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A Framework for an ICT-based Development Program for Science Teachers in State Universities and Colleges in Region VI

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Abstract

Curricular reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies into the science curriculum of Higher Education Institutions in SUC’s in the Philippines particularly in Region VI, and the training and development requirements of science professors This study was performed with the guidance of the following research questions: (1) What was the extent of ICT skills, utilization, attitudes, and barriers of Science teachers of SUCs in Region VI regarding ICT?; (3) What programs had been introduced by the SUC’s in Region VI to provide professional development for science professors to employ ICT in their classes?; (4) What are the professional development needs of science teachers in Region VI regarding ICT use in science curriculum?; (5) How did the science teachers’ ICT skills, utilization, barriers, attitudes, and belief regarding ICT differ in terms of: Age, Gender, Highest education attainment; Length of service, School location; and Home location?; (6) What prototype professional framework is proposed based on the results of the research study? A mixed research method was employed in this study: a qualitative data collection and analysis was selected to understand an occurrence or phenomenon through interview and focus group discussion of the 11 Vice Presidents and Deans of different SUC’s. As well, a quantitative data collection and analysis using questionnaires was employed to explore more broadly the parameters of ICT integration into the science curricula in SUC’s in region VI, and to identify the competencies of the science teachers charged with this responsibility. The findings confirmed that teachers’ access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Age and length of service factors exhibited from significant to a very significant difference in ICT skills, utilization, attitudes and individual barriers of science teachers in SUC’s Region VI. The role of the teacher in developing ICT use in different SUC’s in Region VI is utterly critical, yet there are many obstacles to be faced, in addition to those already listed that emerged more generally. The fundamental issue that emerged from this study is that the integration of ICT into science curriculum of Science teachers in State Universities and Colleges (SUC’s) in Region VI are impeded by structural and operational factors relating to the different SUC’s programs and policies. Furthermore, to address the findings of this study, a faculty development framework for science teachers was develop to address the structural and operational directives and their actions when putting these programs into effect: the SUC’s integration strategy on the purpose of ICT integration; procedural and functional issues in implementation; and the monitoring and evaluation of the various programs.
Universal Journal of Educational Research 2(9): 659-668, 2014 http://www.hrpub.org
DOI: 10.13189/ujer.2014.020909
A Framework for an ICT-based Development Program
for Science Teachers in State Universities and
Colleges in Region VI
Amel L. Magallanes
Capiz State University, Philippines
Centro Escolar University, Philippines
St. Dominic College of Asia, Philippines
*Corresponding Author: amelmagallanes@gmail.com
Copyright © 2014 Horizon Research Publishing All rights reserved.
Abstract Curriculum reform is central to the aspirations
of many developing countries as they strive to deliver a
quality education to their citizens. In State Universities and
Colleges in Region VI, with its remarkable achievement of a
high literacy rate in a few decades, the next step is bringing
its resources to bear on providing a quality education so that
Filipino science professors and students may take their
places in the global labor force. This study concerns the
integration of information and communications technologies
(ICT) into the science curriculum of Higher Education
Institutions in State Universities and Colleges in the
Philippines particularly in Region VI, and the training and
development requirements of science professors in this
regard. A mixed methodology was employed to obtain
qualitative data from 11 policy makers as represented by the
Vice President of Academic Affairs of the SUC’s in region
VI, and quantitative data from a questionnaire for which 139
replies were received from SUC’s science professors in
Region VI.The findings of this study confirmed those
citations in the literature that inefficient management
planning and inadequate resources influence the integration
of ICT in the science curriculum. Furthermore, the
qualitative and quantitative findings confirmed that teachers’
access to training is affected by time constraints, ineffective
ICT course material, unavailability of ICT infrastructures
and facilities, and high cost of ICT trainings. The policy
makers interviewed in this study perceived the teachers as
having a positive attitude toward ICT integration in the
science curriculum, quantitative data from the teachers
pointed to a high interest in ICT integration, and their
willingness to pursue further professional development in
the effective use of ICT in the science curriculum.
