FILM MAKING LITERACY AND TECHNOLOGY INTEGRATION CONFIDENCE OF

TEACHERS IN GENERAL SANTOS CITY SPED INTEGRATED SCHOOL

INDEPENDENT VARIABLE DEPENDENT VARIABLE

FILM MAKING

LITERACY

- Knowledge

TECHNOLOGY

I

N

T

E

G

R

A

T

I

O

N

CONFIDENCE

Statement of the Problem

This study aims to find out the teachers’ film making literacy and their technology

integration confidence.

Specifically, this study will find answer to the following questions:

1.What is the level of teachers’ film making literacy in terms of :

1.1 knowledge

2. What is the level of teachers’ tehnology integration confidence?

3. Is there a significant relationship between the teachers’ film making literacy and level

of technology integration confidence?

Chapter 1

The Problem

Introduction

In this generation, we live in a world of moving images. In the 1890’s, with the

invention of the first motion-picture cameras and the establishment of the first film

production companies and cinemas, the history of film began. Film inspires, excites and

informs. It has been described as the greatest and one of a kind form of art in the

twentieth century and has certainly been one of the most patronized by all the people in

the whole wide world.

We live in an age of when to be literate means to be as familiar with images on a

small and big screen as with written text on a page, and to be as confident with a

camera or a keyboard as with a pen. We all know that young people are eager to watch

new kinds of films. They are not put off by subtitles, and even very young children are

keen to experiment with new genres. At this generation, film plays so many roles in our

lives. We treated film as an entertainment because it make us forget the reality, our

problems, shortcomings, and everything that bothered us or prevent us to be happy.

Film also nurtured our minds to be more critical in so many ways. We use film to gain

information, knowledge and experiences that we might apply in the near future or in our

daily lives.

And now, the film captured the education. Now a days, most schools all over the

world used film as an instrument to educate the young ones. United Kingdom Film

Council (2007) states that “Film education provides children and young people with

opportunities to watch a wide range of film- in cinemas, schools and elsewhere, using

new technologies and platforms; Encourages learning, critical understanding, debate

and conversation about films and the issues and emotions they raise; Enables children

and young people to use film as vehicle for their own creativity, and encourages the film

industry to respect their voices”. As educators, teachers ought to shape the future of the

young ones. Teachers should address the new forms of digital literacy and still maintain

a strong focus on the students achievement. Teachers now a days should know how to

integrate film making, watching and critical analysis across the curriculum.

In General Santos City SPED Integrated School, it has become clear to the

teachers that being digitally competent specifically being film making literate and

understanding how to integrate technology into the curriculum will spell out the

differences whether the students will learn better or not . This has prompted the

researcher to conduct a study to actually test the relationship between the film making

literacy and technology integration confidence as perceived by the teachers.

Statement of the Problem

This study aims to find out the teachers’ film making literacy and their technology

integration confidence.

Specifically, this study will find answer to the following questions:

1.What is the level of teachers’ film making literacy in terms of:

1.1 knowledge

2. What is the level of teachers’ tehnology integration confidence ?

3. Is there a significant relationship between the teachers’ film making literacy

and level of technology integration confidence?

Significance of the Study

This study will give knowledge by providing vital information which can use to

determine the relationship between the teachers’ film making literacy and level of

technology integration confidence. As such, studies like this present a significance to

the concerned group of individuals.

The result of this might guide the school administrators on how to enhance the

skills of the competent teachers in digital specifically film making literacy. It will also

assisst them to excellent condition of the school management using mutiple paths of

instruction by integrating film making into ways of teaching.

This research may serve as a basis of teachers to know their level of film making

literacy and level of technology integration confidence. This may also help them to have

a different approach and strategies of teaching by integrating technology inside the

classroom.

This study may help the students to be globally competitive in all different aspect.

It may also help them to develop their learning by the integration of technology into the

curriculum taught in their classrooms.

This study may give the other reseacher a background information regarding the

pre-service teachers’ digital competence and level of technology integration

confidence. The findings of this study may be used as reference in the conduct of

further studies on some problems and concerns.

This study may help other researchers to realize the relationship between the

teachers’ film making literacy and level of technology integration confidence. This may

also serve as their stepping tool in their future career being able to realize the

importance of each variable.

Scope and Delimitation

This study aims to determine the relationship between the teachers’ film making

literacy and technology integration confidence in General Santos City SPED Integrated

School. This study will only focus on the film making literacy pertaining to knowledge

and other variables are no longer included in the study. For technology integration

confidence level will be determined through survey questions.

The study will be conducted in General Santos City SPED Integrated School.

The teacher-respondents will be chosen consisting of (30) females and (15) males, a

total of (45) respondents . The conduct of the study will be started on September 2014.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter reveals the related literature and studies reviewed in the demeanor

of this study. These are books, journals, unpublished master’s thesis and dissertations.

For the goal of this study, mapping and developing a conceptual understanding of film

making literacy of the teachers and their technology integration confidence. It also

contains a discussion of this study’s conceptual framework, as well as the definition of

terms used in this study.

Film Making Literacy

Film making is the art of making movies. Now a days to involve fully in the

society and its culture means to be as confident in the usage and understanding of

moving images as of the printed world. Confident in using and understanding of moving

images are essential aspects of literacy in the twenty-first century. (Film Art And Film

Making, 2006), explained that Film is a young medium, at least compared to most other

media. Painting, literature, dance, and theater have existed for thousands of years, but

film came into existence only a little more than a century ago. Yet in this fairly short

span, the newcomer has established itself as an energetic and powerful art form. It’s

this aspect of film that we explore in this book. The chapters that follow show how

creative people have used film to give us experiences that we value. We’ll examine the

principles and techniques that give film its power to tell stories, express emotions, and

trigger ideas. But this art has some unusual features we should admit up front. More

than most arts, film depends on complex technology. Without machines, movies

wouldn’t move, and film-makers would have no tools. In addition, film art usually

requires collaboration among many participants, people who follow well-proven work

routines. Films are not only created but produced. Just as important, they are firmly tied

to their social and economic context. Films are distributed and exhibited for audiences,

and money matters at every step.

Siverblatt and Eliceiri (2000) in their Dictionary of Film Making Literacy define film

making literacy as ‘‘a critical-thinking skill that enables audiences to decipher the

information that they receive through the channels of mass communications and

empowers them to develop independent judgments about media content’’ (p. 48).

As cited by Mackey (2002), Barton and Hamilton (1998) defined literacy as

‘‘primarily something people do; it is an activity, located in the space between thought

and text. Literacy does not just reside in people’s heads as a set of skills to be learned,

and it does not just reside on paper, captured as texts to be analysed. Like all human

activity, literacy is essentially social, and it is located in the interaction between people’’

(p. 3). (Hobbs, 2001), stated that ‘‘Literacy is the ability to access, analyze, evaluate and

communicate messages in a variety of forms’’ (p.7). Hobbs says this definition and

suggests the following characteristics: inquiry based education, student-centered

learning, problem solving in cooperative teams, alternatives to standardized testing, and

integrated curriculum. Some scholars take a very broad perspective and write about

media literacy as an activity that requires both developing skills and building knowledge

(Potter et al., 2004).

Adams and Hamm (2001) said that ‘‘media literacy may be thought of as the

ability to create personal meaning from the visual and verbal symbols we take in every

day from television, advertising, film, and digital media. It is more than inviting students

to simply decode information. They must be critical thinkers who can understand and

produce in the media culture swirling around them’’ (p. 33). According to (Barrance,

2005), “Making a film involves a lot of purposeful speaking and listening, and you can

also fit in transactional and creative writing: Summaries of the film story; treatments

which explain how they’re going to film the story; written scripts for drama scenes and

voiceovers; shot lists and shooting schedules to list what’s going to be filmed, where

and when written notes and descriptions on storyboards.”

Learning about film and filmmaking is a great way to help develop children’s

understanding of storytelling, even with quite young children. Buckingham (2003)

provided a good survey of the field of media education, primarily in Europe, and

focused attention on key debates and controversies, such as definitions for the field,

types of literacies, and the role of criticism, then lays out some guidelines for the

future of media education. As for the American tradition, Kubey contrasted the lack of

progress in integrating media literacy education into public education in the United

States with the success of doing so in other countries. Kubey presented a convincing

explanation of this difference with political, economic, historic, and cultural factors (as

cited in Potter, 2004). (Hobbs and Jensen, 2009) updated Kubey’s work by highlighting

the central characteristics of media literacy programs as they evolved over time. They

provided a fascinating exploration of the future of media literacy around two issues: (1)

media literacy’s relationship to the integration of educational technology into the K–12

curriculum, and (2) the relationship between media literacy education and the

humanities, arts, and sciences.

