Abstract The aim of this paper is to enhance the K to 12 Grade 10 students and teachers in the use of technology in teaching learning process. This study was done to assess the status of implementation and acceptance of existing eClassroom for teachers and Grade 10 students at Dalaguete National High School, SY 2015-2016. The respondents were 31.25% teachers and 30% Grade 10 students. Descriptive statistics were utilized to analyze the data. Research findings revealed half of the teachers (50%) were SST 1 and 46.67% were granted with the Certificate of Proficiency in the master’s degree. Most of the teachers (73.33%) received school–based municipal training and 43.33 percent of the teacher respondents indicated utilization of ICT devices in their teaching–learning process. The study also showed that the existing eClassroom of Dalaguete NHS was a good model and had less technical problems but the lack of some important facilities and equipment, hardware and software hamper success in the implementation of the DepEd Computerization Program. However, the school’s eClassroom resources are not only the factors but also to teachers who played important role in the implementation. Professional development programs such as trainings, seminars and workshops vis-à-vis to eClassroom are necessary in order to support teachers’ competencies on current and emerging technologies. Thus, it was recommended to adopt the proposed eClassroom Model of Dalaguete National High School.
Keywords: Information and Communications Technology (ICT); DepEd Dalaguete NHS eClassroom; Descriptive Research; Poblacion, Dalaguete, Cebu, Philippines
I.INTRODUCTION Today’s youths live in a rapidly changing and increasingly connected in interdependent world as cited by Lee, Don, (2016). It is time to address these changes with educational experiences as cited by Shi, Min, (2007) that prepare students for this cloud computing global landscape as cited by Gaudelli, William, (2006) as also cited by Dallas, (2015). Educational institutions around the globe are offering an international online learning program as cited by Marko Tusevljak et. al., (2016) that would connect students in cities around the world and would prepare them to become the next generation of global citizens as also cited by Alexandria, (2011). eClassroom, as defined by Denver and Wasilla, (2003), is a design of e-learning and would connect the Next Generation of Global Citizens who are guided by teachers’ suggested activities as cited by Lee, Chye Seng, (2004). In Denmark, the University of Copenhagen / Faculty of Life Sciences (UC/LIFE) is among their leading universities adopting/using e-learning as cited by Monty, (2009). According to Bell, Bradford, (2013), e-learning can be an effective means of delivering post secondary education. With the advancement of technology, Dalaguete NHS eClassroom utilizes computers almost every day. Computers are used by teachers in presenting their power-point presentations to students, in setting up their classroom activities like the computer assisted quizzes, computer assisted output making and other computer assisted research and learning materials in soft-copy. Teachers also use the equipment and its appropriate software for electronic class records and electronic lesson, instructional, and log plans. In fact, many schools in the Philippines are recipients for the eClassroom equipment and devices to be used by students, teachers and administrative staff as stipulated in (DepEd Order No. 78, s. 2010), in which Dalaguete National High School is one of those recipient schools. Generally, the use of eClassroom equipment and its software shall require skills, implying competency with a few of today’s computer assisted instructions, such as the use of administrative control of the user-clients using the Multi-point Server 2011(Microsoft, 2013), the common use of Net Support School features, the use of the internet research and online data backup using e-mail accounts. In the K to 12 Program, teachers in the junior and senior high school students shall be encouraged to use the e-Classroom equipment and its software. But, the availability of the equipment, facilities and resources, teachers’ computer-assisted instructional process as cited by Opara, (2015), and training in the use of equipment and software will really count as factors in attaining the K to 12 students’ mastery of learning as also cited by Hastings, Tricia (2009), thus producing globally competitive graduates who are ready to take the challenges in the world of works. These are the reasons why this study was conducted to enhance the K to 12 Grade 10 students and teachers in the use of eClassroom equipment and software in teaching learning process. This study is anchored from Piaget’s Theory of Constructivism as cited by Gagnon and Callay, (2006), Edgar Dale’s Cone of Experience as cited by Corpus et. al., (2008), John Dewey’s Theory of Learning as cited by David Halliburton, (1997), and as well as Burn’s Transformational Leadership Theory as cited by Cashin et. al., (2001). This is strengthened by the Department of Education through (DepEd Order No. 78, s. 2010) the Guidelines on the Implementation of the DepEd Computerization Program (DCP).
