Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
ICT INTEGRATION AND PRACTICES OF THE PRESERVICE TEACHERS IN CEBU NORMAL
UNIVERSITY (CNU), CEBU CITY
Helen I. Bihag
Cebu Normal University, Philippines (hibihag08@gmail.com)
ABSTRACT
This study discusses the way pre-service teachers integrated ICT into teaching and learning that will improve
academic performance. A descriptive normative survey was employed in this study which dominantly
quantitative research design.
Integrating Information Communication and Technology (ICT4E) into classroom is aimed to provide new ways
for students to learn. Its proper integration of technology will extend the capacity of students to undertake
investigations, tackle computational problems, communicate, and access information resources. Effective
technology integration is the incorporation of technology resources and technology-based practices into the
daily routines and work.
CHED Memorandum Order No. 30, series of 2004 articulated that quality pre-service teacher education is a key
factor in the quality of the Philippines’ education. The highest standards are set in the objectives, components
and processes of the teacher education curriculum. One of the modular courses introduced which focuses on the
understanding of concepts and acquisition of basic skills is the Information and Communication Technologies. It
covers the concepts and skills to provide students with basic literacy on the current ICT’s including the Internet
and other telecommunications and network-based technologies and their utilization for research,
communication, publishing, productivity, teaching and learning purposes.
The experiment lasted for two years to ensure its validity. Thus, this is to determine the extent of the
implementation, integration and practices of Cebu Normal University through the Intel Teach curriculum.
KEYWORDS
ICT Integration, pre-service teachers, input variables, context variables, process variables, student competencies
INTRODUCTION
Education makes a difference in everyone’s life especially when the teachers are motivating
the students to learn. The primary goal of integrating ICT into teaching is to enhance
instruction. In order to attain this goal, Intel Teach suggested and provided innovation in
teaching and learning. The Intel Teach programme is intended to provide teachers with the
opportunity to learn through the development of a unit plan, and the creation of model
students’ work and how to integrate several types of software into the day-to-day work of the
students.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
The Intel Teach programme focuses on inquiry-oriented and project-based learning, and
stresses on alignment of curricula with standards (Martin, et.al, 2003). The curriculum was
prepared by the Institute of Computer Technology (ICT; www.ict.org) and Intel Corporation.
The training used Microsoft Software, focusing primarily on how to use Windows-based
versions of PowerPoint and Publisher to support students in creating presentations, web
pages, brochures and newsletters. The Intel Teach training also discussed pedagogical and
classroom management challenges associated with using technology with students, as well as
conducting research on the Internet, and intellectual property issues.
The core of the programme is the creation of a unit plan, including student work samples,
support materials, and implementation plan. This structure allows pre-service students to
expand their technical skills in the context of a curriculum development process (Martin, et
al, 2003).
This study explores the possibility of the integration of information and communication
technologies into education (ICT4E) by the pre-service teachers. This paper is a progress
report at the end of the two-year innovative programme that has been conducted by the
College of Teacher Education of Cebu Normal University.
SHORT LITERATURE REVIEW
This study is anchored primarily on the Constructivist Theory of Jerome Bruner (1996). This
theory explains that learning is an active process in which students constructs new ideas and
concepts that can be worked out into competencies and skills based upon the current and past
knowledge. The pre-service students of the teacher education curriculum select and transform
information, construct hypothesis, and make decisions. Cognitive structure provides meaning
and organization to experiences and allows the students to go beyond the information given.
In Intel Teach, the students become computer competent and expert in using the computers
for particular purposes and in programming.
The Expectancy Theory (Nadler and Lawler, 2000) as a sub-theory supports this study. As a
theory of motivation, its third major component is effort-performance expectancy which
describes that people’s expectations of how difficult it will be to perform successfully affect
their decisions about behavior. Given a choice, students tend to select the level of
performance that seems to have the best chance of achieving an outcome they value, which
may be intrinsic rewards.