Some academic endeavors wrote more prescriptively about the essence of

media literacy within educational institutions. (Masterman’s Teaching the Media, 1985)

is still a classic on how it lays out an issue about why media education is so important

and shows a vision about how to foster greater media literacy in students when

imparting knowledge about the media. More recently, (Jenkins et al., 2006) advanced a

compelling argument for why schools and after-school programs should devote more

attention to fostering literacy about the new media that generated a major expansion of

participatory cultures. They laid out a set of cultural competencies and social skills that

young people need in the new media landscape.

McGraw-Hill (2004), highlighted that the aspect of film form includes everything

that appears before the camera within a shot. It can include planned elements like

various props, lighting, costuming, make-up, staged body motions and facial

expressions, the actors themselves, and computer- generated imagery as well as

unplanned elements like passing traffic and insects flying through the frame. (Deuze,

2007), also encourages individuals to reimagine their role with media. In the process,

this can also lead to the development of a more complicated and analytical relationship

with media institutions and, as (Jenkins, 2008) wrote, “reconstruct their images of the

‘audience’ as co-creators rather than as (passive) consumers” (p. 7). In a world of

media omnipresence, the importance of defining the nature of this relationship becomes

especially important

Dr. David Hutchison (2012), explained that Incorporating student-created video

production into the curriculum not only broadens the notion of what constitutes “literacy”

and “texts” in the classroom but also serves to reinforce traditional forms of literacy

through the creation of storyboards, scripts, and other print works. Furthermore, the

opportunity to create their own videos may generate genuine enthusiasm for learning on

the part of students. Classroom-based video productions need not be reserved for the

intermediate and secondary grades. Researcher (Watts, 2008) notes that integrating

student- created video productions into the primary curriculum can serve as a creative

and engaging strategy for teaching reading. Her research highlights a curriculum unit in

which a class of six- and seven-year-old students studied a short video, viewed in class,

as a form of text – complete with setting, character, and plot development – prior to

making their own videos.

Reid, et al., (2011) explained that in a more practical sense, film and media

education are frequently connected in curriculum frameworks. This relationship is,

again, something we explored with the member states, and the results can be found in

the report. The relationship between film education/literacy and media education/

literacy raises several questions. One is the relation between critical appreciation and

creative production, and the shift in recent years, with access to affordable filming and

editing equipment, towards the latter. Another is the tension between film (often

conceived as an art form) and media more generally (often conceived as entertainment

and information). Yet another is the tension between protectionist versions of both as

opposed to more positive engagements with young people’s cultural experience.

Knowledge

According to free dictionary online (2001), knowledge means

acquaintance with facts, or principles, as from study or investigation; general erudition.

(Catholic Encyclopedia, 2004) defined knowledge as essentially the consciousness of

an object, i.e. of anything, fact, or principle belonging to the physical, mental,

or metaphysical order, that may in any manner be reached by cognitive faculties. An

event, a material substance, a man, a geometrical theorem, a mental process,

the immortality of the soul, the existence and nature of God, may be so many objects

of knowledge. Thus knowledge implies the antithesis of a knowing subject and a known

object. It always possesses an objective character and any process that may be

conceived as merely subjective is not a cognitive process. Any attempt to reduce the

object to a purely subjective experience could result only in destroying the fact itself

of knowledge, which implies the object, or not-self, as clearly as it does the subject, or

self. (2) Knowledge supposes a judgment, explicit or implicit. Apprehension, that is,

the mental conception of a simple present object, is generally numbered among the

cognitive processes, yet, of itself, it is not in the strict sense knowledge, but only its

starting-point. Properly speaking, we know only when we compare, identify,

discriminate, connect; and these processes, equivalent to judgments, are found

implicitly even in ordinary sense-perception. A few judgments are reached immediately,

but by far the greater number require patient investigation. The mind is not merely

passive in knowing, not a mirror or sensitized plate, in which objects picture themselves;

it is also active in looking for conditions and causes, and in building up science out of

the materials which it receives from experience. Thus observation and thought are

two essential factors in knowledge.

Barrance (2005), suggested some basic ways of getting skills and understanding

of film up to scratch before they start serious filmmaking.

