In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 212~
2
2
0
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7.i
3
.
142
03
212
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
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s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
IMT S
k
ills of th
e
Pre-serv
ice Teachers in Cebu City
He
l
e
n
B. B
o
h
ol
a
n
o
Co
ll
e
g
e of Teacher
E
du
cati
on, Cebu
No
rm
al U
n
i
versi
t
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jul 9,
2018
Re
vise
d Ju
l 3
1
,
201
8
Ac
ce
p
t
ed
Au
g
2
6
,
2
018
Inf
o
rm
a
t
io
n
,
m
edia
a
nd
t
ech
nol
og
y
i
s
a
n
es
sential
skil
l
in
t
h
e
2
1
st
cent
u
ry.
Th
e
d
e
velo
pm
ent
of
t
he
c
o
u
n
t
ry
r
eli
e
s
on
t
h
e
p
eop
l
e.
T
he
p
res
e
r
vice
teach
e
r
s
are
t
a
sk
t
o
m
o
ld
t
he
2
1s
t
century
l
earn
e
rs.
The
pu
rpo
s
e
of
t
his
s
t
udy
i
s
to
in
ves
t
i
g
ate
a
n
d
analy
ze
th
e
inf
o
rm
ation
,
m
ed
ia
a
n
d
t
echno
lo
gy
s
ki
ll
s
in
t
he
21
st
cent
u
ry
o
f
t
h
e
p
r
eservi
ce
teach
ers
i
n
t
he
d
iff
e
rent
H
i
g
h
e
r
E
du
c
a
t
io
n
Ins
t
i
t
utio
ns
(
H
E
Is)
i
n
C
eb
u
City
.
F
i
nd
i
n
g
s
r
ev
ealed
t
h
a
t
t
h
e
p
r
eserv
i
ce
teach
ers
pos
ses
s
ed
v
ery
IM
T
g
ood
s
ki
ll
s
.
T
h
ere
are
th
ree
t
h
em
e
s
f
o
rm
u
l
ated
regard
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th
e
e
f
f
ect
s
o
f
n
ew
d
i
g
ital
t
echn
o
logi
es
i
n
th
e
21s
t
c
ent
u
ry
ins
t
ru
c
tio
n.
M
a
k
in
g
ta
king
a
n
d
l
e
a
r
ning
m
or
e
c
o
n
v
e
n
ie
n
t
w
ith
th
e
u
s
e
of
tech
no
log
y
,
th
e
2
1
s
t
cen
tu
ry
r
ole
of
m
o
d
ern
t
echno
lo
gy
i
n
teach
in
g
a
n
d
learn
i
n
g
a
nd
u
s
in
g
tech
no
lo
gy
a
s
t
o
o
l
in
r
esearc
h
a
re
e
ss
enti
al
i
n
t
h
e
2
1
s
t
cent
u
ry
u
n
d
erta
k
i
n
g
s.
T
h
u
s,
I
CTs
hav
e
b
een
v
ery
us
ef
ul
i
n
the
t
each
ing
-
learn
i
n
g
p
rocess
an
d
i
t
h
as
b
e
e
n
t
h
e
m
od
ernize
way
of
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u
c
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t
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n
w
h
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c
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caug
h
t
th
e
i
n
t
e
rest
o
f
every
bod
y.
T
h
e
e
ff
ecti
v
e
use
o
f
t
ech
no
lo
gy
e
n
a
ble
s
t
he
pres
ervice
teach
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to
f
acilitat
e
a
nd
a
dj
us
t
t
h
eir
in
s
t
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cti
o
n
a
l
stra
te
gie
s
t
o
op
timize
s
t
ud
en
ts’
l
earni
ng.
K
eyw
ord
:
IMT
mo
d
e
rn
t
ech
nol
ogy
21s
t
ce
nt
ury
sk
i
l
ls
in
struc
tio
na
l
st
ra
teg
i
es
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
He
l
e
n
B. Bohol
ano
,
C
o
ll
eg
e o
f
Te
ach
e
r
Ed
u
c
ati
on,
Ce
bu N
o
rm
al
U
nive
rsi
t
y,
O
s
me
na
B
lv
d.,
Ceb
u
Ci
t
y
,
P
h
ili
pp
i
n
es
Em
ail:
hib
i
ha
g
0
8
@
gm
ail.co
m
1.
I
N
TR
OD
U
C
TI
O
N
M
a
st
e
r
y
of
c
o
r
e
su
bj
e
c
t
s
a
nd
2
1
st
cen
tur
y
t
he
me
s
as
w
ell
a
s
unders
ta
nd
in
g
o
f
a
c
a
dem
i
c
c
o
nte
n
t
at
muc
h
h
ig
he
r
le
vel
s
b
y
w
e
a
v
i
n
g
21
st
c
en
t
u
ry
i
nte
r
di
sc
ip
li
nary
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hem
e
s
in
t
o
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o
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e
sub
j
ec
ts
i
s
e
s
se
nti
a
l
fo
r
prese
r
vice
t
e
a
c
he
rs
i
n
the
2
1
st
cen
t
u
ry.
P
r
ogress
a
nd
de
vel
o
pme
n
ts
i
n
soc
i
e
t
y
a
n
d
e
c
o
n
o
m
y
r
eq
ui
re
t
ha
t
educ
a
t
i
o
na
l
s
y
ste
m
s
eq
u
i
p
yo
un
g
pe
op
l
e
w
i
t
h
ne
w
s
k
i
l
l
s
a
n
d
c
om
p
et
e
n
ci
es,
wh
i
c
h
al
lo
w
t
h
em
t
o
b
e
n
e
fi
t
f
r
o
m
the
em
erg
i
n
g
n
e
w
f
orm
s
o
f
s
o
c
i
a
liz
a
t
i
o
n,
g
lo
bal
i
za
tio
n
a
nd
i
n
te
r
n
a
t
i
o
na
l
i
z
a
tio
n
w
h
ich
ca
n
c
o
ntr
i
bu
te
a
c
t
i
v
e
l
y
t
o
e
cono
mi
c
d
e
v
e
l
o
p
m
e
n
t
under
a
sy
st
e
m
w
here
t
h
e
m
ai
n
a
s
se
t
i
s
know
le
dge
. There
i
s
a
n
“
e
m
e
rge
n
ce o
f
ver
y
sop
h
is
tica
t
e
d
i
nf
orm
a
tion
a
n
d
c
o
mm
un
ica
t
i
ons
t
ec
hn
o
l
o
g
i
e
s
i
n
th
e
2
1
st
c
e
n
t
u
ry
t
ha
t
is
one
m
a
j
or
d
iffe
renc
e
tha
t
2
0
th
c
ent
u
ry”
[1].
G
e
nera
tio
n
Z
t
eac
hers
a
re
a
lr
e
a
dy
e
x
p
e
r
ie
n
c
in
g
t
h
e
new
for
m
s
of
s
oc
ial
i
za
ti
on
a
n
d
s
o
c
ial
ca
p
ital
ac
quis
i
tio
n
t
h
a
t
I
n
f
orm
a
tion,
C
om
munica
tio
n
an
d
Tec
h
n
o
l
og
y
(
I
CT
)
de
v
e
lo
pme
n
t
s
a
r
e
c
on
tri
b
uti
ng
[2
]
t
o
t
he
deve
l
opm
en
t
o
f
t
he
e
duc
a
t
i
o
n
a
l
s
y
ste
m
.
[1]
di
scl
o
se
t
hat
“
C
ompl
e
x
c
om
m
uni
c
a
t
i
o
n
r
e
q
u
ires
t
he
e
xc
ha
nge
o
f
vas
t
a
m
oun
ts
o
f
verba
l
a
nd
n
o
n
v
e
r
ba
l
in
fo
rma
t
i
o
n
an
d
t
h
is
i
n
f
or
m
a
tio
n
fl
ow
i
s
co
ns
t
a
nt
l
y
a
djus
te
d
as
t
he
com
m
unic
a
t
io
n
ev
o
l
ves
un
p
r
edic
tab
l
y”.
Inform
ati
o
n
a
n
d
C
o
m
m
unica
t
i
o
n
Te
c
hno
logy
(
ICT)
c
a
n
p
ro
vi
d
e
mor
e
f
le
xib
l
e
a
n
d
effect
i
v
e
w
a
ys
f
or
p
ro
fe
ssiona
l
de
vel
o
pme
n
t
f
or
s
t
u
d
e
nts,
t
eac
hers
a
n
d
a
dmi
n
is
t
r
ators
a
n
d
con
n
ec
t th
em
to the
g
l
oba
l co
m
m
unit
y
.
I
t
i
s
sai
d
t
hat
“
c
om
p
u
te
rs
a
r
e
i
nc
rea
s
i
n
gl
y
w
i
des
p
re
ad,
in
fl
ue
n
ci
n
g
m
any
a
s
pec
t
s
o
f
o
ur
s
oc
i
a
l
an
d
w
o
r
k
l
i
v
e
s
,
a
s
w
e
l
l
a
s
m
a
n
y
o
f
o
u
r
l
e
i
s
u
r
e
a
c
t
i
v
i
t
i
e
s
”
[
3
]
.
I
n
f
orma
tion,
M
e
d
ia
a
n
d
T
e
c
hn
o
l
o
gy
s
k
i
l
l
s
i
s
as
essen
tia
l
as
o
t
h
er
2
1
st
c
e
n
tur
y
s
k
ills
i
n
t
h
e
de
ve
l
opme
n
t
of
l
ess
o
n
de
si
g
n
s
a
n
d
i
ns
t
r
u
ct
iona
l
ma
t
e
ria
l
s
by
t
he
p
r
e
s
erv
i
c
e
t
e
ach
e
r
s
fo
r
p
r
o
p
e
r
ut
il
i
zat
i
o
n
.
P
r
e
serv
i
c
e
t
e
ach
ers
i
n
Ce
bu
C
it
y
mu
st
b
e
e
qui
pp
e
d
w
i
t
h
t
h
e
se
s
ki
ll
s
for
them
e
to
c
om
pete
w
i
t
h
o
t
her
pre
s
e
r
vice
t
ea
c
h
er
s
i
n
t
h
e
w
orl
d.
T
her
e
a
re
m
any
ad
v
a
nta
g
e
s
o
f
u
s
ing
a
n
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
M
T
Skil
ls
o
f
t
h
e Pre
-
servic
e T
e
ache
rs i
n
Ce
bu
Ci
t
y
(
H
elen
B. Boho
la
n
o
)
21
3
in
t
e
grat
in
g
tec
h
n
o
lo
g
y
i
n
th
e
classro
o
m
,
e
spec
ial
l
y
as
s
tud
e
nts
b
ec
om
e
i
n
cre
a
sin
g
ly
d
ig
ital
l
y
li
tera
te.
T
h
e
u
s
e
o
f
t
e
c
hnol
ogy
a
l
l
o
w
s
t
eac
h
e
r
s
t
o
eng
a
g
e
a
nd
m
o
t
iv
a
t
e
stud
ent
s
i
n
new
a
nd
s
o
ph
i
s
t
i
ca
t
e
d
w
a
ys
s
uc
h
a
s
t
a
k
ing
stude
n
t
s
on
a
v
i
r
tua
l
f
i
e
l
d
t
r
i
p
a
n
d
o
t
he
r
simu
la
ted
a
c
t
i
v
itie
s
.
Th
u
s
,
“
t
he
s
ucc
e
ss
of
a
n
y
i
ni
t
i
a
t
ive
s
t
o
implem
e
n
t
t
e
c
h
n
o
l
o
g
y
i
n
a
n
e
duca
t
io
na
l
pr
ogram
d
e
p
en
ds
s
tr
ong
l
y
u
pon
the
s
u
p
p
or
t
a
n
d
at
t
itu
de
s
of
t
eac
hers
in
vol
ve
d”
[
4].
Thus,
t
h
is
s
tu
d
y
w
il
l
i
n
ves
t
i
g
ate
t
h
e
2
1
st
c
e
n
t
u
r
y
s
k
i
l
l
s
pos
s
e
ssed
b
y
t
he
p
r
e
se
rvice
te
a
c
he
r
s
i
n
term
s of
I
MT skill
s.
The
r
e
ar
e
ma
ny
st
ud
ies
rela
t
e
d
t
o
I
CT
l
i
t
e
r
ac
y
a
nd
IMT
sk
i
l
ls
o
f
t
h
e
te
a
c
her
s
i
n
ba
si
c
e
duca
t
i
o
n.
Infor
m
a
tio
n
a
nd
m
e
d
i
a
l
i
te
r
a
c
y
,
critica
l
t
hin
k
i
n
g
an
d
com
m
u
n
i
c
a
t
i
on
a
re
s
kills
t
h
a
t
be
l
o
n
g
t
o
effect
i
v
e
com
m
unic
a
t
io
n.
