SST3, Dalaguete NHS, Pob., Dalaguete, Cebu; Assistant Principal II, Dalaguete NHS, Pob., Dalaguete, Cebu; Principal IV, Dalaguete NHS, Pob., Dalaguete, Cebu; Public Schools District Supervisor, Dalaguete District I, Poblacion, Dalaguete, Cebu
Abstract With the new trend of teaching instructions and increasing use of websites in relation to educational systems, pedagogical information seeking and virtual educational environments not limited to web usability practices grow in importance. This action research assessed the implementation of Learning Action Cell (LAC) especially to the problems, issues and challenges met by teachers in the conduct of LAC sessions in their respective schools. And respondents claimed that they preferred trainings in relation to online application features and ICT utilization. The proposed trainings would help the public schools in the conduct of the LAC sessions using the website. And this training program shall become a better benchmark to other national high schools in the Philippines so that elementary, junior and senior high school teachers become competitive enough in the utilization of ICT in their teaching instructions and ready for the ASEAN Integration. The objective of this paper is to develop the school websites using Google Sites for DepEd Learning Action Cell (LAC) sessions in the public schools of Dalaguete Districts 1 and 2. This action research is provided underRepublic Act No. 10533 states that the State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. And it is under the directive of DepEd Order No. 16, s. 2017 in which said action research is precisely in relation to the Research Agenda Category: Teaching and Learning.
Keywords: Information and Communications Technology (ICT); DepEd Dalaguete Districts’ School Websites using Google Sites for Learning Action Cell (LAC); Descriptive Research; Dalaguete, Cebu, Philippines
I. INTRODUCTION The Department of Education in the United States of America (USA) had developed the Learning Action Cell sessions to develop the professional skills of the individual teachers which would be the core value of American schools. The UNESCO Principal Regional Office for Asia and the Pacific had also addressed the instructional/supervisory concerns for the Learning Action Cell for educators. In the Philippines, DepEd institutionalized Learning Action Cells (LACs) that would aim to develop and support successful teachers by nurturing their knowledge, attitudes, and competencies in terms of curriculum, instruction, and assessment in their work stations as stipulated in (DepEd Order No. 35, s. 2016). Republic Act No. 10533 stated that the State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. DepEd institutionalized Learning Action Cells that aim to develop and support successful teachers by nurturing their knowledge, attitudes, and competencies in terms of curriculum, instruction, and assessment in their work stations as it was stated in DepEd Order No. 35, s. 2016. DepEd Order No. 35, s. 2016introduced Learning Action Cell (LAC) composed of a group of teachers who would engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC Leader. The key aspects of the process would be the ongoing collaborative learning or problem solving within a shared domain of professional interest, self-directed learning, reflective practice leading to action and self evaluation, and collective competence. The content of LAC sessions might be determined by the teachers themselves under the general guidance of the school head or LAC Leader. The important topics for LAC sessions should be the Learner Diversity and Student Inclusion, Content and Pedagogy of the K to 12 Basic Education Program, Assessment and Reporting in the K to 12 Basic Education Program, 21st Century and ICT Integration in Instruction and Assessment, Curriculum Contextualization, Localization, and Indigenization. And LAC sessions, should be conducted 1 to 2 hours every week or at least once a month. Interactions might also be done through ICT when it would be difficult to have face-to-face sessions, particularly when involving clustered schools. The researchers believed that there was really a need to prioritize the building of school website using Google Site for LAC Sessions because in using the school website, the possible issues, challenges and concerns could be technically assessed and assisted using the computer aided online collaborations and thus, this would be the support system for teachers who might have been tasked to deliver basic education, which had been the core business of DepEd as it was stated in (DepEd Order No. 35, s. 2016) However, undeniably, there were public schools in Dalaguete districts 1 and 2 without school websites powered by Google. And there were some public schools with websites but did not use their sites in the conduct of the Learning Action Cell (LAC). The researchers believed that the school website could be utilized in the implementation of some programs of the department, like the LAC Program and DepEd Computerization Program (DCP). There were teachers who had the skills in building the school websites using Google Sites. They’re willing to train co-educators and resolve such problems or gaps. The website