Before the capacity building program, teachers had an intermediate level of ICT competence in the social and ethical domain, with a grand mean of 2.67. After completing the program, teachers achieved an advanced overall level of competence, with a grand mean of 3.80. A paired t-test found a significant difference between teachers' competence levels before and after the program. The program successfully improved teachers' ICT skills in the social and ethical use of technology.
This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.
This document provides an introduction, literature review, and methodology for a study evaluating the ICT competency levels of mathematics teachers to integrate mobile and software applications in blended learning. Specifically:
1) The introduction outlines the importance of ICT integration in mathematics education and the need to evaluate teachers' competencies in using mobile and software apps.
2) The literature review covers topics on competencies, ICT competencies, mobile/software apps, and reviews related studies which found that teachers need improved ICT skills and access to professional development.
3) The methodology section states that a descriptive research design will be used to address the study's research questions.
This document provides an overview of a study exploring the attitudes and motivation levels of Tamil teachers in Malaysia regarding teaching with information and communication technology (ICT). The study aims to identify teachers' attitudes and motivational factors for using ICT through a questionnaire and interviews. Teachers will be analyzed based on age, background, ICT exposure and beliefs to determine attitudes, and how they gain confidence, skills, and deal with pressure/anxiety to determine motivation levels. The results will provide insight into how fully ICT is being utilized by Tamil teachers given facilities provided by the Ministry of Education.
This document provides information about an introductory technology course for teaching and learning. It includes the course description, outcomes, and units. The course explores basic ICT knowledge, skills, and values for using technology in education. It covers ICT policies, safety issues, and using media and technology across content areas. Students will learn about flexible learning environments, platforms, and tools. They will also identify learning theories and principles for designing technology-enhanced lessons. The overall aim is for students to understand how to utilize technology appropriately and innovatively for teaching, learning experiences, and assessments while considering social, ethical and legal responsibilities.
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies when funding was available and over-reliance on individuals. At the classroom level, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its applications hindered adoption. The conclusion emphasizes that sustainable ICT integration is challenging due to rapid technological changes and the
Digital Literacy of Mathematics Teachers in State Universities and Colleges ...Martin Nobis
Abstract: The use of digital technology is a manifestation of globally competitive mathematics
teachers in the 21st century. This study determined the status of digital literacy of mathematics
teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire,
and universal sampling were utilized. Findings revealed that SUCs had limited digital
resources. Mathematics teachers sometimes used digital tools like software, social media, and
mathematics apps in teaching. They, too, were much aware of their digital literacy skills.
SUCs profile in terms of the number of learning management and information systems had
influenced digital tools usage. The number of computer laboratories had something to do with
the level of digital literacy awareness. By providing more digital technologies, teachers may
increase their digital usage, literacy, and efficiency in teaching mathematics.
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies and over-reliance on individuals. In classrooms, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its pedagogical uses presented challenges. The article concludes that addressing both supporting opportunities and hindering obstacles is necessary for successful, long-
Application of Information Technology in Advancement of Educationinventionjournals
ABSTRACT: The information technology incorporated in education provides a vision of better quality education facilitated through the adoption and promotion of IT. In education IT is helpful to provide database, to provide students access to digital technologies and internet in and outside the classroom and provides self paced learning through the tools like assignment and evaluation of learners. it also provide quality digital content access to the teachers immediate two way communication between teacher and learner. However, a feedback study was felt to have actual idea of advancement in education due to IT in the small towns like Sitapur. Hence the study was made regarding application of IT in secondary schools by students & teachers of class ix of Sitapur district.
This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.
This document provides an introduction, literature review, and methodology for a study evaluating the ICT competency levels of mathematics teachers to integrate mobile and software applications in blended learning. Specifically:
1) The introduction outlines the importance of ICT integration in mathematics education and the need to evaluate teachers' competencies in using mobile and software apps.
2) The literature review covers topics on competencies, ICT competencies, mobile/software apps, and reviews related studies which found that teachers need improved ICT skills and access to professional development.
3) The methodology section states that a descriptive research design will be used to address the study's research questions.
