Thesis Revised 2
Thesis Revised 2
Thesis Revised 2
UNIVERSIDAD DE MANILA
Mehan Gardens, Manila
659-A Cecilia Muñoz St. Ermita Manila
309-0582; 302-6558/ udm@edu.ph
A Research
Submitted in Partial
GROUP 8
Claridades, Marianne
Dalaguan, Jenny M.
Chapter I
This chapter introduces the problem and its background, statement of the
problem, assumption, the significance of the results of the study, and the scope
Introduction
the subsequent impact of globalization are creating a new global order that has a
substantial impact on societies all over the world. English has effortlessly
acquired the role of the language of communication within this evolving global
Between 1995 and 2005, there was great interest in educational systems
has the potential for both beneficial and negative educational consequences,
depending on one's point of view. Some view it as a progressive step that aligns
with the evolving cultural and literary landscape, while others consider it a
response to the need for a common, utilitarian literary language. Throughout the
nation's history, various languages have taken the role of 'lingua franca' within
Looking ahead, English is poised to continue its significant role in meeting the
light on instructors' challenges. These challenges range from the demand for
(Azarias 2021).
Education and language are intertwined. They work well as devices for
creating sense of the world, particularly in acquiring highly skilled knowledge and
education across the board (Tang, 2020; Vu, 2020). Language serves as the
and teachers.
particularly at the college level. It equips learners in higher education with more
effective communication abilities so they can decide wisely and find solutions to
issues (Hurtado & Guillermo-Wann, n.d.). Many college students have trouble in
class because the language of instruction is different from their native languages
and cultural experiences. Additionally, they are not well-suited for English
Council, 2018).
spoken in the world. It is a vital part of human culture and heritage. Languages
are not just tools for communication; they are also repositories of knowledge,
traditions, and values. They are the means by which we transmit our stories, our
songs, and our dreams from one generation to the next. Linguistic diversity can
relationships. Languages that are related to each other are said to belong to the
same language family. For example, English, French, Spanish, and Italian are all
considered a Lingua Franca in the country. Aside from these languages, the
country is also rich in dialects scattered around the country. The major dialects
greatly when it comes to education. Especially on how the teachers and students
communicate with each other in the classroom. With the diverse linguistic forms
in the country, the teacher must consider them to perform and communicate
better.
(J. Villanueva 2018). It is a teaching method that uses two languages in the
replaced by the other. This can happen when the dominant language is used more
frequently in the home and in the community. With additive bilingualism, both
languages are maintained and developed. This can happen when both languages
beliefs, and values of others. It is an important skill for anyone who interacts with
Knowing the culture of a certain place and being aware of every text
about it is essential. Text sensitivity is the ability to identify and understand the
potential impact of text on individuals or groups. This includes being aware of the
potential for text to cause offense, harm, or distress. This can be categorized in a
number of ways, such as basic text sensitivity, intermediate text sensitivity, and
students to have the opportunity to learn about and appreciate this heritage. By
The goal of the study conduct interviews to gather perspectives from both
teachers and students, to learn, analyze and adapt teachers’ and students’
sensitivity, text sensitivity, and language proficiency, this study will shed light as
countries and is considered a Lingua Franca. The language has been used for
more successful both in academic and social dimensions in their life. Panthee
(2020) also reported that public school teachers are aware of the basic concept of
EMI. In addition, there are some linguistic difficulties and insufficient language
skills on the teacher’s end, due to less lack of resources, cultural diversity, and
and the results showed that the students have a positive attitude regarding EMI.
is reported that the medium of instruction depends on the subject being taught.
The teachers already came up with a solution by using various media forms to
help students understand the lesson in English. However, there are still students
who expressed that sometimes they still find it difficult to follow the lesson
auditory, and speech perception. In visual perception, when the students see
their teacher speaking in English especially during the discussion, the students
auditory perception, the students agreed that the teacher should use a bilingual
reported that the vocabulary, grammar, and accent of the students had improved.
Lastly, students also had a positive response regarding speech perception. The
teachers often use the English language during their discussion. However,
students are still hesitant in using the English language during class discussion.
during their teaching careers. These difficulties include the requirement for good
material with the goal of simplifying and enhancing content for better
component of the educational system for over a century. Its usage has recently
increased while the Philippines is becoming more integrated into the world
economy. Today, EMI has spread to all public schools nationwide, not just
those in private institutions. But this widespread adoption has sparked various
demonstrates that it has multiple effects and is related to societal and economic
changes. People are concerned that using English would cause the local
especially students and instructors. Finding a fair way to educate children while
defending the nation's languages and customs is at the heart of the controversy
In 1901, enacted into law by the Philippine Commission, the Act created
the Department of Public Instruction, laid the foundations of the public school
Speaking Policy" was implemented in the Philippines to make the country grow,
wherein it can easily adapt to the universal language across borders. The English
"Remote Rural Areas" to meet the needs of public-school students who need to
really understand the lessons. The need for interventions in rural areas where
half of the students perform poorly on reading and comprehension tests, a sign of
shows that they are weak regarding their capacity to deal with the challenges of
both the reading comprehension and the writing portions of the English subject.
