INTERNATIONAL RESEARCH CONFERENCE

July 19, 2013

IFUGAO STATE UNIVERSITY

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 The Role of Technology vis--vis Modes of Communication
in the Creation of a Healthy Educational Atmosphere
at the Kalinga-Apayao State College

Researchers:
Dr. Eduardo T. Bagtang
KASC President

Dr. Carmelita T. Ayang-ang

Vice President for Academic Affairs & Student Development

Dr. Jovita E. Saguibo

Director for Research

Ernesto T. Miguel
Extension Services

Marciano A. Paroy Jr.

Applied Communications Officer, R&D

Perfelia R. Buen
Management Information System

Rex M. Duclayan
R&D Administrative Assistant

Marilou Alngag
Communication Arts Practitioner

Institutional Affiliation:
Kalinga Apayao State College, Bulanao, Tabuk City, Kalinga
Email ad: kastatecollege@yahoo.com

Abstract
The research pegged the following objectives: (1) to identify and describe the modes of
communication through which flow of information is made; (2) to identify and describe the
existing technology-based means of information transfer; (3) to establish correlation between
technology and effective communication as tools in attaining a healthy educational atmosphere
which will eventually spill over into the community.

The study solidifies the observation that information is vital in the attainment of
organizational goals. This paper establishes that with the common modes of information
transfer from management to the subordinate level, and even further to the client level (students
and the outside community in which the learning institution is based) understanding and
appreciation of desired goals are better and more quickly attained when there is an effective
interplay between technology and the various modes of communication, as applied and
embraced by all concerned entities within the learning environment.

The paper further ascertains that the creation of a healthy educational atmosphere
eventually spills over into the community which the state college services pointing to the
importance of attaching a human side to technology, and not just its role as a gadget to drive an
information home to its intended receivers.

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I. BACKGROUND OF THE STUDY

The academe is one sector which strictly follows standardized procedures that are honed
through time. Administrators may differ in developmental vision but the set of practices within
which they enforce their vision, aligned with the mandates of the institution, and within which
they operate their programs and projects, hardly becomes altered.

In no other field is this more clearly observable than in the process of transmission of
messages from the higher rungs of management down to the tip of the receiving end; from one
unit to another; from the so-called main territory to other parts of the institution that are
geographically detached; and finally from within the walls of the institution and out into the
community then back again.

We refer to Communication.

Kalinga-Apayao State College, like other formal organizations, operates within

acceptable communication protocols. From the foremost seat of leadership (the President) with
his dispense of administrative powers handed over by a learned caucus of thinkers (the Board)
to the various groups that are intended to be reached (subordinates, teachers, learners, the
schools identified external audience, and the general public) the underlying fabric that
connects them all is communication, or more specifically the Modes of Communication on
which the actors choose to float the messages.

These messages take the form of plans, projected outcomes, desired effects, or the bigger
umbrella of programs and projects, or simply the bits of information contained in circulars,
memos, bulletins and other FYI releases. Small or big, these messages are drafted and packaged
carefully before being sent or floated.

And this is the stage which this study sought to investigate.

The Kalinga-Apayao State College, through the leadership of those at the helm,
definitely, has the best interest of the stakeholders at heart. It is safe to make the contention that
each plan, each project, each endeavor has undergone rigorous review before being finally given
a face, so-to-speak, ready to be rammed down the throats of the clientele who stand to benefit
from such plans and the like.

In here comes Information and Communication Technology (ICT) which although

relegated to a supporting function, being the platform on which the message is created, and later
as a carrier of these messages can contribute a lot in making or un-making the messages,
including the thinkers behind the messages. Worth mentioning here is the observation made by S
Ganguly in his paper Communication Media, Systems and Strategy: In recent years there has
been an information technology (IT) revolution. While paper-based manual systems for
processing information and communicating are still very much evident, computer-based
technology is increasingly undertaking most office functions and procedures. The implications of
IT on communication methods cannot be ignored. However, technology will always require
people, and in communication it is the input of the human agency that will ensure effective
communication (or otherwise).

These foregoing observations are given graphical representation in the following model
(see Fig. 1).

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 Without doubt, the relative advantage and value of these packaged messages score high,
since again it is safe to make the assumption that all planners and administrators wouldnt dare
attach their names to an endeavor that has the markings of failure, or of not being appreciated.

No, thats not what this study sought to investigate but what happens to these well-
meaning messages when they move out and target their audiences. One looming question may
sound like has the message been given the spotlight it deserves, or did it get the attention (and
subsequent action) it should have through the selected modes of communication with the
backing support from ICT? And then, as a result, did the application of this pair of mechanisms
help in the creation of a healthy atmosphere in this Higher Education Institution named Kalinga-
Apayao State College?

Such query triggered the influx of related questions hence this humble investigation.

