INTERVIEW QUESTIONNAIRE

Name of interviewee: ___________________________

Date of interview: _________________
Gender: ___Male ___Female
Age: ___
Occupation/Profession: ___________________________
Purpose of the study:
This Phenomenological study focused on the experiences of teachers on how technology
aids their strategies in teaching.
Interview Questions
1. What are the different technologies you use in your teaching?
a. What technologies do you use in teaching? And how often do you use these
technologies?
________________________________________________________________________
________________________________________________________________________
b. Do you think laptop/speaker/microphone is essential in your teaching process? In
what way it can help you?
________________________________________________________________________
________________________________________________________________________
c. Do you think that memes, threads, and trends in social media will be a source of
information to let your students relate and apply it to their lives? Why so?
________________________________________________________________________
________________________________________________________________________
d. How do these platforms help you?
________________________________________________________________________
________________________________________________________________________

2. How does technology help you as a teacher?

a. Does technology help you in doing your work efficient and effective? In what
way?
________________________________________________________________________
________________________________________________________________________
b. Do you engage yourself in using more technologies in your discussions? If yes,
why? If no, please elaborate.
________________________________________________________________________
________________________________________________________________________
c. Does technology help your teaching be more engaging? In what way?
________________________________________________________________________
________________________________________________________________________

3. Tell us your experience with a particular strategy in using technology.

a. How will you motivate your students to become active learners using
technology?
________________________________________________________________________
________________________________________________________________________
b. How will technology help you approach students who refuse to participate? What
is your technique to let them be engaged more?
________________________________________________________________________
________________________________________________________________________
c. Do you engage your students to have a warm up exercises (like games, dance,
yells, and etc.) before your discussion starts? If yes, in what way? If no, why?
________________________________________________________________________
________________________________________________________________________
 Experiences on teachers on how technology aids their strategies in teaching: A
Phenomenological Study on Grade 11 Students of University of Cebu − Banilad
Campus

Introduction

We can define technology as any “tool” that makes our work productive and
efficient. Technology affects our world dramatically. It has become an integral part in our
life bringing so much benefit to us (Kibin, 2011). Immense opportunities are being
provided by technologies which plays an important role in human life. Advancement in
technology improves the efficiency and access to education not only that but also in all
aspects of career fields and jobs which has been simplified due to modern technology.
Due to convenience and efficiency provided by technology, our lives have improved
significantly. With regard to education, technology has facilitated learning in various
environments, and students with different learning capacities have been able to interact
and further their knowledge in mathematics and sciences. Both teachers and students
have benefited from various educational technologies, teachers have learned how to
integrate technology in their classrooms and students are getting more interested
in learning with technology. The use of technology in education has removed
educational boundaries, both students and teachers can collaborate in real time using
advanced educational technologies.

According to Dr. Cynthia Belar (2012), American Psychological Association

(APA) Executive Director for Education, technology can help us engage students, gather
their opinions, measure how much they are learning and even detect plagiarism. But
technology’s greatest impact is education delivery. In fact, 74 percent of educator’s
surveyed said technology is one of the key to help them expand on classroom content; the
same percentage said technology is a motivational tool; and 73 percent said it helps
teachers respond to different learning styles. Moreover, 69 percent said technology has
helped do more than ever before for their students. Responses about tech’s impact on
student learning were similar, with 84% saying it had a positive impact, 6% saying it had
a negative impact and 10% being neutral (Murray, 2013).

Base on the surveys, the impact of technology in accordance to education has been
a great help to both educators and students. Additionally, technologies were recognized
as efficient and effective for improving the teaching strategies of the teachers. The
technologies percentage of positive impact is higher than the negative impact. University
of Cebu, Banilad Campus is exposed to the usage of technology and mostly all of them
said that technology have a positive impact to teachers in teaching their students. The
University itself used technology to support both teaching and learning. Due to this, the
problem may arise as to how to provide a controllable and environment for these students
that the school may remain as a suitable place for learning without any negative impacts
to both teachers and students. This study was conducted to the importance of technology
in accordance to their teaching Hence, this Phenomenological study focused on the
experiences of teachers on how technology aids their strategies in teaching. To give more
understanding of the phenomenon on how technology aids in teaching. Specifically, it
will try to answer the following questions: (1) what are the different technologies they in
their teaching, (2) how does technology help them being a teacher, (3) what are their
experiences about a particular strategy in using technology.
Review of Related Literature and Studies

Technologies have dramatically changed the way people gather information, carry
out research, and communicate with others worldwide. Technology has removed the
obstacles and has made it possible for higher education to effectively teach anyone.
Technology integration is being increasingly used in instruction to improve teaching and
learning. This rapid development of technology integration has presented a better pattern
to find the new teaching models. Consequently, it has a key role in learning and teaching
language skills. The integration of technology to create a context to teach and learn
English skills has a lot of advantages.

Technology plays a key role in promoting appropriate activities for learners and
has a significant impact on teachers’ teaching methods in their classes. Technological
advancements have gone hand -in-hand with the development of English and are
changing the way in which we communicate. If we ignore technological developments in
our classes we will never be able to keep up with these technologies. Therefore, it is very
important for teachers to be aware of the latest equipment and to have a full knowledge of
these technologies in different situations. There are different reasons why all learners and
teachers should know how to use the new technologies. It should be mentioned that the
new technologies develop and disseminate and we cannot ignore their impact on teaching
and learning (Solanki & Shyamlee 1, 2012).

Many researchers stated that technology can be used as an instructional tool in

teaching and learning skills. Pourhosein Gilakjani (2013) and Bruce and Levin (2001)
expressed that technology can be useful in classroom by helping communication, making
teaching products, and assisting learners’ self-expression. According to Pourhosein
Gilakjani (2013), when we talk about instruction, education, or training issues we have to
consider the important role of technology. The researchers continued that the application
of technologies in education opens a new area of knowledge and provides a tool that has
the great potential to change the existing teaching methods.

The effect of using technology on education has been examined by different

researchers in various fields. All of these researchers unanimously agreed that technology
helps teachers improve their teaching methods and learners increase their knowledge
(Frigaard, 2002; Pourhosein Gilakjani & Sabouri, 2014; Schofield & Davidson, 2003;
Timucin, 2006). When using technology, learners not only control their own learning
process, but also have access to further information over which their teachers cannot
control (Pourhosein Gilakjani & Sabouri, 2014).

The method of teaching has been considerably changed due to the entry of
technology. Technology offers a lot of benefits as making teaching interesting and more
productive in terms of advancements. The use of technology helps learners get involved
and learn based on their interests. It has been extensively accepted for teaching in the
modern world. Technology satisfies both visual and auditory senses of the learners
(Solanki & Shyamlee1, 2012). Graddol (1997) said that technology is the center of the
globalization process and impacts education and culture.

Friggard (2002), Miner (2004), and Timucin (2006) confirmed that technology
increases the development of teaching methods and learners’ knowledge. Lam &
Lawrence (2002) also expressed that technology helps learners to regulate their own
learning process and have access to many information that their teachers cannot provide.
Pourhosein Gilakjani and Lai-Mei (2012) elaborated that the unique opportunities
technologies provide have brought about new tools, approaches, and strategies in the
teaching and learning of language skills. Technologies are increasingly widespread,
impacting many aspects of our social and work lives, and many of our leisure activities.
This study mainly focused on the experiences on teachers on how technology aids
their strategies in teaching. In assessing the related studies several themes have been
extrapolated by the researchers.

Technology as Motivation
 Researchers often noted that technology served as a motivator for students to
complete and improve writing in both the instructional and assessment processes (Dikli,
2006; Gibbons, 2010; Kinzer, 2010; Tharp, 2010; Wolsey & Grisham, 2007). Many
researchers, however, noted a concern. This included using technology for meaningful
instructional purposes and warned irrelevant or ineffective uses such as maintaining
computerized files or writing on the computer as a word processor only will demotivate
students (Dikli, 2006; Gibbons, 2010; Kinzer, 2010; Tharp, 2010; Wolsey & Grisham,
2007).

