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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter primarily presents the different researchers and other

literatures from both foreign and local researchers, which have significant

bearings on variables included in the research. It focuses on several aspects that

will help in the development of this study. Several concepts from books, journals,

articles as well as findings of previous studies related or in connection to this

study are discussed; thus to formulate a conceptual framework.

ICT in the Classroom

According to Hawkins (2008) reported that school administrators offer very

little structural support and incentives to teachers in effective use of ICT in the

classroom. Though lecturers enthusiastically engage in collaborative projects and

constructivist pedagogy, administrative support given in reference to ICT is not

adequate. Teachers use computers more often for their teaching-learning

process if they perceived an adequate support from the school administration.

Teachers who receive adequate ICT support from the administrators are more

likely to use ICTs in their teaching practice while those who do not receive ICT

support from the higher authorities in school are less enthusiastic in using

computer or do not integrate technology at all.

According to Agaba (2008), conducted study on ‘Challenges and the way

forward’. He found that lack of skills as one of the problems explaining

underutilization of Makerere University Library electronic information resources

by academic staff.
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The students can greatly experience having difficulties because of the lack of

skills in utilizing the ICT. The students must have some prior knowledge or some

skills in utilizing the ICT as part of their education system.

According to the study of Lachica (2015), classroom emerge as dynamic

and static. It is viewed as a process, it involves interaction, and it could be a

strategy. Classroom communication also serves as tool for learning to take place

and as a context. How public secondary teachers perceive classrooms

communication reflects the way handle the transmission of knowledge and

information.

Classrooms rise as unique and static. It is seen as a procedure, it includes

cooperation, and it could be a technique. Classroom correspondence likewise

fills in as instrument for figuring out how to occur and as a specific situation. How

open optional instructors see classrooms correspondence mirrors the way handle

the transmission of learning and data.

From the innovations and ICT uses in the schools studied, a vision of how

ICT can assist with a transformation of K‐12 schooling can be discerned. By

expanding the time and space of schooling, opening the classroom to the outside

world, forming communities of learners, parents and teachers, and by giving all

schools access to an expanding world of resources, both teaching and learning

can be advanced to a new level of effectiveness and social importance.

(Venezky, Richard L. 2010)

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The teaching-learning process in the Philippines is evolving and the use of

modern technology is part of it. The teachers, as well as the students must face

the responsibility of utilizing ICT since it is now part of the 1st Century teaching-

learning process. One of the difficulties that the students might be facing in

utilizing ICT is having a hard time in adopting the news trends of learning since it

is evolving.

The role of teacher education in facilitating integration of ICT

According to Al-Moussa (2009), conducted study on ‘Integration of

information and communication technology in Gulf Cooperation Council

Countries’. He reported that obstacles to the integration of ICT into schools in the

Gulf Cooperation Council countries were a lack of computer skills training for

teachers and insufficient technical support, plus costs. A recent Omani higher

education survey concerned a questionnaire based on literature from developed

economies faculty member’s perceived moderate levels in obstacles in applying

ICT to their teaching practices: lack of equipment, lack of institutional support,

disbelief of ICT benefits, lack of confidence, and lack of time.

According to UNESCO (2013), reported that teachers, professors,

technical and administrative staff must be given training that enables them to

integrate new information and communication technologies into their teaching

programs. The lack of technical skills of maintaining the functionality of

computers confused teachers to integrate ICT in the classroom.

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According to UNESCO (2008) ICT competency standards for teachers go

further, describing three approaches: technological literacy, knowledge

deepening, and knowledge creation. These approaches are seen as part of a

development continuum, and each approach has different implications for

education reform and improvement, plus different implications for changes in the

components of the education system.

According to the book “ICT and Teachers in Higher Education: A Case on

Adopting Web Based Training” Adopting ICT into use in higher education

appears to be slow change process, with no radical indications. ICT usage in

teaching and learning is widespread but a part of blend, where more traditional

forms of education are still utilized. ICT is serving as a complement to already

existing instructional tools. Characteristic for ICT usage is also the fact that

instructors are gradually doing more, but with now rewards for their efforts

(Collins & van der Wende 2009: 7-8).

