Graduate Studies

Butuan City

UTILIZATION OF TECH4ED PLATFORMS OF THE DEPARTMENT OF INFORMATION

AND COMMUNICATIONS TECHNOLOGY IN AGUSAN DEL NORTE

A Thesis Presented to
The Faculty of the Graduate Studies
Father Saturnino Urios University
Butuan City

In Partial Fulfillment of the Requirements for the

Degree of Masters in Public Administration

by

Chin Rus S. Echevarre

October 2021

1
 Graduate Studies
Butuan City

APPROVAL SHEET

This thesis entitled “UTILIZATION OF TECH4ED PLATFORMS OF THE

DEPARTMENT OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN AGUSAN
DEL NORTE” prepared and submitted by Chin Rus S. Echevarre
in partial fulfillment of the requirements for the degree,
Course, has been examined and recommended for Oral
Examination.

Engr. Zenaida D. Azura, MBA

Adviser

Approved in partial fulfillment of the requirements for the

degree, Master in Public Administration, by the Oral
Examination Committee on Date of Oral Defense with a grade
of Passed.

NAME OF CHAIR
Chairperson

NAME OF PANELIST NAME OF PANELIST

Member
Member

NAME OF PANELIST NAME OF PANELIST

Member Member

Accepted in partial fulfillment of the requirements for the

degree of Degree.

SHIRLENE MEDORI T. ALEGRE

Director, Graduate Studies and Research

2
 Graduate Studies
Butuan City

ABSTRACT

UTILIZATION OF TECH4ED PLATFORMS OF THE DEPARTMENT OF INFORMATION

AND COMMUNICATIONS TECHNOLOGY IN AGUSAN DEL NORTE
Chin Rus S. Echevarre

3
 Graduate Studies
Butuan City

TITLE PAGE

APPROVAL SHEET

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

4
 Graduate Studies
Butuan City

Chapter 1

THE PROBLEM AND REVIEW OF LITERATURE

Background of the Study

Information and communication technologies (ICT) has

transformed our way of life, notably in terms of conducting

business and delivering services, connecting with one

another, and gaining and providing information. The data

avalanche is the result of increased internet access and use

around the world, including in the Philippines, where

internet penetration hit 63 percent of the population in

2018, or 67 million internet users (Dadios et al., 2018).

According to the International Telecommunications

Union, only 20% of homes in the Philippines have access to a

computer, and only 26% have access to the internet.

Moreover, according to the same international union's State

of the Broadband Report from the same year, the Philippines

ranked 106th out of 191 countries, with a 39.7% internet

penetration rate (Tech4ED,2017). Amidst the country's

growing internet availability over the years, there is still

5
 Graduate Studies
Butuan City

a digital gap, and ICT has not been successfully utilized.

There's a lot of evidence that public shared access helps

people achieve personal goals including studying,

communicating with family, developing professional abilities

and job prospects, and having fun (Bar et al. 2013). Through

public shared access, users can expand their social networks

and accumulate social capital. Public shared access allows

grassroots organizations to develop specialized

capabilities, such as the ability to connect with external

agents in order to get funding and assistance, as well as

market products (Proenza, 2015).

As a response to the problem of internet connectivity,

Universal internet access became a significant priority for

the government. It was a key component of the country's

information and communication technology roadmap from 2006

to 2010, as well as an objective of the country's Medium

Term Development Plan from 2004 to 2010(DICT, 2011). The

Philippine Community eCenter Network, which was later

relaunched as the now-famous Tech4ED program, was born out

of this focus. Individuals and communities are connected to

tools that help them bridge the digital and educational

6
 Graduate Studies
Butuan City

barriers through the Tech4ED Project. Furthermore, The

Philippine Community eCenter Program, a national digital

inclusion initiative that establishes eCenters that provide

critical e-government and ICT-enabled services in

communities with limited or no access to information and

government services, gave birth to the Technology for

Education, Employment, Entrepreneurs, and Economic

Development (Tech4ED) Project. This initiative was the

government's response to the World Summit on Information

Society Plan of Action, which states that "governments and

other stakeholders should establish multi-purpose community

public access points, providing affordable or free-of-charge

access for their citizens to various communication

resources, notably the internet," to which the Philippines

was a signatory.

The researcher for this study was inspired by the

aforementioned background to establish the goal, which is to

increase access to ICT services, learning materials, and

chances for entrepreneurship and employment. The Philippine

Community eCenter Initiative, which sought to offer crucial

e-government and ICT-enabled services to communities with

7
 Graduate Studies
Butuan City

little or no access to information and government services,

gave birth to the program. The researcher is convinced that

this project promotes grassroots development, inclusive

growth, and poverty reduction opportunities. It will give

communities access to information, communications, and

technology, as well as government services, non-formal

education, skills training, telemedicine, and job markets,

as well as business portals (Tech4ED, 2017). In fact,

Tech4ED now enables hundreds of thousands of people to start

businesses, obtain education, find work, and take their

first steps toward improving their families' well-being by

providing marginalized communities with access to digital

opportunities, all through a single ICT portal located in a

single center (Tech4Ed, 2017). Moreover, between 2015 and

2017, 2,121 facilities were opened, with 91,017 registered

users, up from 35,824 in 2016 (DICT 2017). Because industry

digitization will raise demand for ICT knowledge and skills,

this DICT effort is well-timed. Such platforms are eGovServ,

eAssist, eEduSkills, eAgri, and eMarketPlace which are

provided by Tech4ED.

Tech4ED Centers are self-contained, shared facilities

8
 Graduate Studies
Butuan City

that deliver ICT-enabled services and relevant information.

However, studies on the utilization and use of the Tech4Ed

project in provinces across the country have been limited

due to a number of challenges in implementing this project,

including the fact that most Filipino households in rural

areas lack access to the internet (Magsaysay, 2020). To fill

this gap, the current study will investigate the extent to

which the Tech4ED initiative has been implemented in the

Agusan Del Norte in terms of its effect and efficacy.

The evaluation will be based on whether the program's

objectives were met, and the results will be used to

determine how to improve the program's execution. As a

result, the findings of this study can be used as a

foundation for intervention in the Agusan Del Norte’s

Tech4Ed program improvement and development.

Review of Literature

The Importance of Information and Communications Technology

Despite the country's growing internet availability

over the years, there is still a digital gap, and ICT has

not been successfully utilized. Digital dividends have not

spread rapidly across the globe, according to the World Bank

9
 Graduate Studies
Butuan City

(2016), citing two major reasons: a large proportion of the

population, particularly in developing countries, remains

excluded, and inequalities have concentrated digital

dividends in the hands of a few: those who are better

educated, more connected, and more capable.