Rao et al (2007), in their study of emotionally, physically or learning disabled

students asserted, “Teachers will realize that technology does not simply motivate; it
reengages students in the learning process and improves academics” (p. 28). These
researchers believed students were intrinsically motivated because of the independent
nature often involved in assignments involving technology, including independent
research and writing, group work, or individual and small group presentations. Dikli
(2006) found technology provided motivation to students through quick and efficient
feedback. According to the researcher, writing assessment programs “offer students a
writing environment that provides immediate scoring and diagnostic feedback; that
allows them to revise their essays accordingly; and that motivates them to continue
writing on the topic to improve their writing proficiency” (p. 18). Tharp (2010) noted
students would be motivated by providing contemporary topics “along with the novelty
of using the wiki with a group of peers would be the hook that would motivate and
engage students” and enhances their writing output for assessment (p. 41). Kinzer (2010)
found that “online activities are highly motivating” and can engage students during
instructional practices and result in higher assessment outcomes for individuals (p. 54).
Kinzer (2010) continues by stating, “literacy-related assignments (such as reports) that
have similar requirements and involve similar skills appear to be intrinsically motivating
in digital forms, as opposed to purely print-based forms” (p. 54). These studies involved
an introduction of technology within the assessing environment and showed that
technology itself does not provide motivation. However, an effective use of technology
within the instructional and assessment phase of teaching does boost motivation.

Kinzer (2010) warns, however, that technology integration must have an

instructional purpose and “because something is popular outside of school does not mean
its popularity and motivational value will continue when it becomes a required, school-
based activity” (p. 58). Wolsey and Grisham (2007) found a different view of technology
in the classroom. Through their research, they found that “technology may not be as
motivating a factor in student achievement as it was when it was new in the classroom
and fewer students had access to it at home” (p. 33). They continue, however, by stating a
motivation factor may still be present if the technology infusion provides a meaningful
instructional need and “had a stronger influence on student attitudes toward writing” and
correlated to higher assessment outcomes (p. 33).

Warschauer and Matuchniak (2010) found “internet-connected computers to be a

potent tool for motivating and contextualizing literacy practices” and lead to greater
achievement in all literacy practices, including writing assessments (pg. 215). In addition,
the researchers found the computer alone did not provide motivation. Warschauer and
Matuchniak (2010) believe the computer or other technology driven item simply
provided access to a “specialized activity, interest, or niche identity” that motivated
students (p. 192).

Motivation is important in any educational activity within the classroom and, like
all other topics, writing assessment benefits from this. By incorporating technology
within the instructional and assessment processes, researchers found that student
motivation increased. However, a majority of the research reviewed offered a cautionary
note. Technology must serve an instructional purpose in order to effectively motivate
students. Technology for token effect tends to have the opposite outcome and can de-
motivate students and lower assessment outcomes.
Learner-Centered Environment

Learners’ roles are changed with the integration of technology into their classes.
Smith & Kolosick (1996) and Ozerol (2009) stated that learners’ roles change from
passive to active with the integration of technology. Classes change from teacher-
centered to learner-centered. Teacher-centered classes are traditional ones and learners
have passive roles. In these classes, learners just receive information whereas teachers
have active organizer roles. Teachers design lessons, identify the objectives of the
lessons, and give feedback to their learners. Through changing teacher-centered classes to
learner-centered ones, teachers’ and learners’ roles change. Learners are active
participants in the lessons (Ozerol, 2009; Weasenfort & Meloni, 2002). In the CALL
classes, learners will have the autonomous roles. Jones (2001) and Ozerol (2009)
supported this and revealed that CALL leads to autonomy. CALL permits learners to
study individually and leads to the learners’ autonomy (Pennington, 1996). Learners take
the responsibility of their own learning (Madrid, 2005; Ozerol, 2009; Shetzer &
Warshauer, 2000), and do not depend on their teachers through integrating technology in
their classes (Jones, 2001). Furthermore, technology permits learners to learn based on
their own styles and learners have more freedom in their learning (Volman, 2005) and
experience authentic language learning (Wilson & Thayalan, 2007). When learners use
technology they are not only recipients of information they have also active role in
learning and teaching. They select, receive information and then transfer and use them.
Technologies permit learners to identify their interests and capabilities. According to the
learning pace, learners get update information and knowledge and communicate with
their society (Zamani Farahani, Bahamiriyan, & Sadeghi, 2015). ICT enables learners to
learn according to their own pace and level and they can control their learning, urges
active learning rather than passive, promotes physical and mental abilities of learners, and
involves learners in study and data analysis, so facilitates higher-levels of thinking
process (Zamani Farahani, Bahamiriyan, & Sadeghi, 2015).

Roles of Teachers in Technology Integration

Teachers are the main agents of integrating technology in the classrooms. If we do

not consider their role in implementing technology, it will bring about just limited effects
for the learning process (Ferguson, 1997). Wenglinsky (2001) stated that technology
itself does not make a significant effect on learners’ achievement without paying
attention to the teachers’ role in its integration. According to Fishman and Davis (2006)
and Zhu (2010), teachers are considered as an important factor in educational
technologies. Technologies are increasing basic changes in the teachers’ role and in the
classroom activities. Zhu (2010) said that teachers have different roles. They are called
expert, formal authority, personal model, facilitator, and delegator. In the role of expert,
the teachers should have a lot of knowledge about the area they teach and should play the
role of knowledge source for their learners. In the role of authority, the teachers should be
very knowledgeable about the subject they teach and they consider themselves to be
authoritarian in this area and learners should follow the rules the teachers determine for
them. In the role of model, what the teachers say, perform or indicate in the classes acts
as a model for learners to follow and learn from their teachers and this role can have an
important effect on their learners’ development (Zhu, 2010). In the role of facilitator, the
teachers guide their learners to learn new things according to what they already know and
facilitate their learning processes. In the delegator role, the teachers give assignments to
learners and urge them to work independently. According to Zhu, Valcke, and Schellens
(2010), the adoption of particular teacher roles in the use of technologies can facilitate or
stop learners’ ability to acquire language skills. It should be mentioned that teachers can
adopt the above roles in different situations.
 Kook (1997) stated that technologies change the teaching and learning process and
the roles of the teachers will certainly change. Teachers will have the roles of information
consultants, team collaborators, facilitators, course developers, and academic advisors.
Cuban (1986) indicated that teachers are the gatekeepers of instructional technology.
Teachers have a significant role in performing changes into their classes and providing
the bridge between the school’s objectives and the advantages learners get from these
objectives.

Teachers are the key persons in using ICT in schools because they are at the center
of changing and can change the teaching and learning process; thus, the implementation
of ICT depends on their eagerness and skills (Mooij & Smeets, 2001). Albirini (2006)
emphasized that teachers who have positive beliefs in the cultural aspects of computer
technology will use it in education. Williams et al. (2000) expressed that teachers should
be skilled to implement ICT in teaching and learning effectively. According to Tong and
Trinidad (2005), some teachers accept the application of computers in their classes but
they do not know how to change their teaching methods.

With all these laid out, technology offers both teachers and learners a lot of
materials and communication opportunities to improve their language teaching and
learning. In order to successfully integrate technology in language classes, both teachers
and learners should adopt new roles and use the existing technologies in suitable ways. It
is obviously true that one of the ultimate aims of technology language learning and
teaching is to promote learners’ motivation and learning interest which can be a practical
way to get them involved in the language learning process. Furthermore, teachers should
always remember that technology is just a tool, and learners’ learning progress depends
on the suitable and creative instruction. Finally, teachers should understand the benefits
that technology brings to their instruction and their learners’ learning

Methodology
This chapter discusses the design used, setting of the study, the participants and
instruments used in conducting the research and in gathering information directly from
the participants to contribute to the discussion in which the researchers would know the
best effects of these parts. The researchers give relevant characteristics and qualities in
the research design that was selected for the reason and purpose of this study. It also
gives an outline of research methods that were followed in the study. It provides
information on the participants, that is, the criteria for inclusion in the study, who the
participants were and how they were sampled.

