| Summary, etc. |
The general problem of the study is to assess the level of ICT integration and the effectiveness of the technology-based self-instructional materials in Information and Communication Technology at public secondary school of Cluster II and III, Division of Pampanga during the school year 2015-2016. Specifically, the study focused on the profile of the respondents in terms of age, sex, highest educational attainment, and length of service; their level of integration of technology is teaching ICT in terms of ICT technology, personal classroom technology integration, time, cost, administrative support, anxiety and proficiency and availability/adequacy/access; and the effectiveness of self-instructional videos made in teaching ICT in terms of ICT integration, presentation of the lesson, instruction, and student engagement. The study raised a total of 35 ICT coordinators of the 35 public secondary schools Cluster II and III in the Division of Pampanga during the School Year 2015-2016 who were selected using purposive sampling technique. The data obtained was encoded and statistically processed with the use of IBM SPSS 21, a well-known statistical software. Statistical tests such as mean, standard deviation, correlation analysis were employed to find answers to the specific questions raised in the Statement of the Problems in Chapter I of this study. Descriptive statistics include frequency count, percentage, and weighted mean. On the other hand, inferential statistics such Spearman Rho Correlation was employed to determine the relationship between variables. In light of the findings of the study, the researcher concluded that majority of the IT expert-teachers are clustered on the age bracket of 30 to 39 years of age, female, have units in master's degree, and have been working as teachers for less than five (5) years; the IT teachers are moderately supporting integration in teaching ICT in teaching concepts and principles in ICT education. In particular, they are supporting integration in terms of ICT technology, personal classroom technology integration, and time allotted in teaching, while they are moderately supporting integration in the cost of tools and materials, administrative support, proficiency and anxiety, and availability/adequacy/access to technology; respondents deemed that the self-instructional videos in teaching ICT effective in ICT integration, presentation of the lesson, instruction, and student engagement. Teachers are at their best in making students engage in learning ICT; there is no significant relationship between the level of integration of technology in teaching ICT and the effectiveness of self-instructional videos made in teaching ICT; and effective ratings of the teachers to the ten constructed self-instructional videos as integrated in teaching concepts and principles of ICT called for the full integration of other instructional videos to be applied on other parts of the lesson. Technology is one of the resources that can bring tremendous improvement in teaching and learning. The use of technology can maximize the way how students learn and how teachers gauge the learning capabilities of their students. In light of the findings of the study, the researcher concluded that the developed technology-based self-instructional videos should be applied in classroom setting to improve further the teaching-learning process, particularly in integrating technology through the use of videos; more teachers must be encouraged and recruited as IT experts as their skills are needed in teaching skills such as computer hardware and the technical aspects of computer education. In the selection process, criteria such as certification of training in the use of ICT from TESDA and other accredited agency of the government and private institutions must be required. Also, actual application of ICT skills must be observed in order to assure that teachers who will be hired as ICT teachers are well-equipped and efficient. Moreover teachers should be encouraged to finish their master's degree to be equipped with higher level of learning relative to computer education; teacher must undergo more training and must be coached by IT graduates to gauge more learning in IT education as majority of them are newbie or beginning ones. Moreover, they can be advised to take certificate courses in TESDA to affirm their efficacy as IT teachers; teachers should create more innovative self-instructional videos applicable to various parts of the lesson to make the integration of them more successful and leave meaningful experience for both teachers and students; self-instructional videos made by teachers must be properly and regularly evaluated to affirm their effectiveness in instruction. Also teachers needed to be regularly monitored in their integration of technology in teaching to assure that students are being taught how to use technology in learning; in teaching ICT, technology must be integrated in all aspects of the lesson to yield more positive results. Teachers may also invite IT experts and provide hands-on and manipulative aspects of teaching ICT; and other variables like length in teaching ICT, equipment utilized, condition of ICT laboratory room, and other integral in teaching ICT may be further identified to explore other areas integral in studying the various level of integration in the classroom setting. |