Conversely, it is commonly acknowledged that the

collection, storage, editing, and exchange of information in

a variety of formats has the potential to speed up human

progress. As a result, UN member states have committed to

advancing the 2030 Agenda for Sustainable Development

through utilizing the potential of information and

communication technology. The Sustainable Development Goals

(SDGs) include specific targets for ICT use in education

(SDG4), gender equality (SDG5), infrastructure (SDG9), and

partnerships and implementation techniques to promote

knowledge societies in which everyone has the chance to

learn and interact (SDG10). The ICT sector has become a

critical component of several sectors' business processes as

a result of the deployment of new technology. Automation,

the Internet of Things, and big data analytics are among the

sophisticated technologies that are supposed to have ushered

10
 Graduate Studies
Butuan City

in the FIRe, or industrial revolution fueled by innovation.

The ICT industry has not only expedited company operations

by incorporating new technologies into conventional

production processes, but it has also encouraged machines to

do complex tasks with little human engagement or oversight

(WFEO, 2017).

Every minute, new ICT applications and functions are

discovered. The FIRe gives a great opportunity for the

Philippines to strengthen its standing in this period of

digitization, given the country's comparative advantage in

ICT-related services and the growth performance of its

Information Technology-related services. Fortunately, the

Philippine government has developed and executed a number of

policies, programs, and initiatives to prepare for and

stimulate the development of the ICT sector, as well as

other related industries (DICT, 2017). ICT applications and

functions are rapidly evolving. Considering the Philippines'

competitive advantages in ICT-related operations and the

improving performance of those services, this represents a

substantial opportunity for the country to strengthen its

position in the digital era. Interestingly, the Philippine

11
 Graduate Studies
Butuan City

government has created and executed a variety of policies,

programs, and initiatives focused at preparing for and

fostering the growth of the ICT industry and allied

industries (DICT, 2017).

Digital Divide

The full concept of the digital divide is still being

worked out. Hawkins (2015) pointed out that, despite its

extensive use, scholars and practitioners have different

perspectives on it. It's not only a phenomenon tied to

internet access; it's also linked to how people use it and

what they get out of it (Fuchs & Horak, 2018). According to

Fuchs and Horak (2017), the digital divide refers to unequal

patterns of material access to, usage capabilities of, and

benefits from computer-based information- and communication

technologies that are the result of stratification processes

that create winners and losers in the information society,

as well as participation in institutions that govern ICTs

and society. The reality of the digital divide is

unavoidable due to the high level of social inequalities

(Servon, 2010).

According to Fuchs & Horak (2017), there are three

12
 Graduate Studies
Butuan City

types of access to ICTs: material access, usage and skill

access, and social access. Material access pertains to the

availability of hardware, software, applications, and

networks, as well as the usability of ICT devices and

applications; usage and skill access refers to the expertise

required for operating ICT hardware and applications,

producing meaningful online content, and engaging in online

communication and collaboration. Benefit access is defined

as ICT use that benefits the individual and contributes to a

more just society for all; institutional access is defined

as citizens' participation in the organizations that govern

the Internet and ICTs, as well as citizens' empowerment

through ICTs to participate in political information,

communication, and decision-making systems (Fuchs & Horak,

2017).

Digital divides emerge not only in developing countries

like the Philippines, but also in industrialized countries

like the United States and Japan. The findings of

Chakraborty & Bosman's (2015) analysis revealed that

personal computer ownership was distributed unequally across

the United States. Meanwhile, in Japan, there is a clear

13
 Graduate Studies
Butuan City

spatial disparity in access to information and communication

services (Yuguchi, 2010). It is critical to emphasize that

the digital gap is recognized as a contemporary and ongoing

concern, given how quickly technology evolves. Other types

of digital divides are forming as a result of rapidly

evolving technology, including gender divides, age divides,

and income gaps, among others (Boje & Dragulanescu, 2013).

However, the most significant growing digital divide is

technological, namely, internet access, particularly

connection quality (Servon, 2008).  Broadband is widely

recognized as being required to truly optimize the usage of

the internet for communication and information systems. The

Philippines is one of the countries where internet access is

of poor quality.

In the Philippines, Tagaytay, Panganiban, & Jayson

(2017) investigated the digital gap scenario in a Davao

school and discovered that the digital divide also includes

the inability to manipulate computers and browse the

internet, as well as a lack of access to internet

technology. Furthermore, according to Felipe & Tauto (2016),

the digital gap in the Philippines is defined as the

14
 Graduate Studies
Butuan City

disparity in the availability, access, and use of

Information and Communications Technology (ICT),

particularly in rural communities.

The Tech4Ed Project and Its Implications

The Technology for Education, Employment,

Entrepreneurship, and Economic Development (Tech4Ed) project

was created to provide shared facilities and ICT-enabled

services via Tech4Ed centers in order to support inclusive

growth during this period of digital revolution. The 62

Tech4Ed centers will be positioned in areas where access to

ICT is restricted or non-existent, and they will also

function as a one-stop shop for government services (DICT,

2016).

It is a Department of Science and Technology (DOST)-ICT

Office program that aims to use ICT to enable, empower, and

change society through providing job opportunities and

empowering businesses. Its goal is simple: to use 42,000

Tech4ED facilities around the country to harness the

potential of ICT in society to support the development of a

progressive countryside. Tech4ED has enabled hundreds of

15
 Graduate Studies
Butuan City

thousands of people to establish enterprises, acquire

education, find work, and take their initial steps toward

improving their families' well-being by giving them with

access to digital opportunities through a single ICT portal

situated in a single location (Tech4Ed, 2017). Between 2015

and 2017, 2,121 facilities were opened, with 91,017

registered users, up from 35,824 in 2016. 2017 (DICT).

Because industry digitization will raise demand for ICT

knowledge and skills, this DICT effort is well-timed.

The following services are provided by the Tech4ED

Program:

(1) eGovServ provides links to online government

services and application forms such as: Bureau of Internal

Revenue, National Bureau of Investigation (NBI) Clearance,

Department of Trade and Industry Registration, Pag-IBIG

Fund, Department of Foreign Affairs, Philhealth, Government

Service Insurance System, Social Security System, NSO Birth

Certificate, Land and Transportation office.

(2)eAssist aims to empower special sectors through

access to necessary skills training content in answer to

specific Industry needs: ICT for Digital Literacy-upgrade

16
 Graduate Studies
Butuan City

digital competencies for employment or entrepreneurial

opportunities, ICT for Financial Literacy-learn how to save,

spend, and invest money, ICT for Career Development -

develop the competencies relevant to a particular industry

for higher grade jobs, ICT for Entrepreneurs-learn how to

start a business and utilize ICT to expand market reach;

eEduSkills delivers e-learning on demand to address the

education divide: Alternative Learning System (ALS)-

delivers interactive lessons to help out-of-school youth and

adults in attaining a high school diploma, Learning English

Application for Pinoys (LEAP)-Improves English communication

skills in preparation for IT-BPM industry, Skills Training.

(3)eAgri provides content and services on agriculture

technologies for farmers and fishermen: eFarming- Online

farm and business adviser, PhilRice MOET AppMobile app that

helps farmers compute fertilizer requirements and predict

rice yield, Pinoy Rice/Rice Knowledge Bank/Rice Data and

Information Portal- Provides data on rice production

techniques, agricultural technologies, and best farming

practices.