According to Jacobsen (1998) teachers who are innovators and adopters of instructional
technology for teaching and learning are intrinsically motivated, self-taught, experimenters,
comfortable with constant change, risk takers, attracted to the technology and outstanding
educators who use technology for the benefit of the students.
Integrating ICT into teaching and learning is an old concept that was not properly
implemented and utilized by teachers in the field. Technology was used in the 17th century to
describe a systematic study of the arts or the terminology of a particular art. Teachers of
technology education, in tertiary levels, are in a unique position to directly influence the
administrator, peer, and student perceptions of the role technology plays in contemporary
society. Although technological advances are not likely to replace teachers, computers,
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
software, and access to the internets have become important aids to children’s learning
(Greenfield and Suzuki, 1999; Schofield, 1997).
The use of computer in teaching will increase students’ motivation in a certain topic. ICT is
just a tool for enhancing learning. In the educational context, it mainly refers to various
resources and tools (software) presented on the computer (Wang, Q., & Woo, H. L. (2007)).
ICT is not particularly reserved for education; it is not a panacea for solving all educational
problems either. However, it is “certainly a useful tool that enables us to link various learning
communities together in new and different ways” (Taylor, 2000, p. 4).
Integration of ICTs in education has been a contentious issue (Jhurree, V., 2005). As Jhurree
(2005) claims some people argue that technology will change the educational landscape
forever and in ways that will engender a dramatic increase in the performance of learners
(Papert, S., 1997).Through computers, it is expected we could work on something faster and
a lot better. With that these tools are capable of processing; definitely it’s worth having in
like manner as the basic physiological needs at this point of time.
A teacher has to keep abreast with all the new pedagogy and innovations in the profession.
This involves trainings, seminars and conferences in the subject field in both theories and
practices of teaching in current experimentation in education and in other areas of knowledge
relevant to his teaching (Lardizabal, 1999). This means that teachers should not only teach
the subject in traditional manner but should also adopt technology in the teaching and
learning process.
In support to the theories of Jerome Bruner, David Nadler and Edward Lawler, Stufflebeam’s
CIPP model was adopted to determine the extent of the implementation of Intel Teach at the
College of Teacher Education at Cebu Normal University, Cebu City. According to the CIPP
Model, the main purpose of evaluation is to produce information which is useful for decision
makers and policy making bodies. CIPP was an acronym representing the four types of
evaluation, namely: content evaluation, input evaluation, process evaluation, and product
evaluation. The CIPP Model is a simple systems model applied to program evaluation.
In this study, CIPP means content variable, input variable, process variable and student
competencies. At the end of the training, the pre-service teachers were assessed in terms of
their ICT skills and ICT integration skills.
In the Philippines, Presidential Decree 1480 created the National Computer Center (NCC).
The central computer policy body which is directly under the Office of the President in
coordination with the Department of Education (DepEd) supervises and regulates private
computer training institutions, sets up the standards for curriculum development, and
formulates rules and regulations for the operation of the existing and future trainings in the
different institutions. Furthermore, the use of computer in teaching is very much substantiated
by the Republic Act (RA) 7722 otherwise known as the “Higher Education Act of 1994”
(cited in the CHED Memo No. 16, series of 1999).
The following provisions of the Act enunciate the above mentioned policy:
Article V Section 2.1. A general education component which is consistent with the CHED
issuances will consist of humanities, natural and behavioral sciences and computer literacy,
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
mathematics, logic and ethics aimed at developing a broadly educated, creative, cultured,
morally upright and productive person.
Article VI Section 1.Teacher education institutions shall maintain high standards of
instructions, utilizing a variety of appropriate emerging institutional technology procedures
where contribute to the effectiveness of the teacher education students.
Article IX Section 1. A multimedia instructional center shall be maintained as a separate unit
or as a part of the library. It shall serve as a laboratory for the production of materials and
educational media for instruction to include maps, charts, courses of study, computer-aided
instructional materials, etc. Professionally trained personnel having experiences in both areas
of instruction and educational media shall administer the center.
