Implementation of ICT support the organization in enhancing the senior high-school

their ICT lead skills

Ella Blanca Buya

November 21, 2022

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 Implementation of ICT support the organization in enhancing the senior high-school
their ICT lead skills

Background

Information and Communications Technology (ICT) has gone through innovations and

transformed our society that has totally changed the way people think, work and live (Grabe,

2007). As part of this, schools and other educational institutions which are supposed to

prepare students to live in “a knowledge society” need to consider ICT integration in their

curriculum (Ghavifekr, Afshari & Amla Salleh, 2012). As Lowther et al. (2008) have stated

that there are three important characteristics are needed to develop good quality teaching and

learning with ICT: autonomy, capability, and creativity. Autonomy means that students take

control of their learning through their use of ICT. In this way, they become more capable of

working by themselves and with others. Teachers can also authorize students to complete

certain tasks with peers or in groups. Through collaborative learning with ICT, the students

have more opportunity to build the new knowledge onto their background knowledge, and

become more confident to take risks and learn from their mistakes. Further, Serhan (2009)

concluded that ICT fosters autonomy by allowing educators to create their own material, thus

providing more control over course content than is possible in a traditional classroom setting.

The rapid growth of ICT over the last two decades has become one of the most

important topics discussed by educational scholars This is because of ICT's ability to provide

dynamic and proactive instruction and the learning environment Teachers, in line with the

current digital era, are required to incorporate ICT into their daily teaching and to replace

their traditional methods combined with modern tools and facilities. The main focus of this

paper is on the support of the ICT in enhancing the senior high-school their ICT lead skills.

ICT improves engagement and knowledge retention in education: When ICT is integrated

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into lessons, students become more engaged in their work. This is due to the fact that

technology allows for different ways to make teaching the same things more fun and

enjoyable. ICT enables the use of innovative educational resources and the renewal of

learning methods, establishing more active student collaboration and the concurrent

acquisition of technological knowledge. Furthermore, ICTs are extremely beneficial in the

development of discernment.

The use of ICT improves performance, visual observation, perception, and learning

speed. Students are prepared at home with the help of their parents through creative work,

and they research interesting topics on the Internet. Information and Communications

Technologies (ICTs) have become the most basic building block of modern industrial society

in a very short time. Mastering information technology and understanding basic skills and

concepts of ICT are now highly regarded by many countries (Daniels, 2002; Rampersad,

2011). ICT has been increasing at an amazing rate in instruction among teachers.

Statement of the Problem

Now we are in the 21st Century and ICT is part of our daily life. Information and

Communications Technologies (ICTs) have become the most basic building block of modern

industrial society in a very short time. These technologies have become central to

contemporary societies. Whether one is talking on the phone, sending an email, going to the

bank, using a library, listening to sports coverage on the radio, watching the news on

television, working in an office or in the field, going to the doctor, driving a car or catching a

plane, one is using ICTs. Information and communications technology is a shorthand for the

computers, software, networks, satellite links and related systems that allow people to access,

analyze, create, exchange and use data, information and knowledge in ways that were almost

imaginable (Association of African Universities, 2000). Information and communication

technology provides tools for the students to facilitate communication and collaboration as

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well as other 21st Century skills. ICT helps to simplify and assist the communication and

collaboration for groups of students. This study has been undertaken to know the effect of

Implementing of ICT in enhancing the senior high school their ICT lead skills.

Significance of the Study

 For the students, it will help them to assess, evaluate and determine the effect of ICT

in enhancing the ICT lead skills of the students.

 For the school administration, this study will help them to think of implementing of

ICT support the organization in enhancing the senior high-school their ICT lead skills.

 For the researchers, this study is relevant as they will obtain information and

knowledge about the chosen topic. This study will also help them to cover and answer

the recommendations of the previous researchers.

Review of Related Literature and Theoretical Framework

This chapter presents the list of related studies and literature that serve as guidelines to

the proponents to pursue their topic entitled “Implementation of ICT support the organization

in enhancing the senior high-school their ICT lead skills”. The proponents do not own any of

the study listed and the researchers will not copy any of this works.

Related Literature

Based on a constructive learning approach, ICT helps students focus on higher-level

concepts rather than less meaningful tasks (Levin and Wadmany 2006). McMahon’s study

(2009) showed that there were statistically significant correlations between studying with ICT

and the acquisition of critical thinking skills. As Brush, Glazewski and Hew (2008) have

stated, ICT is used as a tool for students to discover learning topics, solve problems, and

provide solutions to the problems in the learning process. ICT makes knowledge acquisition

more accessible, and concepts in learning areas are understood while engaging students in the

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application of ICT. Students are now more frequently engaged in the meaningful use of

computers (Castro Sánchez and Alemán 2011). They build new knowledge through

accessing, selecting, organizing, and interpreting information and data. Based on learning

through ICT, students are more capable of using information and data from various sources,

and critically assessing the quality of the learning materials.

