Thesis Chapter 1 3
Thesis Chapter 1 3
Thesis Chapter 1 3
The value of ICT integration in the teaching process can develop new skills for
teachers. Hence teachers are hesitating to integrate ICT in the subject they taught. This
maybe, the problem why matungao, district did not win the 1 st prize every competition of
subject festival, in the division level. Looking into this problem the researcher wants to
implementing ICT integration in the subject they taught since, our school is doing it.
Especially, to those teachers who are still in the era of traditional way of teaching.
It is important to examine and assess from the teachers what are the technical
issues they encountered, and investigate the reasons of not integrating ICT into their
teaching when it affects the learners’ academic performance positively. In addition, the
Department of Education issued computers, laptop, tablet, and television into the school
that are lack of such. So that teachers will acquire new skill to prepare the students
improve the educational system, it motivate the learners to develop learning. Yet, some
the use of ICT lock teachers in traditional curricular framework. Giving attention and
interest of school teachers in the integration of ICT in the classroom can be a step of
teachers in delivering lessons creatively, effectively and efficiently. ICT open the
courses and other educational platform that help the teacher with continuous learning
learning will be life-long. In times of covid-19 pandemic, ICT plays a big role. The
Department of Education interrupted face to face classes and adopt blended learning as
learning modality. Different kinds of ICT tools were used. Radio, laptop, television,
cellphone and radiogram were used to cater the needs of the learners. Online teaching
and learning help those students who have internet connection and continuously
learned from their home. In remote areas, Audio-based were the learning modality.
Deped TV program were also established by the department. In many ways, ICT has
various used in our society not only in the department of education. Information and
schools and the support provided by ICT in education systems. At present, there is less
information about school and classroom influences on computer literacy than there is
about student background influences. In the immediate future, the construct of computer
contexts in which it is manifested ( Ainley, J., Schulz, W., Fraillon, J., & Gebhardt, E.
2018).
affect pupils' ICT competencies, research has developed and empirically validated
3
initially identifying factors related to pupils' ICT competencies, they do not take into
account the broader classroom and school context in which pupils are embedded.
education. This study first presents a multilayered model that can be used to guide
future studies that try to explain why some primary-school pupils are more effective in
acquiring ICT competencies than others. Factors are situated on the pupil, classroom
and school level. Second, this study provides future research with a range of reliable
competencies (Aesaert, K., van Braak, J., van Nijlen, D., & Vanderlinde, R. 2015).
In conducting this study, the researcher aim to examine what support need by
the teachers to integrate ICT into their teaching. Also, the researcher wants to assess
the ICT level of the respondents and what support did the administrator gave to
teachers. The teachers’- respondent will be investigated also to determine the effects of
That, at the end of the school year 2023-2024 with the conduct of the study,
effects of ICT integration to the learners’ academic performance will be assessed and
determined to design and turn up with an appropriate action plan. An action plan that
takes into consideration and arriving solution that would convey an opportunity to
Matungao District for 5 years. She needs to determine the importance of the ICT
integration of ICT by the teachers. To formulate action plan for the improvement of ICT
Theoretical Framework
This study was supported by several theories dealing with the role of
theories were: The theory of Situated Cognition by Myers and Wilson (2000), the
Distributed Cognition by Bell and Winn (2000), and the Socially-Shared Cognition by
Firstly, Situated Cognition is a learning theory which supports the idea that
learning occurs only when situated within a specific context. It believes that learning
takes place in a learning community or community of practice, where the learners take
an active role in the learning community. It involves a process of interaction between the
learners within the community. It involves a process of interaction between the learners
within the community, the tools available within the specific situation and the physical
world. It is within this active participation, this interaction (whether with tools, artifacts or
other people), where knowledge is located. Therefore, knowing evolves as the learners
participate and interact within the new situation. (Myers and Wilson 2000).
to the cognitive actions taken by the participants in the learning environment. This
5
takes place. It is through this interaction where cognition occurs. (Bell and Winn 2000)
where the cognition is shared between the participants, the artifacts and tools they are
using and the social institutions in which the learning occurs. The learners of this
community are required to be active participants in order for cognition to occur. In this
theory, cognition is also distributed, as sharing implies both that the learners are
experiencing something together and that the learning which occurs is being divided
and distributed between the participants in the learning community. (Brown and Cole
2000).
