Republic of the Philippines

Region VIII
Southern Leyte State University -Main Campus
Sogod Southern Leyte

Proposed Title:

Design Sustainable Computer- Related Skills Enhancement Training For Elementary Teachers

BATOBALANI, EPIFANIA M.
Researcher

February 2021

Chapter 1
 Introduction
Rationale
Nowadays teachers have to make use of desktop, PC’s, laptop, and even mobile devices
like tablets while carrying out their core duties. Teachers are expected to have acquired basic computer
skills.
In the Philippine setting, with K-12 curriculum, the 21st century skills needed by a
holistically developed Filipino are the information, Media and Technology Skills, thus , the use of ICT in
teaching and learning process plays a vital role in developing these lifelong skills needed by learners as
they go out of the school and face the reality of the workplace. Briones, Catherine B. (2018)
The teachers were very supportive of the use of computers in education but reported
moderately low levels of computer competence. Russel, Glenn and Bradley, Graham.
There is an urgent need to increase the level of ICT competency among the teacher
educators especially in the concepts and operation of technology Marcial, Dave E. and Dela Rama,
Pablito A., 2015)
According to Fort, Adam (2019) the 8 computer basic skills that a teacher needs to master
are word processing skills, spreadsheet skills, data base management skills, electronic presentation skills,
internet navigation skills, email management skills, networking skills and touch-typing skill.
The results of the study about ICT integration in the Educational System of Philippines imply
an intervention from the government and other societal forces that would fill the lacks and inadequacies of
the ICT adoption in education. Trainings that would capacitate teachers and counter negative attitude
toward ICT-use as well as re-vamping of the curricula that would advance the ICT competence of the
students must be prioritized. Tomar, Queenie Pearl V. and Mutiarin, Dyah (2018).
It is recommended to conduct a thorough training program on ICT skills enhancement for
teacher educators. To help teachers properly complete the "learning cycle" of computer-related
professional development, training must be ongoing and systematic (Sustained staff development)
(Kinnaman, 1990). There should be a prudent change in terms of the duration of training to avoid
information overload among the trainees. It is also recommended that a similar program will be extended to
the other regions in the Philippines. The topics of the training cover on technology literacy, which are based
on UNESCO’s ICT Competency Standards for teachers. It specifically includes the topic: Desktop and
Folder Management and Basic Hardware Operations in the Classrroom, Word Processing, Spreedsheets,
Presentation and the Internet and Virtual Learning Management System. Marcial, Dave E, Fortich, Mitzi S.
and Rendal, Jeambe B. (2014).
 To fill this gap the researcher design Sustainable Computer- Related Skills Enhancement
Training for Elementary Teachers to address the low ICT- competency of educators in Malitbog District.
Johan van Braak The longer teachers are familiar with computers and the higher the number of earlier
computer training, the higher the reported level of supportive computer use. Jo Tondeur Martin Valcke -
2004

Thus, the researcher’s main purpose of the study is to design ongoing and systematic training that
would enhance the ICT- skills of elementary educators. A design which doesn’t need high expenditure.

Objectives of The Study:

The research study will be guided by the following objectives:
1. Identify teacher’s computer competency level before and after the conduct of Sustainable
Computer- Related Skills Enhancement Training;
2. Evaluate teacher’s ICT mastered skills and least learned ICT skills;
3. Determine the relationship between ICT competency level and the respondent’s demographic
profile such as sex, age, status, type of institution, number of years in teaching, and highest
educational attainment.
Significance of the Study:
The study is of great significance to the department of education, administrators, teachers and
especially to learners. The success of the study would intensify ICT integration into teaching and learning
process. It provides significant benefits like the provision of a quality access to education, it offers cost
reduction, self-paced training. This would also help teachers gain confidence to computer usage as they’ve
gain ICT competency which also reflected to their learners. Aside from that, it helps teacher produce an
error-free reports.

Scope and Delimitation of the Study:

This study will be conducted within the second semester of school year 2021-2022.Respondents of
the study will be the 3 Big Public Schools in the Municipality of Malitbog, Southern Leyte namely: Malitbog
Central School, Concepcion Elementary School and Sta. Cruz Elementary School. This study will involve
all teachers from kindergarten to grade 6.
 Theoretical / Conceptual Framework

