ABSTRACT
This study aims to know about the ICT competence of TLE teachers in Batangas National High School as an input for Innovative pedagogical tools in teaching the subject. Descriptive method was used in the study. A researcher-made questionnaire was used to gather data. The results of the study showed that the attitude and knowledge of the TLE teachers over the ICT facilitation was basically evident to them. The students’ attitude, participation, homework, grades, and teaching styles developed by the teacher-researcher were useful in aiding instruction to the teaching strategies of the teachers. There is a significant relationship between the pre-test/post-test result and the teaching strategy in terms of mastery of the subject matter and pedagogical skills. The innovative pedagogical tools contribute very much to the teaching- learning process of the students and in teaching of the teachers. The target subject of study is the TLE teachers at Batangas National High School. This research was conducted within the premises of the Batangas National High School in the Division of Batangas City. The subjects of the study were 200 students and 32 TLE teachers of Batangas National High School. This study will help TLE teachers in the teaching-learning process. This study is also beneficial to the students, schools, the researcher, and future researchers.
Keywords: innovative pedagogical tools, ICT competence, teaching-learning
INTRODUCTION
The advent of contemporary ways on delivering education has brought significant changes as to how the world views education and teaching. Globalization has made both teaching and learning intricate and the transformation in part has been driven by technological innovation. Technology has given society a wide array of choices, making a scarce resource abundant. With computers and Internet technologies, more people can now have access to available information more quickly and make the world a reachable global village in just a snap of a finger. Together with this technological revolution is the emergence of one of the most viable technological reforms in education, the use of Information and Communication Technology (ICT).
Over the years, developments and widespread use of information and Communications Technology (ICT) influence all fields in life. It has influenced every human being just like how it affects the school in every aspect when it comes to working environment, lesson delivery, students’ evaluation, and examination. The past two decades are assumed to have revolutionized and revitalized the higher education sector tremendously due to ICT based teaching-learning (Cubukcuoglu, 2013). The teacher plays a very critical role in this innovation in education; however, some of the teachers lack knowledge, skills and do not show interest in the implementation of ICT in education.
ICT is considered at present as a potential tool that provides educational opportunities in both formal and non-formal ways. In the teaching-learning process, ICTs can increase learners’ motivation and engagement in classroom learning. It equips learners with digital age literacy, inventive thinking, higher order thinking and sound reasoning, effective communication, and high productivity (Tinio 2012). Hence, in the landscape of TLE teaching, ICT is considered as a powerful tool.
According to Warschauer (2014), the simultaneous impacts of globalization and technological development have transformed the learning and teaching of TLE in an unprecedented way. Thus, both TLE and ICT have become essential literacy skills for a growing number of learners to ensure full participation in the information society (Jung 2016). The use of ICT in the arena of education is no longer a choice, but a necessity that gives life to the different vistas on how language is effectively taught and learned.
Since students are familiar with technology and they learn better within technology-based environment, the issue of ICT integration in schools, specifically in the classroom is vital. This is because, the use of technology in education contributes a lot in the pedagogical aspects in which the application of ICT lead to an effective learning with the help and supports from ICT elements and components (Jamieson-Procter et al., 2013).
The researcher who is an ICT secondary teacher of Batangas National High School observed that most of the TLE teachers have negative attitude towards ICT. This prompted the researcher to conduct this study since the TLE teachers do not have enough knowledge on ICT on how it is going to be used and implemented in teaching and learning processes in their respective classes.
It is the belief of the researcher that the use of ICT as a pedagogical tool in integrating on TLE classes is going to be effective specially the use of email, online assignments and the like. However, due to their lack of attention towards the use of ICT and low level of familiarity as use as pedagogical tool, would result to disinterested and lack of willingness to listen amongst students. Thus, lack of actual practice is one reason why there is the conduct of this study.
The researcher believes that the key to the successful implementation of ICT integration to education is to develop competence among the teachers or even the administrators about ICT. In this regard, they will gain competence in ICT.
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