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Department of Education
Division of Misamis Oriental
Capacity Building Program for
ICT Competence in Social and
Ethical Domain: Empowering
Teachers for a Geared-up
Teaching
(An Action Research)
Evan Hoe D. Balarote Jr – SHS Teacher 1
INTRODUCTION
INTRODUCTION
Information and Communication Technology (ICT) has now been
an indispensable tool in our day-to-day activities. ICT has
transformed the way education has become, from online testing to
grading assessments of students with the use of softwares and
electronic tools to make it easier. Teachers also make use of online
and offline instructional resources in the classroom in the effort to
deliver learning to the students. students, on the other hand, are
growing up in an environment that revolves around various
technologies that continually advance giving almost limitless
information that to which the learners, in one way or another, take
for granted.
INTRODUCTION
Students, as receivers of information and knowledge from
teachers, tend to take information for granted. Students tend to
not care whether or not the information taken online or offline
is copyrighted or not. Moreover, students also tend to be adept
to gadgets that they lose etiquette in using these gadgets.
Additionally, with the students’ adeptness to these gadgets,
they lost track where to get reliable information and get the
best out of the benefit of ICT in general.
INTRODUCTION
With the proliferation of good and bad information online
and offline, Teachers should be wary when and when not to
credit or discredit information especially if the information is
not originally crafted and used illegitimately. Generally
speaking, teachers should be experts on social and ethical
uses of ICT especially that teachers are the ones delivering
knowledge and information to the students.
INTRODUCTION
However, even with the constant flux social and
ethical ICT malpractices on the field of teaching and
learning (i.e. plagiarism, piracy, misinformation, etc.).
There is a need to empower teachers with ICT
competencies on social and ethical domain so that
teachers would be able to deliver and empower students
in the right way of using ICT, socially and ethically.
Thus, in response to this need, the researcher
created a capacity building program that aims to
enhance the teachers’ ICT competence in the social and
ethical domain for a more geared-up teaching to the
students in the hopes of improving future students’
awareness on the social and ethical use of ICT.
INTRODUCTION
National ICT Competencies for
Teachers (NICS – Teachers)
Commission on Information and Communications Technology
National ICT Competency Standard (NICS)
for Teachers
It is defined by the competency outcomes, and the supporting
knowledge and skills that are needed to utilize ICT in performing the job
roles related to teaching.
In general, this set of competencies aims to prepare teachers to
become users of various ICTs to help both the students and themselves
benefit from the technology. The prime benefits are: 1) access to
information and knowledge resources, 2) communication and knowledge
sharing, and 3) work efficiency. Some of these competencies are expected
to be acquired during the pre-service training while the rest are long-
term competencies that teachers will have to acquire in-service.
National ICT Competency Standard (NICS)
for Teachers
The NICS – Teachers is divided to four (4) domains
namely (1) Technology Operations and Concepts, (2) Social
and Ethical, (3) Pedagogical and (4) Professional. These
domains are further subdivided into standards which is
broken down into indicators.
Social and Ethical Domain of ICT
Competencies
Commission on Information and Communications Technology
ICT Competencies Domain B: Social and
Ethical
This domain includes competencies related to social, ethical,
legal and human issues, and community linkage. This domain
is further broken down to four (4) standards and seventeen
(17) indicators that encapsulated the social and ethical domain
of ICT competence of teachers in the field.
ICT Competencies Domain B: Social and
Ethical Standards
Standard 1: Understand and observe legal practices in the use
of technology (3 indicators)
Standard 2: Recognize and practice ethical use of technology in
both personal and professional levels. (5
indicators)
Standard 3: Plan, model and promote a safe and sound
technology-supported learning environment. (5
indicators)
Standard 4: Facilitate equitable access to technology that
addresses learning, social and cultural diversity. (4
indicators)
A Crafted Capacity Building Program
LEGAL PRACTICES IN THE USE OF
MEDIA, INFORMATION, AND
TECHNOLOGY IN AND OUT OF THE
CLASSROOM
A 3-day capacity building program that aims to develop their ICT
competence in social and ethical domain. This program happened on
three Saturdays of January namely January 15, 22 and 29, 2022. the
program aims specifically to attain the objectives posted by the four
(4) standards of the social and ethical domain of ICT competence.
LEGAL PRACTICES IN THE USE OF MEDIA, INFORMATION,
AND TECHNOLOGY IN AND OUT OF THE CLASSROOM
Screenshots of the Capacity Building Program
last January 15, 22 and 29, 2022
Research Questions
Research Questions
This study plans to be conducted to assess the ICT competencies of
teachers which will be a basis for capacity building activities.