as an enjoyable and worthwhile activity while also being exposed to texts that are
reading. The best way to increase second language learners' language proficiency
is to encourage extensive reading (Renandaya & Jacob, 2016). Students are given
Instruction. On the other hand, the instructor needs to employ the right
effectively. A guide was created to help teachers and students both develop their
world. More than 14 million Filipinos speak English, which has always been one
2. What is the perception of the student participants towad the use of English as a
Assumptions
The researchers assumed the ineffective use of the English language as a medium
The researchers further assumed that Philippine literature is ineffective for the
reveal the pros and cons of students’ perceptions and provide feedback for
the research can be of help to the following in one way or the other:
Philippine society. They can develop a deeper respect for their own
EMI in the classroom. It will also prepare them for a life in a worldwide
with individuals from all over the world if they have great English
language abilities.
opportunities that come with teaching in EMI settings. They will examine
their own teaching methods and look for opportunities for improvement.
effective EMI techniques and support systems for teachers and students. It
will also assist them in investigating the effect of EMI on student learning
cultural identification.
literature classes.
students and two (2) teacher who are presently teaching at the Universidad de
Manila.
address the research questions, several delimitations were established. The study
was limited to a very specific population of Second year English students who are
currently taking the Philippine Literature subject and two teachers who had years
observed in three (3) weeks and will be done by November 2023. Demographic
profiles were not considered since the focus of the study was the narratives and
This study was conducted because it can provide valuable insights into
the perceptions of teachers and students about the use of English as a medium of
of this approach. Also, it can help policymakers and educators make informed
schools.
References
Chapter II
THEORETICAL FRAMEWORK
which the study is based. It explains the views of the research. In this chapter,
related literature studies were also presented to encapsulate the basis of the
Digital Divide
The digital divide denotes the gap between those able to benefit from
the digital age and those who are not. The apprehension is that people without
offer skills. This gave rise in programs to give computers and related services to
a multifaceted issue, but two main features define this gap: access to high-speed
internet and access to reliable devices. Many of the individuals who toil from the
unaffordable for those who could be fortified. Even with a dependable internet
connection, access to certain digital spaces can remain a dispute, always just out
of reach for those who can’t afford costly tools like laptops and software.
(ICT) including physical access, motivation, skills, and actual usage of digital
countries.
increase the quality of people’s lives. It has so much engrossed in our lives that
the digital divide prevents people with no or inadequate ICT access from effective
participation in society. For Cruz-Jesus, Vicente, Bacao & Oliveira (2016), the
individuals in social, political and economic dimensions of life. ICTs can operate
for developing countries, for which technology is also being treated as a source to
targets. However, for Wardhani, et.al. (2018) to get the most from these
Rogers (2016), stated that the digital divide refers to the gap between
people who have adequate access to ICT and those who have ‘zero’ or poor access
to ICT. He further referred to this issue as an important issue for social justice in
have occurred, the digital gap remains ever-present. For Centeno (2017), such
discriminations also exist in educational settings. The actuality of the digital gap
the access and quality of learning, as what Domingo & Garganté, (2016) posited.
Accordingly, the problem of the digital divide among teachers of all settings
remove or
at least minimize this problem among educators. They would also help to support
the SDGs (United Nations, 2015) which pursue to even out disparity to global
specific access types, have not been adequately conveyed in the existing
absent in the literature. Further, the focus of existing work has been mostly
more shaded, involving different facets - motivational, physical, skills and usage
access of ICT.
In the 1990’s and early 2000’s the digital divide was mainly depicted as
the breach in technology access. It is the gap that exists in most countries
between those with ready access to the tools of information and communication
technologies, and the knowledge that they provide access to and those without
such access or skills. That changed in the latter part of 2000 where the focus
the digital divide where students are often more technologically adept than their
digital literacy to their students, especially in the use of Web 2.0 technology such
as podcasts, blogs, wikis and social networking sites. Vie (2018), further
discoursed that did not so much concerning the access to technology, but rather
Zubiri and Tomacruz (2016) found out that in the Philippine context,
educational inequality is clearly seen between the costly private schools and the
free public education in the country, where economic poverty remains a chief
one’s educational outcomes, which are heavily affected by the unequal learning
ability (or inability) to acquire access to learning resources, which now cross over
Digital Accessibility
praxis involving many and diverse actors, entities, relationships, and viewpoints,
as well as influencing and challenging issues of concern. For Salavati (2013) this
purpose, and each addressing specific subjects and areas of concern. The reality
complex; as stated above, demands come from all directions. One challenge is to
include and use digital technologies in the schools. In a time period of four years
increased 10% between 2008 and 2012 and, by 2015, the number of tablet-
devices increased to 40%. Since four years ago, more children are allowed to
bring their own private devices for education and learning purposes. In addition,
all teachers at the high school level and almost all teachers at the compulsory
classrooms has also increased in the last couple of years. Although digital
Swedish authorities have stated that the use of digital technologies for education
recognized and tackled, not only by scholars and researchers, but, also, on
authority levels.
how education is to be carried out and what is expected of the future generation.