This document provides an overview of a study exploring the attitudes and motivation levels of Tamil teachers in Malaysia regarding teaching with information and communication technology (ICT). The study aims to identify teachers' attitudes and motivational factors for using ICT through a questionnaire and interviews. Teachers will be analyzed based on age, background, ICT exposure and beliefs to determine attitudes, and how they gain confidence, skills, and deal with pressure/anxiety to determine motivation levels. The results will provide insight into how fully ICT is being utilized by Tamil teachers given facilities provided by the Ministry of Education.
This document provides information about an introductory technology course for teaching and learning. It includes the course description, outcomes, and units. The course explores basic ICT knowledge, skills, and values for using technology in education. It covers ICT policies, safety issues, and using media and technology across content areas. Students will learn about flexible learning environments, platforms, and tools. They will also identify learning theories and principles for designing technology-enhanced lessons. The overall aim is for students to understand how to utilize technology appropriately and innovatively for teaching, learning experiences, and assessments while considering social, ethical and legal responsibilities.
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies when funding was available and over-reliance on individuals. At the classroom level, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its applications hindered adoption. The conclusion emphasizes that sustainable ICT integration is challenging due to rapid technological changes and the
Digital Literacy of Mathematics Teachers in State Universities and Colleges ...Martin Nobis
Abstract: The use of digital technology is a manifestation of globally competitive mathematics
teachers in the 21st century. This study determined the status of digital literacy of mathematics
teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire,
and universal sampling were utilized. Findings revealed that SUCs had limited digital
resources. Mathematics teachers sometimes used digital tools like software, social media, and
mathematics apps in teaching. They, too, were much aware of their digital literacy skills.
SUCs profile in terms of the number of learning management and information systems had
influenced digital tools usage. The number of computer laboratories had something to do with
the level of digital literacy awareness. By providing more digital technologies, teachers may
increase their digital usage, literacy, and efficiency in teaching mathematics.
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies and over-reliance on individuals. In classrooms, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its pedagogical uses presented challenges. The article concludes that addressing both supporting opportunities and hindering obstacles is necessary for successful, long-
Application of Information Technology in Advancement of Educationinventionjournals
ABSTRACT: The information technology incorporated in education provides a vision of better quality education facilitated through the adoption and promotion of IT. In education IT is helpful to provide database, to provide students access to digital technologies and internet in and outside the classroom and provides self paced learning through the tools like assignment and evaluation of learners. it also provide quality digital content access to the teachers immediate two way communication between teacher and learner. However, a feedback study was felt to have actual idea of advancement in education due to IT in the small towns like Sitapur. Hence the study was made regarding application of IT in secondary schools by students & teachers of class ix of Sitapur district.
1. The study explored ICT literacy among 40 B.Ed teacher trainees in Dindigul district of Tamil Nadu, India.
2. It found that there was no significant difference in ICT literacy between male and female trainees or between those studying in Tamil and English mediums.
3. However, it did find a significant difference between rural and urban trainees, with urban trainees having a higher level of ICT literacy on average.
This document discusses the role of information and communication technology (ICT) in the teaching and learning process. It defines ICT and explores its components and applications. ICT can help shift traditional teaching methods and allow teachers to develop professionally. It benefits students by providing learning resources anywhere and anytime. Examples of ICT initiatives in India include e-Pathshala, SWAYAM, and the National Repository of Open Educational Resources. While ICT offers advantages like accommodating disabilities and improved communication, overreliance on computers can limit skills like critical thinking. The document examines uses of ICT in subjects like maths and science.
The document discusses standards for integrating technology into teaching and learning. It introduces ISTE standards for teachers and students. The teacher standards cover technology operations, planning learning experiences, teaching curriculum, assessment, professional development, and social issues. The student standards emphasize creativity, collaboration, research, problem-solving, digital citizenship, and technology skills. Philippine standards for pre-service teachers also aim to develop proficiency in using technology for teaching, and were influenced by ISTE standards.
