An Assessment of the Distance Education in Taguig City: Inputs for

Teachers' Digital Skills Training in Tele Aral Program

AIRENE DENISSE M. ALIPORO

Master of Education
Taguig City University

A thesis submitted for the degree of

Master of Education

February 2022
 CHAPTER I
THE PROBLEM AND IT’S BACKGROUND

Introduction
Distance education is planned learning experience or method of instruction characterized by
quasi-permanent separation of the instructor and learner/s. within a distance education system,
information and communication are exchanged through print or electronic communications
media.
Figure 1: Distance Education Defined
(UNESCO)
Distance education is also a broad
approach characterized by a high degree UNESCO defines distance education as “an
of variation. Such variation includes the educational process and system in which all or a
types of media or technology used significant proportion of the teaching is carried
(print, radio, computer); the nature of out by someone, or something removed in space
the learning (workshop, seminar, degree and time from the learner.”
program, supplement to traditional
classroom, levels of support); Distance education requires
instructional settings; topics addressed;  Structured planning
and levels of interactivity support (face-  Well-designed courses
to-face, online, blended).  Special instructional techniques
In the context of teacher education,  Methods of communication by electronic
distance learning has more than one aim and other technologies
and audience. It has been used as a pre-
service teacher preparation method with teacher-candidates, mostly with extensive face-to-face
preparation. In developing and developed countries, it has been developed as an in-service
vehicle to fulfill a mandate to upgrade the knowledge, skills, and qualifications of an existing
teaching force. Finally- and predominantly within developed countries-distance education,
mainly in the form of Web-based education, serves as a vehicle for continuing education,
offering enrichment, enhancement, and additional certifications for teachers who have attained at
least a minimum level of certification for their content and grade level. Where necessary, we
distinguish among these three aims of distance learning in our discussion of assessing the
distance education inputs of Teachers’ Digital Skills.
Before the pandemic, there was a widely held notion that technology will revolutionize the field
of education. For instance, it was commonly believed technology would alter how teachers
instruct, but the reality, is/was such that not all teachers are equally enthusiastic about using
technology as part of their instruction. While some may be more open to incorporate digital
solutions, others present higher level of resistance to technology integration. The coronavirus
(COVID-19) pandemic revealed how poor integration of technology has led to widespread
learning loss- the trend that has been exacerbated given the limitations of in-person instruction
due to school closures (among other factors).
Introducing technology to teachers tends to be the first and “easiest” step. However, when new
technology is provided and teachers do not understand how to use it effectively, they are bound
to be skeptical of its potential to improve their instruction. Therefore, policymakers are tasked
with cultivating the digital skill needed to effectively use the technology to enhance the role of
teachers, incentivizing them to use these skills as part of their practice, and critically assessing
when, where, how, and if these new modalities of instruction are effective (and if they’re not,
changing course). However, these skills are not developed in isolation or simply because the
technology is available. There are several supportive factors that can help teachers adopt new
technology that goes far beyond replacing the notebook for a tablet/laptop.
In the digital age, teachers need to keep up with evolving technology, know what digital tools are
best suited to their students, and use them effectively in their discussion. Despite all the
sophisticated modern technology that helps educators impart knowledge, it is a teacher’s
personal touch that holds the key to unlocking the remarkable potential in every student. Even
today, the quality of teaching contributes the most to a student’s success in school. The role of
teachers, therefore, is more important than ever before. Students of today are gearing up to
become global citizens of tomorrow. They are living in a highly advanced digital age, where the
cyber world has superimposed itself upon the real world. The internet and social media have
made the world smaller and flatter and transformed mindsets and belief systems. It comes as no
surprise then the processes and trends of education are being transformed dramatically.
In such a scenario, teachers have no option but to evolve as well. They must update themselves
to the modern, thinking-oriented global processes of education if they wish to continue inspiring
young minds and equip them with skills that can be valuable in the future. The pertinent
question, however, is: how can teachers evolve? What are the requisite professional development
skills for teaching digital age students? Only when teachers acquire contemporary, avant-garde
knowledge and new, innovative tools of teaching can they impart 21 st century education
appropriately. And this is easily possible now, thanks to highly specialized education academies
(both classroom-oriented and online) with comprehensively structured modules of training for
teachers to upgrade their skills.
Digital tools are constantly changing the way teachers teach and students learn. Teachers need to
keep up with evolving technology, know what digital tools are best suited to their students, and
use them effectively in their discussion. Virtually reality classrooms, for example, are a state-of-
the-art tool that can allow students to experience the entire world from within the confines of the
discussion. How good a teacher’s communication skills are can make all the difference to a
student’s mental and academic growth. Not all students learn in the same way. Some are
naturally gifted while others learn slowly. Some students need to learn in a different way. That is
where augmented communication skills can prove to be invaluable. The question is what digital
skills do teachers need? Primarily, teachers need training on digital pedagogy, the devices that
students will be using, and issues that may arise because of going paperless.
Teachers need to understand their new responsibility to facilitate the use of technology in the
discussion/classroom. No matter your personal preference, students will use variety of devices,
including smartphones, laptops, and iPads. Some of you may be using Macs or mobile devices.
Yet now we all must work with students using all the above. When teachers are learning about
new software that they will be implementing in their classroom/discussion, they should also learn
basic digital problem-solving techniques and how these will differ from device to device,
depending on what device is used in the classroom/discussion.
Teachers need instruction on digital pedagogy, or how to use digital resources to enhance
learning. Not all software provides the same level of learning or support. The teacher makes the
pedagogical choices for instruction in the classroom. The teacher decides what to teach based on
state or district curriculum standards. Ideally, the teacher facilitates digital pedagogy to reach all
students. What digital pedagogy does your content software support? Some provide opportunities
for students to manipulate answers through a drag-and-drop design, some have opportunities for
text interaction that allow students to highlight and annotate. If your content software allows you
to conduct a close reading activity digitally, what does this look like? Often, the struggle is
teachers not being fully trained to use all the functions of the software.
Going paperless is perhaps one of the most difficult aspects of the shift to technology. For many,
losing a physical textbook isn’t appealing. However, with the proper digital resources, teachers
can learn how to use digital tools to provide even better learning support for their students.
Content software can provide ways for teachers to have ongoing exchanges with students and
give feedback about their work. Digital assessment and grading tools are often built in. It is a
matter of practice for teachers to become comfortable and knowledgeable about how to use these
resources. In doing so, papers no longer get lost in the shuffle and both teachers and students
have a digital record of all correspondence.
As we move into this new phase of education, teachers have professional learning needs that
must be addressed. School or district administrators must provide training and support for the use
of a variety of devices in the classroom/discussion. While there may be laptops or iPads assigned
to everyone. On those days, some students might be using their individual phones, or some
students may need a print version. Whatever the case, it is the teacher who must be able to adapt
in the classroom to support the student. Without some digital and technological training, teachers
will not be comfortable handling such situations. As teachers receive their new content software,
they need to learn how to apply it and some basic problem-solving techniques. Most important of
all is the switch from traditional pedagogy to digital pedagogy. As teachers learn to utilize all the
wonderful functions that digital can provide, they will be able to grow into the paperless
classroom with ease.
Professional learning is at the heart of cultivating digital skills for educators. We must support
our teachers as important exchanges and trends occur in the classroom.

Background of the Study