FOREIGN

Foreign Studies: Gayatra Sharma (2022) TEACHERS’ PERCEPTION ON THE USE OF ICT TOOLS IN ELT
https://elibrary.tucl.edu.np/bitstream/123456789/17087/1/All%20thesis.pdf?fbclid=IwAR3oml-
08LgEvbXILY9wUE_G5v3-H26N0XTt91-csQIaL5kN4Qt8MS0VPc0

● The thesis entitled Teachers’ Perceptions on the Use of ICT tools in ELT is an attempt to explore the
secondary level English teachers’ perceptions towards using ICT tools in ELT and also find out the
problems and challenges faced by English teachers while using ICT tools in the classroom. In order to
carry out this study I followed a mixed method and survey as research design. To meet the objectives of
this research study, I randomly selected 40 secondary level English teachers from 15 public secondary
schools of Kathmandu district using a purposive non-random sampling procedure. Questionnaire was used
to collect the data for this study. The findings of the study show that teachers have positive beliefs on use
of ICT for English language learning. They believe language learning is facilitated by using ICT.ICT tools to
improve achievement levels, inspire creative thinking and encourage students to become self-learners to
have access to the authentic and verities of learning materials, to make sustainable and reliable learning.
Similarly, it shows that the majority of teachers believe that using ICT tools in the classroom is not
frustrating, rather it helps to motivate students teaching learning activities. It increases students'
autonomous and participation in English language teaching and learning. This thesis has been organized
into five chapters. The first chapter deals with the background of the study, statement of the problem,
objectives of the study, research questions, significance of the study, delimitations of the study and
operational definition of the key terms. The second chapter includes review of related theoretical literature,
review of related empirical literature, implications of the review for the study and conceptual framework.
Similarly, the third chapter consists of Survey design, Population, Sampling procedure source of data and
research tool of the study. Likewise, the fourth chapter presents the analysis and interpretation of results
and the fifth chapter includes conclusions and recommendations in three different areas (policy related,
practice related and further research related). Finally, references and appendices are presented.
● ICT tools help students to become self-learners to have access to the authenticity of and variety of learning
materials, to make sustainable and reliable learning. Similarly, it shows that the majority of teachers believe
that using ICT tools in the classroom is not frustrating rather it helps to motivate students to teach learning
activities. It increases students' autonomy and participation in English language teaching and learning

FOREIGN STUDIES: Jalloh, Ahmed Tejan (2023) The integration of ICT as a Core Subject in Secondary
Schools in Sierra Leone- A case Study (Eastern Region, Kenema City)
https://www.researchgate.net/publication/
376643624_The_Integration_of_ICT_as_a_Core_Subject_in_Secondary_Schools_in_Sierra_Leone-
A_Case_Study_Eastern_Region_Kenema_City

● The integration of information and communication technology (ICT) as a core course or subject in all
Secondary Schools has advanced over the last two decades. ICT has changed the quality of education,
and it is clear that students now expect ICT as part of their learning experience. Many current forms of
information and communication technology may be effective as a teaching resource if used wisely and
meaningfully. It is therefore important for educators to understand how to best use ICT in teaching and
learning. Having ICT in the education environment does not automatically ensure that high quality effective
teaching and learning take place. The teachers’ role, students and principal are all-important here. To
improve the use of ICT in the educational environment we need to understand teacher perspectives so that
we can improve teachers’ ICT skills, and in many cases, change their perceptions about ICT. This research
sought to address the following research question: what are teachers’ perceptions regarding integrating
ICT with pedagogy in the classroom? The findings presented in this dissertation represent some Sierra
 Leone secondary technology teachers’ perspectives on integrating ICT. The findings show that teachers
use various ICT tools to differing degrees, depending on their perspectives relative to ICT and their level of
professional experience in ICT use. Teachers are integrating ICT in instructional processes and see the
future as highly ICT integrated. They use a variety of ICT tools, for example the Internet, digital cameras,
video cameras and video players, computers, printers, scanners, data show, presentation, educational
software, CAD and electronic boards. In order to integrate ICT meaningfully into classrooms teachers need
both the commitment and the technological skills to do so. Teachers understand their need for skills
improvement and believe in undertaking such development, but they have a lack of time to achieve it. The
Ministry in charge was also forwarded with recommendations on what to put in place to have it effectively
integrated into the learning systems. The government has considered it important to enact a policy that all
secondary schools should offer ICT as a compulsory subject in order to achieve the whole benefits
derivable from its integration. The ICT infrastructure should be equipped and have personnel with the
necessary skills to train the ICT teachers in these schools.
● ICT has changed the quality of education, and it is clear that students now expect ICT as part of their
learning experience. Many current forms of information and communication technology may be effective as
a teaching resource if used wisely and meaningfully. It is therefore important for educators to understand
how to best use ICT in teaching and learning.
● To improve the use of ICT in the educational environment we need to understand teacher perspectives so
that we can improve teachers’ ICT skills, and in many cases, change their perceptions about ICT.
● Teachers are integrating ICT into instructional processes and see the future as highly ICT-integrated. They
use a variety of ICT tools, for example, the Internet, digital cameras, video cameras and video players,
computers, printers, scanners, data shows, presentations, educational software, CAD, and electronic
boards. To integrate ICT meaningfully into classrooms teachers need both the commitment and the
technological skills to do so.

FOREIGN STUDIES: Ozgur, H. (2021) Improving Teachers Qualifications for Preparing ICT Based
Educational Materials
https://mojet.net/index.php/mojet/article/view/245/205

● The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching
processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining
to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-
based educational material c) to implement this program and d) to examine any improvement of
teacher skills in this regard. The study has been conducted as action research and was carried out with
a study group of 16 teachers. Findings obtained in the study revealed that teachers' scores on
the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that
the in-service training activity that was carried out increased the knowledge and skills of teachers about
current technologies that can be used in the learning-teaching process, as well as increasing their self-
confidence and self-efficacy for developing ICT-based educational material. As they adopted the
use of ICT-based educational materials prepared within the scope of in-service training during school
courses, teachers have also been shown to report that students’ interest, desire to participate, curiosity and
excitement and motivation towards the lesson had increased. On the other hand, teachers who
teach lessons with ICT-based educational materials stated that they felt themselves more useful in
lessons, their performance increased, and that such materials facilitated the teaching in crowded
classrooms.
● The use of ICT-based educational materials developed by teachers during their in-service training was very
positive for students and teachers. In the use of the related materials in the teaching process of the
student; teachers stated that they were effective in increasing their attention, increasing their interest in the
lesson. One of the teachers expressed this view with these words “… the use of such materials in
 classrooms, in the lessons lead to an increase in the student's interest in the course.” Similarly, teachers
expressed that the use of relevant materials helped the student to learn permanently at the end of the
study and to increase the satisfaction of the student. A teacher shared his/her opinion saying "Teaching
this kind of material provides a more permanent learning of the transferred information

FOREIGN STUDIES: Tjijombo, Uerimanga (2022) The effectiveness of ICT Integration in Primary schools in
the Khomas Region of Namibia of University of Zambia
https://www.researchgate.net/publication/
361729467_THE_EFFECTIVENESS_OF_ICT_INTEGRATION_IN_PRIMARY_SCHOOLS_IN_THE_KHOMAS
_REGION_OF_NAMIBIA_OF_UNIVERSITY_OF_ZAMBIA

● Education forms the integral growth of a nation and its delivery from the grassroots level demands equal
and creative focus. According to the National Development Plan (NDP5) of Namibia and vision 2030, ICT is
considered one of the main elements in transforming the country for future development. One of the
creative approaches is capitalizing on the use of Information and Communication Technologies (ICTs) as
enablers in the creation, delivery and upgrading of educational content, administration, and overall running
of daily operations in and around the school environments. The goal of this paper is to reflect on of the
potential usage of ICTs in basic education, identifying some of the possible challenges and ultimately
proposing potential solutions towards ensuring maximum benefits from a policy perspective approach. This
research employed a qualitative research approach, where structured interviews were used as data
collection instruments. A population for the study (umber of SP teachers in Khomas ) and a sample of 15
were drawn from the population using purposive sampling method and e focus area was senior primary
phase only. It was apparent from this research of the many potential applications of ICTs in basic
education, chiefly informed by literature review as well as the guide from the survey previously conducted
in the study area. The research findings were strongly believed to add to the body of research knowledge
and the contributions of this research can be used widely during the design of contextualised solutions in
the education fraternity as well as acting as a policy guide for ICTs implementation. This paper has
significant contribution to the Namibian basic education sector on implementing an ICT usage policy to aid
educational activity. These contributions include data gathered which shows statistics of how many
teachers have skills in using ICT for delivering content for education. Furthermore, findings of the study
were pooled in the study findings in a descriptive format and recommendations and areas for further
research need were highlighted.
● The goal of ICT integration is to enhance the quality, accessibility, and cost-effectiveness of instruction
transmission to learners; it also refers to the advantages of networking learning communities to meet the
difficulties of present globalization. Therefore, teachers are viewed as crucial players in employing ICT in
their daily classes, in addition to educating pupils for the contemporary digital environment. The usage of
ICT can potentially provide a positive and dynamic teaching-learning atmosphere. Hence, in the forefront of
the ICT recognition, this study will be grounded on how effectively ICT can be integrated in the primary
schools to improve teaching and learning in schools. The study will further the research will look at the
availability and use of ICT tools by educators and pupils in public primary schools in Namibia's Khomas
Region, as well as the factors that influence and challenge their efficacy.
● The use of new technologies in classrooms is essential for providing opportunities for students to learn to
operate in an information age which will enable them to prepare their lives and cope to the trends of 21st
centuries. This argument is supported by Grimus (2011), who claimed that teaching ICT in primary schools
prepare pupils to face future developments based on proper understandings. Similarly, Bransford (2013)
advocated that what now known about learning provides important guidelines for uses of technology that
can help student and teachers develop the competencies needed for the world of technology that will lead
to a technical based nation. Participants have also indicated that ICT can play various roles in learning and
teaching processes as it have a great potential to enhance student achievement and teacher learning.
 They further indicated that technology play a vital role in supporting face-to-face teaching and learning
through the use of computers that enable students to become knowledgeable, reduce the amount of direct
instructions given to them and give teachers an opportunity to help those students with particular needs.
According to the information collected from the key informants through interviews, they have indicated that
computer technology in daily classrooms it possesses a vital significance in many ways and a participant
quoted; “Technology integration in education can help us the educators to enhance our pedagogical
practices which can ease students learning alterations. Technology integration in education plays a role in
developing students’ skills, motivation and knowledge. The use of technology can increase accessibility
and participation in education as we can use technology to present information to a mass number of
students at once in a cost effective manner”. With the use of technology in our daily teaching it will bring
about inclusion due to differentiation instruction with technology as learners learn differently, at different
rates and styles for which technology provide opportunity for this to occur.
● ICT in education improves engagement and knowledge retention as when ICT is integrate into lessons,
students become more engaged in their work. This is because technology provides different opportunities
to make it more fun and enjoyable in terms of teaching the same thing different ways. As a consequence of
this increased engagement it is said that they will be able to retain knowledge more effectively and
efficiently

FOREIGN STUDIES: Venkataraman Saminathan (2021) A Review on Studies Related to Teacher’s

Perception about ICT usage for Teaching.
https://www.researchgate.net/publication/
348281099_A_REVIEW_ON_STUDIES_RELATED_TO_TEACHERS'_PERCEPTION_ABOUT_ICT_USAGE_
FOR_TEACHING

● The investigator presented a review of related literature in India and abroad, related to Teachers'
perception about ICT usage for teaching in order to know what has been already done, and what is needed
to be explored, in the concept of attitude toward E-Learning and Technology Usage of the student
teachers. Introduction Education plays a pivotal role in the development of a country, as it is viewed as a
powerful means to build knowledge based society. In India, Education imparted by schools is facing
challenges in terms of Access, Equity and Quality. The Government of India has taken several initiatives to
increase access to Education by adopting state specific strategies, enhancing the relevance of Education
through Curriculum reforms, Vocational programs, Networking, Information Technology adoption and
Distance Education along with reforms in governance. ICT has occupied the whole world in every corner of
life. But, its effective usage at educational sector only can yield greater benefits. This is in the hands of
Teachers. Particularly at Education level, effective teaching can be provided to large mass using ICT.
While studying about usage of ICT at Education level, the Teachers' level of perception about ICT, their
level of Utilisation are to measured to go for further researches to enhance quality of education. The two
factors taken for consideration depend on various other factors too. The Availability of ICT tools, Attitude of
administrators, students intelligence, Teachers skill, their Interest, their attitude, attitude etc. Among these,
Teachers' Interesting ICT and Teachers' Aptitude in ICT are taken for this study as independent variables.
Loveless, A.M. Loveless The focus (2003) was on the interaction between the perceptions of information
and communication technology (ICT) by primary teachers and their pedagogy. In terms of their reported
understandings of the nature and purpose of ICT in primary schools, their perceptions of ICT are explored.
To investigate the perceptions and pedagogy of a small group of teachers working within one school,
 Carberry Junior School in England, a qualitative, case study approach was used. During an eighteen
month period of significant change in primary schools, the study was carried out as they responded to the
National Grid for Learning initiative of the UK Government and its impact on models of access to ICT
resources and expectations in teaching and pupil accomplishment. The paper highlights the perceptions of
ICT as a social and cultural phenomenon by teachers, as an ambiguous area constructed in primary
schools as a discrete subject, curriculum resource and higher-order ability, and as a 'new' field. Edison
Shamoail (2005) explored the perceptions and experiences of seven teachers in their teaching by adopting
the "Blackboard" computer programme. This study contributes to our understanding of how educators
respond to the implementation and incorporation in their classrooms of new technologies. The study
merged theory and practise, establishing similarities between teachers' experiences and established
literature and research. The research focused on one Catholic secondary school. Due to its embrace of
cutting-edge information and communication technology, this school was chosen (ICT). Data were drawn
from four sources: individual teacher interviews; direct observation; during the 2004 academic year, email
dialogues and school records. Teachers were interviewed three times; 21 semi-structured, open-ended
interviews and observation data transcripts were analyzed using the content analysis system, which
included the identification, coding, and categorization of the main data themes.
● ICT has occupied the whole world in every corner of life. However, its effective usage in the educational
sector only can yield greater benefits. This is in the hands of Teachers. Particularly at the Education level,
effective teaching can be provided to large masses using ICT. While studying about usage of ICT at the
Education level, the Teachers' level of perception of ICT, and their level of Utilisation are to be measured to
go for further research to enhance the quality of education. The two factors taken into consideration
depend on various other factors too. The Availability of ICT tools, the Attitude of administrators, students'
intelligence, Teachers' skills, Interests, attitude, etc. Among these, Teachers' Interesting ICT and Teachers'
Aptitude in ICT are taken for this study as independent variables.

FOREIGN STUDIES: Toifatun Nangimah, Abu Dharin (2023) Implementation of ICT-Based Learning Media to
Enhance Digital Literacy in Elementary Schools.
https://www.researchgate.net/publication/374855847_Implementation_of_ICT-
Based_Learning_Media_to_Enhance_Digital_Literacy_in_Elementary_Schools?
_sg=q4d5_zOzr8Va0CcfdYyNdU7z0mCJYc0as-
a8YxvOQ2gMm0tbum5dfdhPgR68Fw_x1H4XkPRnSmYBkB8&_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6Il9k
aXJlY3QiLCJwYWdlIjoiX2RpcmVjdCJ9fQ

● This research explores the implementation of ICT-based (Information and Communication Technology)
instructional media at the elementary school level and its impact on students' digital literacy. The study was
conducted at MI Ma'arif NU Penaruban, with research subjects including the school principal, teachers, and
students. Key findings include the proactive role of the school principal in developing a vision for ICT
usage, the use of diverse instructional media by teachers, positive responses from students to technology
in learning, and challenges in ICT implementation such as infrastructure issues and teacher training. The
research recommendations encompass technology infrastructure development, teacher training, sustained
school support, and ongoing evaluation of ICT implementation. The results of this study provide valuable
insights into how technology can be effectively used to enhance digital literacy at the elementary school
level.
● ICT-based learning media can be developed and effectively integrated into the elementary school
curriculum to enhance students' digital literacy. This research aims to fill that gap by exploring the
concepts, strategies, and impacts of implementing ICT-based learning media in elementary schools.
Several previous studies have provided initial insights into our understanding of technology.