This document discusses information and communication technologies (ICT) and their applications in education. ICT refers broadly to all communication technologies including the internet, wireless networks, phones, computers, software, media applications, and services. Examples of ICT applications in education include electronic textbooks, instructional software, email, chat, distance learning programs, video equipment, and office products. The main impacts of ICT in education are improving instructor capabilities, changing educational structures, creating opportunities for greater learning, enhancing educational quality, and improving teaching skills. Principles of using ICT in teaching include stimulating self-activity, creating interest and involvement, continuity of thought, teaching efficiently, providing useful variety, and promoting scientific temper and enhancing learning quality.
Evaluation of Technological Competences, Case Study: Teachers of Superior Levelijtsrd
This document summarizes a research study that evaluated technological competencies among teachers at a higher education level. A survey was administered to 45 teachers selected through a representative sample. The results showed that over 50% of teachers were aware of the topic but only 15% knew the benefits of integrating technology into their teaching. Most teachers felt the university's technology level and training were low and that the university and government did not adequately support incorporating technology. The study aims to provide guidance on training to help teachers optimally use technological resources in the classroom.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
This research article examines the opportunities and challenges for educators in integrating information and communication technology (ICT) into teaching at high schools in Pakistan. The study used questionnaires, observations, and interviews to understand the ICT tools available, challenges faced in integration, and strategies to improve teaching with ICT. Key findings included a lack of ICT resources, training, funding, and internet access. Educators also lacked confidence and skills in using ICT and schools lacked technology plans. The study was limited by focusing only on commerce educators and not including student or female perspectives.
This document outlines an ICT Competency Framework for Teachers that aims to train teachers in using technology in schools. It describes 6 dimensions of ICT competencies including understanding education policy, curriculum/assessment, teaching, digital skills, organization/administration, and professional learning. It also details 3 levels of pedagogical technology use - knowledge acquisition, advancement, and creation. New technologies discussed include open educational resources, social media, mobile devices, the internet of things, artificial intelligence, virtual/augmented reality, microdata, and coding. The conclusion emphasizes the importance of ongoing teacher training to integrate technology and pedagogy.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
The document presents a framework for evaluating the use of information and communication technology (ICT) in teacher education. It identifies four themes - context and culture, leadership and vision, lifelong learning, and planning and management of change - that should guide ICT integration. It also outlines four core competencies for teachers: pedagogy, collaboration and networking, social issues, and technical issues. The framework was designed to help institutions plan and implement effective ICT use across their teacher education programs by considering relevant factors. The goal is to prepare teachers to incorporate technology in their own teaching and lifelong learning.
Information Communication Technology: Practices for AcademiaIJMER
The document discusses the role of information and communication technology (ICT) in academia. It outlines several challenges facing the current educational system, including issues with teaching, learning, assessment, and service delivery. The document then explores how ICT can help address these challenges through tools like cognitive tutors, simulation-based teaching, and online assessment systems. It concludes by recommending increased ICT integration, infrastructure development, training, and public-private partnerships to maximize the benefits of technology for education.
This document outlines competency standards for integrating technology into teaching. It discusses the ICT Competency Standards from CHED-UNESCO which have 7 domains that teachers must master to effectively incorporate technology. It also outlines the ISTE National Educational Technology Standards for Teachers (NETS*T) and Students (NETS*S), which provide guidelines for how students and teachers should utilize technology for teaching and learning. The document encourages reviewing performance indicators to identify strengths and areas for growth in applying technology standards.
The document discusses technology standards for teaching and learning in the Philippines. It outlines 7 domains of ICT competency standards for pre-service teachers covering: understanding ICT in education; curriculum and assessment; pedagogy; technology tools; organization and administration; teacher professional learning; and teacher disposition. It also discusses the International Society for Technology in Education's (ISTE) 6 standards for teachers and 6 standards for students which guided the development of the Philippine standards and focus on effective use of technology in teaching.
This document provides an overview of an Information Processing & Technology course. It discusses that the course focuses on the creation, manipulation, storage, retrieval and communication of information through technological means. It benefits students by helping them understand and adapt to rapid technological changes. Students learn about topics like social/ethical issues, human-computer interaction, information/intelligent systems, and software/systems engineering. Assessment is based on knowledge and research/development criteria through various written, practical, and project-based tasks. The guide also provides tips for how parents can support their child's learning in this subject.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners by using information and communication technologies to revitalize schools and link students to global knowledge. Over five years, DepEd will fully integrate ICT into the curriculum, develop instructional materials, improve teacher training, and establish necessary infrastructure. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school governance through competency standards, professional development programs, and new ICT systems to support management and assessment.
