Management of Instructional Technology in Public Secondary Schools

Abstract

INTRODUCTION

Problems such lack of access to the Internet for appropriate instructional material and lack of teachers' training on the integration of instructional technologies in the class were of highest concern nowadays in many schools. It is in this view that the researcher advocates conducting a study on the Management of Instructional Technology in Public Secondary Schools of Surigao del Sur and Tandag City Division. This educational research will hopefully provide administrators and teachers to reflect effective plans and strategies as to the management and implementation of technology in the school.

METHODS

There were 36 administrators and 280 teachers in public secondary schools who participated in the study. Survey questionnaires were given to the administrators and teacher respondents. The mean and standard deviation were used to describe and answer research problems 1, 2, 3, and 5. T-test was utilized to determine the significant difference between the competence of administrators in a big and small school and the same also with teachers in the five indicators.

RESULTS

Administrators perceived that they are highly competent in managing instructional technologies specifically on the five indicators while teachers perceived that they are only moderately competent. A significant difference in the perceptions of the administrators and teachers in big schools to that in small schools in terms of their competence level was shown. Both the administrators and teachers agree that the limited/ insufficient funding for instructional technologies purchases is a moderately serious problem met as perceived by them. The competence level of administrators in terms of teaching and learning, productivity and professional practice, and leadership and vision, is highly competent that makes them more effective in the management of instructional technologies. However, teachers showed that they are moderately competent in all areas.

DISCUSSIONS

Schools need to have manageable technology plans that include a major focus on planning, procurement, and budget. Likewise, administrators' and teachers' involvement in the technology process should be fully addressed. Administrators and teachers should engage in professional development activities such as workshops or courses. A need for future researchers to take parallel studies related to the management of instructional technologies is desired.