Technology Use of DCP Recipient Schools

Christina Maureen Salang
ED 253
Technology Use of DCP Recipient Schools
Action Research
I.
Introduction
The Philippines Department of Education (DepEd), through DepEd Order (DO) No. 78 series
2010, established the DepEd Computerization Program (DCP) with the aim of providing public
schools with appropriate technologies that would enhance the teaching-learning process and
meet the challenges of the 21st century. It was initially intended to reduce the computerization
backlog in the public schools by providing computer packages to the public high schools. But in
2011, DepEd started providing computer packages to elementary schools. The DCP is part of
DepEds thrust of improving the technology infrastructure in schools, thereby allowing schools to
have access to resources that can potentially raise the quality of public education in the country.
Based on DepEds database of information and communications technology (ICT) deployment
in the public school system, as of early this year, about 68% public high schools and 83% of
public elementary schools have already received at least one computer package through the
DCP. More than 5,000 public schools are still without electricity, but the DepEd will soon provide
computer packages and solar power to these schools. For its 2015 budget, DepEd has
programmed to provide computer packages that are responsive to the needs of the K-12
curriculum, by providing computer packages that are suitable for the Kinder to Grade 3
curriculum, Grades 4 to Grade 6 curriculum, Junior high school curriculum as well as the
different Senior High School tracks. DepEd has also programmed to reduce the computer
replacement cycle from ten years to five years, and has also taken into consideration the
provision of additional computer packages for schools with larger enrollments.
One of the program components that has received less attention is the monitoring and
evaluation (M and E) component, particularly on the utilization of the computer packages. Most
of what the program implementers know are only anecdotal evidences of use (or non-use) of
DCP computers in the schools, based on what is seen during school visits and interviews with
school personnel. It is in this light that the program implementers are planning to strengthen the
M and E component of the DCP by administering the DCP monitoring tool to be accomplished
periodically by the ICT coordinators of the recipient schools. A monitoring tool has been drafted,
and is to be pilot tested to selected DepEd divisions prior to its national roll-out. The monitoring
tool intends to gather data on how often the computer packages are used and for what
purposes, as well as part of DepEds transparency and accountability on the use of public funds
to procure resources for the public schools.
II.
Review of Related Literature

In 2012, the United States Agency for International Development (USAID) has sponsored a
study on the state of the art of information and communications technology for education
(ICT4E) in Philippine schools which covered an assessment of the state of ICT integration in the
basic education system. A survey was administered to 385 public high schools that have
received computer packages as of July 2010. The survey focused on the use of computers and
the Internet for teaching and learning across the subject areas in order to measure the extent or
level of ICT integration, and to identify the factors that constrain or foster ICT integration using
an ICT integration index. The levels of ICT integration were determined using the United Nations
Educational, Scientific and Cultural Organizations (UNESCO) stages of ICT integration. Below
are the general characteristics of each of the stages:
Transforming
ICT has been infused in all regular school activities and is so

much a part of the personal practice of administrators, teachers,
and staff that it is almost invisible.
Teaching and learning have become fully student-centered and
ICT is used appropriately to support this.
Specialist ICT courses may be taught at higher levels and in
vocational tracks.
Infusing
The school has a wide variety of ICT equipment and resources

in classrooms, laboratories, and administrative offices.
School administrators provide support to innovating teachers.
Teachers use ICT extensively for their own learning and for
lesson preparation. Co-learning occurs among teachers.
Teaching and learning are becoming more student-centered.
ICT is used to support cross-curricular projects, merging
different subject areas to reflect real-world situations.
Applying
The school has more ICT equipment.

