Chapter I

Acceptance and Use of Technology of Novice and Master Early Childhood Teachers

Technology has brought about many changes in today’s society and it has greatly

expanded access to education (Radovan, M. & Kristl, N., 2017). It also plays a positive role in

children’s development and learning (Steinhoff, 2016). According to Raob, I; Al-Oshaibat, H.

and Ong, S.L (2012), being proficient in technology is an essential part of life in the 21st century

and the improvement of these skills is the liability of the schools and their instructional staff.

However, many educators lack the necessary skills themselves to be comfortable in playing a

leadership role in the integration of technology in the curriculum.

Researchers and leading organizations also note that the focus should not be on

technology itself, but on how teachers are using technology with their students to promote such

skills as critical thinking, problem solving, communication, collaboration, innovation, and global

literacy in an increasingly digital world (ISTE, Partnership for 21st century skills and UNESCO

2008).

In the Philippines, the Department of Education launched Five-Year DepED ICT4E

Strategic Plan which involves the use of information and communication technology in

improving the quality of teaching and fostering the development of lifelong learning skills.

However, the survey of commissioned in 2002 by the Philippines Senate Committee on

Education, Arts and Culture to the South-East Asian Ministers of Education Organization

Regional Centre for Educational Innovation and Technology (SEAMEO INNOTECH),

examined the ICT infrastructure of elementary and teachers who are computer literate

(Rodriguez, C. n.d).

Also, a survey of 4,310 secondary schools (both public and private), conducted by the

Department of Science and Technology DOST, only 15.2 percent of the teacher respondents said

that they used computers for instructional purposes (Belawai, T. 2004).

ADD STATISTICSOF OLD AND NEW TEACHERS WHO ARE WILLING OR NOT

WILLING TO USE TECH

In addition, during the researcher’s school visit (talk about how the teachers using the

techonology in EC). PERSONAL experience in a positive way

This means that there are some teachers who have insufficient skills to implement

technology in teaching. At the same time, some teachers are less confident in integrating

technology in a classroom setting. Given this point, it can be drawn that teachers have different

attitude towards accepting and using technology in a classroom. Thus, this study aims to analyze

the level of acceptance and use of technology of novice and master early childhood teachers.

CONTRIBUTION OF THIS STUDY IN EDUCATION………

References

Radovan, M & Kristl N 2017: Acceptance of technology and its impact on teacher’s activities in

virtual classroom: integrating uTAut and CoI into a combined model. The Turkish Online

Journal of educational technology- volume 16 issue 3

Schacter, J. (1999). The Impact of Technology on Student Achievement. Retrieved from

https://eric.ed.gov/?id=ED
Raob, I, Al-oshaibat, H & Ong S.L (2012). A factor Analysis of teacher competency in

technology. New horizons in Education, vol. 60, No. 1

(ISTE, Partnership for 21st century skills and UNESCO 2008).

Belawai, T. 2004

https://www.nzcer.org.nz/system/files/ictinecefinal.pdf

unpan1.un.org/intrdoc/groups/public/documents/ungc/unpan040181.pdf

DepEd ICT4E Strategic Plan

A descriptive stdy