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Theoretical Framework

1. The study found that the Philippine educational system lags behind its Asian neighbors in terms of computer literacy. Previous studies showed teachers need basic computer literacy to take advantage of pedagogical upgrades, and to serve as role models for students. 2. Assessments of teacher and administrator computer knowledge in the Philippines revealed dismal levels of computer literacy. Reasons for this lack of literacy included systemic and attitudinal issues. 3. The study aims to assess the level of computer literacy among teachers in Calauag West District, and to propose an ICT training program to address gaps. It builds on previous related research to strengthen findings and inform future studies.

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Jerry Perez
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201 views

Theoretical Framework

1. The study found that the Philippine educational system lags behind its Asian neighbors in terms of computer literacy. Previous studies showed teachers need basic computer literacy to take advantage of pedagogical upgrades, and to serve as role models for students. 2. Assessments of teacher and administrator computer knowledge in the Philippines revealed dismal levels of computer literacy. Reasons for this lack of literacy included systemic and attitudinal issues. 3. The study aims to assess the level of computer literacy among teachers in Calauag West District, and to propose an ICT training program to address gaps. It builds on previous related research to strengthen findings and inform future studies.

Uploaded by

Jerry Perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Synthesis of the State-of- the Art

Considering the general perspective of the contents of research literature and related
studies, the Philippine Educational System is lagging behind among its neighboring countries in
Asia in terms of computer literacy.
Lee (2003) cited anticipations to the incorporation of ICT in education and were eventually used by the researcher
as guide posts regarding possible perceptions of teachers to the issue. The present study finds similarities to the
works of Jones(2003) wherein he stated that teachers need to have mastered a basic level of computer literacy for
them to take advantage of the pedagogical and perfunctory upgrades that it could bring.
Corbel‟s (2004) writings, just like Jones‟, focused on why teachers need computer literacy skills.
Teachers serve as the most direct agent of the entire educational system. If armed with functional computer
knowledge, they possess the potentials to transform themselves into role models who may influence their students
towards developing positive orientations and attitude regarding the usefulness of computers. The study conducted
by Dollado (2002) and Cajilin (2009)tried to assess the computer knowledge and skills of the teachers and
administrators of the school respondents. The results of their works highlighted the dismal level of computer
literacy amongst surveyed school administrators and teachers. These corpora strengthen the desire of the
researcher to investigate whether Holy Rosary Foundation has the same predicament and if such is the case, what
may be done to address the problem. Razak’s (2009) and Tinio’s (2002) works pointed out the possible
reasons why teachers lack computer literacy. Although Razak conducted his research in Malaysia, the results were
never the less useful in this present study, i.e. basically, those reasons are of systemic and attitudinal in nature.
Through awareness and underscoring the importance of addressing those potential obstacles in initially
blueprinting and consequently implementing an ICT program, the researcher is purposively provided with a major
leverage. Preemptive actions may be formulated to avoid the incipience of potential problems. The problems
identified by Department of Science and Technology (DOST) in the course of computer resources utilization and
application provides the researcher invaluable insights on the possible recurrence of same constraints in the
conduct of this study. The work of Akhtar (2010), on the other hand, suggested plans and policies in training
teachers on ICT which can be used for the proposal of the program. The researcher concurs with
hisviewpoint of giving primacy to the provision of sound andholistic ICT programs such that teachers may in
turn become proactive leaders in spearheading innovations as regards to their craft. The optimism that such an ICT
training program will consequently make them become invaluable assets of society in pursuit of development
furthers the researcher’s zealous motivation to proceed with this study. Recognizing the educational
enterprise as an open system, Rodriguez (2007) cited the importance of positively involving other societal sectors
that may influence the success of integrating technology in education. This will certainly help the researcher in
planning for the program that he aspires to bring into fruition. Valenzuela’S (2005) study ran similar to the
present study as regards to research design and instruments used, in the sense that both studies aimed to determine
teachers’ technology awareness.
Gap Bridged by the Study
As revealed in the foregoing studies, it could be discern that no study was ever made on the level
of computer literacy of Calauag West District. The present study is focused on appraising
literacy in computer operation and utilization. Therefore, the current research work is worthy of
pursuing a noble cause of upgrading the level of computer literacy of teacher in Calauag West
District. Furthermore, the findings herein can be added to a rich source of information for related
studies and literature and eventually for another investigation using other variables or
predictions.

Theoretical framework of the Study


Every study has to be strengthened with knowledge and facts substantiated by the result
of research the foregoing theories from varied sources and references guided the researcher in
formulating his theory of using ICT in the teaching – learning process in the classroom.

Social Reconstructionism simply rests on the idea that schools need to shape or “reconstruct”
society. This attempt to reconstruct society through school and education. Social
reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest
to create a better society and worldwide democracy. Reconstructionist educators focus on a
curriculum that highlights social reform as the aim of education.

The Progressivism Theory.


John Dewey (1976) advocated the progressivist theory. Educational progressivism is the belief
that education must be based on the principle that humans are social animals who learn best in
real-life activities with other people.

Cognitive theory.
Jean Piaget 1972 was the mind behind the theory. Piaget believed that concept enable learners to
synthesis the main similarities between things and irrelevant and trivial details.
The paradigm illustrates the theoretical framework of the study. It shows the relationship
of the different theories of learning integrating the performance of the respondents under study.
Also included were the different theories.

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