Pre-Service Teachers' Technology Literacy Skills for Blended Learning: Case of Four Universities in Baguio City and Benguet, Philippines
DOI:
https://doi.org/10.70884/mjsir.v82i2.335Keywords:
Blended Learning, Technology Literacy, Knowledge DeepeningAbstract
The study aimed to determine the level of technology literacy skills of pre-service teachers necessary for blended learning. The study employed the descriptive comparative design. Respondents of the project included 467 pre-service teachers from four public and private universities in Baguio and Benguet, Philippines. Descriptive and inferential statistics were used to treat the data gathered. Findings revealed that pre-service teachers are moderately capable in their technology literacy skills necessary for blended learning. There is no difference in the technology literacy skills regardless of the pre-service teachers’ degree program. However, those from private teacher education institutions (TEIs) manifested higher technology literacy skills than their public TEI counterpart.
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References
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Yerasimou, T. (2010). Examining interactivity and flow in a blended course to advance blended learning practices. Ann Arbor, MI: Proguest Dissertations Publishing.
Bailey, J., Martin, N., Schneider, C., & Vander Ark, T. (2013). Blended learning implementation guide. Version 1.0. Ann Arbor, MI: Proquest LLC.
Bhattacharjee, B. & Deb, K. (2016). Role of ICT in 21st century’s teacher education. International Journal of Education and Information Studies, 6(1): 1-6.
Bernardo, A., Ganotice, F., & King, R. (2014). Motivation Gap and Achievement Gap Between Private High Schools in the Philippines. Asia-Pacific Education Researcher, 24(4): 657-667. https://eric.ed.gov/?id=EJ1180735
Boud, D., & Felleti, G. (1991). The challenge of problembased learning. London: Kogan.
Commission on Higher Education. (2004). CMO No. 30, Series of 2004 – Revised Policies and Standards for Undergraduate Teacher Education Curriculum. https://ched.gov.ph/wpcontent/uploads/2017/10/CMO-No.30-s2004.pdf
Cox, M., Webb, M., Abbott, C., & Blakely, B. (2003). ICT and pedagogy. London: Becta, 2003.
Delos Angeles, M.A.G.G. (2019). Correlates of Performance in the Licensure Examination for Teachers. Asia Pacific Journal of Multidisciplinary Research, 7(2) Part II: 65-74. http://www.apjmr.com/wp-content/uploads/2019/05/APJMR-2019.7.2.2.07.pdf
Earle, R.S. (2002). The Integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1): 5-13.
Environmental Conscience. (n.d.). Private vs. Public School – 24 Key Pros & Cons. https://environmental-conscience.com/private-versuspublic-schools-pros-cons/
Felea, C. (2013). Blended learning and ICT integration in higher education: The case for Babe-Bolyai University. Studia Universitatis Babes-Bolyai - Philologia, 58(2): 7-22. https://www.ceeol.com/search/article-detail?id=101323
Garrison, R.D., & Vaughan, N.D. (2007). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass, Inc.
Gerstein, J. (2016). Helping Your Students Learn To Reflect On Their Learning. TeachThought.
https://www.teachthought.com/learning/helpingstudents-learn-reflect-learning/
Humes, D. (2015). Effects of Online Collaborative Learning on Student Engagement and Academic Success. University of Wisconsin‐River.
Jung, I. (2005). ICT – Pedagogy integration in teacher training: application cases worldwide. Educational Technology & Society, 8(2): 94-101. https://www.jstor.org/stable/jeductechsoci.8.2.94
Mandell, S, Sorge, D.H., & Russell, J.D. (2002). Tips for technology integration. TechTrends, 46(5): 39-43. https://www.learntechlib.org/p/95162/
Marquis, C. (2004). WebCT survey discovers a blend of online learning and classroom-based teaching is the most effective form of learning today. WebCT.com.
National Center for Biotechnology. (2021). Knowledge creation in IT projects to accelerate digital innovation: two decade systematic literature review. Library of Medicine. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8667007/
Norton, P. & Sprague, D. (2001). Technology for Teaching. Allyn & Bacon, A Pearson Education Company, Needham Heights.
Novak, M.C. (2019). Communication Technology: What is ICT and its Components. G2. https://learn.g2.com/communication-technology
Robinson, B. & Latchem, C. (2003). Teacher education through open and distance learning, 3. Psychology Press. Routledge Falmer, London.
Rossett, A., & Frazee, R.V. (2006). Blended learning opportunities. AMA Special Report. American Management Association.
http://www.amanet.org/training/seminars/BlendedLearningOpporunities-45.aspx.
Savery, J.R., & Duffy, T.M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5): 31-38. https://www.jstor.org/stable/44428296
Scheper, E. (2013). Comparing public and private schools. Honors College Capstone Experience/ Thesis Projects. Paper 437.
https://digitalcommons.wku.edu/stu_hon_theses/437
Technohella (2011). Re: Word Processing Skills in the Classroom. https://www.technokids.com/blog/technology-skills/word-processing-skillsclassroom/
United Nations Educational, Scientific and Cultural Organization. (2011). UNESCO ICT competency framework for teachers. https://iite.unesco.org/pics/publications/en/files/3214694.pdf
United Nations Educational, Scientific and Cultural Organization. (2018). UNESCO ICT competency framework for teachers. https://unesdoc.unesco.org/ark:/48223/pf0000265721
Wang, Q., & Woo, H.L. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10(1): 148-156. http://ifets.info/journals/10_1/14.pdf
Yerasimou, T. (2010). Examining interactivity and flow in a blended course to advance blended learning practices. Ann Arbor, MI: Proguest Dissertations Publishing.
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2023-01-30
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