Research Design

A research design is a basic plan that guides the data collection and analysis phases
of the research project. It provides the framework that specifies the type of information to
be collected, its sources and collection procedure. (Kumar, 1999) stated that a research
design is a procedural plan that is adopted by researchers to answer questions objectively,
accurately, economically and with validity. A traditional research design is a blueprint or
detailed plan of how a research study is to be completed; operating variables for
measurement, selecting a sample, collecting data and analysing the results of interest to
the study, and testing the hypotheses (Thyer, 1993).

In this research, the research design used is qualitative. Qualitative research is a

form of social action that stresses on the way of people interpret, and make sense of their
experiences to understand the social reality of individuals. It makes the use of interviews,
diaries, journals, classroom observations and immersions; and open-ended questionnaires
to obtain, analyze, and interpret the data content analysis of visual and textual materials,
and oral history (Zohrabi, 2013). It is exploratory, and seeks to explain ‘how’ and ‘why’ a
particular social phenomenon, or program, operates as it does in a particular context. It
tries to help us to understand the social world in which we live, and why things are the
way they are (Polkinghorne, 2005).
Specifically, in this qualitative research, the researchers used phenomenological
study. Phenomenology or Phenomenological study is an approach to explore and
understand people’s everyday life experiences. It is used when the study is about the life
experiences of a concept or phenomenon experienced by one or more individuals. A
phenomenological researcher investigates subjective phenomena of an individual
(Creswell, 2009).Therefore, phenomenological research was used for the researcher
describes the lived experiences of individuals about a phenomenon as described by
participants.

The research design used was fit to our study for it needs explorative study which
allows participants to express their own opinions, concerns and attitudes regarding their
experience of using technologies in education. In addition to that, the research design
used was appropriate to use because it needs to explore the potential use of hand-held
devices in constructing a learning-centered, interactive learning environment.

Research Setting

This study took place at University of Cebu - Banilad Campus due to the fact that it
is suitable for this research. UC - Banilad is one of the 4 campuses of the University of
Cebu which is located at Gov. Cuenco Ave., Brgy Banilad. The Banilad Campus also has
Junior High School and Senior High School departments. Both JHS and SHS programs
have Special Science classes; and, the school prides itself for being the only private
school in the region to have such classes. SHS students can choose from a variety of
strands under the Academic, Technical-Vocational-Livelihood (TVL), and Arts and
Design tracks.

The setting was a convenient choice for this study because it helps the researchers
in answering the interview guide questions. The research setting is the environment
within which studies are run for studying data that can be collected and interpret its
results. It is often important to conduct complementary studies in various researches
setting in order to build arguments for the venerability of findings. In qualitative research,
is the focus of understanding the behaviours and experiences of the participants in their
natural environment in which the researchers are able to recognize this phenomenon. In
connection to its surroundings, the researchers distinguished that the location where the
research took place was indeed a very helpful place for the researchers for the reason that,
it has the most approachable educators. And in relation to the study, the environment
itself suits the research for it needs a lot of participant’s teachers who are engaged in
using technology in their teaching.

Research Participants

The most suitable of participants for this study was base on purposive sampling.
The purposive sampling technique, also called judgment sampling, is the deliberate
choice of an informant due to the qualities the informant possesses. It is a non-random
technique that does not need underlying theories or a set number of informants. Simply
put, the researcher decides what needs to be known and sets out to find people who can
and are willing to provide the information by virtue of knowledge or experience (Bernard
2002, Lewis & Sheppard 2006).

The purposive sampling is applicable to our study in fact this was not only the the
large number of occupants in the area, but also their experience as being an educator who
used technology in teaching. The participants chosen are teachers who are professionals
and experts in teaching JHS and SHS department within UC-Banilad Campus. They fit to
our study because they are educators who use technology in teaching. They have been
using technology as form of instrument to make their strategies in teaching effective and
productive at the time it would take out the laziness of students in class. The researchers
are aiming to know the experience of these teachers on how they make use of
technologies in education and on how they manage to deal with students who are less
participative in classroom despite the struggles they have been as a teacher and a second
parent.

Instruments

To achieve trustworthiness of results, the researchers have used triangulation in

collecting data through the usage of interview questionnaire, audio recorder and field
notes. The researchers used these tools to give you an assurance in collecting data and
gathering information directly from the participants. Thus, the answers are not altered,
but rather they are originally from what the participants have said.

Triangulation refers to the use of multiple methods or data sources in qualitative

research to develop a comprehensive understanding of phenomena (Patton, 1999).
Triangulation also has been viewed as a qualitative research strategy to test validity
through the convergence of information from different sources. 

In conducting the research, different instruments were used to collect and

gather information from the participants and one of those is the interview
questionnaire, which is an instrument used for collecting primary data (Cohen, 2013).
A primary data source is an original data source, that is, one in which the data are
collected firsthand by the researcher for a specific research purpose or project
(Salkind, 2010). The interview is an important data gathering technique involving
verbal communication between the researcher and the subject (Fox, 2000).
Interviews were particularly used to get the story behind a participant’s experiences.
It provides researchers with rich and detailed qualitative data for understanding
participants’ experiences, how they describe those experiences, and the meaning they
make of those experiences. The interview is in semi-structured in order to allow
the researchers to develop a keen understanding of the topic of interest necessary for
developing relevant and meaningful semi-structured questions. The involvement of
follow up questions to the participants provides opportunities for the interviewers to
understand the true meaning of their experiences. 

To give precise and accurate data or information from the participants, audio
recorder was also used to disseminate concise details and transcription. Audio
recording is usually achieved through audio or video techniques, and this process has
a great deal to offer the researcher. The recordings were viewed or listened to
repeatedly in case of doubt during data analysis to provide a basis for reliability and
validity. Al-Yateem N (2012) suggested that it is important to ensure that the
interview is efficient and that the data gathered are as rich, accurate and close as
possible to reflecting the real phenomena being studied, so that any conclusions
drawn are as accurate as possible. Recording in interviews are commonly used as a
method of data collection (Halcomb & Davidson, 2006). During the conduction of
interview, choices on how to “record” the data were made.

On the contrary, the usage of field notes was manipulated in this research in
gathering data and information from the participants. According to Canfield, Michael
(2011), Field notes refer to qualitative notes recorded by scientists or researchers in the
course of field research, during or after their observation of a specific phenomenon they
are studying. The notes are intended to be read as evidence that gives meaning and aids in
the understanding of the phenomenon. Field notes allowed the researcher to access the
subject and record what they observe in an unobtrusive manner. Many social settings
have their own unique time-tables and these can facilitate note-taking by serving as
outlines. Note-taking that attends to the rhythms of its subjects may be more attentive to
members’ meanings, a generally desirable objective in research (Emerson, 1983).

This research study focused on the experiences of teachers on how technology aids
their strategies in teaching. In conducting this research with the help of these instruments,
the details in collecting and gather data or information from the participants made it
accurately and précised from where the study took place.

For this reason, the instruments used were fit in this study because the triangulation
method was used to gather and collect data from the participants. The researchers did not
use only 1 instrument to collect data but it involves different and variety of instruments
such as the usage of interview questionnaire, audio recorder and field notes to gather
information on the same topic. Each instrument guided the researchers to develop a
comprehensive understanding of phenomena in their natural environments.

Data Collection

Data collection is the process of gathering and measuring information on

variables of interest, in an established systematic fashion that enables one to answer
stated research questions, test hypotheses, and evaluate outcomes. Data collection is a
very demanding job which needs thorough planning, hard work, patience, perseverance
and more to be able to complete the task successfully. Data collection starts with
determining what kind of data required followed by the selection of a sample from a
certain population. After that, you need to use a certain instrument to collect the data
from the selected sample (Kabir, 2016).