Furthermore, age factor exhibited a significant difference in
ICT skills, utilization and individual barriers of science
teachers in SUC’s Region VI. The length of service also
showed a very significant difference as to the ICT skills,
utilization attitudes, and individual barriers of the teacher
respondents. However, as to their gender and highest
educational attainment, home location and school location,
there was no such factor implicating a non-significant
difference in the attitudes, skills, utilization and perceived
barriers.
Keywords Science Teachers, ICT-based Framework,
Faculty Development
1. Introduction
Colleges and universities invest billions of dollars per year
for the acquisition of instructional technology through ICT
and other ICT tools.
Today, everyone needs a basic understanding of ICT and
how to make productive use of it, just to be good teacher,
students and citizens. Teaching people how to be competent
basic users of ICT technologies is an important role of ICT
education, so they will be successful in their academic and
work careers, especially in teaching and learning and so they
can efficiently participate in modern technical society.
Although ICT has several definitions depending on the
nature of its use, for this study, ICT (information and
communication technology) is used as an umbrella term that
includes any communication device or application,
encompassing: computer and network hardware and
software, as well as the various services and applications
associated with them, such as videoconferencing and
distance learning. We refer to ICT in the particular context of
ICT provision, policy and teacher factors that variously
support teaching, learning and a range of activities in
education.
Information Communication Technology (ICT) is
increasingly becoming more widespread throughout
university education worldwide. This is in line with
UNESCO’s policy paper for change and development in
higher education which urges higher education institutions to
660 A Framework for an ICT-based Development Program
for Science Teachers in State Universities and Colleges in Region VI
make greater use of the advantages offered by the
advancement of communication technology to improve the
provision and quality of their education (Chitanana et al.,
2008).
The widespread belief that ICTs can and will empower
teachers and learners, transforming teaching and learning
processes from being highly teacher-dominated to
student-centered, and that this transformation will result in
increased learning gains for students, creating and allowing
for opportunities for learners to develop their creativity,
problem-solving abilities, informational reasoning skills,
communication skills, and other higher-order thinking skills.
However, the performance of ICT utilization in higher
education is not expressly evident. Although most teachers
may have considerable skills in ICT, they cannot integrate
ICT into regular teaching effectively. This phenomenon has
been the concern of the present researcher and has put
forward worthy outcome and consideration to solve this
problem. It is in this premise that this research study was
conducted.
2. Statement of the Study
The main purpose of this research study was to develop a
framework for an ICT-Based development program for
Science teachers in State Universities and Colleges in
Region VI. This study was performed with the guidance of
the following research questions:
1. What was the extent of ICT skills, utilization, attitudes,
and barriers of Science teachers of SUCs in Region VI
regarding ICT?
2. What actions had been taken by the State Universities
and Colleges (SUC’s) in Region VI to integrate ICT
into teaching and learning in science curriculum?
3. What programs had been introduced by the SUC’s in
Region VI to provide professional development for
science professors to employ ICT in their classes?
4. What are the professional development needs of
science teachers in Region VI regarding ICT use in
science curriculum?
5. How did the science teachers’ ICT skills, utilization,
barriers, attitudes, and belief regarding ICT differ in
terms of:
a. Age, Gender, Highest education attainment,
Length of service, School location; and Home
location?
6. What prototype professional framework is proposed
based on the results of the research study?
3. Results and Discussions
Respondents’ Attitudes towards ICT in SUC’s Region VI
The data revealed that science teachers of SUC’s Region
VI strongly agreed that they were eager to learn more about
using ICT for it has a positive impact on their teaching
learning methodology. Furthermore, they also strongly
agreed that ICT training is very beneficial for their personal
and professional development and they are willing to use it if
there is sufficient and relevant equipment available at their
school. (See Table 1)
This implies that in spite that there was Science teachers in
SUC’s Region VI who felt confident about their ICT
attitudes and usage in the classroom there were still a
significant majority of Science teachers who do not see
considerable learning benefits from using ICT, regardless of
the sophistication of ICT systems. Therefore, Science
teachers showed that their attitudes of ICT was more
ambivalent unpredictable and sometimes doubtful’ about
current advantages of ICT in their teaching learning process.