Learning to act (Performing exercise) is the first, where children can be shy – or

silly – when they are filmed for the first time. Get them used to acting and build their

confidence, with activities that include the whole group or class. Teacher could start with

the Magic Floor. Get them to stand on one side of the room and tell them the floor is

magic. Then tell them how they’ve got to cross it: for example “you’re on a tightrope”, “a

monster is chasing you”, “you’re wading through a swamp”.

Learning about cuts (Editing exercise) is the second, where teacher can play a

short film sequence. Get the learners to guess how many separate cuts there were in it.

Play it again and get them to clap on each cut. Get them to count the number of times

they have clapped. Get them to talk about why there are so many cuts.

Freeze frame (Camera exercise) is the next, where pausing a short sequence on

each shot takes place. Get groups to talk about what’s in each shot and why it’s there.

They could also discuss what kind of story it is, where they think it’s set, and what they

think will happen next.

If in a classroom, you could get them to write a story sentence based on each

shot.

Sound with no picture (Sound exercise) is the last where choosing an opening

sequence with a good soundtrack and a variety of different sounds took place. It could

have just diegetic (natural/real) sounds, or it could have music as well. Play the sound

without the picture, get groups to list everything they hear, and what it makes them

imagine about the place, the people, the time of day or year and the story.

Technology Integration Confidence

Strommen and Lincoln (2000), explained that technology can and does help

students develop all kinds of skills, from the basic to the higher-order critical thinking

skills. However, for technology to be successful, teachers need to make informed

choices relating to pedagogical approach, students’ needs, and learning objectives. Just

as important as what technology is used, how learning can be enhanced through

technology. Moreover, a teacher's philosophy of education and pedagogical praxis must

play a vital role in forming one's theoretical framework for technology integration.

Cognitive Constructivism is based on the work of Jean Piaget. Piaget's theory

has two major parts: one component that predicts what children can and cannot

understand at different ages, and a theory of development that describes how children

develop cognitive abilities. There are two key Piagetian implications for teaching and

learning. First, learning is an active process where direct experience, making errors,

and looking for solutions is vital for the assimilation and accommodation of information.

How information is presented is important. When information is introduced as an aid to

problem solving, it functions as a tool rather than an isolated arbitrary fact. Second,

learning should be whole, authentic, and "real." In a Piagetian classroom there is less

emphasis on directly teaching specific skills and more emphasis on learning in a

meaningful context. Technology, particularly multimedia, offers a vast array of such

opportunities (Chen, 2000). With technology support such as videodisks and CD-ROMs,

teachers can provide a learning environment that helps expand the conceptual and

experiential background of the reader. Although much of the educational software

created in the 1970s and 1980s was based on behavioral principles, much of the new

multimedia educational software is based on constructivist theories.

Vygotsky's constructivist theory, which is often called social constructivism, has

much more room for an active, involved teacher than cognitive constructivism. The

central point of our psychology, Vygotsky claimed, is mediation. Through mediation -

both material and semiotic - human cognition engages in relationships with the material

and social environment that are fundamentally different from non-mediated

relationships. In Vygotsky’s view, the use of technology to connect rather than separate

students from one another would be appropriate. Teachers, thus, can facilitate cognitive

growth and learning as can peers and other members of the child's community (Potter,

2004).

Robin and Harris (2000), found that technology using teacher educators are

generally learner-centered in their teaching styles, have higher levels of formal

schooling, are more often female than male, and prefer to learn by concrete experience.

Most frequently, proponents of information technologies in education speak of assisting

student-centered learning through technology's ability to access, store, manipulate and

analyze information, thereby enabling learners to spend less time gathering information

and more time reflecting on its meaning.

Despite the current popularity of constructivism, its principles and practices have

also stimulated a variety of criticisms. For example, under the constructivist approach, it

is difficult to certify skill learning and to determine the amount of prior knowledge

needed. Additionally, there has been little evidence that indicates that problem-solving

skills taught in authentic situations in school will transfer more easily to problems that

students must solve in real life (Roblyer, et al., 2000).

Currently we are able to communicate instantly with combinations of text,

photographs or videos via mobile phone technology and with different types of

computers and multimedia devices. Social changes have accompanied these

technological developments and the new ‘textual landscape’ (Carrington, 2005). We do

not know how these developments will continue to impact on society or o n children

growing up in this digital environment. The impact of these technological developments

on literacy education have been theorised for some time.