Specifically, this basic research aims to answer the following questions:
1. What is the teachers’ level of ICT competence in social and ethical
domain before the capacity building program?
2. What is the teachers’ level of ICT competence in social and ethical
domain after the capacity building program?
3. Is there a significant difference on the ICT competence on social and
ethical domain of the teachers before and after implementing the
capacity building program?
HYPOTHESIS
H0: There is no significant difference between the
ICT competence on social and ethical domain
before and after the capacity building program.
METHODOLOGY
PARTICIPANTS
This research included all the teaching staff of San Juan
National High School from School Year 2021 – 2022. This
includes a total of twenty-three (23) respondents
involved in this study. The respondent’s population is
presented below:
SCHOOL YEAR MALE FEMALE TOTAL
2021 – 2022 7 16 23
Research Design
Research Design
This research aimed to enhance the ICT competence
on social and ethical domain of the teachers at San
Juan National High School from school year 2021 –
2022. With this, the researcher used a questionnaire
adapted from the National ICT Competencies for
Teachers (NICS – Teachers). The questionnaire was
distributed through a google form for remote
answering and in consideration of the minimum health
standards in this ongoing pandemic.
Research Design
Before the start of the capacity building program, the
researcher conducted the questionnaire adapted from NICS
– Teachers which measured the four (4) domains of ICT
competencies. The researcher has further narrowed the
domain bound for capacity building, which is Domain B:
Social and Ethical. After the capacity building program, the
researcher will re-run the same questionnaire on the Social
and Ethical Domain to check for their ICT competence after
the program. The researcher then subjected the collected
data for analysis.
Treatment of Data
Treatment of Data
The data collected from the responses of
the teachers in the questionnaire was
subjected to data analysis. The researcher will
use descriptive statistics, particularly Mean
(M) and Standard Deviation (SD) to describe
the ICT competence of the teachers in the
social and ethical domain before and after
conducting the capacity building program.
Treatment of Data
Table 1: Mean Range and Interpretation
Mean Range Interpretation
1.00 – 1.80 No Knowledge
1.81 – 2.60 Basic
2.61 – 3.40 Intermediate
3.41 – 4.20 Advanced
4.21 – 5.00 Expert
Treatment of Data
The researcher also used paired sample t-test
to check for statistical difference. This was
done after checking for normality using the
Shapiro-Wilk value. After it assumes normality,
the researcher further continued to paired
sample t-test.
Treatment of Data
If found significant, the researcher will
measure the level of difference between the
data. To measure the level of difference
between the ICT competence on social and
ethical domain before and after conducting
the capacity building program, the researcher
will utilize Pearson’s Correlation Coefficient r
value.
Treatment of Data
Effect size r
Small 0.10 – 0.29
Medium 0.30 – 0.49
Large 0.50 and up
Table 2: Guidelines for Interpreting Effect Size for Group Comparison
DISCUSSION OF RESULTS
This part of the research reveals the analysis
of data collected by the researcher. The data
presented aims to answer the action research
questions posted for this research.
Furthermore, this research aims to validate
the effect of the capacity building program
crafted by the researcher to improve the ICT
competence of the teachers in the social and
ethical domain.
Action Research Question #1:
What is the teachers’ level of ICT
competence in social and ethical
domain before the capacity building
program?
Standard Mean Interpretation
1 2.67 Intermediate
2 2.79 Intermediate
3 2.81 Intermediate
4 2.34 Basic
Grand Mean 2.67 Intermediate
Table 3: ICT Competence of Teachers on Social and Ethical Domain
Before the Capacity Building Program
Action Research Question #2:
What is the teachers’ level of ICT
competence in social and ethical
domain after the capacity building
program?
Standard Mean Interpretation
1 4.29 Expert
2 3.95 Advanced
3 3.73 Advanced
4 3.33 Intermediate
Grand Mean 3.80 Advanced
Table 4: ICT Competence of Teachers on Social and Ethical Domain
After the Capacity Building Program
Action Research Question #3:
Is there a significant difference on
the ICT competence on social and
ethical domain of the teachers
before and after implementing the
capacity building program?
