ABSTRACT
Information Communication Technology (ICT) becomes an essential component of the pedagogical processes of the education system. It provides a dynamic and proactive teaching-learning environment and increases the quality, of the delivery of instruction to students. Accordingly, the researcher believes in the significance of enhancing the ICT implementation program, providing ideas for utilizing modern technologies in teaching and learning, and aiding them with a revitalized management plan. This study aimed to determine the extent of implementation of the school ICT program as assessed by the coordinators and teachers. Moreover, it covered the differences in assessments of implementation by the two groups of respondents. The study employed a descriptive method of research.
Furthermore, the study tackled the implementation of Information Technology (ICT) Program in the public elementary schools. It emphasized the significance of utilizing different tools and resources to ensure ICT improvement and innovations in schools' practices. With this, the study came up with a revitalized management plan to provide both the coordinators and teachers with venues for ICT skills development and suggested strategies and activities.
Keywords: ICT Program, Issues and Challenges, Innovative Practices, Revitalized Management Plan
1. INTRODUCTION
Information and Communication Technology (ICT) has become an essential component of modern education, transforming how students learn and teachers teach. The modern era's rapid technological development has had an impact on many aspects of life. The advent of ICT had far-reaching consequences in all fields of endeavor, including business, governance, and education. It demanded a modern society, which resulted in remarkable changes in the twenty-first century.
The availability of convenient access to technology has greatly improved today's education system, which is supported by the government in integrating technology into the teaching and learning process in the classroom. ICT utilization becomes an essential component of pedagogical processes that optimize learning. Also, it provides a dynamic and proactive teaching-learning environment and increases the quality, accessibility, and cost-efficiency of the delivery of instruction to students (Abdullah et al., 2017).
As a result, the significance of this program became evident in various ways, where it assisted both teachers and students to learn about their respective subject areas. As a matter of fact, technology-based teaching and learning introduced the application of educational videos, music, the World Wide Web (www), and other approaches such as mind mapping, guided discovery learning, and brainstorming to provide meaningful and effective classroom instruction (Ghavifekr & Rosdy, 2015). not only important as a learning course, but also the materials such as software and multimedia were used to supplement instruction (Bonifacio, 2013). As a result, it supported the teachers in performing the daily tasks. As a matter of fact, it assisted the teachers in preparing the lessons, organizing classroom activities, and producing innovative instructional materials.
In addition, many teachers deemed the significance of ICT tools because they guided the students in accomplishing the learning tasks and assignments and assisted the students with special needs or difficulties. Likewise, students developed a collaborative and independent type of learning. Furthermore, the positive impact of this in the teaching and learning process was evident in the academic performance of the students.
In consonance with this, the key policies of the Department of Education (DepED) in the Philippines highlighted the integration of ICT in the curriculum. It was given emphasis as it is part of the goal of the government, where everyone can create, access, utilize, and share information and knowledge (Kubota, et. al., 2018). This initiative was reinforced with the formulation of the Department of Information and Communication Technology (DICT), a government agency that was responsible for supporting national development using ICT and for planning and implementing it in the country.
According to a survey conducted by the Philippine-based Foundation for Information Technology for Education and Development (FIT-ED), only a small percentage of schools have Internet access; less than ten percent of schools have computers with Internet access available for teacher use; and a large number of schools have computers with Internet access available for student use. Furthermore, a Department of Science and Technology (DOST) survey revealed that access to information technology varies from a low to a percentage range across the country's various regions.
In order to uplift the performance of Philippine basic education and promote effective utilization of TH, DepED launched the National Strategic Planning Initiative for ICTs in Basic Education. This initiative executed the appropriate strategies for integrating this program in education using the technology-based teaching and learning process (Sarker, et al., 2019).
The DepED Order No. 78 series of 2010, and the DepED Computerization Program (DCP), mandated by the agency, provided adequate technology to public schools in order to improve the teacher-learning process and meet the challenges of the twenty-first century. This program addresses the computer backlog in public schools by providing hardware and software as well as training in basic troubleshooting techniques. This stand as a crucial guideline for the integration of ICT in Philippine schools, highlighting the need for technological infrastructure, teacher training, and curriculum development in order to effectively harness the potential of I in education.
Similarly, strategic planning for education plays a pivotal role in defining the goals and objectives of educational initiatives, including the integration of ICT. However, the strict implementation of these programs has encountered numerous challenges, hindering their full realization. In addition to the DepED order, strategic planning for education has also been emphasized to enhance the integration of ICT in schools. Strategic planning provides a roadmap for educational institutions to leverage the program effectively, aligning it with their goals and objectives.
Therefore, the status of ICT program implementation in the Philippines remained unstable because of several problems and barriers. As a matter of fact, DepED encountered several issues and challenges in sustaining innovative education in the country. In this connection, Mirzajani, et al. (2016) emphasized that lack of administrative, financial, and technical ssupport among schools with these programs has become an ongoing problem.
In consonance with this, the program was introduced with the aim of ensuring that every student gains essential competencies by the time they complete their basic education. It outlines the guidelines and framework for integrating the teaching and learning processes, curriculum development, and teacher training. While this order provided a clear direction for incorporating ICT in education, its full implementation remains a challenge in many schools. The reasons for this gap can be attributed to various factors, such as limited resources, inadequate infrastructure, and a lack of comprehensive training programs for teachers.
One key stakeholder in the implementation of ICT in schools is the coordinator, who is responsible for overseeing the integration of technology, providing technical support, and facilitating professional development for teachers. The experiences and problems faced by these coordinators shed light on the gaps in the implementation of ICT initiatives. These challenges can range from inadequate funding for technological infrastructure, limited access to updated software and hardware, insufficient training opportunities for teachers, and a lack of support from school administration.
Through an in-depth exploration of the barriers encountered by ICT coordinators, this research aims to provide valuable recommendations and potential solutions to enhance the implementation of ICT initiatives in Philippine schools. By addressing these gaps, we can foster an environment that embraces technology as a catalyst for educational advancement, empowering students and educators alike in the digital age. Similarly, Dotong, et al. (2016) revealed challenges like inadequate financial support and infrastructure, fund and management support, and behavioral and environmental aspects. Likewise, teachers limited digital literacy and lacked motivation and interest (Alhandi, 2014). Meanwhile, Kubota et al. (2018) revealed that teachers had limited learning opportunities for training and inadequate technical support staff.
To mitigate the problem and different forms of issues and challenges, theorganization implemented immediate change and innovation (Wajdi et al., 2020; Carvalho, et al., 2020). Both teachers’ qualifications and school practices for using digital devices and the availability of technological resources need improvement (UNESCO, 2020). Therefore, Almalki and Williams (2012) insisted on giving priority to areas of improvement such as ICT training, local, technical, and administrative support, teacher confidence, and competence.
Similarly, developing ICT implementation in Area 1 of Batangas Province was very timely and relevant now, as technology has become increasingly important in students' lives. The current situation indicates the need for whatever resources are available to carry out the implementation that is appropriate, effective, and sustainable.
This paper highlighted the extent of implementation of the school ICT program. It identified the issues and challenges in the implementation of this program. Likewise, it would ascertain the schools’ innovative practices and it would pave the way for an effective management plan for the institution.
In light of this, the research's significance was also dependent on the advantages it might provide for the school, as it would enhance the ICT implementation program. Similarly, it would improve the program’ utilization methodologies and practices. It would also offer more sources as well as sufficient concepts and ideas for ICT management.
Bearing these thoughts in mind, the researcher felt deeply motivated to pursue determining the implementation of the ICT program in public elementary schools. The output of this study was a revitalized management plan. It would be employed as a tool in enhancing the implementation of this program, overcoming issues and challenges, and discovering technological tools and innovative practices.
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