Effects of Computer Literacy On Students

1
IMPACT OF TECHNOLOGICAL LITERACY ON EDUCATION

Chapter I
The Problem and its Background
I. The Nature and Background of the Study
Technology has advanced throughout the years, making our everyday
lives easier. Ever since the integration of technology in education began, it has
been thriving in its own ways for both teachers and students to experience as
continuous development occurs in the aspects of introducing advanced
technologies to furthermore make learning easier and accessible. It also aids
people who have occupations, more specifically, teachers, for a more efficient
way of doing their job, such as encoding of information to virtual databases,
presenting digital visual aids, and making the overall time efficiency and
convenience upsurge. Most importantly, it assists students in exploring more vast
and diverse sources of formation rather than just basing on books and the
education/curriculum applied by the school.
As technology is executing an important part in educational institutions,
the use of gadgets such as computers, televisions and cellphones enhance the
quality of education by making learning more relevant to life. It also provides the
range of conventional software, such as spreadsheets, databases, and graphical
programs that give students and teachers a more expedient way in doing their
tasks. In addition to that, with mobile technology being accessible in the
classroom, students can make use of its convenience to obtain information
quicker, most essentially with digital textbooks that are constantly updated in
2
comparison to books. The need of technology in the classroom will aid teachers
in preparing their students for their future careers and the real-world
environment.
Adaptive learning software is quickly replacing the role of textbooks in the
classrooms and students are tackling subjects with the aid of tailor-made
computer programs that assist their needs. In comparison to traditional
education, the modern education we currently have is inherited from the former.
According to the researchers, modern teaching tools such as use of ICT,
facilitates students to increase their participation and encourage them to practice
what they have learnt in simulated environment. Whereas, the traditional
methods are largely theoretical and do not engage the students personally or
professionally in learning by doing.
With technology producing its utmost advantages in making the methods
of teaching and learning more convenient, it is inevitable that the teachers and
students of the institution encounter minor issues in dealing with technology.
However, there are more notable problems that pose as weaknesses rather than
strengths, such as outdated platforms, insufficient funding for better equipment,
lack of simple technological knowledge and inconsistency of data connection;
which also hinders the child’s learning. Hence, the researchers will conduct this
study to confirm said problems and issues that will hopefully be brought to the
attention of the administration. We will also provide possible solutions and inform
the public regarding the positive impact of the onslaught of technology in the field
of education.
3
II. Statement of the Problem
Since the entirety of the students and teachers of JSMSS are in the
modern era, wherein they are expected to be technologically versed, the
integration of technology in the field of education should not be of hindrance to
them. Although the educators are doing their job adjusting to suit the needs of
the 21st century learners and whilst these students are utilizing the resources
given by the institution, there are still some difficulties that surface.
A. General Problem:
The school administration hesitates to establish a much more improved
implementation of technology as a method of teaching and learning. Rather than
doing something about it, the school is forced to settle on something mediocre
which affects the way of teaching lesssons and the students’ absoroption of
knowledge.
B. Specific Problems:
The researchers plan to delve further on the wide-ranging difficulties within
the institution in order to determine the exact source of the problems that arise.
The specific problems listed below are the inquiries that the researchers strive to
answer.
1. How technologically literate are the students and teachers of JSMSS?
2. Why do the students and teachers complain about the technological facilities?
4
3. For the teachers, how effective is the use of technology in teaching the
students?
4. For the students, how effective is the use of technology in learning?
III. The Significance of the Study
One of the reasons students strive to be computer literate is due to the
qualifications of most companies that implement technology in their business
processes. In order for them to acquire the knowledge they need; teachers
should be able to teach them the ways of technologically literate people. In being
more literate, you are more resourceful in acquiring data and materials that are
needed that involve your job whilst it prepares you to be able to cope with the
rapid evolutions of technology. However, the teachers cannot give them what
they need because of the weaknesses of technology that they face. Some
teachers are even against teaching accompanied by technology because they
see it as a distraction to the students instead of an innovation in learning. This
research will provide an insight on what these disadvantages do to students and
teachers. Since technology is rapidly evolving, so does the body of knowledge.
Because of the integration of technology in the classroom, students rely on
technology and the internet because it is becoming more of a necessity than an
option at this age.
The Students. This research will benefit the students by providing insight to the
impacts of being well-versed in technology on their learning. This study can also
5
be of basis towards potential topics that aim to list ways on how to help the
students use digital resources more efficiently.
The Teachers. The faculty of the institution can utilize this research as a
foundation for their self-assessment so that they can meet the needs and
expectations of learners, which will also lead to the impression that the teacher is
capable of educating the students with the aid of modern instruments; that will
therefore bring about better understanding and absorption of the lectures.
The Institution. With the institution being the only organization that has the
authority to make the necessary adjustments, the researchers aim to deliver the
information that shall be congregated for the institution to be cognizant with the
inadequacies they instigate. Said information will assist them in devising a plan to
lessen, if not, eradicate these inadequacies.
IV. Assumptions of the Study
The researchers will expect that the study will verify and maximize the
troubles that make using technology in the field of education difficult.
Furthermore, the suggestions that the researchers will propose to the
administration will aid in lessening if not eradicating the weaker points of
technology.
The researchers also assume that the majority of the problems
encountered by the students and teachers stem from a number of reasons, such
as poorly planned implementation of technology, the user’s own perception on