did not stop informing stakeholders to the activities of the school, and to the programs and projects of the department in which this was very significant. According toRobin Thompson, Laurie Kitchie, Robert Gagnon (2011) that stated “the world’s learning institutions are providing the virtual environments to people around the globe. Professors, instructors, teachers, students, parents, and professionals could browse a learning network like the school website that acts as a method of communication to the community, which is important.” Google-powered school website in the conduct of DepEd Learning Action Cell sessions was really very important for neophyte teachers, experienced teachers, external resources, and administrators. “Action learning is linking concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change” as it was cited by Peter Aubusson, Robyn Ewing, and Garry Hoban (2012). In the United States of America, the education department developed and produced instructional materials, books, and manuals showing different strategies for effective teaching… “a number of options suitable for each subject matter and situation, and are useful references for individual teachers and for learning action cell sessions” as it was cited inUnited States. Dept. of Education. Office of Policy and Planning (1992). Based in the journal,UNESCO Principal Regional Office for Asia and the Pacific (1991) stated that Learning Action Cell (LAC) session for professional development of teachers is the core value of the school. As it was stated in its regular forum for collaborative action planning and review in addressing instructional/supervisory concerns that the Learning Action Cell for educators could really help improve the professional development and enhance the skills of teachers in the use of the technology in teaching. This study was anchored from Media Naturalness Theory in the journal of (Ned Kock, 2005) as cited by (Kelsey, Sigrid, 2012) , Jean Piaget’s Principle Goal of Education as cited by (Timothy Chris Oberg 2008), Burn’s Transformational Leadership Theory, that “….transformational leadership must be grounded in moral foundations,” according to (Leithwood), as cited in the journal ofCashin et al., 2000) which was also cited in the journal of (Mark C. Bojeun, Ph.D., 2014). This had been strengthened by the Department of Education throughDepEd Order No. 35, s. 2016 entitled THE LEARNING ACTION CELL (LAC) AS A K TO 12 BASIC EDUCATION PROGRAM SCHOOL-BASED CONTINUING PROFESSIONAL DEVELOPMENT STRATEGY FOR THE IMPROVEMENT OF TEACHING AND LEARNING. And this action research would be in relation to the areas: improving access to education; improving the quality of education; and improving governance as stipulated in(DepEd Order No. 43, s. 2015), as amended by (DepEd Order No 4, s. 2016)however, repealed by (DepEd Order No. 16, s. 2017) in which said action research was precisely in relation to the Research Agenda Category: Teaching and Learning. Therefore, the proposed action research entitled: “Google Sites for Learning Action Cell in the Selected Schools of Dalaguete Districts” was conducted in order to technically deliver the objectives of the teaching and learning process.
II. MATERIALS AND METHODS/RESEARCH METHODOLOGY This action research assessed the implementation of the Learning Action Cell (LAC) especially when using the Google powered school websites of the public schools in Dalaguete Districts 1 and 2. This study primarily focused on issues, challenges and availability of Google Sites for the conduct of the Learning Action Cell (LAC) which were the variable of interests. The Schools Division Research Committee (SDRC)approved and recommended this action research for Basic Education Research Fund (BERF) Program. A letter request to conduct the study was forwarded to the principals or teacher-in-charge of the selected primary and secondary schools of Dalaguete. The research was conducted on July 7, 2017 in the public schools (with internet signal), particularly at Dalaguete Central Elementary School, Poblacion, Dalaguete, Cebu; Mantalongon Elementary School, Mantalongon, Dalaguete, Cebu; Casay Elementary School, Casay, Dalaguete, Cebu; Mantalongon National High School, Mantalongon, Dalaguete, Cebu; Casay National High School, Casay, Dalaguete, Cebu; Cawayan National HIgh School, Cawayan, Dalaguete, Cebu; Balud Elementary School, Balud, Dalaguete, Cebu; Cawayan Central Elementary School, Cawayan, Dalaguete, Cebu; Banhigan Elementary School, Banhigan, Dalaguete, Cebu; and Dalaguete National High School, Poblacion, Dalaguete, Cebu. This study utilized the quantitative and descriptive survey methods with the randomly selected 224 or 75.56% teacher-respondents out of 337 teachers in the selected schools of Dalaguete Districts 1 and 2. The respondents of the study were the teachers, ICT Coordinators and LAC Leaders/Principals. The instrument of the study had two types: the printed and the online survey questionnaires. The online link washttps://sites.google.com/deped.gov.ph/lac/online-survey. The simple data analysis technique was used wherein the statistical tool was the simple Mean. The researchers had computed the frequencies, percentages, and the Weighted Arithmetic Mean.