1. The document discusses challenges in adopting technology in less developed countries like Cambodia based on a case study of teacher training programs.
2. It finds that while teachers saw advantages to using new ICT skills, barriers like lack of infrastructure, practice opportunities, and language issues hindered adoption.
3. By analyzing responses through the framework of Rogers' diffusion of innovations theory, it identified complexity of technology, lack of compatibility with existing skills and resources, and absence of clear relative advantages as the major barriers faced.
National policy on ICT in School EducationPoojaWalia6
The document discusses India's National Policy on ICT in School Education, which was created in 2012 to provide guidelines for optimally using information and communication technologies in schools to improve access, quality, and efficiency of education by developing ICT skills among students and teachers, creating and sharing digital learning resources, and enabling ICT-based teaching and school management. The policy aims to prepare youth for a knowledge society and global competitiveness through goals like universal access to ICT, developing local content, and motivating wider community participation in education.
This tracer study determined the employment status
of BS Computer Science
Graduates of LPU from 2004-2009. It also assessed t
he relevance of BSCS curricula,
knowledge, skills and work values acquired by the g
raduates relevant to their
employment; identify the personal and professional
characteristics and job placement
of Computer Science graduates and the school relate
d factors associated with their
employment. The findings of the study served as the
basis of the researcher to
improve, update or enhance the curricula of BSCS pr
ogram to make this more
responsive to the needs of fast changing technology
.
There were 85 percent of the surveyed respondents w
ho were gainfully employed;
majority have professional, technical and superviso
ry position, landed on their first
job related to their course completed, obtained the
ir first jobs in less than 1 year;
stayed in their first job more than 1 year, career
challenge, salaries and benefits are
the prime reasons for changing the job and lack of
work experience is the number 1
problem they encountered when looking for a job.
Information Technology and communication skills dev
eloped by LPU were
considered very much useful to the present work of
the respondents. Work related
values like love for God, supportiveness, courage,
tolerance and perseverance were
also deemed very much useful to the present employm
ent of the respondents. The
proposed program of the study focused on academic d
evelopment, employment
opportunity and enhancing leadership capability of
Computer Science graduates.
It is strongly recommended that the graduating stud
ents before graduation must be
given ample time to experience pre – employment exa
minations and interviews.
Faculty development trainings must be given to the
faculty members teaching
professional subjects. As to general Education Subj
ects, Mathematics and Language
subjects must also be strengthened. All Offices and
Departments must continue to
improve their services towards the attainment of ma
ximum customer satisfaction.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners, develop their skills in information analysis and knowledge creation, and promote self-directed learning through the integration of information and communication technologies (ICT) into education over five years. Key initiatives include fully integrating ICT into the curriculum, developing multimedia learning materials, strengthening teacher ICT training programs, improving school ICT infrastructure, and establishing systems for efficient education management and governance. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school administration through ICT.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
The document provides an overview of philosophy and the human person. It begins by distinguishing the different levels of philosophical inquiry, including common sense, scientific, and philosophical perspectives. It then defines key terms related to understanding the human person, such as person, personhood, and human nature. The document discusses the human person as an embodied spirit who possesses characteristics like self-awareness, self-determination, and the ability to interact with others and find meaning or purpose. It also explores the differences between knowledge and wisdom.
Contemporary art is defined as the various movements, avant-garde styles, and techniques that have emerged since the 20th century. The document discusses 10 bizarre forms of contemporary art such as anamorphosis, photorealism, dirty car art, and body fluid art. Statistics and information about the most expensive works, top art prizes, and influential art cities in 2015 are also presented. The document concludes with brief sections on trash art and defining characteristics of contemporary art.
1. The study explored ICT literacy among 40 B.Ed teacher trainees in Dindigul district of Tamil Nadu, India.
2. It found that there was no significant difference in ICT literacy between male and female trainees or between those studying in Tamil and English mediums.
3. However, it did find a significant difference between rural and urban trainees, with urban trainees having a higher level of ICT literacy on average.
