Chapter 2

Republic of the Philippines
Department of Education
Region V
BAAO NATIONAL HIGH SCHOOL
Baao, Camarines Sur School ID: 301931 Telephone No.: 871-6420
__________________________________________________________________________________ where you are number one!
Chapter 2
Review of related literature and studies
This chapter presents the review of related literature and
studies, both local and foreign, which provides a background and
a frame of reference upon which the conceptual framework and other
entries of this study were formulated.
Foreign literature
Veer (2005) pointed out that the progress of a country depends
upon the quality of its teacher training is essential for every
teacher. Trained teachers can do much more than untrained teacher.
Teachers need continuous program for the development in the field
of education.
Lee (2003) stated that there is a definite deficit in the
knowledge, skill and attitudes needed to use ICT as an effective
teaching-learning tool. Well-trained teachers using ICT are not
available in sufficient quality. This is partly because many
teachers regard technology as threat to their authority as the
main source of knowledge. Some teachers ignored the use of computer

Region V
because they thought that computer will replace them in their field
in the future. In addition, pupils are often superior to their
teachers in computer skills, further undermining the traditional
authority of teachers. Consequently, there is the need to break
away from the conventional working culture of teachers as being
‘solitary’ and rather to build multi-disciplinary teams of
teachers, curriculum specialist and ICT technicians, who could
provide the range of skills necessary for the preparation of
quality IT-based teaching materials.
Jones (200) underscore the viewpoint that computers have
proven to be immensely useful tools for teachers and students, and
they are now considered to be an essential component of primary
and secondary education in the united states. In order to be able
to teach with computers, teachers need to have mastered a basic
level of computer literacy, and they need to develop pedagogical
techniques for integrating computers into the curriculum.
Baldauf (2009) indicated that digital technology have had a
profound impact on most aspect of human life. The rapid pace of
technology logical development has given the current generation
one of the most fascinating eras in which to live. Nettlebeck

Region V
(2005) also identified that there is no choice but to recognize
that the new information and computer technologies undergird much
of the social and educational context in which we now find
ourselves.
Abecede (2003) specified that today’s world teachers need to
be equipped not only with subject-specific expertise and effective
teaching methodologies, but with the capacity to assist students
to meet the demands of the emerging knowledge base society.
Teachers therefore require familiarity with new forms of ICT and
need to have the ability to use that technology to enhance the
quality of teaching and learning.
Jung (2002) stated that ICTs have also been used to improve
access to and the quality of teachers training. For example,
institution like Cyber Teacher Training Center (CTTC) in South
Korea are taking advantage of the internet to provide better
teacher professional development opportunities to in-service
teachers. The government funded CTTC, establish in 1997, offers
self-directed, self-paced web-based course for primary and
secondary school teachers. Courses include “Computer in the
Information technology society”, “Education Reform” and “Future

Region V
Society and Education”. Online tutorials are also offered, with
some course requiring occasional face-to-face meetings.
Shelly (2007) attested that teachers can increase their
productivity significance by using word processing software to
create documents, such as lesson plans, handouts, parent
communication, and student’s tests. Teacher use word processing to
transform paper documents into electronic form to eliminate
redundant works.
According to Good (2008), presentation graphics application
software is typically used to create presentation in form of slides
that can be used to create overhead transparencies or printed
handouts or books, as well as to present information in electronic
form. This type of software application is important for educators,
because electronic presentation can be integrated into units or
lesson. Teachers used presentation to demonstrate their ideas
using computer for better understanding of the topic.
The internet offers research, tips, lesson plans, discussion
opportunities, and a treasure trove of data (DePaul, 2002).
Teachers can find an almost unlimited number of ideas and plans on
the internet (Hunt, 2009). Also Dulan (2010), think that an

