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7/29/2019 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES BACHELOR IN BUSINESS TEACHER EDUCATION MAJOR IN BUSINESS
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
COLLEGE OF EDUCATION
STA.MESA, MANILA
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES BACHELOR IN BUSINESSTEACHER EDUCATION MAJOR IN BUSINESS TECHNOLOGY
SCHOOL YEAR 2012-2013 STUDENT TEACHERS
THINKING PROCESSES ON ICT INTEGRATION:PREDICTORS OF PROSPECTIVE TEACHING
BEHAVIOR WITH EDUCATIONAL
TECHNOLOGY
Submitted by:Caballero, Joyce M.
Galande, Ranjen B.
Go, Krisha Cassandra L.Gonzales, Sheena Mae V.
Martinez, Carl John T.
Mayo, Mayrel D.
Ogena, Jason A.Rafol, Regina G.
Versoza, Joy Marie A.
Submitted to:
Prof. Michelle Z. Bandola-Sotto
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
The upcoming of ICT technologies has its implications on school and education. It is
not possible to ignore computers anymore. Education is faced with the challenge to incorporate
computers and communication possibilities in a meaningful way. Bruno Emans
Information and communication technologies, is a diverse set of technological tools and
resources used to communicate, and to create, disseminate, store and manage
information.(Blurton, 2002) These technologies include computers, the internet, broadcasting
technologies, etc.
Nowadays the use of computers has been a groundswell of interest to the people. The
improvement of the technology has a great impact on the efficiency and effectiveness of
education at all levels and in both formal and non-formal settings, however the continuous
development of the technology has been very fast in the present year and teachers must keep
pace with the constantly changing technology, as well as the student teachers for them to qualify
the ICT competency of a teacher and to prepare them for their future career. Student teachers
must be prepared on the integration of computer technology in education to develop their
teaching strategies and improve the transfer of learning.
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Today's classroom teachers must be prepared to provide technology-supported learning
opportunities for their students. Being prepared to use technology and knowing how that
technology can support student learning must become integral skills in every teacher's
professional repertoire (OICT, 2010)
To make the best use of ICT, teachers must be equipped with adequate ICT
competencies. Student teachers are taught how to use different equipments to improve their
strategies; it is called educational technology which is the study and ethical practice of
facilitating learning and improving performance by creating, using and managing appropriate
technological processes and resources (Richey, 2008).With the help of educational technology
student teachers will be able to use their knowledge to be able to come up with a good teaching
performance.
Student teachers are the future educators; they are the student who is teaching under the
supervision of a certified teacher in order to qualify a degree in education. Student teachers are
teaching at the same time studying and preparing themselves for their future career, as a teacher.
They undergo in different trainings and preparing for the real classroom situation by observing
and participating to different classes depending on the subject they are teaching. The use of
information and communication technology is one of the important knowledge a student teacher
must learn before they become a teacher, because of the continuous development of technology
it should be a big advantage if the teacher is familiar to the use of these technology in teaching.
Due to the fact that Computer is one of the major subjects of BBTE-BT students it is
imperative that quality education must be maintained at the highest level. This can be possible if
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the future teachers will be prepared on the development of the technologies and incorporate it
with teaching.
This study aims to predict the student teachers behavior with educational technology.
How the student teachers think with ICT integration in thinking. In Philippines ICT integration is
currently being done, the student teachers are trained in using different instructional materials
especially ICT to incorporate in teaching. Not just merely using word processors in doing a
lesson plan and power point presentations in discussions but also using different applications and
simulations is application on specific lessons.
In Polytechnic University of the Philippines, the student teachers of Bachelor in Business
Teacher Education major in business Technology have already gone through different trainings
with the use of ICT, and as a business technology teacher, the BBTE-BT students must have high
ICT competencies.
Theoretical Framework
Office of Information and Communications Technology (OICT, 2009) states that
traditional educational practices no longer provide prospective teachers with all the necessary
skills for teaching students, who must be able to survive economically in todays workplace.
Teachers must teach students to apply strategies for solving problems and to use appropriate
tools for learning, collaborating and communicating. The problem is not necessarily lack of
funds, but lack of adequate training and lack of understanding of how computers can be used to
enrich the learning experience.
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Teaching evolves with the world. Today, Information and Communication Technology
(ICT) is one way by which various sectors keep up with globalization so does Education sector
(Montemayor, Abao-ao and Aballear, 2008).