School administrators use ICT for more organizational and
management tasks.
Teachers start using ICT to learn more about the subject they
are teaching and to prepare their lessons.
Teachers start using ICT in different subject areas but as an
"add on", e.g., using presentation software when lecturing or
asking students to use a word processor. But gradually through
this stage, the use of ICT is linked to other class activities.
Teaching is still largely teacher-centered.
Emerging
The school has a few computers and peripherals (e.g., printer),

usually donated or provided by government.
The school administrator and a few teachers explore the
potential of ICT for school management and for classroom
teaching.
The focus is on learning about ICT (basic competency level): the
parts of the computer, basic operations, and productivity
software.
A few teachers use productivity tools for mostly administrative
tasks, e.g., preparing class lists, encoding lesson plans, etc. If
Internet is available, they use email and do information
searches.
Survey results showed that about 50% of the schools are at the applying stage of ICT
integration, where the primary focus is still on learning basic ICT skills but teachers are starting
to use ICT in specific subjects as a presentation device and for lesson and instructional
materials preparation. Only about 11% of schools can be considered to be at the infusing stage
of ICT integration, where teachers ICT is extensively used for lesson and instructional materials
preparation as well as to support student-centered and cross-curricular activities. None of the
schools in the sample reached the transforming stage of ICT integration, where ICT use is
pervasive and teaching and learning has become fully student-centered.
The results of the Philippine study are similar to the results of a study that investigated teachers
use of computers in 300 Central Schools in India. The survey asked teachers to rate the extent
of computer use in Computer Aided Learning (CAL), Computer Managed Instruction (CMI), and
Computer Assisted Instruction (CAI). CAL, CMI and CAI are defined in the tables below:
Computer Aided Learning
Whole Class Instruction
Teacher-Directed Student
Assignment
Teacher Self Learning
Lessons presented by showing some-thing on the computer in

the class; Entire lesson can also be delivered using computer.
Students use the internet for information searches and
computer applications (word, spreadsheets, presentation, or
publisher software) for preparation of project reports,
newsletters, presentations.
Computer is used to update teachers subject knowledge and
enhance teaching skills. This includes search on internet,
networking with experts, colleagues and collaboration.
Computer Managed Instruction