III. RESULTS AND DISCUSSIONS Socio-Demographic Profile of Respondents Table 1 shows the socio-demographic profile of respondents which was verified through getting the percentage. The respondents were asked about theirgender and civil status which are very basic backgrounds of the respondents. Out of the total 337 teachers in the selected schools in Dalaguete Districts 1 and 2, there were 224 or 75.56% respondents who shared information in relation to gender and civil status. Dalaguete Central Elementary School had 51 teachers and there were 48 or 94.12% respondents. Mantalongon Elementary School had 34 teachers and there were 31 or 91.18% respondents. Casay Elementary School had 18 teachers and there were 14 or 77.78% respondents. Mantalongon National High School had 54 teachers and there were 41 or 75.93% respondents. Casay National High School had 24 teachers and there were 16 or 66.67% respondents. Cawayan National High School had 14 teachers and there were 9 or 64.29% respondents. Balud Elementary School had 16 teachers and there were 10 or 62.50% respondents. Cawayan Central Elementary School had 16 teachers and there were 9 or 56.25% respondents. Banhigan Elementary School had 6 teachers and there were 3 or 50.00% respondents. Lastly, Dalaguete National High School had 104 teachers and there were 43 or 41.35% respondents. The finding reveals that there were 30 or 13.03% males; 194 or 98.08% females out of 224 respondents. However, there were 34 or 13.54% singles; and 190 or 97.57 married respondents. This finding is similar to the findings of (Bromfield et al., 2001; Loyd & Gressard, 1986; Marcoulides, 1988; Massoud, 1990; North & Noyes, 2002; Rosseau & Rogers, 1998; Shashaani & Khalili, 2001) that stated gender and computer use had been the topic of much research over the past few decades. Gender studies had been performed since the advent of educational technology. But, no significant correlation was found between gender and the five CAS factors (a study). Even after controlling for all other variables, the multiple regression did not reveal any significant correlations between gender and the CAS factors. The finding had been both supported and refuted by past studies (Brosnan & Davidson, 1994; Koohang, 1989; Marcinkiewics, 1993/1994; Sheingold & Hadley, 1990). Loyd and Gressard (1994) did not find any significant differences between the two genders in their computer attitudes. Based on the finding, they stated, “The lack of significant finding related to sex should leave open the possibility that females may be as interested as males about working with computers” (p.76). Brosnan and Davidson (1994),on the other hand the study suggested that computerphobia was more prevalent among females. North and Noyes (2002) stated that Computer Science is seen as a masculine field as cited by Samia A. Wahab. (2003). Factors Correlating with Teachers' Use of Computers in the Classroom. Koohang (1999) found no significant gender differences on Computer Anxiety, Computer Confidence and Computer Liking. He believed that the teaching profession has long been recognized as a “female profession”. In his study, 27% of the participants were male teachers and 73% were female teachers. All teachers regardless of gender should be encouraged to use computers for both personal and school use. Well, on this action research, the implication of this study would not count on the number of males and females. They should be exposed in the Learning Action Cell (LAC) prioritizing the topic, ICT Utilization for teaching and learning.
