ICT Integration in Cirilo Roy Montejo National High School

ICT Integration in Cirilo Roy Montejo National High School

By: Mark Jade B. Panis, Jhonel E. Pido, Ruffa M. Aloti-ot, Arjoy T. Rubenecia, Aubrey Bautista, and Marielle Plimaco

            ICT integration is the use of ICT to introduce, reinforce, supplement, and extend skills (Pisapia, 1994). It also enhances both teachers and students’ productivity and proficiency. In relation to the objectives of Episode 1 in FS3, a press conference was conducted with the ICT Coordinator of Cirilo Roy Montejo National High School (CRMNHS) held at the school itself on the 23^rd of August, 2017. “The ICT integration is a very good practice to train teachers and students in handling computer technology in the right way, especially that we are now in the 21^st century education,” said Jeffrey Tismo, the ICT Coordinator of CRMNHS. According to Tismo, ICT encourages students to participate in class and be more engaged as they gain motivation and interest in learning a variety of computer skills. “We offer students the opportunity to learn different computer and web skills. We begin at the basic uses of Microsoft Word, Powerpoint, Excel, and up to the introduction to web designing and some concepts of computer technology at attainable rate for all the kind of learners we have,” answered Tismo on the question what their ICT teachers impart to students. On the teachers’ context, Tismo said that ICT integration also improves productivity either in or outside instruction as the burden in making traditional IMs and recording od grades has been lessen. “ICT lessens our burden in making IMs. Before, we need to make MP1, MP2, MP3, MP4 and so on. But today, in a few moments we accomplish our IMs digitally,” said Timso. A follow up question was asked as to what MP1, MP2, MP3, and MP4 are. Tismo answered, “Those acronyms stand for Manila Paper 1, Manila Paper 2, Manila Paper 3, Manila Paper 4, and so on.” He also added that ICT helps teachers to be more efficient as they accomplish a number of instructional processes at a time. In a different manner, Tismo emphasized the importance and usefulness of older technologies in the teaching and learning process. Henceforth, ICT integration and the use of traditional methods of instruction should go hand in hand, as he stated.

            The extent of ICT integration depends on the interplay between the school’s infrastructure, teachers’ motivation, and innovative ways of teaching. That’s why Tismo said that they also face some issues on ICT integration. Despite the fact that CRMNHS is one of the recipients of Juan Connect, a free WIFI program of Duterte, which gives the school community the connectivity to internet, they still encounter problems on infrastructure in terms of technology development. He added that they lack computer laboratories and other devices necessary in a complete and transformative use of technology in educating students. “But as of today, we are trying our very best to pass on some resolutions for new computer sets from DepEd,” Tismo said to the press. He even added that teachers do not render in solving such problem. In fact, teachers buy laptops, projectors, speakers, and other devices for the benefit of the students using money from their own pockets.

            Others say that ICT integration is an exploration of innovative ways that teachers can use to empower students’ competencies. But how can teachers be part of ICT integration in the educational system if some of them are reluctant in learning to use computer technology. Tismo mentioned that they have few teachers who are reluctant of engaging themselves in computer-based activities. He clarified the aforementioned statement that only 3% of their teachers are reluctant and that the 97% are 21^st century educators. Those reluctant teachers are those mature ones who embrace the traditional perspective in technology and education. Through the efforts of DepEd, CRMNHS, and Tismo himself as an ICT Coordinator, they trained these reluctant teachers to cope up with the existing reality of technological status of CRMNHS. In fact, these teachers were sent to seminars and trainings on ICT integration, like that of DepEd Internet and Computerization Program or DICP.

            Technology also has limitation, so we should not be reliant from it. CRMNHS had problem on the ICT integration during the earthquake that hit the nearby city. Basically, they had difficulty in dealing with the loss of electricity supply for consecutive days, and in turn, the utility of their computer laboratory and devices in classrooms was temporarily compromised.

            As of the present time, CRMNHS is ranked 33 in the DepEd Internet and Computerization Program. Tismo proudly said that they will continue to strive further in training teachers to take part in the ICT integration for the development of their students and of the school’s offered quality education through innovative ways.