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the effectiveness of technology being utilized as a method of teaching and
learning, and the sole digital inequality of the community itself.
V. Scope and Delimitations of the Study
This study will only cover the technological aspects of learning and
teaching and will not explore the students’ attitude towards studying as well as
the facilities of the schools that are not related to our research. Our intention is
only to inform the administration of the complications regarding our topic and
suggest possible resolutions to said complications. However, this will not ensure
that our findings can also be applied to other fields of technological literacy, such
as the business and financial processes of the school.
The limitation of this research is that it only focuses on a selected
administration, though said administration covers the areas of three different
municipalities, namely Angono, Taytay, and Antipolo. The researchers will only
select high school students, specifically senior high students from the academic
tracks, randomly picked junior high students, and teachers from the institution.
VI. Definition of Terms
In this study, the following terms were written to clarify the meanings of the
words used and to also provide a frame of reference and a clear interpretation of
the study.
Digital Inequality—The different levels of understanding of technology and
digital platforms.
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E-learning—An area of education that uses modern technology to educate
minds and to broaden their knowledge and comprehension.
Genyo— An E-learning platform developed by Diwa Learning Systems Inc. to
make the task of giving instructions to students, monitoring of their performance,
and the overall student teacher- interaction a lot easier.
ICT— Stands for Information and Communication Technologies; Refers to
technologies that provide access to information through telecommunications.
Technological literacy—The ability to utilize gadgets involving the features of
certain technology well.
Technology—An innovation that makes tasks more performable, efficient, and
organized
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Chapter II
Review of Related Literature
Foreign Literature
BooksSKLDFJSDAFKSDAJFL
According to a study conducted by Ghavifekr & Rosdy (2015), ICT
Integration in education generally means technology-based teaching and
learning process that closely relates to the utilization of learning technologies in
schools. Due to the fact that students are familiar with technology and they will
learn better within technology-based environment, the issue of ICT integration in
schools, specifically in the classroom is vital. This is because, the use of
technology in education contributes a lot in the pedagogical aspects in which the
application of ICT will lead to effective learning with the help and support from
ICT elements and components. This means that the integration of technology in
a classroom setting and continued use of these elements are crucial in the
advancement of the student towards technological literacy. However, poor
integration leads to poor understanding of technology. In compare to a study
conducted by Tazci (2011) that shows most of pre-service teachers indicated that
they only implicate elementary ICT tools for educational use , this study found
that most teachers think ICT integration is effective, but ICT tools provided in
school are not enough nor in good condition; training and professional
development are not adequately provided for teachers; technical supports are
9
somehow provided but can be improved from time to time; and not very good
condition of computer lab in school with well-functioning tools and facilities. In
conclusion, the very first stage of ICT implementation must be effective to make
sure that, teachers and students are able to make the best use of it. Thus,
preparations of a technology-based teaching and learning begin with proper
implementation and supports by the school top management. If the
implementation process of technology integration in schools take place
appropriately from the very beginning stage and the continuous maintenance are
adequately provided, ICT integration in schools will result in a huge success and
benefits for both teachers and students. The use of ICT especially in teaching
and learning is more about practicality as compared to theories and that is why
teachers must be given time to learn and explore it, face the “trial and error”
phase before they are completely comfortable with its usage and able to make
use of it for teaching and learning.
Access to computers in schools may improve student outcomes in
several ways. Computer software has the potential to provide self-paced
instruction that is typically difficult to achieve in group instruction. Likewise, the
content of instruction may be individualized to the strengths and weaknesses of
the student. Because students can use instructional programs without the direct
supervision of a teacher, ICTs and computer aided instruction hold the promise
of increasing the overall amount of instruction that students receive, while still
allowing parents and teachers to monitor student progress [CITATION Bul15 \l 1033 ] .
As stated, with computer software that can be individualized as per the students’
10
preferred learning style, teachers are able to carry out instructions that the
student can understand and learn the lesson well. Continued exposure to
technology while learning is beneficial to the child as it will help them adjust to
the ever-changing face of technology. This also benefits the parents in such a
way that they can monitor their child’s education and also provides the necessary
materials that the child needs in order to accomplish the tasks given by the
educator.
While the application of technology in a classroom environment poses as
an advantage for the students, it gives the instructors some rather enormous
challenges. Based on a research conducted by Raja & Nagasubramani (2018),
educators are facing a big dilemma regarding the rapid expansion of knowledge
due to demanding modern technologies that teachers need to learn how to
operate it to deliver the lessons well. This implies that the trainings that an
instructor needs to undergo will increase. Another factor to consider is the
teachers’ attitude towards technology which greatly affects the child’s intake of
knowledge. However, teachers do not always have positive attitudes towards
computers and their poor attitudes may lead to a failure of the computer- based
projects. There are some barriers that hinder the teachers from being
technologically literate are the following: lack of time, lack of access, lack of
resources, lack of expertise, lack of support, and reliability. Reliability included
hardware failures, incompatible software between home and school, poor or slow
internet connectivity and out of date software which are available mostly at
11
school while the students/educators are having more up-to-date software at
home.
Further complicating matters is the difficulty of effectively integrating
technology in the classroom. This is hard for some educators (who do it well) to
appreciate. You have to understand content, teaching, and technology on nearly
equal terms, and when you don’t it all has an awkward way of illuminating the
holes in a teacher’s expertise. That does not mean that teachers that question
the need for integration of technology in a classroom setting do so simply
because they are not good at it, but merely because they want to reach out to the
administration to provide them the necessary training [CITATION Hei15 \l 1033 ].
On another note, Online training providers The Knowledge Academy
sought to find out how valuable technology is in the classroom. According to a
recent report by Smoothwall, a staggering 96% of teachers believe technology
has had a positive impact in the way children participate and learn in lessons. A
further 56% of respondents in their survey said that pupils were noticeably more
engaged when technology is used. They also confirmed that 49% of teachers
admit tech has made them more efficient at planning and giving lessons – a third
claim it makes marking easier; 54% of teachers said tech allows them to plan
more varied and exciting lessons; According to 53%, technology makes the
classroom more vibrant and fun (The Knowledge Company, 2017). Hence, not all
teachers are against technology integration. Nevertheless, these educators have
the necessary means to be able to adapt to teaching with technology.

