the landscape of ict in teacher education

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


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/


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)


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)


http://time.com/selfies-cities-world-rankings


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 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


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)

http://en.wikipedia.org/wiki/Outsourcing

http://en.wikipedia.org/wiki/Contracting

http://en.wikipedia.org/wiki/Business_process

http://en.wikipedia.org/wiki/Manufacturing

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/


…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 PhilippinesThe home of the “I LOVE YOU” bug virus

• 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.


CHED MANDATES



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


Standards

(Philippine) National ICT Competency Standard for Teachers (NICS)

Technology Operations & Concepts

Social and Ethical Considerations

Pedagogical Domain

Teacher Professional Development


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


slightly believe that they can create, modify, and implement

classroom practices that support national and social priorities with

the use of ICT.


have a thorough understanding of the subject, and they can apply it flexibly in a variety of situations


student-centered


can work the key components of a computer


Can create flexible classroom learning


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.


• Technology Literacy Stage– teachers only know the

basic

hardware & software operations, productivity applications software,

web browser, communications software, presentation

software,management applications.


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

the landscape of ict in teacher education

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worldrankings ict

ict infrastructure development

entertainment computing

ict capacity building

ict related efforts