All of the above emerging theories shared many of the same ideas. One strong
idea was all of those were suggest that learning process will takes in a matter of
community practices. The highlighted word community is implies for the tools using by
the teachers inside the classroom where teaching and learning takes into process. They
all concerned with the communication of the learners to interact with others and
required to be active participants for life-long learning in order for cognition occur.
in the teaching and learning process. The teachers will learn a new skill for creating aid
for their daily teaching lives. The pupils interactive environment were learning by doing
in communicating and receiving feedback which helped to bring the target goals,
mission and vision of DepEd to produce desired skills by the 21st century.
In addition, this theories technology has been emphasized about its effects as a
community tool or practices that exercise the new skills of the teachers to teach the
6
students with creativity and high-technology instruction aid to help the learner better
understand the lessons in easiest way. This cognition helps the students to become
more interactive, learned creatively, enhanced thinking order skill, solving problems and
Conceptual Framework
The result of this study provided evidences on the Effects of Information and
Communication Technology in the teaching and learning process. These proved and
show that the educational process has a considerable value on the effects of
For further understanding on the schematic diagram of the study, the researcher
considered the independent, dependent variables, and output conceptual model shown
The independent variables include the teachers ICT integrations and the
teachers' profile, taking into account the computer literacy and administrative support.
The output of this study will be the action plan, a remedy to provide solution on the
TEACHERS ICT
INTEGRATION
Computer
Literacy
Administrative
Support
STUDENTS
ACADEMIC
PERFORMANCE A
C
T
I
TEACHERS’ O
PROFILE N
Age
Sex PLAN
Length of
Service
Subject
taught
8
The main purpose of this study is to determine and assess the effects of
Information and Communication Technology (ICT) to the teaching and learning process.
It also aimed to let the teachers internalize and realize the need for the effects of ICT in
teaching and to generalize the resulting implications to their lives. Specifically, this study
1.1 Age,
1.2 Sex ,
1.3 Status,
2. What is the teachers ICT integration of respondents when grouped in terms of:
4. Is there a significant relationship between teachers’ profile and the students’ academic
5. Is there a significant relationship between the teachers ICT integration when grouped
6. Which of the teachers’ profile and teachers ICT integration significantly predict the
7. What action plan can be designed to be formulated based on the results of the study?
Hypotheses
The following hypotheses in null will be formulated and tested empirically at 0.05
level of significance:
Ho1: There is no significant relationship between teachers’ profile and the students’
Ho2: There is no significant relationship between the teachers ICT integration when
Ho3: The teachers’ profile and teachers ICT integration did not significantly predict the
Significance
Curriculum Planners. This study would provide ideas to support the educational
goals of the Basic Education in the country when teachers’ professional growth is
concerned. Through the visible result of this study, seminars and conferences could be
planned to endow solutions on the effects met along with the integration of Information
and Communication Technology (ICT) for the development most particularly in the
School Administrators. The outcome of this study would play a vital role in
determining the effects of the integration of ICT in the teaching and learning process
financially as it is important for teachers to meet and plan a supportive, and access to
internet for effective teaching and learning to happen that would contribute towards the
Community. This study would create a culture with the capacity to help its
members gradually and effectively, to recover with the challenges met. This would also
the beginning for the increasing awareness of the importance of an informed citizen in
Parents. As one of the stakeholders of the school, the parents have a vital role in
the learning of their children. The result of this study would be an aid of information on
the specific function that they should do, to understand certainly the teachers’ way of
teaching.
Pupils. This study would help the pupils understand the roles of teachers in
acquiring knowledge.
Future researchers. This study could be a benchmark for further similar studies
to be undertaken along the line with the integration of ICT to teaching and learning.
