Information and communication technology, Social studies teachers

Introduction

Throughout the world, many countries have introduced Information and Communication Technologies (ICT) into schools via different courses of action. Their use is also underlined by Organization for economic cooperation and development (2001) as a necessity for improving quality in teaching and learning. The Department of Education (DepEd) has also made huge investments in the hope of attaining the goal of improving the quality of education through enriching the learning environment with the help of educational software and technologies. Integrating ICT training into all levels of primary education and providing each student with access to ICT equipment and information sources were also among the objectives of the DepEd. In 2001,the department of education ,started a process of restructuring the curriculum aimed at improving the quality of Filipino learners and providing them the necessary skills for lifelong learning. The resulting 2002 (BEC) is being implemented nationwide beginning June 2002 among the new curriculum s notable features is the reorganization of subjects into 5 learning areas, namely: Filipino, English, Science Mathematics and Makabayan. The latter integrates previously separates subjects such as Social Studies, Physical Education, Health and Music, and Technology and Home Economics. Values Education, on the other hand, will be integrated in all subject areas. In elaborating the philosophy of education that informs it, the 2002 BEC enshrines information literacy as a prerequisite or social economic development. In view of this goal, the new curriculum provides for the harnessing of the tower of ICT as an instructional medium is specifying that ICT can be an integral part of all the learning areas, whenever hardware and software are available. Consistent with the goals of the new curriculums, the Department of Education Information Technology Framework lays down the action areas for ICT integration in the basic education system from

2000 to 2005. These include school computerization, teacher training, IT curriculum development, multimedia content development, financing, and monitoring and evaluation. Technology usage is an important indicator of their preparedness to carry out the obligations of daily lessons. In fact, Woodrow (1992) asserts that any successful transformation in educational practice requires the necessary. Notable features among the new curriculum. 2002 Basic Education Curriculum of positive user attitude toward new technology. The development of teachers positive attitudes toward ICT is very significant factor not only for increasing computer integration but also for avoiding teachers resistance to ICT use (Watson, 1998).

The Need for ICT Integration in Schools

ICT integration in schools is needed in order to accomplish many objectives and improve the quality of lessons in all subject areas as well as social studies. ICT increasingly pervades various aspects of our daily lives like work, business, teaching, learning, leisure and health. Since ICT leads all processes based on information, every individual in a society should become technology competent. Thus, all schools have to be equipped with the necessary ICT in order to provide the next generations with the needed tools and resources for access and use and to attain the expected skills. Norris, Sullivan and Poirot (2003) point out the importance of accessibility as: teachers use of technology for curricular purposes is almost exclusively a function of (p. 25). Merely ISSN 1436-4522 (online) and 1176-3647 (print).

their access to that technology

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a fee. Request permissions from the editors at kinshuk@ieee.org. providing schools with hardware, software and in-service training is not enough. Any in-service training needs Follow-up support, peer coaching and peer dialogue to ensure successful utilization of new technologies. There must be active involvement of the teachers concerned in the whole change process so that there is the element of ownership of the innovation. Just filling schools with the necessary ICT neither improves the quality of instruction nor creates more effective learning environments. However, embracing a broader vision and philosophy, schools should revise present teaching programs, practices and resources, and ICT should be integrated into all levels of an educational system from classrooms to ministries for use in management, teaching and learning activities. Thus, Teachers must receive adequate ongoing training, technology use must be matched to curriculum s philosophy and theory of learning, and adequate numbers of computers must be conveniently located within the classroom (Al-Bataineh & Brooks (2003), p. 479). As also concluded by Kington, Harris and Leask (2002) it is not necessarily the technology that has to be innovative, but the

approach to teaching and learning must be (p. 35). Teachers ICT Usage the integration of information and communication technologies can help revitalizes teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. To achieve these objectives, teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool. Teachers attitudes are major predictors of the use of new technologies in instructional settings. Teachers attitudes toward ICT shape not only their own ICT experiences, but also the experiences of the students they teach. According to Zhao and Cziko (2001) three conditions are necessary for teachers to introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology (p. 27). Demetriadis et al. (2003) reached similar conclusions in their research study: Training efforts are generally welcomed by teachers but consistent support and extensive training is necessary in order for them to consider themselves able to integrate ICT in their teaching methodologies (p. 35). According to Rogers

