Ishmael Lapus - Academia.edu (original) (raw)
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Technology has taken over the education field as there has been a sudden shift of learning modali... more Technology has taken over the education field as there has been a sudden shift of learning modalities due to the COVID-19 pandemic. Educational institutions moved towards various learning modalities like blended learning and online learning which integrate technology. These modes of delivery have encouraged all, especially teachers who are key factors in the learning process, to become more technology savvy. This outbreak has increased the global demand for online learning which then imposed the need for educators to revalidate the adoption of cutting edge technologies to teach and deliver knowledge.
This study aims to determine how such technologies used in teaching in the new normal are experienced by secondary educators. Specifically, it investigates the thoughts and perspectives on the integration of technology in online learning so that their concerns may be properly addressed. In this context, online learning is defined as the new learning modality of the present academic year. It makes use of gadgets and the internet to participate in virtual classrooms.
The researchers used a qualitative approach, a phenomenological strategy to be exact, to explain the perception of the secondary educators regarding their experience upon integrating technology. The study employed a total of 36 participants from different high schools and of any grade level who are currently teaching in the present academic year 2021-2022. Responses and data obtained from online interviews, survey, and observations were analyzed and interpreted to answer the posed research questions presented in the study. The results showed that age is not associated with the teachers' ability to teach with technology. However, technological experience was found to be related with the challenges they have faced
These results suggest that age is not a deteriorating factor in teaching online, as the respondents believe that age is just a number and what only matters in technology-integrated teaching is the willingness to learn and adopt new learnings. The teachers who are lacking prior technological experience are most likely to encounter obstacles, and they may find them difficult to overcome. On this basis, continuing on implementing the necessary training, webinars, etc. that would help them grow and gain more knowledge in regards with the use of technology should be taken into account by administrators.
Technology has taken over the education field as there has been a sudden shift of learning modali... more Technology has taken over the education field as there has been a sudden shift of learning modalities due to the COVID-19 pandemic. Educational institutions moved towards various learning modalities like blended learning and online learning which integrate technology. These modes of delivery have encouraged all, especially teachers who are key factors in the learning process, to become more technology savvy. This outbreak has increased the global demand for online learning which then imposed the need for educators to revalidate the adoption of cutting edge technologies to teach and deliver knowledge.
This study aims to determine how such technologies used in teaching in the new normal are experienced by secondary educators. Specifically, it investigates the thoughts and perspectives on the integration of technology in online learning so that their concerns may be properly addressed. In this context, online learning is defined as the new learning modality of the present academic year. It makes use of gadgets and the internet to participate in virtual classrooms.
The researchers used a qualitative approach, a phenomenological strategy to be exact, to explain the perception of the secondary educators regarding their experience upon integrating technology. The study employed a total of 36 participants from different high schools and of any grade level who are currently teaching in the present academic year 2021-2022. Responses and data obtained from online interviews, survey, and observations were analyzed and interpreted to answer the posed research questions presented in the study. The results showed that age is not associated with the teachers' ability to teach with technology. However, technological experience was found to be related with the challenges they have faced
These results suggest that age is not a deteriorating factor in teaching online, as the respondents believe that age is just a number and what only matters in technology-integrated teaching is the willingness to learn and adopt new learnings. The teachers who are lacking prior technological experience are most likely to encounter obstacles, and they may find them difficult to overcome. On this basis, continuing on implementing the necessary training, webinars, etc. that would help them grow and gain more knowledge in regards with the use of technology should be taken into account by administrators.
Technology has taken over the education field as there has been a sudden shift of learning modali... more Technology has taken over the education field as there has been a sudden shift of learning modalities due to the COVID-19 pandemic. Educational institutions moved towards various learning modalities like blended learning and online learning which integrate technology. These modes of delivery have encouraged all, especially teachers who are key factors in the learning process, to become more technology savvy. This outbreak has increased the global demand for online learning which then imposed the need for educators to revalidate the adoption of cutting edge technologies to teach and deliver knowledge.
This study aims to determine how such technologies used in teaching in the new normal are experienced by secondary educators. Specifically, it investigates the thoughts and perspectives on the integration of technology in online learning so that their concerns may be properly addressed. In this context, online learning is defined as the new learning modality of the present academic year. It makes use of gadgets and the internet to participate in virtual classrooms.
The researchers used a qualitative approach, a phenomenological strategy to be exact, to explain the perception of the secondary educators regarding their experience upon integrating technology. The study employed a total of 36 participants from different high schools and of any grade level who are currently teaching in the present academic year 2021-2022. Responses and data obtained from online interviews, survey, and observations were analyzed and interpreted to answer the posed research questions presented in the study. The results showed that age is not associated with the teachers' ability to teach with technology. However, technological experience was found to be related with the challenges they have faced
These results suggest that age is not a deteriorating factor in teaching online, as the respondents believe that age is just a number and what only matters in technology-integrated teaching is the willingness to learn and adopt new learnings. The teachers who are lacking prior technological experience are most likely to encounter obstacles, and they may find them difficult to overcome. On this basis, continuing on implementing the necessary training, webinars, etc. that would help them grow and gain more knowledge in regards with the use of technology should be taken into account by administrators.
Technology has taken over the education field as there has been a sudden shift of learning modali... more Technology has taken over the education field as there has been a sudden shift of learning modalities due to the COVID-19 pandemic. Educational institutions moved towards various learning modalities like blended learning and online learning which integrate technology. These modes of delivery have encouraged all, especially teachers who are key factors in the learning process, to become more technology savvy. This outbreak has increased the global demand for online learning which then imposed the need for educators to revalidate the adoption of cutting edge technologies to teach and deliver knowledge.
This study aims to determine how such technologies used in teaching in the new normal are experienced by secondary educators. Specifically, it investigates the thoughts and perspectives on the integration of technology in online learning so that their concerns may be properly addressed. In this context, online learning is defined as the new learning modality of the present academic year. It makes use of gadgets and the internet to participate in virtual classrooms.
The researchers used a qualitative approach, a phenomenological strategy to be exact, to explain the perception of the secondary educators regarding their experience upon integrating technology. The study employed a total of 36 participants from different high schools and of any grade level who are currently teaching in the present academic year 2021-2022. Responses and data obtained from online interviews, survey, and observations were analyzed and interpreted to answer the posed research questions presented in the study. The results showed that age is not associated with the teachers' ability to teach with technology. However, technological experience was found to be related with the challenges they have faced
These results suggest that age is not a deteriorating factor in teaching online, as the respondents believe that age is just a number and what only matters in technology-integrated teaching is the willingness to learn and adopt new learnings. The teachers who are lacking prior technological experience are most likely to encounter obstacles, and they may find them difficult to overcome. On this basis, continuing on implementing the necessary training, webinars, etc. that would help them grow and gain more knowledge in regards with the use of technology should be taken into account by administrators.