A. Local Studies

A. The benefits of ICT that Bonifacio (2013) extensively

B. discussed says to not lie on the outputs and ease of work alone but it
C. The benefits of ICT that Bonifacio (2013) extensively
D. discussed says to not lie on the outputs and ease of work alone but it
ICT is one of the inevitable demands of globalization. Specifically, the internet in the

Philippines allows the person to know and update what is happening to the rest of the world

by simply browsing the Google (Aldama, 2018). ICT was just introduced in Home

Economics and Livelihood Education (HELE) and Technology and Home Economics (THE)

subject, this was because ICT was studied in separate subject and applied as tool for learning

in different disciplines (ICT in Education, UNESCO, Bangkok, 2007: Cajilig 2009).

The ideas claimed by different authors support and reinforce the vein of targets in this

study that ICT influences the educational trends. The implementation of 2002 Revised Basic

Education Curriculum (RBEC) of Philippine government recognize ICT as paramount of

alleviating poverty and achieving competitive advantage in the global economic ground. Its

salient features is the inclusion of basic learning competencies in computer skills both

elementary and secondary education (Camacho and Pintor, 2015)

Kubota, Yamamoto, and Morioka (2018) entitled, Promoting ICT education in

developing countries: Case Study in the Philippine. The second paper is a research work of

Bonifacio (2013) entitled, Developing Information Communication Technology (ICT)

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Curriculum Standards for K-12 Schools in the Philippines. These papers were chosen to

provide not only an understanding of ICT in the Philippine educational setting, but also how

ICT integration into education evolved after the new educational system was established

under the Aquino administration.

Studies of ICT development in both developed and developing countries identify at

least four broad steps through which educational systems and individual institutions typically

proceed in their adoption and use of ICT (Majumdar, 2012). The emerging stage is when

educators are just becoming aware of the potentials of ICT in education. The applying stage

is the time teachers are starting to learn how to use ICT for teaching and learning. The

infusing stage is when a host of ICT tools are used and integrated into the curriculum.

Finally, the transforming stage involves the development of new ways of teaching and

learning using ICT to explore real-world problems through innovative learning.

This implies in the claim of theory Technology Acceptance Model (TAM), “the

perceived usefulness, and “the perceived ease of use” (Davis, 1989; Long, 2009). Aiming and

capacitating the educators in ICT skills is the claim of “the perceived usefulness”, and

adapting the required ICT skill, as it helps in teaching and job performance as efficient and

effective, is the assertion of “the perceived ease of use”.

B. Foreign Studies

Kubota, Yamamoto, and Morioka

(2018) generally discussed about the situation of ICT integration in
the schools in suburban and rural areas of the Philippines, the second
paper that is reviewed in this paper is about the ICT integration in
the new educational system of Philippines introduced under the
administration of former president Benigno Aquino III. The paper is
entitled, Developing Information Communication Technology (ICT)
Curriculum Standards for K-12 Schools in the Philippines.
Kubota, Yamamoto, and Morioka

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(2018) generally discussed about the situation of ICT integration in
the schools in suburban and rural areas of the Philippines, the second
paper that is reviewed in this paper is about the ICT integration in
the new educational system of Philippines introduced under the
administration of former president Benigno Aquino III. The paper is
entitled, Developing Information Communication Technology (ICT)
Curriculum Standards for K-12 Schools in the Philippines.
Kubota, Yamamoto, and Morioka
(2018) generally discussed about the situation of ICT integration in
the schools in suburban and rural areas of the Philippines, the second
paper that is reviewed in this paper is about the ICT integration in
the new educational system of Philippines introduced under the
administration of former president Benigno Aquino III. The paper is
entitled, Developing Information Communication Technology (ICT)
Curriculum Standards for K-12 Schools in the Philippines.
Kubota, Yamamoto, and Morioka
(2018) generally discussed about the situation of ICT integration in
the schools in suburban and rural areas of the Philippines, the second
paper that is reviewed in this paper is about the ICT integration in
the new educational system of Philippines introduced under the
administration of former president Benigno Aquino III. The paper is
entitled, Developing Information Communication Technology (ICT)
Curriculum Standards for K-12 Schools in the Philippines.
Kubota, Yamamoto, and Morioka
(2018) generally discussed about the situation of ICT integration in
the schools in suburban and rural areas of the Philippines, the second
paper that is reviewed in this paper is about the ICT integration in
the new educational system of Philippines introduced under the
administration of former president Benigno Aquino III. The paper is
entitled, Developing Information Communication Technology (ICT)
Curriculum Standards for K-12 Schools in the Philippines.
In line with globalization and the information highway, the Malaysian education

system is planned to educate students as the future workforce who are technology- savvy,

innovative and conversant in technical know-how (Ghavifekr & Sufean, 2011). This is to

enable the nation to be creative and competitive for the current globalization (Abas, 2009).

Hence, the need for effective ICT-based curriculum is one of the main elements in strategic

planning for ICT integration in the Malaysian education system. This will ensure that

technology investment decisions are optimized in the system and well planned (Suhaimi et

al., 2007).

