1

Technology Integration in Teaching and Learning

A Research

Presented to Mr. Reyan Diaz

In Partial Fulfillment

of the Requirements for the Bachelor of Elementary Education

Madridejos Community College

by:

Layaog, Rodel

Ducay, Rocilyn

Espinosa, Marilyn

Jamon, Jeramie

Jumawan, Grace

Ilustrisimo, Rhea

Giducus, Jona Mae

Gilbuela, Angelie

Gilbuela, Angelika

Gilbuena, Girlie

Labiste, Mabhel

Lawan, Ara Mae

BEED 3-A

ACKNOWLEDGEMENT
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This work will not be possible without the help and assistance of

the following people:

Mr. Reyan Diaz, the researcher’s adviser, for his guidance;

Dr. Candelario Aytona, Madridejos Community College

School President, for allowing the researcher to conduct the study in the

said school;

The Bachelor of Elementary Education Second Year students

(BEED 2-A) teachers/ instructors and students, for their cooperation;

The researcher’s parents for their never-ending support and

continuous encouragement;

Above all, to the Lord, for giving the researcher a lot of energy,

enthusiasm and knowledge which has made all things impossible to

possible.

THANK YOU VERY MUCH.

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Group 2 Researchers

TABLE OF CONTENTS

CHAPTER PAGE

RESEARCH TITLE……………………………………………...1
ACKNOWLEDGEMENT…………………………………….....2
TABLE OF CONTENTS………………………………………...3

1. THE PROBLEM AND ITS SCOPE

INTRODUCTION
RATIONALE OF THE STUDY………………………….4-6
CHARACTERESTICS AND FEATURE………………...6-8
PROCESS OF TECHNOLOGY INTEGRATION…….....8-10
THEORETICAL FRAMEWORK……………………….11-18
STATEMENT OF THE PROBLEM…………………….18-19
SIGNIFICANCE OF THE STUDY……………………..19-20

RESEARCH METHODOLOGY
RESEARCH DESIGN…………………………………..21
RESEARCH ENVIRONMENT…………………………22
RESEARCH SUBJECT…………………………...…….23-24
RESEARCH INSTRUMENTS………………………….24
RESEARCH PROCEDURES…………………………...25-26

DEFINITION OF TERMS………………………………………26-27

2. PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA………………………………………………………….28-33

3. SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

SUMMARY OF FINDINGS………….............................34
CONCLUSION…………………………………………..35
RECOMMENDATION………………………………….35-36

PROPOSED ACTION PLAN

RATIONALE……………………………………………………..37-39

REFERENCES…………………………………………………….40
APENDICES………………………………………………………41-45

CURRICULUM VITAE…………………………………………..46-57
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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

RATIONALE OF THE STUDY

The students of today are surrounded by technology, where

access to a vast collection of information is only a fingertip away (Egbert,

2009). In this 21st century, the term technology is an important issue in

many fields including education. This is because technology has become

the knowledge transfer highway in most countries. And considered as a

critical tool in enhancing teaching and learning in schools and universities

owing to the fact that the ubiquitous nature of technology now allows

students to access education from anywhere, at any time and at their own

pace.

Technology integration is the use of technologies in teaching to

introduce, reinforce, supplement and extend skills. Integration of

Information, Communication, and Technology (ICT) in education refers

to the use of computer-based communication that incorporates into daily

classroom instructional process. In conjunction with preparing students

for the current digital era, teachers are seen as the key players in using

ICT in their daily classrooms. This is due to the capability of ICT in

providing dynamic and proactive teaching-learning environment (Arnseth

& Hatlevik, 2012). While, the aim of ICT integration is to improve and

increase the quality, accessibility and cost-efficiency of the delivery of

instruction to students, it also refers to benefits from networking the

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learning communities to face the challenges of current globalization

(Albirini, 2006, p.6). Process of adoption of ICT is not a single step, but it

is ongoing and continuous steps that fully support teaching and learning

and information resources (Young, 2003)

Dockstader (2008) defined technology integration as the use of

technology tools in general learning areas in education that allow students

to apply computer and technology skills to learning and problem-solving.

This concept of technology integration gives a picture that the curriculum

drives the use of technology and not vice versa. The difference between

the exemplary users of technology and technology users is in the way

their classes are conducted. In exemplary classrooms, students use of

computers is woven integrally into the patterns of teaching; software is a

natural extension of student tools.

For example, if a teacher merely tells a student to read a book

without any preparation for follow-up activities that puts the book in

pedagogical context, the book is un-integrated. If a teacher uses the

computer to reward the children by allowing them to play a game, the

computer to reward the children by allowing them to play a game, the

computer is un-integrated. (Pisapia, 1994)

The Internal Society for Technology in Education (ISTE), a

leading agency in technology, has set the technology standards for

students, teachers and administrators in K-12 classrooms which helped

teachers become more effective users of technology.

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Furthermore, technology integration is defined as: Curriculum

integration with the use of technology involves the infusion of technology

as a tool to enhance the learning in a content area or multidisciplinary

setting. Effective integration of technology is achieved when students are

able to select technology tools to help them obtain information in a timely

manner, analyze and synthesize the information, and present it

professionally. The technology should become an integral part of how the

classroom functionsas accessible as all other classroom tools. The focus

in each lesson or unit is on the outcome and not the technology.