In addition, CHED Memo No. 16, series of 1999 requires all Higher Education Institutions to
provide their Regional CHED with the official data pertaining to Information Technology.
Such data would serve as the bases for making sound decisions on policies regarding
information and also planning by the stakeholders of the higher education and the
government’s legislative bodies in connection with the projects and computerization
programme of the government.
The New Teacher Education Curriculum (CMO NO. 30, series 2004) aims to enhance
integration of Information and Communication Technology (ICT) in teaching. The
integration of Information, Communication and Technology in the professional education
courses offers unprecedented opportunities to the education system with its capacity to
integrate and interact with each other over a wide geographical distance in a meaningful way
to achieve the instructional objectives. The growth of these communication and computer
systems, their ease of use, and the power and diversity of information transfer allow teachers
and students to have access to a world beyond the classroom (Majumdar, 2006).
There were trainings conducted by Intel in education in cooperation with the Commission on
Higher Education and Department of Education at the University of the Philippines, Diliman,
Quezon City. There were in-service training for the teachers and pre-service training for the
faculty. The in-service training involved the teachers in the Department of Education
throughout the country. The pre-service faculty training involved the teachers who were from
the different Teacher Education Institutions in the Philippines. This free programme has
attracted more than 1,000 faculty members and 60,000 pre-service teachers in more than 300
participating
colleges
and
universities
in
the
whole
country
(http://www97.intel.com/education/teach/preservice.htm).
The Pre-Service Programme was designed to provide future teachers with hands-on
instruction in using technology for teaching and learning. The pre-service curriculum
introduces technology tools and strategies for enhancing learning through the use of research,
communication and productivity tools. The Intel Education initiative was a sustained
commitment to prepare all students with the skills required to thrive in the knowledge
economy. Through collaboration with educators and governments in more than 50 countries,
Intel delivers programmes that improve the effective use of technology to enhance learning in
the 21st century and acheive excellence in mathematics, science, and engineering. Intel’s
education programmes are adapted to the needs of individual countries and utilize an
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
approach which focuses on building local competency for teacher training and technology
innovation (www.intel.com/education).
The central subject of the evaluation is the “learning environment with new information and
communication technologies.” This subject has been conceptualized under the systematic watch
of the CIPP model proposed by Daniel Stufflebeam (1987), and a holistic evaluative strategy has
been opted for.
RESEARCH METHODOLOGY
This research study made use of the descriptive normative survey method. This method was
used because the study revealed the extent of the implementation of Intel Teach to the
selected pre-service students. The descriptive method is a general procedure employed in
studies which their chief purpose is the description of phenomena (Good, 1973). Thus, this
method is concerned with the determination of the prevailing conditions and it involves
gathering of data regarding the current conditions and ascertains what is typical or normal
under the specific conditions (Reyes, 2004). The description of the existing programme
implementation of Intel Teach at Cebu Normal University, the administration support system
and the respondents’ perception of the implementation of the programme needed for further
reference are therefore the primary tasks of this study.
The participants of this study were the pre-service students at the College of Teacher
Education, Cebu Normal University. They were taking either the Bachelor of Elementary
Education or the Bachelor of Secondary Education. All those taking the Intel Teach were
included in the programme. In other words, the total population was utilized. The experiment
lasted for two years to ensure the validity of the results.
Table 1: Research participants
Number of
Participants
Bachelor of Elementary Education
70
Bachelor of Secondary Education
51
Total
121
Degree Programme
Percentage
57.85%
42.15%
100%
The questionnaire was the principal instrument used in this study, designed according to the
different sub-problems. According to Good and Scates (1994) and Reyes (2004), the
questionnaire is a form, prepared and distributed to secure responses to certain questions. The
questionnaire was based on the Intel Teach’s evaluation forms and handouts gathered by the
researcher from those who participated in the crash programme.
