Information and Communications Technology Curricular Offerings in the K-12 STEM: Inputs for a Program Plan

Esperanza R. Sabangan
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Esperanza R. Sabangan: Makati Science High School Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 2876-2944

Abstract: The findings of this study are crucial, as they might potentially be used as a foundation for creating educational curricula in Information and Communications Technology (ICT) for the K–12 STEM education. The research emphasizes the significance of customizing ICT program planning to address the different perspectives and challenges faced by various stakeholders in ICT curricular offerings in the K–12 STEM education. Curriculum specialists, school administrators, faculty members, and students all have similar viewpoints when it comes to the ICT curriculum offerings. The study has developed two separate concepts for the suggested inputs to develop a comprehensive framework for ICT program planning. The inputs included identifying the problem, sorting the parts into groups, defining the program’s inputs, setting goals and objectives, figuring out what the expected program outcomes would be, making an effective implementation strategy, figuring out who the key stakeholders were, deciding how long the program would last, setting up a strong monitoring and evaluation system, and getting the money that was needed. Furthermore, the school’s evaluation of effectiveness, as measured by students’ accomplishments in MIL (Media and Information Literacy) and EMPTECH (Empowerment Technology), demonstrates notable achievement in imparting knowledge and skills in these disciplines. The correlation analysis between the evaluation of knowledge and abilities and the effectiveness level of the school yields interesting results, highlighting a positive correlation between evaluation scores and students’ General Weighted Average (GWA). The study provides valuable insights into the problems and difficulties encountered by participants in ICT curriculum offerings in K–12 STEM. The respondents generally have a positive perception of the ICT curricular offerings, with little variation identified across different stakeholder groups. These findings offer a comprehensive framework for program planners, educators, and policymakers seeking to enhance ICT programs in K–12 STEM education. The study emphasizes the significance of tailored approaches and ongoing assessment in meeting the diverse needs of individuals engaged in K–12 STEM ICT education. As a result, this finally leads to the development of ICT programs that are more efficient and adaptive.

Date: 2024
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