Computer-Related Skills Training

ICT competency Level Teachers Demographic

and Confidence Level Profile

ICT Mastered Skills ICT least learned Skills

ICT Integration in The Classroom

Review of Related Literature/ Analysis of the Recent Studies

Role of Computer Technology in Education
Modern technological tools are much more interesting and provide fun and enjoyable
learning, motivating the students, and help them to enhance their language learning in a fruitful
way, moreover, these tools help students learn at their own pace and promote autonomy in
them. Bahadorfar,Maryam and Omidvar, Reza (2014).In addition, Technology use in educational
settings was regarded a natural outcome of recent ICT developments, not a ‘forced’ process,
yet they stressed this as a personal attitude since not all teacher educators believed in
technology’s role in education or did not embrace personal development or ‘bother’ to update
themselves about new teaching ways in a digital age. Müge Adnan, Jo Tondeur - EdMedia +
Innovate Learning Conference 2018. Wherein in fact, According to Bose, Kabita (2004). The use
of computers in document preparation and record keeping is relatively high which is opposite
to the belief of Public Secondary School Teachers from both coastal and upland areas in the
province of Capiz who viewed ICTs a driver for change, a conduit for learning, and as an
instrument utilized for teaching and learning. Lachica, Louis Placido Francisco (2015). ICTs open
up a lot of opportunities for improving the delivery of the lessons through classroom
communication. This can be done in a more creative and desirable manner. ICTs are salient
instruments for teaching and learning. ICTs enhance sharing and interaction.
In terms of the students’ outlook on the role of technology in their learning, students at
Porter, Walnut and Verona schools tended to agree that the use of technology led them to be
more actively involved in class and such use improved their learning .They also disagreed that
they became more off-task when technologies were used. The students from Saguaro school,
who reported more difficult technology access, most strongly agreed (mean score 3.22) that
they got more actively involved and most strongly disagreed (mean score 1.91) that they
became off-task with the use of technology. At Porter, the largest proportion of students
(~80%) reported using productivity technologies, such as presentation software, word
processing, desktop publishing, and spreadsheets. Further, large numbers of students also
reported using instructional practice/quiz programs, library websites, concept maps, and search
engines. Fewer than 40% of students reported doing creation activities, such as with digital art,
pictures, video, or websites. Less than 25% of these students reported doing any web 2.0
technologies, such as blogging, sharing creations online, wiki writing, and microblogging.
Hughes, Joan E., Michelle F. (2018).
Technology Integration
Teachers’ continuous integration of technology in smart classrooms might be
encouraged through motivation and additional training on using technology in their lessons.
Hence, we recommend that school leaders and teacher educators support the continuous
integration of technology by helping teachers use a more student-centered approach that
builds toward student satisfaction and achievement. Hye Jeong Kim and Hwan Young Jang
(2020)
Experience with computer technology and attitudes toward technology in the
classroom as important variables that predict differences between teachers who successfully
integrated computer technology from those who did not. In addition, training with computers
was important at the elementary level. Mueller, Julie, Wood, Eileen and et.al (2008).
The novice language teacher uses ICT in preparing lessons and in class teaching with her
students, the experienced teacher only uses it in lesson planning. Further, though they have the
same length of experience with ICT, the novice teacher has more time using ICT as compared to
the limited percentage of use on the part of the experienced language teacher. Dela Rosa, John
Paul O. (2016).
Teacher’s Technology Competence and Computer Related Skills
Out of the eight listed ICT-related skills(Use e-mails to communicate with others, E-mail a file to
someone Organize computer files in folders and subfolders, Participate in a discussion forum on the
Internet, Participate in social networks, Download and install software on a computer, Download or upload
curriculum resources from/to websites or learning platforms for students to use, Produce a text using a
word processing program) only three were perceived by the novice language teacher as skills in which she
is highly confident with. Her perceived abilities about the use of ICT-related skills are not that high. Also, the
skills where the novice teacher is highly confident are basic computer skills like how to produce texts in
computer programs and on how to communicate using e-mails and social networking. This leads to the
idea that the novice language teacher’s inclination towards the use of ICT is on the entertainment side
which is also possessed by other ICT users even those who did not finish an education course. Conversely,
it is interesting to note that though the experienced language teacher is highly confident in using ICT-
related skills, this does not guarantee that he uses it to prepare for his instruction and actual teaching.
Reasons may be due to lack of ICT resources and Internet access in his station. Dela Rosa, John Paul O.
(2016).
Müge Adnan, Jo Tondeur - EdMedia + Innovate Learning Conference 2018. Staff development. As stated,
most interviewees complained about lack of knowledge and skills to model ICT integration to pre-service
teachers and stressed the significance of structured professional development programmes supported by
regular subject-specific training events, workshops, and seminars. Such activities were said to raise
awareness of teacher educators about efficient classroom technology usage due to little/no interest or
demand from teacher educators about such professional development. Despite their positive attitude and
perceived competency to use ICTs in educational settings, teacher educators consider themselves not
competent in creating or designing technology-based learning environments due to lack of techno-
pedagogical knowledge and skills.
Out of 42 respondents from the members of Association for Educational Communication and
Technology (AECT), 97 percent of the participants indicated they had a high level of confidence in
integrating technology into their learning environment. In total, 95 percent of the participants had
confidence in their abilities to enhance the learning environment with the integration of technology. In total,
81 percent indicated they were prepared for moving from a teacher-centered learning environment to a