In this part of the study, the researchers aim to achieve the main goal of the study
which is to capture quality evidence that then translates to rich data analysis and allows
the building of convincing and credible answer to the questions that have been presented
to the participants.

In meeting the participants, the researchers made sure that they respect each and
every participant’s decision, provide participant with relevant information throughout the
entire study, and introduced them the consent form that contains various conditions that
they must comply in committing to be part of the study to ensure that study participants
are treated properly and receive all necessary information before and throughout the
research. Conditions include agreeing that the research interview can be recorded, where
in audio or video, and that participation in the research is voluntary, and participants can
withdraw anytime without giving any reason.
The participants of the study were sought out by the researchers in University of
Cebu – Banilad Campus, Senior High School Department Building in order to keep the
environment natural as possible. The participants were approached personally and
explain to them the aim of our study. After they had agreed, the researchers presented the
transmittal letter which serves as a permission that we are allowed to do this research
interview followed by the consent form to inform the participants of the guidelines of the
study. The venue of the study usually varied on the different floors of Senior High School
building depending on where the participant wanted to be interviewed.
As stated in the research instruments, the researchers used different kinds of
materials in gathering data and accumulating several of information from the participants
such as interview questionnaires, audio recorder and field notes. The researchers obtained
the data’s by having an interview. The participants were interviewed face to face to allow
more in-depth data collection and comprehensive understanding. Body language and
facial expressions are more clearly identified and understood. The interviewer reads out
the questions and records the respondent’s answer through audio recorder to avoid issues,
loss of data and in order to secure a transcript of responses from the participants to aid in
the data analysis of the researchers. The interviewer can probe for further explanations of
responses to make clear or emphasize parts of the topic. Field notes were also utilized,
this was done while doing the interview from the participants which enables the
researchers to have evidence on the statements of what was said. All in all, these tools
help ensure that the researchers capture every single detail about the participants and
maintain the consistency of data gathered from the field.
From the collected data, further analyses were done to extract profound meanings
from the participants and are presented as a way to increase effectiveness and efficiency
to precede additional conclusions.
Data Analysis
LeCompte and Schensul (1999) define analysis as the process a researcher uses to
reduce data to a story and its interpretation. Data analysis is the process of reducing large
amounts of collected data to make sense of them. Marshall and Rossman (1999) describe
data analysis as the process of bringing order, structure and meaning to the mass of
collected data. Paton (1987) indicates that three things occur during analysis: data are
organized, data are reduced through summarization and categorization, patterms and
themes in the data are identified and linked. Data analysis supports the researcher to
reach to a conclusion.

To provide better understanding in analyzing the data, Thematic analysis were

utilized by the researchers. Thematic analysis is the process of identifying patterns or
themes within qualitative data. It is used to analyse classifications and present themes
(patterns) that relate to the data. It illustrates the data in great detail and deals with
diverse subjects via interpretations (Boyatzis, 1998). It allows the researcher to associate
an analysis of the frequency of a theme with one of the whole content. Thematic Analysis
gives an opportunity to understand the potential of any issue more widely (Marks and
Yardley, 2004). This type of analysis has been the researchers guide in interpreting,
coding and theme reviewing of the data gathered.

The first phase that the researchers did in doing thematic analysis was to do a
transcription of the audio recordings which contained the duration of the interview.
Transcription is an integral process in the qualitative analysis of language data and is
widely employed in basic and applied research across a number of disciplines and in
professional practice fields (Lapadat, 1999). This step was done to read much faster than
listening. It allows the researchers to follow up on what have been discovered with speed
and clarity rather than frequent replaying of the audio recordings which may cause
unnecessary delay.

In the transcription process, the researchers enabled to take audio recordings and
notes from the participants about first impressions before they open their mouth that can
be perceived in the raw data. This means that the researchers already had insights to the
responses given by the participants. This means that researchers may conduct and
record focus groups, group discussions, individual interviews, or observations of a
person or group of people. They may capture and preserve the resulting data with
video or audio recordings in which allowed the researchers to become more
immersed into the data they collect in a way the researchers were also able to come
up into different and various potential codes that can be extracted as a preparation in
the next phase which is the coding.

After the researchers were done with the transcription of the data’s, the
second phase used was coding. According to Cope (2010) coding is a process of
identifying and organizing themes in qualitative data, reviews different types of codes
and their uses, and discusses several ways to get started with coding in a qualitative
project. Specifically, a distinction is drawn between descriptive codes, which are category
labels, and analytic codes, which are thematic, theoretical, or in some way emerge from
the analysis. The purposes of coding are partly data reduction (to help the researcher get a
handle on large amounts of data by distilling along key themes), partly organization (to
act as a ‘finding aid’ for researchers sorting through data), and partly a substantive
process of data exploration, analysis, and theory-building. In coding, the researchers
interpreted every written data was labelled based on their meaning and reasons depending
on their goals. The codes of the study were reflected into themes.

In choosing themes, there are things that we need to consider. Opler (1945)
observed that cultural systems comprise sets of interrelated themes. The importance of
any theme, he said, is related to (1) how often it appears, (2) how pervasive it is across
different types of cultural ideas and practices, (3) how people react when the theme is
violated, and (4) the degree to which the number, force, and variety of a theme’s
expression is controlled by specific contexts.

The researchers made sure that there was no gap in the data’s and information’s
gathered from the participants through the usage of triangulation method in which
interview questionnaires, audio recorders and field notes. Interview questionnaires are
most effective for qualitative research because it helps the researchers to better
understand and explore subject’s opinions, behaviours and experiences. Audio-recorders
are probably most frequently used in interview or focus group settings, but may also be
used to record naturally occurring data such as professional meetings or perhaps for the
researcher to dictate his or her own field notes. These instruments were utilized in
conducting this study to make the analysis of data not biased.

Ethical Consideration

As the researchers met with the participants, there were various ethical
considerations that were assessed by the researchers.

First, a consent form was utilized to provide sufficient information to a potential

participant so that he/she can make the voluntary decision to or not to participate in the
research study.

Second, the researchers made sure to protect the confidentiality of the participants
in the study in which the participants real names were labelled as (P1, P2 and so on),
which is in accordance to the participants decision.

Finally, the researchers made sure that the results, information’s, and data’s from
the participants are secured in a way that they will feel relief without any harm.

Researchers’ Reflexivity

Researchers make regular efforts to consider their own thoughts and actions in
light of different contexts. Objectivity must be ensured in conducting a research in order
to keep the study away from personal biases and to make the conclusions aligned with the
proposed problems. For this reason, the researchers engaged data triangulation, member
checking and peer checking.

Data triangulation means using more than one instrument such as semi-structured

interview, field notes, and transcripts of the audio recordings to collect data on the same
topic. This was used by the researchers to assure the validity of the study. On the other
hand member checking was also used by the researchers to ensure and establish the
validity of a researcher's findings by seeking feedback from the participants in response
to the raw data originally collected from them. Peer checking on the other hand was also
used by the researchers to ensure the collection of valid information.

Results and Discussions

This qualitative study involved selected educators from the Senior High School
Department of the University of Cebu – Banilad Campus and met the criterion for the
selection of the participants of the study. The researchers also made a practical and
effective used of triangulation method through using different sources from extracting the
same data in order to secure the trustworthiness of results. The participants of the study
were met by the researchers in the Senior High School Building, Faculty in accordance to
the convention of the participants to ensure that the environment was as natural as
possible.

Five themes come into view from the data collected by the researchers. These themes
were: (1) utilization of technologies, (2) motivation is essential, (3) productive tasks, (4)
impacts of technology, (5) visual presentation. The themes extrapolated by the
researchers were based on the transcript of the interview and the coding of the data
gathered.

Utilization of technologies

Utilization of technologies in education refers to the right devices in students’

hands helps prepare them with the career and technical skills they need to be successful
today and in tomorrow’s workforce. Specifically, educators create blended learning
environments and leverage digital tools for formative and summative assessments,
bringing new models for learning and teaching to classrooms. In answering the first sub-
problem of this study, the researchers first asked the participants the different
technologies they use in their teaching. Most participants answered that they use laptops,
lapel, smart TV and DLP.