Region V
internet connection would help to get people to use computers more
for research and to send e-mails to teachers. Teachers also use
internet for communication purpose to students and other peers.
In Chandra (2005) works, teachers need more that a quick
course in basic computer operations. They need guidance in using
the best tool in the best way to support the best kinds of
instruction.
Local Literature
Students have high regard on the capability of their teachers.
It is fast that may students can afford to have ICT gadgets at
home, hence, they are advanced in terms of knowledge and skills on
ICT. It is a great challenge for teachers to learn and internalize
the use of computer in the subjects they are teaching, integrating
ICT in the classroom instruction (Itaas, 2009).
The Philippines (2006) discussed the edge of students over
teachers in ICT. Students now are virtually knowledgeable about
chatting, on-line games and others useful application of computer,
while teachers, mostly, are clueless about them. The sad part is
Region V
teacher lack training so they cannot even teach students of
computer.
According to Labian (2007), teachers touch the future of the
learners that pass through their caring hands. Their task is not
just imparting knowledge but also preparing students with stand
all the rigors in a high competitive societal order. Information
Communication Technology knowledge is their technological fuel and
raw materials that will help them achieve lofty goals ahead.
Teacher must be the first one to be educated on how to
maximize the capabilities of the computer. The generation today is
a world of innovation and new technology. The teachers must be
aware and adapt the changes so that they can gain additional skills
and improve their teaching styles and strategies in teaching. It
also gives them an opportunity for professional development.
Promoting computer literacy program will lead to the excellence of
teachers.
According to Rodriguez (2007), it is also important to
remember that technology requires administrative and community
support and involvement that are critical to its successful
integration in education. Commitment and interest of teachers and

Region V
school heads is the most critical factor for successful
implementation of any school innovation, especially technology.
The teacher must be fully-equipped and up to the task. Teacher
must harness the full potential of technology to improve learning
outcomes (Sec. Lapus, 2008). This information age needs modern
teachers. They are one who build education and learning; and if
they lack knowledge and skills, the learners will be most affected.
Former President arroyo called for a better integration of
ICT into the Philippine educational system to improve the quality
of learning and hone the computer skills of young Filipinos to
give them a competitive edge in securing work in a world that is
growing highly technical (Manila Bulletin, 2006). Also she enjoins
all teachers form public schools to get the national ICT competency
standards (NICS) and be ICT-certified. She stressed that teachers
need to be competent in ICT so classroom dynamics become more
innovation with ICT.
Sen. Escudero (2002) gives important to the advancement of
science and technology. Modern telecommunication and modes of
transportation have facilitated simultaneous and fast exchange of
ideas, information and resource among nations. This is the global

Region V
technological and scientific setting which confronts the
Philippines today.
Schools like Southern Iloilo Polytechnic College held a
computer literacy seminar-workshop. It aimed to provide computer
literacy training and update faculty and staff of the difference
subject areas. School managers believed that the use of computer
could help teachers increase their efficiency and effectiveness.
At present, the Department of Education aims to fully equip
administrator, teachers, and support staff in word processing,
electronic spreadsheet, and graphic software to aid them in their
instructional task (Manzano, 2002).
Casiano (2007) signified that different places in the world
are connected. Globalization has bridged the gap, and computer is
the key instrument. Facebook, Friendster - these are just two
social networking sites that pioneered the phenomenon. These facts
are most abservable in the developed and some developed and some
developing countries.
On the other hand, Robies (2006) stated that even though the
Philippines government has initiated several programs and projects
for the use of ICT in education, real implementation in day-to-

Region V
day learning is still limited. Teachers fear of technology still
hinders the optical use of ICT-related skills in their teaching
activities.
Despite various training programmers having been provided to
teachers, there is still a need to embark on a comprehensive and
sustained in-service training for teachers. Likewise, a systematic
development programed for education manager’s needs also to be
implemented to change the mindset of principals so they appreciate
the value of ICT in education (Belewati, 2004).
The 21st century is considered as the period of information
technology all over the world. In just a few seconds, with the tip
of one’s finger, current information and facts are gathered through
the use of highly advance facilities and machines.
This technological breakthrough has brought many changes in
education and other disciplines of learning. Technology has
connected all places, people, and event in the world. It has made
learning-teaching convenient and easy. It is necessary for
teachers to be aware of the appropriate place of technology in
education. They must know when and how to use technology to advance
the purpose of education (Orencia, 2004).

