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    Gregoria P. Bado

    [email protected]/[email protected] Mobile: 09082012582 University of Makati

    Makati, Philippines

    mailto:[email protected]/[email protected]:[email protected]/[email protected]
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    Background of the studyEducation is one of the basic requirements on which nations are built.

    It is an investment that takes its time to pay dividends but, according toeconomists, education generates the highest returns when compared to others

    resources. It is perceived as a driving force behind national development andthe integral part of the countrys efforts to produce knowledge -based societies.Information and communication technologies (ICTs) have created uniquelearning opportunities and become powerful tools for education anddevelopment (Cubance, 2001). Information and communication technologiesare major factors in shaping the new global economy and producing rapidchanges in society. Within the past decades, the new ICT tools havefundamentally changed the way people communicate and do business. Theyhave produced significantly transformation in industry, agriculture, medicine,business, engineering and other fields. They also have the potential totransform the nature of education-where and how learning takes place the rolesof students and teachers in the learning process (UNESCO, 2003).Driving Force in national development

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    Background of the studyInformation and communication technologies aremajor factors in shaping the new global economy

    and producing rapid changes in society. Within thepast decades, the new ICT tools have fundamentallychanged the way people communicate and dobusiness. They have produced significantlytransformation in industry, agriculture, medicine,business, engineering and other fields. They alsohave the potential to transform the nature of education-where and how learning takes place theroles of students and teachers in the learningprocess (UNESCO, 2003).

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    Background of the studyImproved secondary education is fundamental to the creation of effective human capital in any country. Policymakers shouldunderstand that if citizens are to meet the challenges of the 21st

    century, they must be able to communicate, access information, andlearn to use emerging technologies. Therefore, the ability to utilize thepower of Information Communication Technology must be an integralpart of teaching and learning. If future citizens are to maximize thepower of ICT, teachers in the curriculum and the school are criticalelements because it is the schools responsibilities to teach studentsthe essentials of the accepted content knowledge, essential skills toutilize ICT and the attitude and abilities to become life-long learners.Teachers, as well as other educators, must have the knowledge andskills needed to integrate ICT effectively into the learning environmentsto meet the challenges of the 21st century.

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    Research Paradigm

    Link

    http://localhost/var/www/apps/conversion/tmp/scratch_13/Validation.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/Validation.doc
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    Statement of the Problem This study aims to develop and

    validate ICT-Enabled English Lessonsas applied among third year studentsunder the Basic Education Curriculum(BEC) of Iligan City East High School-Sta. Filomena, Iligan City during theschool year 2008-2009.

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    Statement of the Problem

    Specifically, this study seeks to answer

    the following questions:

    1.What are the ICT learning

    competencies infused into the Englishlessons?2.What is the content validity of thedeveloped ICT-Enabled English lessons

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    Statement of the Problem

    Specifically, this study seeks to answer

    the following questions:3.What is the English pretest and posttestperformance of the students in the English

    Achievement Examinations?4. Is there a significant mean gain from the pre-test tothe post test performance of the students using ICT-

    Enabled English lessons?5. What are the problems encountered in the

    implementation of the ICT-Enabled English lessons?

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    Statistical treatment presented by

    problem

    1.What are the ICT learning competencies

    infused into the English lessons?

    http://localhost/var/www/apps/conversion/tmp/scratch_13/ICT-English%20Skills.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/ICT-English%20Skills.doc
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    Interpretation and Analysis

    Table 1 illustrates the ICT learning competenciesinfused into the English lessons. Level 1 ICTlearning competencies were infused in the first fewactivities in the English lessons. This leads the

    students to become acquainted with themanipulation of ICT in the process of learning it atthe same time a full understanding and immersion tothe English content. As the English lessons progressin every grading period, the level of ICT learningcompetencies also increases in order learning skills.This entails that the ICT-Enabled English lessonswere aimed at providing critical thinking, problemsolvers, good communicators, good collaborators.

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    Statistical treatment presented by

    problem

    3.What is the English pretest and posttest performanceof the students in the English AchievementExaminations?

    4. Is there a significant mean gain from the pre-test tothe post test performance of the students using ICT-Enabled English lessons?

    5. What are the problems encountered in theimplementation of the ICT-Enabled English lessons?

    http://localhost/var/www/apps/conversion/tmp/scratch_13/Pre-Post%20Test.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/T%20Test%20Value.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/performance.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/performance.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/T%20Test%20Value.dochttp://localhost/var/www/apps/conversion/tmp/scratch_13/Pre-Post%20Test.doc
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    ICT-Enable English Lessons

    Activity 1: Online Treasure Hunt ENGLISH, The Global Language

    Designed byGREGORIA P. BADO

    Iligan City East High School-Sta. Filomena

    Sta. Filomena, Iligan City [email protected]/[email protected]

    Mobile: 09082012582

    mailto:[email protected]/[email protected]:[email protected]/[email protected]:[email protected]/[email protected]:[email protected]/[email protected]
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    LEARNING OBJECTIVES

    ENGLISH 1.Scan to locate explicit and implicit information.2.Get information from the internet.3.Write an informative essay.