The espousal and use of digital technologies has stated that school children must
and teachers should have admittance to modern learning tools that are required
the classroom. For instance, teachers’ lesson planning and students’ technology
use are affected. Therefore, as he asserts, technology does affect the daily life of a
school organization.
Material Access
other types of access that are required to reach complete disposal and
For Van-Dijk (2016) the concept of skills access is divided into three types of
skills that often assume the following order: first a computer user has to acquire
operational skills, then s(he) has to develop and apply information skills and
finally strategic skills (the capacity to use computer and network sources as
means for particular goals in society). Usage access is the final stage and ultimate
applications.
resource for teachers. Nearly all teachers consult some form of online tools and
resources. For Tosh, et.al. (2019), ninety-five percent of elementary teachers and
and more than half of both elementary and secondary teachers report referring to
specific websites has increased over the past several years. The consumption of
digital learning tools (websites, apps, and online resources used for instructional
significant value, and many educators would like to use digital learning tools
more often.
from peers instead of rigorous evidence and research when selecting digital
for example, the need for specific technological hardware or internet access,
concerns about internet safety, and teachers’ perception that they lack adequate
(versus digital materials) for the bulk of their instructional time. Fewer than 20
percent of teachers reported using any one of their digital materials for more than
suggested that they used a single comprehensive curriculum material for at least
Gardner (2011) explained that physical resources are at the center of the
system and students and teachers interact mainly with technology and materials.
These resources regulate the work spaces of the center. Three areas are dedicated
and computer rooms. Another area is devoted to reading and writing; it includes
printed materials.
and flexibility in up-dating. For instance, blogs are much quicker and easier to
develop and distribute than video. Teachers and instructors then are much more
likely to use technology that is quick and easy to use, and students likewise will
expect such features in technology they are to use for studying. However, what’s
‘easy’ for instructors and students to use will depend on their digital literacy.
Motivational Access
person. Motivation is a force that pushes an individual to act and perform specific
tasks and actions. For Pinder (2014), a person, if motivated, will attain good
results as compared to the others who lack motivation. Motivation can either be
intrinsic,
which is involved with the rewards of the job itself or extrinsic, which is related to
the rewards surrounding a job. Intrinsic rewards are more satisfying and
motivating to an individual.
For Carson and Chase (2019), in order to augment the classroom teaching,
the teacher defines the knowledge gained by the students and the achievement of
the learning outcomes. The factors that contribute to the teaching effectiveness
are the teaching styles, pedagogy adopted by teachers and the manner in which
Han et.al. (2015) stated that these behaviors relate to the teachers’
for the students. The teacher motivation indirectly influences the quality of
of technology in the class. Some motivation theories also explicate the effect of
motivation on the teachers’ willingness to adopt new tools. For Rao (2016), the
teachers who follow Theory Y are thought to be professionally updated and more
motivated in adopting new ways of teaching. They are more likely to be partaking
was adopted to understand the factors that motivate teachers when using
learning activity with the focus on achieving the desired results. A teacher
communicates the beliefs about the purpose and the processes related to
the classrooms focused on “task-oriented learning” and the one focused on the
“ability oriented” learning. The students are motivated and put in more effort in
end. As such, it is important that students and teachers do not have to devote an
or on making the technologies work. For Bates (2020), the exclusions of course
engineering, or where learning the use of software tools is important for some
geology. In most cases, though, the purpose of the study is not to learn how to use
mathematics, or biology.
including the motivation level of the teachers, the infrastructure provided to the
teachers, their self-belief and the social influence (SI). For Schepers and Wetzels,
use a particular model plays an integral role in the use of ICT in the curriculum.
There are a number of research studies to support that BI is one of the significant
explain the BIs to use technology in different contexts, including education and
performance is explained by their beliefs about how well they perform an action
which is expected and to the extent they value the activity. In a study conducted
by Al-Emran et al. (2018) the TAM was studied with reference to the mobile
usefulness and PEOU explain the users’ behavior for computing technology in
learning for teaching and learning is one of the constructs of their intention to
use technology.
Arteaga Sánchez et al. (2013) investigated the factors that determine the
acceptance of the WebCT learning system among the students. The study
included six constructs, which assesses the learning system usage in terms of
computer SE; technical support; attitude; perceived usefulness; PEOU and the
system usage. The main reasons associated with the teachers’ decision to utilize
positive or negative effect has an impact on how they employ and adopt the
directly affects the usage of WebCT and the PEOU has an indirect impact on the
usage of WebCT.
Skills Access
the least possessed by many. This may be because it is barely been part of their
secondary school teacher as data processing, word processing, use of internet, use
ICT packages are important to teachers because they assist in creating lesson
plans, analysing and setting students’ tests, acquiring new knowledge and
ICT into teaching and learning processes lacked knowledge and skills that would
allow them to make “informed decision”. A study by Peralta, and Costa (2017)
confidence also relates to their perceptions of their ability to use computers in the
their level of confidence in using the technology. Teachers who have little or no
confidence in using computers in their work will try to avoid them altogether.