student-centered learning environment. There was an 86 percent response to the participants’ confidence
in technology to enrich and deepen the learning experience for students. In addition, 95 percent also valued
ongoing training and professional development in integrating technology. Rita J. Hartman, Mary B.
Townsend and Marlo Jackson (2019)
Findings indicate the need for in-service professional development activities in the use of ICT for
teaching, in teaching in multicultural environments, and in classroom management. Equally important is the
role of school management and administration in the adoption and integration of ICT tools in education. In
addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by
government, inequalities in ICT competencies among teachers remain. The most important conclusion is
that the investments being made are politically motivated and that teachers are being side-lined in the
decision-making processes and preference given to political visions. Reuben Dlamini and Khanyisile
Mbatha - (IJEDICT), 2018.
Teachers must receive efficient, effective, and affordable professional development programmes
to enable life-long learning. These CPD activities need to be assessed continuously to document their
value in teachers’ knowledge and learners’ attainment. Professional development activities should not be
funnelled through utopian perspectives, and the context of the participants must be taken into consideration
because teachers’ lived experience can help in designing meaningful ICT professional developments. This
can be achieved by assessing ICT professional development and teacher involvement in communities of
practice. Evaluation of the influence of ICT professional development in pedagogical integration is
important because it will point out the areas of need in ICT pedagogical integration.
The three most significant factors identified as impeding the integration of computer technology into
the public classroom center around the quality of training provided; time; and a fear of computer
technology. Over sixty six percent of the teachers interviewed for this study have suggested that the
training provided to them has been lacking in quality. Teachers indicated the training provided centered on
the mechanics of how to use a particular piece of technology as opposed to the integration of the piece of
technology into the curriculum. Zuniga, Ramiro (2010).
Laptop and PC are the most frequent gadgets used in teaching and learning in Philippines and
Indonesia. There are no teachers found using smartphone or tablets to teach in the classroom, even
though teachers in both countries are using smartphone and tablets personally. In both countries, physics
teachers do not get proper training of using ICT in teaching and learning process. They independently learn
the applications to use them in teaching. This becomes the reason why the use of ICT in physics teaching
and learning process is low and seems to be not important to increase their performance. Teachers from
Indonesia use ICT on more various activities than teacher from Philippines. Dwi Sulisworo, Ulaya Ahdiani
and Emma S. Lirag (2017).
The majority of the high School EFL teachers in large Syrian province respondents had no (43.3%)
or little (39.5%) computer competence in handling most of the computer functions needed by educators.
Sixteen point six (16.6%) of the respondents had moderate computer competence, and less than one%
(0.6%) possessed much competence. On average, the respondents reported that they had ‘‘Little
Competence’’ (mean = 1.78; SD = 0.67) in computer uses, including software installation, printer usage,
productivity software, telecommunication resources, basic troubleshooting, graphic application, grade
keeping, educational software evaluation, organization tools, and virus removal. In addition, the relationship
between computer attitudes and competence suggest that higher computer competence may foster the
already positive attitudes of teachers and eventually result in their use of computers within the classroom.
Albirini, Abdulkafi (2004).
Teachers from Trabzon, Turkey reported that lack of teacher training is also one of the problems
that face basic education schools. This problem is partly because many currently working teachers
received their teaching certificates prior to the time when computer education was not available to them.
Teachers felt a need for computer training, which most of them did not get. Some of them mentioned that
there is no extra financial support for computer literate teachers from the ministry. Asan, Askin (2003).
The major problems encountered by the teachers of the recipient public high schools in Tarlac
Province on various capability buildings conducted was the lack of hands-on training on internet; it was
followed by no echo training for teachers; no follow up training for teachers; lack of hands-on exercises;
short training period for trainings; very fast pacing of training, and lack of skills learned on website
development training. These problems occurred because of some situations which are beyond the control
of the project implementers. According to the respondents, some were not given hands-on trainings on
internet because during the schedule of the rollout, internet connection was not yet available. This is
because in some areas, no internet service provider was available even if there were funds allotted by the
project. This implied that the project implementers should look into these problems especially the hands-on
training on internet since this is critical for the teachers in searching various educational resources available
in the web. Lorenzo, Arnold R. (2016).
Methods of the Study
The said study will utilize a resource speaker form the Senior High School ICT-teachers graduated
from Information Communication Technology, NCII holder and District ICT coordinators who undergoes
regional ICT training. And will be conducted thrice a month within 6 months based on the approved
proposal for a School Learning Action Cell.
The chosen topics for the trainings would strengthen the necessary skills of hardware and software
operations. This training will be conducted within 18 days (thrice a month within six months) as part of
School Learning Action Cell. There are two batches to be organized in this training. First Batch would be
the teachers aged from kindergarten to grade 3. Second Batch would be the teachers from grade 4 -6.
Some part of the topics of the training is adapted from the study of Marcial, Dave E., Fortich, Mitzi
S and Rendal, Jeambe B. on ICT Skills enhancement training in teacher education: the case in Central
Visayas, Philippines which are based on UNESCO’s ICT Competency Standards for teachers. While the
additional topics are based on the journal of Turner, Laura (2005), “ 20 Technology Skills Every Educator
Should Have”