● Teachers are the backbone of ICT implementation in education. Therefore, continuous training focusing on
understanding technology and its use in teaching is a necessity. This can include training in the use of
educational technology tools and applications, as well as effective teaching strategies utilizing technology.
Teacher training plays a central role in the success of Information and Communication Technology (ICT)
implementation in the world of education. Teachers are instrumental in making ICT an effective tool in the
learning process. Hence, an approach centered on continuous training and understanding technology and
its application in teaching is crucial. Ongoing teacher training allows them to regularly update their
knowledge and skills to remain relevant in our rapidly evolving technological world. Teachers need to have
an in-depth understanding of the technology they use, including hardware, software, applications, and
digital learning platforms. They should also be able to integrate these technology tools into their lesson
plans.

FOREIGN STUDIES: Swadewi, Ni Lu Wayan Gita (2020) Teacher and Students Perception toward
technology- Enhanced Language Learning (TELL) in English Teaching and Learning Process at SMA Negeri
Bali Mandara.
● Teachers believe that Technology- Enhanced Language Learning (TELL) is very important and useful
because it provides creative and innovative learning process, increases students’ enthusiasm and
independence, improves teacher and students skill in using technology and improves students’ skill in
English
● ICT has been widely used in 21st century learning and considered as one of significant factor in the
success of learning process. Thus, in 21st century, it is a must for teacher to have skill or ability in
integrating the use of ICT in the teaching and learning process. The stakeholders in education must be
aware and concern to the integration of technology in teaching and learning process to minimize the
problems or challenges so the integration of technology itself will give meaningful and effective learning for
students.
● The whole learning process should be interactive, enjoyable, challenging and motivating the students to
learn. Therefore, technology based learning is one of the main strategies in the process standard of 2013
curriculum.
● ICT has been widely used in 21st century learning and considered as one of significant factor in the
success of learning process. Thus, in 21st century, it is a must for teacher to have skill or ability in
integrating the use of ICT in the teaching and learning process. The stakeholders in education must be
aware and concern to the 3 integration of technology in teaching and learning process to minimize the
problems or challenges so the integration of technology itself will give meaningful and effective learning for
students.

FOREIGN STUDIES: Ogenyi, Fabian Chukwudi, Ugwu, Chinyere N., Eze, Val Hyginus U. (2023) Navigating
Challenges and Maximizing the Benefits in the Integration of Information and Communication Technology in
African Primary School
https://www.researchgate.net/publication/
377013852_Navigating_Challenges_and_Maximizing_Benefits_in_the_Integration_of_Information_and_Comm
unication_Technology_in_African_Primary_Schools

● The integration of Information and Communication Technology (ICT) in the educational systems of both
public and private primary schools in Africa has become a crucial factor in enhancing teaching and
learning. This paper explores the role of ICT tools in education, including computers, interactive
whiteboards, learning management systems, educational apps, online collaboration tools, television, and
online assessment tools. It discusses their applications and the advantages they offer, such as fostering
creativity, improving academic performance, increasing motivation and responsibility, and promoting
teamwork. However, it also acknowledges the challenges associated with ICT integration, including
distractions, excessive usage, exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African education, such as the lack of
computer literacy among instructors, low teledensity, unstable power supply, inadequate financing, and the
absence of a comprehensive ICT curriculum. It concludes by emphasizing the need for a holistic approach
to ICT integration, addressing infrastructure, teacher training, curriculum development, and organizational
support to realize the full potential of ICT in education especially at the Primary school level. 1. Introduction
The most challenging and difficult task facing some teachers in some public and private schools in Africa is
the inability to use 21st century instructional materials effectively. Teaching and learning in this era are
computer-oriented and therefore need computer-literate resource teachers. One of the most commonly
used teaching methods in this 21st century involves the use of computers and other communication
technologies; this is what [1] referred to as the workability principle. The researcher in [2] views Information
and Communication Technologies (ICT) as the technology used to exchange, process and communicate
information and knowledge by electronics ranging from radio and television to telephones (fixed and
mobile), computers and the internet. According to [3], ICT may consist of computers, computer networks,
and other pieces of hardware. In addition, ICT consists of software that facilitates the abilities of the system
to manage information in a way that is useful to managers, administrators and employees in the
organization. Information and Communication Technologies (ICT) Can be defined as a different set of
Technological tools and resources used to communicate, create, disseminate, store and manage
information [4]. ICT has a pivotal role to play in human life ranging from cyber security to speech
translations [5][6][7]. However, its role in an educational system in which primary education is the basic can
never be neglected. Information and Communications Technology (ICT) can be used to enhance Pupil
learning when teachers queue into these digital concepts and understand how to integrate them into the
curriculum. This communication can be through Zoom, GSM, or Google Meet [8][9][10]. Accordingly, the
Nigerian national policy on education places emphasis on the provision and utilization of ICT as it stipulates
that considering the prominent role of ICT in advancing knowledge and skills necessary for effective
functioning in the modern world, there is an urgent need to integrate ICT in education [11][12]. Scholar in
[13], states that "In Africa for instance, there are issues that have to do with national policies and plans.
Many of the countries do not have national ICT policies. This paper focuses on how Information and
Communication Technology (ICT) can be used as a tool to facilitate teaching and learning in both public
and private primary Schools in Africa. In order to achieve this, some basic concepts will be discussed. Th-
ese include; Some essential ICT tools that can be used to facilitate teaching and learning, the applications
of these tools in the teaching and learning process, the advantages and disadvantages of these tools used
to impact this knowledge to the Pupils, some various strategies for ICT integration in the Nigerian
education system, the challenges faced by the Teachers from achieving the full advantage offered by ICT
applications and finally, the remedies to these challenges.
● This paper explores the role of ICT tools in education, including computers, interactive whiteboards,
learning management systems, educational apps, online collaboration tools, television, and online
assessment tools. It discusses their applications and the advantages they offer, such as fostering
 creativity, improving academic performance, increasing motivation and responsibility, and promoting
teamwork.
● Information and Communication Technologies (ICT) Can be defined as a different set of Technological
tools and resources used to communicate, create, disseminate, store, and manage information.
● Information and Communications Technology (ICT) can be used to enhance Pupil learning when
teachers queue into these digital concepts and understand how to integrate them into the curriculum.
● This research emphasizes how important ICT is to contemporary education and how important it is for
instructors to adjust to the evolving nature of classroom instruction. By using ICT technologies, teaching
and learning may be transformed to become more interesting, efficient, and inclusive.

FOREIGN STUDIES: Ndakolo, E. N. (2023). Teacher‘s creation of teaching and learning materials using
information communication technology at selected remote schools in the Khomas region, Namibia (Doctoral
dissertation, University of Namibia).
https://repository.unam.edu.na/handle/11070/3733?
fbclid=IwAR2ijI3gj3QJKmdOOHvkit2C1cYEJZOxDN8ZJ0_wzn2u42jXrSTHvOztCQA

● The learning environment supports the role of the teacher, which is to organize, manage and help learners
to navigate learning materials. In recent years, the advancement in Information Communication
Technologies (ICTs) and access thereto, enable teachers to create teaching and learning materials. The
purpose of this study was to investigate teachers’ application of ICT knowledge and the challenges faced in
the creation of teaching and learning materials for their classrooms at three public primary schools in the
remote area of Khomas Region. The study adopted a qualitative case study and employed semi-structured
interviews to collect data from teachers and non-participatory lesson observation to collect data from
classrooms. Additionally, the study used purposive sampling to select teachers based on their years of
teaching experience and computer skills while convenience sampling was used to find teachers who were
available and willing to participate in the study voluntarily. The findings of the study revealed that teachers'
comprehension of ICT varied greatly in the Khomas region's remote schools. Furthermore, it was found
that majority of participants found it encouraging to use ICT tools as they make teaching materials
appealing to learners, thereby boosting performance, and offering up-to-date materials. Moreover, the
study revealed that most schools lacked sufficient ICT resources, and results indicated that only 33% of
teachers began their lessons with teaching and learning materials created with ICT tools. The study also
revealed challenges encountered by teachers during creating teaching and learning materials, include poor
internet connections in the classrooms, shortage of ICT tools, lack of training, and lack of electrical power
in the classrooms. As a result, the study concludes that, despite various ICT challenges experienced by
teachers in Khomas region rural primary schools, teachers had adequate knowledge of how to use ICT
tools. ii Following the study's findings, the Ministry of Education, Arts, and Culture should make provisions
for the infrastructure to be provided to all public schools to maximize the use of ICT in education. The
government should also allocate funds for the maintenance and purchase of ICT consumables like reams
of paper and printer ink.
● The findings of the study revealed that teachers' comprehension of ICT varied greatly in the Khomas
region's remote schools. Furthermore, it was found that the majority of participants found it encouraging to
use ICT tools as they make teaching materials appealing to learners, thereby boosting performance, and
offering up-to-date materials.

FOREIGN STUDIES: Dr. T. JITA (2020) Teachers’ perceptions on the use of Information and Communication
Technology for teaching Biology in Lesotho
https://scholar.ufs.ac.za/server/api/core/bitstreams/9ca0107a-d737-4c8a-b262-29808175554a/content?
fbclid=IwAR3Apo5PMhE015DO_g8H-GBw2TOiWFYMAyJmByCH_o-X1kiDNUW4RUTHEds
● A plethora of benefits that information and communication technologies (ICTs) have for teaching and
learning has long been proven. In the light of this, influence of teachers’ perceptions on their incorporation
in teaching should not be disregarded. However, only a few empirical studies have focused on teachers’
perceptions on the integration of ICTs, and even fewer on such integration in a particular subject that is
important to career choices such as biology. Therefore, this study aimed to examine, through the lens of
technological pedagogical content knowledge (TPACK), the teachers’ perceptions on the use of ICTs in the
teaching of biology in Lesotho secondary schools. The objectives were to investigate the ICT tools that
teachers commonly use, describe the practices that characterize the patterns of use and determine the
correlation between teachers’ perceptions and their use of ICTs for teaching. A descriptive, non-
experimental survey variety of a quantitative research design, following a deductive strategy, was
employed. A total of 107 respondents, selected by a systematic probability sampling technique, completed
a questionnaire comprising close-ended items that were measured on a Likert scale. Data were analyzed
using the Statistical Package for Social Sciences (SPSS) program. The findings revealed that Lesotho
secondary school biology teachers perceived themselves as being moderately competent in ICT
applications and their incorporation into teaching-learning experiences. Also, it was found that teachers
held positive perceptions on the educational use of ICTs. Nevertheless, they reported irregular use for
teaching and most commonly used ICTs were found to be printers, the Internet, computers/laptops and
projectors. Teachers’ irregular ICT practices were more inclined towards supporting their traditional
teaching methods and improving their own knowledge. The commonest practices included lesson
preparations, searching for information on the Internet, preparing handouts and assessing learners through
tests. Furthermore, the results presented a weak, positive and generally statistically significant Spearman
rank order correlation between teachers’ perceptions and their use of ICTs in teaching biology. The study
recommended teacher development programmes to improve ICT competences and also necessary
interventions by the relevant education authorities in terms of investment and policies.
● In the context of this study, ICTs refer to digital and electronic technologies, such as computers, laptops,
iPods, handheld digital cameras, printers, photocopiers, projectors, flash drives, smartboards, interactive
whiteboards, software programs, and online implements.
● it is defined “as the tools that facilitate communication, processing, and transmission of information and the
sharing of knowledge by electronic means”

Foreign Literature: Paudel, Pitambar (2021) International Journal of Technology in Education and Science
(IJTES) Information and Communication Technology in Foreign Language Classes
in English: Roles and Practices
https://files.eric.ed.gov/fulltext/EJ1286556.pdf

● Teachers are the key of classroom teaching learning context and the impact of ICT on their roles and the
strategies they employ to facilitate learning environment is crucial and critical. An assumption appear in
teaching learning context where using ICT to support learning requires significant change for all while there
are number of evidences of appropriate learning environment without using ICT. The implementation of ICT
in teaching and learning brings pervasive changes in professional practices of teachers where teachers are
being changed from instructors to facilitators and dictators to prompters. Yunus (2007) argues that to
implement ICTs for effective language teaching, it is important to understand the factors that are rooted
behind teachers’ decision regarding ICTs. These discourses reveal that teachers' role is shifting from
teachers to learners in the sense that they require new competencies to be able to integrate ICT in
teaching and learning English language. They are supposed to upgrade their professional skills and
knowledge in their pedagogical practices and curriculum design, development and implementation to be
able to integrate ICTs in teaching and learning language effectively, efficiently and successfully.
● To implement ICTs for effective language teaching, it is important to understand the factors that are rooted
behind teachers’ decisions regarding ICTs. These discourses reveal that teachers' role is shifting from
teachers to learners in the sense that they require new competencies to be able to integrate ICT in
teaching and learning the English language.
● All the respondents saw ICTs as a helpful aspect that makes teaching and learning more effective,
interesting, lively, and successful. They said that the use of ICT in their day-to-day class facilitates them to
learn things easily. One of the respondents (T5) conceded that ICTs have kept her up to date with the
newly developed and innovative methods, techniques, and activities in the world, which she could employ
in her class and keep teaching student-oriented.

Foreign Literature: Dr. S. M. Zafar, Taric (2019) Role of Information Communication TEchnology (ICT) in
Education and it’s Relative Impact
https://www.ijert.org/research/role-of-information-communication-technology-ict-in-education-and-its-relative-
impact-IJERTCONV7IS04006.pdf

● In the year 1960 computers was first used in education in the way of individualized instruction which
became known as computer assisted instruction (CAI). Use of modern technology in present era education
started through CAL / CBT / CAI then it moved to Multimedia courseware and know web-based instruction
and Computer Mediated Communication (CMC) System. Most of the present educational technology are
Perceptual Learning Modules (PLM), Emerging Learning Technologies (ELT), Learning Management
System (LMS), Cloud technology are widely accepted and used educational technologies. Learning
Management System (LMS) which is also called as Instructional Management System got introduced in
education system. This system is online collaboration and communication tools. It facilitates in
collaborating and communicating all the academic participants online at a same time irrespective of
geographical location. Presently some of the widely used open source LMS are Blackboard Learning
System, Whiteboard, Share point LMS, Sakai, Moodle and ANGEL Learning Management Suite. Modern
education system is closely integrated with LMS which combine online course management,
communication and collaboration tools which in general include discussion forum, file exchange, email,
online journal / blog, real time chat, interactive whiteboard, bookmarks, calendar, search tool, group work,
electronic portfolio, registration integration, hosted services, quizzes / surveys, marketing tools / grade
book, student tracking, content sharing and object repositories are among the tools offered. Among all
modern technology Intelligent tutoring is the latest technology in education system and it works on Inter
Net. It has converted all education system of physical nature to virtual. Virtual text books, virtual reference
library, virtual tutor, virtual study short cut, virtual study group, virtual guidance, virtual counselor, virtual
locker, virtual backpack, virtual notebook. Now present trend of technology in education is Cloud
technology. It is facilitating education with high capacity networks, low cost computers and storage devices
as well as the wider spread adoption of hardware virtualization, service-oriented architecture and
autonomic and utility computing have led to a growth in cloud computing. It can be said that cloud
computing is advance version of internet technology.
● Globally ICT is been recognized as a catalyst of change and it has the power to influence every aspect of
society. It changed the workplace, working conditions, business, entertainment, handling information,
exchanging information, education, teaching methods, learning approaches, scientific research, and
accessing information.
● Active Learning: Growing ICT use in education has enabled learners in many ways. These learners are
learning according to their desires, need and requirement. ICT mobilizing required tools for examination
and calculation. It is facilitating learners to make an appropriate analysis and it is serving as an active
learning platform for students where student can enquire and construct new information of their use. It is
making learning more relevant and appropriate to their life situations. ICT transformed traditional pedagogy
 of memorization into enhanced learning through increased learning engagements. It developed just in time
learning system in which active learner choose what they want to learn and what and when they need to
learn.
● Collaborative Learning: ICT use in education has developed a deep link and a sound relation among
learners, teachers and experts. It encourages interaction among them irrespective of their cast, creed,
religion and destination. Educational ICT has created, is creating and will create opportunity for all
educational participants and is helping learners in teaming and enhancing participant communication skills
and their collective awareness. This collaborative learning is not limited to particular age but throughout the
life learners can expand their learning. They can collaborate across the world with pears, experts and
mentors of diversified fields.