The locale of the study included the eight complete elementary schools and two
primary schools in Matungao District, Lanao del Norte. These Schools were: Sultan
There was one group of respondents, eleven (11) Grade II teachers from the
nine elementary schools and two Grade II teachers from the two primary schools in the
District of Matungao, Lanao del Norte. Moreover, during the conduct of the study, the
researcher chose the schools in Matungao District Lanao del Norte as her locale for
The contents of the questionnaire for the teacher focused on the Information and
performance, and the academic performance of the pupils. In relation to three main
variables, awareness on the challenges met along with the integration of ICT to
The study will be conducted during the second semester of the academic year
2023-2024. It will be involve in the scope and limitations of this study the independent
and dependent variables as well as the action plan, which were clearly emphasized in
Definitions of terms
For better understanding of the discussion in the succeeding chapters, the key
characteristics of the teachers, such as the age, sex, status, length of service, subject
taught, position/designation of the people within covering the study. In this study the
12
to introduce, reinforce supplement and extend skills. At the same time, ICT integration
has been fueling contentions amongst stakeholders and administrators ICT in institutes
of higher learning, school and cooperate training environments (Legaz & Franco,2011).
In this study, the researcher tried to investigate the effects of ICT in the teaching and
learning process.
task, or function. (Oxford Languages 2019). In this study, this can be defined as the
Action plan. An action plan is a document that lists what steps must be taken to
achieve a specific goal. It breaks down the goal into actionable steps that can be easily
followed and tracked. (Katie Terrel Hanna 2021).In this study, the action plan is the
investigated to find out how it affected the teachers’ performance on the ICT integration.
able to use computer or be familiar with the use of the computer. (Webopedia 2023). In
13
this study, computer literacy will be investigated to determine the computer literacy level
of the respondents.
CHAPTER 2
This chapter presents the different readings which deemed important related to
Related Literatures
This serves as link between the readers, the past studies and the researches,
which tells about established aspects that had been concluded by other authors. This
also gives a chance to appreciate the evidences collected by previous researches which
projects the current research work in the proper perspective. The following were the
The teaching and learning process this time is reflected in the integration
curriculum .Therefore, needed the way to measure 21st-century teacher along with the
(2019)
especially related to the vehicle for cultural transformation, ICT has a function in the
learning process, at least, is as a learning aid. The function of ICT as a learning aid can
14
be in the form of teaching aids for teachers, learning aids for students, as well as tools
integration of ICT into teaching and learning as a major priority and that much premium
making great impact in education as a result of the application of ICT. (Reid,S., 2019).
access to ICT infrastructure and resources in schools .Pelgrum,W.J. and Law N, 2018).
The advent of ICT has made education non-restrictive. Teaching and learning use to be
at the four walls of the classroom where teaching was based on prescribed syllabus.
The last few years have witnesses a dramatic change in the learning model.
The way students are being taught today is very different from the teaching methods
that were adopted a few decades back. Technology has brought about various changes
in the way education is delivered and received. From self-learning to flipped classroom
approach, we have seen technology make considerable impact on the learning and
With numerous benefits to offer, digital learning has become an important part of
benefits for digital learning and student-centric engagement. The ICT trends in
education shaped the schools and universities to implement the latest in education
ICT provides clear and well defined instructional objectives, through preparation
of content and offers support for both learners and staff. Improving the quality of
the acquisition of basic skills, and enhancing teacher training. ICT are transformational
tools which, when used appropriately, can promote the shift to a learner- cantered
giving feedback, processing the data obtained through assessment and preparing grade
cards are computerized. There are provisions for online tests, online submission and
distribute information. It is considered as a powerful tool various studies have find out
that an appropriate use of ICT can raise educational quality and connect learning to real
into the classroom. (V. Ellis 2020). The educators use chalk, pencils, and textbooks,
system is effective when viewed as a tool and resource that can assist learners to
construct meaning and ultimately improve student achievement. (A. Loveless 2020).
The distinction of technology is a great tool to learn with rather than technology is
a great way to teach. When technology is implemented and utilized as a tool that aides
instruction rather than as a replacement or substitute for instruction, it benefits the entire
individuals to construct meaning and applies to teachers who instruct pupils who learn,
administrators who run schools, superintendents who run districts, and so forth
Rabah 2019).
for the integration of technology in many different areas. The integration of technology
into the process of teaching and learning is thought to increase pupils and teachers
productivity and at the same time it allows both teachers and pupils to find mounds of
The biggest barriers to the use of ICT in teaching were the lack of time available
to classes, teachers’ lesson planning and the lack of national policy on the use of ICT in
teaching and learning. Little structural support from school administrators and rigid
curriculum were also some of the prominent factors hindering teachers’ use of ICT.