Region V
Foreign Studies
According to the study of Asan (2003), the use computer in
education opens a new area of knowledge and offers a tool that has
the potential to change some of the existing educational methods.
The research is the key to the effective exploitation of this
resource in the educational system.
Undoubtedly the recent advancement in information technology
innovations and computer usage is rapidly transforming work
culture and teachers cannot escape the fact that today’s classroom
must provide technology-supported learning (Angers & Machtmes,
2005). Being prepared to adopt and use technology and knowing how
that technology can support student learning must become integral
skills in every teacher’s professional repertoire. District and
school policy and professional development workshops and training
are designed to positively influence teacher’s adoption and usage
of computer technology (Kumar, 2008).
The study of Ognukola (2008), seeks to examine the science
teacher’s computer attitude, ownership and frequency of computer
use as predictors of the science teacher literacy in basic computer
operation. In other words, the extents to which the variables

Region V
jointly and individually predict the teachers’ computer literacy
are determined.
In study conducted at Gordon University Aberdeen in Scotland,
teachers, skills and knowledge is relatively low and is focused on
a fairly narrow range of ICT. Word processing is the predominant
used made of ICT in primary and secondary schools. The used of
other software application like spreadsheets is minimal (Tella,
2007).
In Mahmud study (2010), most of the teachers had moderate
level of basic ICT. They were familiar with application software
such word processing and electronic presentation.
In this study too it was found that formal ICT training and
ICT experience influence the teachers especially the older ones
and attitude. Therefore, teachers especially the older ones and
normally with more teaching experience need to be identified, and
provided with specially designed training programs, in various
forms of ICT course and workshop.
In study of Razak (2009), after examine various factors such
as teachers’ competency, attitude, infrastructure and support, it
can be concluding that the majority of English of teachers in

Region V
Malaysian technical schools are still novice user of IT. Some of
the reason deduced from the survey and the interview were low level
of computer competency, less focus on the new computing skills,
limited training program, techno fear, limited infrastructure and
support. Each of these factors is discussed below.
Local Studies
In study of Famor (2005), the use of ICT in education has
become a critical factor to ensure that a country workforce is
skilled and prepared to meet the challenge of development and
global employment opportunities. Thus, as ICT becomes part of the
Philippine basic education landscape, the inclusion of basic
learning competencies in computer to educate our Filipino learners
so that can be globally competitive and raise their personal and
national estem, and realize a progressive life will be no less
than strategic.
The study made by Dallado (2002) showed that teachers and
administrators of Calbayog pilot central school had a minor
knowledge in computer in terms of concepts also they lacked
training in terms of computer.

Region V
Based on Cajilin study (20090, the data collected on ICT
training programs reveled the scarcity of professional development
opportunities. In her example, out of 111 teachers only 30% were
able to attend ICT training programs that were spread over a 15-
year period, form 1994 to early 2009.
Valenzuela (2005) piloted a study to classify technology
orientation in terms of awareness and utilization and the perceived
teacher competence in technology at the Dasmarinas National high
school, cavite. The respondents of the study were 116 non-computer
teachers. The questionnaire was the main tool in gathering the
data in order to solicit response for the following areas:
technology orientation in terms of awareness, utilization and the
teachers’ competency in technology.
Synthesis of the State-of-the-art
The related literature and studies provided level of computer
literacy program of the teacher of senior high school in Baao
National High School. The studies conducted by foreign and local
authors enrich the knowledge of the researcher particularly on the
level of computer literacy program. The study of Veer (2005), Lee
(2003), Jones (2000), Baldauf (2009), Nettle beck (2005), Abe cede
Region V
(2003), Jung (2002), Shelly (2007), (DePaul, 2002), (Hunt, 2009),
In Chandra (2005), (Itaas, 2009), Labian (2007), Sen. Escudero
(2002), (Manzano, 2002), Casiano (2007), Robies (2006), (Belewati,
2004), (Orencia, 2004), (Angers & Machtmes, 2005), Ognukola
(2008), (Tella, 2007), Razak (2009), Famor (2005), Dallado (2002),
Based on Cajilin study (2009), Valenzuela (2005) benefited the
present study because it provides valuable information on the
different significant effect and related to the researchers in
conducting study.
Research Gap
Among the studies enumerated here in, it was noted that most
of that have exactly the same and have similarities to the present
study. This means that the information gathered by the researcher
using the different related literature and studies conducted by
foreign and local authors guided the researcher in conducting the
study. This is the gap that present study would like to bridge.

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Republic of the Philippines

Review of related literature and studies

This chapter presents the review of related literature and

studies, both local and foreign, which provides a background and

a frame of reference upon which the conceptual framework and other

entries of this study were formulated.

Veer (2005) pointed out that the progress of a country depends

upon the quality of its teacher training is essential for every

teacher. Trained teachers can do much more than untrained teacher.

Teachers need continuous program for the development in the field

Lee (2003) stated that there is a definite deficit in the

knowledge, skill and attitudes needed to use ICT as an effective

teaching-learning tool. Well-trained teachers using ICT are not

available in sufficient quality. This is partly because many

teachers regard technology as threat to their authority as the

main source of knowledge. Some teachers ignored the use of computer

in the future. In addition, pupils are often superior to their

teachers in computer skills, further undermining the traditional

authority of teachers. Consequently, there is the need to break

away from the conventional working culture of teachers as being

‘solitary’ and rather to build multi-disciplinary teams of

teachers, curriculum specialist and ICT technicians, who could

provide the range of skills necessary for the preparation of

quality IT-based teaching materials.

Jones (200) underscore the viewpoint that computers have

proven to be immensely useful tools for teachers and students, and

they are now considered to be an essential component of primary

and secondary education in the united states. In order to be able

to teach with computers, teachers need to have mastered a basic

level of computer literacy, and they need to develop pedagogical

techniques for integrating computers into the curriculum.

Baldauf (2009) indicated that digital technology have had a

profound impact on most aspect of human life. The rapid pace of

technology logical development has given the current generation

one of the most fascinating eras in which to live. Nettlebeck

that the new information and computer technologies undergird much

of the social and educational context in which we now find

Abecede (2003) specified that today’s world teachers need to

be equipped not only with subject-specific expertise and effective

teaching methodologies, but with the capacity to assist students

to meet the demands of the emerging knowledge base society.

Teachers therefore require familiarity with new forms of ICT and

need to have the ability to use that technology to enhance the

quality of teaching and learning.

access to and the quality of teachers training. For example,

institution like Cyber Teacher Training Center (CTTC) in South

Korea are taking advantage of the internet to provide better

teacher professional development opportunities to in-service

teachers. The government funded CTTC, establish in 1997, offers

self-directed, self-paced web-based course for primary and

secondary school teachers. Courses include “Computer in the

Information technology society”, “Education Reform” and “Future

some course requiring occasional face-to-face meetings.

Shelly (2007) attested that teachers can increase their

productivity significance by using word processing software to

create documents, such as lesson plans, handouts, parent

communication, and student’s tests. Teacher use word processing to

transform paper documents into electronic form to eliminate

According to Good (2008), presentation graphics application

software is typically used to create presentation in form of slides

that can be used to create overhead transparencies or printed

handouts or books, as well as to present information in electronic

form. This type of software application is important for educators,