    INFORMATION COMMUNICATION TECHNOLOGY 1. Use information technology to assist learning

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    INTRODUCTIONLanguage is mankinds most important tool. It is a necessity to

    be able to communicate ideas, desires, experiences and emotions toother people. Without language, most human activities will stop. There

    will be no literature, no science or history. Man uses language as hisfoundation to find place in the sun. English has emerged as the most popular language in the world

    today. It has replaced German as the language of science. It hasreplaced French as the language most taught in the worlds schools. Itis no doubt the language of the computers and communicationbusiness.

    Do you feel the need to learn the English language? Why? Whynot?With this, students are tasked to act different roles to play such

    as a doctor, a Math teacher, an OFW, a missionary, a politician, ascientist and write an informative essay and present it during thesymposium on the use of English

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    BIG QUESTION

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    WEB RESOURCES

    www.eagleforum.org/topics/English/index.shtml www.articlesbase.com/education-articles/the-import www.cele.nottingham.ac.uk/

    www.usingenglish.com/articles/importance-englishwww.usingenglish.com/teachers/articles/importance-..-l

    http://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.usingenglish.com/articles/importance-english-lhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-import
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    EVALUATION Students will design their own groups rubric. Teacher

    guides them on how to go about it. BIBLIOGRAPHY

    1. www.eagleforum.org/topics/English/index.shtml2. www.articlesbase.com/education-articles/the-import 3. www.cele.nottingham.ac.uk/ 4. www.usingenglish.com/articles/importance- ..

    5.englishwww.usingenglish.com/teachers/articles/im

    portance-..-l

    http://www.articlesbase.com/education-articles/the-importhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.usingenglish.com/articles/importance-%20..%205.englishwww.usingenglish.com/teachers/articles/importance-..-lhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-importhttp://www.articlesbase.com/education-articles/the-import
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    English Topic English Competencies ICT Competencies

    S-V Agreement,modals,tenses

    * Apply grammar rules in constructingsentences.

    * Develop problem solving, decision-making, creativity and reflective

    thinking skills among students/youthat an early age. * Make students use the second learned

    language as medium of effectivecommunication locally andinternationally.

    Level 1. Student will developknowledge, ability,responsibility in the use of information technology

    Use information technologyto assit learning. Use technology as aneducational tool. Create learning bridgeswith partner schools/organizationslocally and internationally.

    Listening for specificinformation

    Stress, intonation Information from

    Newspaper Sentence

    structureUnity and

    coherence

    Listen for specific information fromnewspaper or explanations of particular events (PSSLC, English1-30) Use correct pronunciation, stress,and intonation.

    Use varied sentence structures toenhance unity and coherence. Create a newsletter applying unityand coherence in paragraph writingthat would promote ones city.

    Level 2 . Acquire, organize,analyze, evaluate, andpresent information usingappropriate informationtechnology. Use publisher 2008 tocreate a newsletter

    Use LCD in presentinggroups newsletter.

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    Word Analysis Writing

    sentencesExpress emotional reaction towhat has been read.

    Write down reaction using blogs

    Use informationtechnology to facilitate

    an aesthetic expression,decision-making andcritical thinking. Use telecommunicationsindividually andcollaboratively incritiquing projects thathave been created in thenet.

    Informativeessay Scan to locate explicit and

    implicit information. Get information from the

    internet. Write an informative essay.`

    Level 3. Use informationtechnology to expandtheir range andeffectiveness of

    communication. Use informationtechnology to assistlearning.

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    Contextual

    clues Literary

    Arrive at the meaningof words throughcontest clues. Demonstrate

    analytical thinking andliteracy skills essentialto the understandingand appreciation of literature. Exhibit understandingand expressappreciation for theform and function of ashort story found inPhilippine literature.

    Partsof Speech

    Listeningtomusic

    Elementsof story

    Use informationtechnology to facilitateaesthetic expression,decision-making andcritical thinking.

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    Listening to andappreciationto melody

    and rhythm

    Create a powerpoint presentationon the elements of a story found in

    the movie. Correspond with friends around theworld via email on their culture onmarriage, family and home.

    Information fromvaried

    sources

    Use telecommunications

    individually and collaboratively toextend the resources available for problem-solving.

    Use telecommunications

    collaboratively to extendresources available for problem solving. Recognize the value of privacy and intellectualproperty rights as theyapply to informationtechnology.

    Writing dialogues Active-Passive

    voiceWrite a dialogue placing phrasesand clauses correctly in sentences.

    Create a dialogue usingphrases and clauses usingthe Marvin.

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    Table 1 illustrates the learning competenciesinfused into the English lessons.