[4]
p
ro
po
se
d
t
h
a
t
“
if
t
ea
c
h
ers
be
lieve
d
or
p
erc
e
ive
d
c
o
m
puters
no
t
t
o
be
f
ul
fi
l
lin
g
t
h
eir
ow
n
or
t
heir
s
tude
n
t
s’
n
e
e
ds,
the
y
a
r
e
like
l
y
t
o
r
e
s
is
t
a
ny
a
t
tem
p
t
s
t
o
i
nt
ro
du
ce
t
e
c
hno
log
y
i
nto
t
h
e
i
r
t
e
a
c
h
i
ng
a
nd
l
e
a
r
ni
ng
”.
“
In
i
t
i
a
ti
v
e
s
on
t
he
t
e
a
c
hi
ng
a
n
d
a
ss
essmen
t
o
f
2
1
s
t
c
e
n
tur
y
s
k
i
l
l
s
or
ig
ina
t
e
i
n
t
he
w
i
d
e
l
y
-
he
ld
bel
i
e
f
s
hare
d b
y
se
v
e
r
al
i
nt
er
este
d gr
ou
ps
-
t
e
ache
r
s,
e
duca
t
io
na
l
rese
arc
h
ers,
pol
i
c
y m
a
ker
s
” [2]
I
t
i
s
no
t
e
d
t
h
a
t
t
he
i
m
p
orta
nc
e
of
I
CT
i
s
q
u
i
t
e
e
vid
e
nce
from
t
he
e
d
u
ca
t
i
ona
l
pe
rspec
t
i
v
es
t
hro
u
g
h
the
c
h
a
l
kboa
rd
,
t
e
x
t
b
o
o
k
s
,
radi
o
/te
le
v
i
si
o
n
a
nd
f
i
l
e
have
b
ee
n
u
s
ed
f
or
e
duc
a
t
i
o
na
l
pu
r
pose
s
o
ver
th
e
yea
r
s,
no
ne
h
as
q
u
i
t
e
i
m
p
ac
t
e
d
pr
ogr
am
o
n
t
h
e
e
duca
t
io
na
l
pr
o
cess
li
ke
t
he
c
om
pute
r
[
5].
T
e
c
h
n
o
lo
g
y
i
s
u
s
ed
t
o
susta
i
n
t
h
e
ex
i
s
tin
g
c
u
rricu
la
r
ather
t
h
a
n
s
e
r
ve
a
s
a
c
a
t
al
y
s
t
for
change
[
6]
.
Te
c
h
nol
ogy
i
s
oft
e
n
u
s
ed
a
s
th
e
gene
r
i
c ter
m
t
o enc
o
mpa
s
s
al
l the
t
e
c
h
no
l
o
g
i
e
s
p
eo
ple
de
ve
l
op a
n
d
use
i
n
the
i
r l
i
ves.
IC
T
i
s
a
p
o
w
e
rfu
l
t
ool
i
n
th
e
h
a
nd
s
of
c
on
fi
d
e
nt
,
c
a
p
a
bl
e
an
d
c
re
at
i
v
e
g
e
ne
ral
st
u
d
i
e
s
teac
hers
c
a
n
grea
t
l
y
e
n
ha
nc
e
m
a
ny
t
e
ac
hi
ng
a
n
d
l
e
a
rn
i
n
g
sit
u
at
i
o
n
[
5
].
Acc
o
rd
in
g
to
[
2
]
,
t
he
“
21
st
C
ent
u
ry
S
ch
o
o
l
In
it
i
a
t
i
v
e
in
C
a
n
a
d
a
h
a
s
re
cen
tl
y
be
gu
n
a
n
d
ha
s
a
s
o
b
j
ec
t
i
v
e
s
t
o
d
e
f
i
n
e,
p
r
o
m
o
te
a
n
d
foc
us
u
po
n
2
1
st
c
ent
u
ry
sk
i
l
ls
;
cr
eate
i
nno
v
a
t
i
v
e
l
e
arn
i
n
g
e
nvi
ro
nme
n
t
s
;
an
d
to
p
rov
i
d
e
ubi
qui
tou
s
a
c
c
e
s
s
t
o
t
ec
hn
olo
g
y
in
classro
o
m
s
”.
It
i
s
sa
i
d
t
ha
t
te
ache
r
i
s
ke
y
to
e
ffec
tive
i
m
pl
e
m
en
tat
i
on
o
f
t
he
u
se
o
f
c
o
mp
ute
r
s
i
n
t
he
educ
a
t
i
o
na
l
s
y
st
e
m
a
nd
g
i
ve
n
t
h
a
t
t
eac
hers
h
ave
trem
en
do
us
p
o
t
e
nt
ia
l
t
o
t
ransm
i
t
b
e
lie
fs
a
nd
va
l
u
es
t
o
stude
n
t
s,
it
is
i
m
por
tan
t
t
o
u
nders
tan
d
t
he
b
ia
ses
an
d
s
t
ere
o
ty
pe
s
t
h
a
t
t
e
a
c
h
ers
m
a
y
h
o
l
d
a
b
out
t
he
u
se
o
f
c
o
mp
ut
ers
a
n
d
th
e
f
a
c
t
o
r
s
t
h
at
a
c
t
a
s
fa
ci
lit
a
t
o
rs
t
o
te
ac
h
e
rs
’
pos
iti
ve
c
o
m
put
e
r
u
sa
ge
[
3].
21
st
cen
tu
ry
i
nf
o
fl
ue
nc
y
def
i
ne
s
i
n
form
ati
on
l
i
t
e
rac
y
a
s
“
t
he
a
bi
l
ity
t
o
l
o
ca
te,
e
v
a
lu
at
e
and
u
s
e
in
fo
rmat
i
o
n
.
”
Th
e
a
b
i
lit
y
of
in
form
ation
c
o
nsume
r
s
t
o
m
a
k
e
e
duc
a
t
e
d
,
sma
r
t,
i
nform
a
ti
on
a
sse
ssm
en
t
s
r
equ
i
re
s
a
s
p
ec
i
a
l
ki
nd
o
f
l
i
tera
cy
term
ed
I
nform
a
ti
on
Li
ter
acy
[
7].
I
n
t
he
s
am
e
st
u
dy,
lite
rac
y
a
c
t
s
w
a
s
d
i
s
c
u
s
s
e
d
a
s
a
f
i
l
t
e
r
:
i
t
i
d
e
n
t
i
f
i
e
s
f
a
l
s
e
,
irre
l
e
va
n
t
,
o
r
b
iase
d
in
form
at
i
on, and avoids its pene
t
r
a
tion
i
n
t
o
t
h
e
l
e
a
r
ner
’
s cogn
it
i
o
n
.
It
i
s
c
l
ea
rly
st
at
ed
i
n
[2]
that
“
t
h
e
i
nfo
r
ma
t
i
on
e
xpl
o
s
io
n
t
r
i
g
g
e
re
d
b
y
I
C
T
r
e
q
ui
res
ne
w
ski
l
l
s
f
or
ac
cessi
ng,
e
va
lua
t
i
n
g,
a
n
d
o
rga
n
i
z
i
ng
in
for
m
a
t
i
o
n
i
n
d
i
g
ita
l
e
n
v
i
r
o
nme
n
ts”.
A
c
c
ordi
ng
t
o
[
8]
t
ha
t
ICT
rele
va
nt
lite
ra
cie
s
,
such
a
s
I
C
T
c
a
p
ab
i
lit
y,
d
igi
t
a
l
l
i
t
era
c
y,
IT
f
l
u
en
cy
,
an
d
IC
T
li
t
e
ra
cy
w
e
r
e
co
n
s
i
d
ered
in
t
e
l
l
e
c
t
u
a
l
/
c
o
g
n
iti
ve
p
ro
f
i
c
i
enc
i
es
a
n
d
c
r
it
ical
c
om
pet
e
n
c
ie
s
as
i
ns
epa
r
ab
le
p
a
r
ts
o
f
the
nat
u
re
o
f
ICT e
duca
t
io
n.
The
“
v
i
s
ua
l
c
o
mm
unica
ti
o
n
i
n
re
l
a
tio
n
to
I
MT
s
k
i
l
l
s
a
s
a
n
in
ter
a
c
t
i
ve
e
nv
iro
n
me
n
t
i
s
con
s
truc
te
d
of
mu
l
t
i
-
l
a
y
e
re
d
a
n
d
amb
i
gu
ous
s
y
m
bol
s
sy
st
ems
t
h
at
a
re
b
o
t
h
s
ynt
a
ct
i
call
y
a
nd
s
eman
t
i
c
a
l
l
y
d
e
n
se”
[9
].
I
n
vi
sua
l
c
om
m
uni
c
a
t
io
n
,
t
he
s
yn
tac
t
i
c
e
lem
e
nt
s
are
th
ose
v
i
s
u
a
l
c
h
a
r
a
c
t
e
r
s
t
h
a
t
a
r
e
u
s
e
d
,
w
h
i
l
e
t
h
e
s
e
m
a
n
t
i
c
elem
en
ts
r
ela
t
es
t
o
t
h
e
c
o
rre
lat
i
on,
c
om
p
l
i
a
nce
a
n
d
c
o
nne
ct
i
o
n
betw
e
e
n
t
he
v
i
s
ua
l
sym
bols
tha
t
s
e
r
ve
t
o
dep
o
s
i
t
me
anin
g in
t
o
vi
s
ua
l m
e
tap
h
o
rs
u
se
d t
o
c
omm
uni
cate
.
U
s
in
g
s
o
p
h
is
t
i
c
a
ted
telec
o
mm
unica
t
i
ons,
kn
ow
l
e
d
g
e
ne
tw
ork
i
ng
b
y
t
ea
che
r
s
in
o
n
line
v
i
rt
ua
l
com
m
uni
t
i
es
o
f
pra
c
t
i
c
e
u
s
i
n
g
a
dva
nce
d
t
o
o
l
s
t
o
so
lve
r
eal
w
or
l
d
pro
b
l
em
s
is
p
ra
ct
ic
al
a
nd
s
u
s
ta
i
n
a
b
le
f
or
man
y
cu
rri
cul
a
r
t
opi
c
s
[
10
].
I
t
i
s
n
o
t
ed
“
th
a
t
s
ch
ool
s
can
o
nl
y
e
n
c
o
u
r
a
g
e
in
fo
rmat
ion
an
d
co
mmu
n
i
cati
on
tech
n
o
l
o
gy
(IC
T)
u
se
,
an
d
t
h
a
t
a
ny
a
c
t
ua
l
ta
ke
-u
p
depe
n
d
s
la
rge
l
y
o
n
tea
c
h
ers’
s
k
i
l
l
s
an
d
ca
pa
bi
lit
ies”
[
11]
.
There
are
char
acter
ist
i
cs
o
f
n
e
w
tec
h
n
o
l
og
ie
s
with
t
he
s
k
i
l
l
s
a
nd
a
b
i
l
ities
‘I
n
f
orm
a
ti
on
A
ge
c
h
i
l
d
r
e
n’
n
e
e
d
i
n
order
to f
u
n
c
t
ion
effect
i
v
e
l
y
a
s
p
rod
u
ct
i
v
e a
nd ha
ppy
ci
t
i
z
e
n
s
[12].
“
T
he
phe
n
o
m
e
nal
i
m
pac
t
o
f
n
e
w
tec
h
no
lo
gie
s
o
n
a
l
l
as
pe
c
t
s
of
l
i
fe
i
n
m
o
d
e
r
n
s
oc
ie
t
i
es
i
s
one
o
f
t
h
e
f
a
c
t
o
r
s
t
h
a
t
l
e
d
t
o
t
h
e
n
e
e
d
f
o
r
t
h
e
t
e
a
c
h
i
n
g
o
f
n
e
w
s
k
i
l
l
s
a
t
sc
hoo
l
s
”
[
2
].
In
t
he
s
am
e
st
ud
y,
it
disc
uss
e
s
tha
t
ICT
ha
s
a
cruc
ia
l
ro
le
i
n
a
ll
r
e
leva
n
t
d
e
b
ate
s
,
not
m
ere
l
y
b
e
c
a
u
s
e
i
t
i
m
p
l
i
e
s
a
n
e
w
s
e
t
o
f
s
k
i
l
l
s
t
o
b
e
l
e
a
r
n
t
b
y
teac
hers
a
n
d
s
tude
n
t
s,
b
ut
b
eca
u
s
e
of
i
t
s
p
ote
n
tia
l
im
pac
t
on
t
h
e
d
ev
el
op
me
nt
o
f
oth
e
r
ski
l
l
s
an
d
com
p
ete
n
c
i
e
s
as
w
e
ll as
on pe
da
g
o
g
i
c
a
l
a
n
d
a
ssessm
ent pra
c
tice
s
.
