DIWANIE R. PEREZ

Status of ICT

Education in the

Philippines

In cooperation with

Our Vision for ICT in Education“21st Century Education

For All Filipinos, Anytime, Anywhere. “

This means an ICT-enabled education system that transforms students into dynamic life-long learners and values-centered, productive and

responsible citizens.

revitalize our schools to make them into dynamic, collaborative and innovative learning institutions where students can become more motivated, inquisitive and creative learners.

link up our students with the vast networked world of knowledge and information to enable them to acquire a broad knowledge base and a global outlook and provide them with the resources for the development of a creative mind;

develop in our students skills and capabilities to critically and intelligently seek, absorb, analyze, manage and present information;

create new knowledge and products; and develop in our students habits of self-learning to nurture

the attitude and capability for lifelong learning.

ICT plays a major role in creating a new and improved model of teaching and learning where education happens anytime, anywhere. To achieve this vision, we will continue to use ICT to:

completely integrate ICT into the curriculum, which includes the development of multimedia instructional materials, and ICT enabled assessment;

intensify competency based professional development programs;

establish the necessary ICT infrastructure and applications.

develop processes and systems that ensure efficient, transparent and effective governance;

In order to achieve our vision within we aim to:

The key thrusts of this strategy are:Enhancing CurriculumEmpowering Teachers,

Administrators, Officials and Students

Strengthening Schools, Governance and Management

ICT in DepED: past and present

In 1996, DepED embarked on a 10-Year Modernization Program (1996-2005). The main components of this program were the computerization project and the School of the Future project. The modernization program introduced use of information technology in the improvement of the teaching and learning process, educational management and operations. This program was supported by other government agencies and the private sector.

Previous to the adoption of this policy, DepED introduced the use of radio broadcast in education in the 1960s and educational television in the 1970s. Through the support of Channel 4, the Tulong Aral program of the 1980s was the first major initiative that combined the use of radio and television in public basic education.

There were also private sector initiatives in educational radio and TV since the early 1980s. Among them were children’s television shows such as Kulit Bulilit and Batibot.

Kulit Bulilit was a children’s variety show and Batibot was patterned after Sesame Street which aired on Philippine television in the 1970s. However, these “edutainment” initiatives were not based on the curriculum.

Private-public partnership in educational television started in the 1990s with ABS-CBN Foundation’s Sine’Skwela and Foundation to Upgrade Science Education’s Continuing Studies through Television (FUSE-CONSTEL).

Sine’Skwela is a curriculum based children’s TV Program on Elementary Science.

FUSE-CONSTEL is a teacher training program for high school teachers in English, Science and Math.

Recently, the Philippine Government has shown serious commitment to ICT in education in announcing a series of initiatives to apply ICT in teaching and learning. These were aligned to the Millennium Development Goals and the Education For All movements.

Other policy documents such as:The Medium Term Philippine

Development Plan (MTPDP), The Basic Education Sector Reform Agenda (BESRA), The Basic Education Curriculum (BEC), Schools First Initiative (SFI) and The National Action Plan to Achieve Education for All (EFA) have stressed the importance of ICT in improving education in the country. These have resulted in increased adoption of ICT across the education system.

Ramos (1992-1998):

National IT Plan,NITC, IT21, Internetfor Gov’t Agencies

Estrada (1998-2001):

eCommerce Act, Gov’t IS Plan, ITECC

Arroyo (2001-2010):strengthened ITECC,e-Govt fund, CICT,push for DICT,National BroadbandNetwork (NBN)

abolished CICT, instead moved IT directives under DOST-ICTO (Information and Communications Technology Office)

minimized red-tapes for starting a business, tax holidays for business operating in PEZA

Aquino (2010-present)

• The assessment of the current state of computerization of public schools will aim to help DepEd better integrate ICT in its ambitious K (Kindergarten) to 12 Basic Education Curriculum (BEC) reform program.

• Education Secretary Armin Luistro said that ICT education will be an important aspect as they formulate an effectively enhanced K to 12 BEC curriculum.

“We have to set up our ICT thrust as we gradually implement the K to 12 Basic Education Reform Program. As we all know, ICT plays a very important role in administrative functions as well as in the teaching and learning process,” Luistro explained.

WHY DO WE NEED ICT IN EDUCATION?

Multimedia Instructional

Materials Development

The Department of Education (DepEd) and the United States Agency for International Development (USAID) will undertake a review on computer accessibility in public schools achieved by past and ongoing information communications technology (ICT) programs.

ICT Programs

Online Class & Courses

University of the Philippines-Open

University Launches Online Courses

TESDA OFFERS ONLINE COURSES FOR FREE

Text2Teach is the Philippine pilot-version

of the global mobile learning programmedBridge IT, launched in

2003. TEXT2TEACH:

MOBILE BASED VIDEO LESSONS FOR PHILIPPINE

SCHOOLS

ICT Tools

E-textbook

14. 28% of Ess & HSs, public and private have computers.