FOREIGN LITERATURE: Prihantini, Prihantini., Sutarto, Sutarto., Punggeti, N, R., Rukmini, A., Intes, A.
(2024). The Use of ICT as a Resource and Media for Modern 21st Century Learning in Primary Schools.
Journal International of Lingua and Technology
https://pdfs.semanticscholar.org/3320/095291454deda546d470bb8237670a10ba0f.pdf

● Using Information and Communication Technology (ICT) as a source of 21st century learning media for
elementary schools, it is said that developments in the world of technology are growing rapidly. Thus
making education in the use of learning media widespread with the existence of ICT (Technology and
Information) this development is very in accordance with the development of this modern century in order
to encourage the use of technology in the learning process and teaching learning in using Information and
Communication Technology (ICT) as a form of learning in the 21st century the use of ICT in elementary
schools is very effective because teachers can easily convey material and be more interesting and can
also make it easier for students because they can carry out the learning and teaching process anywhere so
that they can provide material easily.
● The use of ICT-based learning media as an alternative to learning in 21st century primary schools can be
used as a resource for educators and students to help facilitate online or face-to-face learning. face-to-face
learning process. in the classroom. Innovation in education to implement revisions that achieve educational
goals positively and efficiently The application of information and communication technology (ICT)-based
learning media can help students learn more efficiently and with greater enthusiasm.

FOREIGN LITERATURE: Iyaloo N. Waiganjo (2021) Teachers’ Perceptions and Use of Information and
Communication Technology in Teaching and Learning: Kadjimi Circuit, Kavango West, Namibia
https://www.scirp.org/pdf/oalibj_2021032416391968.pdf?
fbclid=IwAR3hnGbuPbWYndIcQwOMv9XAwyDz3NdHW6jK4KdwcqK0fsrbT1JDFatV2m0

● The study shows evidence that most teachers have the right attitudes and positive perceptions of the
meaningful use of ICT in teaching and learning.
● Information Communication and Technology (ICT) is becoming increasingly important in our daily lives and
our education system. It provides learners with global innovative opportunities that are suitable for the
current industrial revolution which is surrounded by the development of technology. Those are the reasons
why many countries’ governments now regard the basic skills and concepts of ICT as part of the core of
education.
● Educational Applications:
Teachers do integrate the educational applications to add more content to their teaching materials.
Mathematics teachers used Geogebra and teachers from school C used Cloudpaging. “Geogebra is very
wonderful software for Mathematics”, said one of the mathematics teachers who integrate it in her teaching
and learning. They also said: “As you can see on the board there is an application Cloudpaging there, it is
 installed on our laptops, most of the science teachers are having it, all what we do is, go with a laptop,
connect the projector and start your class. If you want to give them games you do that, if it’s about
simulations or doing some experiments it’s there, and it looks and feels like it’s a real thing.”
● Computers:
About 20 participants indicated that they use computers in one way or another. It had been indicated by
teachers early that they use the internet. The internet gets connected to a computer for teachers to
research for information. Teachers said they use computers to show videos to their learners. Also,
applications (Geogabra and Cloudpaging) are installed in teachers’ laptops. For many teachers, computers
are the most important tool because of its multiuses in the integration of education than other technologies.
A computer is used to store teaching resources as it was emphasized by one teacher “I keep all my notes
in a laptop”. Some teachers use a computer to type their tests and notes, while others connected a
computer to a project to display information on the board. One participant said,” Laptop is the most
important to me; I type all my notes and test on my laptop. I use it for presentations, to display PowerPoint
on the board when I am teaching.” Computers are one of the most valuable resources in a classroom
because they serve many useful functions for teachers.
● Printing and Scanning Machine:
Teachers scan images from textbooks which are difficult to draw on their own. One participant emphasizes
how he used it in his science class: “In my science class I normally scan things that I cannot draw with my
own hands and beside, drawing takes time. I insert the drawing on the PowerPoint and then display using a
projector”. Printers are common technology used by teachers but they are not considered to be important
in teaching and learning by the participants. They help teachers to print out soft copies to hard copies
mostly handouts and test papers. “Instead of me writing a test on the blackboard, I type them on the
computer and print them out. I give tests on the printed paper” said one of the participants who use a
printing machine. Another participant said that: “I print out their summaries and give them a handout”.
Another participant who uses a printing machined stated that: “Instead of us wasting time to write on the
chalkboard, it’s better to give learners printed copies and you will just explain from the handouts.” Teachers
use printing machines mostly to print notes and tests as indicated by participants.
● Projectors:
Four of the participants stated that they integrated projectors in their classrooms to display information
(PowerPoints, notes, and Videos) on the board. Teachers also use projectors to get attention from
learners. Learners pay more attention and concentrate in class when they view lesson content from the
board than paging through a textbook. Additionally, teachers will have control over the classroom.
Moreover, textbooks are not enough for every learner, therefore for one textbook to be shared some
learners will not pay attention to the teacher. One of the history teachers said: “In my history class, I use a
projector to display information, especially cartoons. If I display cartoons on the board, then I will have all
learners' eyes on board and I will be able to see who is following and who is not. Instead of me telling them
to look in the textbooks, which are not enough as one textbook is shared among 5 learners and when they
share not every learner sees the cartoon”. Also, another participant stated that: “I present my note s on
PowerPoints and connect a project on my laptop and display on the board.”
● Mobile Phones:
Apart from making calls, phones are used for various reasons. Seven (7) participants have indicated that a
cellphone is one of their important technology tools in their teaching work.Cellphones are portable than any
other technology and accessible, just like what the teacher said. Because of limited technologies at
schools, teachers prefer to use cellphones that they will not have to share with other teachers. Teachers
use cellphones as storage devices to store their notes and summaries. Some teacher’s use the cell phone
as a device to search for information on the internet.

FOREIGN LITERATURE: Akram et. al. (2022) Teacher’s Perception of Technology Integration in Teaching-
Learning Practices: A systematic Review
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9207921/#:~:text=Teachers%20prefer%20those
%20technological%20applications,and%20learning%20in%20a%20classroom.
● The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners
into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where
teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration.
From this perspective, the current study presents teachers’ perceptions regarding technology integration in
their teaching-learning practices at all educational levels in light of the previous studies performed in the
last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology
integration in teaching-learning practices. They believe that technology-incorporated teaching assists them
in enhancing their instructional practices effectively, making the learning process exciting and interactive,
and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of
infrastructure, online teaching experience, and training were reported as the main obstacles that hinder
teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings
suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by
allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software,
internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to
supplying adequate opportunities for the career development of teachers in developing technological
competencies, which help them successfully use ICT in their instructional practices.
● The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-
learning practices. They believe that technology-incorporated teaching assists them in enhancing their
instructional practices effectively, making the learning process exciting and interactive, and keeping
learners motivated.

FOREIGN LITERATURE: Virmani, N. (2023) ICT in Education: How it is Transforming Learning

https://leadschool.in/blog/ict-in-education-how-it-is-transforming-learning/
● ICT or Information and Communications Technology broadly refers to tools and services that handle and
communicate information. Some of the most common examples of ICT are mobile phones and televisions.
● The classrooms of the 21st century are rapidly changing with the help of technology. ICT has
revolutionized the way the education industry functions. But while it is extremely beneficial, the proper use
of ICT is also equally important.
● The importance of ICT in the education sector is huge, and soon it will be an integral part of all school
systems. Along with implementing the tools, it is necessary to train educators to harness the true potential
of ICT. Digital literacy among teachers and students transforms the way we use technology to learn. With
ICT, we can build school systems that are more efficient, cost-effective, and inclusive of everyone.
● The need for ICT in education is to create a learning environment that focuses on students. ICT tools
address the gap between teacher and learner-centered environments. As ICT gives access to a wide range
of information, all students’ unique educational requirements are met. Teachers can assess the use of such
information through quizzes and exams.
Teachers can find adequate supplementary material off the internet for students who require extra
attention. Using ICT, teachers can share those materials either with the entire classroom or with individual
learners. Either way, every student has a personalized learning experience due to ICT.

FOREIGN LITERATURE: Kunasunthary Duraippah, Zahari Bin Hamidon, Peter Ong (2021) Using Instructional
Materials to Develop Higher Order Thinking Skills.
https://ajodl.oum.edu.my/document/Previous/Volume13.N0.2_2021/09.%20Using%20Instructional
%20Material.pdf?fbclid=IwAR2I5Q9gcFswUEJOeP1buKTfbPjzxFjK8BUoqIjE1m6Y__7R69Q4ZVF8K9U

● Instructional materials are like a delivery vehicle or tools that are used in the daily lesson in the classroom,
which include active learning and assessment. Instructional materials have been seen as a significant
learning tool to incorporate in the teaching and learning. Resources or materials used by teachers in the
teaching and learning are known as instructional material. Instructional materials can develop students
learning; these tools make teaching active as it enables learners to share and collaborate actively in
classroom learning. Computers are also used as a type of instructional material and tools for learning.
● Maps and charts are generally used during lecturers and discussions about the relationship of things, like
colour, among others. Materials such as texts and articles, workbooks, readers, reference resources,
images for example class timetable, leaflets, brochures, handouts), digital resources like the (websites,
applications and interactive software), and digital devices for example (laptop, Chromebook, smartphone,
LCD projector, camera) are used as instructional materials in the classroom.
● Instructional materials serve as a channel between the teacher and the students during lessons. They may
also serve as positive motivation for students during the teaching-learning process. The focus on
developing HOTs is not just to develop students’ higher-order cognitive abilities but also to help shape
them into well-rounded individuals.
● Teachers require extensive ongoing exposure to ICT to be able to evaluate, create, and design
instructional materials for teaching and learning. Teachers may use technology to boost their performance,
incorporate valuable digital tools to enhance their students’ learning options, and boost students' support
and engagement. One of the most important roles of technology in education is that it enables teachers to
offer all teaching materials and allows students to better understand topics and solve problems more
easily.

FOREIGN LITERATURE: Bansa and Asrini (2020) The Use of ICT in Teaching: Lecturers’ Perceptions,
Obstacles, and Expectations
https://iopscience.iop.org/article/10.1088/1742-6596/1464/1/012037/pdf

● Today, the international community no longer sees literacy as a mere stand-alone skill, but instead as a
social practice contributing to broader purposes of lifelong learning (UNESCO, 2004:10). Promoting literacy
was fundamentally a matter of enabling individuals to acquire reading, writing and calculating skills but
nowadays ICTs skills also should be integrated in learning to promote literacy. ICT in Education cannot and
should not be divorced from the larger national development strategy (Swart, P & Wachira, E.M, 2010: 20).
For countries like Indonesia which aspire to become knowledge societies, ICT and Education should be
seen as key drivers in the production and use of knowledge. Therefore ICT in Education should be situated
not only within the education policy and strategy but also within the broader national development strategy.
Nowadays the importance of information technology in the educational sector is well known. Information
technology helps the students as well as the lecturers in studying the course material easily because of fast
access (Rodinadze, S & Zarbazoia, K, 2012).
● Respondents hope that increased use of the computer would make the class more interactive, to use
computers to do more interesting and imaginative work, computers could be used to provide more
interactive activities for students, would provide students with more practical and useful knowledge, and
they need a tutor to teach how to use software or how to integrate ICT into teaching.
FOREIGN LITERATURE: Huang, Ronghuai, Spector, J, Michael, Yang, Junfeng (2019) Educational
Technology: Aprimer for the 21st century.
● Educational technology refers to the use of tools,technologies, processes,proce- dures,resources, and
strategies to improve learning experiences in a variety of settings, such as formal learning, informal learning,
non-formal learning, lifelong learning, learning on demand,workplace learning, and just-in-time learning.
Educational technology approaches evolved from early uses of teaching tools and have rapidly expanded in
recent years to include such devices and approaches as mobile technologies,virtual and augmented realities,
simulations and immersive environments, collaborative learning, social networking, cloud computing, flipped
class- rooms, and more. This chapter provides a historical overview, key definitions and principle ,various
perspectives and representative developments, all of which will be explored and elaborated in subsequent
chapters.
● The basic approach in this volume is competency-based.A competency is a collection of related knowledge,
skills, and attitudes (KSÃs) that enable a person to perform a particular task. There are many tasks that
educational technologists perform as part of their role and responsibilities.This primer provides an elabo- ration
of many of these tasks and the associated KSAs that are common in the twenty-first century, while building a
grounded rationale for them on the basis of prior work in learning psychology, computer developments,and
human-human and human-computer interaction. Previous educational technology textbooks have focused
primarily on knowl- edge and skills and have not emphasized attitudes and values as strongly as they are
emphasized herein. The reason for emphasizing attitudes and values is that they play a critical role in
motivation, and motivation is critical to success in nearly every human endeavor and especially critical in the
challenging domain of educational technology. The hope is that those who use this primer will develop an
attitude exemplified by this statement:"To know we can improve learning, instruction and performance in this
situation."
● Defining Educational Technology
The term "educational technology"is widely used within the education profession as well as in the general
population. It might seem like there is no need for a definition of such a commonly used term. However,such
an assumption might be made for the everyday use of the term "philosophy" and many other terms that
identify areas of scholarly pursuit. As it happens in most of those cases, the various professional and
scholarly communities have provided a specific definition of the term as a way to clarify the aims and scope
of the discipline. In this case,we begin with the definition provided by the Association for Educational
Communications and Technology. "the study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate technological processes and resources"
(Januszewski & Molenda, 2008, p. 1).
In elaboration of the AECT definition, we note that designing, adapting, cus- tomizing, implementing, testing,
deploying, and evaluating resources, activities, and learning and instructional tools intended to facilitate
learning, performance, and instruction are included within the scope of the discipline. In addition,we
emphasize the notion of practice in the definition for two reasons. First,it is directly aligned with the basic
Greek derivation of the first term, techné,involving the notion of skill. Second, throughout this volume there
will be an emphasis on the effective use of a technology to support or facilitate learning, performance, and
instruction. That notion aligns particularly with the second term, logos, involving the notion of reason. In
ordinary terms,one might then say that educational tech- nology involves the reasoned and effective use of
technology to support or facilitate learning, performance, and instruction.
For the instructor: Ask, for examples, of educational technologies and then ask how an example satisfies or
fits the definition above.
The popular use of "technology"is in reference to physical things or things that one can touch, see, hear,
taste, or smell. In computer science, the term "technology often refers to both hardware and software, both
of which can in principle be perceived one way or another.The AECT definition is not restricted to physical
things or things that are perceivable as it refers to both processes and resources. Both will be discussed in
this volume, consistent with the AECT definition. In many cases, however, we will use a separate term to
refer to a process or collection of processes, such as instructional design or a pedagogical approach or a
 learning strategy all of which can be considered specific kinds of processes, with examples such as
problem-based learning or flipping the classroom or hands-on training.

3.3.1 Technologies for Inquiry

What follows are lists of technologies, tools, and techniques likely to be appropriate to support inquiry.

● Theory building technology as media for thinking

● Model exploration and simulation toolkits
● Visualization software
● Virtual reality environments
● Data modeling-defining categories, relations, representations
● Procedural models
● Mathematical models
● Knowledge representation and integration tools such as semantic networks, an outline tools
● Data access connecting to the world of texts, video,data
● Hypertext and hypermedia environments
● Library resources
● Digital libraries
● Databases
● Repositories with music, voice, images, graphics, video, data tables, graphis text, etc.
● Data collection using technologies to provide enriched input
● Remote scientific instruments accessible via networks
● Microcomputer-based laboratories, with sensors for temperature, motion, hean rate, etc.
● Survey makers for student-run surveys and interviews
● Video and sound recordings
● Data analysis methods and technologies
● Exploratory data analysis
● Statistical analysis
● Environments for inquiry Image processing
● Spreadsheets
● Programs to make tables and graphs
● Problem-solving programs.