(1995) one of the major factors affecting people s attitudes toward a new technology is related to the features of the technology itself. Rogers points out five basic features of technology that affect its acceptance and subsequent adoption: relative advantage, compatibility, complexity, observability, and trialibility. Thus, a new technology will be increasingly diffused if potential adopters perceive that the innovation: (1) has an advantage over previous innovations; (2) is compatible with existing practices, (3) is not complex to understand and use, (4) shows observable results, and (5) can be experimented with on a limited basis before adoption.

Preparing students for real life in our technological and diverse world requires that teachers embed ICT in significant learning experiences (Braun & Kraft, 1995). However, research studies show that most teachers do not make use of the potential of ICT to contribute to the quality of learning environments, although they value this potential quite significantly (Smeets, 2005). Harris (2002) conducted case studies in three primary and three secondary schools, which focused on innovative pedagogical practices involving ICT. Harris (2002) concludes that the benefits of ICT will be gained when confident teachers are willing to

explore new opportunities for changing their classroom practices by using ICT (p. 458). As a consequence, the use of ICT will not only enhance learning environments but also prepare next generation for future lives and careers (Wheeler, 2001).

Objectives. The general objective of this study is to determine the use of ICT of Social Studies teachers in selecqted public high schools in Aliaga Nueva Ecija. Specifically, ICT capabilities/programs will be profiled to determine the following: 1) The history and goals of ICT use of Social Studies teachers; 2) The level of ICT resources present in the system; 3) The types and extent of usesadministrative and educationalof ICT resources in the system; 4) The ICT-related competencies of Social Studies teachers and the extent of staff development activities; and 5) Barriers to the use of ICT in the system. Hypothesis

There is no relationship between awareness and self-related expertise level of teachers and, between self-perception of efficacy and self-rated expertise level of teachers. There is no relationship between teachers computer related tools usage in the classroom and self-perceptions and efficacy. There is no relationship between teachers computer related tools usage in the classroom and level of expertise. There is no relationship between having computer at home and the expertise level of teachers. There is no relationship between having a computer at home and expertise level of teachers.

Research Questions

The purpose of this study was to explore ICT usage, factors that support the use, barriers that hinder the use, and self-perceptions of efficacy and level of expertise, as well as the relationship of variables by looking at the social studies teachers in selected primary schools in Turkey. In order to shed light on these topics, this research study mainly focused on the following nine questions. : 1. Which ICT resources (software, instructional tools and materials) do social studies teacher s use? 2. What are teachers preferred methods for professional development? 3. What are the incentives that encourage social studies teachers technology usage? 4. What are teachers perceptions of self-efficacy in relation to ICT usage? 5. What are the barriers social studies teachers faces during technology usage in the teaching-learning process? 6. Is there any relationship between awareness and self-rated expertise level of teachers and, between selfPerception of efficacy and self-rated expertise level of teachers?

7. Is there any relationship between teachers computer related tools usage in the classroom and selfperceptions of efficacy? 8. Is there any relationship between teachers computer related tools usage in the classroom and level of expertise? 9. Is there any relationship between having a computer at home and the expertise level of teachers?

