TEACHING AND LEARNING WITH TECHNOLOGY: EFFECTIVENESS
OF ICT INTEGRATION IN NABASAN ELEMENTARY SCHOOL
A research proposal submitted to:
REMILYN BAUSA, Ed.D.
Professor
Bicol College Graduate School
Daraga, Albay
In partial fulfillment of the requirements in
EDU202 – Research Methods in Education
CHERYL JANE M. AGUDO
Master in Education Major in Language Education
February 2025
INTRODUCTION
Rationale
The In this 21st century, the term “technology” is an important issue in many
fields including education. This is because technology has become the knowledge
transfer highway in most countries. Technology integration nowadays has gone through
innovations and transformed our societies that has totally changed the way people
think, work and live (Grabe, 2007). As part of this, schools and other educational
institutions which are supposed to prepare students to live in “a knowledge society”
need to consider ICT integration in their curriculum (Ghavifekr, Afshari & Amla Salleh,
2012). Integration of Information, Communication, and Technology (ICT) in education
refers to the use of computer based communication that incorporates into daily
classroom instructional process. In conjunction with preparing students for the current
digital era, teachers are seen as the key players in using ICT in their daily classrooms.
This is due to the capability of ICT in providing dynamic and proactive teaching-learning
environment (Arnseth & Hatlevik, 2012). While, the aim of ICT integration is to improve
and increase the quality, accessibility and cost-efficiency of the delivery of instruction to
students, it also refers to benefits from networking the learning communities to face the
challenges of current globalization (Albirini, 2006, p.6). Process of adoption of ICT is not
a single step, but it is ongoing and continuous steps that fully support teaching and
learning and information resources (Young, 2003).
ICT integration in education generally means technology-based teaching and
learning process that closely relates to the utilization of learning technologies in schools.
Due to the fact that students are familiar with technology and they will 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 will lead to effective
learning with the help and supports from ICT elements and components (Jamieson-
Procter et al., 2013). It is right to say that almost all ranges of subjects’ starts from
mathematics, science, languages, arts and humanistic and other major fields can be
learned more effectively through technology-based tools and equipment. In addition,
ICT provides the help and complementary supports for both teachers and students
where it involves effective learning with the help of the computers to serve the purpose
of learning aids (Jorge et al., 2003). Computers and technology does not acts as a
replacing tools for quality teachers but instead they are considered as an add-on
supplements needed for the better teaching and learning. The need for ICT integration
in education is crucial, because with the help of technology, teaching and learning is not
only happening in the school environment, but also can happen even if teachers and
students are physically in distance. However, ICT integration is not a one-step learning
process, but it is a continual process of learning that provides proactive teaching-
learning environment (Young, 2003). ICT can be used in various ways where it helps
both teachers and students to learn about their respective subject areas. A technology-
based teaching and learning offers various interesting ways which includes educational
videos, stimulation, storage of data, the usage of databases, mind-mapping, guided
discovery, brainstorming, music, World Wide Web (www) that will make the learning
process more fulfilling and meaningful (Finger & Trinidad, 2002). On the other hand,
students will benefit from ICT integration where they are not bounded to the limited
curriculum and resources, instead hands-on activities in a technology-based course is
designed to help them to stimulate their understanding about the subject. It also helps
teachers to design their lesson plans in an effective, creative and interesting approach
that would result in students’ active learning. Previous researches proved that use of
ICT in teaching will enhance the learning process and maximizes the students’ abilities
in active learning (Finger & Trinidad, 2002; Jorge et al., 2003; Young, 2003; Jamieson-
Procter et al., 2013).
Beyond basic skill training, schools had used a variety of strategies to provide
further professional development for teachers. According to Warwick and Kershner
(2008) the significance and advantages of ICT should be known by teachers in order to
conduct a meaningful lesson with the use of ICT. Indeed, teachers should be sent to
attend training courses to learn about integration ICT in teaching and learning process.
Nonetheless, many school schools used peer-tutoring systems. A more skillful teacher
in ICT would assist and guide another teacher who has less experience with ICT along
the preparation work for teaching and learning process.