Results from the work of Zhao et al. (2002), suggests a similar interpretation: An

innovation is less likely to be adopted if it deviates too greatly from the prevailing values,

pedagogical beliefs, and practices of the teachers and administrators in the school.

Furthermore, (Zhao and Frank, 2003) reported that although professional development

was available that provided information to their participants about new methods and

tools, these activities had little effect on teachers’ classroom practices. Rather, change

in teacher beliefs regarding the value of computers was more likely to occur when

teach- ers were socialized by their peers to think differ- ently about technology use. This

suggests the need to provide ample time for colleagues to interact with and help each

other as they explore new technologies, as well as new pedagogies.

According to Becker (2000), computers serve as a “valuable and well-functioning

instructional tool” (p. 29) in schools and classrooms in which teachers: (a) have

convenient access, (b) are adequately prepared, (c) have some freedom in the

curriculum, and (d) hold personal beliefs aligned with a constructivist pedagogy.

Although many teachers do not work in schools in which all of these variables are

present, a number of recent reports suggest that this is starting to change. When

considering ways to change teachers’ practice, particularly their uses of technology, the

literature reviewed here suggests that is impossible to overestimate the influence of

teachers’ beliefs. Given that teachers’ decisions are more likely to be guided by familiar

images of what is proper and possible in classroom settings than by instructional

theories (Windschitl, 2002), the challenge becomes one of finding the most effective

ways to alter these images. Although personal and vicarious experiences, as well as

social and cultural norms, appear to have some potential for altering teachers’ beliefs,

research is needed to verify their relative impact.

Still, it is important to remember that it is not necessary to change teachers’

beliefs before introducing them to various technology applications. A more effective

approach might be to introduce teachers to the types of technology uses that can

support their most immediate needs (Ertmer, 2001). At the very least, this should

increase teachers confidence for using technology so that, over time, higher level uses

become more plausible. Still, this has not yet been borne out by the literature. It will be

impor- tant to revisit, in the future, those teachers who are currently reporting a variety

of low-level uses (Barron et al., 2003) to see if this change occurs and, if it does, to

determine the factors that initiated and supported the change.

Relationship Between Film Making Literacy and Technology Integration

Confidence

Mohanty (2002), explained that with rapid advancements in technology,

classroom teaching and learning strategies are being redesigned continuously to meet

the demands of present day digitally-literate learners. Technology has become so

ubiquitous today that if we don’t integrate it into our classroom teaching then students

tend not to take assignments too seriously. It also seems unwise not to take advantage

of all that technology that is being made available to us by the system. But effective

technology integration should happen in ways that serve to expand and enhance the

learning process rather than to teach basic computer skills and software programs. In

particular, technology integration must support the four key components of learning:

active engagement, participation in groups, frequent interaction and feedback among

students, and connection to real-world experience.

With new technological tools continuing to emerge and impact the teaching-

learning methods, language teachers and researchers worldwide are also facing the

question of how best to utilize the vast array of technological tools available in the

language classrooms while keeping abreast of the rapid changes in Computer Assisted

Language Learning (CALL) world (Chapelle, 2003; Chapelle & Douglas, 2006).

According to Prensky (2001), students today live in a world immersed in visual

literacy. Television, computer/video games, cell phones, social networking sites, e-

mails, chat rooms and instant messaging are common forms of entertainment and

communication among students of this generation. After all this exposure they become

quite accustomed to learning from the visual media. Digital natives, or “native speakers”

of today’s technology, require learning environments that support their need to learn

and think in technological terms.

Having said that, the focus in education, should be on “learning with technology”

rather than “learning from technology,” (Kingsley, 2006) as the former allows for more

creative and empowered learning. Learning with technology fosters creativity in the

learner as he or she is empowered to design individual representations of content using

technology. With multimedia, learners engage in knowledge construction rather than

knowledge reproduction (Reeves, 1998). The use of multimedia (text, sound, graphics,

and video) can assist students to incorporate their creativity and innovation into a

project delivered by the computer. Creative projects using multimedia elements

encourage discovery and innovation and their application to real world situations.

