DepEd To Distribute Computers to Different High School s

DepEd Memo 473 S. 2009

Delivery of Computer Laboratory Packages to Batch 4 of the
DepED Computerization Program.

1 Cognizant of the potential of information and communication technology in enhancing the teaching learning environment, the Department of Education DepED shall distribute a computer laboratory package consisting of hardware, software and training to 1050 public high schools nationwide. Funds for the purpose shall be the 2006 Supplemental and 2008 Appropriation of the DepED computerization Program.

2. The recipients schools must have.

a.on site , stable and continuous supply of electricity and preferable with telephone facilities.
b.at least 1 teacher to handle computer education classes to manage the computer laboratory and willing to be trained on lab management including hardware fundamentals and servicing.
c. at least 1 teacher each of Eng,Sci and Math who are specialist in their areas and willing to be trained on pedagogy - technology and to echo training to their colleagues.
d. Support from other stakeholders in the community for needed structures or facilities.
e. NEVER been recipient of computers from other programs such as the DTIP, CITC etc.
f. strong partnership with other stakeholders to ensure sustainability.

3. The list of the recipient shall be provided by the region.

For more details of the memorandum please visit here

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11/1/09

Survey of schools with computer in NCR

NCR registers a high percentage of schools with computers (83.3% of public schools
and 95% of private schools), and almost all schools have continuous electricity supply
(98.5% of publics schools and 98.3% of private schools).

A considerable number of schools confirmed they already have computer literacy classes:
194 public schools and 240 private schools — but they comprise only a partial number
of the schools with computers (38.1% of public and 84.5% of private) and even a
slightly smaller percentage of the total number of schools in the NCR (31.8% of total
public schools and 80.3% of total private schools).

The percentage for public schools could be higher, though, as seven out of every ten
public schools (71.1%) indicated they have teachers who are “computer-users” or
“computer proficient”. The percentage of private schools currently offering computer
classes aligns with the percentage of private schools that have computer-literate teachers
(84.9%).

The quality and level of computer literacy subjects are contingent on the computer
hardware the schools have. Most schools’ computers have only very basic hardware
configurations—86.4% of the 508 public schools and 95.1% of the 284 private schools
peripheral have printers. Less than half of these public schools (45.3%) have a CDROM
drive, less than a third (38.6%), and fewer have a scanner (14.6%) or modem
(14.2%). Private schools register higher incidences of multimedia devices, which indicate
that they are in a better position to use multimedia applications for teaching and learning.
Limitations in the computer literacy subjects offered by most schools are also pointed
out by the few schools that have Internet access: only 32 public schools (16.5% of
public schools with computer subjects) and 40 private schools (16.7% of private schools
with computer subjects) have Internet access (mostly using dial-up connections).
The outlook for the integration of ICT in education in the NCR is more positive than
it is for the other regions. Most public schools have computers and computer-literate
teachers, and can readily begin to devise strategies to use ICT in their teaching methods.

The fact that most schools currently have landline telephones (90.7% of public and
94.3% of private), coupled with the high number of Internet Serve Providers in NCR,
is an indicator that Internet access is readily available to schools in NCR, provided that
they have the financial capability to afford and sustain their Internet connection.