(See Table 1)
Tab le 1. Respondents Attitudes towards ICT
X S.D. V.I
I am eager to learn more about using ICT
for it has a positive impact on my
teaching learning methodology.
4.741 0.472 S.A
ICT training is very beneficial for my
personal and professional development. 4.748 0.468 S.A
Using ICT technology decreases student
teacher interaction. 2.482 1.144 D.A
The use of ICT is not necessary for
science lesson and laboratory activities. 1.82 1.118 D.A
I am willing to use ICT if there is
sufficient and relevant equipment
available at the school.
4.576 0.742 S.A
I prefer to use traditional method rather
than the using ICT equipment such as
LCD projectors and e-board on my
teaching learning settings.
2.151 1.063 D.A
I do not have enough skills in using ICT
equipment for my teaching methodology. 2.691 1.307 NA/DA
Excellent teaching is possible without
using ICT equipment. 2.978 1.025 NA/DA
ICT training programs are aligned to
novice teachers. 2.849 1.049 NA/DA
Using ICT requires more time and effort
in preparing science lessons
2.799 1.193 NA/DA
Mean 3.184 0.442 NA/DA
Science Teachers in SUC’s Region VI ICT Skills
Data showed that the science teachers are in within
adaptation level with a mean of 2.821. This means that
science teachers were already familiar with the various
applications and uses of ICT in their teaching learning
process and use it occasionally to support their teaching
process. (See Table 2)
However, the skills level of Science teachers on designing
and publishing internet pages on science subjects, organizing
email group and using chat program were in there entry level
or teachers have already been introduced to the basic skills
and understand the numerous potential of ICT to contribute
Universal Journal of Educational Research 2(9): 659-668, 2014 661
to their teaching strategies but used it very seldom. (See
Table 2)
The results of this findings showed that there moderate
ICT skills was due to lack of ICT training of Science
Teachers, and it was confirmed by the respondents’
responses that the majority of teachers had not attended any
ICT training courses or development programs during their
years of teaching,
Furthermore the unavailability of ICT equipment such as
computer wide network, computer in classroom and science
laboratories and LCD projectors in classrooms and science
laboratories makes their skills more evidently become
moderate.
Tab le 2
.
Science Teachers’ in SUC’s Region VI ICT Skills
X S.D. V.I
Familiarity with computers, (computers and accessories such as LCD projectors, screens,
printers, scanners, modems, digital cameras, etc)
3.209 0.821 AD.L
Managing operating systems (changing desk top settings, date, time region, the degree of
screen clarity)
2.928 0.941 AD.L
Organize and save educational files in folders 3.259 0.828 AD.L
Prepare summaries, abstracts, and educational material using text based programs (eg
Microsoft Word)
3.237 0.873 AD.L
Prepare audio-video presentations for class activities 2.928 0.889 AD.L
Use programs to analyze data and create diagrams, register exam results (eg Microsoft Excel) 2.907 1.042 AD.L
Setting up and deleting educational programs ( scientific programs and CD information
programs such as encyclopedia)
2.734 0.921 AD.L
Use science programs for laboratory activities. 2.727 0.931 AD.L
Use search engines to collect science information for lesson preparation 2.892 1.005 AD.L
Design and publish internet pages on science subjects or for student assignments 2.374 0.919 E.L
Use emails to communicate with teachers, students, and parents 2.669 1.093 AD.L
Organize emails groups for distributing information and instructions 2.41 1.027 E.L
Use chat programs (Messenger, blog) 2.396 1.019 E.L
Mean 2.821 0.724 AD.L
Tab le 3
.