(4)eMarketPlace Provides greater market reach beyond

17
 Graduate Studies
Butuan City

the entrepreneurs’ community for exponential economic growth

and opportunities: oneStore- An online shop for local

products from DOST-assisted micro, small and medium

enterprise.

Factors Influencing ICT Integration and Implementation

Internal variables, according to Fu (2013), have a huge

impact on how people integrate technology into their daily

life. However, the most important element influencing ICT

use, as well as how ICT preparation programs influence

internal factors, are discussed below. Palak and Walls

(2016) conducted a mixed-methods study to see if people who

frequently integrate technology and operate in a

technologically sophisticated environment shift their

perspectives and behaviors toward an employee-centered

paradigm. Sang et al. (2010) investigated the impact of

gender, constructivist perspectives, self-efficacy, computer

self-efficacy, and computer attitudes on Chinese employees'

predicted ICT use. The findings backed up those of Palak &

Walls (2016), who revealed that employee attitudes toward

ICT were the best predictor of future use. In addition,

18
 Graduate Studies
Butuan City

attitudes have an impact. Sang et al. (2010) also discovered

that those who have strong constructivist attitudes are more

likely to plan to include technology into their future

actions. Furthermore, Fu (2013) discovered that people who

were more confident were more capable of and interested in

computer use. While their views toward ICT use were found to

be the best predictor of technology integration, their

beliefs and confidence in using ICT should not be neglected.

Pelgrum & Law (2019) underlined the importance of

culture in ICT integration, claiming that effective ICT

implementation is determined by an individual's perceptions

and vision, not their ICT skills. Community or workplace

culture has an impact on people's actions, beliefs, and

attitudes (Chai, Hong and Teo 2010). As a result, in

addition to the external and internal factors already

mentioned, culture has a big role to play in the successful

integration of technology (Tezci, 2011). He investigated

people's cultural views in relation to their ICT usage in

order to determine their technical and motivational

perspectives. Fu (2013) found that sentiments were

unfavourable from both viewpoints, with the most believing

19
 Graduate Studies
Butuan City

that the government would not give adequate technical and

motivational support. However, as the culture improved, the

individual's level of ICT use increased. Ward and Parr

(2010) suggested that in order to include technology, people

must have faith in their own skills to use it to help them

learn. Additional professional development is required to

achieve this goal, with a focus on building skills that help

persons to overcome anxieties associated with technology

use. Furthermore, the government should provide creative

solutions and technical assistance to allow them to keep

control while promoting computer-based learning. In general,

incorporating technology into effective education demands a

shift in a person's knowledge, beliefs, and culture (Ertmer

and Otternbreit-Leftwich 2010).

An previous study found that both external and internal

factors influence ICT use (Lin, Wang and Lin 2012; Sang et

al. 2011; Tezci 2011). Limited access to computers and

software, lack of availability for course development, and

insufficient technical and administrative support are the

most common external constraints (Al-Ruz and Khasawneh

2011). In the existing literature, attitudes regarding ICT

20
 Graduate Studies
Butuan City

use, confidence, and belief are commonly cited among the

internal factors (Al-Ruz and Khasawneh 2011; Chen 2008; Lin,

Wang and Lin 2012; Sang et al. 2011; Tezci 2011a). Despite

the fact that the research would seem to have established

all possible external and internal factors influencing ICT

use (Al-Ruz and Khasawneh 2011; Lin, Wang, and Lin 2012;

Sang et al. 2011; Tezci 2011a), there has been little

exploration of the possible associations between external

and internal variables, and how these relationships vary

depending on the variables involved in ICT integration.

Examining these connections may not only help individuals

better understand the hurdles to ICT use, but it may also

help them find new ways to overcome those barriers based on

the linkages between different indicators (Fu, 2013).

Barriers and Challenges in ICT Integration

While past research has demonstrated the benefits of

ICT use, Fu (2013) claims that as a result of the

introduction of modern standards for embracing standardized

technology in the new era, hurdles or challenges associated

with its use continue to persist. Whelan (2010) discovered

that these challenges can be solved by boosting the

21
 Graduate Studies
Butuan City

authenticity of group and problem-based learning activities,

as well as providing enough learning support. Inadequate

technical skills that limit access to ICT; an insufficient

number of personnel teaching ICT and a lack of timely

feedback; and limited engagement with peers and instructors

were among the additional obstacles he noted from

respondents' viewpoints.

It is generally acknowledged that investing in capacity

building, curriculum development, infrastructure, public

policy, and government aid is required to reduce barriers

and improve the effectiveness of ICT use. Furthermore,

Castro and Alemán (2011) recommend that individuals acquire

particular technical skills in order to enhance learning in

an ICT environment.

Low expectations and a lack of clear goals for ICT use,

as well as a lack of collaboration and pedagogical

assistance, were recognized as hurdles to effective

technology integration by Al-Bataineh et al. (2010). In

addition, insufficient time to grasp new software or

integrate ICT (Almekhlafi and Almeqdadi 2010); insufficient

skills and low software competency (Goktas, Yildirim, and

22
 Graduate Studies
Butuan City

Yildirim 2009); and lack of experience (Ertmer and

Otternbreit-Leftwich 2010) have all been observed.

Furthermore, a lack of recognition and encouragement of

timely and effective use of ICT (Tezci 2011); a lack of in-

service training on the use of ICT (Yildirim 2007); a lack

of motivation, technical and financial support (Liu and

Szabo 2009); uncertainty about the possible benefits of

using ICT (Yildirim 2007); and a lack of specific and

definite ideas about how to integrate technology (Al-

Bataineh et al. 2008) have been identified.

Various approaches of coping with these issues have

been proposed. Al-Bataineh et al. (2008) recommend providing

continuing professional development related to technology to

update and knowledge, as well as offering technical support

when needed; support partnerships that assist individuals

share effective technology practices and experiences (Ertmer

and Otternbreit-Leftwich 2010); provide effective, timely,

and continuous training to improve ICT techniques to manage

a technology-rich environment (Hutchison and Reinking 2011);

and encourage p (Liu and Szabo 2009; Tezci 2011; Yildirim

2007).

23
 Graduate Studies
Butuan City

Other hurdles exist when it comes of administrative and

ICT infrastructures, in addition to the challenges in the

use of ICT. A lack of adequate administrative support for

the effective use of ICT (Lim 2007); administrative

stipulate to improve ICT practices (Goktas & Yildirim 2009);

a lack of appropriate course content and instructional

programs (Yildirim 2007); and a lack of appropriate

hardware, software, and materials (Yildirim 2007). He

proposed that the government offer appropriate access to

technology to overcome these constraints. In order to

provide concrete solutions, Lim (2007) performed a

qualitative study to examine effective and inefficient ICT

integration. The findings revealed that having access to ICT

tools, as well as developing disciplinary and instructional

principles and processes, are critical components in

creating a well-managed ICT-integrated environment.

