Tradition or transformation? An evaluation of ICTs in Metro Manila schools

Abstract

Information and communication technologies (ICTs) usage in education falls into three board categories: ICTs as objects under study, ICTs as support tools, and ICTs as catalysts for transformation. The researcher's goal was to determine and evaluate the status of ICT resources in Metro Manila schools. Specifically, the researcher wanted to determine the goals that educators had for using ICTs, whether schools had the necessary ICT facilities to reach these goals, whether actual usage was consistent with these goals, and whether there were differences between public and private schools' responses. Using a mail-in questionnaire and follow-up interviews, the researcher determined that schools, a few primary schools and many secondary schools said they espoused emerging or transformative uses of ICTs. However, Metro Manila students' access to computers, peripherals, and the Internet was poor. Software selections were also generally limited to productivity tools. As such, ICTs were actually primarily used to teach computer literacy and programming. Private schools were better equipped than public schools, but ICT usage was similarly limited.

Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

“…Most secondary schools in Metro Manila, claimed that Information and Communication Technology (ICT) is integrated and emerged in teaching and learning however, teachers frequently used ICT as productivity tools [11]. ICT integration to teaching and learning evidently are left behind.…”

Transcending the Digital Divide: A Framing Analysis of Information and Communication Technologies News in Native American Tribal Newspapers

“…Some of the areas in which ICTs have been shown to bring about development are in education [33], [32], [36]; healthcare [3], [21], [16]; software development [5]; direct reduction in poverty [4], [15]; better government [46], [28], [22]; civic engagement [23], off-Shore outsourcing [25], [12], [34] and small business development [8], [27]. While a plethora of research has taken place in the effects of ICTs in the developing regions of the world, little work has been undertaken in Native American communities on how ICTs can bring about development, even though just about any measure indicates that American Indians are among the poorest, sickest, and least educated populations in the United States.…”

Technology supported collaborative learning for higher education: Comparative case studies in Tanzania

“…This is especially important as the development of ICT skills is seen to be key bringing about development (Rodrigues & Govinda, 2003). Some studies focus on the computerization of schools to bring about computer literacy and programming (Rodrigo, 2003). Others recognize that the establishment of computer-supported cooperative learning centers brings about greater computer literacy training and collaborative development of training materials in various rural communities (Scheepers & de Villiers, 2000).…”

“…Teaching at universities and higher vocational education institutions is currently facing a number of challenging developments (Jarvenpaa, Ives, & Davis, 1991;Rodrigo, 2003;Rodrigues & Govinda, 2003;Scheepers & de Villiers, 2000). Students have to adhere to tight study programs to graduate within fixed time limits.…”