This presentation answers the following questions: (1) What is the status of technology integration among private schools? (2)What is needed among teachers to implement well technology integration? (3) What is needed among school administrators to make technology integration work? (4) What are the indicators of successful practice in ICT integration?

1. Empowering Educators on
Technology Integration
Carlo Magno, PhD
crlmgn@yahoo.com

2. Advance Organizer
•What is the status of technology
integration among private schools?
•What is needed among teachers to
implement well technology integration?
•What is needed among school
administrators to make technology
integration work?
•What are the indicators of successful
practice in ICT integration?

3. Status of Technology
Integration
Criteria set by the
State of Florida on
Technology
Integration:
• Student’s Access
• Software availability
• Teacher’s Use
School Matrix for
Technology
Integration by DIWA
Learning Innovation
•Intensity
• Extensity
• Quality

4. Method and Instruments
 N=126 Private schools in Luzon,
Visayas, and Mindanao
 Technology Integration Standard
◦ Crobach’s alpha = .89
◦ RMSEA=.04, CFI=.95
 School Matrix for Technology
Integration by DIWA Learning
Innovation
◦ Cronbach’s alpha = .90
◦ RMSEA=.06, CFI=.93

5. Status of Technology
Integration
Valid N Mean Std.Dev.
Student's Access 125 3.38 0.56
Software availability 125 3.25 0.57
Teacher's use 122 3.05 0.83
Total 122 3.23 0.52
4 point scale
Means and Standard Deviation of the Standards of
Technology Integration

6. Status of Technology
Integration
Mean Mean t-value df p
Non-users users
Student's
Access 3.29 3.47 -1.78 123 0.078
Software
availability 3.07 3.46 -3.96 123 0
Teacher's use 2.88 3.25 -2.5 120 0.014
Comparison of users and non-users of LMS on the
Standards of Technology Integration

7. Student’s Access
Difficult or not highly endorsed
Easy or highly endorsed

8. Software availability
Easy: Schools with LMS easily
conducts their assessment online
Difficult: Applications allowing
students to simulate is not much done

9. Teacher’s Use
Difficult: Online chat and discussion
groups
Easy: Teachers’ availability online

10. Mean Levels
Valid N Mean Std.Dev.
Intensity 114 2.45 0.90
Extensity 114 2.07 1.05
Quality 114 2.26 0.92
Over-all 114 2.26 0.81
Means and Standard Deviation of the Standards of
School Matrix on Technology Integration
Four point scale rubric

11. Comparison of Users and Non-
users
Mean Non-
user
Mean
user
t-value df p
Intensity 2.02 3.02 -7.09 112 0.000
Extensity 1.73 2.51 -4.21 112 0.000
Quality 1.86 2.79 -6.18 112 0.000
Comparison of users and non-users of LMS on the
School Matrix on Technology Integration

12. Intensity
Difficult: Determining lessons using
LMS
Easy: LMS is used to create learning
experiences

13. Extensity
Difficult: Availability of firewall
Easy: Provide internet

14. Quality
Difficult: Maintain regular faculty
Easy: Require teachers to integrate
ICT

15. Looking at three primary aspects
of ICT implementation
 ICT competencies
of teachers
 Technology
leadership
 Success indicators
of learners

16. ICT Competencies
 What is needed among teachers to
implement well technology
integration?
◦ Teacher’s competencies on ICT (Mishra &
Kohler, 2006)

17. ICT Competencies
Technological
knowledge
Pedagogical
knowledge
Content knowledge
Knowledge about
features, capacities,
and applications of
technologies
Knowledge about the
students‘ learning,
instructional methods
and process, different
educational theories,
and learning
assessment to teach a
subject matter
Knowledge of the
subject matter
Knowledge about
how to use Web 2.0
tools (e.g. Wiki,
Blogs, Facebook)
Knowledge about how
to use project-based
learning (PBL) in
teaching different
scientific topics (e.g.
lights, electrics)
Knowledge about
Science or Math

18. ICT Competencies
TPK
(Technological
Pedagogical
Knowledge)
TCK
(Technological
Content
Knowledge)
PCK
(Pedagogical
Content Knowledge)
Knowledge of the
existence and
specifications of
various technologies
to enable teaching
approaches
Knowledge about how
to use technology to
represent the content
in
different ways
Knowledge of
adopting pedagogical
strategies to make the
subject matter
more understandable
for the learners
Knowledge about how
to use Wiki as
an online tool to
enhance collaborative
learning
Knowledge about how
to use animations
to show the operations
of solar system
Knowledge about how
to use analogical
skills to teach math
concepts

19. ICT Competencies
 TPACK
 Technological Pedagogical Content
Knowledge
 Knowledge of using various
technologies to teach and represent
the designated subject content
 Ex. Knowledge about how to use Wiki
as a communication tool to enhance
collaborative learning in social science