II.MATERIALS AND METHODS/RESEARCH METHODOLOGY In this study, the status and acceptability of eClassroom resources and its accessibilities are variable of interest. A transmittal letter was forwarded to DepEd Schools Division Superintendent of Cebu Province and then, to the principal of Dalaguete NHS for the conduct of the survey. This study focused only at Dalaguete National High School, Poblacion, Dalaguete, Cebu as a recipient school of DCP in the Republic of the Philippines. The study made use of randomly sampled 150 or (30%) student-respondents out of 500 Grade 10 students; and 30 or (31.25%) teacher-respondents out of 96 total population of teachers, who shared their information and competencies which were processed using the Descriptive Survey Method. Two sets of research questionnaires as Assessment Survey Forms for students and teachers were distributed. Frequencies, percentages, and Weighted Arithmetic Mean (e.g. f x x=fx; fx1+fx2+fx3+fx4+fx5=TWP; TWP/n=Mean) (f is the frequency; x is the point scale value; TWP is the Total Weighted Points; n is the number of sample respondents) were then used in presenting quantitative data. All of the data were gathered, tabulated, presented, analyzed and interpreted.
III.RESULTS AND DISCUSSIONS Out of total 500 Grade 10 students, there were 150 (30%) student-respondents, moreover, out of 96 total population of teachers, there were 30 (31.25%) teacher-respondents of Dalaguete NHS, who had shared their personal information and assessment as basis for the study. Information Related to the Research Respondents Table 1 shows the information of students was verified through getting the percentage. And teacher respondents were asked about their positions, computer literacy level of trainings, and years of teaching experience using ICT devices which are basic backgrounds in teaching with the aid of technology. Furthermore, the Table shows that half of the teacher respondents 15 (50%) were Secondary School Teacher (SST1); 7 (23.33%) were Secondary School Teacher (SST3); 5 (16.68%) were Master Teacher (MT1); and 3 (10%) were Secondary School Teacher (SST 2). The finding reveals that most of the teacher respondents (73.33%) received school–based municipal training; (16.68%) of teachers received the national certificates; and only (3.33%) of teachers received International, Regional and Provincial certificates. This study shows that the level of teacher respondents was definitely categorized under the municipal level. This is similar to the findings of AydınKiperet.al.(2012) that those teachers who have received in-service trainings on information technologies, use information technologies in their classes, the levels of use of information technologies are higher among those teachers who are satisfied with the in-service trainings than those who are not… The implication of this computer technology trainings can enhance teachers in their teaching instructions which is the very purpose of this study. Moreover, this study reveals that 13 (43.33%) of teachers had teaching experience using ICT devices from a year to two (2) years; 7 (23.33%) of teachers had teaching experience from three (3) to four (4) years; 5 (16.67%) of teachers had teaching experience from five (5) to six (6) years; three (10%) of teachers had teaching experience from seven (7) to eight (8) years; and two (6.67%) of teachers had teaching experience from nine (9) and above years. However, there were 6.67 percent of respondents who had used ICT in more than 9 years. This finding is similar to the findings of Aramide, Kolawole Akinjide et. al.(2015) that such study revealed ICT accessibility, educational qualification, teaching experience, ICT use experience, and location of ICT access as best predictors of ICT use among science teachers in FUSs in Nigeria. The implication of this findings would emphasize the use of ICT in teaching is desired by teachers. The school’s eClassroomResources were assessed through the extent of its facilities and equipment, hardware and software accessibilities.
Table 2 generally shows the accessibility of eClassroom hardware resources by teachers at Dalaguete NHS which revealed 2.15 Mean Value that states Sometimes or the respondents used ICT devices; and for software accessibility, the table also generally reveals 1.59 Mean Value that states Never or the respondents did not use ICT devices on any occasion. These were the software that respondents claimed they never used or accessed such as Windows Multi-point Server 2011, Lexmark software, Windows Server 2008R, VLC Media Player, Net Support School, MS Publisher, Photoshop, N Computing v Space and MS Database. This finding agrees to the findings of Shazia Mumtaz, (2000)...The lack of computers and software in the classroom can seriously limit what teachers are able to do with ICT The findings revealed generally, that the computer-assisted learning software ...shall be underpinned. The teachers were not motivated to access the above mentioned software needed ideally in every computer assisted instruction. And it is also similar to the findings of Wims, Pádraiget.al.(2007) that state an absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The implication for this is that teachers must be trained in using the computer and its appropriate software.
Knowing the technology and system supports is one of the factors influencing the acceptance of eClassroom technologies. It was determined through the quantitative data as presented in Figure 2 below.
