BIBLIOGRAPHY MARQUEZ, ASHLEY C....
BIBLIOGRAPHY
MARQUEZ, ASHLEY C. APRIL 2012. Utilization of the Internet for Instruction
among Teachers in La Trinidad National High School. Benguet State University, La
Trinidad, Benguet.
Adviser: Michelle B. Gatab, BSc.
ABSTRACT
The study determined the socio- demographic profile of the respondents,
determined the frequency of use of the internet by the teachers, determined the common
topics they search from the internet and for what subject, determined the use of information
they have acquired from the internet, determined the perceived advantages of utilizing the
information from the internet for instruction and determined the challenges faced by
teachers in using the information they have acquired.
Respondents of the study were twelve faculty members teaching students from first
year to fourth year of La Trinidad National High School. Key informant interview was
done using guide questionnaires.
It was found that five of the respondents belonged to the age brackets 26-30and
another five belonged to the age bracket 31-35 and two of them belonged to the age
brackets, 21-25 and 36-40. Nine of the respondents were female and eight of them were
married. The teachers in the school are still young in the teaching profession and the lack
of teachers in the school led to multitasking of the teachers.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
The teachers do not actually surf the internet frequently for the reasoned that they
are doing multitasking and most of them are married which means they had less time for
surfing the internet because their first priority is their family.
Furthermore, the results showed that utilization of the internet in searching for
topics varies on the subject the teachers teach, and they also have difficulty checking
accuracy of information from the internet.
Through this study, the following were recommended: there should be trainings
and lectures for teachers that will foster their knowledge in using the information they
acquire from the internet which DepEd can consider as one of their projects for teacher
development, teachers should be given a list of credible of websites that they could use to
acquire information from the internet which the DepEd may consider in developing school
curriculums to insure that information that are acquired from the internet is valid and is not
formed out of norms and finally a similar study should also be carried out to assess if
internet is really helpful as an information source for instruction and to see other possible
benefits of using internet as an information source.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
RESULTS AND DISCUSSIONS
Socio-demographic Profile of the Respondents
Table 1 shows the respondent’s socio-demographic profile in terms of age, sex,
civil status, and years of teaching experience, subject taught and year levels being taught.
It was found that five of the respondents belonged to the age brackets 26-30 and another
five belonged to the age bracket 31-35 and two of them belonged to the age brackets, 21-
25 and 36-40. Nine of the respondents were female and eight of them were married.
In terms of the years of teaching experience, five of the respondents belonged to
the bracket 0-5 years and seven of the respondents belonged to the bracket 6-10 years of
teaching experience. The results implied that the teachers in the school are still young in
the teaching profession. This corroborates the result of the study authored by Rowand
(2000) on Teacher Use of Computers and the Internet in Public Schools which stated that
newer teachers were more likely to use computers or the Internet to accomplish various
teaching objectives. Teachers with nine or fewer years of teaching experience were more
likely than teachers with 20 or more years of experience to report using computers or the
Internet.
For the subjects they were teaching, five of the respondents were teaching one
subject and seven of the respondents were teaching 2 subjects.
For the year levels taught by respondents, seven of them were teaching first year
students, six of them were teaching second years, six were teaching third years and seven
were teaching fourth years. Four of the respondents were teaching 3-4 year levels. The
result shows that the lack of teachers led to multitasking of the teachers in La Trinidad
National High School.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Table 1. Socio-demographic profile of the respondents
CHARACTERISTICS
FREQUENCY
N=12
AGE
21-25
1
26-30
5
31-35
5
36-40
1
TOTAL
12
SEX
Female
9
Male
3
TOTAL
12
CIVIL STATUS
Married
8
Single
4
TOTAL
12
YEARS OF TEACHING EXPERIENCE
0-5
5
6-10
7
SUBJECT TAUGHT
Araling Panlipunan
2
English
3
Filipino
2
MAPEH
3
Science
2
T.L.E
2
Values
3
*Multiple response
NUMBER OF SUBJECT TAUGHT
1 subject
5
2 subjects
7
YEAR LEVELS TAUGHT
1st year
7
2nd year
6
3 rd year
6
4 th year
7
*Multiple response
NUMBER OF YEAR LEVELS TAUGHT
1-2 year levels
8
3-4 year levels
4
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Frequency of Internet Use
Seven of the respondents surf the internet monthly and five of the respondents surf
the internet weekly. For the respondents who surf the internet monthly, three of them surf
the internet twice a month and the rest surf the internet once, thrice and four times a month.
For the respondents who surf the weekly, only one of them surf the internet once a week
and the rest surf the internet twice and three to four times a week.
The result implied that they did not surf the internet frequently. According to the
respondents, they surf the internet if it was necessary. In addition, according to them, they
surf the internet if there were no other references found in their library. Plus the factor that
they were doing multi-task at the school as was observed, it did not give them enough time
to surf the internet. As shown in the socio-demographic profile of the respondents, most
of them were multitasking.