Science Teachers’ in SUC’s Region VI ICT Utilization
X S.D. V.I
ICT equipment such as laptop, LCD projectors and TV is fully integrated in my instructional program.
3.065 0.818 AA
I browse/surf the internet to collect learning materials or resources to be utilized in my lessons. 3.288 0.773 AA
I create my own presentation and digital learning materials for student’s consumption.
2.935
0.878
I post home works and exercises/drills for students on school website or other social networking sites
such as Google and yahoo.
1.914 0.952 SE
I use ICT equipment such as online network in giving feedback and assessing students learning. 1.799 0.942 SE
I communicate using internet online with parents, students and colleagues. 2.065 1.058 SE
I utilize the internet in looking for online professional development opportunities such as scholarship
grants.
2.475 1.138 SE
I used computerized evaluation materials for student’s examination and computation of grades. 2.734 1.12 AA
I conducted researches using computer. 2.942 1.089 AA
I prepare my own instructional materials such as hand-outs teaching manual resource units, and etc.
using computer.
3.259 0.896 AA
I post additional information to school website or other social network to reinforce and assist students in
their lessons.
2.000 1.029 SE
I access various online researches and best practices as my teaching references. 2.705 1.073 AA
I use digital artifacts from my student’s assignments as evidence of achievement. 2.23 1.002 SE
I use online internet in disseminating important announcements and reminders to students and
colleagues.
2.05 1.031 SE
I monitor, evaluate and report students’ achievement with the use of ICT such as computer and online
services.
2.115 1.091 SE
I indulge myself on online professional development. 2.554 1.029 AA
I use ICT equipment such as computer aided materials on my science laboratory lessons and activities.
2.734
1.011
I use digital images to discuss science topics and lessons.
2.791
1.032
Grand Mean 2.536 0.715 AA
662 A Framework for an ICT-based Development Program
for Science Teachers in State Universities and Colleges in Region VI
Science Teachers’ in SUC’s Region VI ICT Utilization
As shown on the previous data, the majority of the science
teacher respondents had the uncertain attitudes and on
adaptation skills level to use ICT. However, the future for
ICT is in its appropriate use in the science curriculum, and to
enhance the teaching learning process and the critical
thinking of the students.
Data reveals that Science teachers of SUC’s in Region VI
almost always utilizes and integrates ICT tools and
infrastructures in their teaching learning process as shown by
the data with a mean of 2.536. However, there were Science
teachers’ who seldom used ICT tools in posting homework
in their websites, communicating using internet, using digital
artifacts from student’s assignments and monitor and
evaluate students’ achievements using online services.(See
Table 3).
Based on the profile of the respondents, one of the reasons
why most of the science teachers in Region VI do not use
ICT much is due to lack of access and unavailability to
equipment in classroom, and lack of teachers’ training skills
in the use of the equipment.
Barriers that Limits Science Teachers in SUC’s Region
VI Integrating ICT
Based on the results of the study, the organizational,
technological, and policy were the barriers that somewhat
limits Science teachers in SUC’s Region VI in utilizing ICT,
while their perceived individual barriers slightly limits them
in integrating ICT in their teaching and learning process.
The results of the findings showed that the perceived
technological barriers of Science teachers was due to lack of
ICT infrastructures of the different SUC’s in Region VI, as
majority of the respondents revealed that SUC’s in Region
VI provide computer laboratories, however there were
insufficient number of computers and LCD projectors
provided in every classrooms and in science laboratories for
teaching learning process.
As to the perceived policy barriers, the Sciences teachers
revealed that there is no government support as to ICT
policies in the academe; budget for the procurement of ICT
facilities and infrastructure were limited, and no priority and
concrete plans for the integration of ICT in every State
Universities and Colleges in Region VI.
Majority of SUC’s have all a wide plans or strategies on
how to implement ICT into teaching and learning process in
their respective institutions, however, these are still on the
planning stage and far behind for the implementation stage in
which teachers respondents implicates that they have no such
skills and capabilities on the integration of ICT in their
teaching process.
