Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus

Hosnie Macalangcom Gogo

doi:doi:10.11648/j.ajeit.20220601.15

| Peer-Reviewed

Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus

Hosnie Macalangcom Gogo

Published in American Journal of Education and Information Technology (Volume 6, Issue 1)

Received: 4 January 2022 Accepted: 15 April 2022 Published: 26 April 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This research undertaking aimed to investigate contributions of Information and Communication Technology (ICT) integration in the Teaching Performance among the selected colleges as perceived by the faculty of Mindanao State University, Marawi City. This study is anchored on the Triple-E Framework of Liz Kolb which is a practical tool that measures the degree to which the technology in a lesson is helping students meet the learning goals. Faculty respondents were also asked on the effects of ICT integration in the classroom based on the Dimensions of Triple-E Framework. Significant insights were also gained from the perceptions and responses from students regarding their exposure to ICT tools as part of their learning process. The data from the survey yielded the diverse rankings of ICT tools that were integrated in their teaching methodologies. With a diverse frequency, they utilized technology in organizing text, images, audios, and videos through power point presentations in order to facilitate effective and efficient lecture and discussion for classroom interaction and enhancement. The data obtained from the survey identified the “Intermediate” Level of Literacy of the Integration of Information and Communication Technology (ICT) tools. Among the ranking of tools that they commonly utilized were: Personal Computer, Laptop, Printer, DLP Projector, Smartphones, Television Monitor while the most useful software were the Microsoft Office, Audios, Videos, Multimedia Players, Online Applications and resources as well as the Internet. Their knowledge and skills in ICT use determined their evaluation of the role of technology in achieving the learning objectives they aimed for the students which resulted among exceptional, strong and average connection. This study made an implication that the collaboration of technology and the faculty inputs would help maximize and attain the learning objectives that could facilitate authentic development to the learners.

Published in	American Journal of Education and Information Technology (Volume 6, Issue 1)
DOI	10.11648/j.ajeit.20220601.15
Page(s)	26-30
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Integration, Information and Communication Technology, Teaching Methodology

References

[1]	Cantu, E. and Farines, J. (2006). Applying new educational models in ICT teaching and learning. In D. Kumar & J. Turner (Eds). Education for the 21st Century-Impact of ICT and digital resources. Santiago, Chile: International Federation for Information Processing (IFIP Series).
[2]	Levy M. (1997). CALL: Context and Conceptualization. New York: Oxford University Press.
[3]	Meskill, C. (2002). Teaching and learning in real time: Media, technologies, and language acquisition. Houston, TX: Athelstan.
[4]	Piaget, J. (2015). The construction of reality in the child. London: Routledge.
[5]	Reyes, P. and Tchounikine, P. (2006). Structural Awareness for Collaborative Learning Environments.
[6]	Thomas, M. (2013). Contemporary Computer-Assisted Language Learning. New Britain: Bloomsbury.
[7]	Warschauer, M. (2004). Technological Change and the Future of CALL. In S. Fotos & C. Brown (Eds), New Perspectives on CALL for Second and Foreign Language Classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates.
[8]	Ghavifekr, S., Kunjappan, T., Ramasamy, L. & A. Anthony. (2016). Teaching and Learning with ICT tools: Issues and challenges from teachers’ perceptions Malaysian Online Journal of Educational Technology, Vol. 4, Iss. 2.
[9]	Wenglikgsky, H. (2006). Technology and Achievement: The bottom line. Learning in the Digital Age, Vol. 63, No. 7, pp. 29-32.
[10]	Manloas, M. (2010). The students’ internet literacy and its effects on their performance in English 2 class. Undergraduate thesis. Mindanao State University.
[11]	Villanueva, A. (2018). An assessment on the integration of ICT into the English Language teaching of the English Department, MSU Main Campus. Master Thesis. Mindanao State University.
[12]	Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and Melinda Gates Foundation.
[13]	Pirsig, R. (2004). Zen and the art of motorcycle maintenance: An inquiry into values. New York: William Morrow & Co.
[14]	Quinn, R., Heynoski, K., Thomas, M., & Spreitzer, G. (2014). Becoming the best teacher in you: A process, not a destination. The Best Teacher in You: How to Accelerate Learning and Change Lives. (1ST Ed.) San Francisco, California: Berrett-Koehler Publishers, Inc.
[15]	Means, B. & Olson, K. (1994). The link between technology and authentic learning. Educational Leadership, 57 (7).

