Review of Related Literature

Every piece of ongoing research needs to be connected with the work already

done to attain an overall relevance and purpose. In exploration, the researchers find

new techniques, new ideas, and new knowledge regarding the use of technological

gadgets on experiences of grade 11 students of University of La Salette under distant

learning. On this chapter it includes the ideas, finished thesis, generalizations or

conclusions, methodologies and others. Those that were included in this chapter helps

determine the profile of the research participant and how technology tools affect a user

specially students on their academic performances.

As the rise of the COVID-19 virus increase here in the Philippines, it is

impossible for students to go back to school and sit in a classroom with a narrow space

between their chairs. The world is currently experiencing a catastrophe while fighting

this global pandemic. This fight against the pernicious virus shall not hinder the students

from opening new doors to new knowledge and information. The war against a deadly

virus shall not stand in the way of students to learn and be educated; that is where

online learning comes in. Online learning is distant learning wherein students use

gadgets as their learning tools. It opened a new door for students to gain knowledge. As

well as it added importance to the use of technology.

As we progress towards the 20th century, we have seen various technological

improvements and it is only prominent that it has entered the field of education.

According to the Office of Educational Technology (N.D.), Technology can be a

powerful tool for transforming learning; it can help affirm and advance relationships
between educators and students, reinvent our approaches to learning and collaboration,

shrink long-standing equity and accessibility gaps, and adapt learning experiences to

meet the needs of all learners. Different high-tech tools are used for the convenience of

students in the mode of learning, like laptops, computers, television, smartphones, and

many more. Students are driven by technology because it gives them the flexibility of

how they learn. According to Intel, with technology and access to resources beyond

classroom walls, students are inspired to become problem-solvers, critical thinkers,

collaborators, and creators. Ergo, technology has a big role in the life of students

transforming and changing the way they attain knowledge and feeding their hunger for

curiosity.

According to Mary (2020), student is a person who studies a specific subject at a

form of unity government school, college, university, academy or other approved

education facility. Usually, students play a crucial and active role in education. They are

the one who involve, cooperate and interact to the teachers in a classroom discussion.

They spend a significant portion of their lives in schools apart from what parents teach

them at home. According to Science Direct (2017), technological tools help to increase

students’ comprehension of content and development of skills in such areas as

analytical reasoning, problem solving, information evaluation, and creative thinking.

Students’ experiences to the use of Technological devices during distant learning

Digital technology has served people for educative purposes and formation of

virtual social connections for the co‐existence of human relationships amid the COVID‐

19 pandemic. This article presents the socio‐educational implications of the newly‐

formed virtual relations made possible through technology. The study explores the use
of emerging technologies and the effect of these technologies to fulfill the social and

educational needs of the stakeholders in times of a crisis or emergency. The use of

emerging technologies paved the way for the stakeholders to establish virtual

relationships with a common goal to rid quarantine boredom, provide relief efforts, and

educate the virtual community relative to COVID‐19 while maintaining a safe

environment. The use of social network also diverted the attention of MSU‐GSC

students and alumni away from the emotional and psychological pressures due to the

crisis. Digital technology allowed for the continuity of social relations and expedited

information dissemination relative to COVID‐19 while maintaining a safe environment

for the people in the community. (Toquero Et al., 2020)

Based from Gorra Et al. (2016), current literature on the use of e-learning for

teaching focuses on factors which increases the effectiveness of e-learning but there is

very little research on unintended consequences of e-learning, particularly in regard to

developing countries. The most observed positive consequences were instant

messaging through chatting, lesson enquiry about assignments, sending and receiving

e-mails, research through surfing the net including data gathering by downloading files

and sharing cultural experiences with others through internet. Among the negative

consequences listed by students were accessing social websites like face book, twitter

etc. during class work, playing games, playing music, answering and returning calls and

downloading and using copyrighted material. It is further observed that incidence of

positive and negative consequences vary with the use of technology. The literature

investigates the consequences of the use of technology during classroom activities in

higher education institutions of Philippines when the students are expected to do

classwork and attend to their work in the college. Issue of unintended consequences of

use of technology in class room is important because unintended consequences can

cause disruption in class room and negate the institutional policies regarding strategic

direction and intervention in teaching and learning process. The research question

addressed in this paper relates to the consequences of use of technology in classroom

by students. The sample in this study consists of students of information technology in

four colleges of Philippines. As a part of the study program, the students were provided

with computers and laptops to enable them to carry out the class room task.