Thi
s
s
t
udy
w
ou
ld
i
nv
e
s
ti
g
a
t
e
t
h
e
I
M
T
s
ki
lls
po
sse
ssed
b
y
t
h
e
p
r
e
s
erv
i
ce
t
eac
hers
i
n
HEIs
i
n
Ce
b
u
Cit
y
.
It
i
s
bel
i
e
v
ed
t
ha
t
ICT
i
n
te
gra
t
i
o
n
is
t
h
e
c
omb
i
na
t
i
o
n
o
f
I
C
T
t
e
c
h
n
o
l
o
g
y
i
n
t
o
d
i
f
f
e
r
e
n
t
s
u
b
j
e
c
t
a
r
e
a
s
t
h
e
bas
i
c
educa
tio
n c
u
rricu
lum
t
o
e
nha
nce
lea
r
nin
g
.
2.
OBJECT
IV
ES
O
F
T
H
E S
T
UDY
The
pur
p
o
se
o
f
th
is
s
t
u
dy
i
s
t
o
inve
st
i
g
ate
a
nd
a
n
a
l
yze
t
h
e
in
f
orm
a
tio
n,
m
e
d
ia
a
nd
t
e
ch
n
o
l
o
gy
s
k
i
l
l
s
i
n
t
h
e
2
1
st
cent
u
ry
o
f
th
e
p
r
ese
r
v
i
ce
t
ea
c
h
ers
i
n
t
h
e
d
i
f
f
e
re
n
t
H
i
g
h
e
r
Edu
c
a
ti
on
Ins
tit
ut
i
o
n
s
(
H
E
Is)
in
C
e
bu
Cit
y
.
Spe
c
ifica
l
l
y
,
it
w
ill
ans
w
er
t
he follow
i
ng o
b
j
ec
ti
ves
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
1
2
– 220
21
4
1.
D
e
term
ine the
pre
s
e
r
vice
teac
hers
I
MT ski
lls
;
2.
I
d
en
tify t
h
e
effe
cts of new
d
igita
l
t
e
c
h
no
l
o
g
i
e
s
i
n t
h
e 21
st
c
en
tu
ry
in
s
t
r
u
c
t
i
o
n;
a
nd
3.
D
e
term
ine the
strate
gie
s
f
or
u
si
ng I
C
Ts
t
o
ch
ange
pe
d
a
g
o
g
i
c
a
l p
ra
ct
ices
i
n
teac
hin
g
a
n
d
l
e
a
rni
n
g
3.
RESEARCH
M
ETH
O
D
The
s
t
u
d
y
u
til
iz
ed
m
ixe
d
m
et
ho
d
s
o
f
qua
l
ita
ti
ve
a
nd
q
ua
n
t
i
t
at
i
v
e
re
sear
ch
f
or
c
o
lle
ct
ion
of
p
r
o
per
da
t
a
.
S
t
anda
r
d
ize
d
s
urve
y
ques
t
ion
n
a
i
r
e
s
w
e
re
d
i
s
tri
b
u
t
e
d
t
o
th
e
pa
rt
i
c
i
p
a
n
t
s
o
f
th
is
s
t
u
d
y
.
A
ll
pa
rt
ic
ipa
n
t
s
w
e
r
e
briefe
d
on
the
pur
pose
o
f
t
h
i
s
st
ud
y
a
nd
t
h
ei
r
righ
ts
n
o
t
t
o
pa
rt
i
c
ip
at
e
i
n
t
h
e
s
t
udy
.
Th
e
t
a
b
l
e
b
e
lo
w
p
r
e
s
ent
s
the pa
r
tic
i
p
an
ts
o
f
t
h
e
st
u
dy:
Tab
l
e 1.
P
a
r
tici
p
an
ts o
f the
St
ud
y
Sc
h
ool
N
o.
o
f
gra
dua
t
e
s
No.
o
f
Pa
r
t
i
c
ip
a
n
ts
%
Unive
r
sity
A
4
4
8
2%
Unive
r
sity
B
3
8
8
2%
U
n
ive
r
sity
C
112
4
0
11%
Unive
r
sity
D
160
3
2
9%
U
n
ive
r
sity
E
894
2
41
66%
U
n
ive
r
sity
F
190
3
8
10%
T
O
T
A
L
1,
438
3
67
100%
F
o
cus gr
o
u
p
d
i
sc
ussio
n
w
as c
ond
uc
t
e
d a
f
ter
t
h
e
da
t
a
co
l
lec
tio
n
to
v
a
l
i
d
a
t
e i
t
s e
n
t
r
y
.
T
h
e
s
t
udy
w
ill
be
c
ond
uc
t
e
d
i
n
6
H
EI
s
in
C
e
b
u
Ci
ty.
Th
e
st
udy
w
as
c
o
ndu
ct
ed
f
ro
m
Ju
ne
201
6
–
M
a
rc
h
201
7
.
Th
e
data
g
a
t
here
d w
e
re
t
a
bula
t
e
d
,
ana
l
yz
e
d
a
n
d
i
nter
pre
t
ed.
A
f
ter
ta
b
u
l
a
t
i
n
g
t
h
e
resu
l
t
s
of
t
he
s
urve
y,
t
he
r
e
s
e
a
rc
her
w
i
l
l
g
e
t
t
he
30%
h
ig
h
I
M
T
s
k
il
ls
a
n
d
30%
low
IM
T
sk
i
l
l
s.
T
he
s
tu
dy
us
ed
d
iscrim
i
n
a
n
t
a
n
a
l
ys
i
s
t
o
de
term
i
ne
t
he
c
h
a
rac
t
e
r
istics
of
g
o
o
f
I
M
T
s
k
ills
a
n
d
low
IM
T
sk
il
l
s
o
f
t
h
e
pr
e-se
rvice
teac
hers.
Discr
i
m
i
n
a
n
t
a
nal
y
s
is is
a
c
l
assifica
t
i
o
n
p
rob
l
em
,
wher
e
t
w
o
or
mor
e
g
r
oups
o
r
clus
ters
o
r
p
o
p
u
l
a
t
ion
s
a
re
k
n
o
w
n
a
p
r
i
or
i
an
d
o
ne
o
r
m
o
re
n
ew
o
bse
r
vat
i
ons
a
re
c
la
ssifie
d
i
n
t
o
o
n
e
o
f
t
h
e
k
n
o
w
n
p
opul
ati
o
ns
b
a
s
ed
o
n
th
e
me
a
s
u
r
e
d
c
h
a
ra
ct
er
i
s
t
i
cs.
The
purp
o
se
o
f
d
i
sc
r
i
mina
n
t
ana
l
ys
is
c
a
n
b
e
to
f
i
n
d
o
n
e
or
m
ore
of
t
he
f
o
l
low
i
n
g
:
a
m
athem
a
t
i
cal
r
ule
for
g
u
ess
i
ng
t
o
w
h
i
c
h
c
l
a
ss
an
obs
erva
ti
on be
l
o
n
g
s,
a
set o
f l
i
nea
r
c
ombi
na
t
i
o
n
s of the
q
ua
n
t
i
tat
i
v
e
va
riab
les t
h
a
t
best
r
e
vea
l
s t
h
e
di
ffer
e
n
ces
am
ong
t
h
e
cl
asses,
o
r
a
subs
et
o
f
the
qua
n
tita
tive
v
a
ria
b
le
s
t
h
at
b
est
rev
e
a
l
s
th
e
di
ff
ere
n
ce
s
amo
n
g
the classes.
4.
RESULT
S
A
N
D
ANALY
S
IS
The
q
u
es
ti
o
n
n
a
ires
w
ere
re
trieve
d
b
y
t
he
r
esea
rche
r
and
the
res
u
l
ts
w
er
e
i
n
ter
p
re
ted.
T
he
t
ab
l
e
bel
o
w pr
esen
ts
the
P
re-ser
vi
c
e
t
e
ache
r
s’
l
e
v
el of sk
ill
s a
l
o
n
g
i
n
f
o
r
m
a
tion,
m
edia
a
nd
tec
h
no
log
y
.
The
P
r
e
-
S
e
rvice
Teac
hers
h
a
v
e
very
g
oo
d
k
n
o
w
l
e
dge
o
f
the
use
of
t
ec
hn
o
l
og
y
as
r
eve
a
l
e
d
i
n
Tab
l
e
2.
T
hey
ha
ve
e
xce
lle
nt
k
no
w
l
ed
ge
o
n
ba
sic
M
S
w
ord
app
l
ica
t
i
o
n
a
nd
e
l
e
ct
roni
c
ma
i
l
appl
i
cati
o
n
s
a
nd
a
c
c
e
ssin
g
a
nd
ev
a
l
u
a
ti
ng
r
e
s
ou
rc
es
.
On
e
of
t
h
e
r
e
s
pon
d
e
nt
s
sai
d
:
“
We ha
d ICT t
r
ai
nin
g
i
n
o
u
r
u
n
i
v
e
r
si
ty
an
d
fo
r
us
it is v
e
r
y
i
m
po
rt
a
n
t
for
w
e
c
an
be
bet
t
er
th
a
n
o
t
her te
ac
he
r a
p
p
lic
an
ts i
n
t
h
e
f
u
tu
re
”
.
T
h
e
s
e
a
r
e
sup
por
t
e
d
b
y
[13
]
“
re
p
o
r
t
th
a
t
e
qu
i
ppi
ng
s
tu
d
e
nt
s
wit
h
I
C
T
l
i
t
e
ra
c
y
t
h
a
t
meet
s
t
h
e
d
eman
ds
o
f
t
h
e
2
1
st
c
e
n
t
u
r
y
i
s
v
ery
i
m
p
o
r
t
a
nt
;
b
e
c
a
u
s
e
of
t
h
i
s
va
ri
ou
s
t
r
a
i
ni
ng
a
n
d
I
C
T
c
o
u
r
s
es
w
e
r
e
i
m
plem
ented
to
i
n-s
e
r
v
i
c
e
t
e
a
c
h
e
rs a
nd
p
re
-se
r
v
i
ce
t
ea
ch
ers”
.
More
over,
t
he
P
reser
v
i
c
e
Te
ac
hers
a
re
a
lso
exce
lle
nt
i
n
so
m
e
a
c
tiv
ities
u
s
i
ng
s
p
rea
d
she
e
ts.
O
n
e
of
t
h
e
Pre-se
rv
i
c
e
t
e
a
c
h
e
rs
s
ai
d
,
“
W
e nee
d
to
le
arn
21
st
ce
n
t
ur
y ski
l
l
s
l
i
ke IC
T
be
ca
use
we
are
fut
u
re
te
ac
he
rs
”.
Thi
s
i
mpl
i
es
t
h
a
t
p
r
e
s
e
r
v
i
ce
t
e
ac
h
e
rs
a
re
t
ech
nol
ogy
l
i
t
erat
e
.
C
o
mp
uter
liter
a
c
y
h
a
s
b
ec
om
e
a
key
fac
t
or
f
or
bo
th
o
c
c
u
p
a
t
i
o
nal
an
d
pe
rso
n
al
s
ucce
sse
s
a
s
mor
e
t
as
ks
i
n
v
o
lve
hu
man
–
c
o
m
put
e
r
i
nte
r
a
c
t
io
n
[4
]
.
T
h
is
i
s
verifie
d
b
y
o
n
e
o
f
t
h
e
resp
o
nde
n
t
s
w
h
o
sai
d
t
hat
“
c
omp
u
t
e
r
s
a
nd
o
t
h
er
I
C
T
e
qui
p
m
en
t
a
r
e
a
v
ai
l
a
b
l
e
in
o
u
r
classro
o
m
”
.
Thi
s
i
mp
l
i
es
t
ha
t
the
u
n
i
v
ersi
ty
s
upp
or
t
e
d
o
n
e
o
f
t
he
2
1
st
c
e
n
t
u
ry
s
k
ills.
Find
ing
s
r
eve
a
l
ed
t
ha
t
the
su
pp
ort
s
i
n
ter
m
s
of
s
kil
l
s
tra
i
ni
n
g
,
in
for
m
atio
n
or
m
ate
r
i
als
a
v
ai
l
a
b
l
e
a
s
w
ell
a
s
a
dm
in
istra
tiv
e
su
p
por
t
i
s
an
i
mpor
t
a
n
t
f
actor
i
n
t
h
e
use
of
i
n
s
truc
tio
n
a
l
tech
n
o
l
o
g
i
es
i
n
t
ea
ch
i
n
g
a
n
d
l
e
arn
i
n
g
[
4].
Th
us,
the
preser
vi
c
e
teac
hers c
laim
ed
t
ha
t t
h
e
sc
h
o
o
l
heads are
v
e
ry
s
u
p
p
o
rt
iv
e
in g
i
v
i
ng t
h
e
m
t
r
a
i
n
i
ngs an
d
w
orksh
o
p
i
n li
ne w
ith
tech
n
o
l
o
gy.