Instructional Material
Generate material like worksheets, hand-outs, manuals,
banners, visuals, diagrams, for viewing on computer, for
projecting, for use in print form.
Lesson Plan
Computer is used to develop lesson/unit plans.
School E-Circular
Announcements, activities, schedules, Homework are notified
via internet.
Students Portfolio
Students creative work, achievement and information is
disseminated on school website.
Communication
Internet is used to share information with students,
professionals, parents.
Students Performance
Computer is used to build question banks, test papers,
Assessment
Students are given tests on the computer, offline/online.
Record Keeping
Students attendance, assignment, grade records are
generated and maintained on computers.
Diagnosis-Remediation
Based on test result, diagnose students
strengths/weaknesses; generate student profile for the purpose
of guidance and counseling.
Computer Aided Instruction
Tutorial
Present information ask questions, monitor responses, provide
feedback, keep records.
Drill and Practice
Present item to work on, provide feedback on correctness and
notes on incorrect responses, summarise results.
Simulation
Approximate real-life situations, control expense, access
inaccessible, perform operations
Gaming
Computer acts as competitor, judge, and scorekeeper in
Problem Solving
motivational format.
Solve basic problems related to calculation, experiment,
exploration; maintain database.
The results of the study showed that more than three-fourth of the teachers were found to use
computers (CAL, CMI, and CAI) either often or at least sometimes, while about five-to-ten
percent teachers reported to always use computers in one of CAL, CMI, and CAI. A few
teachers (less than a percent) were found to never use computers at all or use computers only
rarely (15%). The findings revealed that teachers often used computers to update subject
knowledge and teaching skills, develop lesson plans, prepare additional instructional material,
notify relevant information via internet, and prepare question banks. Teachers sometimes used
computers for showing something in the class, showcasing students creative work, preparing
test papers, simulations, games, students assignments. Almost half of the teachers indicated
that they had either rarely or never used computers for presenting entire lesson, students
presentations, tutorials, sharing information with parents, publishing homework, giving tests to
students either offline or online, maintaining students attendance/ assignments/grades
records, or generating students profile for the purpose of guidance counseling. Computers
are used by the teachers but most often for teacher-centered activities such as whole class
instruction, teacher-directed student assignments, and teachers self-learning, and less often on
teacher-independent, self-instructional material on a computer to run tutorials, do drill
exercises, perform simulations, play educational games, and solve basic problems.
Meanwhile, to study the implementation of the DCP in an actual school setting, Manlagnit
(2013) in her study entitled Level of Attainment of the Objectives of the Computerization
Program in Juan M. Alberto Memorial Elementary School as viewed by Teachers School Year
2012-2013 looked into the perception of the achievement of the objectives of the DCP. The
school is one of the first batch of elementary schools that received computers through the DCP
in 2011. The researcher said that based on the responses of teachers, the following objectives
of the computerization program were achieved: 1) students are able to practice a broad range
of skills to develop their understanding of cause and effect, higher order problem solving,
procedural thinking and creative expression; 2) students are able to learn through creating,
just as they gain hands-on knowledge and understanding; and 3) reduction of paper work
because information is saved and can be retrieved using the computer. Based on the results of
the study it can be inferred that the school has used the computers for instruction and for
administrative/clerical purposes.
III.
Methodology
A.
Respondents
The school ICT coordinators of the DCP recipient schools under the following DepEd