12
A study concluded by Hanımoğlu & Egemen (2018) discovered that using
technology in schools has several benefits to students and teachers. A computer
is a vital tool in many schools that have ensured learning and teaching is
effective among students. Apart from word processing, the internet is one of the
excellent tools in modern technologies used by instructors and learners. More
so, teachers benefit from using electronic mail to reach their students. Teachers
are stakeholders in school and involved directly with the technology thus should
be given a chance to contribute to decision-making. Involving instructors in each
process of implementation is an essential way of improving learning and be
guaranteed that the method is of significant advantages over other systems. In
addition, teachers should realize that compatibility of their teaching practices and
require technical assistance and training. Stakeholders must be prepared for
such changes and accept the implementation of new technologies (Blanchard et
al., 2016). The approaches to training and knowledge acquisition matter a lot and
tutors should be given support with teaching instruments together with models.
Any course interlinked to learning technology in the education sector must be
redesigned and to suit the current technological needs. Teachers are partners in
school and should be involved in making decision regarding the use of
technological advancements to be used as an improved way of learning. Also
teachers should be prepared in handing out lessons with the use of new
technologies with the aid of additional training and assistance by the school to
ensure that the new method of teaching successful. [CITATION Han18 \l 1033 ]
13
Taken together, the results show that the introduction of innovative
technology seems to provoke conservative practices among teachers with an
instrumental view as they adopt a stringent role and give traditional courses with
a tablet device. This is somewhat contrary to the overall intention of introducing
tablet devices; instead of revolutionizing education, to the tablet strengthened the
old educational structures. In other words, to conduct a lesson in a traditional
way with tablet devices consolidates the ‘ancient’ didactic model. This
consolidation underlines the importance of switching to digital didactics where the
tablet device is integrated in such a way that it is used to its full potential during
lessons. The teachers expressed mixed opinions concerning their need for
professional development. Innovative teachers deem themselves to be skilled
tablet device users and state that is their responsibility to provide training and
share their expertise with other schools. Concerning the need of training,
instrumental teachers expressed two views. While some felt the need for
additional instruction, others felt that they simply had no energy left and had thus
no desire for additional training. Apart from the need for training, both students
and teachers indicate that a strong and competent IT team would contribute to
the success of this academic innovation (Montrieux, Vanderlinde, & Schel, 2015).
A study by Caciuc & Alexandrache (2013) concludes that the efficiency in
the learning activity cannot be achieved only by acquiring and operating with
student-oriented educational strategies focusing on the development of a
personal learning style, but also by means of some modern educational
technologies. The use of such educational strategies and technologies in the