Technology integration nowadays has gone through innovations

and transformed our societies that has totally changed the way people

think, work and live (Grabe, 2007) And the use of technology tool in

general content areas in education in order to allow students to apply

computer and technology skills to learning and problem-solving also

support classroom instruction by creating opportunities for students to

complete assignments and activities. Generally speaking, the curriculum

drives the use of technology and not vice versa. Many in the field of

pedagogy state that technology integration is helpful, meaningful, and

necessary for a school to function successfully.

CHARACTERISTICS AND FEATURE

To describe technology integration is to identify its tool to

become effective in a school setting to improve productivity and practice.

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In a 1998 study by the South East and Islands Regional

Technology in Education Consortium, the administrative tasks of

technology can help improve worker productivity by getting rid of

repetitive areas of complex tasks or improving system of communication.

Technology integration in the classroom has the potential to support

important educational goals by helping teachers change teacher-student

relationships, encourage project-based learning styles, and support the

acquisition of skills such as Higher Order Thinking Skills (HOTS),

analysis, and problem-solving. The most important reason for measuring

is the understanding that the impact of technology on schools is

dependent upon how technology is successfully integrated. Technology

integration incorporates the technology resources and technology-based

practices into the daily routines, work, and management of schools.

 Technology resources include computers and specialized software,

network-based communication systems, and other equipment and
infrastructures.
 Technology-based practices are the collaborative work and
communication, Internet-based research, remote access to
instrumentation, network-based transmission and retrieval of data,
and other methods.

Technology integration as defined by ISTE is not in itself

sufficient to describe successful integration. It is important that

integration of technology is viewed to be routinely seamless and both

efficient and effective in supporting school goals and purposes

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PROCESS OF TECHNOLOGY INTEGRATION

Integrating technology is goal-in process after making the

technology available and accessible.

The goal of perfect technology integration is inherently

unattainable, that is because technologies constantly change and develop.

It is described as the process by which people and their institutional

setting adapt to the technology that matters most. The process of

technology integration is one of continuous change, learning, and

improving.

Developing a culture of technology integration is evident when:

(a) Sending important messages or other instructional concerns via e-

mail;

(b) Encouraging staff to use electronic calendars to note the schedule

meetings;

(c) Fostering a culture to accept technology as natural to the business of

every work;

(d) Creating a website for courses example, a Yahoo.group.com;

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(e) Conducting a research in classroom setting (say, a differentiated or

blended instruction) where technology is applied; and

(f) Directly encoding and recording students grades in the spreadsheet,

organizing lectures and presentations for class discussions, and

summarizing lectures in MS Word Understanding of technology

integration was constructed on the basis of:

 Analyses and measures of the availability and accessibility of

equipment;

 Infrastructure;

 Software; and

 Applications that users-teachers, students, administrators consider.

The main consideration on the application of technology are the

student’s own skills and knowledge, the incorporation of technology into

instruction’s major components such as curriculum standards, practices,

and student assessment. The last considerations in the incorporation of

technology are two major aspects of school management; the process and

practices and the evaluation of administrative and instructional staff.

Effective integration of technology is achieved when students are

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able to select technology tools to help them obtain information in a timely

manner, analyze and synthesize the information, and present it

professionally to an authentic audience. The l should become an integral

part of how the classroom functions as accessible as all other classroom

tools. The focus in each lesson or unit is the curriculum outcome, not the

technology.

The purpose of this study is to find out the effectiveness of

technology Integrations in teaching and learning. How did technology

affects learning and teaching.

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THEORETICAL FRAMEWORKS

This study is anchored to National Educational Technology

Standards (NETS) served as a roadmap since 1998 for improved teaching

and learning by educators. As stated above, these standards are used by

teachers, students, and administrators to measure competency and set

higher goals to be skillful.

In accordance to that the TPCK Integration Program,

Technological Pedagogical Content Knowledge (TPCK) developed by

Mishra and Kohler (2006) was used as the theoretical framework for the

technology integration section of the project. TPCK framework identifies

how teachers’ understanding of technology, pedagogy and content

interact with each other to produce an effective educational technology

and discipline-based teaching (Harris, Mishra, & Koehler, 2007).

Technological Pedagogical Content Knowledge (TPCK) was

formed by adding the technology area to Shulman’s Model (Pedagogical

Content Knowledge) (Cox, 2008). TPCK framework underlines the

importance of relationships and interactions among content, pedagogy,

and technology, the things that can be done and limitations on one hand,

and suggests that these are essential for the development of a good
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teacher on the other (Mishra and Kohler, 2006). TPCK forms with each

of the content areas here and there interactions. It is the knowledge of

how the teacher uses the technology related to a specific area to enhance
students’ understanding.

TPCK framework specifies certain characteristics as to what

teachers should know and the importance of content knowledge when

integrating technology in the practical business of teaching with

technology (Archambault & Crippen, 2009). TPCK framework has been

used for teacher development in different areas and at different levels: a)

University, master of arts students (Koehler & Mishra, 2005; Koehler,

Mishra, & Yahya, 2007) b) High school teachers and trainee teachers

(Akkoç, Bingolbali, & Özmantar, 2008; Niess, 2005; Valtonen,

Kukkonen, & Wulff, 2006) c)

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The center of the diagram, otherwise known as TPACK,

represents a full understanding of how to teach with technology. Keep in

mind that this is not the same as having knowledge of each of the three

primary concepts individually. Instead, the point of TPACK is to

understand how to use technology to teach concepts in a way that

enhances student learning experiences.