B
ut
i
t
is
n
ot
i
ng
tha
t
o
n
l
y
bas
i
c
ski
lls
s
uc
h
a
s
M
S
Wor
d
,
S
p
r
eads
h
eets,
P
o
werPoint,
and
bas
i
c
usa
g
e
of P
ub
lis
her
w
e
re
i
n
t
r
o
d
u
c
e
d.
O
n
e
o
f
t
h
e
P
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
s
a
i
d
“
It m
ade
t
h
e i
n
s
t
ruc
tio
n
in sc
ho
o
l
e
a
s
i
e
r
. It pr
ovi
d
e m
o
re
in
form
a
t
ion a
n
d
t
h
e use
s
of
Wor
d
s, D
o
c
u
m
e
nt
s, Power
P
o
i
n
t
,
Sp
rea
d
s
h
e
e
t are v
e
ry re
li
ab
le. M
o
re res
our
ce
s
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
M
T
Skil
ls
o
f
t
h
e Pre
-
servic
e T
e
ache
rs i
n
Ce
bu
Ci
t
y
(
H
elen
B. Boho
la
n
o
)
21
5
fo
r
rese
arc
h
e
r
s
t
h
a
t
c
an be f
o
u
nd i
n
d
i
ff
er
ent si
tes in
t
h
e
in
ter
n
e
t
”.
T
his
imp
l
ies
t
h
a
t
I
nform
a
ti
on
i
s
v
ery
impor
ta
nt
a
n
d
it
ca
n
c
h
an
ge
t
he
l
ive
s
o
f
ind
i
vi
d
u
al
e
s
p
e
c
i
a
l
ly
t
h
e
sta
t
us
o
f
st
ude
n
t
s
in
s
ch
o
o
l.
T
he
m
or
e
in
form
ation
te
a
c
her
s
h
a
v
e,
t
he
m
ore
he/s
h
e
c
a
n
i
n
t
er
act
t
o
the
s
t
ude
n
t
s
a
nd
me
ntors
and
thr
o
u
g
h
t
h
i
s,
t
he
prese
r
vice
teac
her
becom
e
a
b
etter
an
d e
ffe
c
t
ive tea
c
he
r.
Ta
b
l
e
2.
The
L
eve
l
o
f P
r
e-Service
Tea
c
h
er
s’
Knowle
d
g
e
of
I
MT
I
n
form
a
tion,
Me
d
i
a
a
nd
t
e
c
hnology
S
kil
l
s
Th
e
p
r
es
e
r
v
i
ce
t
e
ach
er
can
…
We
ight
e
d
M
ean
D
e
s
c
ription
1
.
c
r
eate
short
docum
e
n
ts
3
.
9
E
xce
l
l
e
n
t
2
.
c
rea
t
e c
o
m
p
l
e
x doc
u
m
e
n
ts
2
.
7
V
e
r
y
G
o
od
3
.
c
ra
ft
n
e
w
sl
e
t
t
e
r
s
,
f
lye
r
s a
nd
po
s
t
e
r
s
1.
4
G
ood
4
. in
t
erp
r
e
t
d
ata
1
.9
G
o
o
d
5
.
i
nte
r
pr
e
t
d
a
t
a a
n
d
unde
rsta
nd
fina
nc
i
a
l
info
rm
a
tion
2.
7
V
e
r
y
G
o
od
6
. Us
e
a
d
v
a
n
c
e
d
fu
n
c
tio
n
s
(
Name
s,
V
LO
OK
U
P
, I
F,
I
S)
1
.8
9
Go
o
d
7
.
g
ra
ph/
pr
e
s
e
n
t
d
a
ta
i
n
o
r
de
r
to
a
n
a
l
y
z
e
e
x
a
m
re
s
u
l
t
s
3.
7
E
x
ce
ll
e
n
t
8
.
m
a
n
a
g
e
a
nd c
r
e
a
t
e m
a
n
a
g
e
m
e
nt
p
la
n
using
t
e
c
hnolog
y
2.
9
V
e
r
y
G
o
od
9
.
i
nte
r
pr
e
t
t
h
e
ir ou
t
put
u
sin
g
s
ophi
stic
a
t
e
d
t
e
c
hnology
1
.
8
G
o
od
1
0
.
u
se
d
a
t
a
b
a
s
e
s
a
lr
e
a
d
y
s
e
t
up
by
o
t
h
e
r
s
1.
9
G
ood
1
1
.
d
e
v
is
e
n
e
w
d
a
t
a
b
a
s
e
s
f
o
r m
y
o
w
n
p
urp
o
se
s
2.
1
G
ood
1
2
. ge
n
e
r
a
lly
awa
re of inte
r
n
e
t
influenc
e
3
.3
E
xce
l
l
e
n
t
1
3
.
u
t
iliz
e
d
a
nd a
c
c
e
ss G
ove
rn
m
e
nt
d
oc
u
m
e
n
ts
u
s
e
d
i
n
tea
c
h
ing
2
.
7
V
e
r
y
G
o
od
1
4
. ga
i
n ac
ce
ss
to re
s
e
a
r
c
h
proje
c
t
s for re
f
e
r
e
n
c
e
2.8
V
e
r
y
G
o
o
d
1
5
.
g
a
i
n ac
ce
ss
t
o
i
n
spe
c
t
i
on
r
e
por
ts
1
.
9
G
ood
1
6
.
g
a
i
n ac
ce
ss
t
o sc
hools’
p
e
r
fo
rm
anc
e
d
a
t
a
3.
5
E
x
ce
ll
e
n
t
1
7
.
u
t
iliz
e
d
em
a
il
o
r
pe
rsona
l a
nd
pr
of
e
ssiona
l
pu
rpose
s
3
.
8
E
x
ce
ll
e
n
t
1
8
.
c
o
m
m
uni
c
a
t
e
othe
r
pe
ople
outside
t
he
s
c
hool
f
or
c
o
l
l
a
bora
t
i
on
3.
7
E
x
ce
ll
e
n
t
1
9
.
c
o
m
m
uni
c
a
t
e
othe
r
stude
nts
(
o
t
h
er
m
ajor)
wi
th
t
he
u
nive
r
s
i
t
y
3.
4
E
x
ce
ll
e
n
t
2
0
. ac
c
e
s
s
in
f
o
r
m
a
t
i
o
n
ef
f
i
ci
e
n
t
l
y (
t
i
m
e
)
a
n
d
ef
f
ecti
v
el
y (
s
o
u
r
ce
s
)
3.
5
E
x
ce
ll
e
n
t
2
1
. e
v
a
lu
a
t
e
inf
o
rma
tion c
r
itica
l
ly and c
o
m
p
e
t
e
n
tl
y
2.
9
V
e
r
y
G
o
od
2
2
. use
infor
ma
tio
n a
c
c
u
r
a
t
e
ly a
nd c
r
ea
tiv
e
l
y
f
o
r the
iss
u
e
or
pro
b
l
e
m
a
t
h
a
n
d
2.
9
V
e
r
y
G
o
od
2
3
.
m
a
n
a
g
e
t
h
e
f
low
of
i
nf
o
r
m
a
t
i
on
f
r
om
a
w
id
e
v
a
ri
e
t
y
of
s
ou
rc
es
3
.
3
E
x
c
e
l
l
e
n
t
2
4
.
a
pply
f
unda
m
e
nt
a
l
unde
r
s
t
a
nding
of t
he
e
t
h
i
c
a
l/l
e
g
a
l
i
ssue
s
s
urroun
d
i
n
g
t
he
ac
ces
s a
nd
use
of
i
nfo
r
m
a
tion
1.
9
G
ood
2
5
.
unde
r
s
t
a
nd
how
a
nd
w
hy m
e
di
a
m
e
ssa
g
e
s a
r
e
c
o
ns
tr
uc
te
d, a
nd
f
o
r
w
h
a
t
purpo
se
s
2.
7
V
e
r
y
G
ood
2
6
.
e
x
a
m
i
n
e
how
i
ndivid
u
a
l
s
int
e
rpre
t m
e
ss
a
g
e
s
d
iff
e
r
e
ntly
,
how
v
a
l
ue
s a
n
d
poi
n
t
s
o
f
v
ie
w a
r
e
in
c
l
ude
d
or e
x
c
lude
d,
a
n
d
how
m
e
d
i
a
c
a
n
i
nflue
n
c
e
b
el
i
e
f
s
a
n
d
b
e
h
av
i
o
r
s
2.
8
V
e
r
y
G
ood
2
7
.
a
pply
f
unda
m
e
nta
l
und
e
r
sta
nding
of t
he
e
t
h
i
c
a
l/l
e
g
a
l
i
ssue
s
surroundi
ng t
h
e
ac
ces
s a
nd
use
of
m
e
d
i
a
2.
9
V
e
r
y
G
ood
2
8
.
unde
r
s
t
a
nd a
nd
uti
liz
e
th
e
m
o
st
a
p
p
ro
pria
te
m
e
d
ia c
r
e
a
tion
to
o
l
s
,
c
h
a
r
a
c
t
e
r
i
s
ti
c
s
a
nd c
onve
ntions
3.
3
E
x
ce
ll
e
n
t
2
9
.
unde
r
s
t
a
nd a
nd e
f
fe
c
tiv
e
l
y
util
i
z
e
the
m
o
st
a
pprop
r
i
a
t
e
e
x
p
re
ssions
a
nd
inte
rpre
t
a
tions
i
n
dive
r
s
e
,
m
ult
i
-
c
ultura
l
e
nvir
onm
e
n
ts
3.
26
E
xce
l
l
e
n
t
3
0
.
u
se
s c
o
m
pute
r
ba
s
e
d
t
ec
hnologie
s
a
ppropria
te
ly
3
.
1
V
e
r
y
G
o
o
d
3
1
.
unde
r
s
t
a
nds
t
he
i
m
por
t
a
n
c
e
of
p
assw
ord p
r
ote
c
tion
3.
8
E
x
ce
l
le
nt
3
2
.
unde
r
s
t
a
nds
a
n
d
u
se
s
n
e
t
i
que
tte
2.
9
V
e
r
y
G
o
od
3
3
.
a
bl
e
t
o
a
rti
c
u
l
ate
c
y
b
e
r
bull
y
ing
policy
1.
9
G
ood
3
4
.
u
se
s
n
e
t
w
ork
r
e
sponsibly
a
d c
onside
r
s
othe
r
s
2
.
9
V
e
r
y
G
o
od
3
5
. use
s e
quip
m
e
n
t sa
f
e
l
y
2
.7
V
e
r
y
G
o
od
TOTA
LI
TY
2.
82
V
e
r
y
G
o
od
Le
ge
n
d
:
E
x
ce
ll
e
n
t
=
3
.
26
–
4.
00
V
e
r
y
G
ood
=
2
.
51
–
3.
25
G
o
od
=
1.
76
–
2.
50
Fa
ir
=
1.
00
–
1.
75
21
st
c
en
t
u
ry
l
ear
ners
a
r
e
t
e
c
hno
lo
g
y
-orie
n
te
d.
T
ea
cher
s
sho
u
l
d
be
n
ot
o
n
l
y
aw
a
r
e
to
t
he
b
as
i
c
tech
n
o
l
o
gy
bu
t
als
o
o
b
t
a
i
n
m
a
stery
sk
il
l
s
r
e
g
ards
o
f
t
h
i
s
i
n
v
en
ti
on
o
f
sc
hoo
l
s
b
e
cau
se
t
hese
m
ade
the
in
struc
tio
n
ea
sier
a
nd
c
o
nve
n
i
en
t.
T
h
i
s
i
s
v
er
ifie
d
b
y
one
o
f
t
he
p
reser
v
i
c
e
teac
hers,
“We are more
in t
h
e
hi
ghe
r p
a
ce
o
f
gene
ra
t
i
o
n
,
21
st
ce
ntury
gr
ea
t
l
y have
a
gre
a
t i
m
pac
t no
t jus
t
educ
a
t
i
o
n
b
u
t
also
t
o
al
l
the w
o
rk
th
at a
soc
i
e
t
y
n
e
ed, bec
a
use of eas
i
er, fas
t
e
r
an
d m
o
st co
nv
e
n
i
e
n
t
w
a
y in d
o
in
g a job
or
h
a
s
a gre
a
t pur
pos
es
ads”
.