Participant 3 stated being involved in the usage of lapel:

“In my teaching I usually use my lapel because my voice is not that loud enough
for 40 up students to hear.”

As a consequence of this, most participants stated the used of laptops for

presentations as seen in the response given by participant 5:

“Laptop jud permi akong gamiton for presentations niya i-connect sa smart TV.”
(I always used laptop for my presentations and I connect it to the smart TV).

Additionally, majority of the participants stated that with the help of integrating
technologies in class the learners can visualize more to the lessons and this could
contribute a great help for educators in teaching. As stated by participant 1:

“Naay mga bata nga dili kaayu suya words, ana, so dapat kanang makadungog
sila, makakita sila kay mas maka relate sila ma visualize nila. So using microphones and
laptops kay very important gyud.”(There are kids that are not into words, some needs to
hear and see the information so that they could relate to the topic in that way they could
visualize the idea. through the usage of microphones and laptop is very important).

However, the positive usage of these technologies is not related on how the
educators use it but rather more on the relationship between the students and the teachers
themselves. Today’s educators use modern technical equipment from an early age
(Gutnik et al., 2011; Rideout 2011) so that their coming in with new educational
technologies at school will not be a problem. With the advent of educational technology
in the classroom teacher, education is faced with the challenge that teachers integrate
educational technology in their daily work

Motivation is Essential

The second theme to arise from the coded data was the theme of Motivation is
essential. This theme, it refers to motivating students for an essential and effective
learning. By motivating them should consider and not to be strict at all time and not
pressure students for them to participate. This theme is applicable in the sub question
under the sub problem number 3. Participant 1 said:

“Diba same sa chem ninyu noh before you have your laboratory you must have
your lab sheet. Ang amo.a is dili kasulod if walay lab sheets. Mamotivate jud sila nga
dapat naa silay printed lab sheets with the use of printer and with the access of the
internet to download the file.” (It is the same with your chem, before you have your
laboratory you must have your lab sheet, right? In our case, you can’t enter without lab
sheets. They will be motivated that to have printed lab sheets with the use of printer and
with the access of the internet to download the file.)

By that simple instruction it motivates the students that before they get inside the
lab they should have printed their lab sheets. Without those papers probably they will fail
to pass that laboratory activity.

Motivation is a critical component of learning. It is important in making the

learning process of a student to be more engaging with the usage of internet for further
information needed in activities. One motivation involves technology, as participant 2
stated:

“I motivate them by engaging themselves in technology with the use of internet in

a good way by doing projects, homework’s and research.”

This shows that that the participants are motivating their learners with the help of
technologies because of these students were motivated to do what is needed to be done.

Other participants were using technologies in motivating their learners, especially

answers coming from (P1 & P2). However, when the same participants already admitted
that they use technologies, only participant 2 responded with the use of internet and it
was a great help, while the rest of the participants responded to tell an inspirational true-
to-life story as illustrated by participant 3:

“I tend to tell them some inspirational story ahm… true-to-life situations for them
to be motivated sa pagpadayun sapag-eskwela ug sa kinabuhi bisag unsa nakalisod
jud.”(I tend to tell them some inspirational story ahm… true-to-life situations for them to
be motivated to go on with their studies and in their lives no matter how hard it is).

Hence, through this process, students will be motivated. Not bothering the
teacher’s expectation towards a student. Instead help them to set their own goals. Instead
help them to set their own goals.

Inclusively, what these data show is that motivation is essential can target in order
to improve learning. As teachers, you should have a good idea of the motivational beliefs
that your students bring into the classroom. It is important that you are aware that your
students may already have formed favourable or unfavourable beliefs about a topic before
they come into class (Pintrich, 2011).

Productive Tasks

Another theme that emerged from the data of the participants is productive
tasks, educators maximize every minute of their free time. That means taking courses,
working on PLNs, researching and lesson planning, and many of the other things that
make teachers so amazing. A productive task of a teacher usually involves technology for
efficient, engaging and effective work process. As participant 4 stated:

“It can help for my class to be more engaging and effective, and also dili na
hasol when it comes to discussions, preparations for lessons.” (It can help in my class to
be more engaging and effective, and also it will be less hassle when it comes to
discussions, preparations of lessons.)

“Makatabang lang ni sha if related sha sa imong topic na imong gi discuss sa

estudyante.”(It is really a great help if it is related to the topic that you will discuss to
your students).

In this way participant 1 and 3 illustrates that trends are helpful to make their work easier,
hence to achieve productive tasks in the classroom. Another way to have productive tasks
and for efficient, engaging and effective work process is illustrated by participant 2:

“Mas efficient akong trabaho, mas effective and discussion in a way nga dili
nako maghasol like for the preparations sa lessons, you don’t need to use cartolinas
na.”(It’s more efficient in my work and effective in discussion in a way that I won’t
have a hard time like for preparations for lessons, you don’t need to use cartolinas).

Teachers these days are up to their ears in work that must be accomplished each
day. In addition to time spent in front of students, teachers spend hours writing lesson
plans and learning objectives, creating and grading tests and assignments, as well as
attending meetings, professional development seminars, and courses for keeping up with
certification. Any tools that can help a teacher manage time and get tasks done in a timely
manner are hugely beneficial.

Impacts of Technology

The fourth theme emerge in the response of the participants is positive impacts.
Using technology in classrooms has the potential to create increased student
perseverance, increased social interactions, positive outcomes, enhanced student learning,
and enhanced student engagement. Technology is capable of unlocking keys of learning
with all students. To start, the participants were asked the help of technologies and
advantages of technology in teaching. Participant 2 and 3 says:

“Yes, unlike sauna more on handwritten sa visual aids. Ang karun kay mas
napadali ang among work process in teaching with the help pud sa technology.”(Yes,
unlike before more on handwritten on visual aids. But now our work process in teaching
is now easier with the help of technology).

“Ang sa ako.a lang na part is dako og natabang ang technology sa trabaho sa

usa ka teacher, kay para less hassle. No need to write some visual aids na… no need
to stress out yourself in scanning books to find a good example for a certain
topic.”(For me, technology had been a great help in my work as a teacher, in a way
that it is less hassle. No need to write some visual aids na… no need to stress out
yourself in scanning books to find a good example for a certain topic).
As illustrated, both participants answered the advantages of technologies in
their teaching. For participant 2, the use of technology has been a great help today
compared before because it takes time taking down the visualize aid than doing it in
using technology. Participant 3, being with the use of technology it’s been a big help in
making the work less hassle and stressful. The participants made it clear the
advantages of technologies in teaching their learners. However, there is one single
participant that replied differently from the other participants. Participant 4, thought
about bad effects:

“Para nako dle kay makawala og interests sa ilang mga studies ang technology
og usa pa waste of time rana og distraction.”(For me, technologies would lose the
interests of students in their studies at the same time it is just a waste of time and
distraction to them).

Participant 4 thought that technologies are just a waste of time and would cause
distractions to student’s interests in their duties and studies.

For this reason, technology integration is becoming more important in schools.

Students are now having to become more confident using computers in order to take
standardized tests presently an in the future. In addition, Technology has a positive
impact on student learning. Technology causes students to be more engaged; thus,
students often retain more information. Because of the arrival of new technologies
rapidly occurring globally, technology is relevant to the students. Technology provides
meaningful learning experiences.

Visual Presentation

An effective way of a better discussion is having a visual presentation, like using

movies and Microsoft’s. Through this component, the flow of the discussion will run
smoothly and effectively. As long as the students can relate to the discussion. As what
participant 1 stated:

“So akong gibuhat diba social media has to do something with technology, like
‘Cell at work’ nga salida, pasting some pictures in the board then they will say ‘we know
that movie ms’. So mao nang marelate nimo sila, naa kay connection between your
students. (What I did is that I use the ‘Cell at work’ movie, pasting some pictures in the
board then they will say ‘we know that movie ms. So in that way there is a connection
between me and my students.)