Teaching digital natives is not simply about learning technology; instead, it is about

teaching students to use technology such that they become critical thinkers and

problem solvers (Theodosakis, 2001). The filmmaking assignment reported in this study

is one such means of using multimedia techniques that allows students to communicate

ideas visually. When students use technology as a tool or a support for communicating

with others, they are in an active rather than a passive role of working with the

technology in course of researching, analyzing, organizing and representing information

they have gathered for their assignment.

(UK Film et al. (2005), suggested three ways in which a fully active and

participating citizen would be able to engage with media. Although film education has a

specific emphasis different from a broader and all-inclusive approach to media literacy,

the ‘three Cs’ of the Charter for Media Literacy underpin both.

First, is the Cultural Access where the opportunity to choose from a broad range

of films and so get a better understanding of our and other people’s culture, way of life

and history. Secondly, Critical Understanding where the confidence to look behind the

surface of the screen, to understand a film’s intentions, techniques and qualities. And

the third “C” is Creative Activity where the opportunity to make film and moving image,

to have some understanding of the technical and creative process that allows the

effective expression of a story, a mood or an idea.

To summarize,  a couple of themes emerge rather quickly. First, the invention of

film. Secondly, after years of intensive study and research into the “hows and whys” of

technology changes, there is very little agreement on the findings. This combined with

the changing role of schools and increased pressure on schools to meet the needs of all

students would seem to bring the need to understand change to the educational

forefront. Among the numerous changes that schools have faced over the past decade

or so has been the on-going evolution of technology use in schools. It is no secret that

schools have not progressed as quickly in this area as many educational partners would

like. For example, Trottier (cited in Earle, 2002, p. 6) found that 43% of the people

surveyed said that technology integration in schools is not happening fast enough.

However, the reasons as to why this is so are not clear.

 To examine some of the barriers to technology integration in schools, examine

educational change theory and see if utilizing technology in teacher professional

development might be a catalyst that inspires the transformation in schools that will be

necessary to realize the full potential of technology in education.

As with any educational change, there are many barriers that can cause any

innovation to be less than substantially realized. Technological change is no different.

One of the most alarming facts is the fact that the same barriers have existed for a very

long time without much organizational success in overcoming them. For example,

during the post World War II era, picture film became one of the world’s most prominent

technologies. This new technology was alleged to transform not only the way we lived

but in the way students would learn at school. There were however, disappointments in

how educators used film and there were some barriers to its implementation as a

teaching tool. Barriers included: finding the right match between the film resources and

the curriculum; inaccessibility of equipment; cost of film and upkeep; and lastly, lack of

teacher skills in using the equipment and film  (Leggett & Persichitte, 1998; Rogers,

2000).

Earle (2002) suggests only three stages or categories that teachers move

through on their way to adopting a change. Those stages are confidence, competence

and creativity. Although these stages are not as detailed as the ones indicated by other

researchers, this still suggests that the teacher is an important part of the complex

process that is involved with the integration of educational technology into schools.

Conceptual Framework

The researcher conceptualized that film making literacy and technology

integration confidence are correlated to each other. The said theories of structuralist film

theory, constructivist theory, formalist film theory, and the others attained the mutual

fact in supporting the variables indicated.

As mentioned, knowledge in film making can affect the technology integration

confidence of teachers. Film is already an essential component of classroom instruction,

with almost all teachers employing video in some form in their teaching. The filmmaking

experience cultivates the students’ ability to visualize, problem solving, logical thinking,

planning and coordinating skills as well as speaking and writing skills that could act as a

stepping stone to other innovative and creative academic projects.

Technology integration confidence, another correlate is believed to be successful

if teachers need to make informed choices relating to pedagogical approach, students’

needs, and learning objectives. Just as important as what technology is used, how

learning can be enhanced through technology. Moreover, a teacher's philosophy of

education and pedagogical praxis must play a vital role in forming one's theoretical

framework for technology integration.

In the research paradigm, it shows the two groups of variables; the independent

variable that consists of Film making literacy and the dependent variable is the

technology integration confidence of teachers in General Santos City SPED Integrated

School.

The researcher find out for answers if the technology integration confidence of

the teachers are significantly related to film making.

This conceptualization is best represented through the following schema (Figure

1).

Paradigm of the Study

Figure 1. A Schematic Diagram Showing the Relationship of the Independent and

Dependent Variable

INDEPENDENT VARIABLE DEPENDENT VARIABLE

FILM MAKING

LITERACY

- Knowledge

TECHNOLOGYINTEGRATION

CONFIDENCE

Hypothesis

H0: There is no significant relationship between the film making literacy in terms

of knowledge and technology integration confidence of the teachers.