Objectives of the Study
This study aims to:
The effectiveness of ICT integration form teaching and learning perspectives
The effective elements of ICT integration in teaching in public schools in
Nabasan Elementary School
To compare the effectiveness of different technology-based learning approaches
(e.g., online learning, blended learning, flipped classrooms) in improving student
achievement.
Review of Related Literature
The impact of technology integration on learning and teaching in educational
settings. It explores a range of perspectives, methodologies, and findings from various
studies, highlighting both the potential benefits and challenges associated with this
transformative trend.
The integration of technology in education has a rich history, dating back to the
1920s with the use of radio broadcasting for teaching political science and history. The
1950s saw the development of the PLATO system, a computer-based teaching system.
Subsequent decades witnessed the introduction of audio and video cassettes, personal
computers, and the internet, progressively transforming the educational landscape.
Today, technology has become an integral part of education, with virtual learning
environments, online courses, and educational software making learning accessible to
anyone with an internet connection
Theoretical Framework and Paradigm
Technological Pedagogical Content Knowledge (TPACK): This framework,
developed by Mishra and Koehler (2006), emphasizes the interconnectedness of
technology, pedagogy, and content knowledge. It suggests that effective technology
integration requires teachers to possess a deep understanding of how these three
elements interact. TPACK provides a useful lens for analyzing how technology is used
in the classroom and its potential to enhance learning. Social Cognitive Theory (SCT):
This theory, proposed by Bandura (1977), highlights the role of social interaction,
observation, and self-efficacy in learning. It suggests that technology can be used to
create opportunities for students to observe and interact with others, leading to
increased learning and skill development. SCT emphasizes the importance of creating a
supportive learning environment where students feel confident in their ability to use
technology effectively. Constructivism: This learning theory emphasizes the active role
of learners in constructing their own understanding of the world. It suggests that
technology can be used to provide students with opportunities to explore, experiment,
and create, leading to deeper learning and a more meaningful understanding of
concepts.
Conceptual Framework and Paradigm
The proposed study on
factors affecting students'
academic performance can
be guided by several
theoretical frameworks that
provide a lens through
which to understand the
complex interplay of
variables
(Kahu & Nelson, 2018). One
such framework that can be
applied is the Ecological
Systems Theory proposed
by Urie Bronfenbrenner.
This theory emphasizes
the interconnectedness of
various systems and their
influence on an
individual's development
(Bamicha & Drigas, 2022).
In the context of this study,
the theory can be adapted
to
analyze how different
ecological levels impact
students' academic
performance. The
microsystem focuses on
the immediate
environments in which
students interact directly,
including their peers,
lecturers, family, and
school. Understanding the
quality of peer
relationships, lecturer-
student interactions,
family support, and
university culture within
this microsystem can
reveal how these
interactions contribute to
academic
performance (Wentzel,
2022).
The mesosystem explores
the connections between
different microsystems,
such as the interaction
between family and
university or peers and
lecturers (Han, Wei &
Wang, 2023). It helps
uncover how
communication and
relationships between these
microsystems impact
students' motivation, study
habits, and
engagement in
academics. The exo-
system involves settings
that indirectly affect
students' academic
performance, such as the
parent’s workplace,
community resources, and
local policies. Examining
factors like
parental work schedules,
community support-
systems, and access to
educational resources can
provide
insights into external
influences on academic
outcomes. The
macrosystem considers
the broader cultural,
societal, and educational
contexts in which students
are situated.
Socioeconomic disparities,
cultural norms, and
educational policies shape
students' opportunities,
access to resources, and
the overall academic
environment (Aina, Baici,
Casalone, & Pastore,
2022). The
chronosystem considers
how factors influence
changes over time. It
could encompass changes
in teaching
methods, curriculum
reforms, and societal
shifts that impact
students' academic
experiences. Applying the
Ecological Systems Theory
as a theoretical framework
enables the study to
examine the dynamic
interplay
between various systems
and their effects on
students' academic
performance. It helps
uncover not only the
immediate influences but
also the broader
contextual factors that
shape students' learning
journeys. By
utilizing this framework, the
study gains a holistic
perspective on how internal
and external factors
interact to
influence academic
outcomes, providing a
comprehensive foundation
for analysis,
interpretation, and
recommendations.