Schools usually give little time for teachers to manage and get familiarize with ICT, not
to mention lack of administrative support for teachers who are not confident enough to
familiarize with these ICT tools, inadequacy of learning resources and learning materials
and their attitude s are also the factors in hindering the use of ICT. (J. Voogt,G. Knezek,
The teachers’ attitudes to ICT use in learning far out weighted the institutional or
school factors. Teachers’ use of ICT is influenced greatly by their attitudes towards the
way the subject should be taught and by the skills associated with their competence in
17
managing classroom activities and their computer handling technical skills. (J.E.
Lawrence 2020).
trainee teachers are not imparted the real competence, expertise and skills in
integrating ICTs in their teaching positively, professionally and efficiently. (A. Sari and H.
support the technology integration in schools. (Gavifekr, S., 2019). The effective
teacher training is required to help educators learn how to use technology in classroom.
The teachers use technology in ways that are consistent with their current
technology if it is not already a current practice with their instructional design. (Habibi,
A.,Razak, R. A., 2020). For teachers to transform instructional practices and for
technology to serve as a channel for change, technology support must exist. (Yusop, F.
D.,2020). To maximize the available tools, teachers need continual support that goes far
beyond training and workshops. (Mukminin A., 2020). The use of computers increased,
research began to focus on the needs for teacher training. (Yaqin,L. N.2020) Thus,
Educational Technology has advanced with new computer equipment and related
If technology cannot be accessed by the teacher, then it will not be used. Lack of
time is also one of the challenges to using ICT in the classroom. (Alemu, B. M. 2019).
To ensure any ICT to be used frequently and effectively, teachers’ needs in using these
18
ICT should be supported. In other words, unless the challenges are addressed, the
attitudes of teachers in using ICT will not be improving anytime soon. (Champa, R.
A.,Rochsantiningsih D 2019).
The time constraints also lead to limited use of computers or technology in the
classroom. However, even when computers are available and teachers have time; they
lack the training necessary to use this technology effectively. (Carlson and Reidy 2020).
Teachers report more frequent use of technology with the presence of training and
Related Studies
this research consisted of SIs and AIs embedded learning content while achievement of
e-learning and computer skills and achievement motivation were the dependent
variables being observed. Pre-tests and post-test results showed that the learning
materials positively influenced the students' computer skills, elearning, and achievement
motivation. This study revealed that the use of SI had a greater effect on female student
learning while AI was found more effective for male student learning. (Ibrahem Usama
Amer Mohammed and Elmetwali Mohammed's (2020) study found that both
groups share similar levels of computer literacy. It was found that distance education
skills course. The researcher recommends adding online instructional activities to the
The central themes were: (1) to promote student collaboration; (2) to redefine
the teacher's role; (3) to encourage student engagement; and (4) to manage the
teachers' increased workload. This was followed by a discussion of the benefits and
challenges arising from using online CoP in teaching the course, as well as a
description of the limitations of this study (Amer Mohammed and Elmetwali Mohammed,
2020).
(2020) investigated how primary teachers in Queensland, Australia can make use of the
Internet for professional development and to enhance the teaching and learning. As a
result of this study, implications for using the internet for the professional and
development of Indonesian teachers in primary schools were drawn. He argued that the
internet has potential as a medium for professional development and for teaching and
learning.
therefore critical for countries striving for continued social and economic progress.
Hence, the necessity for Information and Communication Technology (ICT) - based
familiarized and skilled in such tools and environments. India’s objectives of this flagship
programme and emphasized that quality content, high-speed connectivity and proper
devices are vital to the success of this mission. The point that is to be noted in this
ICT, yet it still recognizes the fact that there are still some innate challenges that calls
Moreover, he pointed out that an overview of the ICT policy initiatives of the
Government of India as well as state governments, will reveal that though there have
programmes, there is still a huge abyss between the initial projected progress and hard
reality. Often there is a lacuna between the development rhetoric and its translation into
strategy, without taking into account several practical parameters, is the basic error that
hinders successful action. This is complemented by the grossly ambiguous and flawed
very important parameter- the absence of a clear direction and purpose that contributes
Hence, in order to allow such environment, ICT is seen as the tool that
encourages positive impact on pupils’ learning process. ICT is also a tool that
encourages positive impact on pupils’ learning process. ICT is also a tool that is capable
to encourage the pupils to think critically, solve problems and be motivated to learn.