Synthesis of Related Literature

The Department of Science and Technology (DOST)

developed and implemented the Tech4ED project in cooperation

with relevant government agencies, including the Department

24
 Graduate Studies
Butuan City

of Education (DepEd), the Department of Labor and Employment

(DOLE), the Department of Information and Communications

Technology (DICT), humanitarian organizations, and other

government agencies that share the same goal as the DOST.

The Department of Science and Technology (DOST) wants to

bring digital literacy to every corner of the Philippines

and teach Filipinos how to use computers. The project

includes a number of platforms and activities, each of which

has the ability to affect change and make such a difference

in a variety of ways. As a result, economic stability,

educational attainment, learning capacity, and the practice

of being responsible ICT users all increase. This material

will aid the reader in comprehending the nature of the

Tech4ED Program's current implementation.

 Moreover, the incorporation of information and

communication technology (ICT) into various aspects of life

has made life substantially easier than it was in the late

nineteenth and early twentieth centuries. Technical

breakthroughs in the realm of education advanced at a

breakneck speed throughout this time period. People are

given accurate information about how to employ ICT-enabled

25
 Graduate Studies
Butuan City

activities in a beneficial and positive way. Many studies

have found that people have challenges when it comes to

implementing information and communication technology (ICT)

into their daily lives. According to the findings of the

research, there are techniques for overcoming the

difficulties that could impede the execution from being

regulated. Information and communication technology (ICT)

integration attempts to satisfy the demand for a progressive

community and people's connectivity. Because of the positive

impact of information and communications technology (ICT) in

the community, implementing the Tech4ED program is critical

for getting ICT-enabled professional capacity.

Theoretical Framework

The purpose of this study is to determine the process

and social effect evaluation in the implementation of the

Tech4ED Project, which is based on whether the project's

rationale and objectives are met or not. Sociotechnical

theory will be applied in this case. This idea claims that

organizations are made up of people in the social system who

create organizational change using tools, skills, and

26
 Graduate Studies
Butuan City

knowledge (Pasmore, 1988). According to the sociotechnical

system, technical change is influenced by external demands

that impact information system transformation in an

organization. In public administration, the sociotechnical

approach is the most widely utilized theory to demonstrate

the impact of technology on organizational development

(Perry & Danzinger, 1980; Norris & Moon, 2005). This

perspective is distinctive and crucial for this study on the

deployment of the tech4ed program in Agusan Del Norte since

it means that public managers or implementers must

comprehend IT from both a technical and a social standpoint.

The above-mentioned theory is critical to the

effectiveness of measures undertaken through the Tech4Ed

project for a variety of reasons. Programs must be built on

rational theoretical underpinnings for a variety of reasons.

If leaders and implementors establish a theory of change

that is based on good theoretical underpinnings, they can be

sure that their programs are delivering the proper

activities to achieve the desired outcomes.

Conceptual Framework

This study will use the adopted theory of this study

27
 Graduate Studies
Butuan City

which is Sociotechnical theory. A Sociotechnical system

(STS) map looks a little like a driver diagram or a logic

model. It differs from these by offering a nonlinear map of

a project or programme approach, which shows how different

components are expected to interact, and the multiple

pathways through which change is expected to happen. The

figure above enclosed in the box shows the action model,

while those enclosed in the circle is the change models. It

can be observed that the program process starts from the

project itself, the Tech4Ed project being implemented by the

DICT and has been partnered by other government agencies,

including LGUs as associate implementers of the said

project. The program has been specified with regards to the

platforms, segments, and services it offered. The

implementation of the project is being influenced by

internal and external factors that affect the rate of

utilization of the target population which is the Filipino

citizens in Agusan Del Norte. Further, the intervention or

the actions taken during the implementation serve as the

determinant whether the actions taken are effective or not

on the implementation and will present the long-term

28
 Graduate Studies
Butuan City

outcomes of the projects that will be classified into the

benefits, barriers, and risks of Tech4Ed project

implementation.

Independent Variable Dependent Variable

Benefits,
barriers, and
risks of Tech4Ed
project among the
beneficiaries

Practices of
Implementers and
Respondents on
the utilization
of the Tech4Ed
project

Mediating Variable

Figure 1. Research Paradigm

The model above shows the paradigm of the study using the
Demographic Profile
IV-MV-DV
of theModel. The framework thus shows that the IV has an
Respondents

influence on the DV and the MV influence the relationship

between independent and dependent variables.

In this study, the benefits, barriers, and risks are

considered as the dependent variable, it will be the outcome

29
 Graduate Studies
Butuan City

measure of the study and is ordinarily the condition the

researcher of this study is trying to explain.

Moreover, the independent variables of the study is the

demographic profile of the respondents. The presumed cause

in a cause-effect relationship is called the independent

variable, and the presumed effect is called the dependent

variable (Flannelly et al., 2014).

Further, the rate of utilization of the Tech4Ed project

among the beneficiaries will be the mediating variables also

known as intermediate, intervening or process variables are

those that are explained by independent variables while also

explaining dependent variables (Bhattacherjee, 2012; Namazi

& Namazi, 2016). In this study, the practices of utilization

of the segments, platforms, and programs will be the

variable that occurs as a result of the independent variable

which then causes a dependent variable to occur.

Statement of the Problem

Obtaining reliable knowledge and proof from the Tech4Ed

Project's development operations is contingent upon effect

30
 Graduate Studies
Butuan City

and impact evaluation. As a result, this study aims to

determine the extent to which the Tech4Ed Project is being

implemented in Agusan Del Norte. Additionally, it will

evaluate the implementation process and the project's social

impact on the community as viewed by the client –

beneficiaries and implementing agencies.

Specifically, the current study aims to answer the

following questions:

1. What is the demographic profile of the respondents in

terms of:

1.1. Sex;

1.2. Age;

1.3. Place of Residence;

1.4. Occupation; and,

1.5. Monthly Income?

2. What are the practices of implementers and respondents in

tech4ed platforms in terms of:

2.1. eAgri;

2.2. eMarketplace;

2.3. eHealth;

2.4. Gender & Dev’t;

31
 Graduate Studies
Butuan City

2.5. Rural Impact Sourcing;

2.6. eEduSkills;

2.7. eAssist; and

2.8. eGovServices?

3. What are the perceived implementation benefits and

barriers of Tech4Ed project among the beneficiaries?

4. Is there a significant relationship between the factors

influencing the implementation of Tech4Ed project and the

benefits and barrier encountered during the implementation

process?

5. From the findings, what intervention activities can be

developed to strengthen the implementation of Tech4Ed

Project in Agusan Del Norte?

Hypothesis

The researcher of this study assumes the following null

hypotheses:

Ho1: There is no significant relationship between the

practices of implementers and respondents on the utilization

of tech4ed program and barriers encountered during the

32
 Graduate Studies
Butuan City

implementation process.