Let’s say, for example, that you deliver content to your students

via your learning management system (LMS). Even if you have sufficient

knowledge of the content you’re teaching (CK) and of your LMS (TK),

you might still subject your students to an entire online course of text-

based PDFs.

While this is an adequate display of both content and technical

knowledge, you could argue that it is not enhancing the learning

experience. However, if you recognized how your content could be

presented in more interactive and engaging digital mediums—e.g., video,

class discussion, game, etc.—and you knew how to make that happen via

your LMS, then you just leveled up to Technical Content Knowledge

(TCK).

TPACK framework is important. It’s easy to think that adding a

great LMS to your class strategy is going to enhance learning. But

TPACK shows us that there’s a relationship between technology, content,

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and pedagogy, and the purposeful blending of them is key. TPACK can

be a helpful mantra urging you to step back and look at your whole

strategy and the nuanced connections between all of its moving parts. In a

study conducted by the ASCILITE, or the Australasian Society for

Computers in Learning in Tertiary Education, researchers found that the

TPACK framework enhanced teacher candidates’ ability to use

technology in their learning and later in their professions.

“This present understanding of the use of TPACK,” author of the

study Dr. Dorit Maor explains, “also paves the way for educators to

engage students in collaborative learning and to develop the concept of

digital pedagogies. Digital pedagogies may be the concept that can

encompass all: teaching approach, students’ attitudes, and desired

learning outcomes.”

Applying Technological, Pedagogical Content Knowledge to Your

Lesson

As mentioned before, the TPACK framework is based on three

primary forms of knowledge. So your first step should be to understand

your primary forms of knowledge in the context of this lesson.

Content Knowledge (CK)—what are you teaching and what is your own

knowledge of the subject? For this lesson, you’ll need a solid

understanding of cell anatomy and processes.

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Pedagogical Knowledge (PK)—how do your students learn best and

what instructional strategies do you need to meet their needs and the

requirements of the lesson plan? In this case, you'll need to understand

best practices for teaching middle school science and small group

collaboration.

Technological Knowledge (TK)—what digital tools are available to you,

which do you know well enough to use, and which would be most

appropriate for the lesson at hand? For this lesson, students will need to

label a diagram and present, so the ability to fill in blanks with an answer

key, find images from the internet, create slides, etc. are important.

Now that you’ve taken stock of your primary forms of

knowledge, focus on where they intersect. While the ultimate goal is to be

viewing your lesson and strategy through the lens of TPACK, or the

center of the model where all primary forms of knowledge blend together,

taking a moment to consider the individual relationships can be helpful.

Pedagogical Content Knowledge (PCK)—understanding the best

practices for teaching specific content to your specific students.

Technological Content Knowledge (TCK)—knowing how the digital

tools available to you can enhance or transform the content, how it’s

delivered to students, and how your students can interact with it.
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Technological Pedagogical Knowledge (TPK)—understanding how to

use your digital tools as a vehicle to the learning outcomes and

experiences you want.

Now let’s weave all this technological, pedagogical content

knowledge (TPACK) together and enhance the activities of our original

lesson plan. The ideas below are examples of activities that can be added

to the original list. Remember, the goal is to be purposeful in applying

each form of knowledge.

In supporting the TPACK Model the purpose of this study in

light of ICT integration to enhance a quality teaching and learning

experience in schools, two theories of Diffusion of Innovations by Rogers

(2003) and Technology Acceptance Model (TAM)by Davis (2003),

Rogers theory stated as the process by which an innovation is

communicated through certain channels and over time among the

members of a social system. The process will start with knowledge of the

first channel that represents characteristics of the decision making unit

ICT users in order to integrate the technology. And it depends with

confirmation by the users to accept the technology and integrate it

accordingly.
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The TAM theory comprises of various parts which is

representing the process of ICT acceptance by the users including;

behavioral intension, perceived usefulness and perceived ease of use.

While, perceived usefulness refers to the degree to which person believes

on the benefit from the use of particular technology by improving the job

performance, perceived ease of use refers to the importance of a

technology in being user friendly for the users. Generally, TAM theory

was developed to measure the effectiveness or success of a technology in

helping understanding the value and efficacy of a particular system. It is

also considered as one other most influential theories in contemporary

information systems research. However, the theory has evolved with

more specific variables explaining how a user can accept a technology

over the years.

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The role of technology within this theory is an invaluable part of

the system in which the learners are interacting. This interaction can

either help to distribute their knowledge, off-load certain amounts of

cognitive work making the cognitive load less and or help to scaffold new

capabilities (Bell & Winn, 2000). In this theory technology (artifacts and

or tools) can be used to help extend human capabilities.

This learning theory supports the very skills needed by the 21st

century. Learners who are placed in to a learning environment based on

this theory would be using their knowledge and skills by thinking

critically, applying knowledge to new situations, analyzing information,

comprehending new ideas, communicating, collaborating, solving

problems, making decisions (Honey, et al, 2003, p. 9).

As well as the teaching strategy of teacher is enhanced with use

of technology in many aspects teaching instructions. Teachers may

provide the best instructional materials and instructions for the best

teaching strategy to apply in teaching worth help of Technology

Integration that boasting the learning productivity of the learners.

