Through the discussions of the two academic professionals regarding the implementation of Online

Distance Education (ODel) within their educational institution, I have found out the various concerns and
considerations that invite contemplation of the delicate balance between traditional teaching methods
and the integration of technology in education, all within the framework of the conversation presented.

One major concern expressed in the conversation is that most faculty members lack familiarity with the
new technology and may be hesitant to embrace ODel methods. This concern is exemplified by the case
of Professor Ragos, who has extensive experience in traditional face-to-face teaching but may require
training to confidently adapt to ODel. In order to foster familiarity with ODel concepts and technologies
among faculty members, it is suggested that training and orientation programs be implemented.
Workshops and orientation sessions can be organized to facilitate a smooth transition in this regard.

Another concern is the need to coordinate with the institution's ICT department to determine the
necessary IT infrastructure and associated expenses for ODel implementation. This indicates the
importance of budget allocation for the successful integration of technology. Likewise, the woman
expresses concerns about ensuring that programs and courses offered through ODel meet the required
quality standards. This concern is related to maintaining the educational quality and effectiveness of
ODel.

It was also mentioned in the conversation that they are seeking information from the Commission on
Higher Education (CHED) regarding policies and regulations related to ODel. This indicates a need to align
with government policies and guidelines for online education. Moreover, the conversation suggests a
commitment to continuous learning and professional development by mentioning enrolling in online
courses on ODel, such as those offered by UPOU (University of the Philippines Open University), to gain a
deeper understanding of quality assurance in ODel.

Finally, the conversation touches on the importance of using technology (ICT) to enhance teaching and
learning without necessarily replacing teachers with computers. This highlights the need to strike a
balance between traditional teaching methods and technology-enabled education.

When I was still teaching in a private school here in our province, faculty readiness, the necessity of
training and orientation, budgetary implications, and the fundamental aspiration to enhance educational
practices while embracing the ever-evolving landscape of technology in education were the primary
concerns that we were experiencing, especially in terms of using technology in our teaching. We, the
faculty, were not given ample training and orientation on the effective use of technology, especially Web
2.0 Tools in our teachings. We were still confined to the traditional way of teaching and the use of
traditional instructional materials to deliver our lessons to our students.

Moreover, the ICT infrastructure of our school was not prepared to implement technologically advanced
ways of delivery. As we rely on the tuition fees of our students for budget allocations, there were few
funds allocated only for the procurement or implementation of ICT-based infrastructure in the school.

The conversation between the two academic professionals underscores the complexity of adopting
Online Distance Education (ODel) within their institution. It highlights the necessity of addressing
numerous concerns on the implementation and adoption of ODel in schools. This serves as a reminder
that the successful integration of ODel requires careful planning, ongoing professional development, and
a commitment to maintaining the quality and integrity of education in the digital age.