14
teaching activity at seminars allow “teachers to learn how to use learning styles
as a cornerstone of their instruction and students can learn to capitalize on their
learning style strengths when concentrating on new and difficult material,
instructional environments, resources, and approaches respond to diversified
strengths” (Dunn & Griggs, 2000). The use of educational technologies facilitates
both to teachers and to students the practice of some differential teaching-
learning activities according to the individual particularities existents in the
classroom, the passage from the teaching style of the teacher to the individual
learning style of the student, the access to the newest information from the
specialty and psychos-pedagogical fields by means of a quality management
such as accessing the legislation from the field of education, the school
curriculum and the activity plan, the information regarding the application schools
or the schedule of the teacher becoming exam from, the site of the Ministry of
Education or of the County School Inspectorate, The Teacher Training House,
the specialized magazines, etc., all of these contributing to obtaining a progress
by learning reflected in the results obtained by the students. If these technologies
are being used inefficiently, they may lead to negative effects, plagiarism and the
copying of the themes and projects, without the implication of any intellectual
learning effort. This is why it is necessary not only to develop some skills of
responsible learning, but also to make students become accustomed to a certain
deontology of using the technologies and education strategies in the didactic
activities even from the start of their initial training.

15
In examining the responses of the in-person group, the technology
constructs do not appear to have much of an effect on Student Performance.
However, the responses of the lower scoring members of the online group lead
us to believe that technology and frustration are significant issues that affect their
performance. Interestingly, the lower scoring students also believe the software
is more useful than the students who scored higher on the exam (Khanlarian,
2015). The use of technology is somehow beneficial for some of the students, but
it does not seem to have an effect to the performance on the exams. Certain
students’ poor performance can be affected by the new environment as the
pupils are not familiar with using the new method of learning since not all of the
students have access to internet in their homes or wherever they go.
According to a study by Rodriguez-Jimenez, Sanz Prieto, & Alonso Garcia
(2019), higher education is an essential stage in the formation of future
professionals in any field, but it is even more important when those future
professionals are going to be teachers, because they will also educate new
generations of future professionals. Thus, the initial formation they receive during
their higher education must be adequate to meet the current needs of the society
and to educate the students they will have. In this way, technology and higher
education not only must go hand in hand, but they should also serve as a model
for other educational stages and members of the educational community in order
to extract theoretical and practical knowledge, among other things. This implies
that technology does indeed play a significant part in enhancing the experience
in the fields of education. However, for the integration of technology and

16
education to reach its full potential, one must be technologically literate to
properly deliver and receive information whilst using the instruments provided by
technology.
Local Literature
BOOKDSKFLJDSFKDASJ
According to a survey conducted by Pearson Foundation in the United
States, more than 6 in 10 college students and high school seniors agree that
they study more efficiently by using tablets. A study conducted by Houghton
Mifflin Harcourt in California also showed that students using iPads performed
better in math compared to students using traditional textbooks. Another study at
Oklahoma State University found that 75 percent of students said the use of
gadgets enhanced their learning experience [CITATION Esp16 \l 1033 ]. These results
imply that students, having discovered a better way of retrieving information, find
convenience in using gadgets rather than browsing physical textbooks. It also
indicates that said students are rather motivated as their learning experience has
improved because of the features that technology provides.
A report by Geronimo (2016) indicates that the DepEd data under the
2016 budget, P6.82 billion has been allocated for 6,653 computer packages. But
education officials from the previous administration said that with fundamental
education inputs already accounted for, the Duterte administration now "has the
luxury" to go beyond providing schools with basic information and
communications technology (ICT) packages and look at how ICT will affect or
17
improve teachers' pedagogy. Because of said collected data, the researchers
would like to integrate the experiences of the students and teachers of the
institute regarding how technology has affected the teaching methods of our
instructors and the absorption of knowledge of us students. This is to create a
correlation as we analyze the advantages and the hindrances that obstruct both
parties’ methods of teaching and learning from its concentrated potential.
According to a telecom company Globe Telecom Inc. (2017), ICT leads to
improved student learning and better teaching methods since developments in
technology, particularly mobile internet adoption and the availability of affordable
data-capable phones and tablets, which make it easier for both students and
teachers to access a vast library of information previously out of their reach
anytime and anywhere they want it. This statement emphasizes on how gadgets,
particularly portable devices, provides much more reliable foundations of
information that are easier to access compared to traditional learning sources. It
furthermore encourages the implementation of technology in the education
sector, as it promotes the positive impacts of gadgets.
A study in accordance to Mercado Jr. (2017) implies that the internet plays
a very vital role in helping the students in their education. Having access to the
internet, students would be able to research information and access online
textbooks, which in turn can help the students perform better inside the
classroom. Furthermore, through the use of the internet, pupils would be able to
communicate and collaborate with classmates for schoolwork. The most
significant aspect of the web for education at all levels is that it dissolves the
18
artificial wall between the classroom and the real world. Students and teachers
can establish interactive communication with anybody or any source, making
learning more relevant to their lives’ interests and concerns. Additionally, with the
use of the internet teachers are able to communicate with their students more
easily and allow them to distribute learning materials such as assignments,
exercises, and tests to their pupils. Likewise, through the use of the internet,
instructors would have access to a vast amount of resources such as pictures for
illustrations, various texts for class readings and so forth. This study aids our
research in its own significance as it indicates the benefits that the qualities of the
internet and its elements provide. It also shows the methods students and
educators can perform while technology assists them in executing their tasks.
An article by Dotong et al., (2016) stated that available computer
resources are greatly overstretched in the Philippines at the primary level while
based on combined data for the primary and secondary levels, computer
resources are also greatly overstretched in Indonesia. The use of technology is a
burgeoning trend in all higher education but has limited use in basic education.
Many secondary classroom teachers and academic administrators remain
uncertain on how to implement new technologies to replace out-dated forms of
classroom instruction. By relying on technology that is not completely
understood, its potential benefits could be attenuated. Some of the probable
causes of educational technology integration in most developing countries are
inadequate financial support and infrastructure, human capital, management
support, as well as behavioural and environmental aspects. There is electricity

