the landscape of ict in teacher education
TRANSCRIPT
PRESENTATION OUTLINE• Introduction
• Objectives
• Methodology
• Results
• Conclusion & Recommendations
INTRODUCTIONInformation & Communication Technologyrefers to information-handling toolsgenerate,
store, process,
spreadshare information (UNDP)
ICT fundamentally a
diverse set of
INTRODUCTION
applications
goods
services
INTRODUCTION
ICT
Computers
Internet
Broadcasting technologies
Telephony
enables people to work together
combine to create networks every corner of the globe.
• ICT is an enabler of development in educationUNDP
• ICT is a potential mean for reducing povertyADB
• ICT stimulates sustainable economic growthWorld Bank
• ICT can address the challenges faced in the teacher education UNESCO
• ICT is one of the research agendaNHERA-II
INTRODUCTION
Philippines is ranked last among Asian countries in terms of IT usage. – Singapore = 23%– Malaysia = 19%– Hong Kong = 15%– Indonesia = 14%– Thailand = 12% – Philippines = 10%
MIS Asia 2007
ICT in the Philippines
ICT in the Philippines
The ICTO is tasked to be the lead implementing agency of Government in all most of its ICT related efforts such as: industry development, policy formulation, ICT infrastructure development, R&D, ICT capacity building for the public sector and administration of the E-Governance Fund.
www.icto.dost.gov.ph/
ICT in the Philippines
http://www.doj.gov.ph/office-of-cybercrime.html
• 33,600,000 Internet users, 32.4% penetration in 2011 (Internet World Stat)
• 29,890,900 Facebook users in 2012, 28.8% penetration rate(Internet World Stat)
ICT in the Philippines
Top 10 Facebook users per penetration rate for the year 2012 in the Asian countries and region:
1. Brunei (62.3%)2. Taiwan (57%)3. Hongkong (56.4%)4. Singapore (54.5%) 5. Malaysia (46.6%)6. Macao (36.3%) 7. Maldives (34.7%)
8. Philippines (28.8%)9. Thailand (26.4%) 10. Indonesia (20.6%) (Internet World Stat)
ICT in the Philippines
http://time.com/selfies-cities-world-rankings
ICT in the Philippines
2 0 1 4
• Around 2180 universities offering
Computing and IT Education– Bachelor of Science in Computer Science, – Bachelor of Science in Information Technology, – Bachelor of Science in Information Systems, – Bachelor of Science in Multimedia and Entertainment
Computing
ICT in the Philippines
ICT in the Philippineshttp://ph.jobsdb.com/PH/EN/Resources/JobSeekerArticle/dole-top-highest-paying-jobs-2014?ID=819
Top 10 Highest Paying Jobs 2014
ICT in the Philippineshttp://ph.jobsdb.com/PH/EN/Resources/JobSeekerArticle/dole-top-highest-paying-jobs-2014?ID=819
Top 10 Highest Paying Jobs 2014
ICT in the Philippineshttp://ph.jobsdb.com/PH/EN/Resources/JobSeekerArticle/dole-top-highest-paying-jobs-2014?ID=819
Top 10 Highest Paying Jobs 2014
Manila overtakes Mumbai as No. 2 on Tholons Top 100 BPO cities list, 2014
Cities of India remained dominant on the Top. Bangalore continued to occupy the top spot,
followed by Mumba (No. 3), which Manila dislodged from No. 2), Delhi (No. 4), Chennai (No. 5),Hyderabad (No. 6), and Pune (No. 7). Krakow, Poland is No. 9, and Dublin, Ireland is No. 10.
http://www.gmanetwork.com/news/story/345205/economy/business/manila-overtakes-mumbai-as-no-2-on-tholons-top-100-bpo-cities-list
ICT in the Philippines
Business process outsourcing (BPO) is a subset of outsourcing that involves the contracting of the operations and responsibilities of specific business functions (or processes) to a third-party service provider. Originally, this was associated with manufacturing firms(Tas, J. & Sunder, S. 2004)
Top 8 most visited social media sites by teens, 2013
1. Facebook2. Twitter3. Instagram4. Youtube5. Tumblr6. MySpace7. Pinterest8. Google+
http://www.mb.com.ph/top-8-most-visited-social-media-sites-by-teens/
ICT in the Philippines
…the global animation haven
After 20 years, the animation industry now employs 4,500 full time employees in 40 animation studios in the country.
