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THE EXTENT OF INFORMATION AND COMMUNICATION TECHNOLOGY

(ICT) UTILIZATION IN INSTRUCTIONAL COMPETENCE
OFSELECTED SECONDARY SCHOOL TEACHERSIN
BANSUD, ORIENTAL MINDORO

A Research Paper
Presented to the Faculty of
NAUJAN ACADEMY
Naujan, Oriental Mindoro

In Partial Fulfillment
Of the Requirements for the
PRACTICAL RESEARCH 2

By

ASI, ICEL M.

March 2015
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, the statement of the problem,

statement of the hypothesis, significance of the study, scope and limitation of the study,

definition of terms, theoretical framework and conceptual framework.

Introduction

The 21st century era of education offers a lot to both the teachers and learners

including technologies which they can use in the teaching-learning process.The problem

with this is that, students are more engaged to these technologies rather than the teachers.

Some 21st century teachers still stick with the traditional way of teaching; they are still

using manila papers, cartolina and any other traditional materials in teaching. They remain

ignorant of the new technologies that they can use to improve their pedagogy. We, the

researchers, believe that technologies are aids for innovation, therefore, these technologies

must also be used to innovate the teacher’s strategy and methods in teaching.The

employment of technology in the teaching-learning process has bearing to the facet of

teaching and learning. Therefore, utilization of Information Communication Technology

(ICT) instruments like educational television, lapel, computers and many more affects both

the performance of the two basic elements of education, the teacher and his/her learners.

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Statement of the Problem

The study intends to determine the significant relationship between Information and

Communication Technology (ICT) Utilization and instructional competence of the school

teachers of secondary schools in Bansud, Oriental Mindoro.

Specifically, it seeks to obtain answers to the following questions:

1. What is the extent of Information and Communication Technology devices in the

classroom?

2. What is the extent in instructional competence of selected secondary school teachers in

Bansud Oriental Mindoro as perceived by them in terms of:

2.1 Motivation,

2.2 Presentation and Discussion of the lesson,

2.3 Evaluation,

2.4 Students’ Performance?

3. What is the extent of instructional competence of the selected secondary school teachers

as perceived by the students in terms of:

3.1 Motivation,

3.2 Presentation and Discussion of the lesson,

3.3 Evaluation,

3.4 Students’ Performance?

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Statement of Hypotheses

1. There is no significant relationship between Information and Communication

Technology and instructional competence of selectedsecondary school teachers in

Bansud, Oriental Mindoro as perceived by them.

2. There is no significant relationship between Information and Communication

Technology Utilization and instructional competence of selected secondary school

teachers in Bansud, Oriental Mindoro as perceived by the students.

3. There is no significant difference between the extent of Information and

Communication Technology Utilization and instructional competence of selected

secondary school teachers as perceived by them and by the students.

Significance of the Study

The study accommodates in recognizing to know the extent of Information and

Communication Technology(ICT) utilization in the instructional competence of the

selected secondary school teachers in Bansud Oriental Mindoro. This research might be

of great help not only to the teachers but also to the studentsfor they were the beneficiaries

of learning from the teachers. Once the teacher employed ICT in his/her lesson, students

will be exposed to those devices that the teacher used, thus, making the students aware of

the new technologies that their teacher could use in teaching them.Also,it is significant to

the curriculum designers in realizing the importance of utilizing Information and

Communication Technology in the teaching-learning process.

The teachers were the center of the research because ultimately they were the

subject and media to determine how significant ICT utilization is in improving teacher’s
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instructional competence. In totality, they are the ones who will determine the efficacy of

this research.

The study will give information to the secondary school teachers in Bansud,

Oriental Mindoro as to how do employment of ICT in teaching-learning process affects the

instructional competence of teachers.

The process and outcome of this study will produce a great satisfaction, competence

and professionalism to the researchers. The intention of this research is to provide a diverse

idea about how ICT utilization possibly affects a teacher’sinstructional competence.

Scope and Limitation of the Study

This study focused mainly on the extent of Information and Communication

Technology (ICT) utilization in instructional competence of the selected secondary school

teachers. It involves only forty-two (42) teachers and forty-two (42) students from Bansud,

Oriental Mindoro.

The secondary school teachers and students of Alcadesma National High School,

and Felimon M. Salcedo Memorial National High School were the respondents of the study

which were present at time of distributions of the questionnaire.

Total enumeration was used in getting the total number of respondents. When it

comes to testing the reliability of the instrument, the researchers used the Spearman rho.