Cite This Article

Plain Text BibTeX RIS

APA Style

Hosnie Macalangcom Gogo. (2022). Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus. American Journal of Education and Information Technology, 6(1), 26-30. https://doi.org/10.11648/j.ajeit.20220601.15

Copy | Download

ACS Style

Hosnie Macalangcom Gogo. Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus. Am. J. Educ. Inf. Technol. 2022, 6(1), 26-30. doi: 10.11648/j.ajeit.20220601.15

Copy | Download

AMA Style

Hosnie Macalangcom Gogo. Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus. Am J Educ Inf Technol. 2022;6(1):26-30. doi: 10.11648/j.ajeit.20220601.15

Copy | Download

@article{10.11648/j.ajeit.20220601.15,
  author = {Hosnie Macalangcom Gogo},
  title = {Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus},
  journal = {American Journal of Education and Information Technology},
  volume = {6},
  number = {1},
  pages = {26-30},
  doi = {10.11648/j.ajeit.20220601.15},
  url = {https://doi.org/10.11648/j.ajeit.20220601.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20220601.15},
  abstract = {This research undertaking aimed to investigate contributions of Information and Communication Technology (ICT) integration in the Teaching Performance among the selected colleges as perceived by the faculty of Mindanao State University, Marawi City. This study is anchored on the Triple-E Framework of Liz Kolb which is a practical tool that measures the degree to which the technology in a lesson is helping students meet the learning goals. Faculty respondents were also asked on the effects of ICT integration in the classroom based on the Dimensions of Triple-E Framework. Significant insights were also gained from the perceptions and responses from students regarding their exposure to ICT tools as part of their learning process. The data from the survey yielded the diverse rankings of ICT tools that were integrated in their teaching methodologies. With a diverse frequency, they utilized technology in organizing text, images, audios, and videos through power point presentations in order to facilitate effective and efficient lecture and discussion for classroom interaction and enhancement. The data obtained from the survey identified the “Intermediate” Level of Literacy of the Integration of Information and Communication Technology (ICT) tools. Among the ranking of tools that they commonly utilized were: Personal Computer, Laptop, Printer, DLP Projector, Smartphones, Television Monitor while the most useful software were the Microsoft Office, Audios, Videos, Multimedia Players, Online Applications and resources as well as the Internet. Their knowledge and skills in ICT use determined their evaluation of the role of technology in achieving the learning objectives they aimed for the students which resulted among exceptional, strong and average connection. This study made an implication that the collaboration of technology and the faculty inputs would help maximize and attain the learning objectives that could facilitate authentic development to the learners.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus
AU  - Hosnie Macalangcom Gogo
Y1  - 2022/04/26
PY  - 2022
N1  - https://doi.org/10.11648/j.ajeit.20220601.15
DO  - 10.11648/j.ajeit.20220601.15
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 26
EP  - 30
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20220601.15
AB  - This research undertaking aimed to investigate contributions of Information and Communication Technology (ICT) integration in the Teaching Performance among the selected colleges as perceived by the faculty of Mindanao State University, Marawi City. This study is anchored on the Triple-E Framework of Liz Kolb which is a practical tool that measures the degree to which the technology in a lesson is helping students meet the learning goals. Faculty respondents were also asked on the effects of ICT integration in the classroom based on the Dimensions of Triple-E Framework. Significant insights were also gained from the perceptions and responses from students regarding their exposure to ICT tools as part of their learning process. The data from the survey yielded the diverse rankings of ICT tools that were integrated in their teaching methodologies. With a diverse frequency, they utilized technology in organizing text, images, audios, and videos through power point presentations in order to facilitate effective and efficient lecture and discussion for classroom interaction and enhancement. The data obtained from the survey identified the “Intermediate” Level of Literacy of the Integration of Information and Communication Technology (ICT) tools. Among the ranking of tools that they commonly utilized were: Personal Computer, Laptop, Printer, DLP Projector, Smartphones, Television Monitor while the most useful software were the Microsoft Office, Audios, Videos, Multimedia Players, Online Applications and resources as well as the Internet. Their knowledge and skills in ICT use determined their evaluation of the role of technology in achieving the learning objectives they aimed for the students which resulted among exceptional, strong and average connection. This study made an implication that the collaboration of technology and the faculty inputs would help maximize and attain the learning objectives that could facilitate authentic development to the learners.
VL  - 6
IS  - 1
ER  -

Copy | Download

Author Information

Hosnie Macalangcom Gogo

Public Administration Department, College of Public Affairs, Mindanao State University, Marawi City, Philippines