This document discusses the role of information and communication technology (ICT) in the teaching and learning process. It defines ICT and explores its components and applications. ICT can help shift traditional teaching methods and allow teachers to develop professionally. It benefits students by providing learning resources anywhere and anytime. Examples of ICT initiatives in India include e-Pathshala, SWAYAM, and the National Repository of Open Educational Resources. While ICT offers advantages like accommodating disabilities and improved communication, overreliance on computers can limit skills like critical thinking. The document examines uses of ICT in subjects like maths and science.
The document discusses standards for integrating technology into teaching and learning. It introduces ISTE standards for teachers and students. The teacher standards cover technology operations, planning learning experiences, teaching curriculum, assessment, professional development, and social issues. The student standards emphasize creativity, collaboration, research, problem-solving, digital citizenship, and technology skills. Philippine standards for pre-service teachers also aim to develop proficiency in using technology for teaching, and were influenced by ISTE standards.
This document discusses information and communication technologies (ICT) and their applications in education. ICT refers broadly to all communication technologies including the internet, wireless networks, phones, computers, software, media applications, and services. Examples of ICT applications in education include electronic textbooks, instructional software, email, chat, distance learning programs, video equipment, and office products. The main impacts of ICT in education are improving instructor capabilities, changing educational structures, creating opportunities for greater learning, enhancing educational quality, and improving teaching skills. Principles of using ICT in teaching include stimulating self-activity, creating interest and involvement, continuity of thought, teaching efficiently, providing useful variety, and promoting scientific temper and enhancing learning quality.
Evaluation of Technological Competences, Case Study: Teachers of Superior Levelijtsrd
This document summarizes a research study that evaluated technological competencies among teachers at a higher education level. A survey was administered to 45 teachers selected through a representative sample. The results showed that over 50% of teachers were aware of the topic but only 15% knew the benefits of integrating technology into their teaching. Most teachers felt the university's technology level and training were low and that the university and government did not adequately support incorporating technology. The study aims to provide guidance on training to help teachers optimally use technological resources in the classroom.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
This research article examines the opportunities and challenges for educators in integrating information and communication technology (ICT) into teaching at high schools in Pakistan. The study used questionnaires, observations, and interviews to understand the ICT tools available, challenges faced in integration, and strategies to improve teaching with ICT. Key findings included a lack of ICT resources, training, funding, and internet access. Educators also lacked confidence and skills in using ICT and schools lacked technology plans. The study was limited by focusing only on commerce educators and not including student or female perspectives.
This document outlines an ICT Competency Framework for Teachers that aims to train teachers in using technology in schools. It describes 6 dimensions of ICT competencies including understanding education policy, curriculum/assessment, teaching, digital skills, organization/administration, and professional learning. It also details 3 levels of pedagogical technology use - knowledge acquisition, advancement, and creation. New technologies discussed include open educational resources, social media, mobile devices, the internet of things, artificial intelligence, virtual/augmented reality, microdata, and coding. The conclusion emphasizes the importance of ongoing teacher training to integrate technology and pedagogy.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
The document presents a framework for evaluating the use of information and communication technology (ICT) in teacher education. It identifies four themes - context and culture, leadership and vision, lifelong learning, and planning and management of change - that should guide ICT integration. It also outlines four core competencies for teachers: pedagogy, collaboration and networking, social issues, and technical issues. The framework was designed to help institutions plan and implement effective ICT use across their teacher education programs by considering relevant factors. The goal is to prepare teachers to incorporate technology in their own teaching and lifelong learning.
Information Communication Technology: Practices for AcademiaIJMER
The document discusses the role of information and communication technology (ICT) in academia. It outlines several challenges facing the current educational system, including issues with teaching, learning, assessment, and service delivery. The document then explores how ICT can help address these challenges through tools like cognitive tutors, simulation-based teaching, and online assessment systems. It concludes by recommending increased ICT integration, infrastructure development, training, and public-private partnerships to maximize the benefits of technology for education.