“Adaptive learning functionality,” through which a computer system can fit

learning experiences to the needs of each student. Adaptive learning programs are very

good at speeding up information acquisition and lengthening retention, as well as

individualizing learning to help learners see where they have difficulty. One of the big

advantages of learning in the digital space is the ability to get real-time feedback.

Adaptive functionality allows users to optimize learning based on their performance,

offering a personalized path to mastery. The goal of the presentation is to gain a

preliminary assessment of the technological feasibility and implications of adaptive

functionality to online course design. Ideally, students will progress to the harder

material at their own pace. More importantly, the technology could help prevent

students from feeling daunted and dropping out before completing the course. For

instance, it can figure out where a student’s strengths lie and adjust the material

accordingly. The broader mission is to make sure that students are really benefiting

from the online learning experience. (news.harvard.edu, 2017)

 Nationwide, millions of students take online courses each year, and the trend is

increasing rapidly. Dr. Lepp and his colleagues wondered if students multitask more

frequently in online courses compared to face-to-face courses. “This question is

important to ask because an abundance of research demonstrates that multitasking

during educational activities significantly reduces learning,” Dr. Lepp said. Dr. Lepp, Dr.

Barkley and Dr. Karpinski, along with the help of Kent State graduate student Shweta

Singh, surveyed 296 students. The survey asked students how often they participated in

common multitasking behaviors during their previously taken online courses as well as

their previous face-to-face courses. These behaviors included texting, using social

networking apps, emailing, off-task internet surfing, talking, doodling and other

distracting behaviors. The survey also measured students’ preference for multitasking

and their belief in their ability to self-regulate their behavior. Results of the study

revealed that students’ multitasking behavior is significantly greater in online courses

compared to face-to-face courses. Additionally, in online courses, the students who

prefer to multitask do indeed multitask more than students with less of a preference for

multitasking; however, in face-to-face courses, the students who prefer to multitask do

not multitask more frequently than students with less of a preference for multitasking.

“This is likely because in face-to-face courses, a physically present teacher and the

presence of conscientious students help to enforce classroom policies and behavioral

norms against multitasking,” Dr. Lepp said. It suggests that how people teach students

to self-regulate for learning applies well to traditional face-to-face courses, but perhaps

it does not apply well to online learning. For the reason that multitasking during

educational activities has a negative impact on learning, it is important to develop

methods for reducing this academically disadvantageous behavior, particularly in the

increasingly common online learning environment. Finally, students who were confident

in their ability to self-regulate their behavior multitasked less in face-to-face courses

when compared to students who were not so confident in their ability to self-regulate

behavior. However, in online courses, even those students who believe they are good at

self-regulation could not resist multitasking. Indeed, they multitasked at a similar

frequency to other students. (Lepp, 2021)

To help inform the development of a strategy for digital learning and teaching by

providing evidence of how and why digital learning and teaching can benefit learners,

teachers and schools. It also aims to identify the conditions that lead to its successful

implementation and any differences between primary and secondary settings. In

particular, it focuses on how digital technologies can support and contribute to five

specific educational priorities: raising attainment, tackling inequalities and promoting

inclusion, improving transitions into employment, enhancing parental engagement, and

improving the efficiency of the education system. This literature review was

commissioned by the Scottish Government to explore how the use of digital technology

for learning and teaching can support teachers, parents, children and young people in

improving outcomes and achieving our ambitions for education in Scotland.

(www.gov.scot, 2015)

Christensen (2019) stated that technology has played a vital role in education for

generations. Computers have served in a variety of roles, from helping office assistants

file student records to assisting classroom tutors. Today’s classrooms rely on intelligent

automated learning and telecommunication to engage students in hands-on learning.

It’s part of the preparation for living and working in a digital world. Technology engages

students in simulated experiences and encourages them to practice collaborative

decision-making skills. Done right, this academic exposure to technology deepens

understanding because learners internalize concepts while acquiring authentic skills.

Based from Al-Hariri (2017), E-learning has become one of the fastest-moving

trends in education and poses a promising alternative to traditional learning. Studies

have shown that people learn considerably better from a combination of both words and

images (which technology enables) than merely from words alone. Technology helps

students become independent, proficient member and researchers. While, according to

the study of Bernard John Kolan and Patience Emeta Dzandza, 2018, there is an extent

addiction and distraction attention caused by the use of social media which could have

serious consequences on the academic life students.