http://asianjournal.wordpress.com/2007/11/14/filipinos-on-top-of-hollywood-animation/
ICT in the Philippines
ICT in the PhilippinesThe home of the “I LOVE YOU” bug virus
ICT in the Philippines
ICT in the Philippines
• education sector garnered 20% of the
Asia’s top IT-using institution (Yap, 2005)
ICT IN EDUCATION
ICT
ICT IN EDUCATION
Allows teachers and students
to create, share, connect and reflect
on their own learning and that of others
Common Benefitsprovision of a
qualitative access to education
(Boyanova & Filipova, 2008)
cost reduction, self-paced training, knowledge consistency, time and place independence and access to
a global audience (Anido, Valero, Santos, Picos, Burguillo, Fernández,
Rodriguez, Caeiro, & Llamas, 2004)
promotes valid sustainable strategy
(Hickey & Whitehouse, 2010)
promotes changes in attitudes, behavior and values, as well as in the cognitive and perceptive
processes (Carvalho de Sousa, Sevilla-Pavón, Seiz-Ortiz, 2012)
ICT IN EDUCATION
Technology Diffusion
Inadequate government funding affordability
lack of infrastructure
Scarcity of qualified human resources
ICT IN EDUCATION(Loxley, 2004)
• In 1997, a Philippine National Information Technology Action Agenda for the 21st, also known as IT 21, was formulated to formalize the country’s vision to be globally competitive through information technology
ICT in Philippine Education
• In 2011, the Philippines’ Digital Strategy (PDS) was formulated strategically to make the country a “digitally empowered, innovative, globally competitive, and prosperous society where everyone has established, affordable and secure information access in the Philippines”
• aims to use ICT in education and training as a means to provide equitable access to opportunities.
ICT in Philippine Education
CHED MANDATES
ICT in Philippine Education
CHED MANDATES
ICT in Philippine Education
ICT in Philippine Education
ICT
ICT in Philippine Education
ICT
ICT in Philippine Education
ICT
ICT in Education in the Philippines
(Marcial, 2010)
1. IT Staffing / HR Management / Training
2. IT Agility, Adaptability and Responsiveness
3. IT Infrastructure/Cyberinfrastructure
4. IT Strategic Planning
5. IT Teaching and Learning with Technology
6. IT Governance, Organization and Leadership
7. IT Funding
8. IT Identity/Access Management (I/AM)
9. IT Security
10. IT Administrative/Enterprise Resource Planning/Information Systems;
11. IT Disaster Recovery / Business Community (DR/BC)
Highly prioritized
Moderately implemented
Diffusion
1. Limited number of Internet-connected PCs at the faculty room.2. Inadequate number of electronic audio and visual equipment
3. Limited bandwidth that results to slow internet connection for online activities.
4. Inadequate number of computers available at the faculty room.
5. Lack of knowledge and training in using the available e-learning tools.
6. No enough time to develop e-learning materials for classroom instruction.
7. Get used and contented with the traditional mode of instruction.8. Afraid to use computers and other electronic equipment.
9. Unavailability of software applications installed in the computer for faculty use.
(Marcial, 2012)
ICT in Education in the PhilippinesDiffusion
Cost and Acce
ss to th
e Intern
et
Technica
l Pro
blems
Technica
l Skills
Administrative/In
structo
r Issu
es
Learn
er Motivation
Academic S
kills
Time and Support
for Studies
Social In
teractions
00.511.522.533.54
Marcial, Caballero, Rendal & Patrimonio (2014)
Barriers to Online Learning
ICT in Education in the PhilippinesDiffusion
4 Stages
Shyamal Majumdar (cited in Oliva, 2008)
emerging stage which means awareness
applying stage which means learning
infusing stage which means the use and integration into the curriculum
transforming stage which means innovative learning by developing new ways of teaching-learning using ICT
ICT IN EDUCATION
UNESCO ICT Competency Standards for Teachers (ICT CST)
ICT IN EDUCATIONCompeTEncy
Standards
National Educational Technology Standards-Teachers (NETS·S)
1• Facilitate and Inspire Student Learning and Creativity
2• Design and Develop Digital Age Learning Experiences and Assessments
3• Model Digital Age Work and Learning
4• Promote and Model Digital Citizenship and Responsibility
5• Engage in Professional Growth and Leadership
ICT IN EDUCATIONCompeTEncy
Standards
(Philippine) National ICT Competency Standard for Teachers (NICS)
Technology Operations & Concepts
Social and Ethical Considerations
Pedagogical Domain
Teacher Professional Development
ICT IN EDUCATIONCompeTEncy
Standards
About the Project
Objectives • describes the level of ICT competency in higher
education institutions offering teacher education program in Central Visayas, Philippines.
