6. • ICT is an enabler of development in
educationUNDP
• ICT is a potential mean for reducing
povertyADB
• ICT stimulates sustainable economic
growthWorld Bank
• ICT can address the challenges faced in
the teacher educationUNESCO
• ICT is one of the research agendaNHERA-II
INTRODUCTION
7. Philippines is ranked last among Asian countries in terms of
IT usage.
– Singapore = 23%
– Malaysia = 19%
– Hong Kong = 15%
– Indonesia = 14%
– Thailand = 12%
– Philippines = 10%
MIS Asia 2007
ICT in the Philippines
8. ICT in the Philippines
The ICTO is tasked to be the lead implementing agency of
Government in all most of its ICT related efforts such as:
industry development,
policy formulation,
ICT infrastructure development,
R&D,
ICT capacity building for the public sector and
administration of the E-Governance Fund. www.icto.dost.gov.ph/
9. ICT in the Philippines
http://www.doj.gov.ph/office-of-cybercrime.html
10. • 33,600,000 Internet
users, 32.4% penetration
in 2011 (Internet World Stat)
• 29,890,900 Facebook
users in 2012, 28.8%
penetration rate(Internet World Stat)
ICT in the Philippines
11. Top 10 Facebook users per penetration rate for the
year 2012 in the Asian countries and region:
1. Brunei (62.3%)
2. Taiwan (57%)
3. Hongkong (56.4%)
4. Singapore (54.5%)
5. Malaysia (46.6%)
6. Macao (36.3%)
7. Maldives (34.7%)
8. Philippines (28.8%)
9. Thailand (26.4%)
10. Indonesia (20.6%)
(Internet World Stat)
ICT in the Philippines
13. • Around 2180 universities offering
Computing and IT Education
– Bachelor of Science in Computer Science,
– Bachelor of Science in Information Technology,
– Bachelor of Science in Information Systems,
– Bachelor of Science in Multimedia and Entertainment
Computing
ICT in the Philippines
14. ICT in the Philippines
http://ph.jobsdb.com/PH/EN/Resources/JobSeekerArticle/dole-top-highest-paying-jobs-2014?ID=819
Top 10 Highest Paying Jobs 2014
15. ICT in the Philippines
http://ph.jobsdb.com/PH/EN/Resources/JobSeekerArticle/dole-top-highest-paying-jobs-2014?ID=819
Top 10 Highest Paying Jobs 2014
16. ICT in the Philippines
http://ph.jobsdb.com/PH/EN/Resources/JobSeekerArticle/dole-top-highest-paying-jobs-2014?ID=819
Top 10 Highest Paying Jobs 2014
17. Manila overtakes Mumbai as No. 2 on
Tholons Top 100 BPO cities list, 2014
Cities of India remained dominant on the Top.
Bangalore continued to occupy the top spot,
followed by Mumba (No. 3), which Manila
dislodged from No. 2), Delhi (No. 4),
Chennai (No. 5),Hyderabad (No. 6), and Pune
(No. 7).
Krakow, Poland is No. 9, and Dublin, Ireland is No.
10.
http://www.gmanetwork.com/news/story/345205/economy/business/manila-overtakes-mumbai-as-no-2-on-tholons-top-100-bpo-cities-list
ICT in the Philippines
Business process
outsourcing (BPO)
is a subset of outsourcing that involves
the contracting of the operations and
responsibilities of specific business functions
(or processes) to a third-party service provider.
Originally, this was associated
with manufacturing firms
(Tas, J. & Sunder, S. 2004)
18. Top 8 most visited social media sites
by teens, 2013
1. Facebook
2. Twitter
3. Instagram
4. Youtube
5. Tumblr
6. MySpace
7. Pinterest
8. Google+
http://www.mb.com.ph/top-8-most-visited-social-media-sites-by-teens/
ICT in the Philippines
19. …the global animation haven
After 20 years, the
animation industry now
employs 4,500 full time
employees in 40
animation studios in the
country.
