Computer Technology for Instruction Thesis Proposal --Revised

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A thesis on computer technology which put premium on the role of educational technology in today's classrooms.
  1 Chapter 1THE PROBLEM AND ITS BACKGROUNDIntroducton From a global perspective, the United Nations’ Millennium Development Goalsare about achieving a universal primary and secondary education and promoting gender equality, respectively. Hoever, despite the continued e!!orts o! the various Governmentson streamlining educational system on both primary and secondary levels through a iderange o! programs and activities, access to quality education continues to be a long termchallenge !or those involved in the continuous development o! education.#oday’s highly globali$ed environment has resulted educational re!orms geared atimproving the delivery and access to quality education. #he integration o! %n!ormationand &ommunications #echnology '%&#( is one educational trend hich has beenembraced by numerous countries across the globe. )s there as a general consensusamong education practitioners that integrating %&#s in education has a positive impact onthe learning environment. %t is understood that in diverse socio economic and culturalconte*ts %&#s can be success!ully employed to reach out to a greater number o! students,including those to hom education as previously not easily accessible and help in promoting learning along ith providing ample training and equipping students ithtechnical s+ills required by many occupations noadays.%&#s in schools provide an opportunity to teachers to trans!orm their practices by providing them ith improved educational content and more e!!ective teaching andlearning methods. Furthermore, %#&s improve the learning process through the provisiono! more interactive educational materials that increase learner motivation and !acilitateacquisition o! essential +noledge and s+ills. #he use o! various multimedia devices such  2 as television, videos and computer applications o!!ers more challenging and engaginglearning environment !or students across di!!erent levels.%n the hilippine setting, the nation’s educational arm has been alays committedto bring the educational system into a moderni$ed status, in particular, on basiceducation, in its e!!ort to ma+e each and every student at par ith other students o! neighboring developed countries. #his is because in today’s highly globali$ed society, thecapability to utili$e and produce in!ormation and to trans!orm it into +noledge and vastarray o! goods and services is deemed essential to social groth and development o! individuals. %t is in this ground that the government has initiated its collective e!!ortstoards continuous curricular changes and amendments, reorientation, teacher trainingand investment in school !acilities and in!rastructures, one o! hich is geared toards thevision o! equipping each school ith the modern computer and other in!ormation andcommunication '%&#( related gadgets and instructional materials to provide teachersimproved instructional delivery in today’s classrooms and at the same time, providestudents a simulated and interactive learning environment toards desirable level o! students academic achievement.#he researcher, being a secondary school teacher has observed severaluncertainties on ho computer technology is used in schools ithin the locality o! )lcala,&agayan. %t is in the above mentioned discussion, that the researcher as prompted tounderta+e a study relating to the assessment on the use o! computer technology ininstruction. Bac! round o# the Stud$ #he hilippines is a developing country in -outheast )sia hose educationalsystem shares many o! the same problems and challenges as those o! its !ellodeveloping nations.  3 #he hilippine national policy has, there!ore, been !ormulated to advance the useo! %&# in education. %n //0, the Department o! 1ducation, &ulture and -ports, no theDepartment o! 1ducation 'Dep1d(, began a process o! curriculum restructuring aimed atimproving the quality o! Filipino learners. #he resulting // 2asic 1ducation&urriculum is being implemented nationide beginning 3une //. &onsistent ith thegoals o! the ne curriculum, the Department o! 1ducation %n!ormation #echnologyFrameor+ lays don the action areas !or %&# integration in the basic education system!rom /// to //4. #hese include school computeri$ation, teacher training, %# curriculumdevelopment, multimedia content development, !inancing, monitoring and evaluation.5esearch on the use o! %&# in schools sho that despite these e!!orts, hoever, access toand use o! technology in public schools are still quite limited. %n a study by 5odrigo'//0(, it as suggested that there are generally poor levels o! access to computers,applications, so!tare and the %nternet among basic education schools. %denti!ied also aregaps hich e*isted beteen the goals o! schools to use %&# to promote active,individuali$ed instruction and to improve student achievement, on the one hand, and theactual use o! %&#, hich as limited to classes on computer literacy, productivity toolsand programming.#he present study as underta+en as another attempt to contribute to the limited body o! +noledge on %&# use in hilippine schools, speci!ically in schools located in provinces to !ind out ho %&# is utili$ed in instruction as ell as to identi!y problemsencountered by school teachers. Conceptua% &ra'e(or! o# the Stud$  4 #he conceptual !rameor+ o! the study is rooted in the belie! that the status o! computer technology use !or instruction is the result o! !actors o! variables that interplayith one another.#he pro!ile o! the respondents such as age, gender, length o! teaching e*perience,educational attainment, sub6ect area o! assignment, seminars7trainings attended related tocomputer are the inputs o! the study. Further, in the process o! !inding out the status o! computer use, other inputs such as adequacy o! instructional materials, problemsencountered by teachers related to computer technology use and the e*tent o! use o! computer technology !or instruction are also sub6ect !or assessment.8ith the assessment o! the di!!erent variables, it is e*pected that this ill result inthe enhanced utili$ation o! computer technology !or instruction in the public and privatesecondary schools. INPUT PROCESS OUTPUT   0.ro!ile o! 5espondents0.0.)ge0..Gender 0.9.:ength o! #eaching1*perience0.;.Highest 1ducational )ttainment0.4.-ub6ect )rea o! )ssignment0.<.seminars7training attended related to computer .adequacy o! instructional materials9.roblems encountered  by teachers related to computer technology use;.1*tent o! use o! &omputer #echnology !or %nstruction0.)ssess the ro!ile o! teachers.)ssess the status o! adequacy o! computer technology instructional materials9.)ssess the  problems encountered by teachers;.)ssess the e*tent o! computer technology use !or instruction4.&orrelate the  perceptions o! teachers and numerous variables1nhancedUtili$ation o! &omputer #echnology in%nstruction
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