ICT, on the other hand, offers something different to the art of teaching and learning in
the classroom. It provides resources for learning which are more effective. (Nur Aisyah,
Zamri, Afendi & Mohammed 2019). Richer,and available for extended hours and open
to a wider range of pupil S. Nair, Rozlan, Roszainora, Aileen, Norhayati, Sabapathy and
Norhafiza (2019) stated that using computers to teach in the classroom is always better
21
than using books or other traditional methods. This is because, if ICT tools or any
related technology are being used appropriately, it could facilitate independent and
Teachers will be in a position to use ICT tools and resources effectively in the
classroom as discussed by Yunus, A. A., Syafi’I, A. (2020) is only when they realize
how useful these tools are in presenting materials to the pupils and overall learning
process. The influence of ICT in teaching and learning is largely based on the
perceptions and attitudes of the teachers who are responsible for using this technology.
Joseph continued by stating that teacher’ views brought a strong impact to the
the teachers’ perspective, Das,A.,K. (2020) examined existing research and compared
that to the new data resulting from this study. New findings within this research show
that teachers want to use technology but feel that they need to be included in the
development of teacher technology training. Teachers indicated that only they could
provide a true perspective on issues within the classroom that can illustrate things such
as construct of time and curriculum. This research concludes with a finding that
contradicts some statistical data and finds qualitatively that teachers want to use
technology, they want technology training, they see a value in technology, and they
Technologies (ICTs) in education in teacher training programs Iqbal Majoka, Fazal, and
22
Saeed Khan (2020) in the Khyber Pakthunkhwa and Punjab provinces in Pakistan how
the unit were properly implemented, while in most that was not the case due to issues
such as shortage of electronic power supply, scarcity of ICTs tools and lack of training
and skills in ICTs application. The extent to which teachers followed the course guide
perceived learning. The study determined student satisfaction and perceived degree of
learning from three different types of lecture delivery including a classical audition
lecture, a short and concise, a full of the lecture, and downloadable podcast version of
the same lecture content. Through a simple experiment they found out that students
preferred traditional auditorium lectures over observing the same lecture as a film. They
did not view a shortened podcast version of the lecture. Consequently, they
recommended that lectures should consider both the purpose and the content of the
material they intend to make available to their students before investing their time and
classroom since new generation learners were born and raised with technologies and
could be defines as part of the digital-native phenomenon. They found out that the
younger the students, the higher their expectations are on ICT integration in classroom.
It also proved that the integration of ICT is highly dependent on the personal factors
23
which define as self-perceptions. Results also revealed that the acceptance of ICT of
teachers and students in inside and outs of classroom were more likely to use
technologies outside the classroom. They found that the barriers and hindrances of ICT
The teachers only needed a traditional centers approach when developing ICT
skills in in the classroom. They were having high confidence and competency in
integrating ICT in classroom even though it does not represent the types of ICT used.
This is because they believe that ICT is a tool could help in learning process specially to
relate with real life practices. This factor has reform the teaching method to integrate
ICT in order to create and construct knowledge for the students. The research shows
that the relationship between competency and confidence could reflect the balances
development. With this, the school management could make sure that there are
sufficient supports for the teachers to integrate ICT in the classroom. (Cox and Marsall
2019).