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STATEMENT OF THE PROBLEM

The study determined the effectiveness and importance of

Technology Integration in Teaching and learning in Bachelor of

Elementary Education (BEED 2) students and the Madridejos

Community College Instructors. School year 2020-2021 as the informants

of this study.

This study specifically sought answers to the following question.

1. What are the importance of Technology integration in Teaching and

Learning?

2.The effectiveness of technology integration in the learning process of

learners and teaching process in teachers?

3. What solution or action plan maybe proposed based on the findings of

the study?
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SIGNIFICANCE OF THE STUDY

Technology integration is the use of technology resource's

computer mobile devices like smart phones and tablets, digital

cameras, social media platforms and networks, software application, the

internet, etc, in daily classroom practices, and in the management' of a

school. Integrating technology in teaching to enhance the learners

productivity, skills and abilities with the use of technology equipment.

Specifically, this study will be of great help to the following:

Students/pupils - They will benefit to use of technology in learning

whereas this will become their tools and equipment in easily learning. –

They will able to select technology tools to help them obtain information

in a timely manner, analyze and synthesize the information and present it

professionally. Whereas the pupil/students will never fail in learning

through the use technology in learning.

Parents - They will be aware that the use of technology in learning is

good and has a positive impact to their child learning.

Researchers - It will serve as a guide and motivation to continue and

learn new ideas that lead to another research.

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Future Researchers. They may see in this study helpful ideas that they

may use in the related field of studies.

Teachers - They won't have a hard time to assist learners because he/she

know the purpose or use of technology in teaching and learning with

proper guidance of the teachers.

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RESEARCH METHODOLOGY

RESEARCH DESIGN

This study was treated using descriptive research design

through surveying to the said informants. The researchers used to collect

and analyze the data obtained from all the respondents. The researchers

developed the questionnaire to answer by the respondents and the use

Google forms of interview like sending messages via email or in

messenger with the respondents. The participants are selected through

random sampling.

In making this research we have a steps to be follow that

shows the flow of the study. Step 1. Know the aim and objective of

the study, finalizing and preparing the questioners for the

informants.

Step 2 Gathering of the Data, Processing the Data, Analyzing and

Interpreting the Data. Step 3 Solution and Propose Action Plan of the

Research.
STEP 1 STEP 2 STEP 3

Gathering of the Solution and Propose

Data Action Plan
Knowing the
Objectives and Aim Processing the Data

Finalizing and Analyzing and

Preparing the Interpreting the Data
quistioner.
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RESEARCH ENVIRONMENT

The locale of this study is the Madridejos Community College

situated in Barangay Bunakan Madridejos Cebu, officially the

Municipality of Madridejos is a 4th class municipality in the province of

Cebu, Philippines. The schools offer different courses such as Business

Administration Major in Marketing, Bachelor of Elementary Education

(BEED), Bachelor of Secondary Education (BSED) Major in Filipino and

Mapeh, Hotel and Management (HM).

There are 2,000 number of college students and 40 intelligent

Instructors are the informants of this study.

The survey will be conducted through Google forms or online

interview at respected time of interviewing. The researchers will gather

the profile, and answers the following questions from the said

respondents, in order to come up with the data required in our research.

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RESEARCH SUBJECT

There are 2000 enrolled College students and 40 inelligent

Instructor of Madridejos Community College. In this study we decided

to

conduct our interview from the BEED 2nd year students and the

Madridejos Community College (MCC) Instructor. The BEED 2nd year

students are divided into two section A and B. From therir population

there are 11 males and 65 female total of 76 students and 40 intelligent

instructor 15 males and 25 females.

Through google forms or sending messages via email, we

divided our group into two. The first group are assigning to interview to

the said respondents by random sampling and the second group are in

gathering, analyzing and interpreting the data gather. Table 1 shows the

Population of the Bachelor of Elementary Education BEED 2-A students

and Table 1.2 are from Instructor.

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Table 1.1 Table of Population

Respondents Frequency Percentage

BEED 2-A&B

Male 11 14.47%

Female 65 85.53%

Total 76 100%
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Table 1.2 Table Population

Respondents Frequency Percentage

Instructors

15

Male 37.5%

Female 25 62.5%

Total 40 100%
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RESEARCH INSTRUMENTS

The researchers use the appropriate data gathering tools such

as the 4 item questioners (See appendices C) for our survey, guided

interview for clarification and question of the respondents. Furthermore,

researchers will conduct a Google forms of interview like sending

messages via email or messaging in any social media account with the

respondents. (Please see Appendix D for the location map)

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RESEARCH PROCEDURES

DATA GATHERING

The study is done in the cooperation with the School President,

Subject Instructor, teachers and the students of Madridejos Community

College. A letter of permission will be address to the School President. A

students and for the researcher to be allowed to conduct a descriptive

research study on the effectiveness and importance of Technology

integration in Teaching and Learning in BEED 2-A students and the

instructor.

After it will be approved, the researcher had allotted time, effort

and cooperation in developing our questionnaire. Modified the

questionnaire before it is being distributed via email or any social media

form, make an orientation about the purpose of the conduct of study,

benefits to the target informants.

