Chapter II

Review and Related Studies and Literature

This chapter presents the review of related literatures and studies

that have bearing on the present study. Further, the varied topic

considered to fully understand the current research related to

technology and learning and teaching. Technology cannot be effective

in the classroom without teachers who are knowledgeable about both the

technology itself and its implementation to meet educational goal. 

Anderson, 2016; Smith & Anderson, 2016; Zickuhr & Raine, 2014). The

use of computers, mobile devices, and the Internet is at its highest

level to date and expected to continue to increase as technology

becomes more accessible, particularly for users in developing

countries (Poushter, 2016). In addition, there is a growing number of

people who are smartphone dependent, relying solely on smartphones for

Internet access (Anderson & Horrigan, 2016) rather than more expensive

devices such as laptops and tablets. Greater access to and demand for

technology has presented unique opportunities and challenges for many

industries, some of which have thrived by effectively digitizing their

operations and services (e.g., finance, media) and others that have

struggled to keep up with the pace of technological innovation (e.g.,

education, healthcare) (Gandhi, Khanna, & Ramaswam)

Kaware & Sain, 2015; Westera, 2015. Within the past two decades,
however, this challenge has been much more difficult due to the sheer

volume of new technologies on the market. For example, in the span of

7 years (from 2008 to 2015), the number of active apps in Apple’s App

Store increased from 5000 to 1.75 million. Over the next 4 years, the

number of apps is projected to rise by 73%, totaling over 5 million

(Nelson, 2016). Further compounding this challenge is the limited

shelf life of new devices and software combined with significant

internal organizational barriers that hinder universities from

efficiently and effectively integrating new technologies (Amirault,

2012; Kinchin, 2012; Linder-VanBerschot & Summers 2015; Westera,

2015).

Lawrence & Lentle-Keenan, 2013; Lin, Singer, & Ha, 2010. In addition,

some faculty may be hesitant to use technology due to lack of

technical knowledge and/or skepticism about the efficacy of technology

to improve student learning outcomes (Ashrafzadeh & Sayadian, 2015;

Buchanan, Sainter, & Saunders, 2013; Hauptman, 2015; Johnson, 2013;

Kidd, Davis, & Larke, 2016; Kopcha, Rieber, & Walker, 2016; Lawrence &

Lentle-Keenan, 2013; Lewis, Fretwell, Ryan, & Parham, 2013; Reid,

2014). Organizational barriers to technology adoption are particularly

problematic given the growing demands and perceived benefits among

students about using technology to learn (Amirault, 2012; Cassidy et

al., 2014; Gikas & Grant, 2013; Paul & Cochran, 2013). Surveys suggest

that two-thirds of students use mobile devices for learning and

believe that technology can help them achieve learning outcomes and

better prepare them for a workforce that is increasingly dependent on

technology (Chen, Seilhamer, Bennett, & Bauer, 2015; Dahlstrom, 2012).

Universities that fail to effectively integrate technology into the

learning experience miss opportunities to improve student outcomes and

meet the expectations of a student body that has grown accustomed to

the integration of technology into every facet of life (Amirault,

2012; Cook & Sonnenberg, 2014; Revere & Kovach, 2011; Sun & Chen,

2016; Westera, 2015).

Blumenfeld, & Parks, 1994; Wimpenny & Savin-Baden, 2013), compared

narrower variables in the literature such as final grades or exam

scores. Furthermore, student engagement has received significant

attention over the past several decades due to shifts towards student-

centered, constructivist instructional methods (Haggis, 2009; Wright,

2011), mounting pressures to improve teaching and learning outcomes

(Axelson & Flick, 2011; Kuh, 2009), and promising studies suggesting

relationships between student engagement and positive academic

outcomes (Carini, Kuh, & Klein, 2006; Center for Postsecondary

Research, 2016; Hu & McCormick, 2012). Despite the interest in student

engagement and the demand for more technology in higher education,

there are no articles offering a comprehensive review of how these two

variables intersect. Similarly, while many existing student engagement

conceptual models have expanded to include factors that influence

student engagement, none highlight the overt role of technology in the

engagement process (Kahu, 2013; Lam, Wong, Yang, & Yi, 2012; Nora,

Barlow, & Crisp, 2005; Wimpenny & Savin-Baden, 2013; Zepke & Leach,

2010).
 Theoretical Framework of the Study

The theoretical framework shows the related theories to this study on

the effective way of teaching in modern society through technological

enhancement and its proper approach in Kinalangan Elementary School.