Variable
Number of
Indicators
M SD
Before 17 2.67 (Intermediate) 0.54
After 17 3.80 (Advanced) 0.43
Table 5: Mean (M) and standard deviation (SD) of the teachers’ ICT
competence on social and ethical domain before and after the capacity
building program
Table 6: Paired sample t test summary of the teachers’ ICT
competence on social and ethical domain before and after the capacity
building program
Preliminary assumption testing was conducted. Shapiro Wilk test for normality shows that at a = 0.05,
there is no significant departure of the distribution of paired difference from normality, p < 0.65. Thus,
paired sample t – test was conducted. Using an alpha level of 0.05, a paired sample t – test show that the
mean difference, 1.13, is statistically significant t(16) = 11.42 p = 0.0001, which means that the ICT
Competence on social and ethical domain after the capacity building program(M = 3.80 SD = 0.43 N = 17)
is significantly higher than their ICT competence before the capacity building program (M = 3.67 SD = 0.54
N = 17). Also the correlation coefficient r > 0.67, indicates that the difference is large.
CONCLUSION
Conclusion
The researcher was able to conclude the following:
 Teachers’ have higher ICT competence in social and ethical
domain after the capacity building program (M = 3.80 SD =
0.43 N = 17) than before the program (M = 2.67 SD = 0.57
N = 17).
 There is a significant difference between the ICT
competence in the social and ethical domain of the teacher
before and after the program ( t(16) = 11.42 p = 0.0001) .
 The correlation coefficient r value at 0.67 indicates a large
difference between the ICT competence before and after
the capacity building program
RECOMMENDATIONS
Recommendations
With the results of this research, the researcher recommends the
following:
 The concepts of the ICT competence on social and ethical domain be
integrated to the lessons of the teachers involved in this study.
 For better results on the ICT competence on the social and ethical
domain of the teachers, the researcher recommends a face-to-face and
hands-on activities on the topics of the capacity building program.
 With this, the researcher recommends that this research maybe
replicated with face-to-face and hands-on activities on the social and
ethical domain of the ICT competence and possibly on the other
domains not studied by this research.
Action Plan
Action Plan
With the results of this research, the researcher plans to do
the following:
 Widen the scope of implementation of the capacity building
program centered on the ICT competence on social and ethical
domain. The researcher also plans to integrate the concepts on
the capacity building program to the researcher’s subject to
further widen its scope to the students.
 Encourage teachers, who were part of this research, to integrate
the concepts of the capacity building program to their
respective subjects to carry on the lessons of ICT competence
on social and ethical domain to the students

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RESEARC 2022 - HR Ver 2.0 - PPT.pptx

  • 1. Department of Education Division of Misamis Oriental Capacity Building Program for ICT Competence in Social and Ethical Domain: Empowering Teachers for a Geared-up Teaching (An Action Research) Evan Hoe D. Balarote Jr – SHS Teacher 1
  • 3. INTRODUCTION Information and Communication Technology (ICT) has now been an indispensable tool in our day-to-day activities. ICT has transformed the way education has become, from online testing to grading assessments of students with the use of softwares and electronic tools to make it easier. Teachers also make use of online and offline instructional resources in the classroom in the effort to deliver learning to the students. students, on the other hand, are growing up in an environment that revolves around various technologies that continually advance giving almost limitless information that to which the learners, in one way or another, take for granted.
  • 4. INTRODUCTION Students, as receivers of information and knowledge from teachers, tend to take information for granted. Students tend to not care whether or not the information taken online or offline is copyrighted or not. Moreover, students also tend to be adept to gadgets that they lose etiquette in using these gadgets. Additionally, with the students’ adeptness to these gadgets, they lost track where to get reliable information and get the best out of the benefit of ICT in general.
  • 5. INTRODUCTION With the proliferation of good and bad information online and offline, Teachers should be wary when and when not to credit or discredit information especially if the information is not originally crafted and used illegitimately. Generally speaking, teachers should be experts on social and ethical uses of ICT especially that teachers are the ones delivering knowledge and information to the students.
  • 6. INTRODUCTION However, even with the constant flux social and ethical ICT malpractices on the field of teaching and learning (i.e. plagiarism, piracy, misinformation, etc.). There is a need to empower teachers with ICT competencies on social and ethical domain so that teachers would be able to deliver and empower students in the right way of using ICT, socially and ethically.