The main theory that formed the research is made by Sang, Balcke, Braak, and Tondeur
on their study Student teachers thinking processes and ICT integration: Predictors of
Prospective Teaching Behavior with Educational Technology
The study of Sang, Valcke, Braak,and Tondeur, which centers on the impact of Chinese
student teachers attitudes and profile on ICT integration results that all of teacher related variable
answers of the respondents correlated and only differs on their beliefs about ICT integration on
their teaching based on the student teachers gender.
Fig. 1 Integrated model of the impact of gender and student teacher thinking processes on
prospective classroom ICT use. (Sang et al., 2009)
Building on the results of a path analysis model, prospective ICT integration could be
directly predicted on the base of teacher thinking variables (constructivist teaching beliefs,
teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly
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by the gender of the student teachers. Implications for teacher education and further research are
discussed in the research of Sang, Valcke, Braak,and Tondeur.
Conceptual Framework
This study used the theory of Sang, Valcke, Braak,and Tondeur, about the impact of
gender and student teacher thinking processes on prospective classroom ICT use the researchers
come up with the concept that will predict the teaching behaviour of PUP BBTE-BT students
with educational technology.
Fig. 2 The schematic diagram of Conceptual Framework
As shown in the paradigm, this study ought to find out what are the variables that mostly
influence the student teachers to integrate ICT in their future career as a teacher, variables
includes, gender, and teachers thinking process on ICT integration (constructivist beliefs,
teachers efficacy, educational ICT attitudes, and computer self-efficacy).
Input
Gender Student
Teachers
thinking process
on ICT
integration
ConstructivistBeliefs
TeachersEfficacy
Educational ICTattitudes
Computer self-efficacy
Output
Gender issueson teacher
thinking and ICT
use
Strongestpredictor of
prospective use
of ICT in
teaching
ProspectiveTeaching
Behavior with
Educational
Technology
Process
Conduct a Survey through
Questionnaire
Compare the Gender
differences on student
teacher thinking on ICT
integration
Compare the Student
teachers thinking process on
ICT integration
Identify the question that is
least and mostly answered
by the student teachers on
each variables
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The researchers also sought to find out the difference of thinking process of the male and
female student teachers of Polytechnic University of the Philippines taking up the course of
Bachelor in Business Teacher Education major in Business Technology school year 2012-2013
by conducting a survey through a questionnaire to the PUP BBTE-BT student teacher and
comparing the datas gathered. Each variable questions indicates behavior of the student
teachers, this will help the researchers to identify how many student teachers will be doing
certain behavior using ICT in teaching.
Statement of the Problem
The purpose of this study is to ascertain the of the student teachers of Polytechnic
University of the Philippines, taking up the course Bachelor in Business Teacher Education
major in Business Technology prediction on their prospective teaching behavior with educational
technology. More specifically, this general question splits into the following sub-questions:
1. What is the Profile of the student teachers?a) Nameb) Agec) Gender
2. What are the Student teachers thinking process on ICT integration in terms of:a) Constructivist Beliefsb) Teachers Efficacyc) Educational ICT attitudesd) Computer self-efficacy
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3. Is there any difference between the prospective use of male and female studentteachers of ICT?
4. What is the strongest predictor of prospective use of ICT in teaching among thefollowing:
a) Constructivist Beliefsb) Teachers Efficacyc) Educational ICT attitudesd) Computer self-efficacy
5.
What is the Prospective Teaching Behavior of student teachers with Educational
Technology in terms of:
a) Constructivist Beliefsb) Teachers Efficacyc) Educational ICT attitudesd) Computer self-efficacy
Scope and Delimitations
This study will focus on the predictors of prospective teaching behaviours of the student
teachers with the use of educational technology. The researchers limited the period of the study
for school year 2012-2013, first and second semester. The survey included the fourth year level
students taking up the course of Bachelor in Business Teacher Education major in Business
Technology, in Polytechnic University of the Philippines Sta. Mesa, Manila, composed of male
and female students that are enrolled in Observation, Participation and Community Immersion
(Practicum 1) and Practice Teaching (Practicum 2) subject.
