Abstract

In the rapidly evolving digital age, the landscape of education has undergone
significant transformations. This research aims to explore the technological
and informational needs of Bachelor of Elementary Education (BEEd)
students. As future educators, BEEd students are expected to equip
themselves with the necessary technological skills and information literacy to
navigate the modern educational environment effectively.
This study will delve into the specific tools and resources that BEEd students
require to enhance their learning experience and prepare them for their future
roles as educators. It will consider factors such as access to technology,
digital literacy, the role of information in their studies, and how these elements
contribute to their overall academic performance and future teaching careers.
This research will also shed light on the challenges BEEd students face
concerning technology and information access, offering possible solutions and
recommendations. The findings of this study could provide valuable insights
for educational institutions, policy-makers, and stakeholders in refining
curriculums, improving student support services, and shaping policies to
better cater to the technological and informational needs of BEEd students in
the 21st century

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 Chapter I
Introduction

Background of the Study

In today's digital age, technology and information play a crucial role in

education. As the field of education continues to evolve, it is essential to
understand the technological and informational needs of students in specific
programs, such as Bachelor of Elementary Education (Beed). Beed students
are future educators who will shape the minds of the next generation, making
it vital to examine their unique requirements in accessing and utilizing
technology and information resources.

The integration of technology in education has the potential to enhance

teaching and learning experiences, foster student engagement, and improve
academic outcomes. However, the digital divide still poses challenges for
students, including Beed students, as not all have equal access to technology
and information resources. This divide can result in disparities in educational
opportunities, hindering the academic success of students.

Beed students face specific challenges related to their program and field of
study. They require access to educational technology tools, online resources,
and information databases that cater to their needs as aspiring elementary
educators. Understanding the technological and informational needs of Beed
students is crucial for designing effective strategies and interventions that can
bridge the digital divide and support their academic journey.

By investigating the technological and informational needs of Beed students,

this study aims to identify the challenges they encounter in accessing and
utilizing technology and information resources. It seeks to explore the impact
of technology and information on their academic performance, engagement,
and overall learning outcomes. Additionally, the study aims to identify
potential strategies and interventions that can address the unique needs of

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Beed students, ensuring that they have the necessary tools and resources to
excel in their educational journey.

Through this research, educators, policymakers, and educational institutions

can gain insights into the specific technological and informational needs of
Beed students. The findings of the study can inform the development of
targeted interventions, curriculum enhancements, and resource allocation to
better support Beed students in their pursuit of educational excellence.

Statement of the Problem

This study aimed to investigate the technological and informational needs of

BEED3 students.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of the following?
1.1 name;
1.2 Age
1.3 Sex
2. What are the most important technological features for BEED 3 students to
have when they are studying?

3. What is one thing that BEED3 students would like to do with technology to
enhance their academic success?

4. What is the purpose in using the internet?

Research Objective

This study aims to determine the following:

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1. Determine the importance of technological and informational needs of
BEED3 students.

2. Determine the significant relationship between technological and

informational needs to BEED3 students

3. Determine the current informational and informational needs of BEED3

students

Significance of the Study

The findings of this study would be beneficial to the following entities:

Students. This study would give the students the ideas in why it is important
to know the technological and informational needs of BEED3 students
Parents. This is also significant to the parent because it will inform them on
how their children face the needs of technological and informational.
Teachers. This study will help the teachers know their students needs so that
they may be able to provide guidance to their students.
Future Researchers. The findings of this study will serve as a basis for the
future researchers and will encourage them to conduct similar studies.
Overall, this study will aid BEED students itself: the students, teachers, and
future researchers in giving an information about the technological and
informational needs of BEED3 students.

Purpose of the Study

The purpose of the study about the technological and informational of BEED3
students could be to understand how their effective technological and
informational needs contributes to their academic success. This research may
aim to identify specific technological and informational needs these students
employ, explore their attitudes towards technological and informational needs
and assess the correlation between technological and informational needs to
BEED3 students.