division offices have been designated to participate in the pilot testing of the DCP
monitoring tool:
1.
4.
5.
6.
7.
8.
Luzon
Ilocos Norte
Alaminos City
Dagupan City
Cauayan City
Isabela
Province
9. Quirino
2. Visayas
23. Aklan
24. Antique
25. Capiz
26. Roxas City
27. Iloilo Province
28. Sagay City
29. Lapu-Lapu City
3. Mindanao
33. Zamboanga
Sibugay
34. Ozamiz City
35. Camiguin
36. Misamis
Occidental
37. Davao del
10. Aurora
11. Olongapo City
12. City of San
Jose del Monte
13. Nueva Ecija
14. Zambales
15. Imus City
16. Dasmarinas
City
17. San Pablo City
18. Marikina City
19. Malabon City
20. Paranaque City
21. Pasay City
22. Valenzuela City
38.
30. Dumaguete
City
31. Tanjay City
32. Leyte
Norte
39. School ICT coordinators are teachers designated to manage and implement the
ICT systems, school infrastructure, policies, programs and projects at the school
level.
40.
B.
Data Gathering Procedure
41. The DepEds ICT Service disseminated a memorandum designating the school
ICT coordinators of the DCP recipient schools to accomplish the online DCP
monitoring tool from 22-29 February 2016. The tool has the following questions:
42.
1. In your observation, how often are your school's ICT resources used for the
following activities? (Always- at least once a week, Often - at least once a
month, Sometimes-at least once a quarter)
a. To accomplish clerical and administrative tasks of teachers?
b. To accomplish clerical and administrative tasks of non-teaching
personnel?
c. For Technology and Livelihood Education/ ICT Literacy?
d. As a tool for teaching and learning across subject areas?
e. How?
i. Science
ii. Math
iii. English
iv. Filipino
v. AP
vi. MAPEH
2. What types of training do you think teachers will need in order to help them
integrate technology effectively for teaching and learning?
43.
IV.
Findings and Discussion
A. Findings
44.
45. Thirty-one (31) DepEd division offices have participated in the pilot testing of the
online DCP monitoring tool with a total of Two Thousand Seven Hundred Fifty
(2,750) respondents:
46. Participating
Divisions
48. Aklan
50. Alaminos City
52. Antique
54. Aurora
56. Batangas
58. Camiguin
60. Capiz
62. Cauayan City
64. City of San
Jose del Monte
66. Dagupan City
68. Dasmarias
City
70. Davao del
Norte
72. Dumaguete
47. # of
Respon
dents
49. 165
51. 44
53. 42
55. 62
57. 1
59. 15
61. 224
63. 26
65. 1
67. 13
69. 28
71. 1
73. 35
City
Ilocos Norte
Iloilo
Imus City
Isabela
Leyte
Malabon City
Marikina City
Misamis
Occidental
90. Nueva Ecija
92. Olongapo City
94. Ozamiz City
96. Pasay City
98. Roxas City
100.
Sagay
City
102.
San
Pablo City
104.
Tanjay
City
106.
Valenz
uela City
108.
Zambal
es
74.
76.
78.
80.
82.
84.
86.
88.
110.
75.
77.
79.
81.
83.
85.
87.
237
394
30
576
64
19
12
89. 32
91. 461
93. 14
95. 9
97. 14
99. 16
101.
8
103.
1
105.
6
107.
109.
35
111.
,750
Total
2
1
3
5
1
2
112.
113.
The following are the summary of the respondents answers to the
question In your observation, how often are your school's ICT resources used for
the following activities? (Always- at least once a week, Often - at least once a
month, Sometimes-at least once a quarter)
114.
a. To accomplish clerical and administrative tasks of non-teaching personnel?
115.
A
116.
1
117.
3
118.
O
119.
3
120.
1
121.
S
122.
8
123.
3
124.
N
125.
5
126.
1
127.
T
128.
2
129.
1
130.
b. To accomplish clerical and administrative tasks of teachers?
131.
A
132.
1
133.
6
134.
O
135.
2
136.
1
137.
S
138.
6
139.
2
140.
N
141.
7
142.
3
143.
T
144.
2
145.
1
146.
c. For Technology and Livelihood Education/ ICT Literacy?
147.
A
148.
1
149.
4
150.
O
151.
4
152.
1
153.
S
154.
9
155.
3
156.
N
157.
1
158.
5
159.
T
160.
2
161.
1
162.
d. As a tool for teaching and learning across subject areas?
163.
A
164.
1
165.
5
166.
O
167.
3
168.
1
169.
S
170.
8
171.
3
172.
N
173.
7
174.
3
175.
T
176.
2
177.
1
178.
e. How are the schools using the computers as a tool for teaching and learning?
179.
a. Science
180. Majority of the responses say that computers are being used for activities
related to film/video clips viewing and showing of presentations. Some teachers
make use of the computers for research and downloading of instructional
materials. Computers have also been used for modular instruction, citing the use
of the multimedia modules from the Department of Science and Technology. In