There were some factors that have influenced teachers’ applications of ICT in
their instruction. In this study he utilized thirteen English language teachers from five
majority of 77% were not using computer aided materials for teaching. Further, lack of
trainings and time constraints were one of the main reasons for their preferences not to
Insights
24
Related Literature
From the above presentations, teaching must be more interesting to get the
attention of the learners for their better understanding of the lesson. Information and
aide for instruction. Hence, the teachers must also undergo seminars and trainings to
be familiar with computers especially the use of Microsoft office such as, word
processing, excel and powerpoint presentation. That could be happen with the help of
the Department of Education to give efforts and time for the teachers to send in
trainings and seminars their educators. Administrators support is a must to make the
Technology (ICT) must also require the teacher to attend. The teachers’ expertise in
using ICT is an aid to develop their teaching skills. One of the hinder in the teachers
application of ICT in their teaching is that the internet access. Enable for the educator to
integrate ICT into their lessons they must have an access to internet. Lack of ICT tools
and equipment is just one of the barriers of why teachers don’t want to use ICT in
teaching. Second, is the limited time of demonstrating the lesson. Third, is the lack of
considered as advantage for the teachers to use ICT aided materials in making their
lesson plans and instructional equipment. Thus, teaching a real life situation with the
use of ICT can create real life practices learning. Educational Technology can be the
best way to create collaborative activities, individual assessment to meet the academic
Related Studies
From the related studies mentioned, using of ICT can facilitate independent and
positive orientation toward learning. It also covered the use of technology in instruction
and will cater the satisfaction of the students and perceived their learning. Information
the practices of teachers towards the use of ICT. But the needs of using ICT tools give
For the learners, ICT is the best tool that will use in learning. It provides critical
thinking, and encourages students’ positive impact in learning process. Integrating ICT
in teaching had effect on both the teachers and the students it helped them to be aware
of the modernized world and meet the current demands of the new era. Students will
be ready and molded with life-long practices that they can use in 21 st century. (Rosdy,
W.A.W 2019).
26
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design and methodology in the study. The
respondents, the research instrument and its validity, the data gathering procedures,
Research Design
learners based on the action plan. As a descriptive type of research, an adapted and
Correlation was also appropriate in the study since it seek to determine the significant
relationship between the teachers’ profile of the respondents, teachers’ ICT integration
and learners’ academic performance. Also, which of the teachers ICT integration and
respondents?
Research Environment
The study will be conducted in all the public schools of Matungao District. 1.
learners. 5. Batal Elementary School. Is located at Barangay Batal with 9 teachers and
with 9 teachers and 255 number of enrollment. 7. Pangi Elementary School, located
along barangay Pangi with 10 teachers and 250 number of enrollment, 8. Matampay
Integrated school,is located at barangay Matampay with 18 teachers and 231 number of
teachers and 156 number of learners and 10. Bubong Radapan Primary School, is
located at Barangay of Bubong Radapan with 4 teachers and 116 number of enrollment.
28
29
teachers, 2 primary schools and 1 integrated school at Matungao District during the
school year 2023-2024. The respondents were the random selected 100 teachers-
The researcher will utilize survey questionnaire adapted and modified from the
study of Caluza et al. (2017) as the main tool for gathering data for the study. The
questionnaires for the respondents include three parts: Part I focus on teachers’ profile
in terms of age, sex, length of service, and subject taught. Part II included the teachers
respondents. Part III included the learners’ academic performance will be measured
Before conducting the study, the researcher will perform the standard research
protocol to ensure the validity and reliability of the research finding. The researcher will
request consent and approval from the adviser for a careful assessment and review of
the manuscript and the appropriateness and the survey questionnaires. The researcher
will submit a letter to the Division Superintendent of Lanao del Norte, with
recommendation from the adviser at the Dean of the Graduate studies of St. Peter’s
College to allow her to distribute the survey questionnaires to the respective teachers
After all permits will be sign, the researcher will present the signed letters to
the respective teachers of all public schools of Matungao District. Likewise, a letter of
participation for the participants requesting for appointments will be given. The
researcher will personally conduct the distribution and retrieval of questionnaires at their
agreed schedules. The teachers will agree that they will be available during the
distribution of modules and that the researcher will retrieve the answered questionnaires
every Friday. They will be assured of the ethics of research on confidentiality. Once all
the data will be completed, the questionnaires will be classified, tailed, and tabulated
This study will be utilize the following necessary and appropriate statistical
deviation will be to determine the teachers, profile of respondents in terms of age, sex,
length of service, and subject taught. Also, to determine the teachers ICT integration in
between the teachers’ profile and teachers ICT integration. Multiple Regression analysis
with a simultaneous entry will utilize to test if the predictors significantly affected to
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