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Scope and Limitation

This study will focus on technological and informational needs of BEED3

students. The primary subjects of this research of this research study will
consist of BEED3 students. This study will be limited to ten(30) identified
BEED3 students at Colegio de Kidapawan.

Theoretical Framework

One theoretical framework that can be applied to the study of the

technological and informational needs of Beed students is the Technological
Pedagogical Content Knowledge (TPACK) framework.

The TPACK framework, developed by Mishra and Koehler (2006), recognizes

the complex interplay between technology, pedagogy, and content knowledge
in educational settings. It emphasizes the integration of these three domains
to effectively leverage technology for teaching and learning.

Applying the TPACK framework to the study of Beed students' technological

and informational needs allows researchers to examine how the integration of
technology can enhance their pedagogical practices and content knowledge.
It considers the unique challenges and opportunities that Beed students face
in utilizing technology and information resources for their specific program and
field of study.

The TPACK framework provides a lens to explore the following aspects:

1. Technological Knowledge (TK): This refers to the understanding of the

different technological tools, software, and resources available to Beed
students. It involves knowledge of how to effectively use technology to
support teaching, learning, and assessment in the context of their program.

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2. Pedagogical Knowledge (PK): This focuses on the understanding of
effective teaching strategies, instructional methods, and approaches that are
relevant to Beed students. It involves knowledge of how to design engaging
and meaningful learning experiences that integrate technology and promote
student-centered learning.

3. Content Knowledge (CK): This refers to the knowledge of the subject

matter specific to the Beed program. It involves understanding the content
that Beed students need to learn and teach, as well as the curriculum
requirements and standards.

4. Technological Pedagogical Knowledge (TPK): This represents the

intersection of technological knowledge and pedagogical knowledge. It
involves understanding how technology can be effectively integrated into
teaching practices to enhance student learning and engagement.

5. Technological Content Knowledge (TCK): This represents the intersection

of technological knowledge and content knowledge. It involves understanding
how technology can be used to effectively teach and represent the specific
content areas of the Beed program.

By applying the TPACK framework, researchers can examine how Beed

students' technological and informational needs align with these different
knowledge domains. It helps to identify the areas where Beed students may
require additional support, such as developing their technological knowledge,
integrating technology into their pedagogical practices, or enhancing their
content-specific technological skills.

Overall, the TPACK framework provides a theoretical lens that recognizes the
complex interplay between technology, pedagogy, and content knowledge in
the context of Beed students' technological and informational needs. It helps
to guide the exploration of how technology can be effectively integrated to
support their learning and future teaching practices.

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Conceptual Framework

Dependent Variable Independent Variable

Technological and Academic

informational performance of
needs of BEED3 BEED3 students
students

Extraneous Variable

*Cultural factors
*Technological
advancement
*Environmental
variability

Definition of Terms

Technological- Technology is the branch of knowledge that deals with the

creation and use of technical means and their interrelation with life, society,
and the environment, drawing upon such subjects as industrial arts,
engineering, applied science, and pure science.

Informational- relating to or characterized by facts about something;

providing information.

Digital Equipment- Digital Equipment means any electronic equipment

including an electronic terminal (for example, a merchant terminal or ATM),
computer, cash deposit machine, television, fax machine, telephone and
mobile telephone.

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Digital Literacy- This is the ability to use digital tools and resources
effectively. digital literacy involves using ICT tools to enhance their learning
experience, from accessing online learning platforms to using digital tools for
research purposes.

Information Literacy- This is the ability to locate, evaluate, and use the
needed information effectively. Information literacy skills are vital for BEEd
students to meet their informational needs, from finding relevant information to
critically evaluating the information they find online.

ICT in Education- Information and Communication Technologies (ICT) have

the potential to significantly expand learning opportunities across diverse
populations. ICT enables policymakers and educators to improve the quality
of teaching and learning processes, as well as learning achievements.