19
divide between rural and urban areas in some parts of the country. Therefore,
availability of electricity is also one of the problems facing by the school
administration. Technology can greatly develop the education of a country with
the proper understanding of teachers and students. There can also be many
factors that can affect the integration of technology in education, and that leads
to the quality of education to be poor instead of being a better option for the
school.
An existing study conducted by Nueva (2019) reveals that teachers use
technology for instructional support, information referencing and, communication
and collaboration platform. Technology has been widely used for instructional
support as presentation aid, enhancement of lesson delivery and assessment.
Technology as a learning tool to promote communication and collaboration
between teachers and students and, students to students are less examined. In
terms of digital inequality as experienced by teachers, existing studies focused
more on their individual characteristics as triggering factors for their differences
on using technology. A significant finding from few studies reveals that teachers
do experience digital inequality due to digital competency gap and, belief and
institutional perception on the function of technology in the classroom.
According to an article published by The Philippine Star (2015), although
online learning management systems provide a myriad of ways to meet the
needs of 21st century learners, it wouldn't serve its purpose unless placed in the
hands of a creative and resourceful educator. And no one understands this more
than Diwa Learning Systems Inc., a leading provider of print and digital
20
educational resources, and the one that introduced Genyo e-Learning to the
Philippines. Genyo is the country's first and only fully integrated online learning
management system for basic education. In relation to our study, with the
institution providing the people e-Learning platforms, specifically Genyo, will only
give benefit those who are knowledgeable in interacting with the platform. The
instructors who are not that good in handling technology will need to attend
seminars that will guide them into being technologically versed.
According to an article, as algorithmic design tools become more
prevalent and advanced, the software will not replace designers, but they will
change how a designer works. So instead of coming out with a 3D model from
scratch, the designer will allow this AI-based generative design software to
create a solution so that they will refine into the ultimate outcome [ CITATION
Est17 \l 1033 ]. Even though some teachers are anti-technology, there are still a
few instructors that strive to be technologically inclined so they can teach the
students better[ CITATION Est16 \l 1033 ].
According to the Philippine Star, Mr. Cu, the CEO of Globe Telecom,
stated that the plan of the company was to increase capacity by as much as 70
percent for both mobile and wire line customers which they have ear-marked $1
billion for network modernization. They intend to put fiber optic wires to 20,000
barangays, which would translate to 2 million homes by the year 2020 [ CITATION
Avi16 \l 1033 ]. This article is one of the many instances as to why data connection
in our country is not improving. Regardless of the telecommunication service
company, internet speed is one of the crucial factors in why technology is seen
21
as a hindrance rather than an advantage. It exactly slows down the teaching
process of the student and the instructor which results to inefficient learning.
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23
Chapter III
Methods and Procedures
I. Method of Research
The study attempts to assess the extent to which the capacity of both
students and teachers of JSMSS’s computer literacy, to inform the public about
how technology will be a great asset in the field of education, and to assist future
researchers on thinking of possible solutions to existing problems encountered
by the users. The results generated by the study will urge the administration to
finally act upon the disadvantages and use the solutions founded by various
studies.
The researchers will make use of the realistic ethnographical approach in
order for them to comprehend what the subjects experience and feel towards the
rapid progression of technology. Alongside with that arrives the researchers’
observations upon the substantial interaction of the educators and the pupils as
they implement the use of technology in education, such as how they operate,
respond, and act in their usual setting.
Another methodology the researchers will execute is inquiry of the
informants’ insight towards the topic, which is also known as phenomenology. By
this approach, the researchers can narrow down and pinpoint the specific
problems and discover unexpected ones. Phenomenology can also assist in