According to the “ICT Integration in Teaching” (2017), ICT – based

teacher can easily improve the quality education for it really enhances the

learning development of 0every learner. It is evident that learners could easily

understand the lesson if the teachers demonstrate an effective motivation.

Moreover, the negative impression to the subject will change into positive such

as transforming traditional method into innovative and 21st century approach

such as ICT approach.

In the study ‘Modeling and supporting ICT implementation in secondary

schools’ found that teachers’ competence and confidence in their skills were one
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of the main factors to influence teachers’ willingness to integrate technology in

their teaching and learning process. They claimed that educators lack of

knowledge is a serious barrier to integrate ICT into secondary schools. Educators

must attain and maintain an assured degree of technological competence to

make instructional strategies more effective (Mooij & Smetts, n.d.).

The teachers most have sufficient knowledge in utilizing ICT, especially

the students who are utilizing it because the Department of Education is aiming

that the students must have the 21st Century skills and the ICT education is part

of it. The lack of knowledge and having not enough confidence in utilizing the ICT

is one of the main reasons why are the students are facing difficulties in utilizing

the ICT in their different subject requirements.

According to Schaffer et al. (2008, cited in Afshari et al, 2009)

reported that when technology is introduced into teacher education programs, the

emphasis is often on teaching about technology instead of teaching with

technology. Hence, inadequate preparation to use technology is one of the

reasons that teachers do not systematically use computers in their classes.

Teachers lack the necessary skills and thus need to be given opportunities to

practice using information communication technology during their teacher training

programs so that they can see ways in which technology can be used to

augment their classroom activities.

The difficulties that the teachers are facing in utilizing the ICT can also be

the difficulties that the students might facing. Without a prior knowledge in

utilizing the ICT resources the students might really have some difficulties in
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doing their subject requirements incorporating the use of ICT on it. The lack of

skills in utilizing the ICT is also one of the difficulties that they might face in it.

As students are continually exposed to the capabilities of ICT, their

perceptions toward it change: the more positive one’s perception towards ICT,

the more likely one is going to develop better skills on ICT use. It is evident in

some schools that efforts have been exerted in order to retool the classrooms.

With this, teachers are faced with the responsibility to utilize ICT. Teachers in this

era should learn to adopt with change - particularly in the new trends of teaching

and learning. This will enable them to cater to the needs of the 21st century

learners (Bazer & Pardillo, & Ruales, 2012).

Lack of ICT Skills

Developing countries such as the Philippines are committed to in fusing

schools with ICT. There is great faith that these technologies will improve

teaching and learning, and consequently afford these countries a greater stake in

today’s knowledge society. Consequently, the Philippine government and the

private sector have initiated programs to provide schools with computer hardware

and software. Internet connectivity, and teacher training. However, considerable

gaps still exist in ICT program implementation. There is a lack of data on schools’

use of ICT. Hence, there is a little basis for policy formulation. There is a lack of

coordination between public and private sectors effort, and within ICT programs

themselves. This leads to wasted time, money and human resources. Finally,

there is a need for further teacher training in both computer literacy and ICT can
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have significant impact on teaching and learning in Philippine schools (Rodrigo,

2013).

According to Peansupap et al. (2008), conducted study on ‘Factors

enabling information and communication technology diffusion’. They found that

lack of ICT skills as a key barrier to adopting and using ICT applications in

Australian construction organizations. They indicated that the failure of ICT

change derives from the traditional beliefs of managers and ICT experts that

technology is a magic bullet and so neglect role of people in any change

management task. Solving technical issues can minimize users resistance to

technological innovation and thus, ICT implementation success is often realized

by managers who understand the management of technological change. Thus, if

teachers perceive ICT as a beneficial tool, compatible with their current activities,

easy to use and have observable outcomes, they could demonstrate positive

attitude towards ICT. This can positively influence ICT Implementation in

institutions of higher learning.

