Delos Santos, K.DC. (2019). Policy Analysis of the DepEd Computerization Program. Analysis for Master of Arts in Education. Bulacan State University
ABSTRACT
This
policy analysis aims to evaluate and examine the implementation of the
Department of Education Order No. 78 series of 2010. This study is sought to
analyze the major milestones that the department has reach with the DCP along
with its flaws and issues. This policy analysis is based on the input coming
from the teachers of some public and private institutions to further analyze
its effects without bias. The proponent of the policy analysis on the
implementation of DCP finds out several factors in the success and some flaws
of the program. Some of them are lack of infrastructure, technical support,
software and some other factors. However, it is also concluded in different
studies that DCP helps the learners and the teachers in the teaching and
learning process.
INTRODUCTION
Over the
years, the computer has soared in many ways and in many disciplines. It is
being used by education, business, banking, commerce, aviation, aero science,
entertainment, and several other industries.
The integration of computers in education is
a popular trend in many educational institutions. There are various studies
conducted locally and internationally about the effects of computers to the
educational system and they found out that computers have affected the way
students and educators learn. It is also a way to be connected globally
wherever you are. Furthermore, because of computers work has been a lot easier,
efficient, and faster.
In the world of today, the computer has
become almost as necessary as food and clothing. Computers are playing an
outstanding role in strengthening society. Its duty is to inform, educate and
entertain the people. It helps us to know the current situation around the
world. The computer has a strong social and cultural impact on society. Because
of its inherent ability to reach a large audience, it is widely used to convey
the message to build public opinion and awareness.
With the advent of technological advancement,
it cannot be refuted that computers have become man’s companion and assistant.
It has paved the way for many areas and milestones.
Almost anywhere we go, we can encounter
computer technology and it has been a part of the latter generation. The new
generation of learners come ready to work with these technologies, which play
an important role in learning and acquiring various cognitive knowledge so
everyone must be cautious about it.
Being
aware of what is ahead of you is indeed the best preparation for any path that
anyone would take. Being able to understand how computers work, how to be smart
in computer technology and being able to utilize the technology in a more
efficient and effective way is the first step to acquire the 21st century skill
that the latter of generation should have.
The
importance of the use of computers in the modern times sparks the interest of
the proponent of this analysis. It cannot be refuted that computer literacy
have become a major skill in todays century of teaching and learning. Everyone
knows for a fact that we needed computers in our daily transactions, and it
plays a major role in the administration and pedagogy in the department.
The Department of Education during the tenure
of Secretary Mona D. Valisno implemented the DepEd Order 78 series of 2010 or
the DepEd Computerization Program (DCP). The major aim of the policy is to
strengthen the educational system of the Philippines by integrating
technologies in offices and instructions of the schools across the country.
The DCP is only a single step in the
implementation of the previously proposed and implemented ICT4E or the
Information and Communication Technology for Education Strategic Plan. In lined
with the goals of ICT4E, the DCP is implemented with the same goal as the
strategy: to enhance the curriculum, empower teachers, administrators,
officials and students, and to strengthen schools, governance and management.
No one can deny that the goals of the DCP is
indeed beneficial to the most if not everyone in the department. But the
department and implementation of the policy has some flaws that needs to be
visited to further enhance and practice the integration of computer in the
department.
OVERVIEW OF CURRENT KNOWLEDGE
There are various related
literature used to enlighten the key people in the implementation of the policy.
According
to the DCP Handbook of DepEd Bataan (2018), the aims of the program is to
provide the public schools of the Philippines with the relevant technologies
that will be helpful in the teaching and learning process. Furthermore, it is
also stated that the program will provide relevant trainings for the teachers
that will develop their skills not only in teaching but also in
troubleshooting, installing, and other basic computer literacy for teachers.
In
addition to the trainings and technologies, the Department also states that the
repair is available for the units but can only be done by the supplier or ASP
(Authorized Service Provider). To monitor the operations of the computer
laboratories, the Division IT officer is tasked to consolidate reports on the
utilization of computer laboratories from the schools and submits report to the
Regional Office.