According to BECTA (2004), much of the research proposes that this is a major
barrier to the uptake of ICT by teachers in the classroom. Some studies have
explored the reasons for teachers’ lack of confidence with the use of ICT. Beggs
teachers’ ICT knowledge makes them feel anxious about using ICT in the
classroom and thus not confident to use it in their teaching. Many teachers who
do not consider themselves to be well skilled in using ICT feel anxious about
using it in front of a class of children who perhaps know more than they do. On
the other hand, teachers who confidently use technologies in their classrooms
understand the usefulness of ICT. Cox et al. (2015) established that teachers who
have confidence in using ICT identify that technologies are helpful in their
teaching and personal work and they need to extend their use further in the
future.
Digital Utilization
personalization agenda. In fact, they can drive forward both of the contrasting
institution. On the other hand, they can also support the student-centered
approach by offering learners greater opportunity to plan their own learning and
For Banyard (2015), the question then concerns the impact of these two
approaches. Sharples (2010) pointed out that digital technologies are personal,
user centered, networked, ubiquitous and durable, and that these are the key
qualities (by different names) of lifelong, personalized learning. There are clear
benefits of digital technologies for learning. For example, they are motivating for
argument that the optimistic rhetoric that supports educational use of digital
are used in learning. For example, Harris et al. (2009) argued that current use of
into their classroom, rather than students’ learning needs. Most digital
technologies in use in the classroom were not created as educational tools but
these facilities or devices are not defined by their features but by the way they are
McLoughlin and Lee (2015) give the example of blogging which involves
the skills of typing and editing which are not affordances in themselves but allow
other
offer brings new challenges for educators because they are not sufficient for
Digital Receptiveness
schools, in classrooms and among teachers and students, but often these studies
focus on only one or two phenomena of education and technology, thus isolating
the object of study from the broader context of a school. Wikeley et.al. (2015)
found out that unless a more inclusive view is adopted in the efforts of developing
a school, there is little chance of innovation programs having any lasting. Wong
which talks the development of four elements: students’ learning and learning
and improved.
The attention in the present study was in discovering the critical elements
school education. The precise focus was on the use of digital technology: how new
digital technology has been applied and how it could be used to improve
from the national policy level to classrooms; various actors, such as school staff
and pupils inside a school as well as parents and local school administrators
capability levels for pupils in the future, but concurrently, conveying on the
traditions and history of society. For the intricacy of a school as a research object,
the theoretical background for the present study is multifaceted: research about
The motive for leaving the external administration outside the approach of
the study was sensible: we wanted to produce a model for schools for their own
use, to reflect and improve those practices that they are able to change
decisions, but schools always possess some autonomy to make changes in the
about the level of phenomena and the primary unit of analysis that the
investigation is focusing on, but also be aware of the influence of the phenomena
at upper and lower levels. Leclerc et al. (2012) investigated individual principals
and teachers and made school-level conclusions based on these data. This was
similar to work by Peck et al. (2009) when they were investigating innovations in
schools.
Digital Literacy
the perception of how information is produced and valued and the use of
communities of learning.
be able to recognize when information is needed and have the ability to locate,
literacy as the capacity to know when there is a need for information, to be able to
identify, locate, evaluate, and effectively use that information for the issue or
problem at hand. A number of other efforts have been made to better define the
concept and its relationship to other skills and forms of literacy. Other
literacy, computer literacy, research skills and critical thinking skills. Digital
among educators and librarians with the beginning of misinformation, fake news,
and disinformation.
mainly
used ICT to prepare for lessons, and rarely used ICT in the classroom. In
addition, the study mentioned the importance of improving ICT use at school to
reduce the gap between home and school for students. Therefore, in the study it
was important when assessing the ICT competence to include the skills and
acceptance, sustainability and scalability challenges. Among all these issues, the
policies and initiatives that provide students and teachers with equitable access
to digital technologies.
the key sources of skilled workforce upon which a knowledge society is built, the
knowledge
Pakistan,
given the higher prevalence of the digital divide problem in their contexts. Apart
and researched for years. The term first emerged in a report by the U.S.
the “haves” and the “have nots,” those who did or did not own a computer. For
Dolan (2017) the digital divide focused on access to technology. Today, the digital
divide have started to focus on computer users’ proficiency with technology and
the differences among those who possess the knowledge to utilize computers and
low-income students are powerless to access the tools that are often necessary to
countless ways that an absence of internet access can affect a student’s academic
parents and families, absence of internet access can often mean missing out on
teachers.
In a recent study, Valadez and Duran (2017) theorized that the digital
divide characterizes the technology gap between the rich and the poor, but the
authors experienced the term was naive in depicting the maximum impact of the
digital divide. While the digital divide, as a broad concept, defined the division
between individuals who have access to technology and those who do not, the
across the variables of race, ethnicity, income, education, and gender. For
Mossberger, Tolbert, & Stansbury (2013), several aspects are involved in these
school, the library, or the home of a friend or relative. For example, the individual
may not have access at home or school, but may have access at their public
library branch.
information literacy competence. For example, does the individual know how to
find a specialist for a medical condition? Can the individual use word processing
In the United States, studies of the digital divide now focus more on the
fewer U.S. resources, projects, and programs are addressing the digital divide
Carvin (2016) said that U.S. government squandering to close the digital divide
has decreased. For example, government funding for education technology grants
to the states was expected to be cut from $279 million to zero for the 2008 fiscal
year.