  • 7. Thus, in response to this need, the researcher created a capacity building program that aims to enhance the teachers’ ICT competence in the social and ethical domain for a more geared-up teaching to the students in the hopes of improving future students’ awareness on the social and ethical use of ICT. INTRODUCTION
  • 8. National ICT Competencies for Teachers (NICS – Teachers) Commission on Information and Communications Technology
  • 9. National ICT Competency Standard (NICS) for Teachers It is defined by the competency outcomes, and the supporting knowledge and skills that are needed to utilize ICT in performing the job roles related to teaching. In general, this set of competencies aims to prepare teachers to become users of various ICTs to help both the students and themselves benefit from the technology. The prime benefits are: 1) access to information and knowledge resources, 2) communication and knowledge sharing, and 3) work efficiency. Some of these competencies are expected to be acquired during the pre-service training while the rest are long- term competencies that teachers will have to acquire in-service.
  • 10. National ICT Competency Standard (NICS) for Teachers The NICS – Teachers is divided to four (4) domains namely (1) Technology Operations and Concepts, (2) Social and Ethical, (3) Pedagogical and (4) Professional. These domains are further subdivided into standards which is broken down into indicators.
  • 11. Social and Ethical Domain of ICT Competencies Commission on Information and Communications Technology
  • 12. ICT Competencies Domain B: Social and Ethical This domain includes competencies related to social, ethical, legal and human issues, and community linkage. This domain is further broken down to four (4) standards and seventeen (17) indicators that encapsulated the social and ethical domain of ICT competence of teachers in the field.
  • 13. ICT Competencies Domain B: Social and Ethical Standards Standard 1: Understand and observe legal practices in the use of technology (3 indicators) Standard 2: Recognize and practice ethical use of technology in both personal and professional levels. (5 indicators) Standard 3: Plan, model and promote a safe and sound technology-supported learning environment. (5 indicators) Standard 4: Facilitate equitable access to technology that addresses learning, social and cultural diversity. (4 indicators)
  • 14. A Crafted Capacity Building Program LEGAL PRACTICES IN THE USE OF MEDIA, INFORMATION, AND TECHNOLOGY IN AND OUT OF THE CLASSROOM
  • 15. A 3-day capacity building program that aims to develop their ICT competence in social and ethical domain. This program happened on three Saturdays of January namely January 15, 22 and 29, 2022. the program aims specifically to attain the objectives posted by the four (4) standards of the social and ethical domain of ICT competence. LEGAL PRACTICES IN THE USE OF MEDIA, INFORMATION, AND TECHNOLOGY IN AND OUT OF THE CLASSROOM
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  • 19. Screenshots of the Capacity Building Program last January 15, 22 and 29, 2022
  • 21. Research Questions This study plans to be conducted to assess the ICT competencies of teachers which will be a basis for capacity building activities. Specifically, this basic research aims to answer the following questions: 1. What is the teachers’ level of ICT competence in social and ethical domain before the capacity building program? 2. What is the teachers’ level of ICT competence in social and ethical domain after the capacity building program? 3. Is there a significant difference on the ICT competence on social and ethical domain of the teachers before and after implementing the capacity building program?
  • 22. HYPOTHESIS H0: There is no significant difference between the ICT competence on social and ethical domain before and after the capacity building program.
  • 24. PARTICIPANTS This research included all the teaching staff of San Juan National High School from School Year 2021 – 2022. This includes a total of twenty-three (23) respondents involved in this study. The respondent’s population is presented below: SCHOOL YEAR MALE FEMALE TOTAL 2021 – 2022 7 16 23
  • 26. Research Design This research aimed to enhance the ICT competence on social and ethical domain of the teachers at San Juan National High School from school year 2021 – 2022. With this, the researcher used a questionnaire adapted from the National ICT Competencies for Teachers (NICS – Teachers). The questionnaire was distributed through a google form for remote answering and in consideration of the minimum health standards in this ongoing pandemic.
  • 27. Research Design Before the start of the capacity building program, the researcher conducted the questionnaire adapted from NICS – Teachers which measured the four (4) domains of ICT competencies. The researcher has further narrowed the domain bound for capacity building, which is Domain B: Social and Ethical. After the capacity building program, the researcher will re-run the same questionnaire on the Social and Ethical Domain to check for their ICT competence after the program. The researcher then subjected the collected data for analysis.
  • 29. Treatment of Data The data collected from the responses of the teachers in the questionnaire was subjected to data analysis. The researcher will use descriptive statistics, particularly Mean (M) and Standard Deviation (SD) to describe the ICT competence of the teachers in the social and ethical domain before and after conducting the capacity building program.
  • 30. Treatment of Data Table 1: Mean Range and Interpretation Mean Range Interpretation 1.00 – 1.80 No Knowledge 1.81 – 2.60 Basic 2.61 – 3.40 Intermediate 3.41 – 4.20 Advanced 4.21 – 5.00 Expert
  • 31. Treatment of Data The researcher also used paired sample t-test to check for statistical difference. This was done after checking for normality using the Shapiro-Wilk value. After it assumes normality, the researcher further continued to paired sample t-test.
  • 32. Treatment of Data If found significant, the researcher will measure the level of difference between the data. To measure the level of difference between the ICT competence on social and ethical domain before and after conducting the capacity building program, the researcher will utilize Pearson’s Correlation Coefficient r value.
  • 33. Treatment of Data Effect size r Small 0.10 – 0.29 Medium 0.30 – 0.49 Large 0.50 and up Table 2: Guidelines for Interpreting Effect Size for Group Comparison
  • 35. This part of the research reveals the analysis of data collected by the researcher. The data presented aims to answer the action research questions posted for this research. Furthermore, this research aims to validate the effect of the capacity building program crafted by the researcher to improve the ICT competence of the teachers in the social and ethical domain.
  • 36. Action Research Question #1: What is the teachers’ level of ICT competence in social and ethical domain before the capacity building program?
  • 37. Standard Mean Interpretation 1 2.67 Intermediate 2 2.79 Intermediate 3 2.81 Intermediate 4 2.34 Basic Grand Mean 2.67 Intermediate Table 3: ICT Competence of Teachers on Social and Ethical Domain Before the Capacity Building Program
  • 38. Action Research Question #2: What is the teachers’ level of ICT competence in social and ethical domain after the capacity building program?
  • 39. Standard Mean Interpretation 1 4.29 Expert 2 3.95 Advanced 3 3.73 Advanced 4 3.33 Intermediate Grand Mean 3.80 Advanced Table 4: ICT Competence of Teachers on Social and Ethical Domain After the Capacity Building Program
  • 40. Action Research Question #3: Is there a significant difference on the ICT competence on social and ethical domain of the teachers before and after implementing the capacity building program?
  • 41. Variable Number of Indicators M SD Before 17 2.67 (Intermediate) 0.54 After 17 3.80 (Advanced) 0.43 Table 5: Mean (M) and standard deviation (SD) of the teachers’ ICT competence on social and ethical domain before and after the capacity building program
  • 42. Table 6: Paired sample t test summary of the teachers’ ICT competence on social and ethical domain before and after the capacity building program Preliminary assumption testing was conducted. Shapiro Wilk test for normality shows that at a = 0.05, there is no significant departure of the distribution of paired difference from normality, p < 0.65. Thus, paired sample t – test was conducted. Using an alpha level of 0.05, a paired sample t – test show that the mean difference, 1.13, is statistically significant t(16) = 11.42 p = 0.0001, which means that the ICT Competence on social and ethical domain after the capacity building program(M = 3.80 SD = 0.43 N = 17) is significantly higher than their ICT competence before the capacity building program (M = 3.67 SD = 0.54 N = 17). Also the correlation coefficient r > 0.67, indicates that the difference is large.
  • 44. Conclusion The researcher was able to conclude the following:  Teachers’ have higher ICT competence in social and ethical domain after the capacity building program (M = 3.80 SD = 0.43 N = 17) than before the program (M = 2.67 SD = 0.57 N = 17).  There is a significant difference between the ICT competence in the social and ethical domain of the teacher before and after the program ( t(16) = 11.42 p = 0.0001) .  The correlation coefficient r value at 0.67 indicates a large difference between the ICT competence before and after the capacity building program
  • 46. Recommendations With the results of this research, the researcher recommends the following:  The concepts of the ICT competence on social and ethical domain be integrated to the lessons of the teachers involved in this study.  For better results on the ICT competence on the social and ethical domain of the teachers, the researcher recommends a face-to-face and hands-on activities on the topics of the capacity building program.  With this, the researcher recommends that this research maybe replicated with face-to-face and hands-on activities on the social and ethical domain of the ICT competence and possibly on the other domains not studied by this research.
  • 48. Action Plan With the results of this research, the researcher plans to do the following:  Widen the scope of implementation of the capacity building program centered on the ICT competence on social and ethical domain. The researcher also plans to integrate the concepts on the capacity building program to the researcher’s subject to further widen its scope to the students.  Encourage teachers, who were part of this research, to integrate the concepts of the capacity building program to their respective subjects to carry on the lessons of ICT competence on social and ethical domain to the students