http://asianjournal.wordpress.com/2007/11/14/filipinos-on-top-of-hollywood-animation/
ICT in the Philippines
20. ICT in the Philippines
The home of the “I LOVE YOU” bug virus
24. ICT
ICT IN EDUCATION
Allows teachers and students
to create, share, connect and reflect
on their own learning and that of
others
25. Common Benefits
provision of a
qualitative access to
education
(Boyanova & Filipova, 2008)
cost reduction, self-paced training,
knowledge consistency, time and
place independence and access to
a global audience
(Anido, Valero, Santos, Picos, Burguillo, Fernández,
Rodriguez, Caeiro, & Llamas, 2004)
promotes valid
sustainable strategy
(Hickey & Whitehouse, 2010)
promotes changes in attitudes,
behavior and values, as well as
in the cognitive and perceptive
processes
(Carvalho de Sousa, Sevilla-Pavón, Seiz-Ortiz, 2012)
ICT IN EDUCATION
27. • In 1997, a Philippine National Information
Technology Action Agenda for the 21st, also
known as IT 21, was formulated to formalize the
country’s vision to be globally competitive
through information technology
ICT in Philippine Education
28. • In 2011, the Philippines’ Digital Strategy (PDS) was
formulated strategically to make the country a “digitally
empowered, innovative, globally competitive, and prosperous
society where everyone has established, affordable and secure
information access in the Philippines”
• aims to use ICT in education and
training as a means to provide equitable
access to opportunities.
ICT in Philippine Education
34. ICT in Education in the Philippines
(Marcial, 2010)
1. IT Staffing / HR Management / Training
2. IT Agility, Adaptability and Responsiveness
3. IT Infrastructure/Cyberinfrastructure
4. IT Strategic Planning
5. IT Teaching and Learning with Technology
6. IT Governance, Organization and Leadership
7. IT Funding
8. IT Identity/Access Management (I/AM)
9. IT Security
10. IT Administrative/Enterprise Resource
Planning/Information Systems;
11. IT Disaster Recovery / Business Community (DR/BC)
Diffusion
35. 1. Limited number of Internet-connected PCs at the faculty room.
2. Inadequate number of electronic audio and visual equipment
3. Limited bandwidth that results to slow internet connection for online activities.
4. Inadequate number of computers available at the faculty room.
5. Lack of knowledge and training in using the available e-learning tools.
6. No enough time to develop e-learning materials for classroom instruction.
7. Get used and contented with the traditional mode of instruction.
8. Afraid to use computers and other electronic equipment.
9. Unavailability of software applications installed in the computer for faculty use.
(Marcial, 2012)
ICT in Education in the Philippines
Diffusion
37. 4 Stages
Shyamal Majumdar (cited in Oliva, 2008)
emerging stage
which means
awareness
applying stage
which means
learning
infusing stage
which means
the use and
integration
into the
curriculum
transforming
stage which
means
innovative
learning by
developing
new ways of
teaching-
learning using
ICT
ICT IN EDUCATION
39. National Educational Technology Standards-
Teachers (NETS·S)
1
• Facilitate and Inspire Student Learning and Creativity
2
• Design and Develop Digital Age Learning Experiences and Assessments
3
• Model Digital Age Work and Learning
4
• Promote and Model Digital Citizenship and Responsibility
5
• Engage in Professional Growth and Leadership
ICT IN EDUCATION
40. (Philippine) National ICT Competency
Standard for Teachers (NICS)
Technology Operations & Concepts
Social and Ethical Considerations
Pedagogical Domain
Teacher Professional Development
ICT IN EDUCATION
42. Objectives
• describes the level of ICT competency in higher
education institutions offering teacher education
program in Central Visayas, Philippines.
43. Objectives
• presents the relationships
between the respondent’s
profile such as:
- sex,
- age,
- status,
- type of institution,
- number of years in
teaching,
- highest educational
attainment
• level of ICT
competency
44. Objectives
• presents the
relationships between
the respondent’s
technology ownership of
a:
- desktop,
- Smartphone,
- tablet, and
- laptop
- Internet accessibility
• level of ICT
competency
51. Summary of HEIs Offering Teacher Education Program
in Region 7
Type of
HEIs
Bohol Cebu
Negros
Oriental
Siquijor Total
f % f % f % f % f %
Public 7 35.00 17 27.42 9 42.86 1 25 34 31.78
Private 13 65.00 45 72.58 12 57.14 3 75 73 68.22
Total 20 100.00 62 100.00 21 100.00 4 100 107 100.00
METHODOLOGY
52. Summary of HEIs that Participated in the Study
Type of
HEIs
Bohol Cebu
Negros
Oriental
Siquijor Total
f % f % f % f % f %
Public 7 35.00 12 19.35 3 25.00 1 25 23 30.26
Private 13 65.00 28 45.16 9 75.00 3 75 53 69.74
Total 20 100.00 40 100.00 12 100.00 4 100 76 100.00
METHODOLOGY
56. ICT Competency Level
slightly believe that they can
create, modify, and implement
classroom practices that support
national and social priorities with
the use of ICT.
