Adequacy and Usefulness of Information and Communication Technology (ICT) in Public Elementary School: Basis for the Proposed Action Plan

Abstract

INTRODUCTION

The primary factor that influences the effectiveness of learning is not the availability of technology but the pedagogical design for effective use of ICT. The computer should be fitted into the curriculum, not the curriculum into the computer. Therefore, effective ICT integration should focus on pedagogy design, justifying how technology is used in such a way and why. The main objective of this research study is to be able to relate the adequacy and usefulness of ICT in the school, the results of which will bea basis for the action plan in the curriculum—a program specifically designed to enhance the problem-solving skills among the Mathematics intermediate pupils.

METHODS

The researcher gathered data using two sets of questionnaires among mathematics teachers and intermediate pupils. Informal reactions or interviews were also solicited from students to find or determine the difficulties they encounter about problem-solving items in tests and propel the researcher to apply or integrate interventions related to computers by modifying existing ones and adapting them to the Philippine setting.

RESULTS

Based on the results, there are more than enough ICT-related facilities available in school. Also, the extent of usage or frequency of use of ICT or the utilization of the Modified Computer-Aided instruction (MCAI) materials as interventions in teaching concepts on problem-solving in mathematics is useful. The results also show that the use of ICT is related to the pupils’ performance in the test.

DISCUSSIONS

This study sought answers on how the Information and Communication technology in school for instructions are adequately applied. Also, it seeks to know the level of usefulness of ICT in teaching concepts in Mathematics among teachers and intermediate pupils as respondents based on their perceptions. Based on the results, enhancing the skills and competencies related to formulations, derivations of formulas and generalization or conclusion. School heads also need to encourage the teachers on using technology-aided materials. Mathematics teachers are also suggested to acquire their personal internet or pocket wifi connection for surfing mathematical concepts and updating using web sites. Mathematics teachers must also attend hands-on training or workshops on online programming of a mathematical formula, equations, and their derivations. Mathematics supervisors are suggested to integrate ICT/MCAI in teaching mathematics.