24
increasing the accuracy of data for the researchers to not conclude findings that
are only based on assumptions and observations.
II. Subjects of the Study
The informants of this study are selected high school students and
teachers of Juan Sumulong Memorial School Systems (JSMSS). Said selected
students will be strategically sampled and will not be chosen on the basis of their
section and/or strand. For each campus, 15 junior high school students, 15
senior high school students, and 10 varied high school teachers will be
strategically selected so as the findings will not be subjective. With the totality of
40 for each campus, 120 subjects will be associated with this research.
Junior High School Students. These students, specifically, should be
introduced to the basic knowledge on using the technologies’ unique features
efficiently for faster and productive work. For the reason that they are the
upcoming generation, said junior high school respondents will be the basis of
how well the transition of traditional learning to modern learning is implemented.
Senior High School Students. Being the former junior high school students,
they are able to develop a capability in which they are competent enough to cope
with the fast progression of technology and its upgrades. The researchers will
scrutinize the said capability and how they maintain their skill on being
technologically literate.
High School Teachers. Since varied high school teachers will be nominated,
their experience in teaching will also vary on how they adapt to the usage of
25
technology when it comes to educating their pupils. Their own literacy will heavily
influence the students’ literacy in various fields, such as academic, analytic, and
interactivity.
III. Research Locale
The researchers will select the schools under Juan Sumulong Memorial
School Systems, which was established in the 1940s. ADD MORE SHIT Said
selected schools are Angono Private High School which is located at
Binangonan, Rizal, Sumulong Memorial High School, which can be found at
Antipolo City, Rizal, and Juan Sumulong Memorial Junior College at Taytay,
Rizal. This is due to the fact that the researchers had observed the
disadvantages and problems regarding the implementation of technology in the
curriculum, which revolve around the aforementioned campuses.
IV. Research Instruments
In the process of collecting data from the corresponding respondents, the
researchers will conduct an interview that contains questions for a particular
sector of a population concerning their name, age, gender and how long they've
worked or studied in JSMSS. The researchers will examine the behavior of the
participants in a certain specific social situation and also understand their
interpretation of such behavior.
The researchers will also hand out surveys that will comprise of questions
that will lead to responses with varying levels of satisfaction regarding their
experience handling technology while learning or teaching. Through a

26
questionnaire, we, the researchers, can gather different types of data from
multiple respondents in a timely manner and retrieve accurate responses as they
will not be uncomfortable while answering them.
As surveys will be conducted, the Likert five-point rating scale checklist
will be utilized as this will assist the researchers in gathering the data required.
This scale is used to discover the opinion of a certain individual on a particular
topic or question whether they disagree or agree to said questions. The
measures of the questionnaire range from the lowest rating of satisfaction, being
“Not at all”, up to the highest rating of satisfaction, being “Always”. This is to
ensure the accuracy of the specified responses of the subjects rather than
limiting the informant to two options (yes and no).
Questions Not A Little Sometime Ofte Alway

at all s n s
Do you often use technology in your studies?
Do you use the internet as a source for references
to your lessons?
Are you satisfied with how your instructors use
technology in teaching lectures?
How often do you encounter problems while using
technology in doing tasks related to school?
How often do your instructors educate you in the
proper usage of the features of technology?
Do you often rely on visual - aids when reporting
to make the lesson easier to understand?
How often do some of your classmates ask for
help from someone who knows how to work with
technology?
V. Data Gathering Procedure

27
This portion of the research will state the process that the researchers will
undergo to gather data across the three schools. Firstly, the researchers will
compose a request letter to the school administration for permission to conduct
the interviews, surveys, and observations of the selected high school students
and teachers while using technology as an instrument of learning and teaching
respectively. Whereas the researchers wait for the approval, they will construct
the sample questionnaire that will contain the potential questions needed to
gather the respondents’ answers accurately, which will then be verified by the
instructor if said questionnaire can be used. Once the approval has been
received, the researchers will then proceed to execute the research primarily at
Angono Private High School, then at Juan Sumulong Memorial Junior College,
and lastly at Sumulong Memorial High School.
VI. Data Processing
After gathering the answered questionnaires, interview answers, and
observation notes, the researchers will then compare these responses to identify
what the content focuses on, whether these responses are similar or contrasting
to each other or not. The researchers will also check if the questionnaires and
interviews were answered correctly as per the instructions written on the survey
and stated before the interview.
VII. Theoretical and Conceptual Framework

28
This segment of the research exhibits the associated theories that can be
integrated to the various aspects that show how the levels of technological
literacy on both parties, being the teacher and the student, can differ. This
framework exhibits the notions of how a student comprehends information being
taught by the instructor and how the instructor perceives the systematic process
of transmitting information onto said student
Theoretical Framework.
Constructivism Theory
This theory, constructed by Dewey (1998), emphasizes that good and real
learning information is not based on what the instructor says, or the learners
heard, even if the learners repeat this information over and over. The word
“constructivism” comes from the word construction or structure. It also exhibits
that the learners compose and build the information inside their mind based on
their experiences and prior knowledge (Aldoobie, 2015a).
The following bullets contain crucial points that explain this theory:
- The learners working within their mind individually in order to build their
own knowledge which explains that the knowledge is not transmitted to
them in a way or another.
- Learning is an active dynamic process which the learners use their
sensory receptors to build the meaning from it.