The study of Arinto (2016), entitled “Issues and Challenges in Open and Distance

e-Learning: Perspectives from the Philippines,” concludes with a discussion of the policy

development and administrative changes required to support innovative teaching

practice across the institution. Rapid advances in information and communications

technology (ICT) have brought about significant changes in the field of distance

education (DE) since the mid-1990s. These are encapsulated in the shift by many DE

institutions from print-based to online delivery using virtual learning environments

(VLEs) and various Web technologies. At the University of the Philippines – Open

University (UPOU), a single-mode DE institution in the Philippines, the term “open and

distance e-learning” (ODeL) has been coined to refer to the new mode of online or Web-

based DE. More specifically, ODeL refers to “forms of education provision that use
contemporary technologies to enable varied combinations of synchronous and

asynchronous communication among learners and educators who are physically

separated from one another for part or all of the educational experience". The paper

discusses key issues and challenges in ODeL implementation as experienced and

perceived by 10 academics at UPOU, and their implications for institutional policy and

practice.

Positive effects of using Technological devises

Technological resources such as computers, laptops and mobile phones used in

teaching and learning activities have both constructive and destructive effect on

academic environment affecting both students and teachers. The use of technical and

instructional innovations sets off a chain of actions and reactions within education

system, some of which are intended and others unintended. Issue of unintended

consequences of use of technology in classroom is important because unintended

consequences can cause disruption in classroom and negate the institutional policies

regarding strategic direction and intervention in teaching and learning process. Current

literature on the use of e-learning for teaching focuses on factors which increases the

effectiveness of e-learning but there is very little research on unintended consequences

of e-learning. (Gorra and Bhati, 2016)

The availability and effectiveness of technologies are at limited level and that

there are problems encountered in technology integration. Technology integration

appears to be an effective method in teaching students with special needs, whether this

technology may be in software or in hardware form. Various factors, including time,

knowledge in manipulation, financial resources, and the availability of this technology

has affected teaching efficiency and student learning. Anent these factors, the

administration, teachers and the students are considered to be the main proponents in

the integration of technology for teaching-learning process to take place effectively.

(Balmeo Et al., 2014)

Based from the theory of Raja and Nagasubramani (2018), the era of 21st

century is often regarded as an era of technology. Technology, today, plays a very

important role in our life. It is seen as a basis of growth of an economy. An economy

which is poor in technology can never grow in today’s scenario. This is because

technology makes our work much easier and less time consuming. The impact of

technology can be felt in every possible field one such field is Education. Technology is

a gift of God. After the gift of life, it is perhaps the greatest of God's gifts. It is the mother

of civilizations, of arts and of sciences. Technology has certainly changed the way we

live. It has impacted different facets of life and redefined living. Undoubtedly, technology

plays an important role in every sphere of life. Several manual tasks can be automated,

thanks to technology. Also, many complex and critical processes can be carried out with

ease and greater efficiency with the help of modern technology. Thanks to the

application of technology, living has changed and it has changed for better. Technology

has revolutionized the field of education. The importance of technology in schools

cannot be ignored. In fact, with the onset of computers in education, it has become

easier for teachers to impart knowledge and for students to acquire it. The use of

technology has made the process of teaching and learning all the more enjoyable.
 According to Doak (2016), technology has made a huge impact on people’s lives.

This impact has affected every aspect of society. It has also had an impact on the

current student population. It has made our world increasingly complex which has

changed the requirements for people entering into the work force. The change has

made it necessary to create learning environments which support higher level thinking

skill development. Shanon (2016), discussed the changes in the world created by

technology which leads to the discussion of the changes within the current student

population and the role technology has played. It then covers how the changes being

made in society have affected the requirements for graduates entering into the work

force.

Technologies has an important role in life since it can make things work easier

and less problems. Technology helped the quality of students’ academic performance. It

really has changed education and society in some dramatic ways. Dwight W. Allen

celebrates some of the advances in education brought about by the advent of the World

Wide Web, but also expresses regret for the fact that the potential of present-day

technology has not been fully taken advantage of, and that its power is not universally

available. (Allen, 2008)

Based from the theory of Wardlow (2016), digital learning resources are

becoming increasingly common in classrooms. They bring huge potential for increasing

learning in part because they can be constantly updated to meet students’ needs.

Digital resources allow for faster updates than textbooks and offer a wider variety of

sources to all students, including those with disabilities. The benefits of the increased
access to more resources is not only good for students, but is also supported by formal

theories and philosophies of learning. One theory that supports increased access to

quality digital learning resources is the Behaviorist philosophy of learning. Another

theory that supports increased access to digital learning resources is Social Cognitive

theory, which is a formal theory of learning that asserts people learn from observing

others in their social environments. The last component that the Social Cognitive theory

stresses is the importance of tutoring and mentoring for learning. Technology provides

access to tutors or mentors that many students may not have otherwise.