This mean, showing something to your student can make them relate with you and
you can relate to them, is a very effective strategy to gain good relationship with your
student, but not to the point that it will go beyond the line. Other benefits of using movies
and Microsoft’s were also mentioned by the participants such as from 5 and 6:

“Oo, para nako ang technology kay makatabang sa akong pagtudlo if mag
powerpoint, in a way nga makahatag kog pictures and videos para maka-understand
more sila sa akong topic.”(Yes, for me technology will help in my teaching through
powerpoint presentations in a way that I can give pictures and videos for them to
understand more on the topic).

“Gamit ang projector naa koy ipa tan aw nila na movie na mo relate sa akong
topic.”(With the use of projector I will let them watch a movie that is related to my
topic).
 For participant 1, 5 and 6, they all use presentations to let their students have a
better understanding about a certain topic and to enhance to imagination of students.

Having neat and attractive presentations can let them imagine visualize a certain
situation related to the discussion. By applying the three visual literacies; decode,
imagine, and encode; the students can make a related interpretations from the main topic.

Conclusion
The present paper aimed to delineate the experience of teachers on how
technology aids their strategies in teaching. In doing so, the researchers found out five
themes which were essential in meeting the goals of the study. Specifically these themes
were: (1) utilization of technologies, (2) motivation is essential, (3) productive tasks, (4)
impacts of technology, (5) visual presentation.

Initially, the researchers provided an answer as to how teacher teach their students
with the usage of technology. As illustrated by the first theme which is utilization of
technologies, one of the most important reasons why one should utilize technology is its
power to transformation. Wilhelm (2000) points out curriculum design evolving through
technology can hopefully enable better learning. Technology utilization is supposed to
develop more interest among students towards making writing authentic (Lee, 2000).
Students can experience greater amount of enthusiasm by involving themselves in
electronic learning. It is felt that the experience of online writing activity and process
further thrills the learners.

The researchers also found out that motivation is essential for a student in their
learning is with the usage of technology in class which they perceived as a positive effect
to them. This was the second theme which the researcher named motivation is essential
for learning. Thus, motivation “provides the primary impetuous to initiate learning the
second language and later the driving force to sustain the long and often tedious learning
process” (Dörnyei and Otto, 1998, p. 117). Motivation, however, is “a complex” and
“multifaceted construct” (Gardner, 1985; Williams &Burdoen, 1997). Richards et al
(1992) defined motivation as the factors that determine a person's desire to do something.

On the other hand, the third theme which is the productive tasks. Productivity
means producing more from the same level of input: productivity goals become more
important when the volume and range of outputs are expanding. Productivity
improvement comes not from working harder, but from working smarter. Productivity
goals provide the best basis for management-worker agreement, and such agreement is
essential to productivity policies. The keys to productivity advance are collaborative
planning and work organization, skill utilization and output-based planning. Educational
technologies can also contribute (Boser, 2011).

On the contrary impacts of technology which is the fourth theme, as technology

grows, there are many ways that it can be applied to different things. Education is no
different. There are many technological advances that have changed the world of
education in the 21st century. Knowing about these advancements and the impact they
have on education around the world can will show just how essential technology is to
education. These different technology uses in the class room have a vast impact on the
overall education of students around the world which will be shown.

The last theme is visual presentation, can be a way to communicate with the
students help in the process of extracting insight from data during decision-making. Its
advantages are based on the ability to rapidly interpret large quantities of data. The
challenge in this context consists in constructing visualization systems which enable the
user to understand and perceive the data effectively by providing transparent interaction
methods for effective communication between the user and the data.

Overall, the integration of technology in education makes a great impact in the

learning of the students as well as for the educators. Learning technologies have
increasingly become pervasive within various forms of learning environments.
Institutions of higher education are increasingly turning to these technologies to resource
and support their teaching and learning environments under distributed circumstances,
face-to-face or blended. The purpose of this study was to gain a better understanding of
lecturers’ perceptions of the value of learning technologies and factors likely to influence
their decisions to adopt and integrate these technologies into teaching as well as
challenges they are likely to face. This research contributes to the growing significance of
individual, contextual and cultural influences in the adoption of learning technologies
into teaching.

Acknowledgement

First and foremost, praises and thanks to God, the Almighty for His showers of
blessings throughout our research work to complete this successfully.

The researchers would like to express their deepest and sincerest gratitude to the
following individuals and institutions whose invaluable assistance and cooperation
helped in the completion of the study.

To our loving parents and friends, who have always been there for us
throughout this study.

I also convey my heartfelt affection to our Research 1 teacher, Ms. Mary Nerissa
T. Castro, for her comments and suggestions that made us learn of what is the right thing
to do.

To the Faculty of the Senior High School Department, for their guidance and
moral support in completing our papers.

To the respondents, for trusting the researchers and actively participating the
conduct of this study.

To our members, co-researchers, classmates who were always ready to cheer

and help us with any situations we are dealing directly or indirectly.
 ABSTRACT

Title : EXPERIENCES ON TEACHERS ON HOW

TECHNOLOGY AIDS THEIR STRATEGY IN
TEACHING

Reaserchers : Joshua Christian Candido

Alrey Cenia
Mark Christian Generalao
Danryl Laurito
Jaden Je Ponce
Kimberly Halle Rosel
Charles Brexie Saturinas

School : University of Cebu – Banilad Campus

Adviser : Ms. Mary Nerissa T. Castro

Date Completed : March 2020

This study reports a review of the literature that focused experiences on teachers
on how technology aids their strategy in teaching in the classroom since the passing of
the No Child Left behind Act over the past two decades. Based on the search, six themes
have emerged across the fields of writing instruction and assessment. Within writing
instruction, it was found that researchers often focused on a third space (Bhabha, 1994)
where writing can take place in meaningful ways.

Also, technology often served as a motivator during the instructional process of

writing and worked to engage students in varied lessons. Finally, researchers found an
increase in the amount of writing for secondary students when technology was introduced
into the instructional classroom. Within writing assessment, the research focused on
special populations including special education students, minorities, and economically
disadvantaged and English language learners.

Next, technology served as a motivator in both the instruction and assessment of

writing and tended to be a factor that increased writing assessment scores. Finally,
researchers posit technology can be used to allow teachers to give effective and efficient
feedback through the instructional and assessment cycles and tended to increase student
assessment scores. These themes emerged across all articles reviewed and truly
demonstrate where writing with technology research has occurred in the secondary
classroom.

Keywords: Writing; Instruction; Technology; Policy; Secondary Education; Motivation

 Generalao, Mark Christian T.
Lead Researcher, Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
markgeneralao10@gmail.com

Rosel, Kimberly Halle A.

Assistant Lead Resarcher,Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
roselkimhalle@gmail.com

Saturinas, Charles Brexie T.