Digital divide research started with the observation of the number and
majority of this research still focuses on physical access. Some have extended the
concept of access for this purpose; others have added the concepts of (digital)
model that extends the concept of access wa used as a framework to reveal the
technology access should be seen as a process with many social, mental and
motivational access and succeeded by skills access and usage access. When the
scheme, a new innovation arrives and the process starts again, wholly or partly.
knowledge on best practice in delivering the content, but be apparent in how the
(1986) examined this point three decades ago, and called it Pedagogical 8
Content Knowledge (PCK). The PCK was expanded by Koehler and Mishra
value, promoting meaningful use of ICT, stressing that not all use of the
Robertson (2011) posited that the causes that appear to affect the
effectiveness in the use of ICT by the teacher are technology access, teacher
preparation was further explored by Males (2014), whose research found that the
Drive for classes was an effective tool in aiding a teacher to implement a 1:1
classroom there is a wide range of tools available for teachers to. The realizations
of how these tools are used and integrated into the curriculum by the teacher
differ in the degree to which they are meaningful for learning. Laliberte (2019)
tools to improve the learning of the students. His research established some
technological advances; teachers in basic education are still using ICT mainly for
informational, organizational,
teachers and students in motivation when teachers used the ‘usual’ tools
(presentation software and email) on a daily basis. They considered these tools
ineffective for learning by the teachers; nevertheless, the students stated that the
more useful the technology, the more significant the lesson was in learning.
The study by Lei and Zhao (2017) demonstrated that not all ICT use has a
technologies used by teachers such as, ‘surfing’ the Internet, emailing friends and
outcome (meaningful use) on student achievement were the least popular by the
students.
recognized that barriers can exist that restrain teachers in the use of ICT through,
bandwidth. The funding of teacher training enhanced support in the use of ICT
resources and infrastructure, and provided support in the use of ICT for the
implementation, Hunter (2013), posited that schools have invested enough in the
possible barriers.
Tondeur, van Keer, van Braak, and Valcke (2018) established barriers that
could affect the Meaningful Use of ICT. These barriers were ICT planning,
support and training, which had a significant effect on the use of ICT, and school
policies that were often weak and underutilized in this area. Mumtaz (2010)
acknowledged other barriers that could prevent teachers from using ICT
effectively. These barriers were the ICT experience of the teacher, onsite support
for teachers, supervision of students while using ICT, lack of ICT specialized
teachers and the time required to integrate technology into the curriculum and
financial support.
quick fix, but a long-term efficient school approach that initially assesses the ICT
Skills of the students and the teachers of the school. Allowing schools to tailor
helpful.
The study of Grigg (2016) demonstrated the varied range in ICT Skills of
the teacher. The study has suggested a link between teacher ICT Competence and
Meaningful Use of ICT in the classroom. The research was partial to one private
secondary schools. The larger sample range would improve the cross sectioning
of the sample range, providing additional insight into the extent of the Digital
Divide and meaningfulness in the uses of ICT across all sectors of schools.
Supplementary research could then be decided on using the data from the ICT
Skills of the teacher and student to create specific individual learning conduit for
the teachers of the school. Once the teachers had completed the individual
pathway, they would then re-analyse the data to observe if any difference had
occurred with the Digital Divide and the Meaningful Use of ICT in the classroom.
detect if the personalized learning of the teacher had improved the Meaningful
Use of ICT usage in the classroom. The study conducted by Groff (2013) has
demonstrated that the ICT competence of the teacher, when compared with the
competence of his/ her students, is likely to have an effect on the Meaningful Use
of ICT in the classroom. Higher levels of the Meaningful Use of ICT were
However, even when the Digital Divide was in approval of the teacher, the
rating of the Meaningful Use of ICT was only at the Developing level. Further
improve the use of ICT in the classroom. The findings of this study would suggest
that a first step in improving the use of ICT in classrooms would be to ensure
teachers have a level of ICT competence at least proportionate with the average
curriculum implementation, For Prensky (2016), the use of digital tools for
understanding.
As Future Lab (2018) put it in their work, they are concerned with
the classroom and for them ‘digital literacy means knowing how technology and
media affect the ways in which we go about finding things out, communicating
understand and assess. Some researchers have made an effort to meet these
Alkalai’s (2014) specified digital literacy framework includes five types of literacy
has been adapted into a new version titled the 16 LoTi Digital-Age Survey, which
the teaching innovation levels of educators. The Partnership for 21st Century
subframework as one of four key elements. The other elements are Core Subjects
and 21st Century Themes, Learning and Innovation Skills and Life and Career
Skills. Although the Partnership separates the elements for discussion and
part of the larger process of teaching and learning in a 21st century environment.