The results of the study were interpreted by the use of weighted arithmetic mean.

In addition, the findings of the study was descriptive of the secondary school

teachers and students from Alcadesma National High School and Felimon M. Salcedo
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Memorial National High School which were involved for the period of time which the

investigation conducted in the academic year 2014-2015. The results and conclusions

therefore, were true for this group of respondents for the period of time. However, the

results were used as basis for the future studies regarding the extent of Information

Communication Technology utilization.

Definition of Terms

The following terms are operationally defined to enhance the understanding of the

readers of this research paper:

Evaluation refers to assessment about the lesson

ICT refers to Information and Communication Technology. It is a term that covers all

forms of computer and communications equipment and software used to create, store,

transmit, interpret, and manipulate information in its various formats.

Information and Communication Technology (ICT) Utilization refers to the

integration and employment of Information and Communication Technology.

Instruction is used pedagogically, meaning teaching.

Instructional Competence refers to the proficiency of a teacher in teaching.

Motivation refers to the procedure in which the teacher gets the attention of the

students through games and simulation and is done to generate the interest of the

students.

Pedagogy refers to theactivities of educating, teaching or instructing.

Presentation and discussion of the lesson refers on how the teachers present and

deliver the lesson

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Student’s Performance refers on how students act in the classroom

Theoretical Framework

Activity theory (AT) by Engestrom has been described as “the best kept secret in

academia”. It is a framework or descriptive tool that provides “a unified account of

Vygotsky’s proposals on the nature and development of human behavior”. In the context

of technology use, AT allows us to move away from a techno centric perspective, or “from

the computer as the focus of interest to understanding technology as part of the larger scope

of human activities”. AT is useful as a lens to analyze the activity of an organization that

involves computer use. From an AT perspective, the computer is simply another tool

mediating the interaction of humans with their environment. In the field of education, AT

can facilitate understanding of how technological advances influence change. The theory

“draws attention to the dialectical process by which consciousness, learning, and

development simultaneously shape and are shaped by technology”.

In addition, AT allows for a focus at the level of individual teacher practices but

also at the broader organizational level. “AT reveals the interfaces between e-learning at

the macro (strategy, policy, ‘campus wide’ solutions) and the micro-organizational levels

(everyday working practice, literative change, individual adaptation)”. AT also supports a

focus on multiple interacting activity systems. In an AT study of the integration of

technology in schools, it has found that the effective integration of technology requires a

focus on activity systems beyond those of single classrooms. It allows for a focus on the

day to day classroom activity of teachers and the institutional departmental or school wide

level, where the collaboration of teachers and others might result in the transformation of
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activity. An AT perspective on the study of integration of new technologies in education

shifts from a focus on tools themselves to tool use, from tools’ “usability” to their

“sociability.”

This is relevant to the study at hand because it emphasizes how different and

innovative tools, like ICT, be integrated in the teaching-learning process, how it affects

teaching and students performance in learning.

.
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Conceptual Framework

DV

Extent of Instructional

Competence of Teachers

perceived by them
IV a.) Motivation

b.) Presentation and discussion

↕↕↕ of the lesson

Information and c.) Evaluation

Communication Technology d.) Students’ performance

Utilization

Information and
Communication Technology
Extent of Instructional
Devices
Competence of Teachers

perceived by the students

a.) Motivation
b.) Presentation and
discussion of the lesson
c.) Evaluation
d.) Students’ performance

Figure 1. Schematic Representation of ICT Utilization and Instructional Competence

of Teachers.
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The underlying proposition of this research is shown in the figure above. It presents

two major variables. This shows the relationship of the indicators in the independent

variable to the indicators in the dependent variable. The independent variable is the

Information and Communication Technology Utilization the dependent variables are

Extent of Instructional Competence of Teachers perceived by them and Extent of

Instructional Competence of Teachers perceived by the students.

The study examined if there is a significant relationship between ICT utilization

and instructional competence of secondary school teachers as well as the students. Also, it

examined if there is significant difference between the extent of instructional competence

of teachers perceived by them and extent of instructional competence of teachers perceived

by the students. Moreover, the research explored possibilities, whether ICT utilization

really has something to do with the teacher’s improvement of his/her efficiency in

pedagogy.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

In Jonassen’s (2010) article about “Effects of Technology Integration on Teaching

Practices May Lead to the Development of a Community of 342 Learners” state that the

purpose of schools should be to educate, to “educe”, which means to evoke, extract, or

elicit something that is latent, that is, to draw out what the learners know. It means that you

cannot tell the students what they should know; instead your role is to help them articulate

what they know and come to know it better. The technologies afford students as well as

the teachers the tools to explore experiment, construct, converse and reflect on what they

are doing, so that they learn from their experiences. He provides a metaphor to help us

better understand the relationship between the teacher and the computer. “Carpenters use

their tools to build things: the tools do not control the carpenter. Similarly, computers

should be used as tools by teachers to help the learners build knowledge rather than

controlling the learners.

Jonassen’s study has relevance to the present study because this study seeks to

know how teachers use Information and Communication Technology (ICT) as a “tool” in

teaching his/her students and how these “tools” affect both the teachers’ performance and

the students’ learning performance.

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Foreign Studies

As cited in the International Journal of Academic Research in Progressive

Education and Development (October 2012). Education system tries to inculcate the ICT

in its efficient ways to enable teachers and students to access and gain knowledge. Teaching

and learning cannot happen like the analogy of a spoon feeding knowledge at a given time.

Therefore, ICT has an enormous role in making teachers and students to reach the

knowledge. Apart from the pedagogy, ICT penetrated into the educational management in

the system. The hierarchy in educational management from federal educational

management to the school management requires the latest technological advancements in

planning, organizing, leading and controlling educational organizations. The relation

between stakeholders and the school can be built through a better communication channel.

Hence, ICT is the best tool for communication among them. The evaluation of input and

output of the school is necessary for the future vision of the school. Teachers are the one

of the primary sources of knowledge in school. This study has a great relation to the present

study because it tackles about how to improve teacher’s knowledge about using ICT. As a

teacher, they are the one who will use the ICT in teaching therefore, they first need to

improve their knowledge and their efficiency in using.

This is relevant to the present study because the present study adheres to emphasize

how ICT serves as a tool of communication between the teacher and the students.
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Local Literature

According to Bingimlas (2009), teachers always need technical assistance to

provide appropriate manipulation of the up-to-date equipment in the new world of

technology. Technical support allows access to ICT resources and then helps the successful

integration of technology in the teaching process. Teacher training in the classroom use of

modern technology helps increase teacher’s efficiency in using ICT in education. Training

includes basic skills in using technology as well as the integration of those technologies

into interactive and effective teaching. Bingimlas also suggested that increasing

competence and improving ICT use could be done through self-training. It is indeed good

if a teacher has enough knowledge in using ICT. It might get through attending seminars.

It is right to practice, guide and train first the teachers who will utilize the use of ICT before

they will teach using ICT.

This is relevant to the present study for it tells how ICT makes teachers more

equipped with the knowledge they need to meet the needs of the 21st century learners, thus,

involving the instructional competence of the teachers.

Local Studies

On the same manner, the dissertation by Marcial (2010) on the prioritization and

implementation of information technology in the higher education institutions in the

Philippines analyzes the landscape of information technology in the country. The

components included in the analysis were adopted from the top ten information technology
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issues as published by EDUCAUSE in 2010 (Ingerman, Yang and the 2010 EDUCAUSE

Current Issues Committee, 2010). It includes security, funding, infrastructure,

identity/access management, disaster recovery, governance, teaching and learning, staffing

and training, agility and responsiveness, strategic planning, and enterprise resource

planning. The study revealed that all the said components are highly prioritized but

moderately implemented among the 97 higher education institutions from all over the

regions.

This study is related to the current study, before we implement ICT utilization in

education we first need to analyze the landscape of information technology in the country.
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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research method, sample population of study, data

gathering instrument, data gathering procedures and statistical treatment of data.

Research Method

The study was descriptive in nature. The researchers conducted a survey involving

selected secondary school teachers and students in two high schools in Bansud, Oriental

Mindoro. The survey questionnaire was designed by the researchers.

Research Design

The research design is an overall strategy that the researcher choose to integrate the

different components of the study in a coherent and logical way, thereby, ensuring that the

researcher will effectively address the research problem; it constitutes the blueprint for the

collection, measurement, and analysis of data.

In this study, the content areas in mathematics in terms of numbers and number

sense, measurement, geometry, and pattern and algebra, will be rated to determine the level

of proficiency of the grade 7 students that will be served as basis for mathematics teaching

strategies enhancement program.

Respondents of the Study

One hundred nine (109) respondents are purposively selected out of one hundred

nineteen (119) grade 7 students in Naujan Academy. The researcher selected grade seven
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students as the respondents of the study because they were in the first grade level of

secondary education.

The distribution of the respondents is shown in the table.

Table 1

Distribution of Student Respondents

Student-Respondents by Total Class Size Actual Number of Sample

Section
(Purposive Sampling)

St. Agatha 36 20

In this study, approximately ninety - two (92%) percent of the population of the

grade 7 students was used.

Sampling Techniques

The respondents were determined employing purposive sampling technique. It is a

non-probability sampling where the sample are chosen by the judgment of the researcher.

The researcher used this due to limited number of primary data resources who can

contribute to the study.

Research Instruments

The instrument used in this study was developed by the researcher. Self-made

questionnaire with a forty- item test and is designed to measure students’ level of

proficiency to the content areas in mathematics. Test covered the four content areas in the

curriculum guide in mathematics for grade seven, 10 questions each for all the content
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areas in mathematics. On analyzing the pilot study data, the researcher was able to

determine which among the content areas needs improvement and teaching strategies

enhancement program to be enhanced. Responses were tabulated, then analyzed and

interpreted using the Pearson’s r formula whereas the degree of reliability of all computed

coefficients were judged based on five percent (5%) level of significance.

Data Gathering Procedure

After determining the reliability of the instrument researcher sought the permission

of the school director, a letter of request was sent to the director of Naujan Academy

through the endorsement of the dean of the Graduate Studies, Dr. Corazon S. Morilla, the

researcher personally administered the test. The respondents were encouraged to answer

the test seriously to get the reliability of the study. Three sets of test were given to the

respondents one set per week and they were given 1 hour each week to answer the test.

After that, the questionnaires were retrieved, sorted out, tabulated, analyzed, and

interpreted.

Tables were used in the presentation of the analysis and interpretation of the data

gathered.

Statistical Treatment for Data

Responses to the questionnaire by selected secondary school teachers and students

were statistically analyzed with the data requirements of the study. Descriptive statistics

include

Weighted Average
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Weighted average was used to identify the results of this study. The formula used

in computing the weight average is:

Ʃ𝑓𝑥
𝑥̅ =
𝑁

Where: x= weighted average

∑ 𝑓𝑥 =total weight

N= total numbers of respondents

After computing the weighted average, the qualitative interpretations were

intelligently identified using the following scales:

Scale Scale Limitation Description

5 4.50-5.00 STRONGLY AGREE

3.50-4.49
4 AGREE

2.50-3.49
3 UNDECIDED

1.50-2.49
2 DISAGREE

1 STRONGLY DISAGREE
1.00-1.49
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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered to answer the specific problems shown in

Chapter 1. The data were gathered through the observation and questionnaires.

1. What is the extent of Information and Communication Technology devices in the

classroom?

Table 4. The Extent of Information and Communication Technology Devices in the

Classroom
Item Weighted Mean Description

1. Radio 2.75 UNDECIDED

2. Overhead Transparencies 4.50 STRONGLY AGREE

3. Educational Television 4.75 Very High Extent

4. Tablet 4.25 High Extent

5. Laptop /Computer 5.00 Very High Extent

6. Lapel /Microphone 4.83 Very High Extent

7. Tape recorder 2.55 Moderate Extent

8. Downloadable Soft wares 3.36 Moderate Extent

9. Camcorder 3.43 Moderate Extent

10.LCD Projector 4.45 High Extent

Total 3.99 High Extent

The table above shows the different Information and Communication Technology

(ICT) devices usually used in the classroom. Laptop yields the highest mean of 5.00 which

is under the highest extent of the scale. This means that among the ICT devices used in the
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classroom, laptop is the most useful one and the ICT device the students and teachers are

both familiarized with. This also implies that laptop/computers are frequently used in

making the teaching-learning process more productive and fruitful. On the other hand, tape

recorder got the lowest mean of 2.55 which falls under low extent of the scale. This either

implies that tape recorder is not usually used in the classroom or the teachers do not use it

in teaching his/her students or there is no resource of such device in the school. ICT provide

a variety of tools to support and facilitate teacher’s professional competence. ICT transform

teaching and helps teachers to be more efficient and effective, thereby increasing their

interest in teaching (Yusuf, 2011). ICT can assist in the organization and the structure of

the course and course materials thereby promoting rethinking and revision of curriculum

and instructional strategies. ICTs increase teachers’ emphasis on individualized

instruction, and as such enable they spend more time with individual students. It means

that ICT serves as a provider of tools specifically as instructional tools for our educators

for them to be better as they will be.

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2. What is the extent in instructional competence of secondary school teachers in

Bansud Oriental Mindoro as perceived by them in terms of:

2.1 Motivation

Table 5. The extent in instructional competence of secondary school teachers in

Bansud, Oriental Mindoro as perceived by them in terms of Motivation.

Item Weighted Description

Mean

1. The students are able to gain maximum attention and 4.38 High Extent
participation.
2. The students are able to stimulate extrinsic motivation to learn the
4.31 High Extent
topic at hand.
3. The students are able to boost their interest and inner
drive to stay focused on the lesson presented. 4.40 High Extent
4. The students are able to learn the topic in various manners at their
own pace. 4.19 High Extent
5. The students are able to take part during discussion. 4.36 High Extent

6. The students are able to become highly productive and thoughtful

to other students.
7. The students are able to do their works with willingness and 4.36 High Extent
intelligently way.

4.36 High Extent

8. The students are able to spend in academic pursuits. 4.12 High Extent
9. The students are able to work hard toward achieving
performance goals.
4.07 High Extent
10. The students are able to become better person in his thoughts,
skills and values.
4.19 High Extent

Total 4.27 High Extent

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The table above shows the items of the indicator Motivation. This is a procedure in

which the teacher gets the attention of the students through games and simulation and is

done to generate the interest of the students.

All the means fall under the High Extent description. However, Item 3—the students

are able to boost their interest and inner drive to stay focused on the lesson presented.—got

the highest mean of 4.4. This implies that the extent of instructional competence of

secondary school teachers in terms of motivation as perceived by the teachers is high when

ICT is utilized because it captures students’ interests and attention and it stimulates higher

level of students’ participation. The lowest mean is Item 9 — the students are able to work

hard toward achieving performance goals —with the mean of 4.07. However, this still falls

under High description of the scale. This means that students’ performance is stimulated

by ICT utilization which is related to what Deci and Ryan had said that motivation is one

of the important factors to understand ICT wage thus, there is self-determination of the

students to learn because of the ICT utilized by the teacher.

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The table above shows the items of the indicator Students’ Performance. This is

what the students do and how they react to the lessons they have learned.

All the means fall under High Extent. It implies that utilization of Information and

Communication Technology has a High Extent in instructional competence of secondary

school teachers in terms of Students’ Performance. Item 2— the students are able to share

simple and complex ideas — got the highest mean 4.38. This indicates that students are

more able to express small, big, simple and complicated ideas when ICT is being utilized

by the teachers during class discussions.

A study by Smeets and Mooij, 2009 have shown that utilizing ICT makes teachers

act a little while the students are the one who will participate a lot in activities using ICT.

It helps and guides the teacher in instructing the learners to learn their lessons while

motivating them by the use of ICT tools. Thus, making the students learn at their own pace.
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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and

recommendations based on the data analyzed in the previous chapter.

Summary of Findings

Based on the analysis and interpretations of data gathered, the findings are:

1.What is the extent of Information and Communication Technology devices in the

classroom?

Laptop yields the highest mean of 5.00 which is under the highest extent of the

scale. This means that among the Information and Communication Technology (ICT)

devices used in the classroom, laptop is the most useful one and the ICT device the students

and teachers are both familiarized with. This also implies that laptop computers are

frequently used in making the teaching-learning process more productive and fruitful. On

the other hand, Tape recorder got the lowest mean of 2.55 which falls under low extent of

the scale. This either implies that tape recorder is not usually used in the classroom or the

teachers do not use it in teaching his/her students or there is no resource of such device in

the school. ICT provide a variety of tools to support and facilitate teacher’s professional

competence. ICT transform teaching and helps teachers to be more efficient and effective,

thereby increasing their interest in teaching (Yusuf, 2011). ICT can assist in the

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organization and the structure of the course and course materials thereby promoting

rethinking and revision of curriculum and instructional strategies. ICTs increase teachers’

emphasis on individualized instruction, and as such enable they spend more time with

individual students. It means that ICT serves as a provider of tools specifically as

instructional tools for our educators for them to be better as they will be.

2. What is the extent in instructional competence of selected secondary school teachers

in Bansud Oriental Mindoro as perceived by them in terms of:

2.1 Motivation

All the means fall under the High Extent description. However, Item 3 — the

students are able to boost their interest and inner drive to stay focused on the lesson

presented.—got the highest mean of 4.4. This implies that the extent of instructional

competence of secondary school teachers in terms of motivation as perceived by the

teachers is high when ICT is utilized because it captures students’ interests and attention

and it stimulates higher level of students’ participation. The lowest mean is Item 9 — the

students are able to work hard toward achieving performance goals — with the mean of

4.07. However, this still falls under High description of the scale. This means that students’

performance is stimulated by ICT utilization which is related to what Deci and Ryan had

said that motivation is one of the important factors to understand ICT wage thus, there is a

self-determination of the students to learn because of the ICT utilized by the teacher.

