ICTIntegration Framework and Implementation Model in basic Education

Kurt Junshean Espinosa

(MS Graduated: 2nd Sem 2010-2011)


The main objective of this study is to construct an ICT integration framework and its implementation model that is aimed to fully and effectively integrate ICT across the basic education system.

In the first part, we asked 26 experts from the academe, industry, and government to anonymously participate in a real-time web-based Delphi conference with two aims: 1) determine the relative importance of the five (5) main indicators as established by UNESCO 2003 (Delphi I), 2) to determine the scale of importance of each sub-indicators along the stages of ICT integration (Delphi II). Delphi I consisted of three (3) rounds while Delphi II had two (2) rounds. Answers were compiled automatically and visualizations of the distribution among subgroups and among indicators were shown after each round. Eighteen experts, which consisted of 5 experts from the Academe, 6 experts from the Industry, and 7 experts from the Government, completed the study. Average Measure Intra-class Correlation Coefficients (ICC) were computed for each round (ICCs) using the two-way random ANOVA model and with absolute agreement as individual rater variability type. A consensus emerged at Round 2 of Delphi I with ICC=0.7 and Round 2 of Delphi II with ICC=0.8. The results of the Delphi conference provided the basis for constructing the final framework specifically on computing the ICT integration score and its corresponding ICT integration stage. Three main stages were defined in line with three (3) main approaches of UNESCO, namely: 1) ICT Literacy-Driven Stage 2) ICT Knowledge Application Driven Stage, and 3) ICT Knowledge Creation Stage. An Ad Hoc Stage (or 0) is defined as the stage prior to stage 1 where the total ICT integration efforts still falls below the stage 1 requirement.

In the second part, the framework was pilot tested in one division participated by a total of twelve (12) schools covering both elementary and high school levels and public and private schools. Each school was ranked according to its ICT integration score and patterns were analyzed. The highest ranking school scored 54.69% of total ICT integration. It is considered to be in the Ad Hoc stage where the individual indicators are in different stages: ICT Policy (Stage 2), ICT Infrastructure (Stage 1), ICT Curriculum (Stage 1), ICT Competency (Stage 0), and ICT Learning (Stage 0). The division scored only 32.75% of the ideal and therefore still in the Ad Hoc stage. Concrete development paths are drawn up for each school, district and division in order to step up to the next stage. This will be used as a model for national implementation.

Lastly, further research directions are outlined to improve the framework. Specific suggestions also were pointed out regarding the design of the national survey implementation.

Subject Index : Educational technology , Basic Education--Philippines