Perspective and Preference of Science Teachers on ICT Integration in Education

Abstract

This descriptive research aims to determine the perspective and preference of the science teacher on ICT integration in education. It seeks answers to the following: (1) What are the ICT based Instructional material used by science teachers? (2) How often do science teachers perform ICT-based activities? (3) What are the perspectives of science teacher on the use of ICT in education? The respondents were 10 science teachers who are teaching science subject in public and private school. The data were evaluated using mean, weighted mean and percentage to determine their perspective and preferences. Result showed that the ICT –based instructional materials used by science teachers that were arranged from most used to least used were as follows; simulations presented using laptop and projector, Audio–Visual presentation, downloaded presentations, online materials from educational sources, electronic offline materials, computer with internet and ICT materials of their own creation. The science teachers also performed ICT –based related activities such as browsing the internet to collect information to prepare lessons, to collect learning materials and use applications to prepare presentations very frequently. They occasionally create their own digital learning materials, prepare exercises and task, evaluate digital learning resources and use material from the school website or virtual learning environment. They rarely post homework on the school website and use ICT to provide feedback to students learning and they never communicate with students’ parents online. The respondents “agree” that ICT should be used for engaging students to learn and that ICT positively impacts teaching and learning process preparing students to live and work in the 21st century. Furthermore, they “agree” that for ICT to be fully exploited in teaching and learning, radical changes in school are needed.