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Significance of the Study
Although this study was contrived primarily to the Polytechnic University of the
Philippines Bachelor of Business Teacher Education major in Business Technology student
teachers, to some extent, this would serve as an eye-opener for other universities and colleges
administrators, teachers and teacher education students under similar conditions.
To the administrators, they would appraise the ICT competencies of the student teachers
as well as the faculty. This would hopefully assist selection in training their respective faculty
members. It will also serve as baseline information on how they will construct a curriculum for
ICT integration development.
To the teachers, the findings of this study will give the insight into the aspect of their own
ICT competencies they need to improve. They will also be familiarized what patterns and
qualities they should develop and stimulate them to apply methods they neglect to use.
To the teacher education students, they will be prepared on their future career by
knowing the qualities they need to acquire in order to have the competencies for a better teacher.
Lastly, this could be of national significance, as this study gauge also other
schools in relation to the performance of their students as well.
Definition of Terms
The conceptual operational definition is used within the context of this research.
Competency. Knowledge, skill, ability, or characteristic associated with high
performance on a job. Some definitions of competency include motivates, beliefs, and values.
Competencies can also help distinguish high performance from average and low performance; a
desirable quality or behavior; a performance indicator.
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Computer Self-efficacy. Compeau and Higgins (1995) defined computer self-efficacy as
a judgment ofones capability to use a computer
Constructivism. This theory states that learning is an active process of creating meaning
from different experiences. In other words, students will learn best by by trying to make sense of
something on their own with the teacher as a guide to help them along the way.
Educational Technology. Field of study concerned with the practice of using educational
methods and resources for the ultimate goal to learning process. It confines technology to the
educational field and includes educational hardware or devices and the application of scientific
knowledge to the teaching process by way of conceptual bases and methods of designing,
developing, and evaluating instructional process.
Efficacy. Is the capacity to produce an effect. Efficacy has to do with how a teacher feels
about his or her ability to do their job.
Gender . Culturally and socially constructed difference between men and women (as
indicated by terms such as 'gender affairs' and 'gender politics') that varies from place to place
and time to time. In comparison, 'sex' denotes biologically determined, thus unchangeable,
difference between them.
ICT. Information and Communications Technology" (ICT) is defined as the totality of
electronic means to collect, store, process and present information to end-users in support of their
activities. It consists, among others, of computer systems, office systems and consumer
electronics, as well as networked information infrastructure, the components of which include
the telephone system, the Internet, fax machines and computers.
http://www.businessdictionary.com/definition/MAN.htmlhttp://www.businessdictionary.com/definition/term.htmlhttp://www.businessdictionary.com/definition/sex.htmlhttp://www.businessdictionary.com/definition/sex.htmlhttp://www.businessdictionary.com/definition/term.htmlhttp://www.businessdictionary.com/definition/MAN.html7/29/2019 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES BACHELOR IN BUSINESS TEACHER EDUCATION MAJOR IN BUSINESS
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ICT Competency. The knowledge and skills an individual must possess at a recognized
level of competence in specific ICT fields/areas. Knowledge and skills in competency areas are
presented generally with specifics on essential areas of learning and performance indicators, but
avoid reference to specific vendors, versions or equipment. Thus, it allows flexibility in the
adoption of the standard while preserving the general requirements for competence.
Student Teacher. Is a college student who is teaching under the supervision of a certified
teacher in order to qualify for a degree in education.
Teacher efficacy. Is sometimes considered to be an indicator or prediction of teaching
effectiveness. A more contemporary word for efficacy could be confidence.
Self-efficacy. Bandura (1986) defined self-efficacy as peoples judgments of their
capabilities to organize and execute courses of action required to attain designated types of
performances.
CHAPTER II
Review of Related Literature and Studies
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This chapter presents the literature and related studies which have direct bearing on this
study. Synthesis was also created based from the gathered information and facts in literature and
studies.
Foreign Literature
Information and Communication Technology (ICT) can contribute to universal access to
education, equity in education, the delivery of quality learning and teaching, teachers
professional development and more efficient education management, governance and
administration.
UNESCO takes a holistic and comprehensive approach to promoting ICT in education.
Access, challenges they can address. The Organizations Intersectoral Platform for ICT in
education focuses on these issues through the joint work of three of its sectors: Communication
& Information, Education and Science.
