Utilization of Media Technologies and Web 2.0 Tools in Teaching Science among DOST-STAR Teachers

Abstract

Twenty-first century education defines instruction in the context of technologies utilization. This study was conducted to explore the scope of utilization of media technologies and Web2.0 tools using a pre-validated and pilot-tested three-part questionnaire as the main instrument to 69 purposive and conveniently selected teacher-recipients in schools of Region-implementers of the Department of Science and Technology Project Science Teacher Academy for the Regions (DOST-STAR): I, III, IVA, NCR, V, VI,VII, IX, and X to determine the demographic profiles of the respondents, identify the media technologies and Web 2.0 tools utilized in science instruction, determine the media utilization of Web 2.0 tools in teaching science and make intervention design to enhance utilization of media technologies and Web 2.0 tools in teaching Science. Findings show that most of the DOST-STAR teacher-respondents have been teaching at the Junior High School level for less than 10 years, with preservice Science specialization and are master’s degree holders. Media technologies of personal computer or laptop for science instructions have been widely utilized with the Web 2.0 tools as mirroring devices, Office tools, Messenger micro blogging, and portable data file (PDF) for media utilization on learning management, online assessment, and open resources with application of structure, media richness and transactional distance learning. In conclusion, media utilization with application of web 2.0 tools capacitates science teachers in their practice. Intervention designs integrating media utilization of Web 2.0 tools in science instruction could further enhance capacity-building facilitation.