This corroborates the study of Ong (2010), stating that teachers encountered slight
problems in the attainment of effective time management. One of serious problem they
encountered as stated by Ong was overlapping of work. In addition, Chung (2012) stated
that multitasking was a way of life for a teacher. As a classroom teacher, conducting,
managing, and overseeing several activities simultaneously in any given class period was
a normal practice.
Another factor that was observed why teachers do not surf the internet frequently
was their civil status; most of them were married as the frequency shows in Table 1, eight
of them were married and they were all female. This supports the statement of Pladio
(2001) as cited by Padya-os (2005) that single teachers have more time to explore the
current trends and the paraphernalia used in their craft. On the other hand, married teachers
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
set their family as their first priority; thus, they hardly get updated about the latest
institutional technologies.
Common Topics Searched
Table 2 shows the topics searched by teachers in the internet.
The common topics searched depended on the subjects the respondents teach. For
the subjects English and MAPEH, there were three teachers for each subject that searched
different topics.
In English, three of the respondents searched for stories such as reading selections
and their contents. Teacher 1 searched for stories, examples were A Letter to God, The
Necklace, The Last Leaf and How My Brother Leon brought home a wife. He also
mentioned the he searched the stories at various websites like Teachnology.com, teacher
planet.com and USpeacecorps.com.
For Teacher 2, he searched stories; like Tarlac Dice, Fiesta, The World in a Train
and On Discovering Myself. He usually surfs on the Teacher planet.com or at Google.com.
He said that he surf for topics that were difficult to find especially in books. Teacher 3
searched on Reading selections and contents, example was Heart of Africa and grammar.
She mentioned that she search for those topics if the teaching guide has incomplete
information.
For the subject MAPEH, they searched for topics on music, dances, arts, songs,
instruments, and sports. Teacher 1 searched for topics on music, arts, and sports. Examples
were Native American arts and Indonesian Music and latest trends in officiating games. He
searched downloadable videos like music videos of Indonesia and pictures of Native
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
American arts at Youtube.com and Wikipedia.com. For other information, he searched he
base definition on books and their teaching guide.
Teacher 2 said that she searched topics on music, arts, songs, and instruments of
other countries. Examples were Classical music by Beethoven and Indian songs like Hymn
to Shiva and Thailand songs like Cha-ang. For instrument, she searched for Indian
instruments like Tabla and Tambura and Thailand music instruments like Tapun and
Ramana. Her reasons for searching the internet was because were there no cds or videos
where students can watch the procedure of playing an instrument. Another reason was the
lack of facilities.
Teacher 3 searched for topics on dances and arts, examples were Ethnic and Folk
Asian dances like Japan folk dance, South Central Asian dances, and Asian arts. She
mentioned that though they had book and references for certain topics, those references
had incomplete information. The information she searched were from the list of websites
found in books, which were composed of museums websites and Asian information
organization websites.
For subjects Filipino, Science, Araling Panlipunan, and Technology and Livelihood
Education (T.L.E) there were two teachers for each subject that searches different topics.
In the subject Filipino, Teacher 1 searched for topic, which was more on Philippine
literature, and examples of it were stories like epics, parables and she also searched for
sample of symposiums.
Teacher 2 searched for samples and information about Theatrical plays. She
mentioned that she only searched information from the internet if there were no samples or
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
information found in the books and in surfing the internet, she has no specific website to
acquire information.
For the subject Science, Teacher 1 searched for Chemical equation and usually surfs
in the websites like Wikipedia. While Teacher 2 searched on information about the organ
system and photosynthesis. She usually downloads videos at Youtube.com to show her
students the different processes of the organ systems. Her reason for surfing the internet
was the lack of learning materials like cds and books.
For the subject Araling Panlipunan, Teacher 1 searched information on current
issues and economy changes and Teacher 2 searched for statistical data on population,
exportation and importation rates. She mentioned that she usually acquired the information
from government websites like the NSO website.
For Technology and Livelihood Education (T.L.E), Teacher 1 searched for recipes
and Teacher 2 searched for processes of food processing, demonstration on handcrafts,
entrepreneurial trends and news on home economics. She said that she based information
she searched on their teaching guide or what they call as the Understanding by Design
(UbD). For some topics like weaving, she mentioned that there were no specific books for
such topic.
In Values, only one of the three teachers who were teaching values searched
information in the internet. She usually surf topics on values and virtues and samples of
speeches of prominent people like Cory Aquino. She surf the internet because there were
no books or reference for that topics suggested in their Understanding by Design (UbD) or
sometimes topics suggested were not applicable to the school.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
The results show that there was lack of facilities and learning materials in the
school, the UbD or the teaching guide does not contain all the information that the teachers
need in teaching. The Understanding by Design (UbD) was a new curriculum implemented
by DepEd for first year and second year subjects.
As stated in the locale of the study, the school had an internet connection for a year
but because of the lack fund for internet, connection was removed. The school having the
need for internet connection would also imply that there were lacks of resources for
teaching materials and the removal of internet connection could mean that there was a lack
of budget.