some cases the computers have been used for assessment (i.e. create quizzes,
answer online quizzes, compute grades). Other ways that the computers have
been used for Science are:
181.
simulation
visualization
modeling
use of educational software
project-based learning
use of interactive whiteboard
play educational games
use of learning content management system
use of classroom management software
programming
virtual field trip
concept mapping
web quest
data logging of experiments
documentary analysis
making reports
working on assignments
teach basic computing skills
cooperative learning
group work
individual activity
energizer/icebreaker
lesson discussion
review
enrichment
182.
b. Math
183. Majority of the responses say that computers are being used for
activities related to film/video clips viewing and showing of presentations.
Some teachers make use of the computers for research and downloading
of instructional materials. Computers have also been used for modular
instruction, citing the use of the modules from the Department of Science
and Technology. Some teachers are making use of spreadsheet or Mathrelated educational software (i.e. Geogebra) for computation, problem
solving and creating graphs. In some cases the computers have been
used for assessment (i.e. create quizzes, answer online quizzes, compute
grades). Other ways that the computers have been used for Math are:
184.
drills
playing educational games
puzzle
use of databases

internet browsing
web quest
interactive geometry
virtual field trip
making reports
drawing
group activities
individual activity
teaching concepts
brainstorming
lesson discussion
enrichment
185.
c. English
instruction. Some teachers are making use of word processing software
for essay writing and worksheets for exercises. In some cases the
computers have been used for assessment (i.e. create quizzes, answer
online quizzes, compute grades). Other ways that the computers have
been used for English are:
Phonetic reading
Interactive reading/storytelling
play educational games
access dictionary
word puzzle
use of worksheets
use of collaborative apps (i.e. Google Docs)
use of graphic organizer
typing lessons
internet browsing
virtual field trip
web quest
blog
reporting
group activities
individual activity
energizer/icebreaker
unlocking difficult subject
remediation
lesson discussion
187.
d. Filipino
instruction. Some teachers are making use of word processing software
for essay writing and worksheets for exercises. In some cases the
computers have been used for assessment (i.e. create quizzes, answer
online quizzes, compute grades). Other ways that the computers have
been used for Filipino are:
Interactive reading/storytelling
use of worksheets
use of collaborative apps (i.e. Google Docs)
internet browsing
web quest
virtual field trip
typing lessons
assignments
reporting
group activities
individual activity
lesson discussion
lesson springboard
189.
e. Araling Panlipunan (AP)
instruction. In some cases the computers have been used for assessment
(i.e. create quizzes, answer online quizzes, compute grades). Other ways
that the computers have been used for AP are:
191.
use of online worksheet
internet browsing
online encyclopedia
online atlas
virtual field trip
use of Google Maps
make illustrations
use of graphic organizer
web quest
reporting
storytelling
encoding
training
group activities
individual activity
lesson discussion
enrichment
192.
f. Music, Arts, Physical Education and Health (MAPEH)
MAPEH subjects also make use of modular instruction and online
tutorials. In some cases the computers have been used for assessment
(i.e. create quizzes, answer online quizzes, compute grades). Other ways
that the computers have been used for MAPEH are:
Internet searching
Play educational games
listening to music
use of simulations
modeling
use of publishing software
use of illustration software
audio editing/remixing
virtual field trip
use of collaborative apps
reporting
encoding
individual activity
energizer
motivation
lesson discussion
demonstration
enrichment
194.
f. What types of training do you think teachers will need in order to help them
integrate technology effectively for teaching and learning?
195. Most of the respondents mentioned the need for training on the use of
office productivity tools (i.e. word processing, spreadsheet, presentation),
development of their own instructional materials, and effective ICT integration in
the teaching and learning process particularly in their own subject
specializations. Many respondents have also requested trainings on
troubleshooting and maintenance of computers. There were also some who need
refresher and enhancement trainings, as well as updates on the latest education
technology trends. Some teachers also need training on internet literacy, content
curation and the use of particular devices provided through the DCP such as
projector and interactive whiteboard. Other trainings requested are constructing
interactive quizzes, school forms, graphic software, web design, database,
programming, animation, desktop publishing, how to download, files conversion,
CAD, ICT-enhanced assessments, learning management system, software
servicing, hardware servicing, collaborative applications, Visual Basic, 21st
century skills, and DepEd systems.
196.
B. Analysis
197.
Based on the results of the study, it can be inferred that the computers in
the schools are being used. In all four instances Always has the most responses
regarding the use of computers. But it can also be inferred that the computers are
almost always used for the clerical and administrative tasks of teaching personnel
and as a tool for teaching and learning across subject areas because it is in these
two instances where an Always response received more than 50% or majority
response.
198.
199.
As to how the computers are being used in the different subject areas, it
can be inferred that the computers are most often used for presentation of
information either in the form of videos, slide presentations or through modular
instruction. Teachers have also exerted some effort in the automation of certain tasks