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Hosnie Macalangcom Gogo. (2022). Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus. American Journal of Education and Information Technology, 6(1), 26-30. https://doi.org/10.11648/j.ajeit.20220601.15

Copy | Download

ACS Style

Hosnie Macalangcom Gogo. Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus. Am. J. Educ. Inf. Technol. 2022, 6(1), 26-30. doi: 10.11648/j.ajeit.20220601.15

Copy | Download

AMA Style

Hosnie Macalangcom Gogo. Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus. Am J Educ Inf Technol. 2022;6(1):26-30. doi: 10.11648/j.ajeit.20220601.15

Copy | Download

@article{10.11648/j.ajeit.20220601.15,
  author = {Hosnie Macalangcom Gogo},
  title = {Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus},
  journal = {American Journal of Education and Information Technology},
  volume = {6},
  number = {1},
  pages = {26-30},
  doi = {10.11648/j.ajeit.20220601.15},
  url = {https://doi.org/10.11648/j.ajeit.20220601.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20220601.15},
  abstract = {This research undertaking aimed to investigate contributions of Information and Communication Technology (ICT) integration in the Teaching Performance among the selected colleges as perceived by the faculty of Mindanao State University, Marawi City. This study is anchored on the Triple-E Framework of Liz Kolb which is a practical tool that measures the degree to which the technology in a lesson is helping students meet the learning goals. Faculty respondents were also asked on the effects of ICT integration in the classroom based on the Dimensions of Triple-E Framework. Significant insights were also gained from the perceptions and responses from students regarding their exposure to ICT tools as part of their learning process. The data from the survey yielded the diverse rankings of ICT tools that were integrated in their teaching methodologies. With a diverse frequency, they utilized technology in organizing text, images, audios, and videos through power point presentations in order to facilitate effective and efficient lecture and discussion for classroom interaction and enhancement. The data obtained from the survey identified the “Intermediate” Level of Literacy of the Integration of Information and Communication Technology (ICT) tools. Among the ranking of tools that they commonly utilized were: Personal Computer, Laptop, Printer, DLP Projector, Smartphones, Television Monitor while the most useful software were the Microsoft Office, Audios, Videos, Multimedia Players, Online Applications and resources as well as the Internet. Their knowledge and skills in ICT use determined their evaluation of the role of technology in achieving the learning objectives they aimed for the students which resulted among exceptional, strong and average connection. This study made an implication that the collaboration of technology and the faculty inputs would help maximize and attain the learning objectives that could facilitate authentic development to the learners.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Integration of Information and Communication Technology (ICT) in the Teaching Methodologies of the Selected Faculty Members of MSU Main Campus
AU  - Hosnie Macalangcom Gogo
Y1  - 2022/04/26
PY  - 2022
N1  - https://doi.org/10.11648/j.ajeit.20220601.15
DO  - 10.11648/j.ajeit.20220601.15
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 26
EP  - 30
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20220601.15
AB  - This research undertaking aimed to investigate contributions of Information and Communication Technology (ICT) integration in the Teaching Performance among the selected colleges as perceived by the faculty of Mindanao State University, Marawi City. This study is anchored on the Triple-E Framework of Liz Kolb which is a practical tool that measures the degree to which the technology in a lesson is helping students meet the learning goals. Faculty respondents were also asked on the effects of ICT integration in the classroom based on the Dimensions of Triple-E Framework. Significant insights were also gained from the perceptions and responses from students regarding their exposure to ICT tools as part of their learning process. The data from the survey yielded the diverse rankings of ICT tools that were integrated in their teaching methodologies. With a diverse frequency, they utilized technology in organizing text, images, audios, and videos through power point presentations in order to facilitate effective and efficient lecture and discussion for classroom interaction and enhancement. The data obtained from the survey identified the “Intermediate” Level of Literacy of the Integration of Information and Communication Technology (ICT) tools. Among the ranking of tools that they commonly utilized were: Personal Computer, Laptop, Printer, DLP Projector, Smartphones, Television Monitor while the most useful software were the Microsoft Office, Audios, Videos, Multimedia Players, Online Applications and resources as well as the Internet. Their knowledge and skills in ICT use determined their evaluation of the role of technology in achieving the learning objectives they aimed for the students which resulted among exceptional, strong and average connection. This study made an implication that the collaboration of technology and the faculty inputs would help maximize and attain the learning objectives that could facilitate authentic development to the learners.
VL  - 6
IS  - 1
ER  -

Copy | Download