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 Chapter II

Review of Related Literature

There is conclusive evidence that digital equipment, tools and resources can,
where effectively used, raise the speed and depth of learning using
technology. There is indicative evidence that the same can be said for some
aspects of literacy, especially writing and comprehension. Digital technologies
appear to be appropriate means to improve basic literacy and numeracy skills.

The effect sizes are generally similar to other educational interventions that
are effective in raising attainment, though the use of digital learning has other
benefits. Also, the extent of the effect may be dampened by the level of
capability of teachers to use digital learning tools and resources effectively to
achieve learning outcomes. More effective use of digital teaching to raise
attainment includes the ability of teachers to identify how digital tools and
resources can be used to achieve learning outcomes and adapting their
approach, as well as having knowledge and understanding of the technology.
This applies in all schools.

Where learners use digital learning at home as well as school for formal and
non-formal learning activities these have positive effects on their attainment,
because they have extended their learning time.

Effect of Context

Archer and Savage (2014) undertook a meta-analysis to reassess the

outcomes presented in three previous meta-analyses considering the impact
of digital learning on language and literacy learning: Slavin et al (2008 and
2009) and Torgenson and Zhu (2003). Overall they found a relatively small
average positive effect size of 0.18, with a few of the studies having a
negative effect and three studies showing moderate to large effect sizes. The
authors found that programmes with a small number of participants tended to

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show larger effect sizes than larger programmes but that not all were
statistically significant.

Archer and Savage sought to understand whether the context within which the
digital tool or resource was used has an impact on outcomes. In particular,
they examined whether training and support given to the teachers or other
staff delivering the programme had an impact. The authors found that training
and support could be identified in around half of the studies and that it did
appear to have a positive impact on the effectiveness of the literacy
intervention, with the average effect size rising to 0.57. The authors conclude
that this indicates the importance of including implementation factors, such as
training and support, when considering the relative effectiveness of digital
learning and teaching.

Effect on Specific Literacy Skills

In their meta-analysis, Higgins et al (2012) found that digital learning has a

greater impact on writing than on reading or spelling. For example, Torgenson
and Zhu (2003) reviewed the impact of using digital technology on the literacy
competences of 5-16 year-olds in English and found effect sizes on spelling
(0.2) and reading (0.28) much lower than the high effect size for writing (0.89).

In their meta-analysis of studies investigating the effects of digital technology

on primary schools in Taiwan, Laio et al (2007) considered studies over a
range of curriculum areas; 11 of which addressed the effects of using digital
learning in one or more literacy competence. They found no significant
differences in effect size between the different subject areas, suggesting the
potential for digital technology to raise outcomes is equal across different
subjects. However, they did note that the two areas that showed the highest
effect sizes (over 0.7) were reading and comprehension.

Effect of Specific Digital Tools And Resources

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Somekh et al (2007) evaluated the Primary School Whiteboard Expansion
(PSWB) project in England. They found that the length of time learners were
taught with interactive whiteboards (IWBs) was a major factor in learner
attainment at the end of primary schooling, and that there were positive
impacts on literacy (and numeracy) once teachers had experienced sustained
use and the technology had become embedded in pedagogical practice. This
equated to improvements at Key Stage 2 writing (age 11), where boys with
low prior attainment made 2.5 months of additional progress.

Hess (2014) investigated the impact of using e-readers and e-books in the
classroom, among 9-10 year olds in the USA. The e-books were used in daily
teacher-led guided reading groups, replacing traditional print books in these
sessions. Teachers also regularly used the e-readers in sessions where the
class read aloud, and e-readers were available to learners during the school
day for silent reading. The study found a significant difference in reading
assessment scores for the group using the e-readers. Scores improved for
both male and female learners and the gap between males and females
decreased.