Significance of the Study

This study is considered significant to the following

stakeholders:

The Local Government Units. The Technology for Economic

Development (Tech4ED) Project envisions having Tech4ED

Centers in every municipality. Thus, the results of the

study will provide the LGUs baseline data on how they can

implement the project in their locality.

The Department of Information and Communications

Technology (DICT). This study will be significant to DICT

considering that it is mandated to promote and monitor the

implementation of the Tech4Ed project. The results will

serve as baseline to strengthen the implementation of the

project.

The Public Libraries. Tech4ED Project will establish

project centers in in the public libraries as an

indispensable partner of DICT. Thus, the results of the

study will provide the public libraries baseline data on how

they can implement the project in their area.

33
 Graduate Studies
Butuan City

The Public Schools. Public Schools are also partners

in the implementation of Tech4ED projects. Thus, the results

of the study will be useful for public schools in an

effective and efficient delivery of the project platforms,

segments and contents service.

The Government Agencies. This study will be of

importance to the various government agencies such as the

following: Bureau of Internal Revenue, National Bureau of

Investigation clearance, Department of Trade and Industry

Registration, Pag-IBIG Fund, Department of Foreign Affairs,

PhilHealth, Government Service Insurance System, Social

Security System, NSO Birth Certificate, Land Transportation

Office, Land Registration Authority, PAGASA, Department of

Agriculture, Department of Education, and other relevant

agencies. The implementation of the different components of

the project is under the mandate of the concerned agencies.

The Department of Science and Technology. This study is

being financed by DOST and the researcher as its scholar,

and

The Clients and the Community. The findings of the

study will be significant to the clients and the community

34
 Graduate Studies
Butuan City

in terms of the benefits that will be derived from the

strengthened implementation of the Tech4Ed project.

Scope and Limitation of the Study

This study will focus on evaluating the extent

implementation of Tech4Ed project among centers in Agusan

Del Norte. This will also determine the rate of utilization

among the online platforms and services, the factors that

influence the implementation process, issues and challenges

faced during implementation, as well as the perceived

benefits, barriers, and risks based on the respondents. The

study will be conducted among selected client beneficiaries

throughout the established Tech4ED Centers of Agusan Del

Norte. The study will use purposive sampling method in

selecting sixty respondents that met the aforementioned

criteria wherein only the available ones and willing

participants were surveyed to identify the results of this

study. Respondents will be chosen purposively since the

current pandemic hinders the researcher to perform other

sampling techniques in choosing the respondents. The

research will be carried out using a self-administered

questionnaire formulated by the researcher and content

35
 Graduate Studies
Butuan City

validated by experts related to the field. This study will

be conducted from November 1, 2021 to December 15, 2021 in a

limited time due to the ongoing community quarantine and

restrictions caused by the pandemic.

Definition of Terms

The following terms will be defined operationally for

the benefit of the readers:

Age: This term refers to the number of years the individual

has existed since birth.

Occupation: This term refers to the occupational status of

the respondents on whether they are employed, unemployed and

underemployed.

Income: This term refers to the financial capacity of the

respondents.

Barriers. This refers to the issues and challenges that will

be identified in this study that hinders the objectives and

goals on the implementation of Tech4Ed project.

36
 Graduate Studies
Butuan City

Digital Divide. This refers to the situation in the country

wherein there is unequal patterns of material access to, use

capabilities of, and advantages from computer-based

information and communication technologies, as well as

participation in institutions controlling ICTs and society.

Tech4Ed Project. This refers to the government's project

which aims to improve Filipinos' digital literacy and bring

online learning and government services closer to the

people.

ICT Integration. This pertains to the association of the use

of information and communications technology among

individuals all over the country.

Platform Services. This refers to the Tech4Ed services

offered in CARAGA region, namely:

eAgri. This refers to one of the Tech4Ed services that

provides contents and services on agriculture technologies

for farmers and fisher folks.

eAssist. This refers to one of the Tech4Ed services

37
 Graduate Studies
Butuan City

that aims to empower special sectors through access to

necessary skills training content in answer to specific

industry needs.

eEduSkills. This refers to one of the Tech4Ed services

that delivers e-Learning on demand to address the education

divide.

eGovServ. This refers to one of the Tech4Ed services

that provides links to online government services and

application forms.

eHealth. This is one of the Tech4Ed services involving

online catalogue of online health resource.

E-learning Tool. This refers to any websites, software, or

computer-assisted activities that intentionally focus on and

facilitate learning on the Internet (Poole & Lorrie, 2003;

Saade et.al., 2010).

eMarketPlace. This refers to one of the Tech4Ed

services that provides greater market reach beyond the

entrepreneurs’ community for exponential economic growth and

opportunities.

Tech4ED Center. This refers to the Technology for Economic

38
 Graduate Studies
Butuan City

Development (Tech4ED) Project which envisions having Tech4ED

Centers in every municipality. It is self-sustaining, shared

facility providing access to ICT-enabled services and

relevant content. It serves as a conduit for efficient

delivery of government and other services and a potent tool

for the empowerment and participation of the unserved and

underserved communities in development.

Chapter 2

39
 Graduate Studies
Butuan City

METHODOLOGY

Research Design

The study will utilize the descriptive correlational

in measuring the extent of implementation of the Tech4ED

project in Agusan Del Norte. It is descriptive because aims

to describe as well as explain the rate of utilization of

Tech4ED programs, barriers and risks of the program. It is

correlational because it aims to determine the relationship

between the factors influencing the implementation and the

perceived benefits and barriers of the Tech4Ed. This study

will use the survey method imploring the online survey

technique.

Research Environment, Population and Sample

The Caraga Region was created through Republic Act

No. 7901 on February 23, 1995. The region is composed of

five provinces: Agusan del Norte, Agusan del Sur, Surigao

del Norte, Surigao del Sur and Dinagat Islands; six cities:

Butuan City, Cabadbaran, Surigao, Tandag, Bislig and

Bayugan; 67 municipalities and 1,311 barangays. Butuan City

40
 Graduate Studies
Butuan City

is the regional administrative center (DTI, 2020). In this

study, the researcher will focus her study environment in

Agusan Del Norte.

The respondents of this study include two groups namely

the client - beneficiaries who are identified as the

students, out-of-school youths and adults, senior citizen,

women, indigenous people, the businessmen and entrepreneurs,

person with disabilities, overseas Filipino workers and

their families and generally, all those who availed the

services of the Tech4ED centers; and the implementers of the

project that consists of the Tech4Ed center managers and the

assistant managers of the project.

The table below contains the population of the

beneficiaries of Tech4Ed project per provinces in the CARAGA

region:

Provinces Number of Beneficiaries

Agusan del Norte 1037
Agusan del Sur 1887
Surigao del Norte 1944
Surigao del Sur 1020
Dinagat Islands 560

In terms of sampling technique, total enumeration

method will be utilized. The researcher for this study will

41
 Graduate Studies
Butuan City

purposively select respondents from centers in Agusan Del

Norte of around 150 participants. This study will include

not only respondents per se but also beneficiaries of

Tech4Ed project in the research locale mentioned. The

participants will be selected based on their availability

and willingness to participate in the study. The study

participants will be those who voluntarily consented the

researchers to participate in the research execution. Any

respondents who cannot complete the survey questionnaire

will be excluded. Finally, respondents will have the

opportunity to exclude themselves by not agreeing to

participate in the study.