The bases of the questionnaires were the end of the training evaluation form of Intel Teach
and the ICT skills survey form provided by the University of the Philippines. An informal or
non-structured interview was performed by the researcher to some research participants to
verify the validity of their answers. The interview substantiated the main instrument of the
study.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
RESULT AND DISCUSSION
The extent of the implementation of the Intel Teach programme at Cebu Normal University
was based on the perceptions of the pre-service teachers.
Table 2: Context Variables
Weighted
Mean
Variables
Descriptive Equivalent
Effective uses of technology
3.83
To a Great Extent
Implementation of technology in teaching
3.77
To a Great Extent
Focused on the needs and interests of students
3.78
To a Great Extent
Sociological factors were included
3.82
To a Great Extent
Over-all Weighted Mean
3.80
To a Great Extent
The context variables were viewed as effectively used as shown by the weighted mean of
3.80 or to a great extent. It means not just simply using the overhead projector to display
information, a computer to input grades, or the Internet to do research. This finding is
supplied by the study of Ficklen and Muscara (2001) which supported that it was using
technology as a tool to enhance teaching, learning, and multi-sensory experiences, provided
"a range of pathways for students at varying levels". Technology integration according to
Reilly (2002) is curriculum development.
The second variables used in the implementation of Intel Teach were Input Variables.
Included under the input variables were: aligned teaching and assessments with the RBEC,
integrated technology into teaching and learning process of students, supported future
students in using technology in their school work and evaluated technology-based work that
future students would produce. This is presented in Table 3.
Items
Table 3: Input Variables
Weighted Mean
Descriptive Equivalent
Aligned teaching and assessments with the
RBEC
3.02
To a Moderate
Extent
Supported future students in
technology in their school work
3.02
To a Moderate
Extent
Evaluated technology-based work
3.01
To a Moderate
Extent
Integrated technology into teaching and
learning process of students
2.80
To a Moderate
Extent
Overall Weighted Mean
2.96
To a Moderate
Extent
using
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
In integrating technology into teaching, a teacher should match the objectives with the thrusts
of the Revised Basic Education Curriculum (RBEC). This resulted in the rating of 2.96 or to
a moderate extent because teaching assessment was not integrated into the RBEC.
Humphreys (1991) believed that teaching and assessments links among the humanities,
communication arts, natural sciences, mathematics, social studies, music and art.
Variables
Table 4: Process Variables
Weighted
Mean
Descriptive Equivalent
Selected the applicable teaching strategies
to the implementation of technology
3.76
To a Great Extent
Implemented methods of teaching that
emphasize independent work by students
3.54
To a Great Extent
Emphasized authentic assessment of how
students used and handled computer
3.30
To a Great Extent
3.29
To a Great Extent
3.21
To a Moderate Extent
3.20
To a Moderate Extent
3.18
To a Moderate Extent
2.45
To a Small Extent
Created a storyboard to plan the content
and layout of a brochure, newsletter or
other publications
2.26
To a Small Extent
Overall weighted mean
3.01
To a Moderate Extent
Illustrated project-based teaching
strategies
Provided opportunities to collaborate with
classmates during class
Designed learning objectives that develop
students’ higher-order thinking skills
Illustrated inquiry-based teaching
strategies
Created a storyboard to plan the content
and flow of a presentation
The data on Table 4 shows that the pre-service students were rated to a moderate extent in
terms of the selection of appropriate strategies to be used in teaching based on the
instructional objectives. This means that they have to study hard and review their notes
regarding some of the items under the process variables. Future teachers should have the
ability to use different applications to improve teaching and learning and practice at homes
and workplaces what they have learned. They have to work hard on creating templates,
designing and other software to attain proficiency.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Items
Table 5: Student Competencies
Weighted
Descriptive Equivalent
Mean
Creating student multimedia
presentations
Locating and evaluating resources for the
unit
Creating and exploring the uses of
essential and unit questions
Creating student support materials
3.40
To a Great Extent
3.32
To a Great Extent
3.30
To a Great Extent
3.26
To a Great Extent
Creating teacher support materials
3.21
To a Moderate Extent
Discussing and thinking through the
pedagogical topics
Overall Weighted Mean
2.48
To a Small extent
3.16
To a Moderate Extent
Table 5 presents that the pre-service teachers were good in creating student multimedia
presentations. Multimedia is an educational presentation that is created mainly using audio
and images. PowerPoint is just one example of an application or environment integrating
various media. However, the pre-service teachers were not so good in discussing and thinking
through the pedagogical topics. The respondents’ perception towards the items stated on
student competencies revealed that the pre-service students were rated to a moderate extent
as indicated in the overall weighted mean of 2.97. After the Intel Teach class, they acquired
minimum knowledge and skills needed in integrating technology in teaching. The study
showed that the pre-service students were equipped with the knowledge necessary into
teaching with technology but had some inadequacies due to the unavailability of computers
and some software.
