POLYTECHNIC UNIVERSITY OF THE PHILIPPINES BACHELOR IN BUSINESS TEACHER EDUCATION MAJOR IN BUSINESS TECHNOLOGY SCHOOL YEAR 2012-2013 STUDENT TEACHERS’ THINKING PROCESSES ON ICT INTEGRATION:

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.html


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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

Documents

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES BACHELOR IN BUSINESS TEACHER EDUCATION MAJOR IN BUSINESS TECHNOLOGY SCHOOL YEAR 2012-2013 STUDENT TEACHERS’ THINKING PROCESSES ON ICT INTEGRATION: