Integration of Information & Communication Technology in Public Secondary Schools in Metro-Manila, Philippines

Abstract

The purpose of the study was to examine integration of ICT in selected public secondary education schools in Metro Manila, Philippines. The parameters used included a)availability of ICT resources b)level of skills, c)extent of usage d)problems inhibiting adoption, and e)perceptions and goals. Samples of the study included 431 teachers, 1001 students and 17 principals representative of the divisions of schools in Metro Manila. The study employed both quantitative and qualitative research design. Methods used included researcher-prepared questionnaire,interview, focus group discussion, and document review.Major Findings The lack of hardware remains to be the most pressing and persistent problem. Relative to student population, the computer-to-student ratio is dismally low at 1:63. Access to computers is limited to those taking computer education subjects. Almost half of the schools do not have computer maintenance due to lack or low budget. While 88 percent of schools have internet connections, yet half of the students claimed that they do not use it. Almost half of the teachers never attended ICT-related trainings. Trainings conducted were generally on computer literacy like basic operations, word processing, and spreadsheet. Critical applications using educational games, CAI, simulations registered lower usage. Most of the teachers do not use ICT in the classroom. The study revealed that ICT is used few times a year and type of use is concentrated on lesson preparation and class management. Majority of teachers accept that students know more about computer and internet and the result of data analysis confirmed this view. Most students underscored the importance of education. With ICT, they believed it can facilitate and improve their learning achievements. Students indicated that they be given more responsibility for their learning. Their problems are primarily on lack of computer, time, internet, and software. Students’ awareness in the relevance of ICT to their future employment is very high. Conclusion The benefits of ICT have not trickled in the classroom. ICT integration remains to be learning about, rather than learning with ICT tools. A policy review is needed for equitable distribution of sparse ICT resources across all learning areas. Public-Private Partnership program have to be strengthened given governments limited resources. A clear strategic plan, concrete actions,continuous measurement & evaluation, and strong leadership are needed to make ICT atransformative tool in teaching and learning.