29
- The important components for learning a new thing or understanding the
content and having old knowledge are experience that the learners built
their information from.
- In constructivism, the best learning will be learning from mistakes because
when the learner made the mistake, they try to move on from this mistake
which gives a good chance to build their knowledge on what they learned
from that mistake.
a. Constructivist Teaching
Constructivist learning theory underpins a variety of student-centered
teaching methods and techniques which contrast with traditional education,
whereby knowledge is simply passively transmitted by teachers to students.
The primary responsibility of the teacher is to create a collaborative problem-
solving environment where students become active participants in their own
learning. From this perspective, a teacher acts as a facilitator of learning
rather than an instructor.
This theory can be better developed and tested by the researchers’ topic
since it is a theory about education and information which can be
interconnected to the use of technology. It also can help the research by
understanding the use of technology and how it truly affects an individual’s
knowledge. The Constructivism Theory explicates on whatever method of
teaching or how teaching is presented, will never make an individual learn
better or worse. This theory is trying to prove that anyone can attain good
knowledge just by comprehending what is given to them deeply.

30
Ivan Illich’s Educational Theory
Illich came up with the requirements of the de-schooled society. In this
theory, he describes school as an oppressive system which despite some efforts
at reform (higher funding or even the introduction of new methods and
technologies in education), always tends to favor those who are already
advantaged. Schooling as a whole, according to him, does not operate purely
according to its formally established goals, but also conveys a hidden curriculum
hidden behind the knowledge transmitted. The content of this hidden curriculum
is the creation and legitimization of the class structure of society. School, despite
its declared primary function of education, above all carries out the task of
selecting and allowing only those students who have a greater ability to continue
in education to acquire symbolic wealth (i.e the education required to understand
information) (Aldoobie, 2015b).
The theory of Ivan Illich supports the researchers’ study in a way that the
more advantageous pupils are, the more they are superior to ordinary students.
Despite having new forms of learning, the education system is not sufficient for
those with no essential information about the modules being taught. It states that
only those of with the proper knowledge are the only ones that gain the
information from the teachings of the school. Illich’s theory can be incorporated to
our study as to how the students learn to use technology in which the institution
provides. The set of lessons that the teachers hand out to the students are not
easily understood for just ordinary students, and because of this, they seek help
from those pupils who are far more advanced in that field.
31
Behaviorist Philosophy of Learning
A theory from B.F Skinner (1904-1990) implies that increased access to
quality digital learning resources is the behaviorist philosophy of learning.
According to this philosophy, teachers should emphasize ways to increase
desired behaviors, which can occur through connectionism. Connectionism
stresses that learners form associations between sensory experiences and
neural impulses often through trial and error practices. One key component of
this theory is that learning should involve practice and rewards that increase
desired behaviors, which is what many educational technology applications are
built around (Wardlow, 2016a).
The theory of B.F. Skinner's Behaviourist Philosopy of Learning greatly
aids this research topic simply because it highlights ways for teachers for them to
build a much better teaching method through connecting with the students. The
significance of this philosophy is that since some teachers see technology as a
distraction to the students instead of an innovation in learning, some instructors
prefer to teach in a traditional way because they think that it is the magnified way
to make the students learn without distractions. With the assistance of B.F
Skinner's theory, teachers will be able to gain trust towards the students through
connecting with them; as said students will then follow the teacher’s instructions
for the sole reason that they want to learn. Hence, both students and teachers
will be able to understand one another when the other is teaching or learning.
Social Cognitive Theory

32
Another theory that supports increased access to digital learning
resources is social cognitive theory, which was founded by Albert Bandura in the
1980s. It is a formal theory of learning which asserts that people learn from
others in their social environments. One of the key themes of this theory is
modelling. Modelling, which refers to learners observing others perform actions in
context, is central to learning, so teachers often incorporate it into their own
teaching practice. Before technology, students’ accesses to models were limited.
But now it can increase educators’ abilities to provide models and increase
students’ access to models by providing opportunities for all students to observe
teachers explain and demonstrate concepts and skills (Wardlow, 2016b).
The Social Cognitive theory can be of great help when it is recommended
that teachers will make it their teaching basis. Due to rapidly changing
technologies, some of the students find it difficult to adjust accordingly. However,
with the use of models, demonstrations, and assistance of the teachers, the
students will have an effectual way to easily understand the purpose of
technology and how to operate it. If others will see how it is used from their
acquaintances, it will make it simpler for them to use the modern technology as
well by seeing their peers do the step by step process of using the said
technologies while being aided by the instructors.
Cognitive Flexibility Theory
The Cognitive Flexibility theory is proposed and advocated by Rand Spiro
and others. This theory comes from cognitive theory represented by Jean Piaget
(1898-1980), Jerome Seymour Bruner (1915- ) and David P. Ausulbel (1918-