The programs provided by the SUC’s in region VI for
science teachers’ professional development in integration of
ICT appears to be inadequate with responses on the
programs implemented in their respected institutions.
The professional development needs of science teachers
regarding ICT use in the science curriculum focus from
administrative support and viable planning program,
establishing ICT infrastructures and Teachers training
programs.
Furthermore, age factor exhibit a significant difference in
ICT skills, utilization and individual barriers of science
teachers in SUC’s region VI, the length of service also shows
a very significant difference as to the ICT skills, utilization
attitudes, and individual barriers of the teacher respondents.
However as to their gender and highest educational
attainment, home location and school location, there is no
such factor implicating a non-significance difference on the
attitudes, skills, utilization and perceived barriers.
4. Conclusions
The dissertation study conclusions were drawn from the
findings. The fundamental issue that emerged from this
study is that the integration of ICT into science curriculum of
Science teachers in State Universities and Colleges (SUC’s)
in Region VI are impeded by structural and operational
factors relating to the different SUC’s programs and policies.
The role of the teacher in developing ICT use in different
SUC’s in Region VI is utterly critical, yet there are many
obstacles to be faced, in addition to those already listed that
emerged more generally. A primary barrier to teachers’
readiness and confidence in using ICT despite general
enthusiasm and belief in benefits for learners is their lack
of training, either initially or in-service. This results in lack
of proficiency in using ICT, and knowledge of all of the
potential uses and roles of ICT in teaching and learning.
The discussion above highlighted several issues that
appeared to influence on teacher utilization and integration
of ICT in their profession. The three major Issues and
findings of this study reveals that inadequate ICT resources,
management of ICT integration, and teacher ICT training
and attitudes skills, utilization and barriers were considered
as a factor issues.
5. Recommendations
The recommendations were drawn from the summary and
conclusions of the study. The fundamental issue that
emerges from this study is that the integration of ICT into
science curriculum of science teachers’ in region VI is
impeded by structural and operational factors relating to the
SUC’s programs and policies.
1. A 5-year development plan in every state universities
and colleges in region VI should be standardize
which ICT integration program in the teaching
learning process of science teachers be evident;
2. There should be a revision of curriculums were in
ICT integration should be mandatory to be
implemented within the system;
3. A training need analysis should be conducted for
evaluation purposes of the skills and competencies of
the teachers to attend trainings and seminars.
Universal Journal of Educational Research 2(9): 659-668, 2014 663
4. More funds should be allocated to augment the needs
to improve the existing and securing more ICT
infrastructure, facilities and resources.
5. Full financial support should be provided to augment
the implementation and sustainability of such program
either local funds or outsource funds from private or
government partners.
6. An immediate need to change teachers' attitudes toward
adoption of modern educational methodologies, such as
cooperative and constructive learning process. For this,
teachers need suitable training in ICT; this could be
achieved by strong training programs to develop their
occupational skills in the use of ICT, to remove
psychological barriers, and to facilitate their use of ICT
in the classroom.
7. Professional and material incentives should be given to
encourage teachers to attend training programs to raise
their occupational skills.
8. There should be proper monitoring and evaluation on
the effect of the implementations of programs.
9. Subsequent research is recommended to explore in
more depth and other contexts trends and constraints on
ICT integration in the science curriculum in SUC’s, and
could include observational studies which were beyond
the scope of this study. Finally, the theoretical issues in
integrating ICT into the science curriculum and the
teachers’ enhanced role through professional
development provide interesting pathways for further
research.
Tab le 4. Barriers that Limit Respondents’ Integration of ICT
X
S.D.
V.I
Organization culture barriers
Lack of training availability to learn ICT 2.646 1.049 NA
Limitations of technical support from organization. 2.676 0.965 SO.L
Interpersonal barriers to share among co-teachers.
