The state of ICT integration in the school learning system in junior high schools, General Santos – Philippines

• Autor(a) principal: Brasileño, Irene
• Data de Publicação: 2021
• Outros Autores: Bidad, Wilfred D.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Sapienza (Curitiba)
• Texto Completo: https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/114
• topic: ICT integration; Implementation; school learning system; ICT Teachers and Junior High School learners and Stakeholders

  The study determined the state of ICT integration and the level of its implementation in the school learning system of the Department of Education (DepEd) in Junior High Schools in The Division of General Santos City during the school year 2019-2020. It utilized convergent parallel mixed method. Findings show ICT teachers taking big roles in the implementation of the program where learners were encouraged to participate in class. They maximize the teaching-learning process despite a gap on the facility maintenance and upgrading software and internet connection as hindering factors in delivering better educational services. While there were computers provided, not all learners were able to use or access them. While ICT teachers were guided by the curriculum guide with the competencies required as their legal framework, they have not established standardized modules. They only relied on the available resources in the internet. A concrete systematic approach in terms of maximizing resources, training and professional development and research was not applied. While the administration was supportive, budget allocation for the program cannot totally suffice the needs in the teaching-learning process and in the school learning system as a whole. Stakeholders’ involvement in ICT integration was evident, but there is less impact to the program as they were tapped only if needed. An organized and sustained support specifically on monitoring and evaluation of the ICT program is needed. Generally, the absence of sufficient budget and clearly identified ICT infrastructure are the major flaws of the system. The system is run through the initiatives and ingenuity of the teachers, rather than a clearly defined and implemented system. While there are positive feelings regarding the contribution of ICT to the teaching-learning environment, many teachers expressed the need for a more comprehensive intervention on ICT development.