Conclusions

On the findings of the study the following conclusions are drawn:

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1. The extent of ICT device Laptop Computer in classroom is very high. Thus, laptop

computers are more used often in executing the lesson because it helps not only in the

teacher’s execution of the lesson but also, it contributes to the learning of his/her students.

2. The extent in instructional competence of selected secondary school teachers in Bansud,

Oriental Mindoro as perceived by the teachers themselves assessed in terms of Motivation,

Presentation and Discussion of the Lesson, Evaluation and Students’ Performance was

high. Therefore, teachers are using different ICT devices in executing their lessons for it

aids them in teaching. ICT devices enable teachers to accomplish the lesson of the day with

more efficiency and with ease.

3. The extent in instructional competence of selectedsecondary school teachers in Bansud,

Oriental Mindoro as perceived by the students assessed in terms of Motivation,

Presentation and Discussion of the Lesson, Evaluation and Students’ Performance was

high. Consequently, since students’ perception that ICT utilization has great impact not

only in the teacher’s methods of teaching but also in their pace and interest in learning,

they were engage more in ICT-based learning. In this way, there will be a more effective

and productive learning for it was proven that ICT is a great help for them.

4. There is a significant relationship between Information and Communication Technology

and instructional competence of selected secondary school teachers in Bansud, Oriental

Mindoro as perceived by them. Teachers’ teaching performance and execution of the lesson

is more productive, efficient and effective if he/she uses different ICT devices. Therefore,

ICT utilization has great impact on the teachers’ instructional competence.

5. There is a significant relationship between Information and Communication Technology

and instructional competence of selectedsecondary school teachers in Bansud, Oriental

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Mindoro as perceived by the students. Students see that ICT boosts the teaching

performance and execution of the lesson of the teachers. Students claim that they learn

more when their teachers use ICT in motivating them, in presenting and discussing the

lesson and in any activities that the teachers prepare for the lesson at hand. Also, when ICT

is utilized by the teacher, students have a more interesting learning environment.

6. There is no significant difference between the extent of instructional competence of

selectedsecondary school teachers on Bansud, Oriental Mindoro as perceived by both the

teachers and students. The teachers see that ICT utilization is a very important ingredient

in educating students and students see that teachers utilizing ICT is more effective than

those who do not. Thus, both major stakeholders of pedagogy claimed that ICT utilization

do boost the instructional competence of the teacher.

Recommendations

Based on the conclusions, the researchers recommend the following:

1. Tape recorder must also be used in the classroom. Even though it looks like an old

device, still it has a new version on which the teacher can use and introduce to the students

the importance of using it like in interview and by using it in motivation in which the

teacher can enhance the students’ listening skill.

2. Teachers who are not yet engaging themselves in the lure of ICT in teaching their lessons

must start utilizing it and lie-low in their traditional way of teaching. They must try using

ICT devices in teaching and drop their fear that technology will soon replace teachers for

if they don’t, they’ll get replaced by teachers who use technology in teaching. While,

teachers who use ICT devices like laptop must keep on using it for it will surely aid and

boost his/her teaching styles and methods.

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3. Teachers must be wise in choosing what ICT devices must be employed in the classroom

and secure that these devices aid not only them but also their students’ performance. The

teacher should secure that ICT devices are used in productive way and never let it hinder

any improvement in his/her instructional competence.

4. Curriculum designers must focus on designing programs which are ICT-based. These

programs must be implemented to all schools in all levels to secure that both the teacher

and the learner has exposure to different ICT devices.

5.The Department of Education must secure that all elementary and secondary schools have

complete ICT facilities wherein both the teacher and students can use to improve their

literacy in ICT. The researchers saw that one of the reasons why some teachers are not yet

fond of using ICT is because they do not have enough resources or they seldom get exposed

to these technologies.

6. Future researchers who wish to continue the study of this research must focus on a

specific subject to further be acquainted with how ICT affects a specific subject area. They

must try further study in which specific subject area the employment of ICT is most

effective, where it is least effective and how can the facilitator improve his/her ICT

utilization in that particular subject.