This document outlines competency standards for integrating technology into teaching. It discusses the ICT Competency Standards from CHED-UNESCO which have 7 domains that teachers must master to effectively incorporate technology. It also outlines the ISTE National Educational Technology Standards for Teachers (NETS*T) and Students (NETS*S), which provide guidelines for how students and teachers should utilize technology for teaching and learning. The document encourages reviewing performance indicators to identify strengths and areas for growth in applying technology standards.
The document discusses technology standards for teaching and learning in the Philippines. It outlines 7 domains of ICT competency standards for pre-service teachers covering: understanding ICT in education; curriculum and assessment; pedagogy; technology tools; organization and administration; teacher professional learning; and teacher disposition. It also discusses the International Society for Technology in Education's (ISTE) 6 standards for teachers and 6 standards for students which guided the development of the Philippine standards and focus on effective use of technology in teaching.
This document provides an overview of an Information Processing & Technology course. It discusses that the course focuses on the creation, manipulation, storage, retrieval and communication of information through technological means. It benefits students by helping them understand and adapt to rapid technological changes. Students learn about topics like social/ethical issues, human-computer interaction, information/intelligent systems, and software/systems engineering. Assessment is based on knowledge and research/development criteria through various written, practical, and project-based tasks. The guide also provides tips for how parents can support their child's learning in this subject.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners by using information and communication technologies to revitalize schools and link students to global knowledge. Over five years, DepEd will fully integrate ICT into the curriculum, develop instructional materials, improve teacher training, and establish necessary infrastructure. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school governance through competency standards, professional development programs, and new ICT systems to support management and assessment.
1. The document discusses challenges in adopting technology in less developed countries like Cambodia based on a case study of teacher training programs.
2. It finds that while teachers saw advantages to using new ICT skills, barriers like lack of infrastructure, practice opportunities, and language issues hindered adoption.
3. By analyzing responses through the framework of Rogers' diffusion of innovations theory, it identified complexity of technology, lack of compatibility with existing skills and resources, and absence of clear relative advantages as the major barriers faced.
National policy on ICT in School EducationPoojaWalia6
The document discusses India's National Policy on ICT in School Education, which was created in 2012 to provide guidelines for optimally using information and communication technologies in schools to improve access, quality, and efficiency of education by developing ICT skills among students and teachers, creating and sharing digital learning resources, and enabling ICT-based teaching and school management. The policy aims to prepare youth for a knowledge society and global competitiveness through goals like universal access to ICT, developing local content, and motivating wider community participation in education.
This tracer study determined the employment status
of BS Computer Science
Graduates of LPU from 2004-2009. It also assessed t
he relevance of BSCS curricula,
knowledge, skills and work values acquired by the g
raduates relevant to their
employment; identify the personal and professional
characteristics and job placement
of Computer Science graduates and the school relate
d factors associated with their
employment. The findings of the study served as the
basis of the researcher to
improve, update or enhance the curricula of BSCS pr
ogram to make this more
responsive to the needs of fast changing technology
.
There were 85 percent of the surveyed respondents w
ho were gainfully employed;
majority have professional, technical and superviso
ry position, landed on their first
job related to their course completed, obtained the
ir first jobs in less than 1 year;
stayed in their first job more than 1 year, career
challenge, salaries and benefits are
the prime reasons for changing the job and lack of
work experience is the number 1
problem they encountered when looking for a job.
Information Technology and communication skills dev
eloped by LPU were
considered very much useful to the present work of
the respondents. Work related
values like love for God, supportiveness, courage,
tolerance and perseverance were
also deemed very much useful to the present employm
ent of the respondents. The
proposed program of the study focused on academic d
evelopment, employment
opportunity and enhancing leadership capability of
Computer Science graduates.
It is strongly recommended that the graduating stud
ents before graduation must be
given ample time to experience pre – employment exa
minations and interviews.