As technology becomes increasingly prevalent in the education system and

workforce, it is important for students to become familiarized with various digital

applications. Integrating technology into the curriculum not only provides students with

the opportunity to expand their skills and succeed academically, it also prepares them

for the real-world upon graduation. As the education system and workforce evolve to

become more technology inclusive, it is important for students to keep up with modern

digital trends while still obtaining a deep understanding of course content. Implementing

technology into the curriculum provides instructors with an invaluable opportunity to

enhance student engagement and academic success. (d‘Angelo, 2018)

According to the article of Garcia, (2018) technology has always played a role in

equipping students with timely skills and up-to-the minute ideas and discoveries. But

now, we see innovations challenging even the existence of four-walled classrooms and

teacher-student ratios. Books, curriculums, and even teachers are rapidly being

replaced or complemented by online resources and digital tools such as tablets and

mobile phones. Students today have access to a wider range of resources through the
Internet. The information they need is readily available in seconds. Now, they can spend

less time on the tedious search process, and more time absorbing and learning from the

actual content. Through the Internet, a student has virtually unlimited access to the

latest versions of books and manuals – as well as a wider variety of content. Insightful,

shareable videos such as the TED Ed series and practical software like Evernote and

Slack make learning collaborative even beyond the classroom. Their insights also don’t

need be limited to what’s available locally: they can watch videos, use visualized data,

and even do interviews with experts living across the globe. Instead of students coming

to schools, the schools can come to a young child’s street or village.

Based from the article of worldremit.com (2019), the world is transforming with

lightning speed since digital technology has really taken off. And as technology

advances, so does its use in education. These days, classrooms and learning practices

are a world away from those our grandparents knew. Tools such as mobile learning,

cloud computing or gamification are enhancing the learning experience in a dynamic

and accessible way. The future of educational technology is being led by Asia. Data

introduced by TechCrunch shows that the APAC region is expected to represent 54% of

the global EdTech market by 2020. Educational Technology helps students develop in-

demand skills. Digital technology will soon be at the core of most industries. The

interactive approach of educational technology encourages students to obtain digital

skills, which will be vital to succeed in the labour market. It also helps students’ access

global education by the use of internet connection.

Here in the Philippines, modern technology is one of the usable things that all

Filipinos use and follow. People all know that modern technology can help the work to
become more easily and very fast. Modern technology is the advanced technology that

is useful in many ways. Technology is the development of basic skills, methods, and

processes. Filipinos use technology for better purposes it helps people to make their

tasks easy and effective. Technology work in our daily life to have access to everything

we need through the use of modern technology like the internet. Modern technology

also best use in education. It is very easy now to study because everything is in the

Library App. With just one click you can choose whatever you want to research about

your school assignments. You don’t need to go outside to go to the store to buy books

for your research. Technology for today can use in teaching and learning. There are

new models or ways of teaching with the use of modern technology. Some young

people that cannot go to school in a regular basis can enroll in online learning or online

program. In these modern days, the technology we use can help us to improve our

education more easily and efficiently. Even in correcting grammar or spelling is one click

away to know if you don’t need to open a book to search for what you want to its a

waste of time. Now it easy, fast, and you can save more time in learning.

(lookupgrade.com, 2018)

Based from the study of Yesilyurt Et al. (2014), the contribution of the

technological devices on students’ success was evident. The effects of the ownership of

cell phones, the connection to internet from cell phones, the ownership of computers

and the connection to internet from their computers and the numbers of TVs at home on

the attendance exam which represents the success of the students. The study has

investigated the effects of technological devices, such as cell phones, computers, the

internet and TV, on students' academic success. Due to data constraints, these effects
are assessed generally. The results of the analysis suggest that access to a home

computer and internet connection contributes to student’s success.

According to the study of Ahmed Omer et. al, 2018, the results have shown that

the influence of use of technology on SAP is significant. These predictors of

technological factors were contributed by 65% and 98% of explained variance in

improving SAP in blended learning compared to traditional learning respectively. To

determine if the combination of BL technologies and TL technologies as technology

use for enhancing learning. The paper focuses on the influence of technological factors

on students’ academic performance (SAP) in blended and traditional learning domains.