Gilster (1997), one of the first scholars to use the term “digital literacy”,
says it can also be viewed as a positive attitude and awareness by teachers and
the set of skills and practices involving digital tools create English learning
carries on to involve students learning and using old skills, but applying them in
new ways using innovative technologies and new media. There is currently no
requirement that teachers demonstrate that they are digitally literate and capable
Monroe (2014) called for an essential pedagogy for the digital age.
According to her, the digital literacy issues facing those non-white poor students
on, what she calls “the other side” of the digital divide. Monroe says that the
majority of these issues revolve around merging writing theory and pedagogy
with nonwhite, indigenous people. As areas on the other side of the digital divide
a digital voice in the developing digital spaces marginalizes the ethnically diverse.
Some of this responsibility to narrow the digital literacy disparities that lead to
(COE) faculty to teach candidates how to best integrate technology into their
process. Dever & Lash (2013) stated that poor administrative supports, lack of
time, and additional school schedules are three main barriers to teacher.
school schedule, challenge teacher planning. When this occurs, teachers must
These interruptions force teachers to take into account what students would miss
when such adjustments are made and plan when to include missed lessons.
Hutchison and Colwell (2016) assert that when planning to integrate technology,
it is important to consider the academic content first and then select digital tools
literacies. The participants were 12 teachers attending graduate school who were
program were struggling readers and writers. The researchers were interested in
students’ fluency. During this part of the lesson, the students assessed their
fluency by recording their reading on the Audacity website. Then, they had the
students create graphic panels using the website Kerpoorf. Teacher highlighted
that thinking and planning the lessons provided opportunities for them to learn
how to integrate these literacies into their teaching. In addition, the findings
suggested that the digital literacies emphasized the social nature of learning, and
that almost all children worked collaboratively as they read, composed and
solutions to real-life problems. For Moodley (2013), critical thinking involves the
ability to carry out logical, mental constructions clearly and rationally, explore
solution through systematic means. In his study the concept of digital tools refers
to critical thinking support tools that can be used to make logical relationships
Digital literacy includes the ability to read, interpret, analyse and write
in English learning contexts. Newlands and Handley (2016) view digital literacy
in formal learning contexts as being subject related, but also view it as a learning
South Africa faces many challenges. In general, students who enter tertiary
institutions lack proper preparation for the academic courses they enrol for.
out on digital literacy and teacher competence, but this exploration focuses on
initiatives by teachers as they adapt to the digital literacy in English and its
pedagogy. Even though technology cannot address all the educational challenges
circumstances.
learning outcomes, teachers have a duty to reconceptualise the way digital tools
some participants lack skills in teaching digital literacy because they do not have
access to training facilities. This lack of skill is particularly common for teachers
who have been teaching for some time and who did not receive any formal
training on the teaching of digital literacy in secondary schools. The fact that
Applications Technology
(CAT) makes it optional for teachers to focus on teaching it in class. Despite the
the use of abbreviated language, emoticons and images common on the social
media.
is about the pillaging, savaging, and wrecking of the purity of the English
devices and 166 vandalism of digital equipment. The participants’ main concern
was that the content constructed and used for digital literacy practices was not
further exacerbated by school policies that forbid the use of cell phones during
classes.
system. While defining the term “policy” in general, in this study policy refers to
focus of the study, Rwodzi (2018) recommended that the Department of Basic
that provides skills for all practicing English teachers. The policy should also
clearly point out how procurement of digital equipment in schools and use by
used. It should be more explicit on the strategies and provide detailed description
of the process. In this way standardization will be attained and teachers could
benchmark their teaching and use of digital literacy on some level. The policy
should be amended from time to time in order to shape teacher and learner
in the implementation strategy of digital literacy. The current position on the use
adverse conditions, teachers try to improve their digital literacies. Windle (2010)
According to Blau, Peled & Nusan (2016), digital literacy in the English
to new learning and teaching material and the pedagogic content knowledge. It
was the inadequacy and lack of authentic pedagogic strategies that prompted me
Intervention Program
When teachers of young children do have the opportunity for some lived
suggested sticking to the kind of explicit, systematic instruction that has been
proven effective for teaching how to read words in an in-person setting. But
many teachers won’t have the same amount of face-to-face time that they’ve had
in previous years, and schools say they’re relying more on digital tools. In a
educators involved in K-2 reading said that they or the teachers they work with
The survey also asked which core and supplemental programs respondents
had used to teach students how to read during remote learning. Two of the most
popular resources were digital programs that target lessons to students based on
the specific skills they need practice with: Lexia and iReady. In general, most
One 2013 review from education researchers Alan C.K. Cheung of the
Chinese University of Hong Kong and Robert Slavin of Johns Hopkins University
looked at 20 studies spanning students in grades 1-6. The strongest effect sizes
settings, using technology that was closely aligned to their curriculum. Cheung
programs, like Lexia. On the whole, though, the average effect size across all
studies was much stronger for younger students (grades 1-3) than older students.
