Impact of Technology Courses to ICT-Pedagogy Integration among Pre-Service Teachers: A Curriculum Evaluation Using Stufflebeam's CIPP Model

This paper used Stufflebeam’s CIPP Evaluation to implement course evaluation of technology courses at Central Luzon State University – College of Education.  The institution offers three technology courses (ICT in Education, Educational Technology I, and Educational Technology II) included in the Bachelor of Elementary Education (BEED) program. Through the CIPP Evaluation Model, the Context (C), Inputs (I), Processes (P), and Product (P) of these courses were evaluated. 

The identified research questions include (1) Context: Are the technology courses taught relevant to the goals of the academic unit? To what extent are these courses consistent with recommendations and standards set by national and international bodies?; (2) Input: Do teachers have appropriate knowledge and skills to integrate ICT in teaching? Are facilities and materials appropriate and available for the students?; (3) Process: Has technology been used in many school practices? Are teachers and students of the course actively participating in different activities which involved technology use?; (4) Do these technology courses improved the students in integrating technology in instruction? What are the implications of these courses to actual teaching experiences of pre-service teachers? The following evaluation instruments were used in the study: document analysis; phone interview, online survey, and video-based class observation. Sources of data include institutional documents, course syllabi, teachers and students.

Based upon the findings of the course evaluation, the technology courses were able to positively impact the ICT-integration of the students. However, the evaluator determined recommendations for consideration based on the evaluation results, including development of formal trainings about ICT to equip the teachers handling technology courses; enhancement of facilities and infrastructure in the institutions to provide learning opportunities to the students; introduction of modern ICT equipment and programs; improvement of course content in line with the innovations occurring in the teaching industry and realization of 21st century skills;  and addressing possible problems in integrating ICT in partner schools.