Its purpose is to identify the most important and significant factors of technology that

influence SAP in Saudi Public University. The use of emerging technologies paved the

way for the stakeholders to establish virtual relationships with a common goal to rid

quarantine boredom, provide relief efforts, and educate the virtual community relative to

COVID‐19 while maintaining a safe environment. (Toquero, et. Al, 2021)

It is concluded that most students in state colleges and universities of Caraga

region in the Philippines are likely to use technology in classroom for the purpose of

positive consequences supporting the view that use of technology helps in enhancing

learning related activities in classroom. The excitement of students in involving these

technologies as part of their learning can cause also disruptions inside the classroom

that being considered as negative consequences. (Gorra, 2016)

According to Micael Et al. (2021), technology is making a positive impact on

education overall. Blending of various learning technologies, incorporating innovative

ideas and techniques, along with the movement for change and growth through
enhancements; student achievement, openness and learning has been effected. In

conclusion, technology somehow negatively affects the students but they are able to

attain their grades and also to learn different things with the help of it.

The study entitled “Effectiveness of an Online Classroom for Flexible Learning” of

Francisco and Barcelona, 2020, aimed at investigating the role of Eliademy as a web-

based classroom in designing an alternative learning tool in times of emergencies. The

results revealed that students strongly agreed that Eliademy can be used as an

alternative tool for teaching and learning as evidenced by their perceived advantages

and disadvantages of such platform. The study found out that Eliademy is accessible,

can promote time management, promptness and a challenge for the users although it

requires strong internet connections and time pressured. As a supplement to the

traditional courses especially in times of emergencies, Eliademy is a virtual learning

environment for course creation in universities, colleges, etc. by which educators can

use this platform to create their web based classroom to teach students online. In times

of calamities, educators and other institutions may consider the utilization of Eliademy

so as not to compromise classes and even in a regular routine. Doing this may promote

schools’ learning management system (LMS) which is required by the different

accrediting agencies.

Digital technology has served people for educative purposes and formation of

virtual social connections for the co‐existence of human relationships amid the COVID‐

19 pandemic. The use of emerging technologies paved the way for the stakeholders to

establish virtual relationships with a common goal to rid quarantine boredom, provide

relief efforts, and educate the virtual community relative to COVID‐19 while maintaining
a safe environment. Numerous possibilities and opportunities arise in the use of

technology particularly the social media for the formation of social relationships and

educational endeavors even through the virtual world. The use of social network also

diverted the attention of students and alumni away from the emotional and

psychological pressures due to the crisis. Digital technology allowed for the continuity of

social relations and expedited information dissemination relative to COVID‐19 while

maintaining a safe environment for the people in the community. (Toquero and

Talidong, 2020)

Negative effects of using Technological devices

The research paper of Morallo, 2014 entitled “The effects of SNSs on students’

academic performance in Lyceum of the Philippines – Laguna,” revealed that variables

increases, the GPA also increases, showing that SNSs had made a contribution in the

attainment of higher grades. However, such relationships are not significant. Therefore,

the study found that SNSs usage had no significant relationship on student academic

performance. The improvement in the grade relies on other factors within the teaching-

learning process and thus could not be attributed to the use of SNS alone.

Students' learning takes place unexpectedly, but the inappropriate usage of

playing online games also leads in some problems such as being distracted in school.

Further, it is where the attention of the child is divided that even their health and social

life is unknowingly affected. (Dumrique and Castillo, 2018)

 The digital devices and SNS (social networking site) has negative impact on

student’s knowledge and learning due to distraction from academic tasks, most of the

students spent more time of social media than academic courses. (GÖK, 2015)

Accoding to the study of Abdulahi Et al., 2014, the time spent on social network

sites negatively impact academic performance, as time spent on social media

networking sites increases the academic performance of the students is seen to

deteriorate.

As social media is highly prevalent in young student populations, it is critical to

determine the effects social media may have on academic distraction, and thus,

academic performance. While the effects of student laptops on academic distraction are

somewhat ambivalent, the debate is largely moot in the current educational

environment. The detrimental effects of student smartphone and social media use on

academic distraction are more conspicuous, especially with the pervasiveness of

personal digital devices. Potential self‐regulatory and environmental interventions are

discussed. (Dontre, 2020)

Despite the innovations made by Philippine HEIs in terms of alternative learning

modes and technologies for delivering education, there are still gaps and challenges in

their responses. COVID-19 has become a global health crisis. As of October 6, 2020,

almost 36 million people have been infected and over one million have died. In the

Philippines, this translates into almost 325,000 infected and 6,000 deaths. DLSU has

resorted to remote online learning, which combines both synchronous and

asynchronous activities. For students who cannot participate in online learning, there

are flexible options for completing course requirements throughout the academic year. It
recommends that policy-responses and learning innovations should be grounded on a

deeper understanding of distance education and should be sensitive to the call of the

times. (Joaquin et. al, 2020)

As for conclusion this section analyses the stance of existing research necessary

for the study regarding experiences of the Grade 11 students with the use of

technological tools this distant learning.