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2, 207-214.  \nIT Entry Knowledge and Skills of University Teachers vis-à-vis their Interest Levels:  \nThe Case of the Oldest University in Asia  \nAllan B. de Guzman Camilla J. Vizconde  \nUniversity of Santo Tomas  \nPhilippines  \nTechnology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech” govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge, skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive to the present-day educational structure.  \nKey Words: interest levels, IT knowledge and skills, professional development  \nThe new source of power is not money in the hands of the few but information in the hands of the many.  \nJohn Naisbitt  \nOne of the critical issues that the schools of today are expected to resolve is how their educational efforts and concerns can achieve significant growth in technology and responsive advancement in pedagogy. Schools representing various levels of education always find strength and direction from the perspectives of various fields of human endeavor. Psychology, sociology, anthropology, philosophy and history,  \nAllan B. de Guzman, Director, University of Santo Tomas Center for Educational Research and Development and Professor, College of Education and Graduate School.  \nCamilla J. Vizconde faculty researcher, Center for Educational Research and Development and College of Education. Correspondence concerning this article should be addressed to Dr. Allan [B. de](B. de) Guzman, UST Center for Educational Research and Development Room 201 Thomas Aquinas Research Complex, España, Manila Philippines (1008) . Electronic mail may be sent via internet [to ustcerd@yahoo.com](to ustcerd@yahoo.com).  \namong others, have given education significant tools in actualizing its end-goal of reforming social structures through the quality of their graduates. The dynamic partnership between pedagogy and technology has posed problems, issues and concerns on the very role of the latter in relation to the former (Whitaker & Coste, 2002) . To date, while many fields have realized the potential use and application of technology to facilitate business and scientific operations, educational technology, for its part, has had only an insignificant impact as far as education and training are concerned (Mann, 2002; Vitolo & Coulston, 2002) .  \nSystemic change or a paradigm shift will have to occur in the school setting. All academic institutions, in their desire to deliver the best kind of education with maximum efficiency and marked productivity have made technology integration as one of their topmost priorities in structuring the school’s academic centerpiece. Dede (1997), in his article, On Technology Schools, posits that new technologies can help transform schools if they are used for adopting new models of teaching and learning. These models of teaching and learning, according to Dede, may be critically examined if schools can clearly and solidly distinguish between “inert” and  \nAllan B. de Guzman and Camilla J. Vizconde  \n“generative” knowledge. The former refers to what one already knows; the latter is what brings about changes in one’s mental mode. If students are the end-users of all educational effort (Newhouse, 2001), teachers who are always at the forefront of the education process are expected to enjoy continuous, sustained development of knowledge and s","cbCaikcq0n8Rrejt","https://ap.wps.com/l/cbCaikcq0n8Rrejt","pdf",82272,"English","# Introduction\n## Technology and pedagogy integration\n## Purpose of the study\n# Background and rationale\n## Systemic change and paradigm shift\n## Teacher development and continuous improvement","[{\"question\":\"What does the study investigate regarding university teachers?\",\"answer\":\"It examines teachers’ IT knowledge, IT skills, and interest levels at the University of Santo Tomas, and considers implications for faculty development programs.\"},{\"question\":\"Why does the study emphasize technology in education?\",\"answer\":\"Technology is treated as an irrevocable reality in teaching and learning, shaping how schools advance in pedagogy and how teachers operate in “hi-tech/hi-touch/hi-teach” environments.\"},{\"question\":\"How does the article connect teacher development to effective technology use?\",\"answer\":\"It argues that making teachers comfortable with technology requires improvements in both structural and conceptual models of teacher development, grounded in continuous improvement.\"}]","IT Entry Knowledge and Skills of University Teachers vis-à-vis their Interest Levels: - The Case of the Oldest University in Asia | PDF",1792073830]