Personal Profile of Respondents Table 2 shows the information of respondents was verified through getting the percentage. The respondents were asked about their positions, designations, educational attainment and years of teaching which are basic backgrounds of the respondents. The finding reveals that almost half of the respondents 100 or 44.64% were Teacher 1 (T1); 73 or 32.59% were Teacher 2 (T2); 40 or 17.86% were Teacher 3 (T3); 8 or 3.57% were Master Teacher (MT1); 2 or 0.89% were Principal 1 and 1 or 0.45 was Master Teacher 2. Moreover, this study reveals that 186 or 83.04% teacher-respondents; 17 or 7.59% Subject Coordinators; 11 or 4.91% LAC Leaders; 10 or 4.46% ICT Coordinators/School IT Officers. Among the 224 respondents, 112 or 50.00% of them graduated in the Bachelor’s Degree and obtained Master of Arts (M.A.) units; 79 or 35.27% graduated in Bachelor’s Degree; 29 or 12.95% obtained Master’s Degree with Complete Academic Requirements (CAR); 3 or 1.34% graduated in the Master’s Degree with Doctoral units and 1 or 0.45% graduated in the Master’s Degree. The finding for graduate studies is quite similar to the findings of Nobuo K. Shimahara that stated the percentages of elementary, middle school, and high school teachers with a master’s degree were 4.4, 8.2, and 15.3, respectively. Based on the study Teaching in Japan: A Cultural Perspective stated “There is another type of graduate study at other public institutions for which full-time teachers receive a one-year paid leave from the prefectural boards of education.” as stated in the Reform Certification Standards in 1988. According to Shimahara, there was a need to consider an alternative approach that would further enhance teacher development through graduate study in Japan. The implication of this action research finding is that Philippine public school teachers shall also need to enhance themselves by taking graduate study courses for their professional development with their personal expense. There were 80 or 35.71% of teachers who had teaching experience from 15 years and above; 26 or 11.61% of teachers who had teaching experience from 5 to 6 years; 25 or 11.16% of teachers who had teaching experience from 13 to 14 years; 21 or 9.38% of teachers who had teaching experience from 3 to 4 years; 20 or 8.93% of teachers who had teaching experience from 1 to 2 years and from 7 to 8 years; 16 or 7.14% of teachers who had teaching experience from 9 to 10 years and from 11 to 12 years.
Professional Development Activities (Including ICT Training/s)
Table 3 shows the Professional Development Activities (Including ICT Training/s) of respondents was verified through getting the percentage. The finding generally reveals that respondents had obtained professional development activities with the average percentage of 54.99%. The table shows that there were 192 or 85.71% respondents stressed that they had undergone courses or workshops on subject matter, methodology and other education related topics. There were 163 or 72.77% respondents stressed that they had undergone conferences where teachers and / or researchers present their methodological and scientific results and discuss educational problems. There were 145 or 64.73% respondents stressed that they had regularly-scheduled collaboration among teachers on issues of instruction excluding administrative meetings. There were 137 or 61.16% respondents stressed that they did collaborative research and / or development on a topic related to education (e.g., new methods of teaching, curriculum development, integration of computer use in the curriculum). There were 136 or 60.71% respondents stressed that they spent time in mentoring and / or peer observation and coaching as part of a formal arrangement that is recognized or supported by the school educational authorities. And there were 86 or 31.97% respondents stressed that they had spent their time in participation to a network of teachers (e.g. one organized by an outside agency or over the Internet. The finding shows that one of the least performed parameters by teachers was their participation to a network of teachers. This action research is to develop the Google Sites for Learning Action Cell wherein teachers shall share their best innovations including presentations of topics in relation to teaching and learning.