II. OBJECTIVES OF THE STUDY

The bigger picture pegged by this study to seek answer to is the role of technology vis--
vis modes of communication in the creation of a healthy educational atmosphere
at the Kalinga-Apayao State College.

Specifically, the study sought to:

1. identify and describe the modes of communication through which flow of information is
made;
2. identify and describe the existing technology-based means of information transfer;
3. establish correlation between technology and effective communication as tools in
attaining a healthy educational atmosphere which will eventually spill over into the
community.

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III. METHODOLOGY AND PROCEDURES
Anchored on qualitative methodology, much of the data collection, covering the period of
Academic Year 2012-2013, was accomplished through the following:
1. Sifting through the messages packaged for dissemination for the period covered
2. Conduct of interviews
3. Unobtrusive observation during meetings of school planners, resulting to the
researchers compilation of descriptive passages of observations, experiences and
realizations.

IV. FINDINGS
The study established that the Communication activities that Kalinga-Apayao State
College engages in are categorized in Table 1.

Table 1. Communication activities that Kalinga-Apayao State College Engages In

WITHIN KASC WALLS DESCRIPTION
1. Meeting of Minds This refers to caucuses on Policy Formulation
and problem-solving. This takes root at the
level of the School. Planners (The President,
BOT Members, Decision-Making Councils)
2. Conveying the Message Documenting and packaging of the messages
targeted to members of the KASC community
(employees, students) in various forms,
depending on the message:
(1) circulars, memos and For Your
Information (FYI) bulletins;
(2) announcements
(3) face-to-face approach
3. Brewing of Response The build-up of opinion among members of the
KASC community
4. Sending of Feedback Feedback can either be categorized into
(1) Required Feedback
(2) Floating Feedback
5. Responding to Feedback This is the subsequent action made by the
decision-makers
BEYOND KASC WALLS DESCRIPTION
1. Enlightening the Public through: Plain information-dissemination activities
Publication meant to expose to the public the
Broadcast accomplishments and other activities
The Internet happening inside KASC
2. Improving the Public Relations image of Sending participants (students, employees) in
the school by participating in community community affairs as consultants,
activities performers, competitors is communicating
the idea that the school is attuned with
community needs
3. Engaging in Extension Ventures The field of Extension is basically a
communication activity armed with
beneficial information aimed at initiating
change for its targeted recipients

The above-listed communication activities are of course geared towards the creation of a
democratic atmosphere within KASC, where employees and students are one with the
administration in its pursuit of the institutions mandates while also creating a spirit of give
and take which ensures that all stakeholders are listened to by the decision-makers before
actions and other plans are crafted and eventually disseminated.

When such messages are ready to be diffused within the walls of KASC and out into the
larger community, the next series of communication processes are enforced. The Modes of

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Communication through which flow of information is made at the Kalinga-Apayao State College
and beyond its walls are plotted in Table 2.

Table 2. Modes of Communication through which flow of information is made at the Kalinga-
Apayao State College
Communication Activities Mode of Flow or Direction of the
Communication Communication
Activity
WITHIN KASC WALLS
1. Meeting of Minds Interpersonal (Face-to- Downward
Face) Communication Communication
2. Conveying the Message Both Interpersonal and Downward and
Mediated Horizontal
Communication Communication
3. Brewing of Response Informal Conversations Horizontal
and Through the Communication
Grapevine
4. Sending of Feedback Both Interpersonal and Upward and Horizontal
Mediated Communication
Communication
5. Responding to Feedback Both Interpersonal and Upward and Horizontal
Mediated Communication
Communication
BEYOND KASC WALLS
1. Enlightening the Public through:
Publication Mediated Horizontal
Broadcast Communication Communication
The Internet
2. Improving the Public Relations Both Interpersonal and Horizontal
image of the school by participating in Mediated Communication
community activities Communication
3. Engaging in Extension Ventures Both Interpersonal and Horizontal
Mediated Communication
Communication

Table 3. Existing Technology-Based Means of Communication and the Resulting Information

Dissemination
Communication Activities ICT Gadgets, Facilities, Mechanisms
WITHIN KASC WALLS
1. Meeting of Minds Mobile phones
Computer (for the printed materials) and the Internet
LCD projector
Audio-video devices
2. Conveying the Message Mobile Phones
Computer (for the printed materials) and the Internet
Audio-video devices
Other visual communication materials (posters,
handouts)
3. Brewing of Response Mobile Phones
Computer and the Internet
4. Sending of Feedback Mobile Phones
Computer and the Internet
5. Responding to Feedback Mobile phones
Computer (for the printed materials) and the Internet
LCD projector
Audio-video devices
BEYOND KASC WALLS
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1. Enlightening the Public through: Mobile phones
Publication Computer (for the printed materials) and the Internet
Broadcast Audio-video devices
The Internet
2. Improving the Public Relations Mobile phones
image of the school by participating in Computer (for the printed materials) and the Internet
community activities Audio-video devices
3. Engaging in Extension Ventures Mobile phones
Computer (for the printed materials) and the Internet
Audio-video devices

All of the aforementioned activities are largely dependent on ICT not only as the platform
on which they were drafted and packaged but also as the apparatus through which they are
communicated and extended, in the case of Extension.

