Partial Paper
Partial Paper
Partial Paper
Chapter I
promote ICT integration in teaching and learning. There has been questions if Is
education. Many researchers and their studies have given their view points about
Allen (1997) believed that the basic skills of the future are the use of powerful
technologies. The traditional textbook can no longer fulfill the need in the rapid
prepare students for the realities which they face in the near future.
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when teachers are digitally literate and understand how to integrate it into
disseminate, store, and manage information. In some contexts, ICT has also
smartphones or other devices for learning during class time, and the “flipped
classroom” model where students watch lectures at home on the computer and
When teachers are digitally literate and trained to use ICT, these approaches can
lead to higher order thinking skills, provide creative and individualized options for
ICT issues planners must consider include: considering the total cost-benefit
investments are matched with teacher support and other policies aimed at
Digital culture and digital literacy: Computer technologies and other aspects of
digital culture have changed the ways people live, work, play, and learn,
impacting the construction and distribution of knowledge and power around the
world. Graduates who are less familiar with digital culture are increasingly at a
searching for, discerning, and producing information, as well as the critical use of
designed for use in school on a 1:1 basis with features like lower power
mesh network functions. Despite efforts to reduce costs, however, providing one
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laptop per child may be too costly for some developing countries. Subsequently,
Tablets are small personal computers with a touch screen, allowing input without
downloaded onto tablets, making them a versatile tool for learning. The most
effective apps develop higher order thinking skills and provide creative and
the board and saved for later use. Interactive white boards are associated with
engagement is generally higher when ICT is available for student use throughout
the classroom.
E-readers are electronic devices that can hold hundreds of books in digital form,
and they are increasingly utilized in the delivery of reading material. Students—
both skilled readers and reluctant readers—have had positive responses to the
contribute to positive use include their portability and long battery life, response
to text, and the ability to define unknown words. Additionally, many classic book
titles are in e-book form. The flipped classroom model, involving lecture and
perceptions about flipped classrooms are mixed, but generally positive, as they
resources, and for fostering student interaction and collaboration. Such training
in ICT should positively impact teachers’ general attitudes towards ICT in the
classroom, but it should also provide specific guidance on ICT teaching and
learning within each discipline. Without this support, teachers tend to use ICT for
provide schools with the minimum acceptable infrastructure for ICT, including
stable and affordable internet connectivity and security measures such as filters
and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use
of ICT requires integration of ICT in the curriculum. Finally, digital content needs
human, and organizational supports on all of these issues are needed to ensure
sustainable and easily upgradable ICT. Schools in some countries have begun
allowing students to bring their own mobile technology (such as laptop, tablet, or
smartphone) into class rather than providing such tools to all students—an
approach called Bring Your Own Device. However, not all families can afford
devices or service plans for their children. Schools must ensure all students have
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for classrooms. The digital divide refers to disparities of digital media and
internet access both within and across countries, as well as the gap between
people with and without the digital literacy and skills to utilize media and
this divide to bring media, internet, and digital literacy to all students, not just
those who are easiest to reach. Minority language groups: Students whose
mother tongue is different from the official language of instruction are less likely
to have computers and internet connections at home than students from the
majority. There is also less material available to them online in their own
who gather information, prepare talks and papers, and communicate more using
ICT. Yet ICT tools can also help improve the skills of minority language students
Students with different styles of learning: ICT can provide diverse options for
learning. Over 87% of students learn best through visual and tactile modalities,
and ICT can help these students ‘experience’ the information instead of just
reading and hearing it. Mobile devices can also offer programmes (“apps”) that
provide extra support to students with special needs, with features such as
features, graphics combined with text, audio feedback, ability to set pace and
correction.
1.1 Sex
1.2 Age
terms of;
these addressed.
ASSUMPTION
3. The factors that influence the teaching styles and strategies in terms of
identified.
4. The extents are the aforementioned factors influenced the teaching styles
regards to their teaching styles and strategies and will give a solution.
The study will be conducted at one of the private institution that cater Senior
the teachers
Curriculum Designer, for them to meet the demands of the ICT integration
and produce a better and advance approach curriculum that may enrich the
knowledge, skills and as well as the personality of each teachers preparing them
School, for them to prepare better ICT integration assessment for the teachers
Future researchers, for them to use this research as a guide in their ICT-
related studies
DEFINITION OF TERMS
For better understanding of this study, the following terms are defined
knowledge to students
source
institution
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Chapter 2
This chapter presents the literatures and studies from published studies
created by various researchers and internet data which could provide a better
LITERATURE deals with the articles from books, magazines and internet in
relation to the topic of this research which will support the conceptual
framework.
Parmley et al. (1997) stated that technology works best as a supporting tool-
with peers and experts across the country and around the World.