3.3.2 Technologies for Communication

● Document preparation
● Word processing
● Outlining
● Graphics
● Spelling, grammar,usage, and style aids
● Symbolic expressions
● Desktop publishing
● Presentation graphics
● Communication with others
● Electronic mail
● Asynchronous computer conferencing
● Synchronous computer conferencing (text, audio, video, etc.)
● Distributed information servers like the World Wide Web
● Student-created hypertext environments
● Collaborative media
 ● Collaborative data environments
● Group decision support systems
● Shared document preparation
● Social spreadsheets
● Teaching media
● Tutoring systems
● Instructional simulations
● Drill and practice systems

4.3.2 Typical Educational Technology Systems

With the use of technology in education system, the educational technology systems are changing
rapidly.The typical educational technology systems developed

7.2.3 of Technology in Social Learning

Nowadays, technology plays a vital role in social interactions. Example technolo- gies include
Facebook, Friendster,LinkedIn, MySpace,Ning,Twitter,and WeChat These tools involve large-scale
networks and the ability to interact in and contribute to large groups. Blogs and wikis are also used but
lack many of the benefits of social media tools
● Social media is beneficial in promoting social learning, such as providing community platforms, learning
resources and contents,and learning activities.the features of technology in social learning as follows:
● To promote student collaboration and knowledge creation. Collaboration can be thought of as the
process of shared creation With the interactive nature of technology, students can communicate with
others conveniently and represent knowledge clearly, which results in students' active and deep
engagement in collaboration.
● To enhance student cognitive performance or foster deep understanding. Social interaction is
considered as a source of cognitive advancement With the help of technology, students could get
smooth communication with each other. For example, mind management tools and concept maps can
help present ideas clearly to support reflective thinking and deep understanding.
● To add flexibility of time and space for social learning.The virtual workspace has been increasing its
popularity in people's daily life. Students can finish their work in different places and time; thus, they
can overcome the trouble of place and time. For example, in MO0Cs, although students come from
different countries they can work together because of virtual space provided by the course.72.4 Social
Learning and Computer-Supported Collaborative Learning
● There is an obvious relationship between social and collaborative learning as suggested. In addition,
when technology is added to the mix, the relationship of computer-supported collaborative learning
(CSCL) and social learning is worth highlighting. Key aspects of CSCL build on Vygotsky's (1978)social
development theory and incorporate Stahl's (2006) col- kaboration to suggest a pedagogical approach
that emphasizes the shared construction of knowledge and understanding.

FOREIGN LITERATURE: Sebastian Kennedy (2019) Educational Technology and Curriculum

● IMPORTANCE OF COMPUTER
EDUCATION TO STUDENTS
Technology has struggled to find its way into the classroom in all sorts of ways, from projectors and
televisions to computer labs and student laptops. Along with improving the way students are taught, it is
also vitally important that students learn to use computers to improve their own work and prepare for
careers in a world where computers have become as common as the pencil and paper.
 MODERNIZING EDUCATION
Education has benefited from the inclusion of technology and computers by making it easier for
students to keep up while helping teachers by improving the way lessons can be planned and taught.
Students who use computers learn to use word processors for work, and subsequently they learn
computer jargon and strengthen grammatical skills. Students can also look up lessons on websites or
through email rather than lugging heavy textbooks with them every day.

IMPROVING STUDENT PERFORMANCE

Students who use computers have been shown to attend school more steadily and perform better than
students who do not use computers. Along with getting higher grades on exams, students also stated
they felt more involved with their lessons and work if they used a computer. Using computers gets
students to become more focused on their work at home, in collaborative projects with other students
and on their own.

LEARNING JOB SKILLS

Computers play a vital role in the modern business world, and many of even the most basic jobs
involve technology and computers. Teaching students how to use computers helps them prepare for
any number of possible careers, and classes based on computer can get even more specific.

● INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IN EDUCATION

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage
information. In some contexts, ICT has also become integral to the teaching- learning interaction,
through such approaches as replacing chalkboards with interactive digital whiteboards, using students'
own smartphones or other devices for learning during class time, and the "flipped classroom" model
where students watch lectures at home on the computer and use classroom time for more interactive
exercises.
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 students to express their understandings,
and leave students better prepared to deal with ongoing technological change in society and the
workplace.
ICT issues planners must consider include: considering the total cost-benefit equation, supplying and
maintaining the requisite infrastructure, and ensuring investments are matched with teacher support
and other policies aimed at effective ICT use.
information and communication technology (ICT) into schools. Some common educational applications
of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with
features like lower power consumption, a low cost operating system, and special re-programming and
mesh network functions. Despite efforts to reduce costs, however, providing one laptop per child may
be too costly for some developing countries.

Tablets: Tablets are small personal computers within oothscreen, allowing Tabletsith keyboard of
mouse, Inexpensive desatile tool for apps") ca input witbaded onto tablets, making them a versatile
sool for learning. The bost effective apps develop higher order thinking skills and provide creative and
individualized options for students to express their understandings.
imeractive White Boards or Smart Boards: Interactive white boards allow Intereted computer images to
be displayed, manipulated, dragged, clicked, or Pupied Simultaneously, handwritten notes can be
taketh white board and for later use. Interactive white boards are associated with whole-class
 instruction father than student-centred activities. Student engagement is generally higher when ICT is
available for student use throughout the classroom.

whenders: 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 use of e-readers for independent reading. Features of e-
readers that can 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 available for free in
e-book form.

Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via
computer-guided instruction and interactive learning activities in class, can allow for an expanded
curriculum. There is little investigation on the student learning outcomes of flipped classrooms. Student
perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative
learning activities in class over lecture.

ICT and Teacher Professional Development: Teachers need specific professional development
opportunities in order to increase their ability to use ICT for formative learning assessments,
individualized instruction, accessing online 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 skill-based applications, limiting student
academic thinking. To sup-port teachers as they change their teaching, it is also essential for education
managers, supervisors, teacher educators, and decision makers to be trained in ICT use.Ensuring
benefits of ICT investments: To ensure the investments made in ICT benefit students, additional
conditions must be met. School policies need to 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 in
pedagogical settings, and discipline-specific uses. Successful implementation of ICT requires
integration of ICT in the curriculum.

● THE USE OF MEDIA IN TEACHING LEARNING PROCESS

Learning is a process to acquire knowledge. It needs hard work and sometimes will make students
frustrated and get bored, so that they lose their attention to a lesson. In this case, the use of media in
the teaching- learning process is needed to attract students' attention and to make teaching-learning
activities more interesting and also effective. The use of media in the teaching-learning process is not a
new thing. Many teachers know that the media will be helpful. Media gives students something new, but
not all teachers know how to implement it correctly, so sometimes the media disturbs the learning
process instead of helping students in the learning process. This causes a problem. The use of media
is questioning whether it really helps teaching-learning activities or not. Based on that assumption, the
writer wants to find out the fact of the use of media in teaching- learning process, whether media can
help teaching-learning process or not. By reading this chapter, readers will get a real experience of the
use of media, which can help the learning process.

● SOCIAL MEDIA IN EDUCATION

Social media in education refers to the practice of using social media platforms as a way of enhancing
the education of students. Social media is defined as "a group of Internet-based applications that build
 on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange
of user-generated content".

SOCIAL MEDIA RESOURCES

There are vast amounts of social media resources in today's world, and social media is becoming more
and more popular in today's schools. Teachers find social media tools such as Twitter, Facebook,
Instagram, YouTube, Google and Etherpad effective tools for their students, especially since these
tools and programmes are free.

● PROPER USE OF AUDIO VISUAL AIDS

Audio Visual aids have always played an important role in the teaching-learning process. They need to
be used according to the times.
The software aids, the hardware aids, the computer and other such appliances, equipment etc., have to
be used in the present type of teaching-learning environment. Computer assisted instructions will help
the learner as well as the teacher to achieve
the goals of education more conveniently.

ROLE OF AUDIO VISUAL AIDS IN EDUCATION

Audio-visual aid is the best tool for making teaching effective and the best dissemination of knowledge.
Audio-visual material can be included tape recorder, radio, movie, projector method etc. If we use the
audio-visual material for elementary education as curriculum, the objectives would be followings:

• Augmented Instruction: This is one of the important objectives of using audio visual material, using the
application of slides and films in the classroom. Here teachers can use the audio visual aids to reinforce
their teaching in the context of a lecture or activities based lesson. Thereafter, teachers can
demonstrate any motivational movie according to the needs of the situation and relevant topic.
Independent Learning: In the classroom, films, audio tapes and video tapes can be used instead of
personal student teacher contacts. This form of instruction can be used in continuing government
schools where the teachers are not available adequately. Typically, informative and motivational films
on selected topics and video tapes transmitted via various TV networks are typical of these types of
material. • Self-assessment, Evaluation and Role playing: At the elementary school, the introduction of
video tape recording equipment which does not require elaborates production facilitates stimulating the
use of television for the self-assessment of children. Tape recorders can be replayed for the purpose of
self-analysis by the children or peers analysis with their classmates. Therefore, "small group is an
integral part of the Problem Based Learning approach, used consciously and conscientiously to achieve
the learning outcomes"..

• Enhance capacities for learning: It is argued that purposefully designed and successful small group
learning facilitates learning through the development of audio-visual material that supports and
promotes both cognitive and meta- cognitive development. Teachers may show some movie, cartoon
and slow- motion animation for the use of teaching. After finishing, the teacher can instruct children to
sit in a small group and tell what they saw.

BENEFIT OF AUDIO VISUAL AID

 Teachers may demonstrate in many types of slide and movie in the classroom. It will enrich their
understanding and vocabulary about the uses of language. Through recording, radio and tape, teacher
can tell telecast many interesting and informative news, history and story. These will build a creative
environment in elementary class children. Apart from that "an understanding of the arts-painting,
sculpture, the dance, handcrafts-can readily be taught by means of television. And both radio and
television are valuable media for teaching musical forms".

Audio is a very effective medium of communication, which catches the heart and mind of people.
Specially, it is useful for blind children, who can identify and recognise the various things surrounding
them by listening to different calls of animals, or sounds like rainfall etc. AUDIO VISUAL
APPLICATIONS

Audio visual applications are widely used by election management bodies (EMBs) to reach voters.

Common audio visual applications include radio and television programmes, publications using audio
tapes, video tapes, compact disks (CDs) and digital video disks (DVDs), cinema, lasers/holograms and
multimedia activities.

Preparing audio video material for public distribution is a difficult task. Skilled, professional advertising
companies, audio-visual companies and/or broadcasters are often the best choice for preparing audio
visual material for broadcasting or distribution. While these services may be expensive, the difference
in quality between professional and audio visual material can make a big difference in the effectiveness
of the material.

When using audio visual technology to reach voters, it is advisable to use a mix of different methods.
No one audio visual technology can be considered the only effective media to be used and there is a
need to maximise the impact of an EMB's information campaign.

Television and radio are traditionally the most used and most effective audio visual technologies for
informing voters. The relative weight given to television and radio broadcasting depends on the local
patterns of use of these media. In some countries, television has a greater impact than radio in
reaching audiences. In other countries, radio has a greater reach. Advertising agencies can advise on
the market reach of the various broadcasting alternatives available, so that an EMB can judge where
best to spend its resources.

● TELEVISION

Publicly broadcast television is widely used by many electoral authorities for electoral advertising. Like
radio, it has the potential to reach a wide audience and is useful for audiences who have difficulty with
printed material for literacy or disability reasons. It also has the added benefit of using images as well
as sound, making it a very powerful medium.

ROLE OF TELEVISION IN EDUCATION

Educational Television in the world today has made great advances worldwide in forging inventive
applications. There have been many success stories of using television for education in many countries
which has outlined the concept that television is basically not just an entertainment oriented medium
and it is hostile to thoughts.
 According to the researcher at the University of Texas, Studies on preschool children have shown
immense results. Performance on achievement tests over time has been better in preschool children
who spent much less time on educational programming than their peers who watch more general
entertainment shows.

● THE ADVANTAGES OF USING A PROJECTOR IN THE CLASSROOM

Many teachers find chalkboards to be almost a thing of the past with the advent of projectors in the
classroom. Rather than writing notes across a board, teachers can make use of PowerPoint
presentations, images and even film as teaching tools through the use of projectors. Consequently,
teachers and students alike find projectors to be useful classroom devices.

EASIER NOTE TAKING

Projectors enable teachers to create bulleted PowerPoint presentations or other highly organized
notes for the class. With the use of projectors in the classroom, students can take better notes with the
ability to discern what information the teacher displays is most useful to them. Additionally, students
can ask the teacher to repeat a slide if they missed information or even ask the teacher to email the
presentation for further information.

LOCAL

LOCAL STUDIES: Orias, Hydee M. (2019) Development and Validation of instructional materials with ICT
Integration in Science 6: It’s Acceptability

● The quality of Science Education in the Philippines has declined to the lowest and needs to be
improved. The current teaching strategies have failed to enhance problem-solving skills, curiosity, and
critical and logical thinking among students in Science. There is a need to move from traditional
approaches to more innovative Information and Communication Technologies (ICTs) as enriched
approaches for meaningful learning. The fast-paced, diverse, and technologically advanced world has
posed challenges for both teachers and students. The use of ICTs in teaching and learning process has
become an important feature.

With these, the researcher had an interest to develop the Instructional Material in Science 6 that is
necessary to the needs of the learners and eventually improve teaching-learning process. Through the
use of instructional materials, learners are able to learn by themselves and become self-directed. They
are allowed to work independently as what the K to 12 is aiming for the learners of the 21st century. It
follows the mandate of the Department of Education to produce scientifically, critically, and
environmentally literate learners.

SOP
This study focused on the development, validation and acceptability of Instructional Integration in
Science 6. Materials with ICT
Specifically, it sought to answer the following sub- problems:
1. What is the performance level of learners in Science 6 for the last three years?
2. What is the extent of utilization of instructional materials in teaching Science 6?
3. Based from the findings, what instructional materials in Science 6 may be developed and validated?
 4. How acceptable is the developed and validated instructional materials with ICT integration in Science
6 as assessed by school administrators and teachers as to:
4.1 Objectives;
4.2 Introduction;
4.3 Content;
4.4 Activities;
4.5 Evaluation;
4.6 Presentation;
4.7 Language and Style;
4.8 Navigation/ Animation; and
4.9 Usefulness?
5. Is there a significant difference in assessment of the two groups of respondents as aforementioned
variables? the to the
6. How do the pupils perform in the pretest and posttest before and after using the materials in Science
6?
7. Is there a significant difference in the result of the pretest and posttest after the utilization of the
developed instructional materials?

Findings
Based from the conclusions. following the findings, are the Conclusions
1. The performance level of the Grade 6 learners in Science for the last three years is
Average.
2. The Instructional Materials with ICT integration is not utilized in teaching Science 6.
3. An instructional material in Science 6 is developed and validated to improve the
learners performance.
4. The Instructional Material with ICT Integration in Science 6 is found to be highly
acceptable as assessed by the two groups of respondents.
5. Teachers and administrators differ in their assessment of the Instructional Material in
terms of navigation and animation but shared the same in other criteria.
6. The performance of Grade 6 learners in the pretest and posttest before and after
using the Instructional Material with ICT Integration is from low to moving towards
Mastery.
7. Learners performs better in the posttest after utilizing the Instructional Material with
ICT Integration in Science 6.

● Information and Communication Technologies are currently being used in education to assist learners
to learn more effectively by providing teachers with access to a wide range of new pedagogy. ICT
allows learners to monitor and manage their own learning, think critically and creatively, solve simulated
real-world problems, and work collaboratively. It also provides learners from remote areas access to
expert teachers and policymakers the data and expertise they need to work more efficiently.
● This instructional material with ICT Integration in Science 6 will be of great help based on the new
curriculum guide for the K to 12 Department of Education (DepEd) in teaching Science at the
elementary level.

Attractive and factual graphics have been provided to give more impact and credence to scientific facts
and principles. In the introduction, it presents special features which include additional and updated
scientific information. Both basic and higher science skills and values are developed not only through
the presentation of concepts but also through the laboratory activities that are included in the module.
 ● This implies that there was a significant improvement in the performance of the learners after using the
Instructional Material with ICT Integration from low to Moving toward mastery.
LOCAL STUDIES: Dineros, Reychelle (2019) DepEd Computerization Program, ICT integration and literacies
of teachers and students in the Division of Northern Samar

● This study determined the level of implementation of the DepEd Computerization Program among the
first batch of the delivery of ICT packages in the division of Northern Samar for the school year 2018-
2019. It looked into the profile of the junior high school teachers in terms of profile of the teachers in
terms of age, ICT-related trainings, personal ICT devices, computer anxiety, and interest in ICT. This
study also measured the extent of technology integration by administrators, coordinators, teachers, and
students.