33
2008). Its adherents believe that the learning process takes place in complex and
ill-structured domains. This concept holds that learning must have its specific
environment, but it needs informational support from various fields. Instructions
must be able to provide students with a variety of learning scenarios so that
students have a vast space to construct their knowledge and can take
appropriate strategies to learn in a specific context. This theory greatly influences
network and interactive technologies and has been widely applied in medical and
public health fields.
SOMEONE PLEASE EXPLAIN
Information Processing Theory
Another influential formal learning theory is the Information Processing
Theory constructed by George Miller (1956). This theory focuses on students’
abilities in the areas of attention, perception, encoding of skills and information,
storage of knowledge in short- and long-term memory, and retrieval of
knowledge. It stresses that individual students have different information
processing capacities, meaning students differ in how much information they can
attend to, encode, retrieve and retain in their short- and long-term memory.
According to this theory, students must be able to automate some function, like a
simple math function, in order to free up cognitive resources to learn effectively
(Wardlow, 2016c).
Since each and every student has intelligences in various fields, it is
plausible to think that all of them have an individual way of retaining information.
34
This correlates to the instructors being technologically literate because for their
students to be educated properly on the use of technology, the educators also
need to be able to teach the lectures in a way that the individual capability of
learning of said student can be utilized so that they retain the knowledge and
apply them effectively. The manner in which the instructor teaches is directly
proportional to how well the student comprehends the lecture.
Anchored Instruction Theory
This theory emphasizes technology-based learning. Students take the
technology as the carrier, use the reality of living world as main contents to
discover problems, generate questions, and ultimately solve the problems. ALEX
PLS EXPLAIN AND RESEARCH AND FIND FOUNDERX
The Theory of Diffusion of Innovations
Theory aims to explain the model of receiving every innovation. In the field
of educational technology, this theory is mainly applied in the educational
technology training. The theory of diffusion of innovation describes the steps of
technology innovation, process and characteristics of accepting new
technologies, as well as receivers’ role in the receiving process of technological
innovation. DILMEN IEXPLAIN AND FIND FOUNDER
:D:D:D:D:D:D:D:
35
- 8=============D:D XD ;3 <3 uwu
- Sir binabasa niyo po ba to

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1

IMPACT OF TECHNOLOGICAL LITERACY ON EDUCATION

The Problem and its Background

I. The Nature and Background of the Study

Technology has advanced throughout the years, making our everyday

continuous development occurs in the aspects of introducing advanced

technologies to furthermore make learning easier and accessible. It also aids

way of doing their job, such as encoding of information to virtual databases,

convenience upsurge. Most importantly, it assists students in exploring more vast

education/curriculum applied by the school.

As technology is executing an important part in educational institutions,

range of conventional software, such as spreadsheets, databases, and graphical

tasks. In addition to that, with mobile technology being accessible in the

classroom, students can make use of its convenience to obtain information

Adaptive learning software is quickly replacing the role of textbooks in the

computer programs that assist their needs. In comparison to traditional

According to the researchers, modern teaching tools such as use of ICT,

facilitates students to increase their participation and encourage them to practice

what they have learnt in simulated environment. Whereas, the traditional

professionally in learning by doing.

With technology producing its utmost advantages in making the methods

students of the institution encounter minor issues in dealing with technology.

strengths, such as outdated platforms, insufficient funding for better equipment,

lack of simple technological knowledge and inconsistency of data connection;

modern era, wherein they are expected to be technologically versed, the

integration of technology in the field of education should not be of hindrance to

The school administration hesitates to establish a much more improved

implementation of technology as a method of teaching and learning. Rather than

The researchers plan to delve further on the wide-ranging difficulties within

1. How technologically literate are the students and teachers of JSMSS?

4. For the students, how effective is the use of technology in learning?

III. The Significance of the Study

One of the reasons students strive to be computer literate is due to the

qualifications of most companies that implement technology in their business

teachers are even against teaching accompanied by technology because they

see it as a distraction to the students instead of an innovation in learning. This

research will provide an insight on what these disadvantages do to students and

teachers. Since technology is rapidly evolving, so does the body of knowledge.

Because of the integration of technology in the classroom, students rely on

technology and the internet because it is becoming more of a necessity than an

option at this age.

students use digital resources more efficiently.

therefore bring about better understanding and absorption of the lectures.

lessen, if not, eradicate these inadequacies.

IV. Assumptions of the Study

troubles that make using technology in the field of education difficult.

Furthermore, the suggestions that the researchers will propose to the

administration will aid in lessening if not eradicating the weaker points of

The researchers also assume that the majority of the problems

as poorly planned implementation of technology, the user’s own perception on

learning, and the sole digital inequality of the community itself.

V. Scope and Delimitations of the Study

as the business and financial processes of the school.

The limitation of this research is that it only focuses on a selected

administration, though said administration covers the areas of three different

VI. Definition of Terms

Digital Inequality—The different levels of understanding of technology and

minds and to broaden their knowledge and comprehension.

Genyo— An E-learning platform developed by Diwa Learning Systems Inc. to