Other papers have also made the case that teacher implementation,
analyses, from 2012 and 2014, both found that programs that included teacher
training and support were more effective than those that did not. (These papers
included studies with a range of K-12 students, though, not just young learners.)
are working through them at home. These programs are designed to be a part of,
compromised, and there’s also the potential for students to feel isolated and
report. “Trying to stretch these [programs] to be more than they are, more than
Synthesis
The related literatures used and cited in this study proved to be helpful in
the outcomes of the research. From most theses, dissertations and journals,
including the retrieved articles from the internet, valuable insights, concepts and
ideas can be drawn, which may prove or disapprove the researcher’s own
One such work is that of Grigg (2016), where the effects of digital divide
were discussed. His work emphasized whether digital divide existed, and if and
when, whether this affected the use of technology. This work was very much
goes back at least 2500 years. Oral communication was the earliest means of
was beneficial in the current study because it focused on the evolution of digital
technologies the difference was technology before was only used for
their students' learning it was more likely they would integrate it into their
practice. It was similar to the present study because online learning somehow
online teaching makes online learning more interesting and enhances students
learning.
The present study was comparable to Banks (2017) research since changes
Internet to improve their learning on using digital technologies and students use
The study of Laurillard (2012) had similarities to the current study since it
education, even though most technologies used in education have not been
important that students learn to use computers to improve their work and
prepare for careers in a world where computers have been as a common as the
pencil and paper. It is similar to the current study because the focus of both
(2020) used learners as the respondents while the current study will be using
study also wants to know the teacher’s experiences and personal skills in using
and behavior of the school leader regarding the use of digital technologies in the
school and the attitude and behavior of the teachers regarding the use of digital
infrastructure and support influence their leadership and vision for the
educational use of technologies. These factors in turn became important for the
technologies. It was important in this study because the output of this research
was the basis for digitalization intervention program. It was different in a way
that digitalization today should not only depend on the decision and personal
digital technologies.
However, the present study contrasted with some of the works and studies
conducted by various researchers. For instance, Yousef and Dajani’s (2014) study
learning communities offered the teachers not only the chance to observe,
examine, and reflect on their own learning but their colleagues’ practices, as well.
deeper learning and offered opportunities for them to help one another find
reported that participating in the learning circles improved their ability to talk
about their practice and their confidence and cultivated a culture of collaboration
posited that though collaboration among teachers is important and vital to the
learning in the digital world. Digital literacy, though may be taught and learned
Theoretical Foundation
This study was anchored on the Theory of Digital Divide postulated by Jan
economic and social gap between the population of a nation and their access to
inequality increases in the macro economy that extends to regions within a nation
The theory of the digital divide of Jan A.G.M. van Dijk was developed over
explanation in book form. The core of the theory posits that inequalities of
The model steps are for the individual and imply time lags, although time
influences on technology access and use. These characteristics for van Dijk theory
intelligence, and health can impact extent of resources. For instance, mental
healthy female versus an elderly, ill, and less intelligent male. The personal
personal and positional categories impact the amounts of resources a person has.
Hence, the resources including time, material, social, cultural and knowledge-
access.
The access process steps are delimited in the theory as a circular process of
motivation for access, access to material hardware and software, developing ICT
skills and gaining access to usage. This feedback process takes place over time
and often through iterative steps. Finally, once overall access is achieved, almost
Van Dijk has developed a context for evaluating access that is supported by
a particular theory but that is also appropriate to serve as a stepping stone for an
is so broad. Van Dijk calls his theory resources and appropriation theory. It is a
(appropriation).
distributions of resources.
Conceptual Framework
thereof, the education sector has been radically transformed by the digital age in
numerous ways.
society, the efficient use of such technologies by individuals has the capacity to
change one’s life trajectories. One’s encounters with digital technologies may
For Zubiri and Tomacruz (2016), access to ICTs may possibly influence
significant role in directing one’s life pathways beginning with the experiences
new normal.
Challenges in Recommendations
Experiences in digital divide and
digital divide and in digital divide
literacy: and literacy:
literacy:
Access Access
Access >Material
>Material >Material
>Motivational >Motivational
>Motivational >Skills
>Skills >Skills
Utilization Utilization
Utilization
Receptiveness Receptiveness
Receptiveness
UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION
Exploring Teacher and Student Perceptions of English as a Medium
lxx
of Instruction in Philippine Literature
iv
Figure 1.
Definition of Terms
of this study:
Challenges refer to the trials and tribulations teachers go through following the
use of technology.
technologies in education.
development.
Internet Connectivity refers to ways that the technology used by the teachers
development.
Literacy refers to the teachers’ skills and ability to find, evaluate, and
and ability to produce text, images, audio and designs using technology
connected devices such as, but not limited to laptops, desktops, cellular phones
Skills are the expertise of teachers in using and navigating digital technologies in
manipulations.