Table 6: Competence of Pre-Service Students
Criteria
Weighted Mean
Descriptive Equivalent
Gained much learners’ attention
4.05
Very Competent
Unique instructional capabilities
3.72
Very Competent
Integrated multimedia presentation
into teaching
3.50
Very Competent
Supported new instructional
approaches
3.38
Competent
Increased teacher productivity
3.30
Competent
Overall Weighted Mean
3.59
Very Competent
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Table 6 shows the competency level acquired by the pre-service teachers from the Intel Teach
class. It shows that after the implementation of the Intel Teach programme at the College of
Teacher Education, pre-service teachers could attract the attention of the students with the aid
of computer. The students’ ability to gain learners attention has a weighted mean of 4.05.
The overall weighted mean revealed that pre-service students in the end result were very
competent with a weighted mean of 3.59. Thus they were competent after the integration of
Intel Teach programme in the curriculum. Thus, technology rich environment is the
beginning of innovation. This implies that teachers must be aware of the emerging
technologies and should therefore integrate such technology into teaching and learning.
STRENGTHS AND WEAKNESSES OF THE IMPLEMENTATION
The implementation of Intel Teach programme had its strength which was integrating
technology into teaching which had increased their performance and achievement. It enabled
the teachers and students to be globally competitive by learning on how the computer works.
It had greater impact on students. After the Intel Teach class, they were good enough in
integrating technology into the selected subjects of the curriculum.
The weaknesses of the implementation were on the unavailability of the computer units based
on student ratio and the need to separate CTE computer laboratory. Furthermore, the
computer laboratory was not spacious and not conducive to learning, the computer-related
facilities were very minimal, and an internet connection was needed. There was also a need
to secure the necessary software that was needed in Intel implementation.
CONCLUSIONS
The results indicated that the pre-service teachers believed that integrating ICT into teaching
and learning is useful for student learning. The use of ICT is of great help in delivering
instruction to students and preparing them in acquiring 21st century skills.
In context variables, the implementation was very useful and fully attained especially on how
technology was integrated into teaching because the focus was on the sociological factors,
needs and interests of students. The theory of constructivism played an important role in the
acquisition of knowledge, abilities and skills of the students in integrating ICT into teaching.
Regarding the input variables, process variables and student competencies, the
implementation was moderately or partially attained within a reasonable degree. There were
processes and competencies which were not fully maximized. The evaluation of the students’
portfolio showed that some outputs were excellent and others were fair. Students’ portfolio
which was not so presentable was due to the lack of facilities for them to enhance their
project. The students were capable of doing so but they did not have sufficient time to
improve on their output because most of them were sharing computer units in the ratio of one
computer for 3 or 4 pre-service teachers.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
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www.intel.com/cd/corporate/education/APAC/ENG/in/highered/index.htm
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