There
are also various studies conducted with regards to the implementation of the
DepEd Computerization Program or DCP.
According
to the study of Tuazon (2018) teachers with trainings and graduate studies can
utilize the technologies provided by the DCP. The facilities, support of the
academic leaders, and teachers’ initiative in implementing DCP also show
significance in achieving the goals of the program. It is also concluded that
the exposure to the technologies of the DCP provides hands-on experience to the
learners which results to great impact in their academic endeavor. The
researcher also states that the DCP is not yet fully implemented because of
insufficient trainings, lack of equipment, and inadequate knowledge of the
community with the use of computers.
On the study of Pañares & Langam (2017), they found out that trainings like Basic Computer System, Google Drive Applications, Graphic Tablet, and PHET simulations have significantly increased the integration of technologies by the teachers of around 250% in their classes.
Based on the study of Manlagñit (2013), she found out that the DCP develops the fundamental skills of the learners in terms of problem solving, understanding cause and effect, procedural thinking, and creative expressions. In addition, the paper works has dramatically decreased because the data is in the computer itself.
EXISTING POLICY RELATED TO THE TOPIC
The policy
on the DepEd Computerization Program (DCP) is based on the DepEd Order No. 78
series of 2010. It is aligned with the Information and Communication Technology
for Education strategic plan (ICT4E) of the Department.
The following are the related policies of the Department
of Education regarding the implementation of DCP:
1.
DepEd Order No. 50 s. 2009 (DepEd Internet Connectivity
Project)
The
Department of Education recognizes the value of connectivity in a computer for
research, study, communication, and service purposes. As it is already a common
knowledge that a computer will be much more efficient if it is connected to the
web. During the implementation of the DCP, the DICP strengthens the goal of the
DCP by providing more information with the available information in the world
wide web.
2.
DepEd Order No. 95 s. 2010 (Computer Usage Code of
Conduct Contract)
It cannot be denied that
the more we surf on the internet and the more we use network in computers, the
more we risk ourselves and the device into the various malicious software,
programs, and even sites. With that in mind, the Department under Sec. Armin
Luistro provides guidelines on the proper use of computers and network
facilities in all DepEd schools.
KEY ISSUES
Based on
the studies conducted in relation to DCP, the implementation of the program is
indeed beneficial to the learners, teachers, staff, and administrators of the
schools. However, some issues arise due to various reasons.
The key issues that were drawn are based from
the inferences of different teachers of different public schools interviewed by
the proponent of the policy analysis.
1.
Lack of infrastructure and connectivity
a.
Computer to Student Ratio
The problem in the number of computers to the student is
a very cliché problem to many teachers. They find it difficult to teach and
facilitate the lessons if the students cannot even experience hands-on
activities. Most of the times the students must share a single computer with
many other members and usually only the leaders are doing the activity which
leads to failure in teaching the skills necessary for the subject.
b.
Power Supply
There are schools with a lot of available technologies
however the power supply of the school cannot support the needed electricity to
power the devices. Despite the number of computers available, due to lack of
power supply the teacher can allow certain number of computers to be used by
the students.
c.
Shared Computers
There are computers use network CPU or the computers who
share the same system unit. This kind of setup will result to poor performance
because many people are using the system at the same time. According to
teachers it should be standalone computers.
d.
Administrators refusal to use the computer laboratories
There are school principals who refused to open the
laboratory for the students and most of the time they only allow the Science
Class/Pilot Class to use the laboratory. According to the story of a public
teacher, the principal only allows the teacher to use the laboratory and
strictly not for the students because allegedly according to the principal “it
is much better not to use the laboratory than to have it repair when the
student break it”.
2.
Awareness and Manpower
a.
No proper training for teachers
It is stated in the DCP that teachers should have
trainings after the school receive the devices however most of the time it is
not happening. There are trainings that is supposed to be taken for the span of
1 semester however the administrators will just conduct the seminar/training
for just 3 days because of cost cutting.
b.
Computer Illiteracy of Senior Teachers, Staff, and
Administrators
The DCP does not only focus on the teaching and learning
but also to the operations of the Department like records etc. Since there are
no proper training, some senior teachers, staff, and administrators find it
difficult to adjust to the new system and will sometime ask their fellow
teachers to assist them or sometimes do it for them.
c.
Availability of Technical Support
Due to financial issues technical support or those who
repair and check the computers are hired only for 3 years depending on the
school and the division.
3.
Software and Hardware Problems
a.
Expiration of Software
The computers from the DCP comes with different teaching
and learning software however this software can only last for such time
depending on the software registration. After that the software is already
obsolete and can no longer be use unless the school will pay for the new
software to be installed in the computers.
b.
Outdated Software and Hardware
There are schools that are still using the old computers
that they have long before, these computers are usually not compatible with the
software used in the modern days.
4.
Problems in Updating Records
In the implementation of DCP the records are also
updated. Compared to the record keeping before, the records now are all
computerized to be submitted to DepEd through computers as well. However, if
you have to change the record, you have to request to change and if they
approve that’s the only time you can update it.
CONCLUSIONS AND RECOMMENDATION
The following conclusions are drawn
in this policy analysis.
1.
The major problem in the implementation of the DCP is the
infrastructure which consist of connectivity, facility, power supply, and etc.
2.
Some of the problems that cannot be controlled by the
teachers are the span or registration time of the software until it turns
obsolete.
3.
There is inadequacy in terms of trainings in the
implementation and awareness of some teachers to avoid high cost.
4.
Some computers does not function properly because of
different reasons like compatibility of the software to the computer and low
specs of the technologies.
5.
Many teachers find it easier to comply with the
requirements of DepEd because it’s already typewritten.
The following
recommendations are created to further enhance the implementation of the DCP:
1.
Provide more facilities and technologies that will
support the implementation of the DCP. Consider the specifications of the
computers that will be distributed.
2.
Make the software license last longer.
3.
Create seminars and trainings for teachers,
administration and staff with regards to proper use of the materials in
teaching and learning.
4.
Seminars for troubleshooting, in that way teachers can
already fix minor issues of the computers.
5.
Provide more technical support that are available
whenever needed.
6.
Make the computers stand alone not network or shared
computers.
REFERENCES:
Department of Education,
(2010). Guidelines on the Implementation
of the DepEd Computerization Program. Retrieved from https://www.deped.
DepEd Bataan, (2018). DepEd Computerization Program Orientation
Handbook. Retrieved from
http://www.depedbataan.com/resources/86/dcp_handbook_
b35_36_40_44_draft.pdf.
Manlagñit, M.S. (2013). Level of Attainment of the Objectives of the
Computerization Program in Juan M. Alberto Memorial Elementary School as Viewed
by Teachers, School Year 2012-2013. Catanduanes Colleges . Retrieved from https://www.slideshare.net/
JMAMESIAN/level-of-attainment-of-the-obejctives-of-the-computerization-program-in-jmames-thesis-presented-by-marivic-s-manlagnit
gov.ph/2010/06/10/do-78-s-2010-guidelines-on-the-implementation-of-the-deped-computerization-program-dcp/
Pañares, N.,
& Langam, A.S. (2017). DepEd
Computerization Program: Venue for Improving Teachers Pedagogy. De La Salla
University. Retrieved from
https://www.researchgate.net/publication/318468342_ABSTRACT_DepEd_Computerization_Program_Venue_for_Improving_Teachers_Pedagogy
Tuazon, IM.Q. (2019). Implementation of DepEd Computerization
Program (DCP) for the Indigenous People. Surigao Del Sur State University.
Retrieved from
http://multidisciplinaryjournals.com/wp-content/uploads/2019/02/Full-Paper-IMPLEMENTATION-OF-DepEd-COMPUTERIZATION-PROGRAM-DCP-FOR-THE.pdf
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