The proposed study on
factors affecting students'
academic performance can
be guided by several
theoretical frameworks that
provide a lens through
which to understand the
complex interplay of
variables
(Kahu & Nelson, 2018). One
such framework that can be
applied is the Ecological
Systems Theory proposed
by Urie Bronfenbrenner.
This theory emphasizes
the interconnectedness of
various systems and their
influence on an
individual's development
(Bamicha & Drigas, 2022).
In the context of this study,
the theory can be adapted
to
analyze how different
ecological levels impact
students' academic
performance. The
microsystem focuses on
the immediate
environments in which
students interact directly,
including their peers,
lecturers, family, and
school. Understanding the
quality of peer
relationships, lecturer-
student interactions,
family support, and
university culture within
this microsystem can
reveal how these
interactions contribute to
academic
performance (Wentzel,
2022).
The mesosystem explores
the connections between
different microsystems,
such as the interaction
between family and
university or peers and
lecturers (Han, Wei &
Wang, 2023). It helps
uncover how
communication and
relationships between these
microsystems impact
students' motivation, study
habits, and
engagement in
academics. The exo-
system involves settings
that indirectly affect
students' academic
performance, such as the
parent’s workplace,
community resources, and
local policies. Examining
factors like
parental work schedules,
community support-
systems, and access to
educational resources can
provide
insights into external
influences on academic
outcomes. The
macrosystem considers
the broader cultural,
societal, and educational
contexts in which students
are situated.
Socioeconomic disparities,
cultural norms, and
educational policies shape
students' opportunities,
access to resources, and
the overall academic
environment (Aina, Baici,
Casalone, & Pastore,
2022). The
chronosystem considers
how factors influence
changes over time. It
could encompass changes
in teaching
methods, curriculum
reforms, and societal
shifts that impact
students' academic
experiences. Applying the
Ecological Systems Theory
as a theoretical framework
enables the study to
examine the dynamic
interplay
between various systems
and their effects on
students' academic
performance. It helps
uncover not only the
immediate influences but
also the broader
contextual factors that
shape students' learning
journeys. By
utilizing this framework, the
study gains a holistic
perspective on how internal
and external factors
interact to
influence academic
outcomes, providing a
comprehensive foundation
for analysis,
interpretation, and
recommendations.
For the purpose of this study in light of ICT integration to enhance a quality
teaching and learning experience in schools , two theories of Diffusion of Innovations by
Rogers (2003) and Technology Acceptance Model (TAM) by Davis (2003), has been
identified and adapted to the research setting as the conceptual framework for this
research (Figure 1). Rogers’s theory stated as the process by which an innovation is
communicated through certain channels and over time among the members of a social
system. The process will starts with “knowledge” of the first channel that represents
characteristics of the decision making unit by the ICT users in order to integrate the
technology. And it ends with “confirmation” by the users to accept the technology and
integrate it accordingly. The TAM theory comprises of various parts which is
representing the process of ICT acceptance by the users including; behavioral
intension, perceived usefulness and perceived ease of use. While, perceived usefulness
refers to the degree to which person believes on the benefit from the use of a particular
technology by improving the job performance, perceived ease of use refers to the
importance of a technology in being userfriendly for the users. Generally, TAM theory
was developed to measure the effectiveness or success of a technology in helping
understanding the value and efficacy of a particular system. It is also considered as one
of the most influential theories in contemporary information systems research. However,
the theory has evolved with more specific variables explaining how a user can accept a
technology over the years.
Figure 1. Conceptual framework of study (Davis, 2003; Rogers, 2003)
The proposed framework includes various factors directly associated with the
core aim of the study that explains how knowledge and perceptions will affect the
perceived usefulness and ease of use of ICT integration. The factors embedded in the
conceptual framework have been meticulously interlaced, so that the interrelationship
among them constitutes to measure their effectiveness on ICT integration by teachers.
However, intension to integrate ICT by teachers is the main variable that supports the
key elements in the above framework such as ease-of-use, functionality, flexibility,
accessibility and integration. In addition, the intention of teachers to use the technology
is strongly influenced by their perceptions on usefulness of the system as well as
perceived ease of use and determines their actual use of ICT. The proposed framework
has guided this research in investigating the factors affecting the technology integration
by school teachers.