Sampling Technique

This study will utilize the non-probability purposive

sampling procedure to select the respondents in the locale

of the study. The non-probability sampling technique is

chosen for this study because it is hard to determine the

size of the population who fall under such criteria and the

ongoing pandemic will hinder the researcher to determine the

sample size. In conducting purposive sampling, the

42
 Graduate Studies
Butuan City

researcher will pick the respondents using non probability

sampling wherein participants will be chosen by the

researcher using her own judgement and based on the

availability and willingness of the participants to be

included in the study.

Ethical Consideration

This research underwent review and approval under the

ethical principles of the university through the Ethical

Review Committee (ERC). The guidelines are followed, such as

informed consent, confidentiality, and respect between

researchers and respondents, while promoting the aims of the

research, such as knowledge, truth, and avoidance of error.

In order to carry out the study, the researchers asked for

the consent and authorizations needed. The researchers have

used voluntary participation in deciding the participants

for the study, allowing them to have the choice of

withdrawing at any time should they decide to stop engaging

with the study. The research process does not need any

financial resources, as no expenses are needed to conduct

it. The possibility of risk for the participants cooperating

43
 Graduate Studies
Butuan City

with the study is non-existent. Furthermore, the data and

information collected throughout the study will entirely be

used only for the research's objectives.

Research Instrument

The researcher will use a researcher-made questionnaire

consisting of different parts. The first part of the survey

is the Demographic Information sheet. The Demographic

Information sheet ascertain the respondent’s sex, age,

location, educational attainment, occupation, and monthly

income. The second part composed of the practices of

utilization of the respondents among the segments,

platforms, and services of the Tech4Ed project. Lastly, the

last part will describe the perceived benefits, barriers,

and risks, and their recommendations on the improvement of

the Tech4Ed project.

After the formulation of the questionnaire, the

researcher will select experts with experience in the field

of educational research to give their professional judgment

about semantics and content of the scale addition,

44
 Graduate Studies
Butuan City

evaluation of the structure of the questionnaire,

understanding of the items, analysis of the format and

presentation of the questionnaire that will validate the

contents of the questionnaire.

If the expert validators find some errors on the survey

questionnaires that they want to change for good, then the

researchers will revise the questionnaires depending on the

comment of the validators. After the revision, the

researchers will take another look at the survey

questionnaires to ensure that the quality of the

questionnaire is already appropriate for the conduct of the

study.

Data Gathering Procedure

To conduct the study and administer the questionnaire

to the respective respondents, a formal letter will be sent

among the implementers and beneficiaries of Tech4Ed project.

Following acceptance of the submission, the researcher will

perform the survey that will be closed after two weeks.

The researcher will use an online survey technique via

Google form to generate or gather the necessary data needed

in the study and will be distributed to the respondents

45
 Graduate Studies
Butuan City

through email. The research questionnaire will be composed

of the Demographic Information Sheet of the Participants,

and a survey consisting of statements that related to the

evaluation of the impact implementation of Tech4Ed project

in Agusan Del Norte.

The researcher will independently collect the data for

this study. The structured survey questionnaire will be

placed on a web-based content via Google form. The online

survey questionnaire will be distributed by the researchers

to the respondents of this study through their respective

email addresses or Facebook Messenger account and will

provide an agreement informed consent, which includes the

purpose of research, the procedure to be followed, the

discomforts and risks, the benefits, the statement of

confidentiality, the ownership of the data, the right to ask

question, and the voluntary participation. The respondents

will then proceed to answering the online survey

questionnaire. Each respondent has the right to decline

and/or not complete the survey at any time canceling the

online survey form. There will be no need for a debriefing

statement for the purposes of this study. The survey will be

46
 Graduate Studies
Butuan City

open to participants for a two-week time period or until at

the target number of participants completed the survey.

After that time, the researcher will end the conduct of the

online survey.

Statistical Treatment

The responses of the participants to the

questionnaire will be statistically analyzed with the

data requirements of the study. This study will make use

of the following statistical measures:

1. Frequency Distribution. This tool will be used to

present the results of the study with regards to

the demographic profile of the respondents. A

frequency distribution is an overview of all

distinct values in some variable and the number of

times they occur.

2. Mean and Standard Deviation. Descriptive statistics

such as mean and standard deviation will be

47
 Graduate Studies
Butuan City

utilized on the evaluation of the extent

implementation of Tech4Ed project in Agusan Del

Norte.

3. One-way ANOVA. This will be used to determine the

significant difference between the rate of utilization

of the Tech4Ed project among the respondents in terms

of the segments/contents/platform services.

4. Pearson-r Correlation. This will be used to measure how

strong a relationship is between two variables. In this

study, Pearson-r correlation will be used to measure

the significant relationship between the factors

influencing the implementation of Tech4Ed project and

the issues and challenges encountered during the

implementation process.

DATA ANALYSIS PROCEDURE

A researcher–made questionnaire was prepared to gather

data. Once the data collection window closes, the data will

be downloaded from Google form in an Excel spreadsheet for

analysis. The data will be analyzed using both descriptive

and inferential statistics. Descriptive statistics will be

48
 Graduate Studies
Butuan City

used to answer Research Questions 1, 2, 3, 4, and 5.

Inferential statistics will be used to answer Research

Question 6.

For Research Question 1, the descriptive variable is

the demographic profile of the respondents. Frequency and

percentage will be calculated and used to answer Research

Question 1.

For Research Question 2, the descriptive variable is

the rate of the utilization among respondents of the study.

Frequency, mean, and standard deviation will be calculated

and used to answer this.

For Research Question 3, the descriptive variable

consists of perceived implementation benefit, barriers, and

risks of Tech4Ed project among the beneficiaries. Frequency,

mean, and standard deviation will be calculated and used to

answer this question.

For Research Question 4, the question composes of the

significant relationship between the factors influencing the

implementation of Tech4Ed project and the benefits and

barrier encountered during the implementation process.

Inferential statistics will be conducted to answer Research

49
 Graduate Studies
Butuan City

Question 5. Specifically, a Pearson-r correlation

coefficient will be calculated to evaluate to answer

Lastly, Research Question 6 is formulation of the

intervention activities can be developed to strengthen the

implementation of Tech4Ed Project in CARAGA region based on

the findings of the study. There will be no scale associated

with these open-ended-question item.

The details below will be used by the researcher as a

basis for scoring and interpretation of the gathered data

using 4- Point Likert Scale.