According to Rowand (2000), teachers’ use of computers or the Internet at school
varied for some types of uses by school poverty level. Teachers in schools with a school
poverty level were more likely to use computers or the Internet “a lot” for creating
instructional materials. It shows that even though the school had no internet connection
teachers still surf the internet because of the need to fill the lack of reference materials in
the school.
The result corroborates the study of Buteng (2009), stating that teachers used the
internet and web surfing the least in all computer functions. She also stated that the finding
of her study can be attributed to the fact that Department of Education “lack funding for
the accessibility of internet for schools with computers”. It was just the same with the
situation in La Trinidad National High School, the lack of fund was also associated with
the use of resources and it was one implication why teachers’ do not use the internet
frequently.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Table 2. Common topics searched in the internet
SUBJECT TAUGHT
TOPICS
English
Teacher 1
Stories, examples are A Letter to God, The Necklace
and many more.
Teacher 2
Stories, examples are Tarlac Dice, Fiesta and many
more.
Teacher 3
Reading selections and contents, example is Heart
of Africa
MAPEH
Teacher 1
Music, arts, and sports. Examples are Native
American arts and Indonesia Music and latest trends
in officiating games.
Teacher 2
Music, dances, arts, songs, and instruments of other
countries. Example Indian songs like Hymn to
Shiva.
Teacher 3
Dances and arts, examples are Ethnic Asian dances
and Asian arts.
Filipino
Teacher 1
Stories like epics, parables and sample of
symposiums.
Teacher 2
Play or Theatrical plays
Science
Teacher 1
Chemical Equations
Teacher 2
Organ system and photosynthesis
Araling Panlipunan
Teacher 1
Current issues and economy-changes
Teacher 2
Statistical Data
Technology and Livelihood Education
Teacher 1
Recipes
Teacher 2
Food processing, demonstration on handcrafts,
entrepreneurial trends and news on Home
Economics
Values
Teacher 1
Values and virtues and speech of Cory Aquino
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Information Utilization
All of the respondents answered that they utilize the information they acquired from
the internet in making and enhancing of their lesson plans. Also, it served as their guide in
teaching. Most of the respondents utilized the information to come up with handouts (10),
worksheets (10), and supplementary lectures (10) in trivia form. Eight of the respondents
utilized the information to come up with presentations such as power point presentation,
picture presentation, flipchart presentation and writings in manila papers. Only four of the
respondents utilized the information for audio presentation (2) and audio-visual
presentation (2).
According to the respondents, using learning materials helped them in facilitating
better understanding of students. Most of the respondents used the information in preparing
two or more learning materials. This corroborates the study of Walang (2003), stating that
teachers were using instructional media and equipment for the reason that it suits the needs
and interest of the students, motivate learning, make learning simple, creates
understanding, creates interest among the students, shorten or lessen the time for lectures
and result of simplicity of contents.
Perceived Advantage in
Using Information From the Internet
All of the teachers agreed that the internet was a very helpful source of information
for instruction. Most of the respondents had seen the advantage of the internet in terms of
its ease in access of information. Eight respondents mentioned that it was easier for them
to prepare their lessons and give student’s activities. It also helped them for easier
explanation of lessons. Five of the respondents had seen the advantage of internet use as a
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
convenient source of information because researching was fast compared to book
researching. Two of the respondents said that the internet gives up-to-date information
about certain topics.
Result shows that internet helps promote efficiency of work among teachers
because it lessened their preparation time for lessons. This corroborates the result of the
study by Aguilan-Lopez (2007), stating that the use of internet reduce the time to locate
information and faculty members have access to recent information globally. In addition,
teachers’ internet usage provided sufficient support to student. According to the study by
Whittaker and Warschauer (1997), teachers need to provide support sufficient to prevent
students from being overwhelmed by difficulties support can take numerous forms
creating detailed handouts that students can refer to when class was finished. It just shows
how the internet was helpful for teachers.
Challenges faced by Teachers in Using the Information
All of the respondents had seen difficulties in using the information they had
acquired from the internet. The following were listed according to what the respondents
have mentioned:
Accuracy of Information According to the respondents, they had difficulty in
validating the information they have acquired from the internet because of too many
references in the internet and some are not reliable sources. Furthermore, they added that
there were few books in their library to counter check the information. One of the
respondents also mentioned about the belief of people that internet was not a reliable source
of information and that it was difficult to prove information with few references to validate
its content. The result corroborates the results of the study by Flanagin and Metzger (2000)
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
on the Perceptions of Internet Information Credibility which stated that the Internet differs
from other technologies used for information retrieval in key ways that can affect its
reliability, credibility, and verity as an information source.
They also added that the structure of Internet was designed specifically not to be
centrally controlled or vulnerable to the failure of any specific part, spawned the popular
phrase "information wants to be free," to describe the free-flow of information that takes
place over the Internet. Indeed, on the Internet, anyone can be an author. This information
freedom, however, also introduced an increased potential for error or exploitation. In the
case of accuracy of information, the credibility of the internet was being questioned
because of the above reasons.