57. ICT Competency Level
have a thorough understanding of
the subject, and they can apply it
flexibly in a variety of situations
61. ICT Competency Level
have the knowledge to
create and manage
complex projects,
collaborate with other
teachers, and make use
of networks to access
information,
colleagues, and outside
experts in supporting
their own professional
development
62. Knowledge Deepening Stage:
• Teachers have the:
– ability to manage information,
– structure problem tasks, and
– integrate open-ended software
tools and subject-specific
applications with student-
centered teaching methods and
– collaborative projects in support
of students’ deep understanding
of key concepts and their
application to solve complex, real-
world problems.
ICT Competency Level
63. • Technology Literacy Stage
– teachers only know the
basic
hardware & software operations,
productivity applications software,
web browser,
communications software,
presentation software,
management applications.
ICT Competency Level
65. Profile 𝐱 𝟐 Value P value df Remarks
Sex 5.42 0.210 3 Not Significant
Age 13.1 0.011 4 Significant
Status 8.92 0.063 4 Not Significant
Type of Institution 8.35 0.039 3 Significant
No. of years in teaching 17.9 0.057 10 Not Significant
Highest educational
attainment
11.5 0.021 4 Significant
Relationships between ICT Competency Level and
the Respondent’s Profile
66. Technology Ownership 𝒙 𝟐 Value P value df Remarks
Desktop Ownership
4.04 0.132 2 Not Significant
Smartphone Ownership
12.8 0.005 3 Significant
Tablet Ownership 25.2 0.000 3 Significant
Laptop Ownership 17.8 0.000 3 Significant
Internet accessibility in school
5.47 0.140 3 Not Significant
Relationships between ICT Competency Level and
the Technology Ownership
67. emerging stage
which means
awareness
applying stage
which means
learning
infusing stage
which means
the use and
integration into
the curriculum
transforming
stage which
means
innovative
learning by
developing new
ways of
teaching-
learning using
ICT
CONCLUSION
There is a slight technology infusion into
the teaching instruction among teacher
educators in Region 7.
68. • Not all teachers are technologically
equipped with the recent tools for
mobile learning.
CONCLUSION
69. ICT integration in teacher education is
multifaceted, and it is affected by many related
variables.
CONCLUSION
70. reforms must be made, efforts in ICT
integration between the government,
academe, and industry must be
revisited to achieve innovative
teaching and learning
RECOMMENDATION
71. The Philippine government through
CHED should implement seriously its
mandate in integrating ICT in the
teaching and learning process.
RECOMMENDATION
72. The Philippine government through
DOST and CHED in partnership with
private and non-government agencies
should develop a new competency
standard that is realistic, adaptable and
scalable in the regional places.
RECOMMENDATION
73. HEIs must prioritize programs that will
emphasize ICT integration in the
curriculum
RECOMMENDATION
74. Teachers must take advantage of
existing and available tools offered in
their institution or other organizations
that emphasize open learning.
RECOMMENDATION
75. Training providers should refer to any
existing competency standards like
UNESCO ICT CST, ISTE Standards·T,
among others
RECOMMENDATION
76. All stakeholders must view ICT in
education as a program and not by
specific domains and aspects.
RECOMMENDATION
77. The funding support provided by the
Commission on Higher Education through the
Philippine Higher Education Research Network
(PHERNet), facilitated by Silliman University (SU)
through Research and Development Center
(RDC) is gratefully acknowledged.
Acknowledgements
78. Some photos and graphics used in this presentation are downloaded/captured from the web
and all are owned by their respective owners.
www.davemarcial.net
Editor's Notes
The use ICT in education is clearly not a new rally for the protection and promotion of life. There are many evidences that the use of ICT in education provides useful pedagogical, social and economic benefits (Rodrigo, 2001).
ICT has become one of the various themes and priorities in the international communities.
UNDP considers ICT as an enabler of progress in education (UNDP, 2001).
Likewise, the Asian Development Bank (ADB) reported that modern ICT has the potential in reducing poverty in Asia and the Pacific (ADB). ADB’s ICT initiatives in education highlight projects in improving skills training in poor rural areas.
Specifically, it includes ICT components like assessment, training, e-learning systems development, among others (ADB).
Similarly, the World Bank promotes access and use of ICT to stimulate sustainable economic growth, improve service delivery, and promote good governance and social accountability. Word Bank’s program on ICT focuses on three pillars: infrastructure, skills development, and the use of ICT applications, in particular, sectors and context like education (World Bank).