Thi
s
m
e
a
n
s
t
h
a
t
th
ere
i
s
w
id
e
s
p
r
ead
b
el
i
e
f
t
h
at
I
C
T
can
a
nd
w
i
l
l
e
m
p
o
we
r
t
e
ac
he
r
an
d
l
e
arne
rs,
trans
f
or
min
g
t
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achi
n
g
a
n
d
le
a
r
ni
ng
p
r
o
c
e
ss
es
f
rom
t
h
e
be
i
n
g
h
i
g
hly
t
eac
h
e
r-d
o
m
in
at
ed
t
o
st
ud
e
n
t
-
c
e
n
t
ered
and
t
h
a
t
t
h
i
s
t
r
ansform
a
tio
n
w
ill
re
sul
t
i
n
i
n
cr
ease
d
l
e
a
rn
in
g
ga
ins
f
o
r
s
t
u
d
e
n
ts,
c
r
ea
ting
a
nd
a
llow
i
ng
f
or
op
p
o
rt
uni
ties
for
lea
r
ner
s
t
o
deve
l
o
p
t
h
e
i
r
cre
a
ti
vit
y
,
pr
o
b
l
e
m
-
s
olv
i
ng
a
bi
lit
ies,
i
n
f
orm
a
ti
o
n
al
r
ea
so
n
sk
il
l
s
and
ot
he
r hi
gh
er-
o
rder
think
i
ng sk
i
l
l
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
1
2
– 220
21
6
Wi
th
a
ll
t
h
e
s
e
,
t
h
e
p
r
es
ervi
c
e
t
e
a
c
h
ers
al
so
h
a
v
e
d
i
ffi
cu
lt
ie
s
and
w
e
ak
ne
sses
of
I
MT
s
kil
l
s.
T
he
y
have
n
o
t
e
x
p
er
ienc
e
d
c
re
at
in
g
tab
l
es,
r
e
port
and
the
li
ke
w
ith
the
use
o
f
D
a
t
a
B
a
se
M
a
n
a
g
em
ent
Sys
t
e
m
.
It
i
s
very
e
v
i
de
n
t
in
thi
s
stu
d
y
bec
ause
t
he
y a
r
e
only
g
ood
i
n
suc
h a
pp
lic
a
tio
ns.
The
preser
vi
c
e
tea
c
h
e
rs
a
l
s
o
nee
d
t
r
a
i
n
i
n
g
on
e
t
hic
a
l
a
n
d
lega
l
i
ss
ues
o
f
t
ec
h
n
o
l
og
y.
E
ve
n
i
f
t
he
p
r
e
s
erv
i
c
e
t
e
ach
e
r
s
are
co
mp
u
t
e
r
l
it
e
r
at
e
t
h
ere
i
s
n
o
p
r
o
p
e
r
t
r
ain
i
n
g
on
c
opyr
ig
ht
i
ss
u
e
s,
e
thica
l
a
nd
l
ega
l
c
o
nsid
e
r
at
i
on
in
t
h
e
u
se
o
f
t
e
c
h
nol
ogy
.
On
e
of
t
h
e
r
e
s
po
nde
n
t
s
sa
id
:
“
I
kn
ow s
o
me ru
l
e
s
in
po
st
in
g to
s
o
c
i
al
m
e
di
a as we
l
l
as
s
o
m
e
e
t
hic
a
l
c
o
nsi
d
e
r
a
t
i
o
n
i
n
c
o
pyi
n
g a
n
d
pa
st
ing
bu
t t
h
ere
is no
pro
p
e
r
t
r
a
i
n
i
ng o
n
t
h
a
t
to
pic
”
.
This
i
m
p
li
e
s
t
hat
t
h
e
y
n
eed
t
ra
ini
n
g
on
l
e
g
al
a
nd
et
hi
c
a
l
i
s
su
e
s
i
n
use
of
t
echn
o
l
ogy.
E
ve
n
i
f
t
hey
do
n’t ha
ve pr
o
per t
r
ain
i
ng,
t
h
e
y ar
e
c
r
e
a
ti
ve
a
nd in
n
ova
t
i
ve
i
n
rea
din
g
art
i
c
les rela
te
d on th
is
m
at
ter.
I
t
is
s
aid
t
h
at
t
o
p
r
ep
are
f
o
r
su
c
c
e
s
s
in
t
h
e
w
ork
p
l
a
c
e
,
p
r
e
s
erv
i
ce
t
ea
ch
e
rs
n
e
e
d
t
o
be
com
e
i
n
d
epe
n
den
t
,
and
cri
tica
l
t
hi
nkers.
Tab
l
e 3.
Expe
rience
o
f
t
h
e P
r
ese
r
vice
Tea
c
h
e
r
s
i
n the
use
o
f
I
M
T
In
f
o
rm
a
t
ion, Me
d
i
a
a
nd t
e
c
hnology
S
kills
Th
e
p
r
es
e
r
v
i
c
e
t
e
ach
e
r
can
…
We
ight
e
d
M
ean
De
s
c
ripti
on
1.
c
r
e
a
t
e
s
hor
t
doc
um
e
n
t
s
3
.
4
A
lwa
y
s
2
.
c
r
eat
e
co
m
p
l
e
x
d
o
c
u
m
e
n
t
s
3
.2
O
f
t
en
3.
c
ra
f
t
n
e
w
s
l
e
tte
rs
,
f
l
y
e
r
s a
nd
poste
r
s
2
.
4
S
o
m
e
t
i
m
es
4
. i
n
t
e
r
p
r
et d
at
a
3.
2
O
f
t
e
n
5.
i
nte
r
pre
t
d
a
t
a
a
n
d
unde
r
s
ta
nd
f
i
na
nc
ia
l
inform
a
t
i
on
1.
9
So
m
e
ti
me
s
6.
U
s
e
a
dv
a
n
c
e
d
f
unc
tions
(
N
a
m
e
s,
V
LOOK
UP
, IF
,
IS
)
1
.7
N
e
v
er
7.
g
ra
ph/pre
s
e
n
t
d
a
t
a
i
n
orde
r
to
a
n
a
l
y
ze
e
x
a
m
re
sults
3
.
5
A
lwa
ys
8.
m
a
n
a
g
e
a
nd c
r
ea
t
e
m
a
n
a
g
em
e
n
t
pl
a
n
u
si
ng
t
e
c
hnolog
y
3.
3
A
l
wa
y
s
9.
i
nte
r
pre
t
t
h
e
ir
o
utput
u
si
ng
sophi
s
tica
t
e
d
tec
hnology
3
.
1
O
f
ten
10.
u
se
d
a
t
a
b
a
s
e
s
alrea
dy
s
et
up
by
o
t
h
e
r
s
2.
4
So
m
e
t
i
m
e
s
11.
d
e
v
ise
n
e
w
d
a
t
a
b
a
s
e
s
for m
y
o
w
n
purp
o
se
s
2.
5
So
m
e
t
i
m
e
s
1
2
. g
en
e
r
a
l
l
y
a
w
a
re
o
f in
tern
et in
f
lu
e
n
c
e
3
.5
A
lw
ays
13. utili
ze
d a
nd ac
ce
ss Gove
rn
me
nt d
oc
u
m
e
n
ts
use
d in t
e
a
c
h
ing
3
.2
O
f
t
en
1
4
. g
ain
ac
ces
s
t
o
r
e
s
e
a
r
c
h
p
r
o
j
e
c
t
s
f
o
r
r
ef
er
en
ce
3
.4
A
l
w
ays
15.
g
a
i
n
a
c
c
e
ss
to
i
nspec
tion
re
ports
3
.
0
O
f
t
e
n
16.
g
a
i
n
a
c
c
e
ss
to sc
hools’
p
e
rfo
r
m
a
n
ce
d
a
t
a
3
.
1
O
f
t
e
n
17. utili
ze
d ema
i
l
or pe
r
sona
l a
nd profe
ssi
ona
l purpose
s
3
.2
O
f
ten
18.
c
o
m
m
u
n
i
ca
t
e
o
t
h
e
r
p
e
opl
e
out
side
t
he
s
c
hool
fo
r
c
oll
a
bora
t
i
on
2.
9
O
f
t
e
n
19.
c
o
m
m
u
n
i
ca
t
e
o
t
h
e
r
s
tude
nts
(othe
r
m
a
j
or)
w
ith
t
he
u
nive
rsit
y
3.
0
O
f
t
e
n
20. ac
c
e
ss infor
m
ation e
f
fic
i
e
n
tly
(
ti
me
)
a
nd e
f
fe
c
tiv
e
l
y
(sour
ce
s
)
3.
0
O
f
t
e
n
21. e
v
a
lu
a
t
e
information c
r
iti
c
a
lly a
nd c
o
m
p
e
t
e
n
t
l
y
1.
7
N
e
v
e
r
22.
u
se
i
nf
orm
a
t
i
o
n
a
c
c
u
r
a
t
e
l
y
a
nd c
r
e
a
t
iv
e
l
y
for
the
issu
e
or
proble
m
a
t
ha
nd
3
.
2
O
f
t
e
n
23.
m
a
n
a
g
e
t
h
e
flow
o
f
info
r
m
a
tion
fr
om
a
w
id
e
v
a
r
i
e
t
y
of
s
ou
r
c
es
3
.1
O
f
t
en
24.
a
pply
fundam
e
nta
l
unde
rst
a
ndi
ng of
t
he
e
thica
l
/l
e
g
a
l
i
ssue
s
s
urr
oun
din
g
t
he
a
c
c
e
ss a
nd
u
s
e
of
i
nf
o
r
m
a
tion
1.
7
N
e
v
e
r
25.
unde
rsta
nd how
a
nd
w
hy
m
e
d
i
a
m
e
s
s
a
g
e
s a
r
e
c
onstruc
t
e
d, a
nd
for
wh
a
t
pur
po
se
s
3.
4
A
l
wa
y
s
26. e
x
a
min
e
ho
w
i
ndivi
d
u
a
l
s inte
rpr
e
t me
s
s
a
g
e
s
dif
fe
r
e
ntly
, how
v
a
l
u
e
s and
points
of
v
ie
w
a
r
e
i
n
c
l
ude
d
or
e
x
c
lude
d,
a
n
d
how
m
e
d
i
a
ca
n
i
nf
l
u
e
n
c
e
b
eli
e
f
s
a
n
d
b
e
h
av
i
o
r
s
3.
2
O
f
t
e
n
27.
a
pply
f
undam
e
nt
a
l
und
e
r
sta
ndi
ng
o
f
the
e
t
hi
c
a
l
/l
e
g
a
l
i
ssue
s
surr
oun
di
ng
the
a
c
c
e
ss a
nd
u
s
e
of
m
edi
a
2.
8
So
m
e
t
i
m
e
s
28. unde
rsta
nd a
nd utili
ze
th
e
m
ost
a
p
propria
te m
e
d
i
a
c
rea
tion
tools,
c
h
a
r
ac
t
e
ristic
s a
nd c
onve
nti
ons
3.
1
O
f
t
e
n
29. unde
rsta
nd a
nd e
ffec
tiv
e
l
y utili
z
e
the
m
o
st a
ppr
op
riat
e e
x
p
re
ssions
a
nd
inte
rp
re
t
a
ti
ons
i
n
dive
rse,
m
ul
t
i
-c
ult
u
r
a
l
e
nvironm
e
n
ts
2.
4
So
m
e
t
i
m
e
s
30.
u
se
s c
o
m
put
e
r
ba
s
e
d
t
e
c
hnologi
e
s
a
p
p
rop
r
ia
te
l
y
3
.
4
A
lwa
y
s
31.
unde
rsta
nds
t
he
i
m
porta
n
c
e
of
p
a
ssword
p
r
ote
c
tion
3.
4
A
l
wa
y
s
32.
unde
rsta
nds
a
n
d
u
se
s
n
e
tique
tt
e
3
.
1
O
f
t
e
n
33.
a
ble
to a
r
tic
ul
a
t
e c
y
b
e
r
bully
ing
polic
y
3.
0
O
f
t
e
n
34.
u
se
s
n
e
tw
or
k
re
sponsi
b
ly
a
d c
o
ns
ide
r
s
othe
rs
3
.
1
O
f
t
e
n
35. use
s e
quip
m
e
n
t sa
f
e
ly
3
.3
A
lwa
y
s
TOT
A
LI
T
Y
2
.9
4
Of
ten
Le
ge
n
d
:
A
l
w
a
y
s
=
3.
26
–
4.
00
O
f
te
n
=
2
.
51
–
3.
25
So
m
e
ti
m
e
s
=
1
.
76
–
2.
50
N
e
v
e
r
=
1
.
00
–
1.
75
Th
e
ch
al
l
e
ng
es
o
f
t
h
e
21
st
cen
tu
ry
i
s
t
o
l
ook
i
nt
o
t
h
e
sk
ill
s
b
ot
h
st
ud
ent
s
a
n
d
t
e
a
c
h
e
rs.
Th
e
t
e
a
c
h
e
r
must
b
e
eq
u
i
p
p
ed
w
i
t
h
t
he
se
s
ki
ll
s
so
t
hat
the
st
ude
n
t
s
w
ill
al
s
o
l
e
a
r
n
fro
m
them
.