Then each researcher takes up 4 questions in every

questionnaires respectively. (Please See on the appendices C). The data

was collected within 1 day through random distribution. The respondents

were given 1 day to complete the questionnaire and send it back to the

researcher for data analysis. After 2 days, all the complete filled-up

questionnaires were gather and collet for further data analysis by the

researcher to get the output and findings for the research.

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E. Treatment of data

Probability sampling is a type of sampling which all members of the

population are given a chance of being selected. This also called

scientific sampling. Simple random sampling method were used.

After conducting a survey through via messenger and email, the

researchers manually tallied and tabulated the collective data needed

in the study. To answer the following statement of the problem, the

following statitistical method we use:

Frequency and percentage in reporting the personal data of the

respondents using this formula.

P=F/N (100)

Where P = Percentage

F = Number of Respondents

N = Total number of Respondents

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In presentation the data, likert scale are used by the researchers to

determine the students responses on the question in the questioner

provide.

Likert scale is a common scale technique which consists several

declarative statement that expresses a view point on a topic. The

respondent are asked and indicate how much said yes or no.

DEFINITION OF TERMS

Technology Integration - defined as the use of technology to enhance

and

support the educational environment.

Teaching - Teaching is the process of attending to people's needs,

experiences and feelings, and making specific interventions to help them

learn particular things.

Learning - the acquisition of knowledge or skills through experience,

study,

or by being taught.

Technology - the application of scientific knowledge for practical

purposes,

especially in industry, "advances in computer technology", the branch of

knowledge dealing with engineering or applied sciences.

Technology resources - include computers and specialized software,

network-based communication systems, and other equipment and

 31

infrastructures.

Technology-based practices - are the collaborative work and

communication, Internet-based research, remote access to

instrumentation,

network-based transmission and retrieval of data, and other methods.

CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter presents the analysis and interpretation of data from

the respondents. With the use of questionnaire the researcher gathered

data/facts that is presented in a tabular form.

TABLE 1.3 STUDENTS

STATEMENT FREQUENCY PERCENTAGE

2. Is technology relevant
to your successful
learning?

Agree 5 6.58%

Disagree 5 6.58%

STRONGLY AGREE 66 86.84%

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STRONGLY 0 0
DISAGREE

TOTAL 76 100%

TABLE 1.4 STUDENTS

STATEMENT FREQUENCY PERCENTAGE

3. ICT allow students to

be more creative and
imaginative?

Agree 10 13.16%

Disagree 4 5.26%

Strongly Agree 60 78.95%

Strongly Disagree 2 2.63%

Total 76 100%

TABLE 1.5: STUDENTS

STATEMENT FREQUENCY PERCENTAGE

4. I think the use of ICT

integration help
 33

broaden student
knowledge paradigm.

AGREE 10 13.16%

DISAGREE 4 5.26

Strongly Agree 58 76.32%

Strongly Disagree 4 5.26%

Total 76 100%

DATA INTERPRETATION

In the students survey, the table 1.3 shows Is technology

relevant to the successful Learning, there are 66 (86.84%) respondent

answered strongly agree, 5 (6.58%) answered agree. 5 (6.58%) answered

disagree.

In Table 1.4 state, ICT allow student to be more creative and

imaginative there are 60 (78 95%) answered strongly agree, followed by

10 (13.16%) answered Agree, 4 (5.26%) answered disagree and 2

(2.63%) answered strongly disagree.

In Table 1.5 show that, I think use of ICT integration help broaden

student knowledge paradigm. There are 58 (76.32%) respondents who

 34

answered strongly agree, followed by 10 (13.16%) answered agree, 5

(5.26%) answered disagree and 5 (5.26%) answered strongly disagree.

From the survey we gathered about integration in teaching in

learning most of them answered strongly agree followed by agree
and then dis agree.

TABLE 1.6 TEACHER/INSTRUCTOR

Statement Frequency Percentage

2. Teacher are given

more time to learn
and be comfortable
with the use of ICT in
teaching?

Agree 5 12.5%

Disagree 0 0

Strongly Agree 35 87.5%

Strongly Disagree 0 0

Total 40 100%

TABLE 1.7 TEACHER/INSTRUCTOR

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Statement Frequency Percentage

3. Teacher are given

freedom to design
their own teaching
with the help from
ICT integrations.

Agree 30 75%

Disagree 0 0

Strongly Agree 10 25%

Strongly Disagree 0 0

Total 40 100%

TABLE 1.8: TEACHER/INSTRUCTOR

Statement Frequency Percentage

4. Teaching time are

not enough for them to
use ICT for teaching
and learning purpose.

Agree 10 25%

Disagree 20 50%

Strongly Agree 10 25%

Strongly Disagree 0 0

Total 40 100%
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DATA INTERPRETATIONS

TEACHER/ INSTRUCTOR

In the Instructor survey, Table 1.6 show that teacher given

more time to learn and be comfortable with the use of ICT in teaching,

there are 35 (87.5%) respondent answered strongly agree followed by 5

(12.5%) respondent answered agree.

Table 1.7 In the statement. teacher are given freedom to

design their own teaching with the help of ICT Integration, there are 30

(75%) respondent answered agree, followed by 10 (25%) answered

strongly agree.

Table 1.8 In the statement teaching time are not enough for

them to use ICT for teaching and learning purposes, there are 20 (50%)

respondent answered disagree followed by 10 (25%) respondent

answered agree, 10 (25%) answered strongly agree.