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Rosener (1997) described IT as good as, or even better than, traditional method
of teaching and learning as it being limitless of time and space. Poole (1998)
pointed out that suitably integrated computer use can contribute to successful
results in the classroom as to: support teaching and learning, support children’s
to duplicate excellence.
believe that these higher-level objectives require not only technical knowledge
and skills, but the ability to choose an effective strategy for a problem. Poole
(1998) shared his view that the technology is only a tool to both teacher and
student. The effectiveness of the tool depends entirely on the skills they bring to
the learning process. He believed that the teachers’ task is thus to nurture the
student learning in analysing that the contribution new technologies can make to
contribute to the ways of learning knowledge, skills and attitudes, but still
traditional settings
the technological skills of the teachers and their attitudes towards technology.
Skill and attitude in turn are largely dependent on the staff training in this area.
In educational context, ICT has the potential to increase access to education and
improve its relevance and quality. Tinio (2002) asserted that ICT has a
Active learning: ICT tools help for the calculation and analysis of information
obtained for examination and also students’ performance report are all being
what to learn at their own pace and work on real life situations’ problems.
them. It also provides students the chance to work with people from different
cultures and working together in groups, hence help students to enhance their
that typically the use of ICT leads to more cooperation among learners within
and beyond school and there exists a more interactive relationship between
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interaction and personal lifestyle where individuals are responsible for their
actions, including learning and respect the abilities and contributions of their
instructional purpose.
aspect.
discover and learn through new ways of teaching and learning which are
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text, sound, and colorful, moving images that increase learners’ motivation and
their interest to learn. Hence, facilitating the acquisition of basic concepts that
are the foundation for higher order concepts and creativity can be facilitated
through drill and practice as repetition and reinforcement of content and skills
CONCEPTUAL FRAMEWORK
Figure 1
Conceptual Framework
performed.
1.The respondents be
described as to:
1.1 Sex
1.2 Age
1.3 Subject/s taught
1.4 Years of Teaching
4.Challenges encountered
by the respondents with
the regards to their
teaching styles and how
are these addressed.
5. The findings be
utilized in crafting
curriculum guide to
improve their teaching
styles and strategies
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Figure 2
Chapter 1 which includes the profile respondents, the factors that influence
the teaching styles and strategies of the respondents, the extents are the
styles and strategies and how are these addressed, The findings be utilized in
crafting a curriculum guide for Teachers to improve their teaching styles and
strategies.
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Box 2 is the PROCESS of the study, which includes the instrument that
may be used on the input of the study to arrive at the outcomes. This refers to
Box 3 is the OUTPUT of the study, for the benefit of the study, better
prospect for the Teachers and their styles and strategies in Teaching as a
TO PRESENT STUDY
gathered in relation to the topic of this research, data from internet showed that
launched a five‐year ICT strategy in schools in late 1998. It was found out
teaching and learning across the school curriculum. The study shows that the
school leaders’ vision and understanding of the role and impact of ICT in the
curriculum, their goals and objectives for ICT integration, as well as the
history, culture and background of the school and its general vision and
mission (Yuen, Law & Wong, 2013, pp. 158-170). On the other hand, Lim and
Khine (2016) examined the strategies employed by four Singapore schools (two
department and school principals, six strategies are identified and discussed: (a)
ICT helpers, (c) sufficient time for teachers to prepare for ICT-mediated lessons,
provided by school leaders in addressing teachers’ ICT concerns, and (f) training,
Chapter 3
METHODS OF RESEARCH
complete the study. This includes the research design, respondents, sampling
used.
RESEARCH DESIGN
the relationship between a variable and another variable within the population.
approximated.
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RESPONDENTS
SAMPLING TECHNIQUES
judgment and selective or subjective sampling. This technique is used when the
selected for the sample are chosen by the judgment of the researcher.
Researchers often believe that they can obtain a representative sample by using
The respondents of the study are Senior high school teachers that will be
purposively selected.
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INTRUMENTS TO BE UTILIZED
Questionnaire
It has (4) four part: Part 1 Profile of the Teachers, Part 2 Academic
Performance of their students, Part 3 Factors influence the Teaching styles and
strategies of the Teachers, Part 4 Factors influence the teaching styles and
CONSTRUCTION OF INSTRUMENT
draft of the instrument will be written and will be validated by the adviser for
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more accurate details. Will be considering her comments and suggestions, the
graduate teachers of ST. Clare College of Caloocan who do not belong to the
sampled respondents. The purpose of the validation is to test the instrument and
to find out if there were questions that are vague difficult to answer.
Novaliches to utilize some the school data and distribute questionnaires to the
This will be used to answer Part 1 Profile of the Teachers, Part 2 Factors
influence the teaching styles and strategies of the Tourism graduates, Part 3
teachers with regards to their teaching styles and strategies as Teachers with
solution offered.
Where P = percentage
F = frequency
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N = number of respondents
2. Ranking
3. Weighted Mean
Formula:
Wx = ∑fx
___
Where:
Wx = weighted mean