20. Technology Leadership
 What is needed among school
administrators to make technology
integration work?
 5 technology roles (Flanagan &
Jacobsen, 2003):
◦ Leader of learning
◦ Leader of student entitlement
◦ Leader of capacity building
◦ Leader of community
◦ Leader of resource management

21. Technology Leadership
 Leader of learning
◦ Principals having a thorough
understanding of the ICT program of
studies and outcomes with higher level
skills.
◦ ICT Learner outcomes:
 Processes for productivity
 Foundational operations, knowledge and
concepts
 Communicating, inquiring, decision making,
and problem solving

22. Technology Leadership
 Leader of learning
 Goals of the principal
◦ Encourage teachers to reflect on and
continuously improve their practice
◦ Provide meaningful learning opportunities
for all teachers, students, support staff,
and parents.
◦ Improved student ability to solve
problems, collaborate, and use
technology to support the construction of
knowledge

23. Technology Leadership
 Leader of student entitlement
◦ The principal addresses significant issues
of equity access to technology for all
students.
◦ Ensuring that teachers provide age
appropriate opportunities for students to
develop technology skills.
◦ Sensitive to barriers that affect students
use of technology (language, gender,
religious)

24. Technology Leadership
 Leader of student entitlement
 Goals
◦ Ensure equitable access to technology
resources and learning opportunities for
all learners
◦ To use technology in ways that support
democratic principles

25. Technology Leadership
 Leader of capacity building
◦ Acts as positive change agent
◦ Oversees the development of a vision for
technology implementation.
◦ Capacity building extends to developing
potential ICT leaders among parents,
students, and staff

26. Technology Leadership
 Leader of capacity building
◦ Goals
◦ Develop a shared vision for the use of ICT
in learning
◦ Develop leadership capacity in all
members of the school community.
◦ Establish a climate that encourages risk
taking, creativity and collaboration.

27. Technology Leadership
 Leader of community
◦ The principal involve the community,
including the parents and business
partners, in achieving the goals of
technology integration.
◦ Communicate the school
accomplishments and challenges to the
community.
◦ Extend student learning beyond the walls
of the school

28. Technology Leadership
 Leaders of community
 Goals
 Gain ICT community support for ICT
integration
 Involve parents in the decision-making
process
 Use technology to improve
communication between school and
community
 Extend students’ learning beyond the
school into the community and beyond

29. Technology Leadership
 Leader of resource management
◦ Responsible for managing the resources
necessary for technology integration.
◦ Supporting the goals of the school’s
technology plan
◦ Explore many avenues for acquiring
technology resources
◦

30. Technology Leadership
 Leader of resource management
 Goals
◦ Provide students and teachers with the
technology resources necessary for
achieving the ICT outcomes
◦ Develop computer network that supports
inquiry and collaboration
◦ Ensure that equipment is available to
teachers and students whenever it is
needed.

31. Indicators
 What are the indicators of successful
practice in ICT integration?
◦ Student Engagement
◦ Shared Vision
◦ Equity of access
◦ Professional development
◦ Ubiquitous network

32. ICT Indicators
 Student engagement
◦ Learners working cooperatively with
others in projects.
◦ Learning environments that are learner-
centered, placing increased responsibility
for learning on the learner
◦ Technology rich classroom enable more
fluid interactions, learning more natural,
gifted students sought deeper
connections

33. ICT Indicators
 Shared vision
◦ Well-defined mission and goals that describes
technology’s place in education.
◦ Users of technology needs to have a
fundamental belief in the value of innovation
◦ Teachers having the opportunities to study,
observe, reflect, and discuss their practice, use
of ICT in order to develop a sound pedagogy.
◦ Leaders communicate their vision by how they
spend their time, what they talk about, what
problems they solve first,.
◦ Leaders reinforce the values they hold and the
vision they hold and the vision they hope to
achieve.

34. ICT Indicators
 Equity of access
◦ ICT opportunities are available to all
students.
◦ ICT use respects the individual
differences of learners while encouraging
students to select activities that challenge
stereotypes

35. ICT Indicators
 Professional development
◦ Coaching
◦ on-site and in-site services
◦ Individualized instruction
◦ Observation of ICT integration in practice
◦ Self-directed learning
◦ Support teachers in their individual growth
plans
◦ Build opportunities for collaboration
between colleagues with similar goals

36. ICT Indicators
 Ubiquitous network
◦ Networked computers are readily
available and access is effortless
◦ Network supports file sharing
◦ Availability of tools for preparing
presentations, analysing data, mapping
concepts, and communicating with others
◦ Distribution of the computers
◦ Having mobile workstations
◦ Teachers open up their classroom to any
student needing an available computer