Such dependency is displayed in Table 4.

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Table 4. Level of Utilization of ICT Gadgets and Other Mechanisms in the Conduct of the
Communication Activities
Communication Activities ICT Gadgets, Facilities, Level of Utilization
Mechanisms
WITHIN KASC WALLS
1. Meeting of Minds Mobile phones High Level of Utilization
Computer (for the High Level of Utilization
printed materials) and the
Internet
LCD projector High Level of Utilization
Audio-video devices Moderate Level of
Utilization
2. Conveying the Message Mobile Phones High Level of Utilization
Computer (for the High Level of Utilization
printed materials) and the
Internet
Audio-video devices Moderate Level of
Utilization
Other visual High Level of Utilization
communication materials
(posters, handouts)

3. Brewing of Response Mobile Phones High Level of Utilization

Computer and the High Level of Utilization
Internet
4. Sending of Feedback Mobile Phones High Level of Utilization
Computer and the High Level of Utilization
Internet
5. Responding to Feedback Mobile phones High Level of Utilization
Computer (for the High Level of Utilization
printed materials) and the
Internet
LCD projector High Level of Utilization
Audio-video devices Moderate Level of
Utilization
BEYOND KASC WALLS
1. Enlightening the Public through: Mobile phones High Level of Utilization
Publication Computer (for the High Level of Utilization
Broadcast printed materials) and the
The Internet Internet
Audio-video devices Moderate Level of
Utilization
2. Improving the Public Relations Mobile phones High Level of Utilization
image of the school by participating in Computer (for the High Level of Utilization
community activities printed materials) and the
Internet
Audio-video devices Moderate Level of
Utilization
3. Engaging in Extension Ventures Mobile phones High Level of Utilization
Computer (for the High Level of Utilization
printed materials) and the
Internet
Audio-video devices Moderate Level of
Utilization

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 The correlation between communication activities and the utilization of ICT gadgets and
facilities cannot be overlooked then. While these gadgets and mechanisms may simply be viewed
as material objects and software programs, they do spell the spell the success or failure in the
comprehension and appreciation of plans, programs, projects and accomplishments of the school.
The following list highlights these results:
Crafting of developmental directions in lesser time that they may usually take
Better appreciation by in-school stakeholders of the administrations development
priorities
Clearer understanding of concerns
Projection and maintenance of a positive reputation of the school in the consciousness
of the public
Active participation by targeted groups and communities (for the schools extension
projects)

V. CONCLUSION AND RECOMMENDATIONS

The study therefore funnels down the above-collected information into the following
general conclusion and recommendations:

It is concluded that there is a high level of utilization of ICT gadgets and mechanisms in
relation to modes of communications applied within KASC and outside its walls in KASCs
bid to
(1) establish a healthy environment as a higher education institution
(2) create a positive reputation in the larger community of Kalinga

There is a glaring moderate utilization of audio-video devices. These gadgets and the
software related to them will of course result to videos and other projected communication
materials. It must be noted that the power of visual communication to reach and convince
targeted people cannot be questioned.

Inasmuch as the study found out the rather weak points of ICT utilization, specifically
where the utilization of audio-video devices (and their resulting outputs) is concerned, the
following are recommended:
(1) Training opportunities for employees as well as students who are aligned with such
tasks on visual communication;
(2) Creation of video materials about KASC to be posted on-line and ready to be shown
anywhere, anytime they may be needed as these will further build a highly
approved image of the school and its decision-makers.
(3) Putting-up of visual communication corners (through TV or computer monitor) in
strategic places where the schools accomplishments and development projects (both
on-going and planned) are shown

The issue, it must not be forgotten, is the establishment of a learning environment where
the stakeholders and the surrounding communities have a high approval rating of what the school
planners are trying to accomplish and thus result to easier participation and involvement on
their part in the attainment of these development priorities. In this endeavor, technology
however humble its role is a major player.

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 REFERENCE MATERIALS

This study put into practice the existing lines of thoughts in the field of Development
Communication particularly the interplay between communication gadgets and modes of
communication within an organization.

With a wealth of sources to choose from, the following works have been singled out and
thus herein acknowledged:

1. Communication Media, Systems and Strategy by S. Ganguly

2. Philippine Communication: An Introduction by Crispin Maslog
3. Information and Communication Technologies and Social Development in
Senegal: An Overview by Olivier Sagna

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