Definition of Terms

The following terms are conceptually and operationally defined to make to make

them clearer and understandable to the readers.

Film Making Literacy. Conceptually, Siverblatt and Eliceiri (1997) in their

Dictionary of Media Literacy define media literacy as ‘‘a critical-thinking skill that enables

audiences to decipher the information that they receive through the channels of mass

communications and empowers them to develop independent judgments about media

content’’ . Operationally, this refers to how the teachers are confident in using and

understanding the moving images that are essential aspects of literacy in the twenty-

first century.

Knowledge- Conceptually, this refers to be essentially the consciousness of an

object, i.e. of anything, fact, or principle belonging to the physical, mental,

or metaphysical order, that may in any manner be reached by cognitive faculties (Catholic

Encyclopedia, 2004). Operationally, this refers to the learnings of the teachers in making

film or any video presentation.

Technology Integration Confidence- Conceptually, this refers to proponents of

information technologies in education through technology's ability to access, store,

manipulate and analyze information, thereby enabling learners to spend less time

gathering information and more time reflecting on its meaning (Robin and Harris, 2000).

Operationally. This refers to the teachers confidence in manipulating multimedia

technologies.

CHAPTER III

METHODOLOGY

This chapter presents the approaches used by the researcher in conducting the

study. It includes the research design, locale of the study, respondents, instrument, data

gathering and statistical treatment.

Research Design

In the study, it uses correlational research design to establish the relationship of

the independent and dependent variables, and as well as the significant relationship

between the film making literacy and their technology integration confidence. It was

described and correlated the said variables aforementioned.

Locale of the Study

General Santos is the southernmost city in the Philippines. It is located at 6°7'N

125°10'E latitude. Classified as a highly urbanized first class city, General Santos is the

15th most populous city in the country as per census data of 2010. Due to its popularity,

there are established schools including General Santos City SPED Integrated School

was converted into an integrated school, the first of its kind in Region XII in schoolyear

2000 – 2001 when it expanded its curriculum breath to secondary level due to the

persistent  demands of parents particularly parents of handicapped children.

Source: Googlemaps.com

Figure 2. Locale of the Study

Respondents

This study will be involve teachers who are officially teaching in General Santos

City SPED Integrated School during the academic year 2014-2015. There will be thirty

(30) females and fifteen (15) males, a total of forty-five (45) respondents who will be

chosen from the population using Lynch formula.

Instrument

The data for this study was gathered through the use of a survey questionnaire.

This was adopted from SurveyMonkey and Tyger, checked by adviser and validated by

the members of the Panel of Examiners to ensure the accuracy of the survey. It

consisted of 3 parts which is part I film making literacyand part II technology integration

confidence. In part I, there are 10 items and in part II, there are 19 items. There are

two set of 5 point scale for part I that indicates 5- Strognly Agree, 4-Agree, 3-

undecided, 2-Disagree, 1- Strongly Disagree ; for part II that indicates 1-Not confident at

all, 2-Slightly confident, 3-Somewhat confident, 4 -Fairly confident, 5 -Completely

confident.

Data Gathering Procedure

Before the data will be gathered, initially, the researcher will seek the permission

by writing a letter to the principal of General Santos City SPED Integrated School with

the consent to conduct and administer her study. As soon as the approval will be given,

she will personally distribute the survey questionnaires along with the film making

literacy that are composed of 10 items per sub variable: knowledge and technology

integration test that consists of 19 items to the selected teachers. They have given

enough time to answer all the items.

After they are done answering the given survey questionnaires, it will be

collected, analyzed, evaluated, and interpreted by the researcher itself. After that, the

researcher will expressed her gratitude to the principal, and to the teachers as

respondents.

Statistical Treatment

Frequency distribution, weighted mean and percentage were used to analyze the

gathered data, and pearson-r to correlate film mamking literacy and technology

integration confidence of the teachers.

Name______________________________________________________________

(Optional)Part I. FILM MAKING LITERACYDirections: Please indicate how strongly you disagree/agree with each of the following statements by putting a check (/).

5 Strongly Agree4 Agree3 Undecided2 Disagree1 Strongly Disagree

Source:SurveyMonkey

Part II Technology Integration Confidence

KNOWLEDGE 5 4 3 2 11. I know camera works.