In addition, there was no regulating body of the internet, anybody can publish
information and claim such information as true as stated by Aguilan-Lopez(2007). She also
mentioned that faculty have to evaluate the information gathered or look for other
corroborating information.
Moreover, information from the internet were easily replaced and erased. As stated
by Comer (1995), information on the internet changes much more rapidly than information
in a conventional newsstand. In fact, because information on the internet comes from
computers and automated systems, it can change instantly. This implies that information
that was erased from the server cannot be retrieved anymore to check its accuracy.
Difficulty in contextualizing The respondents also stated that they have difficulty in
translating and understanding information that were found in foreign websites because the
information was stated in a foreign context. One of the respondent mentioned that they had
to contextualize information they have searched to fit the Philippine setting for the subjects
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
English, Filipino and Values. It was also difficult to transfer thoughts from foreign source
to Filipino perspective. As was observed there were just few Philippine websites and most
information found in the internet were based on foreign knowledge.
Some of the information was even more difficult to translate because they were not
in the original format. For example, Lupang Hinirang was in the context of English
language. This implies that most if the information searched in the internet were of foreign
context.
Insufficient Information All of the teachers mentioned that they were not getting
sufficient information from the internet. One of them stated that though they had the
information, it was not what they needed. As stated by Firat et. al. (2010) in their study at
Anadolu University Turkey, one of the problems encountered by teachers during internet
searching was accessing insufficient information.
The respondents also pointed out the lack of Philippine websites where they can
get information for subjects like Filipino and Araling Panlipunan and they cannot find some
of the topics that they are searching in the web. In short, the internet cannot give exact
information that they need.
Results corroborate the study of Firat, et. al. (2010), wherein they mentioned that
teachers were accessing insufficient and unnecessary information and it was the most
prominent problem experienced by elementary school teachers while searching on the
Web.
This also corroborates the statement by Hearst (1994); texts that were retrieved
often discuss themes that would not usually be considered to be in the same semantic frame.
Thus classifying documents at a particular point in a topic hierarchically can be misleading.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
It also causes information insufficient because information seeker does have the
information but they could not use it because is not what they need.
In addition, in searching information, simple keyword queries can be composed
quickly, but they tend to be either too general or too specific. When too general, the query
was underspecified and the user must wade through a daunting number of documents.
When too specific, no documents were returned. The problem of inappropriate search terms
was exacerbated when users were unfamiliar with the text collection (Hearst, 1994).
Meaning keywords used in searching topics could bring information seekers to the
information they want or it can give them information but it is not what they need.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study wanted to know how teachers in La Trinidad National High School use
information they acquire from the internet even though the school doesn’t have internet
connection.
The study aimed to determine the socio-demographic profile of the key informants,
determine how often they surf the internet, determine common topics they search in the
internet, determine the use of information they have acquired from the internet, determine
the challenges faced by teachers in using the information from the internet , and determine
their perceived advantage and disadvantages of utilizing information from the internet for
instruction.
The study was conducted at La Trinidad National High School from December
2011 – January 2012. The data were collected though Key Informant interview, using guide
questions and were consolidated, tabulated, analyzed using frequency counts, and
described in narrative form.
The study showed that the respondents had less experience when it come to
teaching experience and their age range is from early 20’s to late 30’s going to 40’s. That
classifies them to the group of young teachers or young professionals.
All of the respondents were using the internet in acquiring information for their
lessons to teach. Most of them reasoned out that some of the information that they search
information from the internet when there were no references found in their library or topics
that they have to teach are not found in their teaching guide or the UBD (Understanding by
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Design) system that they were using and some of the topics presented in the said UBD
were not applicable for in the school.
All of them answered that they were using the information they have acquired in
their lessons plans and they even said internet is a convenient source of information. Most
of the respondents used the information they acquired from the internet in preparing two
or more learning materials.
The respondents had seen difficulties in using the information they had acquired
from the internet. They had mentioned that they had difficulties in checking the accuracy
of the information, in contextualizing the information and they stated that they acquire
insufficient and unnecessary information.
Conclusion
Based on the finding the following conclusions were drawn:
1. Utilization of the internet in searching for topics varies on the subject the
teachers teach.
2. Teachers do not surf the internet frequently
3. Teachers have difficulty checking accuracy of information from the internet.
Recommendations
1. Teachers should be given trainings and lectures that will foster their knowledge
in using the information they acquire from the internet which DepEd can consider as one
of their projects for teacher development.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
2. Teachers should be given a list of credible of websites that they could use to
acquire information from the internet which the DepEd may consider in developing school
curriculums to insure that information that are acquired from the internet is valid and is not
formed out of norms.
3. A similar study should also be carried out to assess if internet is really helpful
as an information source for instruction and to see other possible benefits of using internet
as an information source.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
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O' DOCHARTAIGH, N. 2007. Internet Research Skills. London: Sage Publication Ltd.