The use of digital tools and resources also appears to affect levels of literacy.
Lysenko and Abrami (2014) investigated the use of two digital tools on
reading comprehension for elementary school children (aged 6-8) in Quebec,
Canada. The first was a multimedia tool which linked learning activities to
interactive digital stories. The tool included games to engage learners in
reading and writing activities, and instructions were provided orally to promote
listening comprehension. The second tool was a web-based electronic
portfolio in which learners could create a personalised portfolio of their
reading and share work with peers, teachers and parents to get feedback.
The authors found that in classes where both tools were used together during
the whole school year learners performed significantly better both in
vocabulary and reading comprehension (with medium-level effect sizes) than
learners in classes where the tools were not part of English language
instruction.

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Rosen and Beck-Hill (2012) reported on a study programme that incorporated
an interactive core curriculum and a digital teaching platform. At the time of
their report it was available for 9-11 year old learners in English language, arts
and mathematics classes in Dallas, Texas. The online platform contained
teaching and learning tools. Learners were assessed using standardised tests
administered before the programme and after a year's participation. The
results of increased achievement scores demonstrated that in each of the two
school year groups covered, the experimental learners significantly
outperformed the control learners in reading and maths scores. In
observations in classrooms that used the programme, the researchers
observed higher teacher-learner interaction, a greater number and type of
teaching methods per class, more frequent and complex examples of
differentiation processes and skills, more frequent opportunities for learner
collaboration, and significantly higher learner engagement. The authors report
that the teaching pedagogy observed in the classrooms differed significantly
from that observed in more traditional classrooms. The teachers following the
programme commented that the digital resources made planning and
implementing 'differentiation' more feasible. This is differentiation of teaching
in terms of content, process, and product, to reflect learners' readiness,
interests, and learning profile, through varied instructional and management
strategies.

Effect of the Amount and Quality of Digital Technology Use

The uses of digital technology and access to it appear to be critical factors.

Lee et al (2009) analysed how in the US 15-16 year-old learners' school
behaviour and standardised test scores in literacy are related to computer use.
Learners were asked how many hours a day they typically used a computer
for school work and for other activities. The results indicated that the learners
who used the computer for one hour a day for both school work and other
activities had significantly better reading test scores and more positive teacher
evaluations for their classroom behaviours than any other groups[5]. This was
found while controlling for socio-economic status, which has been shown to
be a predictor of test scores in other research. The analysis used data from a

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national 2002 longitudinal study, and it is likely that learners' usage of
computers has increased and changed since that time.

Biagi and Loi (2013), using data from the 2009 Programme for International
Student Assessment (PISA) and information on how learners used digital
technology at school and at home (both for school work and for
entertainment), assessed the relationship between the intensity with which
learners used digital tools and resources and literacy scores. They examined
uses for: gaming activities (playing individual or collective online games),
collaboration and communication activities (such as linking with others in on-
line chat or discussion forums), information management and technical
operations (such as searching for and downloading information) and creating
content, knowledge and problem solving activities (such as using computers
to do homework or running simulations at school). These were then compared
to country specific test scores in reading. The authors found a positive and
significant relationship between gaming activity and language attainment in 11
of the 23 countries studied. For the other measures, where relationships
existed and were significant, they tended to be negative.

The more recent PISA data study (OECD, 2015, using 2012 results) also
found a positive relationship between the use of computers and better results
in literacy where it is evident that digital technology is being used by learners
to increase study time and practice[6]. In addition, it found that the effective
use of digital tools is related to proficiency in reading.

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 Chapter III

Methodology

This chapter will describe the methodology employed in this study. This
chapter contains the research design, research instrument, sampling
procedure, statistical treatment, data collection procedure, data analysis,
Research locale, Respondents of the study, and ethical consideration

Research Design

This research design provides a structed approach to investigate the

technological and informational needs of BEED3 students, aiming to use
technology efficiently to get work done, creatively to produce work and
effectively to communicate and collaborate with others

Research Instrument

This study utilized survey questionnaire as a research instrument. The survey

questionnaire consists of survey questions. Thirty (30) survey questions to
determine the technological and informational needs of BEEd3 students.

Sampling Procedures

This study utilized random sampling procedure to identify the respondents of

the study.