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From the survey we gathered about integration in teaching in

learning most of them answered strongly agree followed by agree and

then dis agree.

CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

SUMMARRY OF FINDINGS

The study aims to identify the effectiveness of technology

integration in teaching and learning. It's also point out the significance of

the use of ICT in teaching and learning.The important of this study are

the BEED 2nd year students and Madridejos Community College

Instructors with the sample size of 76 respondent for BEED and 40

Instructors total of 116 respondents.

With the data we gathered the outcome of the findings in the

student statement about technology integration in their learning. It state

that is very important to use technology in teaching where they can allow

to be more creative and imaginative in the way of their learning. This will

also broaden their skills and knowledge whereas they can use it in many

ways.
 38

While from the instructors, the data we gathered and the outcomes

are given a plenty of time, freedom to use different ICT equipments or

tools will enhanced the student learning and this is one of the most

effective integration to the learners learning.

CONCLUSION

After analysing the data gathered, the researcher concluded

that the student and teacher successfulness in learning and teaching are

achieve with the help of ICT integration in teaching and learning. It is

the very important thing also to a teacher to broaden and shaped the

student ability, skill and knowledge. The effectiveness of the use of

technology in teaching and learning will very relevant to the positive

learning process of the student.

RECOMMENDATIONS

In the light of the results of the study, the researcher suggests the

following recommendations for the students;

1.Awareness of the use of Technology on their learning process.

2.Knowledgeable enough with the positive and negative impact of

technology in there learning.

 39

3.Engage Students in the areas where they can apply their

knowledge and skills with use of ICT.

4.students should include an appropriate introduction to the

effective use of calculators and other technology

TEACHER

1. Enhanced array of strategies for instruction whereas to ensure the

positive outcome of learners learning.

2. The teacher should know their limitation and consequences that they

might get from too much using technology.

3. enhancement and professional development programs, strategies and

instructions ensuring the learning of the learners.

4. Recognize ICT tools and equipment as problem-solving tools that

change the way they teach

5. Enable teachers to establish contacts for mentoring, participate in

networks, and access a variety of curricular and pedagogical models, via

technology.
 40

6. Enhance the memory skills, creative, mental and physical skills of the

students by experiencing with the use of technology in there learning

process. Including examination, activities, concepts and presentations.

7. Giving more problem solving exercises, examinations, activities to the

students to improve their skills and analysis ability.

PROPOSED ACTION PLAN

RATIONALE

Technology integration is the use of technologies in teaching

to introduce, reinforce, supplement and extend skills. Integration of

Information, Communication, and Technology (ICT) in education refers

to the use of computer based communication that incorporates into daily

classroom instructional process. Implementation of the use of technology

in teaching will vary to the learners learning. With the use of this

technological advancements this will ensure the positive learning of the

students as well as to the teachers. Improving and enhancement in

learning instructions and strategy with the help of the technological tools

and equipment.

Objectives:
 41

Students who are exposed to Technology Integration in Teaching

will be able to:

 Know the relevance of technology on their learning

 Will broaden and sharpen their understanding about the positive

and negative use of technology in their learning.

 Develop and enhance their skills and ability in problem solving,

analyzing and understanding.

 Teacher/Instructors who are exposed to technology Integration in

their teaching will able to:

o Enhanced array of strategies for instruction whereas to

ensure the positive outcome of learners learning.

o Enable teachers to establish contacts for mentoring,

participate in networks, and access a variety of curricular

and pedagogical models, via technology.

o Enhancement and professional development programs,

strategies and instructions ensuring the learning of the

learner

o Should know the limitations with the use of ICT in leaching

o The effectiveness of teaching strategies with the use of

technology.
 42

Scheme of Implementation

This action plan is to be implemented within a period of one school

year. This is to be evaluated at the end of every quarter/semester of the

school year to monitor the extent of implementation.

Madridejos Community College –BACHELOR OF ELEMENTARY

EDUCATION BEED 2-A and INSTRUCTORS

ACION IN IMPROVING TEACHING AND LEARNING

OBJECTIVE ACTIVITY STRATEGY PERSON TIME BUDGET SUCCESSFUL
RESPONSIBLE FRAME /MATERIAL INDICATION
NEEDED

Allowing Programs, Experimenti Teachers August Hand outs The teacher

the teacher field ng, Focused to May will able to
to use the Activities, and free /Instructors Set of enhance,
best strategy training, explorations, Computers develop,
and workshops modeling, promote
Overhead
Instructions , and etc. simulations, knowledgeable
Projectors
to equipped With the installations learning using
the use of and Speakers technology
necessary technolog utilization of Integrations in
skills and y. technology Microphones teaching.
knowledge in their
through learning. Training
Integrating Manual
Technology
in their
teaching.
 43

REFERENCES

Internet Source:

https://www.philatlas.com/visayas/r07/cebu/madridejos.html

https://www.edutopia.org/technology-integration-guide-importance

https://www.researchgate.net/publication/
326110035_The_impact_of_integrating_modern_technology_in_the_law
_curriculum_as_an_effective_teaching_strategy_in_higher_education

https://www.researchgate.net/publication/
322276642_Integrating_technology_and_teaching_with_Learning_Soluti
ons/link/5a4fc4800f7e9bbc10526992/download

https://www.schoology.com/blog/tpack-framework-
explained#:~:text=TPACK%20is%20a%20technology%20integration,are
%20very%20different%20in%20scope.
 44

APPENDICES

APPENDIX A

Transmittal Letter to the School President (For Online Interview)

DR. CANDELARIO M. AYTONA

School President

Madridejos Community College

Bunakan, Madridejos, Cebu

Sir:

Greetings of Peace!