Objectives • presents the relationships
between the respondent’s profile such as:
- sex, - age,
- status, - type of institution,
- number of years in teaching, - highest educational
attainment
• level of ICT competency
Objectives • presents the relationships
between the respondent’s technology ownership of a:
- desktop, - Smartphone,
- tablet, and - laptop
- Internet accessibility
• level of ICT competency
METHODOLOGY• A descriptive-correlative
study and utilized a survey method
• Self-administered• Based on UNESCO ICT
Competency Standards for Teachers (ICT CST)
METHODOLOGY
• Externally reviewed
• Tested, retested
METHODOLOGY• all full-time faculty
teaching any professional or specialization courses of teacher education program
• April – August, 2013
METHODOLOGY• Hybrid
distribution– Area coordinators &
Field enumerators
METHODOLOGY• Hybrid
distribution– Area coordinators &
Field enumerators– Post Mailing– Web Presence
METHODOLOGY• Endorsement
from CHED Regional office
Summary of HEIs Offering Teacher Education Program in Region 7
Type of HEIs
Bohol Cebu Negros Oriental Siquijor Total
f % f % f % f % f %
Public 7 35.00 17 27.42 9 42.86 1 25 34 31.78
Private 13 65.00 45 72.58 12 57.14 3 75 73 68.22
Total 20 100.00 62 100.00 21 100.00 4 100 107 100.00
METHODOLOGY
Summary of HEIs that Participated in the Study
Type of HEIs
Bohol Cebu Negros Oriental Siquijor Total
f % f % f % f % f %
Public 7 35.00 12 19.35 3 25.00 1 25 23 30.26
Private 13 65.00 28 45.16 9 75.00 3 75 53 69.74
Total 20 100.00 40 100.00 12 100.00 4 100 76 100.00
METHODOLOGY
RESULTS
PROFILE
ICT Competency Level
ICT Competency Level
slightly believe that they can create, modify, and implement
classroom practices that support national and social priorities with
the use of ICT.
ICT Competency Level
have a thorough understanding of the subject, and they can apply it flexibly in a variety of situations
ICT Competency Level
student-centered
ICT Competency Level
can work the key components of a computer
ICT Competency Level
Can create flexible classroom learning
ICT Competency Level
have the knowledge to create and manage complex projects,
collaborate with other teachers, and make use of networks to access
information, colleagues, and outside
experts in supporting their own professional
development
Knowledge Deepening Stage:• Teachers have the:
– ability to manage information, – structure problem tasks, and – integrate open-ended software
tools and subject-specific applications with student-centered teaching methods and
– collaborative projects in support of students’ deep understanding of key concepts and their application to solve complex, real-world problems.
ICT Competency Level
• Technology Literacy Stage– teachers only know the
basic
hardware & software operations, productivity applications software,
web browser, communications software, presentation
software,management applications.
ICT Competency Level
ICT Competency Level
Profile Value P value df Remarks
Sex 5.42 0.210 3 Not Significant
Age 13.1 0.011 4 Significant
Status 8.92 0.063 4 Not Significant
Type of Institution 8.35 0.039 3 Significant
No. of years in teaching 17.9 0.057 10 Not Significant
Highest educational attainment 11.5 0.021 4 Significant
Relationships between ICT Competency Level and the Respondent’s Profile
Technology Ownership Value P value df Remarks
Desktop Ownership4.04 0.132 2 Not Significant
Smartphone Ownership12.8 0.005 3 Significant
Tablet Ownership 25.2 0.000 3 SignificantLaptop Ownership 17.8 0.000 3 SignificantInternet accessibility in school
5.47 0.140 3 Not Significant
Relationships between ICT Competency Level and the Technology Ownership
emerging stage which means awareness
applying stage which means learning
infusing stage which means the use and integration into the curriculum
transforming stage which means innovative learning by developing new ways of teaching-learning using ICT
CONCLUSIONThere is a slight technology infusion into the teaching instruction among
teacher educators in Region 7.
• Not all teachers are technologically equipped with the recent tools for mobile learning.
CONCLUSION
ICT integration in teacher education is multifaceted, and it is affected by many related variables.
CONCLUSION
reforms must be made, efforts in ICT integration between the government, academe, and industry must be revisited to achieve innovative teaching and learning
RECOMMENDATION
The Philippine government through CHED should implement seriously its mandate in integrating ICT in the teaching and learning process.
RECOMMENDATION
The Philippine government through DOST and CHED in partnership with private and non-government agencies should develop a new competency standard that is realistic, adaptable and scalable in the regional places.
RECOMMENDATION
HEIs must prioritize programs that will emphasize ICT integration in the curriculum
RECOMMENDATION
Teachers must take advantage of existing and available tools offered in their institution or other organizations that emphasize open learning.
RECOMMENDATION
Training providers should refer to any existing competency standards like UNESCO ICT CST, ISTE Standards·T, among others
RECOMMENDATION
All stakeholders must view ICT in education as a program and not by specific domains and aspects.
RECOMMENDATION
The funding support provided by the Commission on Higher Education through the Philippine Higher Education Research Network (PHERNet), facilitated by Silliman University (SU) through Research and Development Center (RDC) is gratefully acknowledged.
Acknowledgements
Some photos and graphics used in this presentation are downloaded/captured from the web and all are owned by their respective owners.
www.davemarcial.net