Practices of Filipino Public High School Teachers on Digital Teaching and Learning Technologies during the COVID-19 Pandemic: Basis for Learning Action Cell Sessions

Shs Department, Licerio Antiporda Sr National High School ,Babylyn Javier

doi:10.25147/ijcsr.2017.001.1.67

Shs Department, Licerio Antiporda Sr National High School , Babylyn Javier

Open Access

https://doi.org/10.25147/ijcsr.2017.001.1.67

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Abstract

Purpose–With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19pandemic. Method–This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted thru Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning.Results–Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching in 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhatevident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools.Conclusion–With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd)has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools.Recommendations–It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposedlearning action cell sessions.Research Implications–The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive.Practical Implications–The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic.

Highlights

The ever-changing educational perspectives during the COVID-19 pandemic in the different parts of the world have challenged various stakeholders ranging from school administrators, education officials, teachers, students, and parents
With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd) has necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools
The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching in time of a pandemic

Summary

INTRODUCTION

The ever-changing educational perspectives during the COVID-19 pandemic in the different parts of the world have challenged various stakeholders ranging from school administrators, education officials, teachers, students, and parents. This research work generally aimed at determining the practices of public secondary school teachers on teaching and learning technologies during the COVID-19 pandemic, their perceived benefits, challenges, and best practices, as well as the significant relationship between practices and some profile variables. The practices of the public high school teachers in the utilization of teaching and learning technologies, the perceived benefits, challenges, and best practices in the use of teaching and learning technologies were accounted for. Towards the utilization of the study, a proposed continuing learning action cell or LAC sessions shall be made, and it is hoped that the findings will bear possible professional development initiatives for public school teachers by the Department of Education during the COVID-19 pandemic but in the fourth industrial revolution.

METHODOLOGY

Participants

RESULTS

Teachers discovers new methodologies and strategies

Evaluation and Feedback

CONCLUSIONS AND RECOMMENDATIONS