F
i
n
d
i
ngs
a
ls
o
sh
ow
e
d
t
ha
t
“
t
he
a
b
ili
t
y
t
o
w
o
rk
w
i
t
h
da
t
a
,
such
a
s:
a
na
lyz
i
ng
i
nform
a
ti
on,
m
aki
n
g
i
n
fere
nce
s
f
rom
da
ta,
fi
n
d
i
ng
tr
ends,
and usin
g da
ta t
o s
u
ppor
t
c
l
ai
m
s
a
re conside
r
e
d
t
o be
o
ne
o
f t
h
e
m
a
in s
kil
l
s
t
ha
t
s
t
u
d
e
n
ts ne
e
d t
o
be li
tera
te i
n
t
o
d
a
y
’
s
in
fo
rma
t
i
o
n
a
g
e
,
a
nd
t
o
e
qui
p
t
h
em
w
i
t
h
ev
e
r
yt
hing
n
e
e
d
e
d
f
or
t
he
w
or
ld
b
e
y
o
n
d
the
c
l
assr
oo
m,
due
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
M
T
Skil
ls
o
f
t
h
e Pre
-
servic
e T
e
ache
rs i
n
Ce
bu
Ci
t
y
(
H
elen
B. Boho
la
n
o
)
21
7
t
o
t
h
e
g
r
o
w
i
n
g
u
s
e
o
f
v
i
s
u
a
l
r
e
p
r
e
s
e
n
t
a
t
i
o
n
o
f
d
a
t
a
i
n
t
h
e
f
o
r
m
o
f
grap
hs
a
nd
ta
bl
e
s
i
n
di
ffere
nt
a
spe
c
t
s
of
l
ife
[1
4].
”
T
able
3
r
eve
a
ls
t
ha
t
t
h
e
pre
s
e
r
v
i
ce
t
eac
hers
a
re
a
lwa
y
s
us
ing
e
x
ce
l
an
d
graph
i
ng
t
h
e
t
e
s
t
r
es
ul
ts
a
n
d
o
t
h
e
r
d
a
t
a
e
s
p
e
c
i
a
l
l
y
i
n
r
e
s
e
a
r
c
h
a
c
t
i
v
i
t
i
e
s
.
I
t
h
a
s
a
w
e
i
g
h
t
e
d
m
e
a
n
of
3
.
5
w
hic
h
i
s
the
highe
st
s
kil
l
s
of
a
ll
t
h
e
IMT
skill
s
p
resent
e
d
in
Ta
l
e
3
.
It i
s also the
m
ost c
o
mm
on
l
y
us
ed
by
t
h
e
p
r
e
s
e
r
v
i
ce
t
ea
chers
t
o
ge
th
e
r
w
it
h
th
e
aw
a
r
ene
s
s
of
i
nter
net i
n
fl
ue
n
c
e
.
A
n
o
t
her
v
e
ry
c
omm
onl
y
use
d
a
nd u
t
i
l
i
zed b
y
t
h
e pre
s
e
r
vic
e
t
ea
ch
er
s
ar
e
cre
a
ti
ng
s
i
mp
l
e
doc
um
en
ts.
A
s
ide
from
t
ha
t
,
t
he
p
r
e
servic
e
t
e
ac
hers
a
re
a
lso
usi
n
g
c
o
mpu
t
e
r
a
ppro
p
ri
atel
y
w
ith
t
he
w
eig
h
te
d
ma
n
of
3
.
4
.
The
pr
eserv
i
c
e
tea
c
her
s
a
re
a
ls
o
prepa
r
i
n
g
to
d
e
a
l
w
i
t
h
po
l
i
c
y
reg
u
la
t
i
on
s
go
ve
rn
i
ng
a
p
pro
p
riate
use
s
o
f
th
e
com
p
u
t
e
r
a
n
d
I
nterne
t
i
n
s
c
h
oo
l.
O
ne
o
f
th
e
respo
nde
n
t
s
sai
d
:
“
We
us
ua
lly
use
d
P
C
e
s
p
e
ci
a
lly
i
n
pre
par
in
g
our
v
i
su
al
aids
an
d co
l
l
a
b
o
r
a
tin
g o
u
r
s
t
u
d
e
n
ts”
.
T
h
i
s
implies
t
h
a
t
t
he
p
reservic
e
t
e
a
c
h
ers
sp
ent
mo
st
o
f
t
h
ei
r
ti
m
e
o
n
the
c
o
mputer
d
o
i
n
g
s
c
h
ool-
r
elate
d
w
orks
e
spec
i
a
l
l
y
prep
a
r
i
ng
th
e
ins
t
r
u
c
tio
na
l
m
a
ter
i
a
l
s,
u
si
ng
e-
ma
il
,
a
n
d
w
e
b
brow
s
i
n
g
.
Th
e
da
ta
i
n
d
i
cate
d
t
ha
t
t
h
e
pres
e
r
vice
teac
hers
h
a
d
e
xperie
n
c
e
w
i
t
h
t
h
e
co
m
put
e
r
do
ing
s
i
m
p
le
a
nd c
o
mp
le
x
t
a
s
k
and
u
s
i
n
g
Inte
rnet
e
spec
i
a
l
l
y
i
n
doi
ng
re
s
e
a
rc
h
.
O
n
t
he
o
t
h
er
h
a
nd,
t
he
p
rese
rvice
t
e
ache
r
s
a
r
e
not
u
se
d
to
a
pp
l
y
f
und
a
m
e
n
t
a
l
und
erst
a
n
d
i
ng
o
f
t
h
e
eth
i
ca
l
/le
ga
l i
s
sues sur
rou
n
d
i
ng
the a
c
c
e
s
s
and
use o
f
i
nfor
m
a
t
io
n for
i
t
h
as a w
eigh
te
d m
e
a
n
of 1.7 (n
eve
r).
I
t
is
a
lso
p
o
in
ted
tha
t
“
t
e
ac
hers
n
ee
d
n
o
t
o
n
ly
t
o
un
der
s
ta
nd
the
po
lic
ie
s
but
a
l
s
o
t
o
h
a
v
e
an
a
w
a
r
e
ne
ss
o
f
s
t
u
d
e
n
t
s
’
b
e
l
i
e
f
s
,
s
o
t
h
a
t
t
h
e
y
c
a
n
o
f
f
e
r
s
t
u
d
e
n
t
s
m
o
r
e
t
h
a
n
a
se
t
of
p
o
lic
y
regu
la
ti
o
n
s
li
ke
E
t
h
ica
l
i
ss
u
e
s
ar
e
com
p
le
x [a
nd]
a
lis
t
of
r
ules
i
s
not a
de
q
u
at
e
t
o
hel
p e
n
hanc
e
a
s
tu
de
nt’s u
n
d
ersta
n
d
i
ng”
[
15]
.
Th
us,
the
pr
es
er
v
i
c
e
t
eac
hers
a
re
u
t
iliz
in
g
i
n
form
ati
o
n,
m
edia
and
t
e
c
h
no
l
ogy
i
n
t
e
a
c
h
ing
and
l
e
a
r
ni
ng
. Th
e
y
a
re u
si
ng
c
o
m
pu
t
e
r a
l
mo
st
e
v
e
ry
d
a
y
f
o
r
s
choo
l
a
c
t
i
v
itie
s
an
d
othe
r r
e
quire
m
e
nts.
Ef
fec
t
s of
n
e
w
di
g
i
t
a
l t
e
ch
n
o
l
o
g
i
e
s
in
t
h
e 21
st
ce
nt
ur
y
i
n
s
t
r
u
c
t
i
o
n
T
h
i
s
p
a
r
t
o
f
t
h
e
r
e
s
e
a
r
c
h
w
i
l
l
p
r
o
v
i
d
e
t
h
e
r
e
s
u
l
t
s
a
n
d
d
i
s
c
u
s
s
i
on
a
b
ou
t
t
h
e
di
ffere
n
t
t
h
em
es
g
a
t
he
red
by
t
he
r
esea
rch
fr
om
t
he
F
o
c
us
G
r
o
up
D
is
cuss
io
n
(F
G
D
)
a
n
d
f
rom
the
i
n
ter
v
i
e
w
que
stio
n
n
aire
.
Fr
om
t
h
e
respo
n
ses
o
f
th
e
p
rese
rvice
te
ac
hers,
the
fo
llowi
ng t
h
em
e
s
h
ad
b
e
e
n
f
ormula
te
d:
Th
eme 1
:
M
a
k
i
ng t
a
k
i
n
g
a
nd l
e
ar
ni
n
g
m
o
re
conv
e
n
ien
t
w
ith
t
h
e
u
s
e
of
tec
h
no
l
ogy
Th
eme 2
:
Th
e
2
1
st
ce
ntu
r
y role
o
f
mo
d
e
rn
t
ech
nol
og
y in
t
e
a
c
hi
n
g
a
n
d
l
e
arni
ng
Th
eme 3
:
U
s
in
g te
ch
n
o
lo
gy
a
s
to
ol i
n
re
se
ar
ch
Ma
kin
g
t
a
k
i
n
g
an
d learn
i
n
g
more c
o
n
v
en
ie
n
t
wi
t
h
th
e
u
s
e
of
tec
h
n
o
l
o
gy
I
t
h
a
s
a
v
er
y
big
im
pac
t
e
s
p
e
c
ia
l
l
y
i
n
2
1
st
c
en
t
u
ry
a
nd
s
t
u
d
e
nt
s
are
mo
re
e
xp
o
s
ed
t
o
medi
a
a
nd
com
p
u
t
e
r
s.
S
o,
n
o
t
t
o
be
l
eft
be
hi
nd,
s
t
u
den
t
a
n
d
t
e
a
c
h
e
r
s
ho
u
l
d
a
d
j
u
s
t
a
nd
a
d
a
p
t
the
s
e
new
in
ve
nt
i
ons.
O
n
e
of
t
he
pre
se
rvi
c
e
tea
c
her
s
s
ai
d:
“
T
he im
pact
o
f
in
form
a
t
i
o
n
m
e
di
a
a
n
d
tec
h
n
o
l
o
gy li
terac
y
ins
t
ruc
t
i
o
n
in
s
c
ho
ol is th
a
t
it m
a
k
e
s
the
i
n
st
r
u
ct
i
on c
o
nv
enie
n
t
e
s
pe
ci
a
l
ly i
f
t
h
ere
is
n
e
e
d
f
o
r
the
re
m
e
d
i
al c
l
asse
s
or
ad
d
i
t
i
on
a
l
ass
i
gnm
e
n
t
or act
i
v
ity.
A
n
d al
s
o
inf
o
rm
a
t
ion
m
e
di
a he
lp
t
o
wi
d
e
n the
k
n
o
w
led
g
e
of the
st
ude
n
t
.”
Th
is
i
mp
l
i
es
t
hat
the
lear
nin
g
a
cq
u
i
red
by
u
s
i
ng
th
is
t
o
o
l
i
s
m
or
e
effic
i
en
t
es
pec
i
a
l
ly
i
n
t
h
e
2
1
st
ce
ntur
y
w
o
r
l
d.
U
sin
g
m
e
d
i
a
a
nd
tec
h
n
o
lo
g
y
i
s
very
a
p
p
l
i
c
a
b
le
a
n
d
m
o
re
m
ode
rn
a
n
d
g
i
v
es
m
ore
i
n
t
e
r
e
sting
ac
t
i
v
i
ti
e
s
f
or
t
he
l
ear
ners.
I
t
i
s
sa
i
d
t
ha
t
t
h
e
i
m
pac
t
o
f
i
n
fo
rmat
i
o
n
,
m
e
d
i
a
a
nd
t
echn
o
lo
gy
l
it
e
r
ac
y
in
st
ru
cti
o
n
in
s
c
h
o
o
l
s
i
s
th
a
t
it
m
a
kes
t
h
i
ngs
e
asier
a
nd
faster
.
It
g
i
v
es
com
f
ort
t
o
t
he
t
eac
hers
f
o
r
t
h
e
y
w
i
l
l
n
o
t
k
ee
p
o
n
w
r
itin
g
o
n
t
he
boa
r
d
a
d
on
m
a
ni
la
p
aper
s,
t
h
e
y
j
u
s
t
h
a
v
e
t
o
p
re
pare
P
ow
erP
o
in
t
pre
s
en
tat
i
on
a
nd
t
h
e
stu
d
e
n
ts
w
ill
have
t
o
ta
ke
dow
n
the
imp
o
r
t
a
n
t
n
o
te
s
t
h
at
a
re
b
e
i
ng
d
isc
u
sse
d
by
t
h
e
t
e
ac
h
e
r
.