Scale Range Verbal Description

4 3.51-4.00 Strongly Agree
3 2.51-3.50 Agree
2 1.51-2.50 Disagree
1 1.00-1.50 Strongly Disagree

50
 Graduate Studies
Butuan City

RESULTS AND ANALYSES

3 spaces
(Provide a brief introductory statement about the chapter.
Present the findings based on the sequence of the problems
stated in chapter 1.)
_______________________________________
_____________________________________________
_____________________________________________ Double space
3 spaces

Intervention Program (new page)

double space
_______________________________________
_____________________________________________
_____________________________________________ Double space

Chapter 4
(new page, No page number on this page)
2 spaces
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
(Provide brief introductory statement about the chapter)
3 spaces

Summary
(briefly in one page only)
3 spaces

51
 Graduate Studies
Butuan City

Conclusions
(based on the findings)

Recommendations
(based on the findings of the study)
3 spaces

Appendices

IMPLEMENTATION OF THE TECH4ED PROJECT OF THE DEPARTMENT OF

INFORMATION AND COMMUNICATIONS TECHNOLOGY
IN AGUSAN DEL NORTE

Survey Questionnaire

I. Demographic Profile of Respondents

A. Sex ( ) Male ( ) Female

B. Age ( ) Below 18 ( ) 18-35 year ( ) Above 35

C. Place of Residence
( ) Buenavista ( )RTR
( ) Nasipit ( ) Tubay
( ) Cabadbaran ( ) Kitcharao
( ) Santiagao ( )Las Nieves

D. Occupation ( ) Unemployed ( ) Government Employ

( ) Self-employed( ) Private Employed

E. Income ( ) Below 10, 000 ( ) 10, 001-20, 000

( ) 20,001-30,000 ( ) Above 30, 000

II. Practices of Implementers and respondents on the

Utilization of Tech4Ed Project

52
 Graduate Studies
Butuan City

Scale Range Verbal Description

Interpretation
4 3.51-4.00 Always Daily Highly
Utilized
3 2.51-3.50 Often 3x a week Moderately Utilized
2 1.51-2.50 Sometimes 1x a week Slightly
Utilized
1 1.00-1.50 Never No visit in a week Not Utilized

Tech4Ed Platforms

eAgri 4 3 2 1

1. I use eAgri for personal use

2. I use eAgri for business/work

purposes
3. I use eAgri to gain knowledge
in farming and fishing
4. I use eAgri because I’m
interested to open an agriculture
business
5. I use eAgri every time I go to
Tech4Ed centers
eMarketPlace 4 3 2 1

6. I use eMarketPlace for

personal use
7. I use eMarketPlace for
business/work purposes
8. I use eMarketPlace to buy and
support local and small
businesses
9. I use eMarketPlace because I
am interested in putting up a
business
10. I use eMarketPlace every time
I visit Tech4Ed center

53
 Graduate Studies
Butuan City

eHealth 4 3 2 1

11. I use eHealth for personal

use
12. I use eHealth for
business/work purposes
13. I use eHealth for medical
access
14. I use eHealth to avoid long
lines in hospitals and for
convenience
15. I use eHealth every time I
visit Tech4Ed center
eEduSkills 4 3 2 1

16. I use eEduSkills for personal

use
17. I use eEduSkills for
educational or work purposes
18. I use eEduSkills to gain more
knowledge and experience
19. I use eEduSkills to avail
development trainings and
programs
20. I use eEduSkills everytime I
visit Tech4Ed center
eAssist 4 3 2 1

21. I use eAssist for personal

use
22. I use eAssist for
business/work purposes
23. I use eAssist for assistance
in other government programs
24. I use eAssist for convenience

25. I use eAssist every time I go

to Tech4Ed centers

54
 Graduate Studies
Butuan City

eGovServices 4 3 2 1

26. I use eGovServices for

personal use
27. I use eGovServices for
business/work purposes
28. I use eGovServices in paying
or availing services offered by
the government
29. I use eGovServices to avoid
long lines and for convenience
30. I use eGovServices every time
I got to Tech4Ed centers
Gender and Development 4 3 2 1

31. I use Gender and Development

platform for personal use
32. I use Gender and Development
platform for business/work
purposes
33. I use Gender and Development
platform to gain knowledge and
ideas
34. I use Gender and Development
platform for awareness and
development
35. I use Gender and Development
platform every time I go to
Tech4Ed centers
Rural Impact Sourcing 4 3 2 1

36. I use RIS platform for

personal use
37. I use RIS platform for
business/work purposes
38. I use RIS platform to gain
knowledge and ideas

55
 Graduate Studies
Butuan City

39. I use RIS platform in

gathering data and updates
40. I use RIS platform every time
I go to Tech4Ed centers

I. Perceived Benefits, Barriers and Risks of Tech4Ed

Implementation

Scale Range Verbal Description Interpretation

4 3.51-4.00 Strongly Agree Fullest Extent
3 2.51-3.50 Agree Moderate Extent
2 1.51-2.50 Disagree Partial Extent
1 1.00-1.50 Strongly Disagree No influence

Benefits 4 3 2 1
Improve productivity and increase

capacity of government
Improve quality of service delivery

and business and customer

Reduce the overall costs of the

organization and efficiency gains

Improve the organization’s

business process
Reduce intra- and inter-agency

paperwork/ flow
Improve quality of decision and

policy making
Well-equipped offices to enhance

productivity
Improve collaboration among

56
 Graduate Studies
Butuan City

different department
Increased productivity in

governance.
Barriers 4 3 2 1
ICT infrastructure
High level of investment required
High level of knowledge required
Cultural awareness
Complexity in understanding

processes and systems

Implementation policy
Lack of Government support
Education, training and set-up

costs
Risks 4 3 2 1
Accessibility of information by

other agencies
Environmental information security

e.g. identify theft

Reducing full control over

information
Inferior service quality e.g.

delayed service
Relational privacy e.g. background

checks
Misinterpretation and misuse of

Government services
Reduction in manpower
Increase in unemployment
Unstable Power Supply

57
 Graduate Studies
Butuan City

Thank you for your cooperation.

References

Allen, M. W. (2016). Michael Allen's guide to e-learning:

Building interactive, fun, and effective learning programs
for any company. John Wiley & Sons.

Alliance For Affordable Internet (A4AI). (2015). Providing

ICT centres for universal access.
https://a4ai.org/studies/providing-ict-centres-for-
universal-access/

Asian Development. (2018). Program Completion Report:

Modernizing Government and Fiscal Reform in Kerala Program.
Manila.
https://www.adb.org/sites/default/files/projectdocument/6623
9/31328-ind-pcr.pdf

Bar, C. Coward, L. Kopeke, C. Rothschild, A. Sey, and G.

Sciadas. (2013). The Impact of Public Access to ICTs:
Findings from a Five-Year, Eight-Country Study. Proceedings
of the Sixth International Conference on Information and
Communication Technologies and Development: University of

58
 Graduate Studies
Butuan City

Cape Town, Cape Town, South Africa.

