000			05106 a2200181 4500
005			20260708124947.0
082			_aTH 378.242 B176 2020
100	1		_aBaldestamon, Ma. Adea D.
245			_aInformation and communications technology integration in public high schools / _cMa. Adea D. Baldestamon
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2020
300			_axiv, 148 pages : _billustrations ; _c28 cm
504			_aIncludes bibliographical references.
520			_aAbstract This descriptive study aimed to find out the relationship betweer ICT integration in curriculum and instruction and in school management in public high school in Antique for school year 2019- 2020. This study involved 48 school administrators, and 330 randomly selected public secondary school teachers and ICT coordinators in the Division of Antique. There are two questionnaire checklists used in gathering data on ICT integration - one set for administrators and another set for teachers and ICT coordinators which is a researcher made questionnaire checklist and the other is a standardize questionnaire from Technical Education System and Development Authority (TESDA). Frequency, percentage, mean, and ratio were employed as descriptive statistical tools and t-test, One-Way ANOVA, LSD and Pearson's-r set at .05 alpha level were utilized as inferential statistical tools. All statistical computations were processed through the Statistical Package for the Social Sciences SPSS) software Version 22.0. Findings of the study indicated that the structure of ICT management in public high schools in Antique is ICT- coordinator centered in terms of human resources having a majority of tasks done by the coordinator. In terms of managing material resources, it is a closely- shared structure in two functions- planning and procurement while it is an ICT-coordinator centered in terms of maintenance and monitoring. The status of ICT integration in public high schools in terms of curriculum and instruction is high when they are taken as entire group, and among low proficient and moderate proficient when grouped as to teacher's ICT skills. When grouped as to variables, ICT integration is very high among teachers with high proficient ICT skills and those from both school levels and from all school size. The status of ICT integration in public high schools in terms of school management is very high when schools are taken as entire group and for schools with administrators of moderate proficient ICT skills, as well as for medium and large schools. ICT integration in this respect is only high in schools with administrators whose ICT skills is low proficient and in small school. School facilities for ICT integration is available and sufficient for teachers' and students' use while computer laboratories have very high ratio when compared to the need of students per class/ section for effective ICT-assisted instruction. Overall, there is a significant difference in the ICT integration of public high schools in terms of curriculum and instruction when they are grouped as to teacher's ICT skills and school level. In particular, teachers with better proficiency and from senior high school have better ICT integration in instruction, compare to teachers with lesser proficiency and those from junior high schools. On the other hand, no significant difference exists when they are grouped as to school size. There is no significant difference in ICT integration in terms of the different school management when grouped as to administrator's ICT skills and school size. However, in terms of ICT integration in specific management tasks, there is a significant difference when grouped as to administrator's ICT skills in favor of those with better ICT skills, specifically on using power point to support presentation reports and talks to gathering. Likewise, the specific tasks found to be significant when grouped as to school size were on using word processing for preparing administrative documents, downloading/uploading/ browsing materials from schools website or virtual learning environment/ platforms, editing text online containing links and images, and using emails to communicate with staff and students. There is no significant relationship between ICT integration in curriculum and instruction and school management. Therefore, ICT integration in curriculum and instruction is independent from ICT integration in school management. Finally, a proposed extensive ICT integration program is expected to complement human resource development and physical improvement of facilities and school ICT structures as many classroom instructions and school management functions move toward more ICT- based and online modality, both on normal situation and more importantly in difficult times which calls for resiliency in approach of the educational system to continue its delivery of quality and relevant education.
526			_aTH _bGS
650			_aHigher Education _vTheses and dissertations
650			_aEducational technology
942			_2ddc _cD
999			_c41636 _d41636