A
not
her
pres
er
vi
c
e
teac
her
sai
d
:
“
I
f the pre-
se
r
v
ice
t
e
ac
hers a
r
e li
ter
a
te
whe
n
i
t
c
o
m
e
s t
o
i
n
form
a
t
i
on, m
e
d
i
a a
n
d
l
i
t
e
r
ac
y,
t
h
en
i
t
wou
l
d
b
e
e
a
si
e
r
f
o
r th
e
m
to
a
p
p
l
y
wh
at
t
h
e
y
h
a
v
e
l
e
arn
e
d
and t
o
ha
v
e
b
e
au
t
i
f
ul
ou
tc
om
e
s
wit
h
gre
a
t q
u
a
li
ty m
o
st espe
c
i
al
ly
i
n
do
i
ng res
p
on
sib
i
l
ity
as pre
-
ser
v
ice
tea
c
hers”
Thu
s
,
t
h
e
p
r
e
s
e
r
v
i
ce
t
e
ach
e
r
s
c
o
n
s
i
d
er
I
C
T
a
s
a
t
e
a
c
h
ing
to
ol
i
n
t
h
e
2
1
st
c
e
n
t
u
r
y
.
A
s
i
d
e
f
r
o
m
t
h
a
t
i
t
ma
kes
lear
n
i
ng
m
ore
enga
gin
g
.
It
i
s
re
a
lly
a
g
r
eat
a
id
f
or
t
ea
c
her
s
a
n
d
s
t
ude
n
t
d
oi
ng
d
i
ffe
ren
t
t
a
s
k
i
n
s
ch
oo
l.
It
m
a
k
es
t
e
a
c
h
in
g
proce
s
s
m
o
re
m
ea
nin
g
fu
l.
I
M
T
p
ro
v
i
d
e
s
grea
t
i
m
p
ac
t
in
s
c
h
o
o
l
i
nstruc
t
i
o
n
.
A
s
i
d
e
fr
o
m
ma
kin
g
t
hin
g
s e
a
sier
o
r
bett
e
r
it pr
o
v
ide
s
l
ea
r
n
ers
acc
urate
le
ar
ning
age
2
1
st
centur
y
.
Ano
t
her
pre
s
ervice
tea
cher
r
e
v
ea
ls t
ha
t
t
h
e use
o
f
tec
hn
o
l
o
g
y
m
ake
s
tea
c
h
ing
an
d l
e
arn
i
n
g
faster a
n
d
c
o
nv
en
i
e
nt
.
As
q
uot
ed
“
Inf
o
rm
ati
on, m
e
d
i
a a
n
d
tec
h
no
logy
g
i
ve
s
a
g
r
ea
t
im
p
a
c
t
i
n
scho
o
l
s ins
t
r
u
c
t
io
n
bec
ause
we
a
r
e
no
w on 21
st
cent
u
ry pe
o
p
le
no
w
a d
a
y are
depe
n
d
e
n
t
i
n
tec
h
n
o
l
o
gies.
And t
e
c
h
n
o
l
og
y
gives
u
s
a
c
ce
ss
t
o
ever
yth
i
ng
l
i
k
e
re
se
a
r
ch
,
ou
r
re
p
o
rt
s
n
e
w
s
, ac
c
e
ss
t
o
g
o
v
e
r
n
m
e
n
t
a
nd
ev
eryt
h
i
ng
.
It
ma
ke
s
ou
r
day
by
d
a
y
e
a
sier.
”
IMT
impr
o
v
ed
s
t
u
den
t
a
ch
ievem
e
n
t
a
nd
m
ot
iva
t
i
o
n
.
I
t
pr
o
v
ide
s
t
h
e
le
arne
r
wi
t
h
q
u
i
c
k
and
easy
a
ccess
to
d
if
f
e
rent
s
ec
t
i
o
n
s
o
f
i
nstr
u
c
t
i
ona
l
m
a
t
e
ria
l
s
tha
n
u
si
ng
pri
n
ted
ma
t
e
rials.
I
t
h
e
lp
s
t
h
e
stude
n
t
a
nd
t
e
a
c
he
rs to m
a
ke
w
or
k ea
si
e
r
a
nd fa
st
e
r
a
n
d
to
m
a
ke
m
ore
enou
g
h
sourc
e
s o
f
in
f
orm
a
t
i
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
1
2
– 220
21
8
The
im
pact
o
f
i
n
forma
t
i
o
n,
m
edia
a
n
d
t
ec
hn
o
l
o
g
y
l
i
t
e
r
ac
y
i
n
s
t
ru
c
t
i
o
n
in
s
c
h
oo
l
s
a
ls
o
the
s
t
ude
n
t
s
ca
n ea
sily a
cc
e
ss the
inf
o
rma
t
i
o
n
thr
o
u
g
h
t
h
e
use
of
t
e
c
h
n
o
l
o
g
y
.
The 21
st
ce
n
t
u
r
y
role of
mo
de
rn
t
e
ch
n
o
lo
gy
in
teac
h
i
n
g
an
d le
arn
i
n
g
Tea
c
h
i
ng
a
nd
l
e
a
r
ni
ng
i
n
t
h
e
2
1
st
C
en
tu
ry
r
eq
u
i
res
t
r
e
m
e
n
dou
s
p
r
e
p
a
r
a
t
i
o
n
a
n
d
in
nova
t
i
o
n
o
f
t
he
teac
hers.
It ena
ble
s
t
he preser
v
i
c
e t
e
ac
he
rs
g
lo
ba
ll
y
c
o
mpe
tit
i
ve
. “
T
he
21
st
cent
u
ry is
c
o
n
s
i
d
ered as
the age of
i
n
f
o
rmati
o
n
a
n
d
t
h
e
scho
o
l
i
s
h
a
v
in
g e
d
u
c
a
t
io
n
of
t
h
ei
r bann
e
r
, th
e
r
ef
o
r
e
,
i
n
o
r
d
e
r to
u
pda
t
e
and
g
o
wit
h
t
h
e
tre
nd i
n
e
d
uc
a
tio
n
we
m
u
s
t
inc
l
u
d
e
ICT
i
n
our
sc
h
ool
s. If we
are e
q
u
i
p
p
ed w
i
th t
h
ese
ski
l
l
s
,
we ca
n
w
o
rk
eas
ily
o
n
t
h
e
w
o
rk
in
g
wor
l
d”,
as
m
ent
i
on
b
y
o
n
e
o
f
t
h
e
re
sp
ond
e
n
t
s
.
Acco
rdi
n
g
t
o
[
16
]
“
c
o
n
t
e
m
po
ra
ry
I
C
T
s
are
a
b
le
t
o pro
v
ide
s
t
ro
ng su
p
por
t for all t
h
e
s
e requ
ire
m
e
n
ts a
nd the
r
e ar
e
now
m
an
y
o
u
t
s
t
an
d
i
n
g
e
xa
mp
les o
f
world
class
se
ttings
for
competen
cy
a
nd
p
erforman
ce
-base
d
c
ur
ri
cu
la
t
ha
t
m
a
ke
s
o
u
n
d
u
s
e
of
t
he
a
ffor
da
nce
s
of
t
he
se
t
ec
h
n
o
lo
gie
s
”.
T
hus
,
ICT
e
n
a
b
les
the
s
t
ude
n
t
s
to
b
e
t
e
ch
n
o
l
ogi
c
a
lly-
o
ri
en
te
d,
g
l
o
ba
lly
c
om
pet
iti
v
e
and
a
w
i
de-
r
ange
d
lea
r
ner
.
F
or
t
he
s
t
u
de
nt
s,
i
t
ca
n
ac
c
e
ss
i
n
fo
r
m
a
t
i
on
form
a
w
hole
w
o
rld
o
f
d
ive
r
se
kn
owle
d
g
e
and
idea
s. A
nothe
r pre
s
ervice
tea
cher
said
:
“
It
h
e
l
p
s
t
h
roug
h
gi
vi
ng
i
mmed
i
at
e a
n
d
i
mmed
i
a
t
e
and
acc
u
ra
t
e
in
fo
rm
a
t
i
o
n
and
it
i
s
a
l
so
use
d
to co
n
t
ra
ct so
li
d i
n
form
at
i
on t
o
st
u
d
en
ts a
nd i
t
c
a
tc
he
s at
ten
t
i
o
n.
”
Th
is
i
m
p
lie
s
th
a
t
t
he
i
nter
ne
t
w
i
ll
pr
ov
ide
i
n
for
m
a
tio
n
ne
ede
d
by
th
e
p
r
e
s
e
r
v
i
ce
t
ea
ch
ers.
Tec
h
nol
og
y
is
i
nfl
u
enc
i
ng
a
nd
s
up
p
o
rti
n
g
w
h
at
i
s
be
ing
tau
g
h
t
a
n
d
l
e
a
rn
e
d
i
n
sc
ho
ols
fo
r
it
a
l
s
o
su
ppo
rt
c
h
an
g
e
s
to
t
h
e
w
ay
s
tu
de
nt
s
a
r
e
l
e
a
r
ni
ng
i
n
t
h
i
s
e
ra.
In
[
16
],
h
e
c
it
e
d
t
hat
“t
e
c
h
nol
ogy
h
a
s
t
h
e
c
a
p
a
c
i
ty
t
o
prom
o
t
e
an
d
enco
ur
age
the
transfor
ma
t
i
o
n
o
f
ed
uc
at
ion
fr
o
m
a
v
e
r
y
t
e
a
c
h
e
r
d
i
r
e
c
t
e
d
e
n
t
e
r
p
r
i
s
e
t
o
o
n
e
w
h
i
c
h
sup
por
t
s
m
ore
st
ude
n
t
-c
ent
e
re
d
mode
l
s
.
”
I
C
T
a
p
p
l
i
ca
ti
o
n
s
pro
v
id
e
ma
n
y
o
p
tio
ns
a
n
d
c
h
o
ice
s
t
ha
t
w
ill
ma
ke
the pr
eserv
i
c
e
t
ea
che
r
s in
no
va
tive
a
n
d
cr
eati
v
e.
U
s
ing te
chn
o
l
o
gy
a
s
to
o
l
in
researc
h
The
i
n
for
m
a
t
i
o
n
me
d
i
a
a
n
d
t
e
chn
o
l
o
gy
l
i
t
e
ra
c
y
i
nstr
uct
i
o
n
he
lp
th
e
st
ud
ent
s
s
p
e
c
i
fi
call
y
i
n
att
a
ini
n
g
new
in
forma
tion,
s
uch
a
s
r
e
s
e
a
rc
hing
i
n
or
der
t
o
g
a
i
n
m
o
r
e
k
n
o
w
le
d
g
e
on
t
he
d
iff
e
re
nt
l
ess
ons
t
ha
t
w
e
enc
o
u
n
te
r
e
v
ery
da
y.
K
now
i
ng
t
h
in
gs
a
b
o
u
t
t
h
is
i
nstr
uc
tio
n
a
l
so
t
ea
c
h
es
t
he
m
o
n
h
ow
t
o
use
m
e
dia
or
tech
n
o
l
o
gy w
e
ll.
O
ne
o
f
t
h
e
pre
s
ervice
tea
c
h
e
r
s
said:
“
B
e
i
ng
l
i
t
e
ra
te i
n
i
n
fo
rmat
i
o
n
medi
a
a
n
d
t
e
c
h
nol
o
g
y
in
sch
ool
ca
n
h
e
lp
l
i
gh
t
e
n
th
e
wor
k
s
to
be
d
o
n
e
f
o
r
the
t
e
ac
hers, teac
hers
a
nd ot
her w
o
rk
ers
who nee
d
s tec
h
n
o
l
o
g
y
.
F
o
r the
te
a
c
hers
it he
l
p
s the
m
de
l
i
v
e
r
the
i
r d
i
scu
s
s
i
on
we
ll
a
n
d
t
h
ey
are
a
b
le
t
o
sh
ow ex
am
p
l
e
s
th
ro
u
gh
Po
we
rPo
i
n
t
, v
i
de
os,
p
i
ct
ure
a
n
d
e
t
c.
for
us s
t
ud
e
n
ts,
we
c
a
n
a
c
c
e
ss we
ll
or
d
o
th
i
n
g
s
e
a
si
ly
ta
sk
ed
assig
n
e
d
by t
h
e
te
ache
rs
.
And
for
o
t
her
s
, it
c
an he
lp
t
h
em
h
a
ve sm
o
o
t
h
fl
o
w
o
f
the
i
r w
o
rk
s.
Beside
s ICT
al
l
o
w t
o
do
our researc
h
i
n
a be
t
t
e
r
w
a
y
”
.
Th
is
m
ea
ns
t
h
a
t
IC
T
e
n
ab
le
p
reser
v
i
c
e
t
e
ac
he
rs
t
o
d
o
r
ese
a
r
ch.
But
on
t
h
e
o
t
h
er
h
and
,
t
ech
nol
ogy
has a
l
so a
disa
dva
n
t
age.