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ROWAND, C. 2000. Teacher Use of Computers and the Internet in Public Schools.
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Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
MARQUEZ, ASHLEY C. APRIL 2012. Utilization of the Internet for Instruction
among Teachers in La Trinidad National High School. Benguet State University, La
Trinidad, Benguet.
Adviser: Michelle B. Gatab, BSc.
ABSTRACT
The study determined the socio- demographic profile of the respondents,
determined the frequency of use of the internet by the teachers, determined the common
topics they search from the internet and for what subject, determined the use of information
they have acquired from the internet, determined the perceived advantages of utilizing the
information from the internet for instruction and determined the challenges faced by
teachers in using the information they have acquired.
Respondents of the study were twelve faculty members teaching students from first
year to fourth year of La Trinidad National High School. Key informant interview was
done using guide questionnaires.
It was found that five of the respondents belonged to the age brackets 26-30and
another five belonged to the age bracket 31-35 and two of them belonged to the age
brackets, 21-25 and 36-40. Nine of the respondents were female and eight of them were
married. The teachers in the school are still young in the teaching profession and the lack
of teachers in the school led to multitasking of the teachers.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
The teachers do not actually surf the internet frequently for the reasoned that they
are doing multitasking and most of them are married which means they had less time for
surfing the internet because their first priority is their family.
Furthermore, the results showed that utilization of the internet in searching for
topics varies on the subject the teachers teach, and they also have difficulty checking
accuracy of information from the internet.
Through this study, the following were recommended: there should be trainings
and lectures for teachers that will foster their knowledge in using the information they
acquire from the internet which DepEd can consider as one of their projects for teacher
development, teachers should be given a list of credible of websites that they could use to
acquire information from the internet which the DepEd may consider in developing school
curriculums to insure that information that are acquired from the internet is valid and is not
formed out of norms and finally a similar study should also be carried out to assess if
internet is really helpful as an information source for instruction and to see other possible
benefits of using internet as an information source.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
RESULTS AND DISCUSSIONS
Socio-demographic Profile of the Respondents
Table 1 shows the respondent’s socio-demographic profile in terms of age, sex,
civil status, and years of teaching experience, subject taught and year levels being taught.
It was found that five of the respondents belonged to the age brackets 26-30 and another
five belonged to the age bracket 31-35 and two of them belonged to the age brackets, 21-
25 and 36-40. Nine of the respondents were female and eight of them were married.
In terms of the years of teaching experience, five of the respondents belonged to
the bracket 0-5 years and seven of the respondents belonged to the bracket 6-10 years of
teaching experience. The results implied that the teachers in the school are still young in
the teaching profession. This corroborates the result of the study authored by Rowand
(2000) on Teacher Use of Computers and the Internet in Public Schools which stated that
newer teachers were more likely to use computers or the Internet to accomplish various
teaching objectives. Teachers with nine or fewer years of teaching experience were more
likely than teachers with 20 or more years of experience to report using computers or the
Internet.
For the subjects they were teaching, five of the respondents were teaching one
subject and seven of the respondents were teaching 2 subjects.
For the year levels taught by respondents, seven of them were teaching first year
students, six of them were teaching second years, six were teaching third years and seven
were teaching fourth years. Four of the respondents were teaching 3-4 year levels. The
result shows that the lack of teachers led to multitasking of the teachers in La Trinidad
National High School.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Table 1. Socio-demographic profile of the respondents
CHARACTERISTICS
FREQUENCY
N=12
AGE
21-25
1
26-30
5
31-35
5
36-40
1
TOTAL
12
SEX
Female
9
Male
3
TOTAL
12
CIVIL STATUS
Married
8
Single
4
TOTAL
12
YEARS OF TEACHING EXPERIENCE
0-5
5
6-10
7
SUBJECT TAUGHT
Araling Panlipunan
2
English
3
Filipino
2
MAPEH
3
Science
2
T.L.E
2
Values
3
*Multiple response
NUMBER OF SUBJECT TAUGHT
1 subject
5
2 subjects
7
YEAR LEVELS TAUGHT
1st year
7
2nd year
6
3 rd year
6
4 th year
7
*Multiple response
NUMBER OF YEAR LEVELS TAUGHT
1-2 year levels
8
3-4 year levels
4
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Frequency of Internet Use
Seven of the respondents surf the internet monthly and five of the respondents surf
the internet weekly. For the respondents who surf the internet monthly, three of them surf
the internet twice a month and the rest surf the internet once, thrice and four times a month.
For the respondents who surf the weekly, only one of them surf the internet once a week
and the rest surf the internet twice and three to four times a week.
The result implied that they did not surf the internet frequently. According to the
respondents, they surf the internet if it was necessary. In addition, according to them, they
surf the internet if there were no other references found in their library. Plus the factor that
they were doing multi-task at the school as was observed, it did not give them enough time
to surf the internet. As shown in the socio-demographic profile of the respondents, most
of them were multitasking.