Topic Objective
1. Desktop and Folder Teachers should be able to explain and demonstrate the use of common
Management and Basic hardware technology.
Hardware Operations in
the classroom.
2. Word Processing Teachers should be able to discuss and demonstrate essential task and uses
of word processors, such as text entry, editing text, formatting text, and
printing.
3. Spreedsheets Teachers will be able to analyze and present data. Be able to demonstrate
basic arithmetic, calculate averages, Transpose Data, Sort Data, Filter Date,
Paste data, Use conditional formatting, Use “If” statements, calculate
weighted averages and concatenate data.
4. Presentation Tools Teacher should be able to master the skill in making charts and graphs,
PowerPoint maps, tables, flowcharts, radicals, Progress Bars Animation, Transitions,
Interactivity and Audio and Video. And demonstrate this skill through an off-
line video lesson on Ratio and Proportion.
5. Social Media Tools Identify and use alternative Social Media tools for teaching and learning.
6. Graphic Design Skills Teachers will be able to create posters, flyers and publication.
Teachers will be able to familiarize and use Adobe Photoshop and Adobe
Illustrator.

7. Downloading Software The teacher will be able to download software from the web.
from the web
8. Installing Software onto The teacher will be able to install software into the computer system
a computer system
9. Video Conferencing Teacher will be able to identify video conferencing application and be able to
Skills demonstrate it for instruction.
10. E-mail Management Teacher will be able to master the skill in e-mail management.
 Skills

Chapter II
METHODOLOGY
Research Design
Evaluation methods may involve quantitative and qualitative evaluation methods.
Research Locale
The research study will be conducted in the 3 Big Public Elementary Schools in Malitbog
District namely: Malitbog Central School, Concepcion Elementary School, at Sta. Cruz Elementary School.
Concepcion Elementary School is located 100 meters away from the National Road in
Barangay Concepcion, Malitbog Southern Leyte. It has a total population of 8 teaching staff and 1 school
principal. Teachers are handling a mono class.
Malitbog Central School is located along the national road in Cabul-anonan Malitbog
Southern Leyte. It has 3 male teachers and 22 female teachers manned by one school principal.
Sta. Cruz Elementary school is located along the national road in Brgy. Maujo Malitbog
Southern Leyte. It has 3 male teachers and 15 female teachers manned by one school principal.
Research Respondents
The respondents of the study are the teachers in Concepcion Elementary School,
Malitbog Elementary School, and Sta. Cruz Elementary School of Malitbog District in school year 2021-
2022. Table shows below the distribution of respondents.
Table 1
Teachers in Selected Schools of Malitbog District
School Male Female Total
Malitbog Elementary School
Kindergarten 1 1
Graders 3 21 24
Concepcion Elementary School
Kindergarten 1 1
 Graders 7 7
Sta. Cruz Elementary School
Kindergarten 2 2
Graders 3 13 16
Total 6 45 51

Instrumentation
In this training program, success level will be measured in terms of effectiveness of the trainers,
learning level acquired by trainees, effectiveness of the administration of the training, relevance of the
topic and adequacy of information by the trainers.
There will be a questionnaire through google forms every end of the seminar session to measure
the effectiveness of the administration of the training, relevance of the topic to teaching profession and
adequacy of information by the trainers.
There will be an written examination and practical examination every end of every topic to
measure the learning level acquired by trainees and 50 percent of this result will automatically be added
as 50 percent part of the rubric in measuring the effectiveness of the trainers the remaining 50 percent
is accounted to the trainer’s mastery of the topic and trainer’s attitude.
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