T
he
in
f
lu
x o
f
tech
n
o
l
o
gy
br
o
u
g
h
t
a
gr
e
at
i
m
p
ac
t to
the
ins
truc
ti
on
of
t
h
e sch
o
o
l s
i
n
c
e
the
teac
hers
a
nd
s
t
u
den
t
s
a
r
e
de
pen
d
e
n
t
o
n
t
e
c
h
n
o
lo
gy.
S
tude
n
t
s
b
r
o
w
s
e
t
h
e
inte
rne
t
i
nstea
d
o
f
b
o
ok
t
h
a
t
w
o
u
l
d
c
o
nsi
d
e
r
t
he
i
n
t
er
net
a
s
t
he
m
os
t
re
li
able
s
our
ce
w
h
ic
h
c
ou
l
d
t
o
pla
g
iarism
.
Te
ache
r
s
re
l
y
o
n
l
a
p
t
op
s
and
soc
i
a
l
m
edia
t
o
co
n
v
ey
t
h
e
ir lesso
n.
I
n
form
at
io
n
,
m
e
d
i
a
a
n
d
tec
hn
ol
o
gy
l
i
tera
cy allow
s
t
u
d
e
n
t
t
o
h
a
v
e fre
e
acc
ess
o
n
w
i
d
e of
k
n
o
wle
d
ge
.
In
t
h
i
s
w
a
y,
s
t
ude
n
t
s
ha
ve
w
ide
o
p
p
or
tu
ni
t
i
e
s
o
f
le
ar
ni
n
g
.
H
o
w
e
ve
r,
it
a
l
so
b
r
i
n
g
n
e
g
a
t
i
v
e
i
m
pac
t
s
u
c
h
a
s
ac
quir
i
n
g
h
o
a
x
inform
ati
o
n a
nd laz
i
ness
to
s
eek
i
n
f
orm
a
tio
n
S
t
ra
teg
i
es
f
o
r u
s
in
g ICTs t
o
ch
an
ge peda
g
o
g
i
c
a
l
p
r
ac
t
i
c
e
s
in
teac
h
i
n
g
an
d
le
arn
i
n
g
The
mos
t
r
e
l
e
v
ant
s
t
r
a
te
g
i
es
t
o
cha
n
ge
p
e
d
a
g
o
g
i
ca
l
pr
act
ic
es
i
n
t
ea
c
h
i
n
g
and
lear
nin
g
f
or
t
he
n
ee
d
s
of
t
he
s
tu
de
nt
a
nd
sch
o
o
l
fa
c
i
l
iti
es.
A
concr
e
te
e
xa
mple
o
f
st
r
ate
g
ies
usi
n
g
ICT
a
f
fec
t
i
n
g
to
t
he
p
e
d
a
g
og
ica
l
prac
t
i
c
e
s
i
n
t
e
a
c
hi
n
g
a
n
d
l
ea
rni
ng
is
w
hen
t
h
e
tea
c
h
er
s
us
e
pro
jec
t
ors
an
d
ga
dge
ts
i
n
d
i
sc
ussin
g
t
he
ir
l
esso
n.
It
c
an
a
lso
be
s
e
e
n
fr
om
t
he
s
t
ude
n
t
s
w
h
o
a
s
w
e
l
l
inte
rac
t
t
o
t
h
e
c
l
a
ss
d
isc
u
ss
io
n
t
h
rou
gh
t
h
e
use
of
s
oc
ial
Me
dias
a
n
d
t
e
c
h
n
o
l
o
g
y
.
O
n
e
of
t
he
p
reser
v
ic
e
teac
hers
s
a
i
d:
“
It i
s
t
h
a
t
sp
ec
i
f
ic
use
s
of ICT
c
an
h
a
ve
pos
it
i
v
e
effec
t
s on st
u
d
en
t
ac
h
i
e
v
e
m
ent w
h
en
IC
T
are
use
d
ap
prop
ri
a
t
ely
to
c
o
m
p
lem
e
nt te
ac
hers’ e
x
is
tin
g
ped
a
g
o
g
i
ca
l
p
h
il
os
op
h
i
e
s
. ICT
are
u
s
ed
i
n
ed
uc
at
i
on
in
tw
o
gene
ra
l
way
;
to s
u
pp
ort e
x
i
sti
ng
tr
adi
t
i
o
nal
ped
a
g
o
g
i
ca
l
p
r
ac
t
i
c
e
s
as
we
l
l
as
to e
n
ab
l
e
m
o
re le
ar
ner
c
e
nt
ric
c
o
nstr
uc
tiv
is
t le
ar
n
i
ng m
ode
ls,
re
s
e
arc
h
fo
rm
d
iffe
re
nt cou
n
t
r
i
es
s
u
g
g
e
st
t
h
a
t
bo
th
are
use
f
u
l
, b
u
t t
h
at
I
C
T
are m
o
s
t
e
ffec
tiv
e whe
n
t
h
ey
hel
p
to
ena
b
l
e
lea
r
ner-c
e
n
tric
pe
d
a
g
ogie
s
.
”
T
his
m
e
a
n
s
r
e
leva
n
t
s
trate
g
ie
s
for
usi
ng
to
c
han
g
e
ped
a
go
g
i
c
a
l
prac
ti
ce
s
i
n
teac
h
i
ng
a
nd
l
e
a
rni
n
g
are
u
t
il
iz
i
n
g
t
h
e
I
C
T
t
o
ols
usin
g
he
P
Cs.
T
h
oug
h
not
a
l
l
scho
ol
p
rov
i
d
e
I
CTs
su
bje
c
t
o
r
com
p
u
t
e
r
l
a
b
or
ator
ies,
it is g
o
od t
h
ese
t
o
ol
s
to
achie
v
e
m
ore
m
odern
a
nd g
l
oba
l
l
y com
p
ete
n
t
l
e
ar
ne
rs.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
M
T
Skil
ls
o
f
t
h
e Pre
-
servic
e T
e
ache
rs i
n
Ce
bu
Ci
t
y
(
H
elen
B. Boho
la
n
o
)
21
9
5.
CONCL
U
S
ION
F
r
om
t
he
f
i
n
d
i
ngs
r
e
v
ea
le
d
i
n
t
he
s
tu
d
y
,
i
t
i
s
co
nc
l
u
de
d
t
h
a
t
I
n
f
o
r
ma
t
i
o
n
,
m
e
d
i
a
a
nd
t
e
c
h
nol
ogy
lite
rac
y
i
s
nee
d
ed
i
n
the
21
st
c
e
n
tur
y
t
e
a
c
h
in
g
a
nd
lea
r
n
i
ng.
I
CTs
ha
ve
b
e
e
n
ver
y
u
se
fu
l
i
n
t
he
t
e
a
c
hi
n
g
-
lear
n
i
n
g
proce
ss
a
n
d
i
t
has be
en
t
he
m
o
d
er
n
i
z
e
w
ay
o
f
ed
uc
ati
o
n
w
hic
h
c
a
u
g
h
t
t
he inter
e
s
t
of
e
ve
ry
bo
d
y
.
The
effec
t
i
v
e
use o
f
tec
h
nol
og
y e
n
ab
les t
h
e
pre
s
e
r
vice
tea
c
h
er
s t
o
fa
c
i
lita
te
a
n
d
a
dj
ust
t
h
e
i
r i
n
s
t
r
u
ct
i
o
n
a
l s
t
r
a
teg
i
e
s
t
o
opt
i
m
iz
e st
u
d
e
nt
s
’
l
e
a
rni
n
g.
ACKNOW
LEDG
E
MEN
T
S
The
a
u
th
or
w
oul
d
li
ke
t
o
a
c
k
now
led
g
e
t
h
e
un
i
v
er
si
tie
s
i
n
C
e
bu
C
i
t
y
w
ho
r
e
s
po
nd
ed
t
hi
s
re
se
arch
ende
a
v
or a
nd t
o
Ce
bu
N
o
rm
al U
ni
ver
s
i
t
y w
ho
i
n
it
ia
te
d
t
h
i
s
a
ctiv
ity
.
REFE
RENCES
[1]
Dede,
C.
C
omparing
f
ramewo
r
k
s
f
o
r
21st
cent
u
ry
s
kills.
21
s
t
c
e
n
tu
r
y
s
k
il
ls
:
R
e
th
i
n
k
i
ng
h
o
w
s
t
u
d
e
n
ts
l
e
ar
n
,
20
,
20
10
;
5
1
-7
6
.
[2]
A
n
a
n
i
a
d
o
u
,
K
.
,
&
C
l
a
r
o
,
M
.
2
1
s
t
c
e
n
tury
s
ki
lls
a
nd
c
o
m
pe
te
n
c
e
s
f
o
r
n
e
w
mil
l
enniu
m
l
earners
i
n
OECD
c
o
untri
es.
20
09
.
[3]
Teo,
T
.
(2008).
Pre-s
e
rvi
c
e
t
eachers'
a
ttitudes
t
o
w
a
rds
comput
er
u
se:
A
S
i
n
g
a
p
o
r
e
s
u
r
v
e
y
.
Australasian
J
o
urna
l o
f
Ed
uca
t
io
na
l T
ech
no
log
y
,
J
a
nu
ary
2
008
[4]
Teo,
T
.,
L
ee,
C
.
B.,
&
Chai
,
C.
S
.
(2
00
8
)
.
Und
e
rstan
d
ing
pre‐s
e
rv
ice
t
each
ers'
c
o
m
put
er
a
ttit
udes:
a
pp
lyin
g
an
d
ext
e
nd
ing
th
e t
e
c
h
no
lo
gy
acceptan
ce m
o
d
e
l.
J
o
u
r
na
l o
f
c
o
mp
ut
er a
ssisted lear
ni
n
g
,
24
(2),
1
2
8
-143.
[5]
Um
u
n
adi,
K
.
(20
1
1
)
.
P
e
rception
of
T
echn
i
cal
E
du
cati
on
Stu
d
ent
s
on
t
h
e
R
ole
o
f
I
C
T
i
n
Ge
ne
ra
l
Stud
ie
s
Programm
e
(
G
SP)
In
U
nivers
i
t
y
E
d
ucati
on.
In
te
rna
tio
na
l J
o
urn
a
l
o
f
Ac
ad
e
m
ic
Re
se
arc
h
in Bus
i
n
e
ss an
d S
o
c
i
al
Sci
e
nces Octo
ber
20
11
.
[6]
Mo
e
r
sc
h,
C
.
(1
99
5).
Le
ve
ls
o
f
te
c
h
n
o
lo
gy
impl
em
ent
a
tio
n
(LoT
i):
A
f
r
am
ework
f
o
r
m
eas
u
r
i
n
g
cl
a
s
sro
o
m
techn
o
lo
gy
use.
L
e
ar
nin
g
and
L
e
ad
in
g with
tech
no
log
y
,
23
,
40-4
0
.
[7]
Jon
e
s, B
.
&
F
la
nn
igan
, S.
(n
.
d
.)
C
onnecting the Di
g
i
t
a
l Do
t
s
:
Literacy
of
t
h
e 2
1
s
t
Cen
tu
ry.
[8]
Dren
oyi
ann
i
,
H.
(
2
004
).
D
es
i
g
n
i
ng
and
Im
p
l
em
enti
ng
a
P
r
o
j
ect-Ba
sed
ICT
Cou
r
se
i
n
a
Teach
er
E
d
u
cat
io
n
S
e
t
t
i
ng:
Rewards
and
P
i
tf
all
s
.
Ed
ucatio
n
a
n
d
Inf
o
rmatio
n
Tech
no
lo
gies
9
:4
,
3
8
7
–
404
,
2
004.
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Bam
f
o
r
d
,
A.
(
2001).
Th
e Grammar o
f
Visual
L
i
teracy
wi
t
h
i
n
th
e
W
o
r
ld
o
f
In
terac
t
iv
e
M
e
d
i
a.
P
aper p
resen
t
ed at
th
e
Ed
uca
t
io
n Resea
r
ch
Networ
k Co
n
f
er
ence o
n
L
e
a
r
ni
ng
, S
p
e
tses, G
r
eece, and
Ju
l
y 4-8
.
[10]
Ded
e
,
C.
(
2
0
0
0
).
E
merg
in
g
inf
l
u
e
nces
o
f
in
f
o
rm
ati
on
t
echno
logy
on
s
c
hool
c
u
rricul
u
m.
Jo
u
r
na
l
of
C
u
r
r
i
c
u
l
u
m
St
ud
ies
,
32
(2)
,
2
81-303.
[11]
An
geli,
C
.
,
&
V
a
lan
i
des
,
N
.
(2005
).
P
res
e
rvi
c
e
e
l
em
en
tary
t
eac
h
ers
as
i
n
f
orm
a
ti
o
n
a
n
d
c
om
m
u
n
i
c
a
t
i
o
n
t
ech
nol
og
y
des
i
g
n
ers:
A
n
i
n
stru
ctio
nal
syst
ems
d
e
s
i
gn
m
od
el
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