Figure 2 generally shows that the teacher respondents moderately agreed towards the technology and system supports as shown with a weighted mean of 3.58. This means that system units and technological devices were updated regularly by means of electronic data updates and through manual maintenance of the personnel. The conditions of the eClassroom technological devices, system units and its manuals were moderately accessible or teacher respondents were moderately amenable to statements pertaining to the technological and system supports. This finding is similar to the findings of Long, Taotao, (2013) that states K-12 students, teachers, and educational administrators, still need deeper understanding of the new technology's application in K-12 education. Competency Level in Using the eClassroom Equipment and Its Software The competency of teacher respondents is also one of the factors influencing the acceptance of eClassroom technologies at Dalaguete NHS. Table 3 generally shows that teacher respondents were moderately competent (1.91) however, student respondents were less competent (1.43) when it comes to their competency level in using the eClassroom equipment and its software. This is similar to the findings of Ashon Acton, Ph.D. (2013) that state “Korea has achieved quite high levels of competency. This study analyzed the level of ICT competency of 4490 elementary and 2419 middle schools in Korea within the context of the Korean educational system and social circumstances. The findings are as follows: first, differences in ICT level were greater among elementary schools than among middle schools; and secondly, ICT usage had a great impact on the ICT composite index for both elementary and middle schools. Another variable that affected ICT competency was the level of ICT competency among the teachers and their willingness to use ICT in their lessons. This study found that merely the building of an ICT infrastructure is not enough to enhance the ICT level of schools.” The implication of this study is that enhancing both the ICT infrastructure of schools and the competency levels of teachers and students shall be given top priority.
Figure 3 shows that teacher respondents revealed “Lack of amplifier and sound box” (2.70) is the most pressing problem; second, “Lack of 48 to 60 inch LED television set” (2.67); third, is the “Lack of technological know-how’ of Server and Sub-Host PC operational procedures” (2.63) etc. This means that the teacher respondents had supported and showed more concerns of the eClassroom equipment, hardware, software, and technological devices. This finding is similar to the situation stated by Lamont Johnsonet al., (2000) in their book that highlights the need for the purchase of suitable equipment for technology integration… The implication for this is that educators should know the lack of needed equipment, the difficulties of technology operations, technical problems, the challenges of imperfect classroom environment, and the inadequate conditions experienced by students. In this study, teacher respondents favored to “Yes to trainings” (90%) and “No to trainings” (10%). Proposed Trainings for Teachers Table 4 shows, 76.67 percent of the teacher respondents chose Net Support training, 70.00 percent of them chose Lecture Recording, 66.67 percent of them chose Power-Point with Audio Narration, 53.33 percent of them chose Video Podcasting and 50.00 percent of them chose ePortfolio, 3.33 percent or only one among teacher-respondents chose Department Website Building. This showed that the respondents chose these computer assisted strategies to be used in their teaching-learning process. This finding is similar to the findings of Ayoub Kafyulilo(2010) revealed that when preservice teachers engage in hands on activities such as microteaching, lesson design and the opportunity to share their ideas with peers, they easily developed their technological pedagogical content knowledge.
IV. CONCLUSION The lack of needed ICT resources; facilities; equipment; hardware and software components would hamper the implementation of eClassroom in the Dalaguete National High School. The teacher respondents need the relevant trainings specifically in the Net Support School Application features. The proposed eClassroom model would be a better benchmark to other national high schools so that junior and senior high school students become competitive enough and ready for the ASEAN Integration. The number of K to 12 teachers and or students using eClassroom in the Philippines would really accept computer aided instructions and that pedagogy would not only limit inside eClassroom but it would become a global link of experiences… V. RECOMMENDATION Based from the findings of the study, it is recommended for that DepEd Dalaguete National High School may accept the proposed eClassroom Model for Dalaguete National High School and try to enhance teachers… Dalaguete NHS may approve the teachers’ refresher trainings, seminars, and workshops on the application of the Net Support School Features and Windows Multi-point Server 2011 so that teachers would actualize and strengthen the level of their competencies pertaining to the computer assisted instructions. And the school may allow the E-Classroom-in-Charge to build an official website for eClassroom department. The Parent Teacher Association (PTA) may extend their financial supports to enhance the E-Classroom of the school.
Acknowledgements The researcher is thankful to the CTU Systems, headed by the University President Dr. Rosein A. Ancheta, Jr., to Dr. Victor D. Villaganas, to Dr. Rebecca DC Manalastas, to Dr. Perlan N. Tenerife, to the CTU Argao-Campus Director, Dr. Juanita P. Pinote, to the Dean of the Graduate School, Dr. Anesito L. Cutillas, to the respondent’s adviser, Dr. Melanie R. Albarracin, to Dr. Jean F. Puerto, to Dr. Ariel L. Ramos, to the Director of Research and Development, Dr. Hemres Alburo, to the Superintendent of DepEd Cebu Province, Dr. Rhea Mar Angtud, CESO VI, to Dr. Roldan C. Rosales, to the Principal IV of Dalaguete NHS, Mr. Roger D. Banogbanog, to Mr. Emiliano Bustamante, Assistant Principal II, to the Faculty members and the Grade 10 students, school year 2015-16. View Online Slides Here!