2.403
0.953
SL.L
Lack of awareness on the availability of ICT.
2.518
1.072
SO.L
Unavailable ICT training centers to update ICT knowledge.
2.647
1.089
SO.L
Unwillingness of some colleagues to teach others what they have acquired. 2.579 1.052 SO.L
Mean 2.57 0.814 SO.L
Individual barriers
Lack of confidence and ability to use ICT.
2.413
1.092
SL.L
Lack of learner’s motivation towards the use of ICT.
2.352
1.055
SL.L
Language problems towards the use of ICT. 2.331 0.981 SL.L
Fewer preferences in using ICT. 2.425 0.970 SL.L
There is a lack of skills to use ICT.
2.403
0.976
SL.L
Time management problems in learning to use ICT.
2.489
0.981
SL.L
Hectic schedule to use ICT.
2.518
0.981
SO.L
Lack of awareness on various analytical software (SPSS, STATA etc). 2.662 2.020 SO.L
Poor attitude towards acquiring ICT skills. 2.381 1.038 SL.L
Lack of competence in internet searching skills on the part of many Science professors.
2.439
1.036
SL.L
Lack of knowledge about ways to integrate ICT to enhance curriculum.
2.374
1.016
SL.L
Lack of time in school schedules for projects involving ICT.
2.489
0.995
SL.L
Mean 2.439 0.842 SL.L
Technological barriers
Poor infrastructure development in Science Education on ICT integration
2.698
1.068
SO.L
The cost of internet and online connection is too high.
2.705
1.106
SO.L
Less-availability of ICT equipment intended in Science Education.
2.842
1.065
SO.L
Low computer literacy level in Science Education community. 2.712 1.016 SO.L
Restricted use of available ICT in Science Education 2.604 1.039 SO.L
Inadequate ICT facilities like computer and electronic board in the university.
2.705
1.099
SO.L
High cost of ICT equipment.
2.799
1.098
SO.L
Mean
2.724
0.917
SO.L
Policy barriers
Government Mandates related to ICT policies in Academe is not supported. 2.640 1.056 SO.L
No policies in implementation that include special rate for internet and online services for universities.
2.612
1.032
SO.L
Budget for ICT availability in academe sector is limited.
2.662
1.081
SO.L
Priority issues on ICT use on the part of the faculty and the university.
2.655
1.048
SO.L
ICT integration is not a school priority. 2.597 1.088 SO.L
Mean 2.633 0.969 SO.L
664 A Framework for an ICT-based Development Program
for Science Teachers in State Universities and Colleges in Region VI
PROPOSED FACULTY DEVELOPMENT FRAMEWORK FOR SCIENCE TEACHERS OF STATE UNIVERSITIES AND COLLEGES, REGION VI
Goals/Objectives
Intended Outcomes
Key Implementation Strategies
Responsibility
Time Frame
Budget
Monitoring
LEADERSHIP/ADMINSTRATION
1. To develop the ICT Strategic Plan to
ensure that is aligned with views of the
school community and is referenced by
the appropriate National, State and
SUC’s policies.
2. To establish clear criteria for evaluating
the effects of integrating ICT within
teaching, learning and administration.
3.
To submit annual reports that document
the progress towards the goals within
the ICT Plan
4. To create ICT Integration team
5. Appropriate level of funding to achieve
the goals for the integration of ICT.
6. To continue current budget planning to
ensure a steady spending pattern that
will achieve the school’s goals for ICT
integration
1. The school has a clearly articulated
shared vision for ICT in teaching,
learning and administration, as a result
of collaboratively consulting with key
stakeholders and makes reference to the
appropriate National, State and SUC’s
policies
To develop the ICT Strategic Plan to
ensure that is aligned with views of the
school community and is referenced by
the appropriate National, State and
SUC’s policies.
To establish clear criteria for evaluating
the effects of integrating ICT within
teaching, learning and administration.
To submit annual reports that document
the progress towards the goals within the
ICT Plan
2. E-Learning leadership is distributed
across the school to ensure the
integration of ICT is a focus in planning.
To extend current ICT Integration team
3. ICT resources are up-to-date and allow
the school to respond to modern trends
and rapidly take advantage of future
improvements in ICT delivery and
infrastructure.
To review the ICT levy to ensure an
appropriate level of funding to achieve
the goals for the integration of ICT.
To continue current budget planning to
ensure a steady spending pattern that will
achieve the school’s goals for ICT
integration
4. Complete ICT Review Tool
survey of School
Administrators,
Director/chairman of ICT and
all teachers
5. Reference to National, State
and SUC’s policies
6. Discuss criteria with
Curriculum Committee
7. Establish reliable methods of
collecting data evaluating the
effects of ICT within
teaching, learning and
administration
8. Set up SUC’s based
collaborative teams for ICT
integration
9. SUC’s coordinator becomes
responsible for strategic
leadership for ICT within their
system
10. Documentation of IC T
integration strategies used in
each subject area
11. Maintain budget plans which
are always forward-planned to
the life of the current
equipment.
12. Review ICT priorities to adapt
to current pedagogical trends
and emerging technologies
conferences, professional
learning, magazines,
newspapers, online
subscriptions, school visits,
purchase of new software and
hardware for testing.
ICT Directors/
Chairmen
SUC’s Integration Team/
Committee
June-September
, 2014
Annual
Universal Journal of Educational Research 2(9): 659-668, 2014 665
ICT PROFESSIONAL LEARNING
1. Prioritization of professional learning
with ICT and about ICT:
To develop to a high priority within
total Professional Learning program for
Science Teachers
To establish a formal process for
developing and recording ICT skill
development for the use of ICT and for
the integration of ICT within teaching
and learning.
To ensure that course writing includes
specific integration of ICT for science
teachers and for student use.
To provide more time and access for
professional learning with ICT and
about ICT
To maintain flexible delivery of ICT
professional learning through
face-to-face and online activities
provided by in-house or pre-service
trainings of colleagues or external
experts
To provide time for more staff to
support others in professional learning
with ICT and about ICT
2.
To develop Professional Learning Plans
that:
Are regularly audited
Take into account individual, school
and system needs and targets
Enable on-going access and flexible use
of resources and facilities
3.
To develop an online database to enable
teachers and administrative staff record
achievement of individual, school and
system targets for the use of ICT
4. To share innovative practice
There is a high priority of professional learning
with ICT and about ICT for science teachers.
1. Professional learning with and about
ICT allows teachers to:
Explore, understand and utilize ICT in
teaching, communication, management
and administration
Integrate ICT in ways that produce more
effective and more efficient teaching and
learning
Evaluate, create and share online
learning resources with colleagues and
students locally and globally
To develop to a high priority within total
Professional Learning program
To establish a formal process for
recording ICT skill development and for
the integration of ICT within teaching,
learning and administration
To ensure that course writing includes
specific integration of ICT for teachers
and for student use
To provide more time and funding for
professional learning with ICT and about
ICT
To maintain flexible delivery of ICT
professional learning through
face-to-face and online activities
provided by in-house colleagues or
external experts
2. Staff members maintain Professional
Learning Plans and the impact of ICT
professional learning is constantly
evaluated on the basis of meeting
individual, school and system needs and
targets.
To development of Professional
Learning Plans that Are regularly audited
Take into account individual, school and
system needs and targets
Enable on-going access and flexible use
of resources
1. Use TNA survey from the
basis for understanding ICT
PD needs of teachers and to
assist in setting goals
2. Include ICT skill development
report from TNA survey in
Annual Review Meeting with
the Administrators and
Stakeholders
3. Set specific dates for ICT
in-services and pre-service
training for science teachers.