2. I know audio works.

3. I know proper lighting.

4. I know editing (imovie).

5. I know editing (final cut).

6. I can develop story.

7. I can do shot development.

8. I can be the director of photograpy.

9. I know production management.

10. I know production design.

Direction: For this part of the survey, you will be asked to rate how confident you are that you can complete certain technology integration tasks. Read the following situations and rate how confident you are at this moment and without any further instruction or practice to accomplish the tasks they propose.

1 Not confident at all2 Slightly confident3 Somewhat confident4 Fairly confident5 Completely confident

1 2 3 4 51. Your district is rolling out a new technology at each school. They invite representatives from each department to an in-service demonstration. How confident are you that you can effectively learn this new technology during the in-service?2. Unfortunately, your school will not be able to afford a computer lab attendant this year. Instead, each teacher will be assigned 2 lab hours per week. How confident are you that you can manage your students’ time and activities during these lab sessions?3 . At a workshop during a statewide teacher conference you meet several teachers with whom you would like to exchange ideas and experiences during the school year. How confident are you that you can use e-mail, blogs, or other technologies to keep in touch?4. The parents of more than half your students have asked to be kept informed of class assignments and activities via regular e-mails or a class Web site. How confident are you that you can accommodate this request?5. Your district uses computer-based attendance records and an online grade book. How confident are you that you can use these tools to be more productive?6. A member of the PTA feels that there is too much technology in the school and states that not all technologies are equally applicable to your classroom and not all student learning goals are well suited for technology. How confident are you that you can effectively judge when and how to use technology to support your students’ learning?7. In preparation for a performance review with an

administrator, you are asked to critically evaluate several aspects of your teaching, including your use of technology in class. How confident are you that you can accurately do so?8. A speaker from the State Department of Education declares that effective teachers are also lifelong learners and that the Internet is a great source of information. How confident are you that you can use the Internet and other technology resources as part of your own lifelong learning?9. Not all of your students will have equal access to technology out of the classroom. How confident are you that you can identify situations where access to technology might be an issue for one or more of your students?10. When some of your students do not have access to technology outside the classroom, how confident are you that you can appropriately, legally, and ethically lessen the effects of such unequal access?11. Your district is focusing on the integration of diversity into the curriculum. The Internet has been suggested as a way to expose students to a wide range of cultures and viewpoints. How confident are you that you can use technology (such as the Internet) to affirm diversity in your classrooms?12. Technology can help students accomplish tasks, good or ill. For example, students can find images of rare historical artifacts, but they can also illegally obtain copyrighted materials online (such as music). Telecommunications technology can bring the world into your classroom and allows students to text one another exam answers via cell phones. How confident are you that you can model and teach ethical and legal use of technology?13. Because students are using the Internet and other technologies in school, they must be instructed how to stay safe while getting the most from these resources. How confident are you that you can model and teach safe usage of technology, including Internet safety?14. Your school assigns one computer lab period every 2 weeks to every class, regardless of subject. How confident are you that you can create lesson plans that effectively use the lab time for student learning?15. Because students are using the Internet and other technologies in school, they must be instructed how to

stay safe while getting the most from these resources. How confident are you that you can model and teach safe usage of technology, including Internet safety?16. An educational software vendor gives a sales pitch to your department. How confident are youthat you can evaluate the products for their suitability to your teaching environment?17. A vice principal is upset that the new equipment that was donated to the school is not being used. He asks if you can demonstrate proper usage at the next in-service meeting. How confident are you that you can accomplish this task?18. A parent complains that a unit exam you gave was unfair and poorly written. What’s worse, this parent works at a major standardized testing firm. How confident are you that you can use a spreadsheet program (or another application) to demonstrate the strengths and weaknesses of your test?19. An administrator observes your class computer lab and reports to the principal that you are not effectively using that time. How confident are you that you can provide evidence that the time you spend in the lab is effective?

Source: Tyger, (2011)

Research Design

Figure 2. Research Design

Variables of the Study Data Gathering Procedures

Statistical Treatment

Film Making Literacy

Knowledge

Technology Integration Confidence

Research Design:

Correlational

Respondents: Teachers

Instrument:

Survey Questionnaire

Descriptive Statistics: Frequency Distribution and Weighted Mean

Inferential Statistics:

Pearson R Correlation Coefficient