This corroborates the study of Ong (2010), stating that teachers encountered slight
problems in the attainment of effective time management. One of serious problem they
encountered as stated by Ong was overlapping of work. In addition, Chung (2012) stated
that multitasking was a way of life for a teacher. As a classroom teacher, conducting,
managing, and overseeing several activities simultaneously in any given class period was
a normal practice.
Another factor that was observed why teachers do not surf the internet frequently
was their civil status; most of them were married as the frequency shows in Table 1, eight
of them were married and they were all female. This supports the statement of Pladio
(2001) as cited by Padya-os (2005) that single teachers have more time to explore the
current trends and the paraphernalia used in their craft. On the other hand, married teachers
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
set their family as their first priority; thus, they hardly get updated about the latest
institutional technologies.
Common Topics Searched
Table 2 shows the topics searched by teachers in the internet.
The common topics searched depended on the subjects the respondents teach. For
the subjects English and MAPEH, there were three teachers for each subject that searched
different topics.
In English, three of the respondents searched for stories such as reading selections
and their contents. Teacher 1 searched for stories, examples were A Letter to God, The
Necklace, The Last Leaf and How My Brother Leon brought home a wife. He also
mentioned the he searched the stories at various websites like Teachnology.com, teacher
planet.com and USpeacecorps.com.
For Teacher 2, he searched stories; like Tarlac Dice, Fiesta, The World in a Train
and On Discovering Myself. He usually surfs on the Teacher planet.com or at Google.com.
He said that he surf for topics that were difficult to find especially in books. Teacher 3
searched on Reading selections and contents, example was Heart of Africa and grammar.
She mentioned that she search for those topics if the teaching guide has incomplete
information.
For the subject MAPEH, they searched for topics on music, dances, arts, songs,
instruments, and sports. Teacher 1 searched for topics on music, arts, and sports. Examples
were Native American arts and Indonesian Music and latest trends in officiating games. He
searched downloadable videos like music videos of Indonesia and pictures of Native
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
American arts at Youtube.com and Wikipedia.com. For other information, he searched he
base definition on books and their teaching guide.
Teacher 2 said that she searched topics on music, arts, songs, and instruments of
other countries. Examples were Classical music by Beethoven and Indian songs like Hymn
to Shiva and Thailand songs like Cha-ang. For instrument, she searched for Indian
instruments like Tabla and Tambura and Thailand music instruments like Tapun and
Ramana. Her reasons for searching the internet was because were there no cds or videos
where students can watch the procedure of playing an instrument. Another reason was the
lack of facilities.
Teacher 3 searched for topics on dances and arts, examples were Ethnic and Folk
Asian dances like Japan folk dance, South Central Asian dances, and Asian arts. She
mentioned that though they had book and references for certain topics, those references
had incomplete information. The information she searched were from the list of websites
found in books, which were composed of museums websites and Asian information
organization websites.
For subjects Filipino, Science, Araling Panlipunan, and Technology and Livelihood
Education (T.L.E) there were two teachers for each subject that searches different topics.
In the subject Filipino, Teacher 1 searched for topic, which was more on Philippine
literature, and examples of it were stories like epics, parables and she also searched for
sample of symposiums.
Teacher 2 searched for samples and information about Theatrical plays. She
mentioned that she only searched information from the internet if there were no samples or
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
information found in the books and in surfing the internet, she has no specific website to
acquire information.
For the subject Science, Teacher 1 searched for Chemical equation and usually surfs
in the websites like Wikipedia. While Teacher 2 searched on information about the organ
system and photosynthesis. She usually downloads videos at Youtube.com to show her
students the different processes of the organ systems. Her reason for surfing the internet
was the lack of learning materials like cds and books.
For the subject Araling Panlipunan, Teacher 1 searched information on current
issues and economy changes and Teacher 2 searched for statistical data on population,
exportation and importation rates. She mentioned that she usually acquired the information
from government websites like the NSO website.
For Technology and Livelihood Education (T.L.E), Teacher 1 searched for recipes
and Teacher 2 searched for processes of food processing, demonstration on handcrafts,
entrepreneurial trends and news on home economics. She said that she based information
she searched on their teaching guide or what they call as the Understanding by Design
(UbD). For some topics like weaving, she mentioned that there were no specific books for
such topic.
In Values, only one of the three teachers who were teaching values searched
information in the internet. She usually surf topics on values and virtues and samples of
speeches of prominent people like Cory Aquino. She surf the internet because there were
no books or reference for that topics suggested in their Understanding by Design (UbD) or
sometimes topics suggested were not applicable to the school.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
The results show that there was lack of facilities and learning materials in the
school, the UbD or the teaching guide does not contain all the information that the teachers
need in teaching. The Understanding by Design (UbD) was a new curriculum implemented
by DepEd for first year and second year subjects.
As stated in the locale of the study, the school had an internet connection for a year
but because of the lack fund for internet, connection was removed. The school having the
need for internet connection would also imply that there were lacks of resources for
teaching materials and the removal of internet connection could mean that there was a lack
of budget.