Boje, C., & Dragulanescu, N. G. (2003). “Digital Divide” in

Eastern European Countries and its Social Impact. age, 8,
1.

Chai, C. S., Hong, H. Y., & Teo, T. K. G. (2010).

Singaporean and Taiwanese pre-service teachers' beliefs and
their attitude towards ICT use: A comparative study.

Chakraborty, J., & Bosman, M. M. (2005). Measuring the

digital divide in the United States: Race, income, and
personal computer ownership. The Professional Geographer,
57(3), 395-410. vi.

Dadios, e., Culaba, B., Ramon G., Vicente B. Aniceto C.

Orbeta Jr. (2018). Preparing the Philippines for the Fourth
Industrial Revolution: A Scoping Study. Philippine Institute
for Development Studies.
https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1811.pd
f

De Haan, J. (2014). A multifaceted dynamic model of the

digital divide. It & Society, 1(7), 66- 88. vii.

Delport, P. M., Von Solms, R., & Gerber, M. (2016,

May).Towards corporate governance of ICTinlocal
government. In IST-Africa Week Conference, 2016 (pp. 1-11).
IEEE. Viii

Department of Energy (DOE).(2016). Power Development Plan

2016-2040. Taguig City, Philippines: DOE.

Department of Information and Communications Technology

(DICT)(2016). E-government master plan 2016-2022. Quezon
City, PH: DICT.

Department of Information and Communications Technology

(DICT). (2016). What is the juan, konek! free wi-fi internet
access in public spaces project?
http://freepublicwifi.gov.ph/what-is-the-juan-konek-free-wi-

59
 Graduate Studies
Butuan City

fi-internet-access-inpublic-places-project/

Department of Information and Communications Technology

(DICT). (2017). National broadband plan: Building
infostructures for a digital nation. Quezon City, PH: DICT.

Department of Information and Communications Technology

(DICT). (2017). National Cybersecurity Plan 2022. Quezon
City, PH: DICT.

Department of Science and Technology (DOST). (2015). Roadmap

for digital startups: 2015 and beyond. Quezon City, PH:
Information and Communications Technology Office, DOST.

Department of Science and Technology (DOST). (2017).

Harmonized research and development agenda 2017 – 2022.
Taguig, Philippines: DOST. Department of Trade and Industry
(DTI). 2017. DTI chief explains the government’s I3
strategy. http://www.dti.gov.ph/med

Felipe, Z., & Tauto, J. (2016). The effect of information

technology on environmental pollution in
China. Environmental Science and Pollution Research, 26(32),
33109-33124.

Flannelly, K. J., & Jankowski, K. R. (2014). Research

designs and making causal inferences from health care
studies. Journal of Health Care Chaplaincy, 20(1), 25-38.

Fuchs, C., & Horak, E. (2017). Information capitalism and

the digital divide in Africa. Masaryk UJL & Tech., 1, 11.
ix.

Fuchs, C., & Horak, E. (2018). Africa and the digital

divide. Telematics and informatics, 25(2), 99-116. x.

Gabriel, A. (2015). Tech4Ed. Enabling, Empowering,

Transforming Communities. https://studies/providing-ict-
centres-for-universal-access/

Garcia, C. (2015). Philippine Government and Constitution.

60
 Graduate Studies
Butuan City

Mandaluyong City: Books Atbp Publishing Corp. xi.

Guillén, M. F., & Suárez, S. L. (2005). Explaining the

global digital divide: Economic, political and
sociological drivers of cross-national Internet use. Social
forces, 84(2), 681-708. xii.

Goktas, Y., Yildirim, Z., & Yildirim, S. (2009).

Investigation of K-12 teachers’ ICT competencies and the
contributing factors in acquiring these competencies. The
New Educational Review, 17(1), 276-294.

Hawkins, S. (2015). Beyond the digital divide: Issues of

access and economics. Canadian journal of information and
library science, 29(2), 171-189.

Lim, C. P. (2007). Effective integration of ICT in Singapore

schools: Pedagogical and policy implications. Educational
Technology Research and Development, 55(1), 83-116.

Magsaysay. G. S. (2020). Analysis on the acceptance of

edmodo as instructional tool using technology acceptance
model (TAM) amidst COVID-19 pandemic. Journal of
Agriculture and Technology Management, 23(2), 16-20.

Namazi, H. (2020). Information-based analysis of the

relation between human muscle reaction and walking
path. Technology and Health Care, 28(6), 675-684.

Palak, D., & Walls, R. T. (2016). Teachers’ beliefs and

technology practices: A mixed-methods approach. Journal of
Research on Technology in Education, 41(4), 417-441.

Pelgrum, X., Law. L. (2019). A Critical Review and Analysis:

What Role of ICT Plays in Improving Professional Teachers’
English Instruction?. Advances in Language and Literary
Studies, 10(2), 129-135.

Perry, J. L., & Danziger, J. N. (1980). The Adoptability of

Inno Va Tions: An Empirical Assessment of Computer
Applications in Local Governments. Administration &

61
 Graduate Studies
Butuan City

Society, 11(4), 461-492.

Proenza, F. J.(2015). The impact of public access to

telecenters: Social appropriation of ICT by Chilean women.

Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010).
Student teachers’ thinking processes and ICT integration:
Predictors of prospective teaching behaviors with
educational technology. Computers & Education, 54(1), 103-
112.

Servon, L. J. (2008). Bridging the digital divide:

Technology, community and public policy. John Wiley & Sons.

Taplin, D. H., Clark, H., Collins, E., & Colby, D. C.

(2013). Theory of change. Technical papers: a series of
papers to support development of theories of change based
on practice in the field. Act Knowledge, New York, NY, USA.

Tagaytay, M., Panganiban, M., & Jayson, Y. (2017). Living

with the Digital Divide: Exploring Internet and Computer
Technology (Ict) Accessibility and Digital Inequality
Through the Experiences of Educators &
Students. International Journal of Education Research for
Higher Learning, 23(2), 1-1.

Tezci, E. (2011). Factors that influence pre-service

teachers’ ICT usage in education. European Journal of
Teacher Education, 34(4), 483-499.

World Bank. (2014). Implementation Completion and Results

Report (Credit 3986-CE) on a Credit in the amount of SDR29.2
million ($ 55 million equivalent) to the Democratic
Socialist Republic of Sri Lanka for a e-Sri Lanka Project.
http://documents.worldbank.org/curated/en/318231468335398659
/pdf/ICR9390P0817710Box385385B00OUO090.pdf

World Bank. (2015). ICR Review – E-Lanka Development

Project. Washington, DC:Independent Evaluation Group (Report
Number ICRR 14701).
http://documents.worldbank.org/curated/en/310241467986319986

62
 Graduate Studies
Butuan City

/pdf/ICRR14701-P081771-
Box393183B-PUBLIC.pdf

Yuguchi, K. (2008). The digital divide problem: An economic

interpretation of the Japanese
experience. Telecommunications Policy, 32(5), 340-348.

63