Chapter 2: Methodology

Social Studies Teachers from different schools in Miasa Nueva Ecija will be used as the subject of this
research. They will be approached to complete the Information and Communication Technology Usage Survey. The balance between male to female will not be considered. Approximately, the subjects' age ranges from __________

The Information and Communication Technology Usage Survey (a = 0,84) developed by the researchers, mainly based on discussions in the related literature (Iding, Crosby & Speitel (2002); Bielefeldt (2001); Haydn, Arthur & Hunt (2001); McCormick & Scrimshaw, 2001) was used to collect data for this research study. The survey was composed of five parts. The first part of the survey consisted of 24 items regarding teachers software use, as well as other instructional tools and materials. The purpose of this part was to find out the self-expertise level of the social studies teachers. The second part consisted of 9 items about preferences for professional development on information gathering and support. The subsequent part consisted of 8 items about factors that encourage teachers usage of technology. In the fourth part of the survey there were 18 items related to teachers perceptions of self-efficacy. Finally, the last part was composed of 19 items regarding the barriers that teachers faced during technology utilization in the teaching-learning process.

Please answer the following 34 statements by checking the appropriate box. Your answers are CONFIDENTIAL and will have no affect on you in any way. Name: ________________________________________

Gender: _______________________________________ Position: ______________________________________ Status of Employment: __________________________ Years in Service: _______________________________ Name of School: _______________________________

Part 1. Factors that Encourage Social Studies Teacher s technology usage

Factors Encourage Technology Usage 1. 2. 3. 4. 5. 6. 7. 8. Rewarding the technology usage efforts of teachers in instructional activities Investments o the institution on infrastructure of instructional technologies Investments of the institution on in-service education programs for instructional technologies Investments of the institutions on the support services of instructional technologies Developing the policies and plans for diffusions of the instructional technologies Providing support for the projects towards the expansion of instructional materials Carrying out the studies for integration of technology into curriculum Reducing workload to provide opportunities to teachers for developing instructional materials

Important Neutral

Not Important

Part 2.Teachers perceptions of self efficacy in relation to ICT usage Perceptions of Social Studies teachers about perceived self-efficacy on ICT usage 1. I don t use computers as much as other resources(books, over head projectors etc. ) for instructional purposes 2. I know what to do for using computers in instructional environments 3. I am aware of the opportunities that computers offer 4. I can answer any question my students ask about computers 5. I am not sure that I am computer-literate for use computers in my classes 6. I don t want to use computers 7. I think that I can use instructional technologies in class activities more effectively day by day 8. I believe that tools like e-mail, forum and chat will make communications with my colleagues and students easier Agree Neutral Disagree

9. 10. 11. 12. 13.

14. 15. 16. 17.

I think that technology supported teaching makes learning more effective I think the use of instructional technologies increases the interest of students toward subjects I think the use of instructional technologies makes it easier to prepare instructional materials (assignments, handouts, etc. ) It is hard for me to explain the use of computer applications to my students I can handle different learning preferences on my students having different learning styles by using instructional technologies I think technology makes effective use of class time I think using instructional technologies makes me more productive as a teacher I think that using technology makes it easier to reach instructional resourses I don t prefer to be assessed about my instructional technology based application by any other proffessional

Part 3. Barriers that social studies teachers faced during technology usage in teaching- learning process Barriers to Technology Usage Inefficient time to prepare materials based on technology Inefficiency of teachers technical knowledge to prepare materials based on technology Problems about accessibility to existing hardware (computer, overhead projector, etc. ) Inefficiency of institutions computer laboratory Inefficiency of institutions technical infrastructure about instructional technology Inefficient number of media (printer, scanner, etc. ) for effective use of computers Shortage of computers used by teachers Absence of rewards systems for encouraging technology usage Poor technical and physical infrastructure of learning environments Inadequacy of computers used by learners Inefficiency of guidance and support by administration In sufficiency of financial resources for technology integration Inefficiency of instructional software/electronic resources Scarcity in resources on technology for attaining information Deficiency in professional development opportunities for gaining knowledge and skill Deficiency and support services in material development/technology usage Agree Neutral Disagree

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

17. 18. 19.

Lack of interest of teachers in technology usage Difficulties of improper teaching methods for technology usage Inadequacy of the courses of technology offered two teachers

Thank you very much for your cooperation!

Princess Xenia G. Calamanan