According to Rowand (2000), teachers’ use of computers or the Internet at school
varied for some types of uses by school poverty level. Teachers in schools with a school
poverty level were more likely to use computers or the Internet “a lot” for creating
instructional materials. It shows that even though the school had no internet connection
teachers still surf the internet because of the need to fill the lack of reference materials in
the school.
The result corroborates the study of Buteng (2009), stating that teachers used the
internet and web surfing the least in all computer functions. She also stated that the finding
of her study can be attributed to the fact that Department of Education “lack funding for
the accessibility of internet for schools with computers”. It was just the same with the
situation in La Trinidad National High School, the lack of fund was also associated with
the use of resources and it was one implication why teachers’ do not use the internet
frequently.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Table 2. Common topics searched in the internet
SUBJECT TAUGHT
TOPICS
English
Teacher 1
Stories, examples are A Letter to God, The Necklace
and many more.
Teacher 2
Stories, examples are Tarlac Dice, Fiesta and many
more.
Teacher 3
Reading selections and contents, example is Heart
of Africa
MAPEH
Teacher 1
Music, arts, and sports. Examples are Native
American arts and Indonesia Music and latest trends
in officiating games.
Teacher 2
Music, dances, arts, songs, and instruments of other
countries. Example Indian songs like Hymn to
Shiva.
Teacher 3
Dances and arts, examples are Ethnic Asian dances
and Asian arts.
Filipino
Teacher 1
Stories like epics, parables and sample of
symposiums.
Teacher 2
Play or Theatrical plays
Science
Teacher 1
Chemical Equations
Teacher 2
Organ system and photosynthesis
Araling Panlipunan
Teacher 1
Current issues and economy-changes
Teacher 2
Statistical Data
Technology and Livelihood Education
Teacher 1
Recipes
Teacher 2
Food processing, demonstration on handcrafts,
entrepreneurial trends and news on Home
Economics
Values
Teacher 1
Values and virtues and speech of Cory Aquino
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Information Utilization
All of the respondents answered that they utilize the information they acquired from
the internet in making and enhancing of their lesson plans. Also, it served as their guide in
teaching. Most of the respondents utilized the information to come up with handouts (10),
worksheets (10), and supplementary lectures (10) in trivia form. Eight of the respondents
utilized the information to come up with presentations such as power point presentation,
picture presentation, flipchart presentation and writings in manila papers. Only four of the
respondents utilized the information for audio presentation (2) and audio-visual
presentation (2).
According to the respondents, using learning materials helped them in facilitating
better understanding of students. Most of the respondents used the information in preparing
two or more learning materials. This corroborates the study of Walang (2003), stating that
teachers were using instructional media and equipment for the reason that it suits the needs
and interest of the students, motivate learning, make learning simple, creates
understanding, creates interest among the students, shorten or lessen the time for lectures
and result of simplicity of contents.
Perceived Advantage in
Using Information From the Internet
All of the teachers agreed that the internet was a very helpful source of information
for instruction. Most of the respondents had seen the advantage of the internet in terms of
its ease in access of information. Eight respondents mentioned that it was easier for them
to prepare their lessons and give student’s activities. It also helped them for easier
explanation of lessons. Five of the respondents had seen the advantage of internet use as a
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
convenient source of information because researching was fast compared to book
researching. Two of the respondents said that the internet gives up-to-date information
about certain topics.
Result shows that internet helps promote efficiency of work among teachers
because it lessened their preparation time for lessons. This corroborates the result of the
study by Aguilan-Lopez (2007), stating that the use of internet reduce the time to locate
information and faculty members have access to recent information globally. In addition,
teachers’ internet usage provided sufficient support to student. According to the study by
Whittaker and Warschauer (1997), teachers need to provide support sufficient to prevent
students from being overwhelmed by difficulties support can take numerous forms
creating detailed handouts that students can refer to when class was finished. It just shows
how the internet was helpful for teachers.
Challenges faced by Teachers in Using the Information
All of the respondents had seen difficulties in using the information they had
acquired from the internet. The following were listed according to what the respondents
have mentioned:
Accuracy of Information According to the respondents, they had difficulty in
validating the information they have acquired from the internet because of too many
references in the internet and some are not reliable sources. Furthermore, they added that
there were few books in their library to counter check the information. One of the
respondents also mentioned about the belief of people that internet was not a reliable source
of information and that it was difficult to prove information with few references to validate
its content. The result corroborates the results of the study by Flanagin and Metzger (2000)
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
on the Perceptions of Internet Information Credibility which stated that the Internet differs
from other technologies used for information retrieval in key ways that can affect its
reliability, credibility, and verity as an information source.
They also added that the structure of Internet was designed specifically not to be
centrally controlled or vulnerable to the failure of any specific part, spawned the popular
phrase "information wants to be free," to describe the free-flow of information that takes
place over the Internet. Indeed, on the Internet, anyone can be an author. This information
freedom, however, also introduced an increased potential for error or exploitation. In the
case of accuracy of information, the credibility of the internet was being questioned
because of the above reasons.