Research Associate, Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
saturinascharles@ymail.com

Laurito, Danryl
Research Associate, Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
danryllaurito@gmail.com

Ponce, Jaden Je
Research Associate, Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
poncejaden@yahoomail.com

Candido, Joshua A.
Research Associate, Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
candidojoshua@gmail.com

Cenia, Alrey A.
Research Associate, Senior High School Department
University of Cebu- Banilad Campus
Banilad, Cebu City
ceniaalrey@ymail.com
 APPENDIX D

TRANSCRIPTION OF THE CODED DATA

1. What are the different technologies that you use in Comment:

your teaching?
The usage of
a. What technologies do you use in teaching? And Smart TV
how often do you use these technologies?
The usage of
 “So sa bio nako we always use all the laptop / DLP
materials sa laboratory, ang tanan gyud
ang katung microscopes, ah unsa pa, petri
The usage of
dish, basta tanan laboratory apparatus. So
lapel
when we do the lecture maggamit mi sa
Smart TV kung naa mi sa lab, pero kung
naa mi sa… unsa gani ngan ani, sa room The usage of
kay maggamit ra mi og kanang projector microphone
usahay, niya usahay dili man siya and speaker
available so among buhaton nalang I send
them the notes first then basahon nila, i- The usage of
print nila, niya inig discuss naa sad silay Projectors
notes tanan.”
 “Every discussion, ahm I’ve been using
laptop and lapel, and then every time we
had like quizzes or presentations I
incorporate it or I use a laptop together
with my DLP.”
 “In my teaching I usually use my lapel
because my voice is not that loud enough
for 40 up students to hear. Kay I handle
most of the STEM sections for grade 11
and there are a lot of students in one
section noh…(laughs). And I also use
laptops for presentation together with my
DLP.”
 “So as a teacher teaching in a private
school, usahay kung makalugar maggamit
mi og projectors if ever dili available ang
Smart TV.”
 “Hmm… for me I usually use laptop,
Smart TV if naay PowerPoint
presentations para sa discussions or
projector if available, my smartphone for
sending notes for advance study and in
my teaching I usually use my lapel
because my voice is not that loud enough
for 40 up students to hear.”
 “Sa akong pagtudlo, usually akong gina
gamit kay speaker og microphone ra jud.
Ako ni sila gigagmit taga adlaw."

b. Do you think laptop/speaker/microphone is

essential in your teaching process? In what way it
can help you?
  “So ing- ani man gud ni siya, naay mga bata
 “So kaayu
nga dili ing-ani
suya words, man ana, gudnisiya,
so dapat Comment:
naaymgabatangadilikaayusiya
kanang makadungog sila, makakita sila words, ana,kay so
dapatkanangmakadungogsila,
mas maka relate sila, ma visualize makakitasila
nila. So Visualize
kay mas maka relate sila,mavisualizenila,
using microphones and laptops kay very so more Comment:
using microphones
important gyud.” and laptops kay very
 important
“Yes! It isgyud.”
essential It is because it can help Would Ifnotthey can hear and
 ahmmm
“Yes! It in is essential
my... it can it’s help
becausein my it can help
teaching force them tocan see, they
they
ahm in my… it can help in my
since it is more efficient and effective, mas teaching since can visualize even
speak loudly
it is more
engaging akong efficient
teachingand if evereffective,
ngha naa mas koy more.
engaging akong
microphone, teaching
laptop and if speaker
ever nganaakoy
in my Used of
microphone,
discussion so Ilaptop won’t andforce speaker
myself toinspeak my laptops Would
for not to force
discussion
loudly so I won’t
especially when force myself toisspeak
the classroom open themselves to speak
presentations
loudly
kaayu.” especially when the classroom is open loudly.
kaayu.”what I had said earlier, microphones
 “From
 “From what Iarehad
and speakers saidessential
really earlier, formicrophones
me not to Used for
and speakers
force myself are to really
speakessential
loudly noh. for meAnd not to
sa Presentations.
force myself to speak loudly
loptop it is also important, for encoding the noh. And sa
laptopgrades
final it is also important, ifformahagbong
sa estudyante encoding the ba
final grades saestudyante
sila or di (laughs).” if mahagbongba or
 “Adi (laughs).”
very big YES! Laptops, microphone and
 “Aspeakers big
very YES! essential
are really Laptops, inmicrophone
every teaching and
speakersofarea really
process teacher. essential
But ininmy every
caseteaching
I don’t
process of a teacher. But in
usually use microphone and speaker since my case I don’t
my
usuallyisuseloud
voice microphone
enough and naman.speaker since my
Laptop jud
voice
permi akongis loudgamiton enough naman. Laptop
for presentations niya i-
judnapirmiakonggamiton
connect sa smart TV.” for presentations
 niyai-connect
“Indeed, laptops, sa smart TV.” and speaker is
microphone
 essential
“Indeed, for laptops,
me. Ang microphone
microphone andandspeaker
speaker is
essential for me. Ang microphone
kay maggamit nako for lectures kay dili jud and
speaker
mi kay maggamitnako
magdungog sa room kay for openlectures
wide kayo kay
dilijud mi magdungogsa room
ang mga rooms, so mag sagol- sagol ang mga kay open wide
kaayuangmga
tingog from the otherrooms, so mag sagol –
classroom.”
 “Para lang nako ha, mas essentialtheang laptop
sagolangmgatingog from other
classroom.”
sa akoa kay mao man gud ni akong gamiton
para maghimo og grado sa akong estudyante
c. Do you og think thatko
diri sad memes,
maghimo threads, and trends sa
og powerpoint in
Comments:
socialakong
medialessons.”
will be a source of information to let
your students relate and apply it to their lives? Why
so? you think that memes, threads, and trends in Filtering what is
c. Do
 “Ahm, usahayyou need to filter what inside in the
social media will be a source of information to let is in
your
the social media, so dilitananimongsundon social media.
students relate and apply it to their lives? Why so?
kay some of them probably fake news or
Students can
 unsabakahana
“Ahmmm, usahay run, you
kay need
ako content
to filter –what
based is relate to the
man gudko, kung
in the social media, so dili tanan imongnaay trending
dilijuddayunnakoi-sulodsaakongklase kay discussions.
sundon kay some of them kay probably fake
instead
news or sa unsadiscussion
ba kaha na sila ron,
magkayfocus ako
adtonahinu.onsa trending.” Using articles and
content-based man gud ko, kung nay
 “Yes, trends for
tending usahaymaggamitkog
dili jud dayon nako i-sulod trends from
sa akong
social media kay maka-relate ang students students to
klase kay instead sa discussion sila mag
sa discussions nako.saAnd para masmore engage in the
focus adto na hinu.on trending.”
class.
 Yes, usahay maggamit kog para
engaging siya and trends from mas
nindutangklase.”
social media kay maka-relate ang students
sa discussions nako. And para mas more Lose to focus in
engaging siya and para mas nindut ang the class
klase.”
 Comment:

Relatedness with
your students.

For efficient,
engaging and
effective work
process.

Comment:

Filtering what is
inside in the social
media

Students can relate Comment:

to discussions.
The usage of
Using articles and internet for
trends for students references and
to engage notes.
themselves in
class Preparing lessons,
encoding grades,
finalize outputs.
  “Sometimes, kay not all the time and trends
 “Sometimes, kay not all the time and trends sa
sa social media kay tinoud. I don’t use trends
social media kay tinoud. I don’t use trends in my
in my discussion, instead I use some articles
discussion, instead I use some articles that are
that are already proven para marelate sa
already proven para marelate sa akong
akong discussions and makarelate ug
discussions and makarelate ug makasabot akong
makasabot akong mga estudyante noh.”
mga estudyante noh.”
 “Yes, sometimes it is helpful to the point na
 “Yes, sometimes it is helpful to the point na
maka –engage sa akong klase ug nindut ang
maka –engage sa akong klase ug nindut ang
akong klase makarelate man akong
akong klase makarelate man akong estudyante,
estudyante, naka-apan lang ang possible nga
naka-apan lang ang possible nga fake news and
fake news and basin mawala na sila sa focus
basin mawala na sila sa focus sa akong klase kay
sa akong klase kay magsturyaanay na sila
magsturyaanay na sila about ato nga trend.”
about ato nga trend.”
 “Definitely Yes, kay since we are in generation
 “Definitely Yes, kay since we are in
Z and millenials like you are everywhere
generation Z and millenials like you are
(chuckles), trends, threads and memes are really
everywhere (chuckles), trends, threads and
helpful sa akong discussions kay mu-active sila
memes are really helpful sa akong
and such but of course I’m gonna make sure nga
discussions kay mu-active sila and such but
true and reliable ba jud to sha na information
of course I’m gonna make sure nga true and
before nako i-share sa class.”
reliable ba jud to sha na information before
nako i-share sa class.”
 “Sa ako lang dili kaayu sha makatabang sa
usa ka estudyante kay ma divert ilang focus
sa anang mga platforms kaysa sa akoang
lessons.”

d. How do these platforms help you?