UNESCOs global network of offices, institutes and partners provide Member States with
resources for elaborating ICT in education policies, strategies and activities. In particular, the
UNESCO Institute for Information Technologies in Education (IITE), based in Moscow,
specializes in Information exchange, research and training on the integration of ICT in education
while UNESCOs Bangkok office is strongly involved in ICT for Education in Asia and the
Pacific (UNESCO, 2012).
In educational reforms the teacher is the last but most crucial chain in the process of
educational change. However when considering ICT related innovations in education we cannot
conceive teachers as isolated actors. Teachers follow routines that they have learnt during pre-
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service training and on the job, they are required to implement curricular objectives and contents
that quite often are formally established, they work within the constraints of the school
organization having fixed lesson tables, etc. Innovations that require teachers to change may
aspects of their daily routines are very demanding for them. Complex innovations can only be
successful if a number of interacting conditions are met. (Pelgrum, 2002)
The results on teacher education effectiveness suggest that what we want student teachers
and in-service teachers to learn about ICT may have the same disappointing fate as many other
earlier endeavours to educate them. With this caution in mind, we present ICT-related
benchmarks for teacher education programs.
Benchmarks
We formulated nine benchmarks for teacher education programs on the pedagogical use of ICT.
The first four benchmarks concern the what of teacher education programs; the last five concer
the how.
Benchamark 1- Personal ICT Competencies
A prerequisite for using ICT as a pedagogical tool is that the teachers themselves can use ICT as
a work tool (e.g., positioning course materials in an electronic learning environment), a
communication tool (to liaise between school, parents, local community, and beyond) and an
administration tool (Thomas and Knezek, 2008). Teacher education programs, pre-or in-service,
should thus facilitate teachers to become competent personal users of ICT. Minimally, present-
day teachers require basic competencies with:
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- office applications word processing, spreadsheets, databases, drawing packages, and asimple web page editor;
- resource toolsCD-ROMs, Internet, web-portals, different types of search engines, and - communication toolsemail, discussion lists and synchronous chat.
Further, these programs should develop the learners ability to use ICT effectively for:
- communicating between and within student groups;- communicating with other teachers, and-
lifelong learning, including self-assesment of learning and learning needs.
Some countries have introduced an ICT driving license for these competencies (e.g.,
Turcsnyi-Szab, 2008, in this book).
Benchmark 2ICT as a Mind Tool
Mind tools are computer applications that, when used by learners represent what they know,
necessarily engage them in critical thinking about the content they are studying. Learning
with mindtools depends on the mindful engagement of learners in the tasks afforded by
these tools and that there is the possibility of qualitatively upgrading in the performance of
the joint system of learner plus technology (Jonassen et al., 1998, p.30). Mind tools scaffold
different forms of reasoning about content; they require students to think about what they
know in different meaningful ways. For instance, using databases to organize students
understanding of content organization necessarily engages them in analytical reasoning since
creating the rule base requires them to think about casual relationships between ideas. At this
point we must make a distinction between learning with ICT (i.e., as a mind tool). In the
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former, ICT is the enabler, such as in using a project-planning program to help students plan
their projects properly and hand in their projects on time. In learning through using ICT, the
expected outcome is for ICT to bring about a change in the way one thinks and works. Going
back to the planner, this can happen in the long run when the project planning program has
taught the student to organize her thoughts, take critical paths and products into account, and
plan her work efficiently (long) after having completed the project.
Programs should train teachers and student teachers to be able to use ICT as mind tools
(see for instance van den Berg et al., 2008) to represent what they know as they transform
information into knowledge and to engage in, and facilitate, critical thinking and higher order
learning. Minimally, teachers should develop basic competence to use mind tools for
ordering their own thoughts (e.g., though concept mapping) and those from colleagues, and
modelling their own environment for optimal teaching.
Benchamrk 3Social Aspects of ICT- Use in Education
ICT is having a profound effect on society (Thomas and Knezek, 2008). As a socio-cultural
phenomenon, ICT changes leadership and roles in organizations (Szewczak and Snodgrass,
2002), as well as teachers and students roles in schools. It creates opportunities for
collaborative knowledge production and problem solving, breaking earlier limits of time,
distance and possession of knowledge (Boogt and Knezek, 2008).