Teachers as used in the study, are all the teachers of Bagong Barangay
Chapter 3
METHODOLOGY
This chapter deals with the research design of the study, research locale,
Research Design
This study used the Descriptive Phenomenological Method for the lived-
beliefs of the researcher. For Giorgi (2009) the method allows the researcher to
keep the tone of the participants in the research without abridging their views out
the “reactions” and “behaviors” that are included in the data, but also the
be useful for psychology. In doing so, Giorgi’s (2009) five-step method provides
the systematic rigor of “science” while not reducing his treatment of the persons
studied.
subjective experience, gaining insights into people’s motivations and actions, and
wisdom.
describe rather than explain, and to start from a perspective free from hypotheses
enabling it to be used as the basis for practical theory, allows it to inform, support
Research Locale
Pandacan, Manila. The school enjoys a rich history as one of the oldest
There are eight (8) master teachers and sixty-three (63) teachers who are
currently teaching in this school. Out of these, twenty (20) teachers were selected
Participants
Table 1
Participants Number of
Participants
Teacher I 3
Teacher II 7
Teacher III 7
Master Teacher I 2
Master Teacher II 1
TOTAL 20
Sampling Technique
For this study, the researcher employed the purposive sampling which is
large amount of data due to a large number of studies can weaken the
the judgement of the researcher when it comes to selecting the units that are to
be studied. Usually, the sample being investigated is quite small, especially when
a sample with the intention of making generalizations from that sample to the
population of interest.
population that are of interest, which will best enable the researcher to answer
his research questions. The sample being studied is not representative of the
that is used.
Research Instrument
To collect the data needed for this study, the researcher prepared a
The interview guide was divided into two (2) parts namely: Part I – Profile
included only the question about the years in service of the participants as this
The interview guide for the teacher-participants consisted of five parts: Ice
answer in any language they were comfortable with. The responses were
Tool Validation
The interview guide was submitted to the adviser for suggestions and
finalize the instrument. To test the validity, effectiveness, and reliability of the
After noting the suggestions given by the experts during the preliminary
Manila to conduct the study upon approval of which, the guide questions, was
The chosen participants were asked about their time availability for the conduct
of the interview.
themselves with. The researcher noted both the verbal and non-verbal responses.
The researcher noted down the nonverbal gestures and cues observed during the
transcribed after the session. Debriefing sessions were also provided to the
the interviewees were considered in the final draft of the research output. After
which, the study was presented to the research adviser and the panel statistician
Ethics Protocol
guaranteed privacy and anonymity and gave adequate information regarding the
nature and purpose of the research to ensure the assurance of all data to be
gathered from them and it would be upheld with ethical standards and utmost
confidentiality according to the Data Privacy Act of2012. It would only be used
for the purpose of research and advancement of quality education. They were also
any point and under any circumstances, and that their participation in this study
Data Analysis
philosophy. In each step, the researcher explained the procedure and its parallel
theoretical concept that supported its purpose and character. Therefore, the data
analysis was done once the interview has been transcribed and the text has
The first step of the phenomenological psychological method was for the
everyday knowledge to take a fresh look at the data. In other words, the
to the data without positing its validity or existence. This means that the
Additionally, the researcher did not posit the real existence of any object or state-
itself rather judging its veracity from the objective perspective. So, the bracketing
and withholding of existential positing allowed the researcher to see and thus
described what was present for consciousness from the participant’s first-person
perspective
The second step in the data analysis required the researcher to read the
entire simple description to get a sense of the whole experience the “naïve
description” provided by the participant was taken in the natural attitude in the
way that he or she would experience things in the mode of everyday living from
The third step in the data analysis was the segregation of “meaning units”
within the narrative so that the data can be dealt with in manageable. As the
researcher went through the narrative text in a subsequent reading(s) with the
purpose of determining where places of meaning shift within it. The stream of
we see the windings, rapids, and falls in a water stream. The researcher got the
the meaning units, the researcher marked the meaning unit demarcations with a
forward slash (/) at the cleavage between two meaning units, but each meaning
unit was identifiable by its numerical labeling at its beginning point. The
unit began with a superscript font numerical identifier and end with a forward
with the data provides clarity about better places for their distinctions. Overall,
the researcher did commit to the initial descriptions and battle through them as a
rule.
The fourth step was changing the meaning units into psychologically
than taken as a whole. The meaning units were re-expressed in the third-person
change to the third-person language did not change the meaning content, but
each meaning unit in its third person form, the research transformed it into a
determine which qualities were essential and which were present but not
required.
Sokolowski (2008) pointed out that concept of parts and wholes is not
Plato and Aristotle. Nevertheless, the concept expresses the idea that the “whole”
the value of the whole is greater than the sum of its parts. Parts were regarded in
phenomenology to fall into two distinctions: pieces and moments. Pieces were
parts that can subsist separately and detached from the whole to which they
belonged. There was an identifiable independence about pieces apart from the
whole that moments do not have. Moments on the other hand, were dependent
upon their whole and had their essential identities as being a part of the whole.
Each constituent must therefore, hang together interdependently with the others
one could find to be a “piece” which was more like an element. Pieces or elements
can subsist on their own and therefore would not be constituent (moments) of the
structure, that is, the structure was the outcome (results) of the analysis. All other
“pieces,” whether psychological or not, were set aside for the later and broader