Faculty development trainings must be given to the
faculty members teaching
professional subjects. As to general Education Subj
ects, Mathematics and Language
subjects must also be strengthened. All Offices and
Departments must continue to
improve their services towards the attainment of ma
ximum customer satisfaction.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners, develop their skills in information analysis and knowledge creation, and promote self-directed learning through the integration of information and communication technologies (ICT) into education over five years. Key initiatives include fully integrating ICT into the curriculum, developing multimedia learning materials, strengthening teacher ICT training programs, improving school ICT infrastructure, and establishing systems for efficient education management and governance. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school administration through ICT.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Similar to RESEARC 2022 - HR Ver 2.0 - PPT.pptx (20)
The document provides an overview of philosophy and the human person. It begins by distinguishing the different levels of philosophical inquiry, including common sense, scientific, and philosophical perspectives. It then defines key terms related to understanding the human person, such as person, personhood, and human nature. The document discusses the human person as an embodied spirit who possesses characteristics like self-awareness, self-determination, and the ability to interact with others and find meaning or purpose. It also explores the differences between knowledge and wisdom.
Contemporary art is defined as the various movements, avant-garde styles, and techniques that have emerged since the 20th century. The document discusses 10 bizarre forms of contemporary art such as anamorphosis, photorealism, dirty car art, and body fluid art. Statistics and information about the most expensive works, top art prizes, and influential art cities in 2015 are also presented. The document concludes with brief sections on trash art and defining characteristics of contemporary art.
An estimated 196,370 babies are born to Filipino teenage mothers every year. The document discusses monitoring and evaluation of comprehensive sexuality education programs in the Philippines. It provides an overview of monitoring and evaluation including the roles of different levels of the education system. Tools for monitoring discussed include pre-tests, post-tests, and teacher observation forms. The goals of monitoring and evaluation are to understand a program's impact, advocate for comprehensive approaches, and ensure programs achieve their goals.
This document provides an overview of mathematics during the Medieval and Renaissance periods. During the Medieval period from the 4th to 15th centuries, knowledge spread from the East and mathematicians like Fibonacci introduced the Hindu-Arabic numeral system and recursive sequences. In the late Middle Ages, Oresme developed rectangular coordinates and Regiomontanus wrote on trigonometry. The Renaissance began in Italy from the 14th to 16th centuries and marked a new way of thinking including the concept of zero and advances in algebra by figures like Pacioli, Tartaglia, Ferrari, Cardano, Bombelli, and Stevin.
This document summarizes education data from the ___________ School Division for fiscal years 2019-2022. It describes trends in enrolment, the numbers of overaged, dropout and retained students. It also identifies the top schools in these areas and grade levels most affected. Infrastructure needs like classrooms and teachers are presented along with profiles of master teacher requirements. Training needs, disaster risk reduction issues, and the status of the school's budget allocations are also noted. The document appears to be assessing priorities and needs to help inform education planning for fiscal years 2023 to 2028.
Jack Dorsey shared the idea for Twitter in 2006 as a platform for users to share short messages with groups of people, similar to sending text messages. Some key features of Twitter include tweets, following accounts, adding content, and trending topics. Twitter generated $5 billion in revenue in 2021, with 92% coming from advertising and had 206 million daily active users globally.
PPT FOR DISTRICT RESEARCH CONGRESS - ver 2-1.pptxIvanhoeBalarote
This document discusses a research study on the effect of flexible work arrangements on student academic performance in modular distance learning. It found that students with flexible work arrangements, such as reduced activity items and biweekly return of materials, performed better with a mean grade of 85.73 compared to 83.77 for students without flexibility. There was a statistically significant difference between the groups with a medium effect size. Based on these findings, the researcher recommends implementing flexible scheduling approaches to support student learning.
This document discusses plagiarism, including definitions, types, and famous cases in the Philippines. It defines plagiarism as using another's work or ideas without credit. There are two main types: sources not cited, and sources cited but still plagiarized. Examples are provided for each type. Using images, videos or music without permission is also considered plagiarism. The document concludes with summaries of famous plagiarism cases in the Philippines involving politicians and students.
The document discusses null and alternative hypotheses. The null hypothesis (H0) states that no change or relationship exists, maintaining the status quo. The alternative hypothesis (H1) states the opposite of the null hypothesis - that some change or relationship does exist. Several examples of formulating hypotheses for real-life scenarios are provided, including hypotheses about student class sizes, social media usage, internet speeds, and product preferences. The document also notes that statistical inference methods are used to test hypotheses and make generalizations about populations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
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
16.
17.
18.
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