This paper presents findings from an empirical investigation of the competency level of social and ethical use of ICT among teacher educators in Central Visayas, Philippines. The study used a survey questionnaire based on the Philippine’s National ICT Competency Standard for Teachers. A total of 383 responses from 76 private and public higher education institutions were included in the analysis. The study reveals that the level of ICT competence in social and ethical domains among the teacher educators is “good.” The result implies that the respondents have the ability to explain and discuss the task but have not experienced the actual social and ethical practices in ICT. Moreover, there is a significant relationship between the level of ICT competence in terms of social and ethical aspects and the respondent’s age, status, type of institution, number of years in teaching, Internet accessibility, and desktop, smartphone and laptop ownership.

Open online learning provides new opportunities for students and teachers. However, research shows that completion rates in open online courses are typically low. This paper presents an empirical analysis of the degree of the barriers to open online learning. The respondents are teachers at the tertiary level in the Philippines who experienced a full distance online learning. Responses from 44 respondents were included in the analysis using an adapted survey questionnaire. The study reveals that Internet cost and access and technical problems are substantial barriers to open online learning while social interaction is somewhat of a barrier. It is concluded that infrastructure and technical accessibility are the priority considerations in online learning.

Information Technology (IT) funding impacts the opportunities of the group as well as the opportunities of the entire organization. IT funding is among the top-ten IT issues in higher education institutions nowadays. The paper measured empirically the level of prioritization and degree of implementation of IT funding in higher education institutions (HEIs) in the Philippines. A total of 95 HEIs in the Philippines were evaluated. The respondents are all heads in the Management Information Technology units. A survey questionnaire was used that was based on the critical questions from EDUCAUSE. The study reveals that the level of prioritization of IT funding in the Philippine HEIs is high but the degree of implementation is moderate. The study shows that there is a significant positive relationship between degree of implementation of IT funding and level of technical skills possessed by the respondents. There is no significant positive relationship between degree of implementation of IT funding and the respondent’s gender, educational attainment, teaching status, human skill level, conceptual skill level, working status, extent of decision-making, and HEI’s internet bandwidth. It is concluded that there is a remarkable gap between the level of prioritization and degree of implementation of IT funding in these institutions.Keywords: IT in Education, IT funding, Higher Education Institutions (HEIs), descriptive design, Philippines

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BACKGROUND: The integration of information and communication technology (ICT) in education has been a major agenda of the Association of Southeast Asian Nations and its adoption has been found effective in nursing education. OBJECTIVE: This study aims to identify and review existing literature on ICT integration in nursing education within the context of Southeast Asia and to identify the themes of these studies, ICT tools of concern and the research methods adopted. METHODOLOGY: A systematic review of six eligible literatures was conducted with thematic analysis. The data for this systematic review of literature are from published studies based on the formulated research question. Electronic databases of Medline, Scopus, PubMed, CINAHL, Mendeley, and Google Scholar were searched and literatures retrieved and screened for eligibility. No date limit was considered in the literature search. This systematic review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. RESULTS: The studies originated from the Philippines ( n = 3), Malaysia ( n = 2), and Singapore ( n = 1). One study originated from both the Philippines and Thailand. Four themes emerged from the thematic analysis which include: (1) use of ICT to enhance teaching and learning in nursing, (2) challenges with ICT integration in nursing education, (3) attitude and perceptions toward ICT integration in nursing education, and (4) suggestions for improvement. The most important ICT tools were computers, projectors, and internet. Majority of the studies were descriptive quantitative studies. CONCLUSION: Despite increasing concern on the use of ICT in Southeast Asia, ICT integration in nursing education has not been given significant attention. Governments of the Southeast Asian countries should provide sufficient support for ICT integration in the various nursing institutions. Institutional administrators are encouraged to key into the ICT trend and render their support when and where necessary.

The research deals primarily with the research question – How can engagement of civil society organizations with open government data be enhanced? To answer the question, an action research was conducted in two provinces in the Philippines. The research showed that for capacity building programs to be effective, they should be relevant to the condition of the CSOs and the individual needs of learners; conducted with a long-term view of ensuring use and actual impact to the organization and the constituencies that they serve; and focused on higher-order results like changes in practices and behavior of organizations and individuals.

Information and communication technology (ICT) redefines the landscape of education. It changes the way teachers teach and students learn. However, achieving innovative teaching and learning is not an easy task because technology-assisted teaching and learning are affected by many variables. Teachers are challenged to utilize new teaching strategy to fill in the gap with the millennial learners. This paper presents the experiences of 16 teacher educators from the Philippines who underwent intensive training on the use and integration of ICT in the classroom. Specifically, this article describes the facilitating and hindering factors of innovative teaching and learning as experienced by the respondents. Likewise, this paper articulates the lessons learned of ICT integration as experienced by the respondents. Further, this article presents the recommendations to achieve innovative teaching and learning using ICT. Results reveal that portability, usability, creativity, independent learning, commitment, dedication and administrative support are the facilitating factors in ICT integration in the classroom. On the other hand, time constraint, lack of technical and administrative support, and poor flexibility of the technology are the hindering factors in technology-assisted teaching and learning. Results show that there is a positive change as experienced by participants in using the technology in the classroom, in spite of obstructions which are always present in any classroom integration of technology. The study concludes that innovative teaching and learning are a responsibility not only of teachers but all stakeholders in the teaching and learning processes. Innovative teaching and learning are possible, yet, they need enough time and investments, especially in a developing country like the Philippines.

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