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 Integrating technology in education is a complex task due to its dynamic nature. Hence

planning for ICT integration in education is considered as a key element for improvement and

development. Previous research shows that due to the issues and challenges related to the use

of learning technologies in the Malaysian education system, ICT integration and

implementation is a complex process which requires strategic planning by the policy and

decision makers (Hashim, 2007; Ghavifekr & Sufean, 2010; Zellweger, 2006 ).

In Kingdom of Saudi Arabia (KSA) where the study for this thesis was undertaken, the

King Abdullah Project for General Education Development initiated by the Ministry of

Education provided $2.4 billion to finance the advancement of selected public schools. The

transformation focused on a “superior model of excellence in education at an internationally

competitive standard” (Al-Filali & Gallarotti, 2012). The new curriculum placed importance

on incorporating ICT into Science and Mathematics. Transitioning to a knowledge economy

is the aim of KSA and to diversify the sources of the economy by improving the educational

system and production of knowledge and investment (Bin Taleb, 2013; Ministry of

Education, 2015).

In a similar study, Yukhymenko and Brown, (2009) investigated the use of ICT among

122 Ukranian high school students. The result found that 53.3% of the students use ICT in

school once a week but 33.5% indicated that they never use ICT in school. However, the

study was silent on what the students use ICT for in schools. As a comparison with advanced

countries, the technology use in education in developing countries is relatively limited.

Certainly, the role of ICT is clear in learning not only in social science learning but

also in science (Abdullahi, 2014). Moreover, educational institutions are also including ICT

in their general management (Rodríguez-Rodríguez & HerasGonzález, 2020).

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Conceptual Paradigm

Input Process Output

Result of the
Implementation
adaptation of ICT
of ICT in the Conducting a to support the
enhancing of Survey in organization in
Senior High Senior High enhancing the
School lead ICT School Student ICT lead skills of
skills
Senior High
School

Figure 1

Theoretical Framework

The Figure 1 shows the conceptual framework of the study. Using the illustration of the

Theoretical Framework that can be asserted that the Implementation of ICT can help in

enhancing the skills of Senior High School Students. Students can use ICT in the different

aspects of life specially living in this modernization world of 21st Century.

Following this thought, if Senior High School Institution succeeds in properly

implementing the ICT it serves as an output they will be able to know things about

Information and Communication Technology, thus providing better chances for everyone to

have a modern knowledge.

Based on learning through ICT, students are more capable of using information and

data from various sources, and critically assessing the quality of the learning materials. ICT

develops students' new understanding in their areas of learning (Chai, Koh and Tsai 2010).

Methodology

This chapter explained in detail the various methods, steps, ethical approaches, and

instruments that helped the researchers in gathering and interpreting the data related to the

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study. This section includes research designs, respondents, statistical formulae, procedures,

and ethics.

Research Design

The researchers used a descriptive research design wherein this study placed emphasis

primarily on describing relationships among variables (Quaranta, 2017). A quantitative

research design was used to carry out this study. The purpose of this study is to identify the

effect of implementing ICT in supporting organization to enhance the skills of Senior High

School ICT lead skills. Besides, this study also investigates the effect of ICT in the

knowledge of students and teachers. Moreover, to answer the problem of this study, the

researchers needed to create a survey questionnaire, which is the reason why descriptive

design was implemented. Lastly, the researchers expressed the result descriptively

(Angkarini, 2021).

Participants

This research study carried 38 Grade 11 students enrolled in Batangas Eastern

Colleges. The said respondents were all from the academic year 2022-2023. Grade 11

students were expected to be cooperative upon participating in this study. They were chosen

as they are in the right phase in describing and elaborating the situation well. Furthermore,

they had a lot of experiences academically compared to the lower grade students that makes

the researchers think that they will be the best choice on being the participants of this

research study.

Research Instrument

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 The researchers utilized the instrument from two researches which are Albirini (2006)

regarding the teacher's attitudes and Isleem (2003) about teacher’s level of ICT usage. Both

instruments were adopted into this research and distributed among students and teachers with

some modification. The questionnaire consists of 2 sections.

The first section is about the student and teacher's profile, where a basic demographic

question such as the participant’s sex, educational qualification, age experience in using

technology was included. Second and third sections referred to effect of implementing ICT in

Senior High School lead skills.

As for the scale used, the questionnaire adopted a four-point Likert scale format to

assess teachers’ responses for each related section. (1 = strongly disagree, 2 = disagree, 3 =

agree, 4 = strongly agree). On the other hand, there is a sub section in this questionnaire

assessing teachers by a 3-point Likert scale, where 1= Often, 2 = Sometimes, 3 = Never, to

rate their frequency on implementing ICT to support the organization and enhancing the ICT

lead skills.

Data Gathering Procedures

Data collection occurred via random distribution. The researchers distributed the

survey questionnaire to primary Senior High School Students and teachers that they met in

campus without any special arrangement. The distribution was handled by the researcher. At

the same time, the survey questionnaires were conduct physically.

Data Analysis Procedure

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 The Statistical Package for the Social Sciences (SPSS) version 21.0, basic descriptive

statistics, cross tab, independent samples t-tests, and so forth were utilized to analyze data

from the survey questionnaire.

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