Dep-Ed estimates to date 69% of public HSs already have at least one computer and expects this to increase to 75%.Computer

LCD Interactive Projector

Smart Board

E-room

E-library

RELATED STUDIES• Trimmel and Bachman (2004)

studied the impact of introducing laptops into classrooms and one of

their conclusions was that: “information technology has a

positive impact on college attendance and learning interest”. ICT can play an important role in

motivating learners and encouraging them to engage in learning, within

and beyond the classroom.

Wanjala, Elizabeth. K and Mukwa (2011) found that few teachers are using ICTs to manage the classroom and to integrate technology into several of the content areas. Professional development options were varied. They pointed out the most teachers use trial and error, learn through course work taken at colleges or universities, and support others or receive personal or expert support as significant methods of learning how to use Information Communication Technologies.

RELATED STUDIES

Rachmawati and Johancynthia (2010) conducted on ICT based learning schools to assess the challenges on implementation. Results indicated that ICT based learning the role of teachers were significantly changed from transferring of knowledge into facilitating of learning, from a main source person to be a manager of learning. Other challenge is also addressed to head teachers in encouraging teachers to implement ICT based learning in order to improve students capability and skills.

RELATED STUDIES

Visvanathan (2010) conducted a predictive study on secondary schools to examine the educator‟s pedagogy influencing the effective use of computers for teaching purposes in classrooms in South Africa. Results revealed that educator pedagogies were the highest predictors on the use of computers in the classroom. Although the quantitative analyses for educator support, training and attitude were the lowest predictors on the use of computers, the qualitative analysis, nevertheless, found sufficient support for it.

RELATED STUDIES

Rosnaini and Ismail (2010) examined the “Impact of training and experience in using ICT on in-service teachers‟ basic ICT literacy”. The study found that majority of the teachers had moderate basic ICT knowledge and skills, and perceived ICT positively. Formal ICT training and ICT experience influence the teachers‟ knowledge, skills and attitude. Therefore, teachers especially the older ones and normally with more teaching experience need to be identified, and provided with specially designed training programs, in various forms of ICT courses and workshops.

RELATED STUDIES

Rebecca and Porter (2010) the findings of the study indicated that the strongest predictors that are positively associated with computer use are training on excel and the need for ongoing support for the inclusion of technology in mathematics teaching. This paper concluded with recommendations as to how school leaders can support mathematics teachers to fully adopt computer technology use in teaching and learning.

RELATED STUDIES

Yuksel, Soner and Zahide (2009) conducted to examine the “Teacher educators‟ ICT competencies, usage, and perceptions”. The data were collected from 111 teachers and interviewing with 6 teachers. The results indicated that most of the participants expressed positive perceptions about the integration of ICT into teacher education programs. Generally, their ICT competency was completely sufficient. They use the Internet as a supportive tool to their courses, and particularly search engines used by them.

RELATED STUDIES

Rafeedali (2009) carried out a study on “Computer based technology and its pedagogical utility”. The study revealed that higher secondary school teachers were unable to utilize the opportunities of information technology resources in education and they were observed to be comfortable with traditional teaching methods and materials and also pointed out secondary school teachers could not use the ICT resources in the classroom interaction. Only 13 percentage of higher secondary school teachers are using power point presentation in the classroom.

RELATED STUDIES

Yasemin (2008) did a study on “ICT usage in Higher Education: A case study on pre-service teachers and instructors”. Results revealed that teacher education programs fail to provide appropriate instructional technologies and computer facilities for both in and out of class activities. Furthermore, three factors that appear to have a significant influence on the effective use of technology were found to be: (1) the quantity and quality of the lessons addressing technology in the curriculum, (2) incompetent teachers/lack of in-service training, and (3) insufficient technology.

RELATED STUDIES

Taner Altun (2007) studied on “ICT in initial teacher education”. These vital factors were; ICT infrastructure and physical resources, curriculum and policy development, training lecturers and pedagogical training of teachers in ICT. ICT has the potential to contribute to the improving of students‟ critical thinking, decision making, problem-solving skills and generating ideas with its integration into classroom activities. The teacher‟s role at this point is crucial.

RELATED STUDIES

Romina, Protector, Paul, Glenn and Watson (2006) found that male teachers report significantly higher levels of confidence in using ICT with students for teaching and learning and the students of male teachers or confident teachers use ICT more frequently to both enhance and transform the curriculum. Further there was no significant relationship between years of teaching experience and teacher confidence but experience did impact on the level of ICT use that teachers prefer their students to demonstrate, with teachers who have had least experience preferring their students to use ICT more to both enhance and transform the curriculum.

RELATED STUDIES

“IT is a skill which is essential in the world we live in. Our pupils need to use the latest

technology to offer them an effective education in the

twenty first century”

Thank You!!!

DIWANIE R. PEREZ