ICT in Education

In their study ‘Pupil perspectives on the contribution of ICT to teaching

and learning in secondary schools’ found that students viewed ICT resources as

helpful in tasks and presentations, and useful in refining project reports and trial

options. They associated ICT with change in the study environment and

classroom relations; ICT applications raised interest and increased motivation on

their part. Nevertheless, whilst the participants valued independent study and the
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challenge of ICT, they were concerned that this reshaping of learning might be

displacing valuable teaching (Deaney, Rosemary & Hennessy Sara 2008)

Related Studies

The present survey research entitled “ICT Difficulties for Students” was

aimed at identifying the ICT facilities, skills, usage, and the problems faced by

the students of higher education while using ICT. The population of the study

comprised the students of public sector universities of Lahore, Pakistan.

Instrument was developed by the first author. About 250 students were selected

from three public universities. Descriptive statistics were used to analyze the

data. The findings revealed that the students have computers and Internet

facilities at home and universities. They are expert at simple skills like MS Word,

MS Power Point, Searching and Browsing at Internet, Social networking, Email,

File attachment, and Computer games but are less skilled or poor on other skills

like using digital library, discussion forums, and Blogs. Students spend more time

on computers for recreational and other purposes than for academic purpose.

They believe that the use of ICT supports their learning. Slow speed of

computers, signal problem in Internet, virus threat, poor working condition of

computers, load shedding, and lack of access of Internet are the problems faced

by the majority of the students. The universities should invest more on improving

the infrastructure to address the ICT related problems of students at the

universities.

(http://www.web3.cnre.vt.edu/frec/ictdifficultiesofstudetnts/documents/Syred%20

et%20al%202006.pdf)
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Synthesis

Students gain knowledge and skills needed to effectively apply, use and

manage technology when solving problems specifically related to information and

communication. Classes provide a human and organizational focus on

technology teaching students how to be effective users of technology. Students

who major in ICT can expect to work in positions where they are the

communication link between people, organizations and the technologies used to

support those organizations' information infrastructures.

ICT as subject requirements, a lot of students have been trying hard to

adjust in using ICT as their subject requirements, though their teachers have

been teaching them a lot about ICT they still couldn’t figure out to use it on their

own.

Conceptual Framework
Difficulties in using ICT
(Independent Variable)

Technology Lack of Pedagogical Teacher

Interest Factor

Academic Performance
(Dependent Variable)

Figure 1. Conceptual Framework of the research entitled “Difficulties of Utilizing

ICT in Different Subject Requirements As Perceived by Grade 11 STEM Students

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Figure 1 shows the independent variable (Difficulties in using ICT) and

dependent variable (Academic Performance) used in the study. It specifies the

problem and gives direction to the study.

Sources: http://jitm.ubalt.edu/XXI-4/article4.pdf

Research Paradigm

Input Process Output

 Formulate
Difficulties of
Questionnaire The
Utilizing ICT in
 Validate researchers
Different
 Conduct an will be
Subject
unstructured interview making a
Requirements
 Gather Data pamphlet
as Perceived
 Compilation of entitled “ICT
by Grade 11
Data Key to
STEM
Success”.
Students  Analyze and interpret
the results

Figure 2. Research Paradigm of the research entitled “Difficulties of Utilizing ICT

in Different Subject Requirements As Perceived by Grade 11 STEM Students

Figure 2 shows the input, process, and output that discuss in the research

studies. The input is how to gather the information to the Difficulties of Utilizing

ICT In Different Subject Requirements as Perceived By Grade 11 STEM

Students. In the process, the researchers will formulate a questionnaire and

validate it. The researcher will conduct an unstructured interview, then gather
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data from the interview. The gathered data would be compiled and then the

researcher would analyze and interpret the results.