Integration of information and communication technology in classroom communication : the case of an ICT4BE project among selected public secondary schools in Capiz, Philippines

Date

4-2014

Abstract

This case study sought to investigate how Information and Communication Technology was integrated in lassroom communication among ICT4BE project beneficiary public secondary schools in Capiz, Philippines. Data were gathered in two phases: 1) the qualitative phase was conducted to elicit respondents' views on classroom communication, ICTs, and ICT integration, and 2) the quantitative phase, which was conducted to determine the respondents' ICT utilization in classroom communication. All 60 teachers in 5 selected public secondary schools in Capiz and 200 senior high school students served as respondents of the study. Interviews were done with key informants Public secondary teachers viewed classroom communication as a process, tool, context, interaction, and strategy, ICT for them was a driver for change, conduit, modern technology, and an mnstrument tor effective teaching and learning. ICTs in classroom communication were interpreted to have helped teaching, a new medium of instruction, and a marriage or partnership between classroom communication and ICTs. Laptop was the most widely utilized ICT tool in classroom communication. The integration of student use of ICTs for classroom communication was done on a weekly basis. The teachers seldom utilized ICTs in different areas of classroom communication. From Wang's (2008) generic model of ICT integration in education, which looks at three components only (pedagogy, social interaction, and technology), results of this study now propose seven phases arranged in a cyclical manner in integrating ICTs in classroom communication. These are: 1) eliciting teachers' views; 2) identifying perceived benefits; 3) engaging in social interaction; 4) determining technological needs: 5) identifying and designing teaching-learning system; 6) organizing desired teaching- learning system and ICT utilization; and facilitating monitoring and evaluation. The model can be applied to the iSchools Project beneficiary schools and could be improved empirically and/or qualitatively for future ICT integration in classroom communication initiatives in rural communities.

Document Type

Dissertation

Degree

Doctor of Philosophy in Development Communication

College

Graduate School (GS)

Adviser/Committee Chair

Ma. Theresa H. Velasco

Committee Member

Cleoffe S. Torres, Serlie B. Jamias, Agnes C. Rola

Language

English

Location

UPLB Main Library Special Collections Section (USCS)

Call Number

LG 996 2014 D46 L33

This document is currently not available here.

Share

COinS