In addition, there was no regulating body of the internet, anybody can publish
information and claim such information as true as stated by Aguilan-Lopez(2007). She also
mentioned that faculty have to evaluate the information gathered or look for other
corroborating information.
Moreover, information from the internet were easily replaced and erased. As stated
by Comer (1995), information on the internet changes much more rapidly than information
in a conventional newsstand. In fact, because information on the internet comes from
computers and automated systems, it can change instantly. This implies that information
that was erased from the server cannot be retrieved anymore to check its accuracy.
Difficulty in contextualizing The respondents also stated that they have difficulty in
translating and understanding information that were found in foreign websites because the
information was stated in a foreign context. One of the respondent mentioned that they had
to contextualize information they have searched to fit the Philippine setting for the subjects
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
English, Filipino and Values. It was also difficult to transfer thoughts from foreign source
to Filipino perspective. As was observed there were just few Philippine websites and most
information found in the internet were based on foreign knowledge.
Some of the information was even more difficult to translate because they were not
in the original format. For example, Lupang Hinirang was in the context of English
language. This implies that most if the information searched in the internet were of foreign
context.
Insufficient Information All of the teachers mentioned that they were not getting
sufficient information from the internet. One of them stated that though they had the
information, it was not what they needed. As stated by Firat et. al. (2010) in their study at
Anadolu University Turkey, one of the problems encountered by teachers during internet
searching was accessing insufficient information.
The respondents also pointed out the lack of Philippine websites where they can
get information for subjects like Filipino and Araling Panlipunan and they cannot find some
of the topics that they are searching in the web. In short, the internet cannot give exact
information that they need.
Results corroborate the study of Firat, et. al. (2010), wherein they mentioned that
teachers were accessing insufficient and unnecessary information and it was the most
prominent problem experienced by elementary school teachers while searching on the
Web.
This also corroborates the statement by Hearst (1994); texts that were retrieved
often discuss themes that would not usually be considered to be in the same semantic frame.
Thus classifying documents at a particular point in a topic hierarchically can be misleading.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
It also causes information insufficient because information seeker does have the
information but they could not use it because is not what they need.
In addition, in searching information, simple keyword queries can be composed
quickly, but they tend to be either too general or too specific. When too general, the query
was underspecified and the user must wade through a daunting number of documents.
When too specific, no documents were returned. The problem of inappropriate search terms
was exacerbated when users were unfamiliar with the text collection (Hearst, 1994).
Meaning keywords used in searching topics could bring information seekers to the
information they want or it can give them information but it is not what they need.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study wanted to know how teachers in La Trinidad National High School use
information they acquire from the internet even though the school doesn’t have internet
connection.
The study aimed to determine the socio-demographic profile of the key informants,
determine how often they surf the internet, determine common topics they search in the
internet, determine the use of information they have acquired from the internet, determine
the challenges faced by teachers in using the information from the internet , and determine
their perceived advantage and disadvantages of utilizing information from the internet for
instruction.
The study was conducted at La Trinidad National High School from December
2011 – January 2012. The data were collected though Key Informant interview, using guide
questions and were consolidated, tabulated, analyzed using frequency counts, and
described in narrative form.
The study showed that the respondents had less experience when it come to
teaching experience and their age range is from early 20’s to late 30’s going to 40’s. That
classifies them to the group of young teachers or young professionals.
All of the respondents were using the internet in acquiring information for their
lessons to teach. Most of them reasoned out that some of the information that they search
information from the internet when there were no references found in their library or topics
that they have to teach are not found in their teaching guide or the UBD (Understanding by
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
Design) system that they were using and some of the topics presented in the said UBD
were not applicable for in the school.
All of them answered that they were using the information they have acquired in
their lessons plans and they even said internet is a convenient source of information. Most
of the respondents used the information they acquired from the internet in preparing two
or more learning materials.
The respondents had seen difficulties in using the information they had acquired
from the internet. They had mentioned that they had difficulties in checking the accuracy
of the information, in contextualizing the information and they stated that they acquire
insufficient and unnecessary information.
Conclusion
Based on the finding the following conclusions were drawn:
1. Utilization of the internet in searching for topics varies on the subject the
teachers teach.
2. Teachers do not surf the internet frequently
3. Teachers have difficulty checking accuracy of information from the internet.
Recommendations
1. Teachers should be given trainings and lectures that will foster their knowledge
in using the information they acquire from the internet which DepEd can consider as one
of their projects for teacher development.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
2. Teachers should be given a list of credible of websites that they could use to
acquire information from the internet which the DepEd may consider in developing school
curriculums to insure that information that are acquired from the internet is valid and is not
formed out of norms.
3. A similar study should also be carried out to assess if internet is really helpful
as an information source for instruction and to see other possible benefits of using internet
as an information source.
Utilization of the Internet for Instruction among Teachers in La Trinidad National High
School | MARQUEZ, ASHLEY C. APRIL 2012
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