Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines

Samifanni, Faramarz; Gumanit, Rose Leslie R.

doi:10.46627/silet.v2i3.87

Cited by 12 publications

(5 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Supported by the study of Gonzales [13] which revealed significant difference between the level of 21st century skills of faculty members when grouped according to age. Findings support the suggestion of Samifanni and Gumanit [46] that elderly teachers should be providing better technical support to provide quality education. And similar to Hinojo-Lucena et al [48] that age as conditioning factor when developing digital competence of teachers, especially in the information and data literacy.…”

Section: Very Highsupporting

confidence: 82%

“…The findings about challenges encountered by teachers in technology integration in instruction strengthened by König et al [38] which analyzed the teachers' digital competencies were related to how they mastered the challenges during emergency remote education. Furthermore Fabito et al [39]; Azhar and Iqbal [40]; Lestiyanawati [36]; Almazova et al [41]; Ivus et al [5]; Tomaro [42]; Alda et al [43]; Emre [44]; Klapproth et al [45]; Hero [46], Samifanni & Gumanit [46]; and Tarman, Kilinc & Aydin [47]; and Javier [29] listed challenges experienced by the teachers on using technology in teaching and learning process. These includes lack of working are for doing online activities, lack of good internet connection, feedback and clarification from instructors, difficulty in using online and 21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School offline tools and application, lack of facilities, lack of parents' support system, computer literacy level, school support, lack of training, and lack of long-term supports.…”

Section: Very Highmentioning

confidence: 99%

See 1 more Smart Citation

21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School

Mundo¹

2022

IJMRA

View full text Add to dashboard Cite

This descriptive-correlational study determined the 21st-century digital skills, technology integration in instruction, and challenges encountered in integrating technology. The participants in this study were composed of ninety-five Senior High School teachers in Muntinlupa National High School. The study sought to find a significant association between 21st-century digital skills and level of technology integration in instruction; challenges encountered and the level of technology integration of teachers in instruction. The study revealed that the majority of the respondents were female, aged 40 to 49 years old, acquired MA units, 7 – 12 years of teaching experience, and attended less than 3 related training on technology integration in instructions for the last past 6 months. Findings showed that the level of 21st-century digital skills and level of technology integration in instructions of the SHS teachers was very high. Teachers highly used video conferencing software such as Zoom, Microsoft Teams, GoogleMeet, Cisco, WebEx, and others as the technology they integrate for their instructions. The challenges experienced by teachers in integrating technology in instructions were the following; poor internet connection, students' lack of support system, limited electronic materials and equipment, and lack of technological support from the school experts. Senior high school teachers aged 40 to 49 have higher skills in the information of 21st-century digital skills than teachers aged 50 and above. And, female senior high school teachers have higher skills in communication, collaboration, and problem-solving in 21st-century digital skills than male senior high school teachers. Meanwhile, the teachers’ level of technology integration in instruction and the challenges encountered in integrating technology were the same regardless of teachers’ profiles. The result further revealed that the higher the 21st-century digital skills of the teachers, the higher the teachers’ level of technology integration in instructions. And, the more challenges teachers encountered in integrating technology into instructions, the higher their level of technology integration into instructions.

show abstract

Section: Very Highsupporting

confidence: 82%

Section: Very Highmentioning

confidence: 99%

21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School

Mundo¹

2022

IJMRA

View full text Add to dashboard Cite

show abstract

“…“Late majorities”, “laggards” or teachers with low technological literacy generally need just-in-time IT support to get familiarized with the basics of online teaching (e.g. web conferencing), and this is consistent with another study arguing that just-in-time technical support is crucial for teachers with lower technological literacy [ 52 ]. Whereas for “innovators” who are exploring innovative ways of doing online teaching, IT support alone may not fully address their needs.…”

Section: Findings and Discussionsupporting

confidence: 60%

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

et al. 2022

View full text Add to dashboard Cite

Background The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers’ experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic. Methods In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia–Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers’ Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and the descriptive themes were mapped to broader themes partly based on the Technology Acceptance Model and these included: (i) perceived usefulness of online teaching, (ii) perceived ease of delivering online teaching, (iii) experience with institutional support and (iv) acceptance of online teaching after the pandemic. Results Our participants described accounts of successes with their emergency remote teaching and difficulties they experienced. In general, most participants found it difficult to deliver clinical skills teaching remotely and manage large groups of students in synchronous online classes. With regards to institutional support, teachers with lower technological literacy required just-in-time technical support, while teachers who were innovative in their online teaching practices found that IT support alone could not fully address their needs. It was also found that teachers’ acceptance of online teaching after the pandemic was influenced by their belief about the usefulness of online teaching. Conclusions This study demonstrated that our participants managed to adapt to emergency remote teaching during this pandemic, and it also identified a myriad of drivers and blockers to online teaching adoption for medical teachers. It highlights the need for institutes to better support their teaching staff with diverse needs in their online teaching.

show abstract

“…A study in the Philippines exploring older teachers' perspectives on online learning during the pandemic found that it was difficult for them to adapt to online learning but they had the intention of improving their performance. They also mention that the lack of introduction of online learning in schools in the Philippines is one more problem for educational administrations (Samifanni & Gumanit, 2021). stated that during the first weeks of the transition from face-to-face to remote, teachers felt that they received little attention in the process.…”

Section: Teachers´ Perspective and Competencies During The Pandemicmentioning

confidence: 99%

Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic

Vera Candela,

Almache Granda

2023

Ciencia Latina

View full text Add to dashboard Cite

At the beginning of 2020, teachers had an unexpected experience. The COVID-19 pandemic forced teachers to change their way of teaching from face-to-face to virtual. The purpose of this study was to explore the challenges faced, and the strategies used for online teaching by teachers during the transition from face-to-face to virtual classes. Moreover, interpret if teachers were prepared to start virtual classes. Using a qualitative approach, a questionnaire and an interview were applied. The sample consisted of 6 volunteer teachers from different subjects for the interview and 40 teachers for the questionnaire. The challenges revealed by the interviewees were Poor connection, Lack of student resources, and Mastery of digital tools. Regarding the strategies, Role-Playing, Presentation, Repetition, and Learning based on problem-solving were used. Finally, the results of the questionnaire showed that the majority of the teachers were prepared to start virtual classes. Considering the reviews of other similar studies and the results in this study, certain implications could be mentioned. Although the teachers were able to overcome the challenge of virtual classes, it was evident how complex the transition was. It is necessary to keep in mind that virtuality is here to stay and the online classroom will continue to be part of the teaching and learning process. Therefore, training for teachers should be included not only on the use of technology but also on strategies for effective online teaching.

show abstract

Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines

Cited by 12 publications

References 56 publications

21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School

21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic

Contact Info

Product

Resources

About