Results show that provision of infrastructure was done with the basic devices in place. There are areas
that were poorly implemented like face to face lecture and hands-on training for the stakeholders. The
program management committee failed to orient some school heads on the Inspection and acceptance
of the computer packages. Some have also failed to orient the school on the counterpart requirements
needed before the delivery of the packages.

In terms of monitoring and evaluation, the Program Management Committee in coordination with
Regional and Division ICT Coordinators have not submitted all the reports on the implementation of the
program to DepEd national office. The compliance of the recommended schools with selection criteria
was not validated in some recipient schools.

The stakeholders are basically using ICT for their advantage. Although most of the coordinators are
attending FOT trainings along digital recording of students' information and others are planning and
designing teaching- learning activities such as web quest and online research, others are not taking
advantage of ICT capabilities.
ICT devices are not fully utilized in the recipient schools of the DepEd Computerization Program (DCP).
These schools are not using emails for communication or taking advantage of multimedia for class
management and control.

The poor ICT utilization in this study can be traced to the fact that teachers are not literate enough to
maximize the use of technology in the classroom. In fact, this was echoed in the study of Haydn and
Barton who discovered that some confidence in ICT use. teachers lack competence and

Teachers who have attended trainings were most likely to have better infrastructure provision. On the
other hand, frequency of ICT significantly correlated use with selection of recipient school and
infrastructure provision.

Computer packages delivered on time to the recipient schools created environment an where teachers,
coordinators, and students utilized the technology in the teaching and learning. Schools with complete
number of computers and other devices were found to have higher level of ICT utilization.

● Utilization of ICT resources in all the Subjects Utilization of ICT resources in all the subjects is
presented in Table 4 with a mean of 2.46. This means that ICT devices are not fully utilized in the first
batch recipients of the DepEd Computerization Program (DCP). These schools are not using emails for
communication (1.441 or taking advantage of multimedia for class management and control (1.33).
Although at some point, teachers are using internet to search for teaching materials (3.74) or in using
computers to demonstrate mastery of subject matter (2.83(. Still, there is a need to upscale the use of
 ICT resources in the classroom. The capability of ICT is beyond the PowerPoint presentations or using
Spreadsheets for grading system. The ICT has a lot to offer for both teachers and students.

These findings did not conform to the conclusion of forrester and Jantzie who asserted that the
computer has enormous potential in developing the knowledge of students jike the various multiple
intelligences. They suggested that ICT can be used to improve delivery and access to education. In
utilizing ICT, the student becomes better equipped for the real world, which increasingly demands such
competency. Furthermore, the previous authors claim that fully utilized ICT can transform education by
introducing new curricula based on real life problems, providing different tools to enhance learning,
providing students and teachers with more opportunities for feedback and reflection. This is grounded
on social constructivism which places emphasis on this type of student centered learning, viewing the
teacher as a guide or facilitator, motivating students to discover things for themselves.

However, the poor ICT utilization in this study can be traced to the fact that teachers are not literate
enough to maximize the use of technology in the classroom. In fact this was echoed in the study of
Haydn and Barton who discovered that some teachers lack competence and confidence in ICT use. In
one particular study on ICT in education, Games also concluded that teachers do not fully utilize ICT
because of the lack of the time needed to accomplish plans. More significantly perhaps, Gomes
discovered that some teachers felt that the use of ICT was a loss or waste of time. There are possible
solutions to this problem of time constraints. Schools could arrange for teachers to receive ICT trainings
during school time. Teachers should also be provided with assistance and support to learn and
maintain familiarization with modern hardware and software applications. Teachers could also benefit
from specific trainings, designed to facilitate the preparation of multimedia learning resources.

● The integration of information and communication technology (ICT) into education has advanced
significantly over the last two decades. The academic community and the government put great importance
on integrating ICT into education. The use of ICT has become more common with the invention of the
World Wide Web and the Internet. The internet is fast becoming the largest collection of information in the
world. Importantly, teachers can use the information available on the internet to enhance teaching and
learning. However, students need to be prepared well using the internet and teachers need to be clear
about intended learning outcomes and have identified tasks to work on.
● Teachers are encouraged to integrate ICT in all subjects in secondary school. As agents of change, they
provide knowledge and facilitate learning. Teachers who embrace ICT in teaching provide meaningful
learning experiences to the students. Teachers must be exceptional models in implementing the ICT
integration in DCP. They have to show that they are proficient users and teachers of ICT.
● The use of technology in the learning environment has become an unstoppable force in recent years. ICT
impacts a large section of education, from record keeping and school websites to the creation of online
learning communities. Educational institutions use specialized websites to make learning resources
available online at any time. Some educational institutions did not even require students to be physically
present. Virtual classrooms have increased together with improved internet accessibility.
● The majority of the teachers under study were born when information and communication technology
were developing; more than half of them have attended a two-day training in ICT which could enhance
their knowledge and skills in the field; smartphones seem to be the preferred device compared to other
gadgets. This finding shows that teachers are taking advantage of mobile technology. Although a
smartphone cannot be used for full-time office applications, most of the needed files or documents
could already be saved in a smartphone making it the preferred ICT device by the respondents.
 It is interesting to note that teachers learn a lot of information when using computers or smartphones.
They find information that they get from the internet as applicable in real life. This is a good sign that
most teachers are indeed interested in finding applications of technologies.

LOCAL STUDIES: Quemado, Edsel James R. (April 2019) Technological Leadership practices school heads
integration of ICT in instruction Among Teachers

● This study determined the School Heads' technological leadership practices and their teachers'
practices in ICT integration. The researcher utilized the descriptive method using a questionnaire.
Purposively-chosen participants were 13 School Heads and their corresponding ICT coordinators from
Malaybalay City Division. Findings revealed that the School Heads practiced to a very great extent their
technological leadership along the areas of leadership and vision; teaching and learning; productivity
and professional practices; and, support and management operations, while they practiced to a great
extent in assessment and evaluation; and, social, legal, and ethical issues.Meanwhile, the teachers
practiced to a great extent ICT integration in the aspects of beliefs about ICT; access to ICT tools; and,
computer knowledge and skills. A significant relationship exists between the School Heads'
technological leadership practices and the teachers' ICT integration practices.
● Regarding assessment and evaluation, school heads work effectively by identifying the best
intervention to evaluate, assist, and assess teachers and learners on their will to learn and use ICT. Its
utilization in teaching-learning activity improves the performance of learners and simplifies the daily
tasks of the teachers, making them more motivated to teach and learn. On the other hand, on social,
legal, and ethical issues, the implementation of ICT use during instruction is not new to all teachers and
even school heads. It is the best way of making teaching-learning very doable and not complicated at
the implementer's level and the school head's capability to handle situations. Based on observation, it is
not only the school head that solves the social, legal, and ethical issues, but an organized group of
stakeholders is identified to work and resolve such matters concerning the implementation of the
program which is the use and integration of ICT in the school management and classroom instruction.
● Teachers would be guided more in the integration of ICT in classroom management and facilitation.
Through this study, the teachers who are front runners of the school having a more personal
acquaintance with the students will gain more knowledge by being closely guided and monitored by a
more technologically equipped school administrator.

The students would experience a learning environment that is more conducive and productive learning
experiences, especially when dealing with ICT integration from facilitators and administrators who are
more equipped with technological knowledge and capabilities. Through this, the students would be
ready to face the challenges and opportunities of the 21st century with self-confidence.

LOCAL STUDIES: Jaybee M. Rubias (2021)

Instructional Materials with ICT Integration in Teaching English for Grade 7: Its Acceptability
● Rationale of the Study
In this case, the researcher believes that something is lacking also in the instructional material being
used in teaching English for Grade 7 and needs to develop supplemental tool needed for teaching. The
multimedia is learner friendly, content-based that can be uploaded on internet and be made available
and accessible to earners anytime even on off school hours. More so, the material can be updated for
improvement and enrichment and can be edited to add new topics and sequential lessons for the
curriculum year. Every lesson has interactive exercises that could engage learners and reinforce
lessons learning.
 Nevertheless, it must be tested and assessed based on standard to become acceptable for that grade
level. Furthermore, the researcher believes that the effective integration of Information Communication
Technology (ICT) on the instructional materials for English 7 will provide a more efficient, more
interactive and more meaningful learning experiences to Grade 7 learners.

Hence, this study is particularly dedicated to help resolve the above-mentioned specific problem by
testing the acceptability of the instructional material being used in teaching English 7 in terms of its
Objective, Content, Clarity, Language and Style, Usefulness, Illustration, Presentation, Navigation,
Activity and Evaluation; and, afterwards, to develop a multimedia which is an ICT integrated
instructional material to be used in teaching English 7.

Statement of the Problem

This study aimed to developed an acceptable ICT instructional material to be used in teaching English
for Grade 7 from selected secondary schools of Cluster 7, Division of Oriental Mindoro.
Specifically, it sought to answer the following questions:

1. What are the existing instructional materials in teaching English 77

2. What are the problems encountered by respondents in teaching English? The
3. Based on the results, what are instructional materials with ICT integration may be developed?
4. How acceptable is the instructional material with ICT integration in teaching English 7 as assessed
by the school administrators and teachers as to:
4.1 Objective;
4.2 Content;
4.3 Clarity;
4.4 Language and Style;
4.5 Usefulness;
4.6 Illustration;
4.7 Presentation;
4.8 Navigation;
4.9 Activity; and
4.10 Evaluation?
5. What is the performance of the learners in the pretest and post-test after the utilization of
instructional materials with ICT integration? Is there significant difference?

● Information and Computer Technology (ICT) - based teaching-learning materials were sought as an
effective tool to make up for the lack of teaching aids. It gave extensive and intensive benefits of
convenience, opportunities, and power to facilitate better instruction. By aid of limited learning
packages and internet resources, ICT provided needed materials but was limited to cover only certain
parts of the school year.
● Based on the findings, there is a need for the enhancement of instructional material through the
integration of Information and Computer Technology (ICT). It will be developed from the existing K-12
Curriculum Guide/ Learning Package for Grade 7 in a way that appeals to audio-visual senses and
provides more cognitive experiences to affective and psychomotor learning learners. It's multimedia
that incorporates the content and competencies of the lessons which can be easily understood by
teachers and learners. It should use user-friendly applications like Microsoft PowerPoint, Powtoon
Video App, Camtasia, and voice/audio apps. It can engage students and facilitate interactive
instruction. It integrates online internet resources and can be accessed at home. It can be updated and
 improved to enrich strategy. It's a self-assisted learning material that can aid homework. Its lessons
have interactive exercises that could engage learners.

LOCAL STUDIES: Tumolva, Ezeclay (2019) Information and Communication Technology (ICT) Instruction in
Public Secondary Schools in the City Division of Ilagan
● Statement of the Problem

This study focused on INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INSTRUCTION

IN PUBLIC SECONDARY SCHOOLS IN THE CITY DIVISION OF ILAGAN.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of their personal circumstances

1.1. Age
1.2. Gender
1.3. Civil Status
1.4. Highest Educational Attainment
1.5. Latest Performance Rating
1.6. Present Position
1.7. Number of years in teaching as a ICT teacher
1.8. Level of seminars attended in ICT?
2. What are the general objectives of Information Communication and Technology and to what extent
are these realized?
3. What are the ICT Competency Standards for teachers and to what extent are these adhered to?
4. What are the attributes of an effective ICT teacher and to what extent are these subscribed to?
as to:
5. What are the roles performed by the teachers teaching Information Communication and Technology
and to what extent are these rated?
6. How is the teaching of ICT described in terms of:
6.1. Methods, Techniques, Strategies and Approaches
6.2. Materials
6.3. Assessment Tools
6.4. Administrative and Supervisory Supports
7. What are the problems encountered by the teacher-respondents and to what extent are these felt in
terms of:
7.1. Student Factor
7.2. Home Factor
7.3. School Factor
7.4. Community Factor
8. Is there a significant difference on the perceptions of the respondents on the problems encountered
affective of the teaching of ICT?
Findings

● As to the strategies used in teaching ICT, it can be seen in the table that all the five particulars were
rated "very effective" as perceived by the teacher-respondents. Rank 1 was Internet and e-mails, 4.37.
This was followed by Internet and e-mails, 4.30; Spread sheets, 4.29; Scanner, 4.27 and least in rank
was Video conferencing, 4.25.
 The average weighted mean of 4.33 implies that the strategies used in teaching ICT were "very
effective."

On the other hand, the school heads group rated Word processing; Internet and

e-mails; Spread sheets; Scanner and least registered was Video conferencing with weighted means of
4.33, 4.30, 4.29, 4.27 and 4.25 all of which were "very effective."

The average weighted mean of 4.33 means that the strategies used in teaching ICT were "very
effective."

● As to the extent of availability of Computer-Aided Instructional Materials, the teachers group rated
seven particulars "adequate." These were Computer in classroom and Computer operational manual
which obtained the same weighted mean of 3.79.

This was followed by Cleaning Tools and Mouse with the same weighted mean of 3.75; Diagnostic
Tools, 3.73; USB Flash drive, 3.70 and Slide show, 3.65.

There were five particulars were rated "moderately adequate." These were Tool, 3.40; Toolkit, 3.37;
Bin, 3.33; Internet access, 2.72 and On and Off shelf soft wares, 2.65.

The remaining four particulars were rated "slightly adequate." These were Workbooks, 2.60; Reference
Books, 2.54; Laptop, 2.20 and least in rank was Projector, 2.15.

Putting all the particulars together, the average weighted mean of 3.20 denotes that the Computer-
Aided Instructional Materials were "moderately adequate."

The school heads group rated Computer in classroom as dominant with a weighted mean of 4.15
attributed as "adequate." Meeting midpoint was Reference Books, 3.29 equated as "moderately
adequate." Least in rank was Workbooks with a weighted mean of 2.30 meaning "slightly adequate."

The average weighted mean of 3.23 manifests that the Computer-Aided Instructional Materials were
"moderately adequate" as perceived by the school heads.

As to the extent of effect of Computer-Aided Instructional Materials, the teacher- respondents rated 14
out of 16 particulars "very effective." These were Computer, 4.42; USB Flash drive, 4.40; Reference
Books, 4.37; Laptop, 4.35; Internet access and Mouse both obtained the same weighted mean of 4.34;
Projector, 4.33; On and Off shelf soft wares, 4.30; Slide show, 4.27; Computer operational manual,
4.25; Diagnostic Tools, 4.24; Workbooks, 4.23; Tool, 4.22 and Toolkit, 4.21.

The remaining two particulars were rated "effective." These were Bin, 4.20 and least in rank was
Cleaning Tools, 4.18. The average weighted mean of 4.29 means that the Computer-Aided
Instructional Materials used in teaching ICT were "very effective."

On the other hand, the school heads group rated Computer as dominant with a weighted mean of 4.37
meaning "very effective." Meeting midpoint was Tool with a weighted mean of 4.22 described as "very
effective." Least in rank was Diagnostic Tools with a weighted mean of 4.12 interpreted as "effective."
 The average weighted mean of 4.26 denotes that the Computer-Aided Instructional Materials were
"very effective."

● He further concluded that ICTs in classroom communication were interpreted to have helped in
teaching, new medium of instruction, and partnership. The various features of ICT tools can help
process knowledge and information exchange that support various activities in teaching and learning.
● As to the strategies used in teaching ICT, it can be seen in the table that all five particulars were rated
"very effective" as perceived by the teacher-respondents. Rank 1 was Internet and emails, 4.37. This
was followed by Internet and e-mails, 4.30; Spreadsheets, 4.29; Scanner, 4.27, and the least in rank
was Video conferencing,4.25.
● The average weighted mean of 4.33 implies that the strategies used in teaching ICT were "very
effective." On the other hand, the school heads group rated Word processing; Internet and emails;
Spreadsheets; and Scanner, and the least registered was Video conferencing with weighted means of
4.33,4.30, 4.29,4.27 and 4.25 all of which were "very effective." The average weighted mean of 4.33
means that the strategies used in teaching ICT were "very effective."
● As to the extent of availability of Computer-Aided Instructional Materials, the teacher's group rated
seven particulars as "adequate." These were the Computer in Classroom and Computer operational
manual which obtained the same weighted mean of 3.79. This was followed by Cleaning Tools and
Mouse with the same weighted mean of 3.75; Diagnostic Tools, 3.73; USB Flash drive,3.70 and Slide
show, 3.65. Five particulars were rated "moderately adequate." These were Tool, 3.40; Toolkit,3.37;
Bin, 3.33; Internet access, 2.72 and On and Off shelf soft wares 2.65. The remaining four particulars
were rated "slightly adequate." These were Workbooks, 2.60; Reference Books, 2.54; Laptop, 2.20 and
least in rank was Projector, 2.15. Putting all the particulars together, the average weighted mean of
3.20 denotes that the Computer-Aided Instructional Materials were "moderately adequate." The school
heads group rated Computers in the classroom as dominant with a weighted mean of 4.15 attributed as
"adequate." Meeting midpoint was Reference Books, 3.29 equated as "moderately adequate." The
lowest in rank was Workbooks with a weighted mean of 2.30 meaning"slightly adequate." The average
weighted mean of 3.23 manifests that the Computer-Aided Instructional Materials were "moderately
adequate" as perceived by the school heads.

LOCAL STUDIES: Albuya, Mielyn A. (2020) Instructional Materials with ICT integration in music, Arts, Physical
Education and Health for grade 3 learners; Its acceptability

● Instructional materials with ICT integration represents a teaching tool that involves the use of a
computer program or programs to facilitate the education of learners. Its major goal is to provide
practical instruction through interactive programs that teach effectively. The method was first introduced
in the 1960s, since then it has evolved SO that in the twenty-first century computers it is now an integral
part of the education process in the developed countries. Information that helps teach or encourages
interaction can be presented on computers in the form of text or in multimedia formats, which include
photographs, videos, animation, speech, and music. The guided drill is a computer program that poses
questions to learners, returns feedback, and selects additional questions based on the learners'
responses. Recent guided drill systems incorporate the principles of education in addition to subject
matter knowledge into the computer program.

SOP
● This study aimed to determine and analyze acceptability of the Instructional Materials with ICT
Integration in Music, Arts, Physical, Education and Health for Grade 3 learners.
Specifically, it attempts to answer the following questions:
 1. What is the extent of utilization of the Instructional Materials in teaching MAPEH for Grade 3
learners?
2. What are the problems encountered in teaching MAPEH for Grade 3 learners?
3. Based on the result, what instructional materials may be proposed?
4. How acceptable is the Instructional Materials with ICT Integration in teaching MAPEH as assessed
by the school administrators and teachers in terms of:
4.1 Objectives
4.2 Content
4.3 Clarity
4.4 language and style
4.5 presentation
4.6 usefulness
4.7 illustration; and
4.8 navigation
5. Is there any significant difference in the assessment of respondents on the above mentioned
variables of the study?
6. What is the performance of the Grade 3 learners in the Pre-test and Post-test adapting the
Instructional Materials with ICT Integration in Teaching MAPEH for Grade 3? Is there a significant
difference?

Conclusions:
In the light conclusion were derived: of the finding the following
1. The teachers used several instructional materials in teaching MAPEH for Grade 3 learners.
2. The problems encountered in the application of the Instructional Materials with ICT Integration found
out to be moderately encountered.
3. The designed and developed Instructional Materials with ICT Integrations in Music, Arts, Physical
Education and Health for Grade 3 learners found to be acceptable and useful by the respondents as a
support system in the teaching and learning process.
4. The Instructional Materials with ICT Integration assessed by the respondents as highly acceptable.
5. The experts and teachers concur with the assessment of Instructional Materials with ICT Integration
in Teaching MAPEH for Grade 3 learners.
6. The Instructional Materials with ICT Integration in Teaching MAPEH for Grade 3 had a positive effect
on improving the performance of the learners as manifested in the result of the post-test.
● Interactive and Communication Technology - Refers to the use of technology in communication; data
processing and data storage to impact the knowledge of learners. The instructional tools that use
PowerPoint software, videos, and audio are aligned with the K-12 Curriculum Guide in English.
● Instructional materials with ICT integration represent a teaching tool that involves the use of a computer
program or programs to facilitate the education of learners.
● Information that helps teach or encourages interaction can be presented on computers in the form of
text or in multimedia formats, which include photographs, videos, animation, speech, and music. The
guided drill is a computer program that poses questions to learners, returns feedback, and selects
additional questions based on the learners’ responses.

LOCAL STUDIES: Omaba, Mary Liz G. (2020) Preferred Learning Style and Availability of Instructional
Materials: Their Relationship to pupil’s Academic Performance in Mathematics

● ABSTRACT
This study aimed to determine the relationship of learning style, availability of instructional materials
and academic performance of pupils in Mathematics. Specifically, the study sought to know the
respondents in the category of sex, the preferred learning styles of the grade six pupils in Mathematics
in terms of Visual, Auditory, Read or Write and Kinesthetic, the available instructional materials in
Mathematics of the pupils in school and at home and their frequency of utilization and the academic
performance of grade six pupils in Mathematics based on the first and second quarters. Moreover, it
also wanted to find out the significant difference between the preferred learning styles, and academic
performance of grade six pupils in Mathematics according to sex and the significant relationship
between preferred learning styles, availability of instructional materials, and academic performance of
grade six pupils in Mathematics.

The research design used was descriptive-correlational. A total of 250 pupils responded to the
questionnaire. Frequency and percentage distribution, weighted mean, Kruskal- Wallis Test, and
Spearman rho correlation were used to process the data.

Based on the findings of the study, majority of the respondents are males and the most preferred
learning style of the pupils is Visual and the least preferred is Aural Learning. Pictures, computers,
chalkboard and chalk, and laptops are the topmost five learning materials available in school, while
books, pictures, television, speakers and dictionaries are available at home. The materials more often
used by pupils in school are chalkboards, computers, and pictures. There are materials that pupils used
in school but only sometimes like. PixPro audiovisual equipment, and library books. At home, often
used materials are books and pictures. The mean academic performance of pupils is Satisfactory.

The male and female pupils differ significantly in their practice of learning styles and their academic
performance. There is a significant relationship between the Academic Performance in Mathematics,
preferred learning style, availability of learning materials at home, frequency of reading the learning
materials in school and home while no significant difference is noted between pupils' academic
performance in Mathematics and availability of learning materials in school.

Summary of Findings
The results of the study are summarized as follows:

The most preferred learning style of the pupils is Visual Learning while the second most preferred
learning style is Kinesthetic. The least preferred style is Aural Learning Style.

The available learning materials in school are pictures, computers, chalkboard and chalk, speaker and
laptop as the top five materials in its order of rank. The learning materials available at home are books,
pictures, television, speaker and dictionaries are the top 5 materials included in the ranking.

The pupils often used these learning materials found in school such as chalkboard and chalk, computer
and pictures; while at home, the pupils use books and pictures; materials that used sometimes are
charts, newspapers, speaker, smartphones and others. There are also materials that the pupils used
only once like audio cassette recorder, Encyclopedia, and others.

The average performance of pupils in Mathematics having used various learning styles is satisfactory.
More than forty percent have fairly satisfactory performance. However, more than sixteen percent had
very satisfactory performance in Mathematics.

The learning style of pupils differ in both visual and read or write learning styles. However, in Aural and
Kinesthetic learning styles, results did not register any difference. For the academic performance of the
 pupils having used the learning materials in the schools and home, a significant difference was
recorded.

Considering the relationships between Academic Performance, learning styles, available materials in
school and home, frequency of using, the results revealed a significant relationship between aural
learning style preference and academic performance; while the three other learning styles did not
reveal any significant relationships. For the availability of learning materials in school and home, a
significant relationship is shown between academic performance and available materials at home; in
school, available materials are found not significant. Finally, for the frequency of reading both in school
and home, a significant relationship was registered.

Conclusions
Based on the results of the study the following conclusions are drawn:
The most preferred learning style of the pupils is Visual and the least preferred is Aural Learning.
Pictures, computers, chalkboard and chalk, and Laptops are the topmost five learning materials
available in school, while at home, are books, pictures, Television, speaker and dictionaries. The
instructional materials more often used by pupils in school are chalkboards, computers, and pictures.
There are materials that pupils used in school but only sometimes like. Pixpro audiovisual equipment,
library books, and others; the materials that are never used are compact disc, starboard, and others. At
home, often used materials are books and pictures.

The male and female pupils differ significantly in their practice of learning styles particularly in visual
and Reading; however, in Aural and Kinesthetic no difference was revealed. In the pupils' academic
performance, a significant difference is noted between the male and female pupils. The mean grade of
the pupils is only satisfactory.

There is a significant relationship between the pupils' Aural learning style, availability of learning
materials at home, frequency of reading the learning materials in school and home and their academic
performance in Mathematics. The availability of learning materials in school is found no significant
relationship to the academic performance of pupils.

● Modern Instructional Materials like overhead projectors, slideshows, videos, and different presentation
software are resources for teachers that are more modernized and high-technology than the traditional
ones. It includes how a specific topic is discussed comfortably and interestingly.
● Audio-visual equipment is an electronic media possessing both sound and a visual component such as
projectors, films, slide-tape presentations, and television programs, educational media, refers to an
object used to project rays of light, especially an apparatus with a system of lenses for projecting slides
or film onto a screen.
● Moreover, ICT tools like PowerPoint, e-conferencing, compact disks (CDs, VCDs, and DVDs), and
technology-aided distance learning, among others, are instruments that can enhance knowledge
acquisition, language teaching, and learning.
● Ten other learning materials that pupils likewise used in school are as follows: Pixpro Project and set of
Pixpro Speakers, exercise books, flashcards, improvised teaching and learning. Research findings for
the frequency of pupils' use of available instructional materials in school materials, laptops, library
books, Mathematical materials for individual activity, materials for teachers, and Mathematics practical
kits.
● reveal that the three instructional materials Often used by the pupils are chalkboard and chalk,
computers, and pictures. The use of these materials, specifically the computers means that the
 classroom teachers use modern technology to aid their classroom teaching. Further, the pupils would
not feel bored because they would enjoy the use of computers.
● Other instructional materials are only Sometimes used by them like Pixpro Projector and a set of PixPro
Speaker, exercise books, flashcards, library books, speakers, whiteboards, worksheets, and others.
There are also those instructional materials that they use Once in a While in the classroom such as an
Audio cassette recorder, compact disc, film strips, LED Smart TV, and others.

LOCAL STUDIES: Gonzales, Romela B. (2018) ICT BASED INSTRUCTIONAL MATERIALS IN TEACHING
SCIENCE 4:ITS ACCEPTABILITY

● Utilizing of ICT can support new instructional approaches and make hard to implement instructional
methods such as simulation and cooperative learning are more attainable.

● The use of ICT-based instructional materials is essential in the growth of education. It exhibit interaction
between learners and lessons, and it is more effective to capture the learners' interest to become more
participative in the discussion.

● Because of the said efficacy of ICT-based instructional materials, how it inclined students to learn more
and how it lightens the teachers' task. The ICT-based instructional materials in science teaching 4 was
developed by the researcher in a Power Point Presentation as a device used in introducing the concept
and lessons in teaching science 4. How acceptable was the developed ICT-based instructional
materials in teaching science 4 was the primary concern of this study.

● This study was also administered to determine if the developed ICT-based instructional materials in
teaching science 4 has a strong capability to improve the pupils' performance.

● Technology has impacted almost every phase of life today, and education is no exception. However, in
many ways, technology has thoroughly changed education. It has greatly expanded access to
education. Through technology, access to learning has become feasible.

The integration of ICT in teaching has attracted more educators. Thus the use of technology in teaching
has become a high priority in public and private schools. ICT can support new instructional approaches
and make hard-to-implement instructional methods such as simulation and cooperative learning more
feasible.

Educators concentrate more on raising the learners' achievement, the use of ICT in teaching and
learning was important since it has a positive lasting impact on knowledge of how the learners learn.
Utilizing approaches and making it hard to implement instructional methods such as simulation and
cooperative learning are more attainable.

LOCAL STUDIES: Elambre, Rosemarie E. (2018) ICT-based instructional materials in T.L.E. home economics
for grade 7: its acceptability

This study aimed to assess the ICT-Based Instructional Materials in Teaching TLE-Home Economics
for Grade 7 for Its Acceptability in Public secondary school in the Division City of Iloilo:
Specifically, following: this study sought answers to the
1. What is the extent of utilization of Instructional Materials in teaching Technology and Livelihood
Education in Home Economics for Grade 7 students?
2. Based on the findings of the study what instructional materials may be prepared?
3. How do the school heads and teachers assess the acceptability of ICT-Based Instructional Material
in Teaching Technology and Livelihood Education in Home Economics for Grade 7 in terms of:
3.1. Objectives;
3.2. Content;
3.3. Usefulness;
3.4. Language and Style;
3.5. Application;
3.6. Organization;
3.7. Presentation;
3.8. Evaluation?
4. Is there a significant difference on the assessment of the two groups mentioned variables? of
respondents on the above
5. Is there significant difference in the pretest and posttest after using Material in the ICT-Based
Instructional Teaching Technology and Livelihood Education in Home Economics for Grade 7, if any?

Summary:
The following are the findings of the specific problems are drawn from the study:
1. The assessment on the Extent of Utilization of ICT- Based Instructional Materials in teaching
Technology and Livelihood Education Home Economics for Grade 7 rated as Least Utilized with overall
composite weighted mean of 2.44.
2. ICT-Based instructional materials were designed and developed to introduce innovative teaching
strategy to expedite the learning capability of the learners.
3. The acceptability of ICT-Based Instructional Material in Teaching Technology and Livelihood
Education Home Economics for Grade 7 rated as Highly Acceptable with overall weighted mean of
4.34.
4. The overall computed t-value is 0.05811 which is lower than the critical value of 1.671 with 74 degree
of freedom at 0.05 level of significance. Hence, there is no significant difference on the Acceptability of
the ICT-Based Instructional Material in Teaching Technology and Livelihood Education Home
EconomicS Grade for hypothesis is accepted. 7. Therefore, the
5. The result viewed that the pre-test scores obtained by Grade 7 students was 18.94 and Mean
Percentage Score of 37.88 with verbal interpretation of Average Mastery.
6. The difference between the scores obtained in pre- test and post-test obtained computed t-value is
28.278 which was absolutely greater than the critical value of 1.684 at 0.05 percent level of significance
with a degree of freedom of 48. Hence, there is a significant difference in the pre-test and post-test
mean scores of Grade 7 students in using the developed ICT-Based Instructional Material inTeaching
Technology and Livelihood Education - Home Economics. Therefore, the hypothesis is rejected.

Conclusions
Based from the findings of the study, the following conclusions were drawn:
1. The extent of utilization of instructional materials in teaching TLE-Home Economics for grade 7 was
rated as least utilized.
2. The ICT-Based instructional materials were designed and developed due to fact that it is not utilized
in teaching TLE-Home Economics.
3. The acceptability of ICT-Based Instructional Material in Teaching Technology and Livelihood
Education Home Economics for Grade 7. The hypothesis is accepted.
4. There is no significant difference on the Acceptability of the ICT-Based Instructional Material in
Teaching Technology and Livelihood Education Home Economics for Grade 7, that the hypothesis is
accepted.
 5. The result of the pre-test was verbally interpret as Average Mastery.
6. There is a significant difference in the pre-test and post-test mean scores of Grade 7 students after
using the developed ICT-Based Instructional Material in Teaching Technology and Livelihood
Education in Home Economics. The hypothesis is rejected.

● The Department of Education implemented the following ICT plan for basic education to provide the
infrastructure physical and necessary technical administrators and school support staff; develop
teacher competence in the use of ICT and the design, product, and use of ICT-based instructional
materials; ensure access to the latest development in ICT and to support research and development;
undertake a curriculum improvement that would integrate technology with different learning areas; and
promote the use of appropriate and innovative technologies in education and training.
● This could imply that the Usefulness of the developed instructional materials would encourage the
interest and motivation of the learners to develop their capabilities through independent learning
responsive to their needs in -order to enhance the acquisition of knowledge and skills vis-a-vis
improvement of their academic performance.
● The primary factor that influenced the effectiveness of learning is not the availability of technology, but
the pedagogical design for effective use of ICT. The computer should be fitted into the curriculum, not
the curriculum into the computer. Therefore, effective ICT integration should focus on pedagogy design
by justifying how the integration into the learning process has the potential to engage learners.

LOCAL STUDIES: Angeles, Luchie M. Content Based instructional materials with ICT integration in teaching
MAPEH- Arts: It’s Acceptability
● Teaching become meaningful to learners and at the same time enjoyable when it is accompanied with
appropriate instructional materials (IMS). They will have better understanding of the concept being
presented and thus learning takes place. For this reason, teachers should make provision in the
development of instructional materials suited to the needs, interest, and capabilities of learners.
Considering this undertaking, teachers should prioritize the benefits of technology in the development
of IMs. Since Arts subject can be considered as one of the very interesting curricula for students, a
technology-based instruction will be of great consideration to further hone their interest and
appreciation to the subject.

● The content of MAPEH-Arts (Music, Arts, Physical Education and Health) for Grade 7, focuses on the
application of Philippine Folk Music and Arts in which the learner demonstrates basic understanding of
the fundamental processes in arts through performing, creating, listening observing, and responding
towards appreciation of the cultural richness of the different provinces in the Philippines. MAPEH-Arts is
more on the improvement of physical skills Considering the different competencies required for the
subject, a common and traditional way of teaching will not provide a 100% quality teaching. Teaching
this subject require actual demonstration of skills like dancing, drawing, and singing. This implies that
the approaches to instruction will be accompanied with combination of texts, visuals, sounds, and
physical activities that can be demonstrated in actual situation or in a video so that whenever teacher is
not around, the student can still have the chance to watch the video and learn from it.

● At Indang National High School alone, teachers teaching MAPEH are seldom MAPEH majors or have
knowledge and skills in using ICT. Usually, teachers new are within these qualifications and thus, they
can develop alternative IMs that is appropriate and relevant to student's needs. On the other hand, their
counterparts only limit themselves on whatever available materials the school may provide.

● In most cases, teachers within the cluster of the municipality of Indang, also utilized the usual way of
teaching Arts by means of lecture-discussion and accompanied with pictures. The use of technology-
 based materials is minimal. Only the younger teachers frequently used these materials. In addition, not
all teachers teaching MAPEH-Arts are adopting or are competent enough in using computers,
projectors, and the internet as sources of IMs.

● Out of these issues and concerns, the researcher was able to develop a content-based instructional
materials with the use of technology.

● The study was all about the acceptability of the developed content-based instructional materials with
ICT integration. The study involved the school administrators and teachers from the south cluster
municipality of the Division of Cavite. They assessed the acceptability of the developed content-based
instructional materials with ICT integration. It also involved the Grade 7 students to determine the
effectiveness of the developed instructional materials on their academic achievement in MAPEH-Arts
for Grade 7. It was conducted during the school year 2016-2017.

● This implies that the approaches to instruction will be accompanied by a combination of text, visual,
sounds, and physical activities that can be demonstrated in actual situations or a video so that
whenever the teacher is not around, the student can still have the chance to watch the video and learn
from it.
● Information and Communication Technology (ICT). Refers to a combination of electronically-enabled
devices used in teaching and learning. It includes sounds, graphics, pictures, texts, videos, the internet,
and other computer applications that facilitate and aid the teaching and learning processes.

LOCAL STUDIES: Dilan, Kathryn Gayle (2019) Digital Screen Exposure: it’s significance on Classroom
Performance and Classroom Behavior of Preschoolers

● In the Philippines, President Rodrigo R. Duterte himself envisions that by 2040 Filipinos shall have
access to educational and lifelong learning opportunities that will result in well-educated, innovative
Filipinos who will continuously improve the quality of life in the country. Filipinos shall acquire
foundational literacies and competencies of which reading, numeracy, Information, Communication,
and Technology (ICT) competencies or literacies are parts of them.

LOCAL STUDIES: Duzon, Arvin M. (2019) Use of Mobile Learning Tools in Mathematics among Grade 7
students of Eastern Samar national comprehensive high school.

● 5 Ways To Use Mobile Technology in The Classroom

1. Use Of Audio Recording Feature

Teachers can make use of the audio recording feature built into most smartphones to provide students
the opportunity to develop creativity in audio recording thus giving personal and quality feedback on the
work they turn in.

2. Creating of Videos
Teachers could ask students to research and create a 5-minute or less video or audio recording of what
they had researched as an alternative to essays and assessment activities where they can copy and
paste from the internet.

3. Live Polling Tools

 Teachers can use these tools (many of which are free) to assess students' learning. Live digital
polling/quizzing tools can be used both in the classroom for formative assessment. This can also
provide insight into individual student strengths and weaknesses and help give personalized instruction
when needed.

4. Chat And Online Discussion Forums

Teachers can create group chat features on mobile devices to create an online discussion forum to
encourage class participation on content topics inside or outside the classroom. Students can chat and
discuss (with or without the lecturer) while at home or over the weekend on a subject in class to
increase their understanding of concepts

5. Use Of QR Codes.
Quick response (QR) codes are another great way to use mobile technology in the classroom. Links to
further resources, complex diagrams, and images, solutions to tasks could be coded and made
available to students.

Local Studies: Chella D. Peñaredondo (2019)

Effectiveness of Information and Communication Technology Approach in Teaching Mathematics and the
Academic Achievement of Pupils: Basis for An Intervention Program 2019
● Most teachers do not make use of the potential of ICT to contribute to the power of learning
environments. Thus, computers are used mainly to complement rather than change existing
pedagogical practices. The power of the learning environment and the availability of a sufficient number
of computers contributed most to the probability of the use of open-ended ICT applications. The study
suggests that to further optimize learning environments in primary education, teachers should be aware
of the potential of ICT to contribute to the power of learning environments and to stimulate pupils' active
and autonomous learning. Moreover, teachers' skills with regard to the use of ICT as a means to
support powerful learning environments should be fostered.
● ICT is currently being used in education to assist students to learn more effectively by providing
teachers with access to a wide range of new pedagogy. These technologies are also being used to
enable teachers to do administrative tasks more efficiently. This paper outlines a new use for
information and communication technologies that offers something different. This new use enables
students to show teachers how to improve teaching and, in doing this, it enables students to have more
informed and more profitable access to teachers' knowledge and skills.

Local Studies: Jose C. Francisco Jr. (2018)

Information Communication Technology (ICT) And Academic Achievement of Pupils: Basis for the
Enhancement of the Training Program
● ABSTRACT
The study sought to establish the relationship between ICT and pupils' academic achievement
particularly looking at the availability, accessibility and user-ability of the ICT resources in Epifanio
Delos Santos Elementary School. The study utilized 150 grade four (4) pupils during the school year
2017-2018. It was found out that ICT resources in the school is still very much needed and very
inadequate at present for the students to use. It was also found out that training was mainly limited to
introduction to basic concepts of information technology, some application programs notably MS office
and internet; contextual training of pupils on how to use ICT in learning was not in practice. The
assessment of the students, thus, becomes the check and balance of the teachers' assessment and
presents a better illustration of the level of ICT integration in the classroom. There is no significant
difference in the assessment of pupils and teachers in the level of ICT integration in terms of computer
 proficiency, teaching and learning as well as the delivery of information and presentations among
Mathematics, Science, English and Filipino classes. The overall academic performance of the students
in Mathematics, Science, English and Filipino range from fairly satisfactory to outstanding. There is no
significant relationship between ICT integration and the student's academic performance in the four (4)
subjects considered, indicating the inability of the present level of ICT integration to influence student
performance.

● The literature distinguishes between ICT integration and ICT effectiveness, and several measures are
available for each factor. Studies of effectiveness can be classified as experimental or descriptive.
Experimental studies indicate ICT has so far proven only as effective as other innovations. Descriptive
studies have found ICT has potential for improving learning, providing it is safely applied in appropriate
areas, and teachers are adequately trained.
● With a far transfer, teachers need to design ICT instruction where learners are trained to adapt
guidelines to changing situations or environments. Thus, once the skills and knowledge are acquired,
the learner can make judgments and adapt to different situations. This is ideal for the dynamic ICT
evolution in the world today. To support the degree of transfer of knowledge desired, it is important to
understand that it is every learner's wish to apply the trained skills acquired in doing his work. But this
applies only when the learner acknowledges the relevancy of the skills to his/her nature of work
expected of him in the field.
● Secondary school teachers had adamant attitudes towards the innovation of ICT in the curriculum.
Breeding efforts are mostly received by teachers, but consistent support and extensive training are yet
necessary to consider themselves able to integrate ICT in their teaching methodologies are interested
in using ICT to attain a better professional profile, and to take vantage of any possible learning benefits
offered by ICT but always inside the setting of the school culture. The story experienced some open
and communicative ways of ICT-based teaching where school objectives were encouraged, as well as
the assimilation of ICT tools into a traditional instructor-focused style of instruction. Teachers 'attitude to
the ICT mode of usage is justified by research evidence that emphasizes the situational character of
cognition and expertness. Introducing ICT in schools is seen as starting a negotiation process where
lower-level goals may be modified to maintain what are perceived as goals of higher society.

Local Studies: Miranda, Jinggoy S. (2022)

Teachers' Level of Digital Literacy and Competency in the New Normal Education: Basis for a Proposed
Faculty Development Program

● Computers, ICT, the internet, and cell phones are now part of our existence. Technology has
manifested influence on almost everything that teachers do and its influence on almost everything that
teachers do and its impact on education and learning is steadily growing. They now have a new breed
of learners in their classroom whose learning is interwoven with the technology that they use in
instruction.
● This requires teachers to take advantage of technology use to facilitate the attainment of learning
outcomes among students. It requires thoughtful consideration of how concepts can be represented
and made interesting to learners with the application of technologies. Further, it is associated with being
able to use pedagogical strategies that incorporate technologies in teaching a subject.
● These hurdles lie when the time to upgrade and be affluent with the recent methodologies would come
into play in order to fasten the learning process and class discussion.

LOCAL LITERATURE: Department of Science and Technology, Science Education Institute (2022)
The Use of ICT in Teaching Science and Mathematics in Selected S&T-Oriented High Schools in the
Philippines

● The terms use and integration of ICT in teaching were used synonymously and interchangeably in the
study. However, to clarify some distinctions between these two terms, the use of ICT refers to the
teacher-centered manner of utilizing ICT in teaching preparation, actual delivery, and discussion of
lessons, to assessment. On the other hand, the integration of ICT is student-centered in the ICT
utilization that supports the achievement of learning goals. Compared to ICT use that focuses on
instructing students on content, ICT integration in teaching includes planned and purposeful activities
that make students more engaged with content.
● Teachers should be provided with adequate resources in the form of equipment and training
opportunities to successfully integrate ICT in teaching.

LOCAL LITERATURE: Department of Science and Technology, Science Education Institute (2022)

The Use of ICT in Teaching Science and Mathematics in Selected S&T-Oriented High Schools in the
Philippines

● The terms use and integration of ICT in teaching were used synonymously and interchangeably in the
study. However, to clarify some distinctions between these two terms, the use of ICT refers to the
teacher-centered manner of utilizing ICT in teaching preparation, actual delivery, and discussion of
lessons, to assessment. On the other hand, the integration of ICT is student-centered in the ICT
utilization that supports the achievement of learning goals. Compared to ICT use that focuses on
instructing students on content, ICT integration in teaching includes planned and purposeful activities
that make students more engaged with content.
● The terms use and integration of ICT in teaching were used synonymously and interchangeably in the
study. However, to clarify some distinctions between these two terms, the use of ICT refers to the
teacher-centered manner of utilizing ICT in teaching preparation, actual delivery, and discussion of
lessons, to assessment. On the other hand, the integration of ICT is student-centered in the ICT
utilization that supports the achievement of learning goals. Compared to ICT use that focuses on
instructing students on content, ICT integration in teaching includes planned and purposeful activities
that make students more engaged with content.
● Teachers should be provided with adequate resources in the form of equipment and training
opportunities to successfully integrate ICT in teaching.

LOCAL LITERATURE: Elmer B. Deleon (2020) Building and Enhancing New Literacies Across the Curriculum

● Technologies and Multimedia. Education in the 21st Century makes optimum use of available
Information and Communication Technology (ICT), as well as multimedia to improve the teaching and
learning process, including online applications and technology platforms. It implies a need to acquire
and use computers and multimedia equipment and the design of a technology plan to enhance learning
at its best.
● As teachers for the 21st Century, no one can escape from the reality that we are now in a borderless
society. It is, therefore, important that we should know different technology tools for learning to respond
to the needs of 21st-century learners and the demands of the times. The following are common 21st
Century technology tools
● The 21 Century Learning Implications. 21 Century skills are viewed as relevant to all academic areas
and the skills may be taught in a wide variety of both in-campus and community settings.
 ● Teachers should practice teaching cross-disciplinary skills in related courses, such as integrating
research methods in various disciplines; articulating technical scientific concepts in verbal, written, and
graphic forms; presenting laboratory reports to a pool of specialists, or using emerging technologies,
software programs, and multimedia applications as an extension of an assigned project.
● The Characteristics of a 21st-Century Teacher
The 21st-century teaching-learning environment has become more complicated brought by
technological changes. Therefore, teachers should be able to cope with and adapt to these changes.

Thus, teachers must be equipped with attributes, knowledge, and skills critical to 21st-century
education so that they may be able to integrate them into their teaching. 21 Century teachers are
characterized as:

1. Multi-literate. Teachers know how to use various technologies in teaching.

2. Multi-specialist. Teachers are not only knowledgeable in the course subject they teach but also in
other areas so that they can help the learner build up what they gain in the classroom and outside the
school and make sense of what was learned.

3. Multi-skilled. Teachers cope with the demand for widening learning opportunities by being skillful not
just in teaching but also in facilitating and organizing groups and activities.

4. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate
action to realize the learning goals of the students and the educational goals of the country, at large.

5. Lifelong learner. Teachers embrace the idea that learning never ends. Therefore, teachers must be
constantly updated on the latest information related to their subject and pedagogic trends. They should
also share what they are learning with their students and colleagues with a high sense of
professionalism.

6. Flexible. Teachers can adapt to various learning styles and needs of the learners. They can facilitate
learner-centered teaching with flexibility using alternative modes of delivery.

7. Creative problem solver. Teachers create innovative ideas and effective solutions to the arising
problems in the field, be it in the classroom, in the school, or in the profession as a whole.

8. Critical thinker. Teachers are critical thinkers as they encourage students to reflect on what they
have learned and rekindle in them the desire to ask questions, reason out, probe, and establish their
knowledge and beliefs.

9. Has a passion for excellent teaching. Teachers possess a passion for the teaching profession to
ensure that students are motivated to learn under their guidance and care.

10. High Emotional Quotient (EQ). Teachers do not just have the head but also the heart to teach.
Teaching is emotionally taxing but an influential job as it involves interaction with human beings.

LOCAL LITERATURE: Felina P. Espique, Ph.D. Shirley L. Ayao-AO, Ph.D. (2020) Technology for Teaching
and Learning 2
 ● The knowledge and skills in using educational technologies are a fundamental requirement that every
facilitator of learning should master. In the educational setting today, educational technologies are
major tools, which all teachers and students, must be armed with. As curriculum develops, educational
technologies also advance. Educational technology and curriculum go together. As curriculum
developers review and enhance curricular programs, schools need to update their technological
resources.
● BEED - This course is designed for prospective teachers to develop and use digital and non-digital
teaching-learning resources using technology tools appropriate in various subject areas at the
elementary level. Further, the course will provide opportunities for students to use technology tools to
develop project-based collaborative activities and share resources among communities of practice.
● Developing ICT-Based Instructional Materials This module aims to facilitate activities that will enhance
the technological, pedagogical, content, and knowledge (TPACK) of the students in teaching their fields
of discipline. Their TPACK is expected to be translated into appropriate instructional materials for their
unit plans applying the principles of universal design for learning (UDL).

LOCAL LITERATURE: Milagros Lim, Heidi Grace (2020) Teaching in internship

● ICT Tools (hardware and software) computer, laptops, tablets, interactive whiteboards, webboards,
audiobooks, Spreadsheets (Google Sheets, MS Excel) Presentation software (Google Slides,
PowerPoint, Prezi) Video Conferencing Softwares (Zoom, Google Classroom, Microsoft Teams) Social
Networking Sites (Facebook, Twitter, WikiSpaces)
● There are 3I's and 2C's in Education
Innovative: Teachers must use a wide array of instructional strategies to make students highly
engaged in the teaching-learning process. The strategies used must cater to the diversity of learners.

Interactive: Teachers must ensure that there is meaningful student engagement in class. All students
must participate in all the teaching-learning activities.

Integrative: The curriculum is seamless and borderless. Teachers must see to it that the learnings
gained in the classroom must have a unifying process. Each subject complements the lessons learned
in the various disciplines.
Collaborative: Teachers must plan together and articulate the lessons vertically and horizontally to
ensure that there are smooth transitions, and no glaring gaps and deficiencies in the subjects.
Cooperative: The use of cooperative strategies in classes will promote unity, cooperation, and
teamwork between and among classes.

LOCAL LITERATURE: ALLAN M. CANONIGO (2020) Educational technology

● Learning does not begin and end within the four walls of the classroom. The world provides unlimited
sources that teachers can use. The challenge for teachers today is how to be updated with the current
trends and innovate to make learning enjoyable, interesting, and meaningful for students. As seen in
the anecdote, it seems that more and more of today's learners would rather stay outside their
classrooms. For many of them, computer games and the like are more exciting as these can give them
new experiences every time they play. As a teacher, one of your tasks is to find out what naturally
motivates a learner to play games instead of attending his classes. Do these games offer something
that the learners like to do or are striving for, which you can take and use in your lessons? If games
have to be regularly updated by adding new and more complex features just to make them more
interesting to players, why not provide learners with activities that will give them the same level of
motivation? As a teacher, you can make use of available resources, but you need to keep yourself
updated to understand the learners. To do this, you have to innovate to make teaching and learning
 more interesting, meaningful, and productive. Look around you and ask yourself: How can you make
use of the environment? What resources are available? These are just a few of the questions that you
might consider as you study educational technology. An effective use of educational technology
involves a solid grounding in teaching and learning principles. This means that you should not isolate
the study of educational technology from the teaching and learning processes.
● DEFINITION OF EDUCATIONAL TECHNOLOGY
Educational technology can be defined in a number of ways. For ordinary teachers and educators, this
includes many forms of media-printed media, models, manipulatives, visuals, audio, video, digital
media, handheld equipment, or even chalk and a blackboard-anything that can enhance teaching and
learning. For a more computer-oriented educator, educational technology may refer to computers,
computer peripherals, and application software used in teaching and learning. For technologists,
educational technology includes audiovisual equipment, computers, mobile phones, and other
electronic gadgets.
● Educational technology as instructional systems and instructional design Another group based their
view on efficiency studies and learning theories from educational psychology. This paved the way for
using more planned and systematic approaches to developing uniform, effective materials and training
procedures. This view is based on the belief that both teachers and media resources are part of an
efficient system that addresses all instructional needs. Therefore, in this perspective, educational
technology is equated with educational problem solutions.

Educational technology as training on technology This view is also known as technology education,
which originated with industry trainers and vocational educators in the 1980s. This perspective believes
that an important function of school learning is to prepare students for the world of work where they will
use technology.

● Features of Modern Educational Technology

Proper guidance in selecting and using educational technology in teaching and learning enables
access, manipulation, and presentation of information and knowledge. Modern educational technology
allows opportunities for multimedia and interactivity that are impossible with more traditional
instructional techniques. The following are some of the reasons why modern educational technology is
encouraged in schools:

Educational Technology Engages Students

As a teacher, your class activities should provide students with hands-on experiences by using
educational technology to explore different topics and to provide an avenue for meaningful learning.
Students will be more actively engaged in the learning process than just passive listeners.

Educational Technology Empowers Students

The teacher has long been believed to be the authority expert in the classroom. The use of educational
technology has transformed the teacher from an expert and authority figure to a facilitator. However,
this happens only when students are guided to find answers to questions. Students are transformed
from being passive recipients of the teacher's knowledge to active participants in knowledge
construction. Using educational technology allows students to take ownership of their work, thus
empowering them. When students are empowered to find their own answers, the learning process
becomes more interesting for them and they are motivated to go further.
● Educational technology frequently provides greater opportunities for differentiation in students. To some
extent, multimedia applications showing pictures, sounds, and videos have been helpful. Several
software programs have exercises that aim to differentiate the academic levels of students in the
 classroom by assigning initial pre-assessment and developing tailor-made activities to improve teaching
and learning.
● Teachers have been clamoring for more motivated students. Some have been trying to make remedies
by applying theories, principles, and even best practices just to motivate their students. Once students
are motivated to learn, nobody can hinder them from coming to school. But how does educational
technology help motivate them? Nowadays, advancements in technology have made traditional
teaching and learning obsolete. The "old school" of teaching and learning has become boring. The
"chalk and talk" method became less popular, although it is still preferred by many teachers. Look
around and observe what interests our students today. You see them using computers, mobile phones,
and laptops, and browsing the internet to communicate with friends and other people through various
social networks. For young children,
● Instructional Capabilities The use of educational technology can provide unique instructional
capabilities in different ways. There are lessons that cannot be taught inside the classroom using still
pictures and illustrations, like the water cycle, the metamorphosis of a butterfly, a town history, and so
on. These lessons are best taught using videos, computer simulations, and other forms of media. The
use of manipulatives in mathematics, for instance, when teaching place value to children, is very
helpful, than simply using illustrations on the board. You see that using educational technology links
students to information sources, helps them visualize problem solutions, tracks their learning, and even
allows them to use other available learning tools.
● A lot of instructional approaches claiming to be effective for teaching and learning have recently
emerged. One example is the use of collaborative learning. This can be supported by the use of
educational technology. Students can work collaboratively while using the educational technology
intended for the lesson. Educators frequently utilize cooperative grouping strategies and technology
integration at the same time. The use of educational technology is very conducive to group work, team
problem-solving, and communicating through social media. When students work in partnerships or
small groups with a technology-based activity as a guide, the teacher allows them to work
collaboratively to complete a task or an activity. Technology allows for a free exchange of information.

LOCAL LITERATURE: Teresita Tabbada-Rungduin, Ph.D. Marcia Corazon Penetrante-Rico, Ph.D. Marivilla
Lydia Bulan Aggarao (2021) Facilitating learner-centered teaching

● Online classroom Environments that are online in nature involve synchronous and asynchronous
modes of instruction. In a synchronous environment, the teachers and learners are connected via a
learning management system (LMS) where the teacher can monitor what the learners are doing in real-
time. An example of this is a class conducted via a video-conferencing application where the teacher
explains the lesson as a presentation is shared on-screen while the learners react to the presentation
by asking the teacher their questions. This type of learning simulates what is happening inside the
classroom since options for breakout groups are available, with physical distance being the only
difference. The advantage of an online classroom is that learners may learn anytime from any part of
the world; however, they need to have the equipment and knowledge to manipulate the equipment
(e.g., mobile phones, laptops)

LOCAL LITERATURE: Thelma R. Mingoa, Ph.D., Ivan Marcelo A. Duka, Johnny A. Ching, Ph.D. (2020)
Teaching Science in Primary Grades (Biology and Chemistry)

● Gamification is described as the process of applying game-related principles-particularly those relating

to user experience and engagement-to non-game contexts such as education
● A gamified classroom uses any or all of these five elements. Gamification in Education, Gamification in
education, or gamification in learning, operates under the assumption that the kind of engagement that
 gamers experience with games can be translated to an educational context toward the goals of
facilitating learning and influencing student behavior. Since gamers voluntarily spend countless hours
playing games and problem-solving, researchers and educators have been exploring ways to harness
video games' power for motivation and apply it to the classroom
● Games provide complex systems of rules for the players to explore through active experimentation and
discovery. More broadly stated, games guide the players through the mastery process and keep them
engaged with potentially difficult tasks. One critical game design technique is to deliver concrete
challenges that are perfectly tailored to the player's skill level, increasing the difficulty as the player's
skill expands. Specific, moderately difficult, immediate goals are motivating for the learners and these
are precisely the sort that the games provide.

LOCAL LITERATURE: Lucas, Maria Rita D. PhD, Borabo, Milagros L. PhD, Bilbao, Purita P. EdD, Corpuz,
Brenda B. PhD (2021) Field Study 2
● We choose the most appropriate or suitable resources or instructional materials based on our lesson
objectives or learning outcomes. Even when technology-based educational materials abound, the
teacher still needs to be competent in selecting and developing resources and materials that are not
ICT-based. Teachers should know how to be resourceful in tapping non-digital or conventional
resources and materials available in the area and situation.

● Any book on educational technology or instructional materials would usually devote some pages to
Edgar Dale's Cone of Experience. It is a classic model articulating the different types of audiovisual
materials and how these audiovisual types relate to each other. Seventy-five years ago, in 1946, Dale
already identified ten classifications of instructional materials, which remain relevant today, namely: (1)
Direct, Purposeful Experiences; (2) Contrived Experiences; (3) Dramatic Participation; (4)
Demonstrations; (5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio/ Recordings/ Still Pictures;
(9) Visual Symbols and (10) Verbal Symbols.

● An Ovèrview of Learning
● Management Systems
video meetings (Google Meet) Create and manage classes, assignments, and grades online Add
materials to your assignments, such as YouTube videos, a Google Forms survey, and other items
from Google Drive. Give direct, real-time feedback Use the class stream to post announcements
and engage students in question-driven Discussions. Invite parents and guardians to sign up for
email summaries with a student's upcoming or missing work.Customizable grading system
Seamless access to Google products such as Google Docs and Drive For students: Track
classwork and submit assignments.Check originality,feedback, and grades. Share resources and
interact in the class stream or by email Safe and Conducive On-line or Virtual Learning
Environment (VLE) Education has dramatically shifted in recent years. Schools aligned physical
spaces to flexible spaces that integrate technology to support the 21st century learning
opportunities.The modern learning environment incorporates the three elements: (1) connected
devices such as notebooks, tablets, smart phones; (2) audio visual tools including projectors and
touch screen displays and (3) purposeful furniture such as standing desks, collaborative
workstations and connected seating that allow students to learn in different ways at different times.
 ● The on-line learning environment requires constant access to connectivity which allows learning to
take place anytime, anyplace and anywhere. On-line or virtual learning can be delivered
synchronously or asynchronously, so the teacher's role is a moderator between the technology and
the students.
LOCAL LITERATURE: Alata-bruza, Elen Joy, Aldama, Prince Kennex R., et.al (2021) Technology and
learning 1
● Technology in Engaging Learners:
Engagement is the first student-centered phase of the cycle in the model. This is where you
consider a student's prior knowledge and/or identify possible misconceptions(Duran & Duran, 2004
There are different interactive and creative strategies to engage and motivate the students. It is
either you use motivation, such as interactive games, relevant songs, interesting dance, and
trending trivia or you use motive questions, such as giving students an essential thought-provoking
question which they will ponder upon. Fortunately, through the help and use of available
educational technology applications, you can now easily motivate and engage your students in the
teaching and learning process. This lesson will help you determine, use, and demonstrate possible
EdTech apps to easily engage your students in your target lesson.
Learn more about the upcoming topic through brainstorming, demonstrations, questioning, or using
graphic organizers (Duran & Duran, 2004). If the students will not be engaged in the target lesson,
then they will not learn it. Therefore,you are presented with a great challenge, which is to
encourage and enable your students to engage in the learning process (Park, 2003).
In addition, in this phase, you motivate the students by creating interesting activities that tap what
the students know or think about the topic. You may also raise questions and encourage
responses to engage your students, while students attentively listen, ask questions, demonstrate
interest in the lesson, and respond to questions demonstrating their own entry point of
understanding (Barufaldi, 2002). There are several readily available EdTech apps in the World
Wide Web. Now, your crucial task as a future teacher is to explore their potential and use those
apps in innovating and transforming your class. You need to be creative in using these modern
apps while considering the individual preferences, needs, and interests of your students.
Here are some categories of notable EdTech apps that you may use in engaging your students:
Interactive game-based sites-These sites allow you to choose a game from introductions, warm-up
routines, and the game itself. There are numerous games and videos that you may use in
engaging your students.Thus, your primary task is to explore and select the most appropriate video
which is related to your lesson.
A. tally in the dash section keeps track of the minutes of each activity, points gained, and medals
won, which is a nice incentive for the class and a great way for teachers to share the activity
summary with students.
В. Applications that generate word search games - These applications help you create your
custom word hunt puzzle that you may present and use in engaging your students. You may
include related words that students may associate to the lesson in the word, which later on will lead
them to the lesson. You may conduct this simple activity individually, by group, or as a class.
Moreover, you may reproduce a hard copy of your puzzle or you may present it through an LCD
projector.
C. Local mobile game applications-These free mobile game applications are based on Filipino
games. One is a word and mind game that interestingly and interactively engages the students by
guessing the word that is flashed on the phone or screen. You may conduct this game by pair or by
group.
 D.Infographic-generating applications-These are web-based applications which help the students
create their own infographics during their brainstorming activity. These make students more
engaged in the lesson by collaboratively sharing their inputs to their groups then synthesizing their
inputs through infographics. Aside from infographics, students may use these apps to create
reports, presentations, social media graphics, prints, flyers, and posters.

● Technology in Exploring New Concepts:

Introduction: Following the engagement phase that promotes a mental focus on a lesson, the
exploration phase provides the students with common and concrete learning experiences (Duran &
Duran, 2004) through providing thought-provoking activities. The focus of the exploration phase is
to establish experiences that teachers and students can use later to formally introduce and discuss
the skill, concept, or lesson (Bybee, 2009). The students refine or revise their current ideas through
investigation and connect their prior knowledge to the new content (Rodriguez, Allen,Harron, &
Qadri, 2019).Hence, this lesson will help determine, design, and demonstrate your own
educational technology application in exploring new lessons.
The following are some of the useful educational technology applications that you may exploring
new skills of your students:
A. Applications that create polls and interactive questions- These are free, easy-to-use
presentation software used to create fun and interactive presentations to make your classroom
events, meetings, training, lectures, and workshops innovative, with only a few EdTech
applications; there are still more to discover in the World Wide Web. So, keep exploring other apps
for more interactive ways of evaluating your students.
The following are some of the interactive and user-friendly educational technology applications that
you may use in evaluating students' learning:
A. Cloud-based repository systems-There are now cloud-based student response systems that
allow you to create simple quizzes that students can take quickly on laptops-or, more often, via
classroom tablet computers or their own smartphones. They offer the following features: they allow
you to accommodate 50 students per room and one public room for your class; you can launch one
activity at a time; and you can create multiple choice, true or false, or short answer test
types.Activities can either be teacher-paced (can be used during classroom instruction) or student-
paced (for use as a more traditional class-end"exit ticket" or quiz).
B. Quiz-generating applications - There are online applications which allow you to conduct student-
paced formative assessments in a fun and engaging way for students of all ages, There are
several salient features of these apps. First, these are student-paced; questions appear on each
student's screen, so they can answer questions at their own pace and review their answers at the
end. Second, these are Bring Your Own Device (BYoD); they can be played by students using any
kind of device with a browser, including PCs, laptops, tablets, and smartphones. Third, these have
thousands of public quizzes which are readily available, created by teachers around the world.
Online grading machines - These apps are ideal for modular, blended, and even online learning.
They turn your phone or tablet into an optical grading machine. They read free-to- download
answer sheets in multiple sizes. Moreover, they can provide instant feedback to students by
grading exit tickets,quizzes, and formative assessments as soon as they finish. Online survey
platforms- These free online survey platforms allow you to collect necessary information or data to
your students. These are best in creating both supply and select types of test and include the
following test types: short answer, paragraph, multiple choice, checkboxes, drop-down, linear
scale, tick box grid, or simply ask the students to upload their task.
Rubric-generating applications -If you want to evaluate the performance tasks of your students but
do not have plenty of time to formulate your needed rubrics from scratch, these tools are the ones
you need. They provide generic rubrics that can be customized based on your need and can
simply be printed or used for many projects and research assignments. Some of the tasks with
readily available rubrics are oral projects (class debate, historical role-play, interview, and the like);
products (making a brochure,a game, a map, a poster, a newspaper, and the like);
multimedia(digital storytelling,hyper studio, multimedia project, storyboard, and the like); Science
(building a structure, a lab report, a science fair experiment, and the like); research and writing
(6+1 trait writing model, book jacket report, group planning, letter- writing, persuasive essay,
research report, and the like); and many more.