4. Develop a d
atabase for
recording all professional
learning
5. Establish a train-the-trainer
model with time given to
trainers to work with others
6. Employ ICT Coaches to assist
integrate ICT in the classroom
7. Utilize emergency to cover
teachers doing PD
8. Increased teach
er PD to
implement to ensure
productive results in ICT
integration process.
9.
Development of ICT
Integration Website for use by
teachers
10.
Professional Learning Plan
template developed
11. Online database developed to
allow entry of information on
all aspects and allow auditing
12.
Subscription of teachers to
online groups
13. Development of teacher blogs
and forums
14.
Published list used to assist
others to find people to help
with specific ICT advice
ICT Directors/Chairmen
VP- Administration
VP-Acad. Affairs
Curriculum Planning
Officers
Prof. Dev’t. Coordinator
SUC’s Planning Officers
S.Y. 2014-2015
Annual
666 A Framework for an ICT-based Development Program
for Science Teachers in State Universities and Colleges in Region VI
To develop an online database to enable
teachers and administrative staff record
achievement of individual, school and
system targets for the use of ICT
3. Teachers use ICT tools to plan, access
and share professional learning online
within the school network and globally in
timely, focused and practical ways. To
share innovative practice
Maintenance of KLA based sharing
Publishing of innovative practice online
Development of “experts” list to assist
others learning specific practices
ICT INFRASTRUCTURE
1. Network
To integrate and expand wireless access
to cover all areas of the school to
achieve successful implementation of
ICT integration
To development and implement a
Content Management System for 24/7
availability of resources
To improve internet connection for
Science Teachers and students to
achieve successful implementation of
Integration.
To improve power supply and secure
charging stations and storage to achieve
successful implementation of
Integration
2. Hardware Delivery
To purchase computers and other ICT
facilities for teachers and student use in
classrooms and library, and science
laboratories.
1. The ICT infrastructure provides an
integrated, efficient system for the full
range of teaching, learning and
administrative requirements
To integrate and expand wireless access
to cover all areas of the school to achieve
successful implementation of ICT
integration
To development and implement a
Content Management System for 24/7
availability of resources
To improve internet connection for
science teachers and students to achieve
successful implementation of ICT
integration
2. Hardware, software and network
infrastructure is systematically and
routinely monitored and upgraded in
light of emerging technologies and future
requirements in curriculum and
administration.
To purchase computers and other ICT
facilities for teachers and student use in
classrooms, library, and science
laboratories
1. Infrastructure Audit
2. Upgrade wireless controller to
802.11n and purchase of more
access points
3. Install access points as
required throughout school
4. Plans developed as part of
library, classroom and
laboratory redevelopment
Submission to College Board
5. Purchase a mixture of laptops
on trolleys and computer
desktop systems
6. Research Work
7. Annual budget submitted to
Business Manager and the
College Board
8. ICT Levy provides some
income from parents
9. Adjustments made as required
ICT Directors/Chairmen
VP- Administration
VP-Acad. Affairs
Curriculum Planning
Officers
Prof. Dev’t. Coordinator
SUC’s Planning Officers
S.Y. 2014-2015
Annual
Universal Journal of Educational Research 2(9): 659-668, 2014 667
To complete data projector system
installations to all classrooms, and
laboratory rooms.
To install some Interactive White
Boards if criteria for use are met
To develop video conferencing systems
3. Software Delivery
To continue current arrangements with
software delivery
Technical Support
4. To continue current arrangements with
technical support
5. Budgeting of Resources
To continue current arrangements with
budgeting
To complete data projector system
installations to all classrooms and
laboratories
To install some Interactive White Boards
if criteria for use are met
To develop video conferencing systems
3. Technical support is readily available to
minimize disruptions to learning,
teaching and administration
.
4. ICT budgeting provides for continual
upgrading to allow the school to rapidly
take advantage of future improvements
in ICT delivery and infrastructure.
To continue current arrangements with
budgeting
668 A Framework for an ICT-based Development Program
for Science Teachers in State Universities and Colleges in Region VI
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