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    Prosperidad National High School

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    Jeurdecel Laborada Castro - Martizano
    The document discusses research on the lack of integration of information and communication technologies (ICT) into classroom instruction. It notes that while teachers have positive attitudes towards technology, they often do not use it consistently in teaching due to obstacles like lack of time, planning support, and understanding of technology's role. The document also examines a study on 30 teachers who have successfully integrated ICT into their teaching despite facing challenges, in order to identify barriers they overcame.

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    Prosperidad National High School

    Uploaded by

    Jeurdecel Laborada Castro - Martizano
    239 views5 pages
    The document discusses research on the lack of integration of information and communication technologies (ICT) into classroom instruction. It notes that while teachers have positive attitudes towards technology, they often do not use it consistently in teaching due to obstacles like lack of time, planning support, and understanding of technology's role. The document also examines a study on 30 teachers who have successfully integrated ICT into their teaching despite facing challenges, in order to identify barriers they overcame.

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    Research 3

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    The document discusses research on the lack of integration of information and communication technologies (ICT) into classroom instruction. It notes that while teachers have positive attitudes towards technology, they often do not use it consistently in teaching due to obstacles like lack of time, planning support, and understanding of technology's role. The document also examines a study on 30 teachers who have successfully integrated ICT into their teaching despite facing challenges, in order to identify barriers they overcame.

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    © All Rights Reserved
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    Download as doc, pdf, or txt
    239 views5 pages

    Prosperidad National High School

    Uploaded by

    Jeurdecel Laborada Castro - Martizano
    The document discusses research on the lack of integration of information and communication technologies (ICT) into classroom instruction. It notes that while teachers have positive attitudes towards technology, they often do not use it consistently in teaching due to obstacles like lack of time, planning support, and understanding of technology's role. The document also examines a study on 30 teachers who have successfully integrated ICT into their teaching despite facing challenges, in order to identify barriers they overcame.

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    i

    PROSPERIDAD NATIONAL HIGH SCHOOL


    SENIOR HIGH SCHOOL DEPARTMENT

    PERCEPTION OF GRADE 11 MAKATAO STUDENTS IN TERMS


    OF LACK OF KNOWLEDGE AND EQUIPMENT
    IN PROSPERIDAD NATIONAL HIGH SCHOOL

    In Partial Fulfillment of the Subject Requirements in the Subject


    Inquiries Investigation and Immersion

    Algleen D. Seprado
    Jeramil I. Fuentes
    Jeffson C. Morales
    Meriam P. Bentoso
    Christine C. Paronda
    Jeffrey L. Sanchez
    Kim Bryan B. Cahapon
    Junel D. Buhayang

    The Researchers

    Submitted to:

    JEURDECEL L. CASTRO-MARTIZANO
    Subject Teacher
    PROSPERIDAD NATIONAL HIGH SCHOOL
    SENIOR HIGH SCHOOL DEPARTMENT

    Dear Respondents:

    We are currently conducting a research entitled “Factors Affecting the Low


    Performance of Grade 12 ICT students in Prosperidad National High School”
    As a course requirement for the subject in practical Research II.

    In view of this, we asking favor from you to answer our questionnaire as the
    source of data for our study. Please provide your honest response and rest assured
    that your answer to the study will be treated with utmost confidentiality.
    Thank you.

    Sincerely yours,

    Algleen D. Seprado

    Jeramil I. Fuentes

    Jeffson C. Morales

    Jeffrey L. Sanchez

    Meriam P. Bentoso

    Christine C. Paronda

    The Researchers:

    Jeurdecel C. Martizano
    Practical Research II Teacher
    PROSPERIDAD NATIONAL HIGH SCHOOL
    SENIOR HIGH SCHOOL DEPARTMENT

    Chapter 1

    Background of the study

    1.1 Introduction

    Research in the past decade has shown that computer technology is an effective

    means for widening educational opportunities, but most teachers neither use technology

    as an instructional delivery system nor integrate technology into their curriculum, (Bauer

    and Kenton 2005). The study found that the teachers were highly educated and skilled

    with technology, were innovative and adept at overcoming obstacles, but that they did

    not integrate technology on a consistent basis as both a teaching and learning tool.

    The main focus of this study is on the perceptions of educational practitioners (at

    the lower secondary level) regarding obstacles that seriously impede the realization of

    ICT-related goals of schools. The results are from a worldwide survey among national

    representative samples of schools from 26 countries. The article contains a short

    summary of the design of this project, a review of main indicators regarding ICT

    (Information and Communication Technologies) in elementary and lower secondary

    schools, main obstacles and an exploration of the co-variation between obstacles and

    contextual factors at the country-level, (W.J. Pelgrum 2000).

    Turkey has been undertaking many projects to integrate Information and

    Communication Technology (ICT) sources into practice in the teaching-learning process

    in educational institutions. This research study sheds light on the use of ICT tools in

    primary schools in the social studies subject area, by considering various


    PROSPERIDAD NATIONAL HIGH SCHOOL
    SENIOR HIGH SCHOOL DEPARTMENT

    variables which affect the success of the implementation of the use of these tools,

    (Yasemin Gulbahar and Ismail Guven 2008).

    Further difficulty with the introduction of the computer into the classroom was that

    teachers did not fully understand the role computers should play and often felt

    threatened with the possibility of being replaced by them. Two key issues were that their

    students did not have enough time at computers, and that teachers needed extra planning

    time for technology lessons. (Fuller, 2000).

    Lastly the survey research has reported that most teachers have positive attitudes

    toward the use of technology in the classroom despite lacking confidence in their

    abilities with computer technology. Moreover, schools and teacher education programs

    are looking for effective models from teachers who have successfully integrated

    computer technology into their instruction, (Hardy, Bauer and Kenton 2005).

    Many teachers have come to appreciate the limitless possibilities that web sites and

    creative software can add to their traditional classroom teaching methods. It is much

    easier to search for fresh ideas by surfing the Web than by poring over text based

    resources (Anderson & Speck, 2001).

    The purpose of this study was to examine the teaching practices of 30 teachers who

    used computer technology in their instruction, both as a teaching and learning tool, and

    to identify the obstacles they overcame in the process. Participant teachers were

    profiled, major issues and concerns that they encountered were reported, and the overall
    PROSPERIDAD NATIONAL HIGH SCHOOL
    SENIOR HIGH SCHOOL DEPARTMENT

    level of technology integration in their teaching practice was reported, ( Bauer and

    Kenton 2005).

    This study examines the difficulties that select tech-savvy teachers have had to

    overcome in order to use computer technology (CT) in the classroom by both teachers

    and students. In doing so, this study brings into question the status of actual integration

    of technology into their schools. The initials CT are used in this study rather than simply

    technology, which has other connotations, or IT, which can stand for either instructional

    or information technology.

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