Respondents’ Attitudes in Using the Computer
Table 4 generally shows that respondents claimed they did strongly agree to the positive statements stated in this action research as positive parameters with the average weighted mean of 4.49. The top three parameters are (1) “Learning how to use computers is important for my career.”, (2) “I enjoy using the computer to communicate with people around the world.” and (3) “Using e-mail and the Internet is a good way to learn more about different people and cultures.” However, they claimed that they did strongly disagree to the negative statements stated in the study as negative parameters with the average weighted mean of 1.16. The very least three parameters are (1) “I dislike using the computer to communicate with people around the world.”, (2) “Using e-mail and the Internet is not a good way to learn more about different people and cultures.” and (3) “I am afraid to contact people any time using my e-mail.”. The finding is similar to the findings of Mark Warschauer, (1996) that stated Computer-mediated communication (CMC) like word processing, also involves the use of the computer as a tool, rather than as a deliverer of instructional materials. According to him that many claimed that CMC was most revolutionary development in computer-assisted language learning, since it was the only one which involved direct human-to-human communication rather than human-to-machine as cited by Barson, Frommer, and Swhwartz (1993); also cited by Cummins and Sayers (1990); and still cited by Warschauer, Turbee, and Roberts, (1994). Mark Warschauer, (1996) further stated that among the earliest proponents of CMC for educational purposes were L1 composition teachers, who used computer conferencing among students in a class to enhance collaborative writing and the social production of knowledge as then cited by Batson, 1988; DiMatteo, 1990; Faigley, 1990; Hawisher and LeBland, 1992; Susser, 1993. The implication of this finding signifies that teachers are open to new ideas and skills enhancement for teaching and learning. In Learning Action Cell (LAC), teachers share and collaborate their new innovations in the utilizations of computer systems in their teaching. And their skills to use the application software could be properly guided by teacher-mentor or LAC resource persons during the conduct of the LAC sessions especially if LAC presentations and learning resources are available in the Google Sites for Learning Action Cell.
School Facilities and Equipment Table 5. generally shows that respondents claimed their school facilities and equipment were moderately available with an average mean of 1.88. The top three parameters include (1) Computer Laboratory with mean value of 2.51, (2) Computer tables and chairs with mean value of 2.42, and (3) Projectors with mean value of 2.23. This finding is similar to the findings of the journal (University of Nigeria, Nsukka. Centre for Academic Research and Publication Initiative for the Advancement of Human Knowledge, 2008) that stated most of the infrastructural facilities and equipment are just moderately available in primary schools. The implication for this finding is that schools in the Philippines have constructed and secured the needed facilities and equipment. The DepEd Computerization Program (DCP) provides all public schools with computer packages for teaching and learning. DCP packages are of great help to public schools attain their vision, mission, goals and core values. These computer systems and internet connectivity were moderately available in the selected public schools of Dalaguete districts 1 and 2 that could precisely help realize the objectives of this action research wherein the schools have the facilities and equipment to be used in developing the Google Sites for Learning Action Cell (LAC). What the school needs is the teacher to develop the online site that could easily be achieved through a 3-day training workshop in developing the Google Sites for LAC.
School Site for LAC Powered by Google.com Table 6 shows there were 220 or 98.21% respondents claimed they did not develop their department and personal websites. However, there were 4 or 1.79% respondents claimed they developed their department and personal websites. Only one respondent shared his link at https://sites.google.com/deped.gov.ph/lac. This finding is not similar to the findings of Parsad, B., and Jones, J. (2005) which revealed, nationwide, 88 percent of public schools in the United States with access to the Internet had a website in 2003. According to Parsad, B., and Jones, J. (2005) there was an increase from 2001, when 75 percent of public school reported having a website. They added, of the schools with a website in 2003, 73 percent reported that that their website was updated at least monthly. The implication of this finding would encourage DepEd educators to develop the school and department websites and most of all to build a website for Learning Action Cell (LAC). Teachers could use the free subdomain of Google.Sites. This is a great innovation that schools could link parents, communities, and all concerned individuals. What the teachers’ need is the appropriate training workshop of public schools’ IT Officers or teachers in building the website for LAC in their respective schools. A sample automated output could be browsed on this link: https://sites.google.com/deped.gov.ph/lac
Problems met in the conduct of LAC sessions