such as grading and assessment. Computers have also been used so that students
can do the assigned work such as internet searching or use of productivity software.
These results confirm the findings of the USAID sponsored study that teachers are
still in the applying stage of ICT integration because while the computers are being
used, these instances are mostly add on, and that teaching is still largely teachercentered. These findings is also similar to that of Bhallas where computers are
used by the teachers but most often for teacher-centered activities such as whole
class instruction, teacher-directed student assignments, and teachers self-learning,
and less often on teacher-independent, self-instructional material on a computer to
run tutorials, do drill exercises, perform simulations, play educational games, and
solve basic problems.
200.
201.
How the teachers are using the computers also validate the responses on
the training needs of teachers in order to help them integrate technology effectively
for teaching and learning. Teachers need training on how they can maximize the use
of office productivity tools that are available in the DCP computer packages, and the
need for effective ICT integration training in teaching and learning.
202.
C. Implications
203.
The action research findings will have implications on how teachers can
be better supported in the use of ICT for teaching and learning.
204.
V.
Recommendations
205.
206. It would be good to investigate further the reasons for the Never responses in
the survey. While these responses are relatively small in percentage, if translated to the
whole universe of public schools is a big number of schools not using the computers.
207.
208. An adoption of an ICT competency standards for teachers is encouraged to
serve as guide in the professional development of teachers in order that they may attain
these competencies. Training opportunities on ICT literacy and ICT integration at the
school, district, division, or even at the regional and central level should be provided to
the teachers. However, the development of appropriate pedagogical practices is seen as
more important that technical mastery of ICTs. At the school level, teachers need to have
opportunities to use the schools computers not only for their clerical and administrative
tasks but also for their own professional development and lesson preparation. Teachers
should also be encouraged to use ICTs for teaching, and this can be fostered by
including the use of ICTs as part of the teachers performance evaluation. It would also
be good if more DepEd divisions and regions give recognition to teachers who have
been integrating ICTs in their teaching practice.
209.
210. A training or orientation for DepEd administrators, whether school, district,
division or even up to the regional and central offices may also be necessary in order to
foster an environment and culture conducive to ICT integration for teaching and learning.
211.
212. In the implementation of the pilot test of the DCP monitoring tool, it was found
that there are certain improvements that should be done to the tool, such as:
Provide a way to identify the school that is accomplishing the tool. The school ID
number is preferred as this is the schools unique identifier.
Provide a way to identify whether the school that is accomplishing the tool is an
elementary school or a secondary school.
Instead of having too many open ended questions, it would be good to have
categories and/or classification on the uses of ICT in teaching and learning be
indicated in the tool for easier consolidation of responses.
The results of the study would be better captured if the following activities are
conducted:
o interview or focus group discussions of even just a selection of
respondents on how ICT is being used for teaching and learning in their
respective schools in order to clarify some of their responses in the online
tool
o observe classes and see how ICT is being used by teachers
213.
VI.
Reflections
214. ICT has been pervasive and have transformed the way we live. This generation
of students is so immersed in the technology that some of the survey respondents have
said that students like it when technology is being used in their classes. Truly,
technology requires a different approach to teaching and learning. I believe that
technology when used properly can play a great role in education. But it is not enough to
simply provide the technology. A good teacher cannot be replaced by technology. A
teacher that has mastered content and has a clear understanding about how students
learn will be able to integrate ICT in education more effectively.
215.
216.
VII.
217.
Bibliography
218.
219. BHALLA, J.. Computer Use by School Teachers in Teaching-learning Process. Journal
of Education and Training Studies, North America, 1, jun. 2013. Available at:
<http://redfame.com/journal/index.php/jets/article/view/98/139>. Date accessed: 08 Feb.
2016.
220.
221. Foundation for Information Technology Education and Development, Inc. (2012)
Understanding the State of the Art of ICT4E in the Philippines An Assessment.
Quezon City, Philippines.
222.
223. Manlagnit, M. S. (2013) Level of Attainment of the Objectives of the Computerization
Program in Juan M. Alberto Memorial Elementary School as viewed by Teachers School
Year 2012-2013. Unpublished Thesis. Catanduanes Colleges, Virac, Catanduanes,
Philippines.
224.
225.
226.

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Christina Maureen Salang

Review of Related Literature

ICT has been infused in all regular school activities and is so

The school has a wide variety of ICT equipment and resources

The school has more ICT equipment.

The school has a few computers and peripherals (e.g., printer),

Teacher Self Learning

Lessons presented by showing some-thing on the computer in

Computer Managed Instruction

of the multimedia modules from the Department of Science and Technology. In

use of interactive whiteboard

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