In addition, UNESCO believes that ICT can address the challenges faced in the teacher education institutions (UNESCO, 2011). UNESCO has initiatives related to the use of ICT in the teacher education institutions by supporting existing teacher development communities of practice, multi-stakeholder partnerships, capacity building of policy-makers and the development of international standards for ICT competencies for teachers.
Let me tour you…
Yap (2005) reported that the education sector garnered 20% of Asia’s top IT-using institution. Open universities, e-learning programs, mobile learning and computing, among others, are also embraced by the developing countries.
Yap (2005) reported that the education sector garnered 20% of Asia’s top IT-using institution.
Open universities, e-learning programs, mobile learning and computing, among others, are also embraced by the developing countries.
There are many evidences that the use of ICT in education provides positive pedagogical, social and economic benefits (Rodrigo, 2001).
The use of ICT in education is a unique opportunity for teachers.
It provides significant benefits to the teachers as well as learners and other stakeholders.
In developed countries, ICT in education is undeniably having produced significant positive impact.
ICT is changing the developed world’s attitudes and approaches to education” (Loxley, 2004).
Education in these countries becomes more flexible, accommodating and increases range of potential learners.
E-learning, blended learning, open and distance learning, learner-centered environment, and mobile learning are just a few significant changes in these countries.
ICT does not only change the way the teachers teach, but the way the students learn as well. In contrast, ICT integration in the developing countries, has been a long way to go and ICT infusion in education is an emerging issue.
On the positive side, government, non-government organizations, industries and other stakeholders have jointly worked together to promote ICT for the advancement and betterment of life of every citizen.
While it is true that, ICT can support changes in pedagogy and improves in teaching-learning, providing computers in the classroom does not improve outcomes.
It should be well-planned.
An education policy for ICT in education should be the primary policy in any institution (World Bank, 2003).
Absence of these complementary reforms may result to slow infusion of ICT in education. Inadequate government funding, affordability, lack of infrastructure, and scarce skilled human resources are among the many reasons for the diffusion of ICT in education (Loxley, 2004).
As a result, empowered and improved lives of every Filipino can be attained.
- UNESCO’s ICT Competency Standards for Teachers (ICT-CST) overall goal is to improve teacher practice.
It aims to achieve it in a way that contributes to a higher quality education system for a better-informed citizenry and higher quality workforce.
As a result, it advances the country’s economic and social development.
The intent of the UNESCO ICT-CST project is “to connect education reform to economic growth and social development that can improve the quality of teaching, reduce poverty and inequity, advance the standards of living, and prepare a country’s citizens for the challenges of the 21st century” (UNESCO, 2008).
UNESCO's framework emphasizes that acquiring ICT skills and be able to teach them to students is not enough for teachers.
Teachers need to be able to mold students become collaborative, problem-solving, creative learners through using ICT so they will be capable citizens and productive members of the workforce.
The framework addresses all aspects of a teacher's work such as understanding policy, curriculum and assessment, pedagogy, ICT, organization and administration, and teacher professional learning (UNESCO, 2011; 2008).
As shown in figure 1, it is arranged in three different approaches to teaching: technology literacy, knowledge deepening, and knowledge creation. The first teaching approach aimed to let students use ICT to learn more efficiently.
The second teaching approach enables students to acquire an in-depth understanding of their school subjects and use it for complicated and real-world problems. The third teaching approach allows students to create the new knowledge required for more harmonious, fulfilling and prosperous societies.
The data show that the young adults whose age is within 19-40 have a higher level of competency ( 𝑥 = 1.71) compared to those middle adulthood with ages 41-65 years old ( 𝑥 = 1.52) and those at the maturity age ( 𝑥 = 1.71).
As indicated, the respondents coming from private higher education institutions are better ( 𝑥 = 1.69) those in the public ( 𝑥 = 1.56).
Data disclose that those with postgraduate degrees have higher competency ( 𝑥 = 1.75) compared to those with graduate degrees ( 𝑥 = 1.69) and bachelor’s degree ( 𝑥 = 1.53).
Surprisingly, the result of the test of difference indicates that the ICT competency level in terms of the teacher’s work does not vary across the four provinces in Central Visayas.
The result suggests that the teachers’ integration of ICT policy, curriculum and assessment, pedagogy, tools, organization and administration, and teacher professional learning in Bohol, Cebu, Negros Oriental and Siquijor do not differ.