I would like to inform your good office that we are presently

writing a research study about "Technology Integration in Teaching
and Learning." to complete our requirements of the course of Bachelor
and Elementary Education.

In line with this, I would like to ask for your approval that we will
be allowed to conduct an online interview of my Research Instrument to
BEED 2-A and the Instructor.

Your favorable action on this request is highly appreciated.

Thank you and God speed!

 45

Respectfully Yours,

ANGELIKA O. GILBUELA

Noted by:

REYAN DIAZ JOSE P. GILA

Research Adviser Dean of Madridejos Community

College

APPENDIX B

Transmittal Letter to the School President (For Online Interview)

DR. CANDELARIO M. AYTONA

School President

Madridejos Community College

Bunakan, Madridejos, Cebu

Sir:

Greetings of Peace!

I would like to inform your good office that we are presently

writing a research on "Technology Integration in Teaching and
Learning." to complete our requirements of the course of Bachelor of
Elementary Education.

In line with this, We would like to ask for your approval that we
will be allowed to conduct our study to BEED 2-A students and MCC
Instructor.

Your favorable action on this request is highly appreciated.

Thank you and God speed!

Respectfully Yours,
 46

ANGELIKA O. GILBUELA BEED 3-A

Noted by:

REYAN DIAZ JOSE P. GILA

Research Adviser Dean Of Madridejos Community

College

APPENDIX C

STUDENTS

1. Profile of the students as the informants of this research in Madridejos

Community College in terms of:

Name:

Age; and

Course

2. Is technology relevant to your successful learning?

Agree

Disagree

Strongly Agree

Strongly Disagree

3. ICT allow students to be more creative and imaginative?

Agree

Disagree

Strongly Agree

Strongly Disagree
 47

4. I think the use of ICT integration help broaden student knowledge

paradigm.

Agree

Disagree

Strongly Agree

Strongly Disagree

TEACHERS

1. Profile of the Instructor as the informants of this research in

Madridejos Community College in terms of:

Name:

Age:

2. Teachers are given more time to learn and be comfortable with the use
of ICT in teaching.

Agree

Disagree

Strongly Agree

Strongly Disagree

3. Teachers are given freedom to design their own teaching with help
from ICT integration.

Agree

Disagree

Strongly Agree

Strongly Disagree
 48

4. Teaching time are not enough for me to use the ICT for teaching and
learning purposes.

Agree

Disagree

Strongly Disagree

Strongly Agree

APPENDIX D

Map of School
 49

CURRICULUM VITAE

PERSONAL DATA

Name: Rodel D. Layaog

Profession: Student

Home Address: Pooc, Santa Fe, Cebu

Civil Status: Single

Date of Birth: August 5, 1998

Place of Birth: Pooc, Santa Fe, Cebu

Height: 5'5

Weight: 55

Father’s Name: Lucibar Batiancila Layaog

Mother’s Name: Maria Luzedilla Dignos Layaog

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary: Madridejos Community College (Bachelor of Elementary

Education) (Present)
 50

Secondary: Santa Fe National High School

(2016-2017)

Elementary: Pooc Elementary School (2011-

2012)

PERSONAL DATA

Name: Rocilyn B. Ducay

Home Adress: Kaongkod,Madredijos, Cebu

Civil Status: Single

Date of Birth: June 12, 200p

Place of Birth: Patao, Bantayan, Cebu

Height: 5'0

Weight: 43

Father's Name: Cipriano Ducay

Mother's Name: Rolinda Ducay

Nationality: Filipino

Religion: Roman Catholic

EDUCARIONAL BACKGROUND

Tertiary: Madredijos Community College (Bachelor of Elementary

Education) (Present)
 51

Secondary: Madredijos National High

School (2016-2017)

Elementary: Kaongkod Elementary

school (2011-2012)

PERSONAL DATA

Name: Marilyn V. Espinosa

Home Address: Baod, Bantayan Cebu

Civil Status: Single

Date of Birth: August 15, 1996

Place of Birth: Gabi, Carles Iloilo

Height: 5'2

Weight: 55

Father's Name: Melchor T. Espinosa

Mother's Name: Solidad V. Espinosa

Nationality: Filipino

Religion: Christian

EDUCATIONAL BACKGROUND
 52

Tertiary: Madridejos Community College

(Bachelor of Elementary School) (Present)

Secondary: Patao National High School

(2016-2017)

Elementary: Gabi Elementary School (2011-

2012)

PERSONAL DATA

Name: Jeramie Jamon

Home Address: Kodia, Madredijos, Cebu

Civil Status: SINGLE

Date of Birth: October 20,1999

Place of Birth: MANILA

Height: 5'6

Weight: 48

Father's Name: Elmen Jamon

Mother's Name: Emelyn Jamon

Nationality: Filipino

Religion: Christian

EDUCATIONAL BACKGROUND
 53

Tertiary: Madridejos Community

(Bachelor of Elementary Education)
(Present)

Secondary: Madridejos National High

School (2016-2017)