Comment:
 “Probably, relatedness lang kay you can
catch their attention.” Relatedness of
a certain topic
 “Mas efficient akong trabaho, mas
effective and discussion in a way nga dili
nako maghasol like for the preparations For efficient,
sa lessons, you don’t need to use engaging and
cartolinas na.” effective work
 “To sum up everything my answers, it process
can be a great help for my work to be
more effective and engaging and para mas Build
mapadali akong trabaho.” relationship
 “It can help for my class to be more with students
engaging and effective and also dili na
hasol when it comes to discussions,
preparations of lessons.”
 “Of course those platforms are helpful, in
a way nga dili nako maglisod sa akong
trabaho. Then mas maka-gain kog great
relationship with students by the help of
this platforms together with my other
strategies with my students.”
 “Makatabang lang ni sha if related sha sa
imong topic na imong gi discuss sa
estudyante.”
2. How does technology help you as a teacher?

a. Does technology help you in doing your work

efficient and effective? In what way?
  “Yes, it makes the work easier with the
use of internet for cross reference but not Comment:
to the point nakopyahon tanan naa sa
internet, we give a twist to that para ma in The usage of
relation ra sad sa students.” internet for
 “Definitely yes, especially when sending references and
notes through online so mas sayun and notes
mas dali ang paghatag sa notes for
advance reading.” Preparing
 “Ahm… I am not that kind of teacher that lessons,
uses technology noh but from those encoding grades,
technologies na akong gi-answer earlier, it and finalizing
is helpful in my teaching process. With outputs
the help of internet for references and
trivias in my class.” Now and then
 “Yes, ibutang nalang na tog, it is efficient with the use of
in recording grades, preparing lessons and technologies
finalize all my outputs in one single way.”
 “I think yes. With technology man gud
kay can make your work easy and
efficient. Mas effective ang teaching
process and less hassle na sad siya. Ahh…
unlike without them ahh… malangay kag
prepare sa lessons ug sa uban nga
kinahanglanon.”
 “Ouh, makatabang jud sha sa pagtudlo kay
pareha atong pag sauna wala ko nagamit
og technology naglisod jud ko og buhat sa
grades unlike now.”
b. Do you engage yourself in using more
technologies in your discussions? If yes, why? If no, Comment:
please elaborate.
Teacher’s
 .“Yes, if the materials is readily available, strategies
if not, masukod jud ang creativity sa
teacher.” The
 “Yes… Ang technologies na akong limitations
gipanggamit, sa ako.a lang ha, is more in in using
Smart TV, niya I’m always with my DLP, technology
microphone and speaker. And using
computers also is panag sa ra for research Everyday
purposes.” usage of
 “Not really, if needed rasiya. Mugamit ko, technology
like my DLP, lapel and laptop.Ahm…
And Smart TV also if available basiya.”
 “Not all the time maggamit kog
technologies in my discussions. As I have
said muggamit rako if needed siya.”
 “As I analze my experiences, mas maayu jud
if nay technology, pero dili lang nato
pasobra.an ug gamit still we need to interact
with my students personally man and not
through that said technology. Iba pa rin ang
effort ng isang guro sa pakikipag-uganyan sa
kanyang mga estudyante.”
  “Sa akoa lang is kanang dli ko magpalabi
og gamit og mga technology kay basin
dli na sila maminaw sa akong
discussions nya sige nalang sila og totok
sa ilahang devices.”

c. Does technology help your teaching to be more

engaging? In what way? Comment:

 “Yes. Giving an example…So akong Using movies and

gibuhat diba social media has to do Microsoft’s
something with technology, like ‘Cell at
work’ nga salida, pasting some pictures in Advantages of
the board then they will say ‘we know that technology in
movie ms.’ So mao nang marelate nimo sila, teaching
naa kay connection between your student.”
 “Yes, unlike sauna more on handwritten sa Bad effects
visual aids. Ang karun kay mas napadali ang
among work process in teaching with the
help pud sa technology.”
 “Ang sa ako.a lang na part is dako og
natabang ang technology sa trabaho sa usa
ka teacher, kay para less hassle. No need
to write some visual aids na… no need to
stress out yourself in scanning books to
find a good example for a certain topic.”
 “Hmm… para nako dle kay makawala og
interests sa ilang mga studies ang
technology og usa pa waste of time rana
og distraction.”
 “Oo, para nako ang technology kay
makatabang sa akong pagtudlo if mag
powerpoint, in a way nga makahatag kog
pictures and videos para maka-understand
more sila sa akong topic.”
 “Of course, gamit ang projector naa koy
ipa tan aw nila na movie na mo relate sa
akong topic, in that way maka relate
akong mga estudyante sa topic og sa
movie at the same.”

3. Tell us your experience with a particular strategy in using

technology. Comment:

a. How will you motivate your students to become Not to be strict

active learners using technology? at all time and
do not
pressure
 “Diba same sa chem ninyu noh before you
students
have your laboratory you must have your lab
sheet. Ang gamo.a is dili kasulod if walay
lab sheets. Mamotivate jud sila nga dapat Using internet
naa silay printed lab sheets with the use of for further
printer and with the access of the internet to information
download the file kung wala man gani sila needed in
ka print dili sila kasulod sa lab.” activities
  “I motivate them by engaging themselves
in technology with the use of internet in a
good way by doing projects, homeworks Tell an
and research aron ma boost ilahang inspirational
motivation na buhaton ang mga true-to-life
buluhatonon.” story.
 “Para nako ako sila-imotivate through
using their phones researching para mu-
active sad sila sa akong klase niya dili sila
mag-luya².”
 “In some situations inside my class, I tend
to tell them some inspirational story ahm…
true-to-life situations for them to be
motivated sa pagpadayun sapag-eskwela ug
sa kinabuhi bisag unsa nakalisod jud.”
 “Dili nimo sila i-strict, kanang dapat naay
time na magrelax, then sending some
answer sheets/files para sabalay nalang sila
mag answer na dili sila mapressure.”
 “Sa akoang pagtudlo mamotivate akong
mga estudyante if maggamit kog mga
technology sa akong pagtudlo na walay
minaldita na style.”

b. How will technology help you approach students

who refuse to participate? What is your technique to Comment:
let them be engaged more?
Sending
 “Akong buhaton ani is magsend nalang file for
kog file for advance study nila, para di advance
nasila mag sigeg suwat or take down ug reading.
notes.”
 “Doing assignments online, where we can Engaging
use Google Classroom and with time with social
limitations and some sort of small threats media and
para mu-answer dayun sila.” online
 “It helps them to be always updated sa forums.
mga upcoming lessons nila or activities.”
 “Using social media, trends and threads
para mas engaging and lively ang
pagdiscuss nako para nasad dili sila
mabored, especially I talk about love
stories from social media.”
 “Creating websites, groupchat or
facebook group/page that is exclusively
for the whole class/school.”
 “What I will do is kanang tagaan nako
silag deep na words nya akong ipa search
nila ang meaning with the use of their
phones aron mo participate jud sila.”

c. Do you engage your students to have a warm up

exercises (like games, dance, yells, and etc.) before
your discussion starts? If yes, in what way? If no,
why?
 “Yes, before my class starts, magpa- Comment:
bellwork ko nila that involves
researching in the internet.” Doing
 “No, inig sulod jud nako sa classroom enrgizers
kung ready na ang tanan magstart nako and mind
right away sa akong discussion para dali blowing
rako mahuman sa akong klase.” energizer.
 “Sometimes ra, kay magstart naman jud
ko sa akong klase para mahuman na Starting
dayun ko, ug matagaan nakog extra time their
akong students para sa ilang other things discussions
not needed to do.” right away.
 “I do usually zumba exercise with a
video in front of them para i-follow nila.” Depends
 “Mag patan.aw konila og funny jokes on the
para mawala ilang duka.” situation
 “Depende if luya kaayu akong mga
estudyante magpa energizer ko pero kung
dle diritso nakong dicuss sa akong topic.”
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