Statistical Treatment

The statistical treatment of technological and informational needs of BEED3

students could involve various analyses depending on the research design
and objectives. Common statistical methods might include correlation analysis
to assess relationships between technological and informational needs to

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BEED3 students, regression analysis to identify factors influencing technology,
and possibly factor analysis to identify underlying dimensions of technological
and informational needs.

Data Collection Procedure

The researcher will write a letter to the school principal to inform and ask for
permission to let the researcher conduct the study. The letter also states that
the researchers will ensure the confidentiality of the informant identities and
the information gathered from the informants. The letter also contains clauses
about the strict compliance of the study to the provisions of the Data Privacy
Act.

After the approval, the researchers will proceed in handling out their
questionnaires to the respondents. Thus, the respondents have time to
answer the survey questionnaires. The answered questionnaires will be
gathered, tabulated, and will subject for analysis and interpretation.

Data Analysis

The collected data about technological and informational needs of BEED3

students will be presented in narrative form. The data will be drawn from the
responses of the informant using thematic analysis.

Research Locale

This study was conducted at Colegio de Kidapawan, Quezon Boulevard,

Población Kidapawan City, North Cotabato.

Respondents of the Study

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The thirty (30) respondents of this study were students from the BEED3
students of Colegio de Kidapawan.

Ethical Consideration

In accomplishing this study, the researchers should always be privy to the

effect which this study can have on participants. Several ethical
considerations were considered to ensure that the study was conducted in an
appropriate manner. To comply with ethical considerations in conducting
research all participants provided verbal consent to be interviewed and to
participate in the research. The participants therefore willingly participated in
the study after they were approached by the researcher and the research
purpose and process were explained to them.

The respondents may also be reminded that they may below no

responsibilities to reply the questions given through the researchers if they
experience uncomfortable with it. The respondent may also be required to
tick-off the ones situations that they agreed to and could have a desire of both
collaborating within side the examiner or not.

The researchers will even make sure the confidentiality of the respondents’
identities and the facts so one can be amassed from the respondents. See to
it that the information might be now no longer expose that might probably
disclose the actual identification of the respondents. The researchers will use
the alias of the respondent if- and most effective if the identification of the
respondents turned into had to be stated within side the information analysis.
Determined by the extent to which the research provides information and the
process by which the product has been reached.

To make certain credibility, the researchers will assure that the statistics
series from the chosen respondents could be transcribe nicely to assist the
man researchers and respondents to expose that the solutions for the

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duration of the interview aren't fabricated in any way. Further, the correct
transcription of the interviews performed is to make certain the congruence of
the transcript with the real responses.

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References

Archer, K., Savage, R., et al., 2014. 'Examining the effectiveness of

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Education: an international journal. VOL. 78, 140-149

Higgins, S., Xiao, Z., Katsipataki, M., 2012. The Impact of Digital Technology
on Learning: A Summary for the Education Endowment Foundation.

Liao Y-k C., Chang, H-w., Chen, Y-w., 2008. 'Effects of Computer Applications
on Elementary School Students' Achievement: A Meta-Analysis of Students in
Taiwan.' Computers in the Schools (Sic), Jan.

Hess, S., 2014. Digital Media and Student Learning: Impact of Electronic
Books on Motivation and Achievement. New England Reading Association
Journal, July.

Lysenko, L. V., Abrami, P. C., 2015. Promoting reading comprehension with

the use of technology. Computers And Education Vol. 75, 162-172

Rosen, Y., Beck-Hill D., 2012. Intertwining Digital Content and a One-to-One
Laptop Environment in Teaching and Learning: Lessons from the Time to
Know Program. Journal of Research on Technology in Education, March.

Lee, S.M., et al., 2009. Computer Use and Academic Development in

Secondary Schools. Computers in the Schools (Sic), Jan.

Biagi, F., Loi, M., 2013. Measuring ICT Use and Learning Outcomes:
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OECD, 2015. Students, computers and learning: making the connection, PISA

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