Table 7 generally shows that the issues and challenges met by teachers during the conduct of the Learning Action Cell (LAC) were moderately serious with the average weighted mean of 2.08. The top three issues and challenges were (1) Limited number of downloadable LAC instructional materials with the mean value of 2.21, (2) Limited number of printed learning materials for LAC Sessions with the mean value of 2.13 and (3) Limited number of LAC Resource persons (External/Internal) with the mean value of 2.12. The No. 2 finding is similar to the findings of Antoni Verger et.al. (2012) that stated the limited supply of printed materials, the inadequacy of the school budget allocation for the purchase of learning aids. The implication for these issues denotes financial capability of the school, now these can be allocated in the Maintenance and Other Operating Expenses (MOOEA) as stipulated in DepEd Order 13, s. 2016 Well, aside from financial matters, a good intervention for these issues is the building of Google Site for LAC that would provide teachers downloadable files and easy-accessed links for them to use in their LAC sessions and teaching instructions. These downloadable files are also the suitable replacements of the printed learning materials whom teachers can easily modify such files instead of retyping the contents of the documents. When it comes to the issue “Time constraints or conflict of time schedules” in the conduct of the LAC sessions, the best approach to solve such issue is the development of the official website for LAC whom teachers can download the ICT LAC Activity Cards (referring to topics of ICT Utilization). With the use of the official Learning Action Cell (LAC) website, the online conduct of the LAC sessions will be done anytime and could be participated by teachers who are willing to learn the virtual environment of pursuing the LAC sessions through the use of the LAC website to enhance teachers’ skills in the use of ICT resources in their teaching learning process. However, the parameter “Limited number of projectorsto be used.” with the mean value of2.08which was moderately seriouscould be properly addressed when Google Site for LAC is developed. The LAC session could be done even without the projector. What the teacher-participants need are the Desktop computer or laptop and internet connection.In addition, when it comes to the issue “Limited time in peer-to-peer mentoring (Face-to-face approach) in the LAC Sessions.” with the mean value of1.99which was alsomoderately seriouscould be resolved when LAC/facilitator/teacher would share his/her presentations pertaining to the topics in ICT utilizations that would be precisely linked to the Google Site for LAC. Lastly, when it comes to the issue “Hesitant in oral discussions on issues, challenges & principles of good teaching.” with the mean value of 1.94 which was also considered moderately serious. It is natural that teachers would be hesitant when discussing issues, challenges and principles of good teaching during LAC sessions. This issue could be addressed properly by conducting a mini survey wherein open-ended questions or parameters are encoded in a survey form. If they have submitted their responses practically they might have shared issues, challenges and principles of good teaching. The positive implication for this concern is the building of Google Site for LAC wherein a webpage for a mini survey would be developed to gather such issues and concerns of teachers in their teaching with the aid of computer facilities and technology. To develop the Google Site for Learning Action Cell (LAC) is a prolific innovation of the school so that teachers can upload their LAC instructional materials and they could easily download and print those learning materials. In addition, LAC Resource persons can easily share their learning materials and teachers will collaborate among themselves just to enhance their skills in computer software applications which are very much needed in teaching and learning.
Availability of Google Site for LAC sessions
Table 8 shows that the availability of Google Site for LAC sessions in the selected public schools in Dalaguete districts 1 and 2 was less available with the mean value of 1.24. In addition, respondents claimed that the Downloadable ICT Activity Slides and Videos posted on the Google Site were less available with the mean value of 1.12. Generally, the finding reveals that the average weighted mean value of these parameters was 1.18. This finding is not similar to the findings of Parsad, B. and Jones, J. (2005) that stated nearly 100 percent of public schools were connected to the Internet in 2003, 14 schools generally had the capability to make information available to parents and students directly via e-mail or through a website. The implication of these results would encourage DepEd educators to develop Google Sites for Learning Action Cell including school and department websites. In building the LAC website is very easy using the free subdomain of Google.com. e.g. https://sites.google.com/deped.gov.ph/lac, and https://sites.google.com/deped.gov.ph/dnhs-shs/home for the school website. Furthermore, the appropriate positive impact of this result is a call for a good planning. If the availability of Google Site for LAC was less available, so it is the time for the public schools to develop their Google Sites for LAC considering that the internet connection of the selected schools wouldn’t be a problem. Strategically these schools are located along the national highway including Mantalongon NHS and Mantalongon Elementary School. Teachers of these schools could easily access an internet connection using the canopy antenna or the pocket WiFi device.