Elementary: Dodong Elementary School

(2011-2012)

PERSONAL DATA

Name: Grace Jumawa

Home Address: Matikaban, Madridejos, Cebu

Civil Status: Single

Date of Birth: October 2,1998

Place of Birth: Matikaban, Madridejos, Cebu

Height: 5'2

Weight: 45

Father's Name: Crisostomo Alolor

Mother's Name: Marilyn Alolor

 54

Nationality: Filipino

Religion: IFI

EDUCATIONAL BACKGROUND

Tertiary: Madridejos Community College

(Bachelor of Elementary Education)
(Present)

Secondary: Santa Fe National High School

(2016-2017)

Elementary: Marikaban Elementary School (2011-2012)

PERSONAL DATA

Name: Rhea Illustrisimo

Home Address: Maalat, Madredijos,Cebu

Civil Status: Single

Date of Birth: May 5, 1999

Place of Birth: Poblacion,Madredijos, Cebu

Height: 5'1

Weight: 38

Father’s Name: Nestor Illustrisimo

 55

Mother’s Name: Caridad Illustrisimo

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary: Madridejos Community

College (Bachelor of Elementary of
Education) (Present)

Secondary: Mardidejos National High

School (2016-2017)

Elementary: Maalat Elementary School (2011-2012)

PERSONAL DATA

Name: Jona Mae Giducus

Home Address: Pooc, Santa Fe, Cebu

Civil Status: Single

Date of Birth: May 5, 1999

Place of Birth: Pooc Santa Fe, Cebu

Height: 5'0

Weight: 50
 56

Father’s Name: Jonathan Giducus

Mother’s Name: Elizabeth Giducus

Nationality: Filipino

Religion: IFI

EDUCATIONAL BACKGROUND

Tertiary: Madridejos Community College (Bachelor of Elementary

Education) (Present)

Secondary: Madridejos National High School (2016-2017)

Elementary: Kabac Elementary School (2011-2012)

PERSONAL DATA

Name: Angelie O. Gilbuela

Home Address: Sitio Mahayahay, Kabac, Bantayan,, Cebu

Civil Status: Single

Date of Birth: May 5, 1999

Place of Birth: Sitio Mahayahay, Kabac, Bantayan, Cebu

Height: 5'3
 57

Weight: 45kg

Father’s Name: Antonio A. Gilbuela

Mother’s Name: Lorna O. Gilbuela

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary: Madredijos Community College

(Bachelor of Elementary Education)
(Present)

Secondary: Madredijos National High School (2016-2017)

Elementary: Kabac Elementary School (2011-2012)

PERSONAL DATA

Name: Angelika O. Gilbuela

Home Address:

Sitio Mahayahay, Kabac, Bantayan, Cebu

Civil Status: Single

Date of Birth: May 5, 1999

Place of Birth: Sitio Mahayahay, Kabac, Bantayan, Cebu

 58

Height: 5'2

Weight: 42 kg

Father’s Name: Antonio A. Gilbuela

Mother’s Name: Lorna O. Gilbuela

Nationality: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary: Madredijos Community College (Bachelor of Elementary

Education) (Present)

Secondary: Madredijos National High School (2016-2017)

Elementary: Kabac Elementary School (2011-2012)

PERSONAL DATA

Name: Girlie Gilbuena

Home address: Poblacion, Santa Fe, Cebu

Civil Status: Single

Date of Birth: November 10, 1998

Place of Birth: Poblacion, Madredijos, Cebu

Height: 5'0

Weight: 50
 59

Father's Name: Vergilio Gilbuena

Mother's Name: Rosalinda Gilbuena

Nationality: Fililino

Religion: IFI

EDUCATIONAL BACKGROUND

Tetiary: Madredijos Community College

(Bachelor of Elementary School) (Present)

Secondary: Santa Fe National High School (Junior Years)

: University of Cebu Main Campus (UC) (SHS)

: 2016-2017

Elementary: Poblacion, Santa Fe, Cebu

: SANTA FE CENTRAL ELEMENTARY SCHOOL (2011-

2012)

PERSONAL DATA

Name: Mabhel A. Labiste

Home Address: Bunakan, Madridejos, Cebu

Civil Status: Single

Date of Birth: December 16, 1999

Place of Birth: Calumpang, Oslob, Cebu

Height: 5'0

Weight: 43

Father's Name: Samuel A. Labiste

 60

Mother's Name: Maribel A. Labiste

Nationality: Filipino

Religion: Christian

EDUCATIONAL BACKGROUND

Tertiary: Madridejos Community College

(Bachelor of Elementary Education)
(Present)

Secondary: Oslob National High School

(2016-2017)

Elementary: Daanlungsod Elementary School (2011-2012)

PERSONAL DATA

Name: Ara Mae M. Lawan

Home address: Malbago Madridejos Cebu

Civil status: Single

Date of birth: April 04, 2000

Place of birth: Malbago Madridejos Cebu

Height: 5'1

Weight: 60

Father 's name: Danilo Lawan

 61

Mother 's name: Evelyn Lawan

Nationality: Filipino

Religion: Baptist

EDUCATIONAL BACKGROUND

Tertiary: Madridejos Community College (Bachelor of Elementary

Education) (Present)

Secondary: Madridejos National High School (2016-2017)

Elementary: Malbago Elementary School (2011-2012)