基于 ICT(信息与传播技术)的教学绩效框架

Cristina R. Banario
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摘要

研究的主要目的是评估安提波罗市分区 I-C 区小学教师在 2022 - 2023 学年期间使用技术的基本熟练程度。研究样本包括 177 名小学教育工作者。这些参与者的特征基于年龄、性别、婚姻状况、职称、教育程度、工作年限以及是否接受过信息和通信技术相关培训等因素。为了确定计算机使用方面的基本知识和技能,研究人员采用了问卷调查表和直接观察相结合的方法。这种方法有助于对参与者的感知效能和实际表现进行评估。研究结果显示,大部分受访者已婚,年龄在 31 至 45 岁之间。相当一部分受访者担任一级教师职务,在各自学校的工作年限为 16 至 20 年。在这批教育工作者中,约 59.3% 拥有硕士学位,没有人获得博士学位。对 I-C 区小学教师使用计算机的基本知识和技能进行了多方面的评估,包括计算机的基本操作、文字处理、电子工作表的使用、计算机演示、交流和研究以及教学技术。评估结果表明,教师在这些方面的熟练程度在其感知效能和实际表现方面都被归类为 "胜任"。通过对受访者认为与计算机使用相关的知识和技能以及他们在已确定的维度或领域的实际表现之间的显著差异进行研究,否定了零假设。根据调查结果和结论,提出了若干建议。首先,建议教师积极参加更多的以信息和传播技术应用为重点的研讨会和培训。这种参与将有助于在小学数学教学中将信息与传播技术工具更深入地融入教与学的过程,提高整体教学效果。此外,值得进一步探索包含不同变量的研究工作。开展包含不同方面或因素的平行研究,可以更全面地了解教师、信息与传播技术的应用以及有效教学实践之间的复杂关系。关键词基于信息和通信技术的教学、绩效框架、基本技能、计算机
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ICT – (Information and Communication Technology) Based Instruction Toward Performance Framework
The primary objective of the research was to assess the fundamental proficiency levels in utilizing technology among teachers from District I-C Elementary Schools within the Division of Antipolo City during the academic year 2022 – 2023. The study encompassed a sample size of one hundred seventy-seven (177) elementary educators. These participants were characterized based on factors such as age, gender, marital status, job title, educational attainment, years of service, and their exposure to ICT-related training. To ascertain the basic knowledge and skills concerning computer utilization, a combination of a questionnaire checklist and direct observations by the researcher were employed. This approach facilitated the evaluation of both the perceived efficacy and the actual performance of the participants. The study’s findings revealed that a predominant portion of the respondents were married and situated within the age range of 31 to 45 years. A notable proportion held the position of Teacher I and had accumulated a working tenure of 16 to 20 years at their respective schools. Within the educator cohort, approximately 59.3% possessed qualifications at the master’s degree level, whereas none had attained a doctoral degree. The elementary teachers’ fundamental knowledge and skills in using computers within District I-C Elementary Schools were evaluated across various dimensions, including basic computer operation, word processing, electronic worksheet utilization, computer-based presentation, communication and research, and instructional technologies. The assessment indicated that the teachers’ proficiency in these areas was classified as “Competent” in both their perceived efficacy and actual performance. The examination of the significant difference in knowledge and skills related to computer usage, as perceived by the respondents and their actual performance across the identified dimensions or areas led to the rejection of the null hypothesis. In light of the obtained findings and conclusions, several recommendations emerge. Firstly, it is suggested that teachers actively participate in a higher number of seminars and training sessions focused on ICT utilization. Such engagements would facilitate the deeper integration of ICT tools into the teaching-learning process along mathematics in teaching elementary grades, enhancing overall instructional effectiveness. Moreover, it is worthwhile to explore further research endeavors that encompass different variables. Conducting parallel studies that incorporate various aspects or factors could provide a more comprehensive understanding of the complex relationship between teachers, ICT utilization, and effective teaching practices. Keywords: ICT-Based Instruction, Performance Framework, fundamental skills, computer
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