Foreign Studies
As more technology is placed in school classrooms, the need for knowledgeable teachers
to use these stools effectively becomes a pressing issue. Preparing future teachers who know
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how to integrate effective use of information and communication technologies (ICT) in their
curriculum remains a challenging goal for teacher preparation programs. Teaching with new and
emerging ICT is a complex task. Recent frameworks have identified that teaching with
technology integration in learning activities demands an understanding of how ICT tools relate to
content area topics and pedagogy. In addition to pedagogical content knowledge (PCK), student
teachers need opportunities to begin developing technological pedagogical content knowledge
(TPCK) to understand what technology to use when to use it and how to use it to support student
learning.
In addition, recent revisions of National Educational Technology Standards for Students
(NETS for Students 2007) and Teachers (NETS for Teachers 2008) have raised the bar for
effective technology use from an emphasis on basic productivity skills to development of
creativity and innovation, communication and collaboration, research and information fluency,
digital citizenship, critical thinking, problem-solving, and decision-making with ICT. It is no
longer enough to simply teach word-processing, Internet searches or presentation skills. Students
need to acquire digital age literacy skills and learn how to responsibly use technology as a
learning tool for acquiring content area information, solving problems, sharing knowledge,
creating original works and innovative ideas, cultivating higher-order thinking, developing
global awareness and communicating and collaborating on learning tasks with multiple
audiences beyond the classroom walls (Grove, 2008).
In an increasingly technology- oriented and globalizing world, the use of ICT has become
a critical factor in enabling more people to gain an education, which in turn ensures that a
countrys workforce is skilled and prepared to meet the challenges of development. Thus, ICTs
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are now part of Philippines basic education, workforce competency and capacity building, and
special needs education.
The latest ICT assisted basic education initiative is the eSkwela Project, a CICT flagship
project that aims to make out of school youth and adults globally competitive through the
effective use of ICT in alternative learning. The eSkwela centres serve as venues where learners
and other community members can gain literacy and life skills and competencies, develop new
skills including digital literacy, review for the Accreditation and Equivalency Exam of the
DepEd Bureau of Alternative Learning System and prepare themselves to rejoin the formal
schools system.
The Workforce Mobilization Program is a partnership between CICT, CHED, the
TESDA and private training institutions that aims to match workers to jobs and vice versa. In
addition, WMP authorities are formulating the ICT competency standards and preparing the
competency-based certification examination to professionalized ICT human resources in the
Philippines.
Other ICT related capacity building programs in 2007-2008 are:
The e-learning and technology based distributed learning programs of Open Universitysuch as UP Open University and PUP Open University.
TESDAs skills upgrading programs, which upgrade the competencies of IT graduates toenhance their chances of being absorbed by the IT and IT-enabled services industry, and
training programs for individuals to gain ICT skills for purposes of employment.
Ensure Universal Access to ICT
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To ensure universal access to ICT, the government shall implement the following:
Community e-Center Program, to include projects such as Internet in Schools, e-CareCenters which are specially designed to provide access and training programs for persons
with Disabilities, eLGU Cec that enable local government units to deliver services more
efficiently, while providing their respective constituents with access to the Internet and
other ICT, and Regional ICT Centers to spur regional development through the use of
ICT in education, commerce and governance and spearhead the building of local e-
market place or a one-stop-shops for e-commerce, e-learning and e-governance services.
Low Cost Computing, through the PC ng Bayan initiative, launched by CICT in 2005,low cost computers are to be made available to the population. Free and Open Source
software will also be provided as an alternative to pirated commercial software.
National Broadband Plan, the government will ensure that adequate bandwith to supportwidespread and intensive ICT use is available throughout the country.
Last Mile Initiative, the Government will take all steps necessary to ensure that allcitizens have access to ICT goods and services, and will, principally through Community
e-Centers, provide the last mile bridge to these unserved areas. It should be emphasized,
nonetheless, the government is fully prepared to yield the delivery of access to ICT once
the private sector is ready expand into these areas (Akhtar, Hassan, and Arinto, 2009).