Five theories were found related in this study namely: theories in

Artificial Intelligence in Education, theories of educational

technology by Andrea K. Ebert, Emerging Theories and Online Learning

Environments for Adults By Debbie J. Wicks, An Analysis of the Theory

of Constructivism as it Relates to Pre-service and In-service Teachers

and Technology By Rachel Gensburg and Barbara Herman, and Social

Cognition and Social Learning Theories of Education and Technology By

Cassie Koch

Theories in Artificial Intelligence in Education by: Brna, Ohlsson and

Pain (1993) discuss the role of AIED:

Artificial Intelligence in Education (AIED) is a discipline which has

had some impact on educational technology (although it is notable that

this has been limited). The aim of AIED is to apply Artificial

Intelligence in educational settings. AIED is essentially an

engineering discipline, which involves theoretical and practical

attempts to use computer systems to mimic human teachers and/or

support learners. AIED, arguably, is dominated by the use of models to

provide instantiations of theories which are then used for students'

learning. Thus systems are designed to mimic the actions of human

 teachers.

Theories of Educational Technology by Andrea K. Ebert

Behaviorism vs. Constructivism in the Technological Secondary

Education Classroom 

this theory Behaviorism and Constructivism are two of the predominant

educational theories that form the basis of many of today’s

educational technology tools in the secondary classroom. In the

research currently being conducted on the subject, there is an obvious

shift to a more Constructivist way of thinking when it comes to

implementing classroom technologies. However, there are still

arguments in favor of tools that are more Behaviorist in nature. There

are also many proponents for a blending of the two theories when it

comes to technology integration. What remains to be seen is how these

theories will be centralized as more teacher preparation courses are

being designed to include courses about educational technology.

Currently, it is difficult to define what effect, exactly, that

Behaviorism and Constructivism will have on the future of educational

technology. There are many factors to be analyzed and much that is

still unknown about the future of the field of educational technology

and the influences that Behaviorism and Constructivism will have. 

Emerging Theories and Online Learning Environments for Adults By

Debbie J. Wicks

this theory Understanding different ways of creating online learning

environments is necessary to support adult learners in their quest for

knowledge. Online learning has grown rapidly in the past few years,

requiring instructors to learn effective ways of building online

communities of learners. While the technology software will change,

the need to support learners in online courses will continue to be

important. Instructors become more facilitative when aligning

instruction with social constructivist, connectivism, and

transformative learning theories. Their job is to create learning

environments that help learners make connections between their past

and currently acquired knowledge, while remembering that learners come

to their course with different objectives, skills, and comfort levels.

Adult learners will be successful in online courses when instructors

utilize the tools available to create effective online learning

communities that promote dialogue, discussion, and reflection, all of

which allow learners to develop deeper understandings and to gain

knowledge.

An Analysis of the Theory of Constructivism as it Relates to Pre-

service and In-service Teachers and Technology

By Rachel Gensburg and Barbara Herman.

A constructivist teacher will ensure that time is a crucial part of

constructing new knowledge. The teacher needs to schedule the learning

in a way that would best assist the learner. At the appropriate time

the teacher will provide additional materials necessary to assist the

learner in constructing knowledge. In a constructivist learning

environment, feedback is also an essential part of the process.

 Feedback provides the learners the opportunity to filter out and

obtain additional information necessary to construct knowledge. The

teacher is continually adjusting the steps in order for the learner to

be successful in the task. Finally, the support of the teacher brings

all the principals of constructivist learning together.

Social Cognition and Social Learning Theories of Education and

Technology By Cassie Koch

The social cognitive theory is derived from meaning and knowledge from

social influences.

Albert Bandura, a well-known theorist of the social cognitive theory,

conducted an experiment to prove how social influences including the

media have adverse affects on people, especially children. People are

continually learning and constructing meaning throughout their whole

life from communications within their community and now through the

Internet. This article provides an understanding of how the mind is

influenced by social interactions and how to implement technology to

enhance social learning.

 The Conceptual Framework of the Study

This section stated the Conceptual Framework of the Study. It

illustrates what you expect to find through your research. It defines

the relevant variables for your study and maps out how they might

relate to each other. From the theories and problems under study,

conceptual Framework is shown in figure 2, which follow the inputs,

process and the output scheme, which guide the researcher to

undertaking the research work.

Inputs

- were the legal basis, the related literature, Related Literature and

Studies, Questionnaire, survey, Interview, Statistical Tools.

Process

- was, preparation construction and Validation of survey;

Administration and retrieval of survey Questionnaire; Statistical

treatment, Analysis and Interpretation of data.

Output

- was the effective way of teaching in modern society through

technological Enhancement of Kinalangan Elementary School.

 Chapter III

Reseach Design and Methodology

This chapter recognize and identify a questions or a problem to be

studied, describe and execute procedures to collect information about

the questions and problems being studied, analyze the collected

informations and state the result or implications based on the

analysis of the information. Basic research is conducted to develop or

refine theory, not to solve immediate practical problem. Applied

research is conducted to find.