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    Table 2. The Mean Content Validity Rating of the ICT-Enabled English Lessons as Rated bythe Validation Committee

    Activity No. ICT-Enabled SecondaryEnglish Lessons

    ICT Methodology ValidityRating

    Description

    1 `English, The GlobalLanguage

    Online TreasureHuntTellecollaborative

    Project

    2.65 Very Important

    2 Maayong Iligan Project BasedWebquest 2.86

    Very Important

    3 Megacities Project BasedUsing Blogs

    2.86 Very Important

    4 Climate Change TelecollaborativeProject

    2.65 Very Important

    5Treasuring Family Traditions Project Based 2.89 Very Important

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    Rating Scale: 1.00 - 1.66 Not Important1.67 2.33 Important2. 34 3.00 Very Important

    As illustrated in table 2, the mean content validity rating of ICT-Enabled English lessons fall within the range of 2.34-3.00with the descriptive equivalent of Very Important. Consequently,the overall mean validity rating of 2.78. This indicates that thedeveloped ICT-Enabled English lessons were very importantfor the inclusion of the final drafting of ICT-Enabled Englishlessons to be implemented to the respondents.

    Activity No. 4 obtained the minimum mean content validityrating of 2.65 while Activity No. 5 was the maximum of 2.89.

    This implies that all the proposed ICT-Enabled English lessonswere subjected to testing to determine their effectiveness to the250 identified respondents.

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    SUMMARY, CONCLUSIONS AND

    RECOMMENDATIONSSummary of Findings

    1. There were five levels of ICT learning competenciesembedded in the ICT-Enabled English lessons. Thesespecific ICT skills were utilized to increase teaching-learning productivity that prepares Filipinos to be globallycompetitive and to sustain the national goals towards thequality education in the 21st century.

    As to content validation, the overall rating obtained was2.78 with the minimum value of 2.65 and a maximum

    value of 2.89. this implies that the 10 ICT enabledactivities were found equally important by the consensusof the validation committee.Comparing the respondents score mean differencebetween the pre-test and post-test using the t-test pairedobservation, the analysis shows that there was a significant mean difference at 0.05 level of significance.

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    Various problems were encountered in the implementation of the ICT-Enabled English Lessons. Among them were: the timeallocated for the ICT-enabled activities were not enough tocomplete the task thoroughly; both teachers and students haddifficulty in the project management. Students need closesupervision especially during field work, Students had so manyother projects to be submitted in other subject areas; andstudents had limited access to ICT resources.

    Based on the problems encountered during the implementationof the instructions materials, the following were the importantparts in the final revision of the ICT-Enabled English Lessons.The ICT-Enabled English lessons were redesigned to ensurecollaborative effort

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    CONCLUSIONS

    Based on the analysis of findings, the ICT-Enabled English lessons were effective materials inteaching the English skills as revealed in the posttest scores. Moreover, the ICT learning skills whichare infused including the different ICTmethodologies, really work in facilitating learning

    transfer. Therefore, the said instructional materialscan be utilized in facilitating English learning in thenext school years to come.

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    Recommendations1. The revised ICT-Enabled English lessons must be

    implemented at the division level next school year. Aformative assessment must be conducted right after theimplementation.

    2. The pre-test and post test must be modified that wouldinclude ICT questions.

    3. Some parameters such as teachers ICT capabilities,student ICT foundation that might influence teaching-

    learning processes must be considered to further improvethe effectiveness of the developed materials.

    4. A Mentoring Program is proposed to fully implement suchdeveloped materials.

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    5. Suggested Titles for further Studies:

    a. Teaching Portfolio in Englishb. Development and Validation of ICT-Enabled English, Math and Science:

    A Thematic Approach

    c. ICT Infused Creative Writing Lessons

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    BIBLIOGRAPHYBooks

    Ainley, J., Banks, D. & Flemming, M. (2002).InformationCommunication Technologies in Classrooms. Perspectives from anInternational Studsy in Providing World-Class School Education: Whatdoes the research tell us? ACER Research Conference.

    Anderson, J. 2003. Integrating ICT and Other Technologies inTeacher Education: Trends, Issues and Guiding Principles (Witrh aFocus on the Asia- Pacific Region). Presentation to Experts Meetingon Teachers/Facilitators Training in Technology-Pedagogy Integration,Bangkok, Thailand: June 18-20.

    Bates, T. 2000. Teaching, Learning, and the Impact of Multimedia Teachnologies. EDUCAUSE, September/October, Bridges,W. 1991. Managing Transitions: Making the Most of Change Reading,MA. Addeson-Wesley Publications.

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    Journals and Magazines

    Acuna, J., et al, (2004) Academic Performance of the Filipino Youth. The Philippine Journal of Education, /Vol. LXXXIII, Number 2, Dec. 2004,

    296-297. Al-Maini, Yousef H. (2009). Integrating Information Technology in

    Learning and Teaching EFL in Saudi Arabia. ESL Magazine,. March/April

    2009. 28-29. Ambat, Condrado A. (2007). Going Global with the English Language,The Modern Teacher. August 2007, 92-93.

    Bernardo, Allan B. (2006). English, Science and Mathematics in Basic Education: A Perspective from Higher Education . Philippine Journal of

    Education. September 2006. 149-150.

    Bodger Ted (2003) Methodology in the New Millenium English Teacher