Proposed Training/s
Table 9 shows that respondents did prefer the suggested trainings from the action research which would also be appropriate trainings in developing the Google Sites for Learning Action Cell (LAC). The top five parameters were (1) “Training for the development of Online Lesson Plan/iPlan/Instructional Plan using Google Docs” with 83.04%, (2) “Training for the development of Online Automated Instructional Materials for Students using Google Site” with 81.70%, (3) “Training for the development of Online Slide Presentations using Google Slides” with 80.36%, (4) “Training for the development of Web pages for Online Quizzes using Google Site and Forms” with 79.65%, and (5) “Training in School/Department/Personal Website Development using Google Site” with 79.02%. The finding of this proposed training agrees to the idea shared by Douglas K. Van Duyne, James A. Landay, Jason I. Hong (2007) that stated “The World Wide Web is no longer a novelty. To many companies and organizations, the Web is a necessity, the foundation of their business.” The implication of this finding reflects to the intensity of teachers’ willingness to enhance their skills and to prepare themselves in the globally designed virtual environment of modern teaching. Using the ICT facilities and equipment in school, teachers could enhance their skills in developing Google Sites for LAC sessions which is intended for sharing, collaborating, and monitoring purposes. And such finding is also similar to the competencies and framework stated by Michael Vallance, (2006) that contributed new knowledge to the literature on technology in education on how best facilitate the ‘informed’ integration of ICT by teachers to support ‘good’ learning as cited by Goodyear, (2001) and also cited by Towndrow & Vallance, (2004). The possible implication is to encourage teachers, ICT Coordinators/LAC Leaders to enhance their skills in the use of ICT in the conduct of the Learning Action Cell (LAC) for them to have online interactions pertaining to teaching and learning.
IV. CONCLUSION
In the selected public schools of Dalaguete Districts 1 and 2, respondents generally claimed that they had obtained professional development activities (including ICT training/s) with the average of 54.99%. And they also claimed that they did strongly agree to the positive statements of the problem “Respondents’ Attitudes in Using the Computer” with an average weighted mean of4.49. However, they claimed that they didstrongly disagree to the negative statements with the average weighted mean of1.16. Statistically, the respondents claimed that their school facilities and equipment weremoderately available with an average mean of1.88. However,220 or 98.21% respondents claimed they did not develop their department and personal websites including the LAC website. Moreover, they claimed that the problems, issues and challenges they met during the conduct of the Learning Action Cell (LAC) weremoderately serious with an average weighted mean of2.08. In addition, they also claimed that the availability of Google Site for LAC sessions in the selected public schools in Dalaguete wasless available with the mean value of1.24. And finally, respondents did prefer the proposed trainings with an average of 79.04%. The top five (5) suggested trainings were the “Development of Online Detailed Lesson Plan/iPlan/Instructional Plan using Google Docs” with83.04%; “Online Automated Instructional Materials for Students using Google Site” with81.70%; “Online Slide Presentations using Google Slides” with80.36%; “Web pages for Online Quizzes using Google Site and Forms” with79.65%; and the “Training in School/Department/LAC Website Development using Google Site” with79.02%. The proposed trainings would help the public schools in the conduct of the LAC sessions using the website. And this proposed training program shall become a better benchmark to other national high schools in the Philippines so that elementary, junior and senior high school teachers become competitive enough in the utilization of ICT in their teaching instructions and ready for the ASEAN Integration.
V. RECOMMENDATION
Based from the findings of this action research, it is recommended for that DepEd both public elementary and secondary schools of Dalaguete Districts 1 and 2 shall undergo the 3-day training workshop in building the website for Learning Action Cell (LAC) for the utilization of online sharing and collaborations of Automated Instructional Materials (AIMs) and shall enhance teachers in the use of ICT resources in their teaching instructions. And the school shall establish the Committee on School Publications whom English teachers shall be designated as editors and a Master Teacher as Chief Editor. It is further recommended that DepEd Division of Cebu may approve the teachers’ training-workshops in the Development of the Website for LAC Sessions using Google Sites.
DepEd Order No. 35, s. 2016, The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning