ICT Integration in Philippine Public Schools | JPAIR 7th ICMR
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11 29-2017 Call of Duty: A Case Study of ICT Integration in Philippine Provincial Public Schools in San Isidro Davao Oriental Post K-12 Implementation
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ICT Integration in Philippine Public Schools | JPAIR 7th ICMR
- 1. Lian Sabella V. Castillo ORCID No. 0000-0001- 9479-753X liansvc@gmail.com The University of Tokyo
- 5. Country Total Duration of Basic Education Total Duration of Pre-University Brunei 11/12 13/15 Cambodia 12 13 Indonesia 12 13 Lao PDR 12 14 Malaysia 11 14/15 Myanmar 11 12 Philippines 10 10 Singapore 10/11 12/14 Thailand 12 12 Timor-Leste 12 12 Vietnam 12 14/15 Source: SEAMEO Innotech
- 6. • Mother Tongue • Technology and Livelihood Education • Senior High School (Grades 11-12) Source: http://www.rappler.com/nation/30207-infographic-ten-things-k12
- 9. • San Isidro, Davao Region (R11) • Mindanao • 4th Class Municipality • Agricultural • Cebuano (MT)
- 11. How can adapt and integrate ICT in light of the K-12 transition?
- 12. • Measures How do we determine the success or failure of ICT integration, what are the measurements? • What factors matter? What are the notable differences between highly integrated schools and lower integrated schools based on these factors? • Recommendations? How can ICT usage be optimized in a rural setting, with limitations on technology literacy and infrastructure resources?
- 13. Modelling ICT Development in Education (Majumdar, 2014)
- 14. Leadership Curriculum Infrastructure Faculty Environment Rating Emerging Priority is focused in other areas for development, far from ICT Primarily uses traditional single-sourced, rigid lesson plans Very little to zero working computer units, impossible to implement fair exposure Primed in the use of tech for administrative and instructional use Zero to limited exposure to tech sub-par Applying There is visible initiative towards granting of ICT enabled culture, lacking 1-2 of criteria Utilizes tech in line with prescribed lesson plans Some working units, for exclusive usage of classes that necessitate computer use Uses tech for bare in line with curriculum Usage of computers limited to within school grounds bare minimum Infusing Consistent in the direction of ICT integration, in early stages of long-term hiring/resource plans Allows for updating and reinforcing content plans with extensive resources Fair student:computer ratio, enabling usage outside prescribed subjects and plans Extends tech usage to accompany teaching of other subjects Occasional exposure to advanced tech, when accessible above average Transforming Allocates appropriate resourcing for the support of ICT assisted administration and pedagogy Flexible curriculum that allows for autonomy for innovative methods of instruction Excellent student:computer ratio, with a reliable ICT coordinator, and technical support and maintenance Confident and uses tech in innovative methods, where applicable Access and constant exposure to advanced tech outside school excellent Avidov-Ungar, O., & Iluz, I. E. (2014), Fulton, K. (2000, January), Mahjumdar, S. (2014).
- 15. Leadership Curriculum Infrastructure Faculty Environment Rating Emerging Priority is focused in other areas for development, far from ICT Primarily uses traditional single-sourced, rigid lesson plans Very little to zero working computer units, impossible to implement fair exposure Primed in the use of tech for administrative and instructional use Zero to limited exposure to tech sub-par Applying There is visible initiative towards granting of ICT enabled culture, lacking 1-2 of criteria Utilizes tech in line with prescribed lesson plans Some working units, for exclusive usage of classes that necessitate computer use Uses tech for bare in line with curriculum Usage of computers limited to within school grounds bare minimum Infusing Consistent in the direction of ICT integration, in early stages of long-term hiring/resource plans Allows for updating and reinforcing content plans with extensive resources Fair student:computer ratio, enabling usage outside prescribed subjects and plans Extends tech usage to accompany teaching of other subjects Occasional exposure to advanced tech, when accessible above average Transforming Allocates appropriate resourcing for the support of ICT assisted administration and pedagogy Flexible curriculum that allows for autonomy for innovative methods of instruction Excellent student:computer ratio, with a reliable ICT coordinator, and technical support and maintenance Confident and uses tech in innovative methods, where applicable Access and constant exposure to advanced tech outside school excellent Avidov-Ungar, O., & Iluz, I. E. (2014), Fulton, K. (2000, January), Mahjumdar, S. (2014).
- 17. Quantitative Scores █ Emerging █ Applying █ Applying (>2.12)
- 18. Correlation Coefficient of Factors and Total
- 21. Culture Environment Only 2 stages Non-longitudinal Adjustment Period
- 22. Innovative Pedagogy Leadership Incentive Teacher Motivation and Initiative Basic Infrastructure
Editor's Notes
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