The development of Singapores first and second Masterplan for Information and
Communication Technology (ICT) in Education showed that integrating technology into Primary
and Secondary education (grades 1-12) was one of the main educational priorities in the
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education system. The first Masterplan was launched in 1997 (Singapore Ministry of Education,
2004). It forcused on:
Curriculum and assessment: Include assessments that will measure abilities in applyinginformation, thinking and communication
Learning resources: Acquire and develop a wide range of education software to meetcurriculum needs; facilitate use of relevant online resources
Human resource development: Provide training to every teacher in core skills in teachingwith and using ICT meaningfully
Physical and technological infrastructure: Provide access to ICT, school-wide network;provide teacher-computer ratio and student-computer ration of 2:1, respectively
Although the first Masterplan for ICT in Education emphasized more on the infrastructure,
resources, and teacher training, the second Masterplan in 2002 was geared toward changing
the culture of the classroom and school to support and motivate thinking and independent
learning among young students (Singapore Ministry of Education, 2006). Some of the
intended outcomes for Masterplan 2 are for:
Students to use ICT effectively for active learning Connections between curriculum, instruction, and assessment to be enhanced using
ICT
Integration of ICT in curriculum and assessment to be enhanced Teachers to conduct active research in the use of ICT in education
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To achieve these intended outcomes, the roles of the teachers are changed from that of
the main knowledge provider to that of a facilitator in learning. In addition, students are
to become engaged in constructing their own learning process as supportive tools rather
than being integrated into the students learning process as supportive tools rather than
being used mainly by teachers as presentation tools. The preservice teacher education
programs provide foundational knowledge and skills and inspire student teachers to be
innovative leaders in schools (Wong, Chong, Choy, Wong, &Goh, 2008). As the sole
preservice teacher education provide in Singapore, the National Institute of Education
(NIE) plays an integral role in preparing the student teachers for all Singapore schools.
More than 2000 student teachers are admitted into five preservice teacher education
programs in NIE annually. These programs are postgraduate diploma in education
(primary), postgraduate diploma in education (secondary), diploma in education, bachelor
of science (education), and bachelor of arts (education). If the student teachers are able to
adopt the pedagogical use of ICT learned in NIE in their 10-weeks student teaching and
their beginning years of teaching, it is more likely that they will bring new ideas and
practices into their classrooms and the schools. In the long run, they may become the
change agents in their schools, helping to alter the school culture in the effective use of
ICT (Choy, Wong, and Gao, 2009).
As well as being a common scenario within pre-service teacher education courses at
universities within Australia, the move away from requiring student to undertake Information
and Communication Technology (ICT) subjects, to a model where ICT skills are taught in an
integrated way throughout the degree is also occurring in courses within a number of other
(non Education) disciplines. The degree to which this adequately prepares students for a
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technology rich professional world is an issue of ongoing interest in many professional
disciplines and consequently the findings from the study should be of wide interest.
Additionally, the issues faced by pre-service teachers as they develop skills in the effective
use of technology in their teaching, replicate the issues faced by University lecturers as they
shift to technology facilitated flexible and blended models of learning. Consequently, the
findings from this study are also likely to be of interest to academic staff developers (Gill and
Dalgarno 2010).
A few teachers are experimenting the use of ICT intra and inter-subject to enhance
pedagogy. Such practices are likely to take root across the country but in an uneven fashion
depending on access individual and group initiative, and support from school administration. The
broader institutionalisation of ICT use in teaching and learning will take more time, though the
study did reveal the beginning of promising practices for durability of ICT in schools, such as
parent involvement and the creation of school committees responsible for ICT integration. An
obvious start has to be the issue of teacher skills. In general most teachers are far less competent
with ICT than their students. Many of those over the age of 45 have had little exposure to
computer until recently and are just leaning to handle email. Concerted training efforts are
required to get most academic staff up to a basic standard of computer competence and this
should be a priority. In one school studied the administration actually organizes training sessions
in which students train group of teachers! (Boakye and Banini, 2008)
Local Literature
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Computer assisted instruction is a modern method of teaching. It is where the students are
given individualized instructions based on the subject matter presented. An evaluation of the
students performance is given after the lesson. (B. Balani Jr., 1993)
Local Studies
Synthesis
What is Information and Communication Technology?
ICT in Education
Preparedness of student teachers in ICT integration
ICT readiness assesment
Chapter III
METHODOLOGY
Research Design
Research Locale
Population Frame and Sample Scheme
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Sampling Technique
Description of Respondents
Instrumentation
Validation
Data Gathering Procedure
Statistical Treatment of Data
CHAPTER IV
Presentation, Analysis and Interpretation of Data
CHAPTER V
Summary of Findings, Conclusions and Recommendations
Findings
Conclusions
Recommendations
Recommended