorful moving images can be used to provide challenging and authentic content that
will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs,
dramatizations, comic skits, and other performance conventions to compel the students to listen and become
more involved in the lessons being delivered. Some of the parents of the respondents opined that their children
were feeling more motivated than before in such type of teaching in the classroom rather than the stereotype
45 minutes lecture. They were of the view that this type of learning process is much more effective than the
monotonous monologue classroom situation where the teacher just lectures from a raised platform and the
students just listen to the teacher (Noor-Ul-Amin, 2013).
 Worldwide research has shown that ICT can lead to improved student learning and better teaching
methods. A report made by the National Institute of Multimedia Education in Japan, proved that an increase in
student exposure to educational ICT through curriculum integration has a significant and positive impact on
student achievement, especially in terms of "Knowledge・Comprehension" · "Practical skill" and "Presentation
skill" in subject areas such as mathematics, science, and social study.

1‧Through ICT, images can easily be used in teaching and improving the retentive memory of students.

2‧Through ICT, teachers can easily explain complex instructions and ensure students' comprehension.

3‧Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable,
which could improve student attendance and concentration (Noor-Ul-Amin, 2013).

When schools and teachers have greater access to technological resources in the classroom, attitudes of
teachers are more positive towards the use of technology and they tend to use technology to a greater degree
as they educate their students. This may place Japanese students in a disadvantage compared to American
students as they prepare to enter and compete in a global society (Kusano et al, 2013).

Some of the future research around social media networks could evaluate the evolving technology-
driven classroom, as well as, the apparent paradigm-shift to a ‘student directed’ learning style. After reviewing
Facebook, Pinterest, Instagram, Blogs, Twitter, and Evernote networks, the need for instructors to apply them in
education is obvious to remain as technology-savvy as the students being served (Blair & Serafini, 2013).

Traditional methods are considered useful for language learners however technology-based instructions
highly contribute to teaching and learning process. Technology-based instruction effectively leads to
accomplishment. It has been argued that motivation that occurs through integration of technology into language
teaching and learning process encourages learners to achieve better (Altun, 2015)

Most of the teachers are more likely to use ICT applications and resources for educational purposes,
such as the Internet, multimedia computer, projector system, PowerPoint presentation, or word processor
programs during the teaching and learning process. At the same time, the advanced usage of ICT like build a
learning website or creating learning software such as educational games appear to be rarely used in the
teaching and learning process or even preparation for educational purposes (Hussain et al., 2011).

As a whole, used of ICT or integrating ICT nowadays in teacher’s everyday imparting of learning will
made students more likely motivated to learn and it ensure comprehensive understanding of the lesson.
Teachers can choose among the various technological tools that they think best suit in their lessons. Let say
Facebook, Pinterest, Youtube, Powerpoint Presentation, Prezi, Word Processor, Instagram, Twitter and any
other virtual websites.