Blended/Online Na Pagtuturo/Pagkatuto: Hamon Sa Mga Guro : Mr. Josemari V. Cordova

Blended/Online na Pagtuturo/Pagkatuto:
Hamon sa mga Guro*
Mr. JOSEMARI V. CORDOVA

Lecturer/Head, VU Language Center
Vongchavalitkul University
Nakhon Ratchasima, Thailand
Email: josemari_co@vu.ac.th
Adjuct Lecturer, Phlippine Christian University/
St Robert’s Global Education (Bangkok)
*Blended/Online Teaching/Learning: Challenges to Teachers. Presented during KwenTuro Webinar, 11 July 2020
Flow of Bases for ICT use in the
01 Teaching Profession
Discussion
02 Blended vs Online
03 Pedagogical Challenges
Issues & Other

04
Challenges
05 BL/OL Competencies
06 Open Forum
“...Teachers cannot be replaced by technology. But teachers who do not use
technology can be replaced by those who do.”
- Author Unknown
1
Bases for ICT use
in the Teaching Profession
ICT use Basis for Implementation
CHEd Memo
Order No. 52
RA 10533
National Competency-
Based Teacher K-12 Law
Standards (NCBTS)
2007 2013
2009 2017
DepEd Order No. 32 DepEd Memo No. 22
National Philippine Professional
Competency-Based Standards for Teachers
(PPST)
Teacher Standards
(NCBTS)
Philippine Professional Standards for Teachers (PPST)
• Career Stages
• 7 Domains (37 strands) that are required by
teachers to be effective in the 21st Century
Learning in the Philippines
• Domain 1, Content Knowledge and Pedagogy;
No. 3 Positive Use of ICT
• Domain 4, Curriculum and Planning; No. 4
Teaching and learning resources including
ICT
Teacher’s Career Stages & ICT Skills
1. Beginning 2. Proficient 3. Highly Proficient 4. Distinguished
Knowledge & Use of ICT
Teachers Teachers Teachers Teachers

DOMAIN 1, Content
1.3.1 1.3.2 1.3.3 1.3.4
Show skills in the Ensure the positive Promote effective Mentor colleagues in
positive use of ICT to use of ICT to strategies in the the implementation of
facilitate the teaching facilitate the teaching positive use of ICT to policies to ensure the
and learning process. and learning process. facilitate the teaching positive use of ICT
and learning process. within or beyond the
school.
Teacher’s Career Stages & ICT Skills
1. Beginning 2. Proficient 3. Highly Proficient 4. Distinguished
Teachers Teachers Teachers Teachers
DOMAIN 4, Curriculum
4.5.1 4.5.2 4.5.3 1.3.4

Planning & ICT
Show skills in the Select, develop, Advise and guide Model exemplary
selection, organize and use colleagues in the skills and lead
development and use appropriate teaching selection, organization, colleagues in the
of a variety of and learning development and development and
teaching and learning resources, use of appropriate evaluation of
resources, including including ICT, to teaching and learning teaching and learning
ICT, to address address learning resources, including resources, including
learning goals. goals. ICT, to address ICT, for use within
specific learning and beyond the
goals. school.
ICT Competencies of Philippine Teachers
Caluza, et al (2017)... Domain A. Technology Operations & Concepts
Standard 1: Demonstrate knowledge and skills in basic computer operation and other
information devices, including basic troubleshooting and maintenance.
Domain Competency
1) Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of Proficient
the computer
2) Identify and define the functions of the computer peripherals (i.e. printer, scanner, modem, digital Basic
camera, speaker, etc.)
3) Properly connect main components, configure peripherals and install drivers when required. Basic
4) Configure computer settings of various software and hardware. Basic
5) Understand the basic functions of the operating system. Basic
6) Organize and manage computer files, folders, and directories. Basic
7) Use storage devices (i.e. hard disk, diskette, CD, flash memory, etc.) for storing and sharing Basic
computer files. Create back-ups for important files.
8) Protect the computer from virus, spyware, adware, malware, hackers, etc. Basic
9) Use online and offline help facilities for troubleshooting, maintenance and update of applications. Basic
ICT Competencies of Philippine Teachers, Caluza, et al (2017)
Domain A. Standard 2: Use Appropriate office and teaching productivity tools.
Domain Competency
10) Use a word processor to enter and edit text and images Proficient
11) Format text, control margins, layout, and tables Proficient

12) Print, store and retrieve text documents from a word processor. Proficient
13) Use a calculation spreadsheet to enter data, sort data and format cells into Tables. Basic
14) Make computation, use formula and create graphs using spreadsheets. Basic
15) Print and store data tables using a spreadsheet application Basic
16) Use a presentation package to add text and sequence a presentation Basic
17) Enhance slide presentations by adding sound, customizing animation and inserting images Basic
18) Print presentation handouts and store slide presentations Basic
19) Make effective class presentations using the slides and LCD projector Basic
20) To acquire digital images and other media from web sites, CD, flash drives, etc. Basic
21) Crop, scale, color correct and enhance digital images Basic
22) Play various media files using appropriate media players Basic
23) Stitch together video footages and soundtracks and add simple enhancements – transitions, titles, etc. Basic
24) Attach and configure scanners, cameras, cell phones to acquire digital images. Basic
25) Store digital images using optical media (CD, DVD, flash disk) and online repositories Basic
ICT Competencies of Philippine Teachers Caluza, et
al (2017)
Domain A. Standard 3: Understand and effectively use the Internet and network applications
and resources.
Domain Competency
26) Connect to the internet via dial-up or LAN Basic
27) Configure and use Web browsers and Help applications Basic
28) Send and receive emails with attachments, manage emails and use LAN and Web- Basic
based mail servers
29) Effectively use synchronous and asynchronous web-based communication tools like Basic
instant messengers, voice, and teleconferencing
30) Connect and use shared printers, shared folders and other devices within a network. Basic
31) Effectively use search engines, web directories, and bookmarks. Basic
32) Download and install relevant applications including freeware, shareware, updates, Basic
patches, viewers, and support applications.
al (2017)
Domain A. Standard 4: Demonstrate knowledge and skills in information and data
management
Domain Competency
33) Effectively use search engines, directories, crawlers and agents to Basic
locate information sources.
34. Search and collect textual and non-textual information from online and Basic
offline sources.
35. Efficiently store and organize collected information using directories, Basic
drives or databases.
36. Distribute, share, publish and print information via print or web 2 Basic
37. Properly acknowledge information sources – online and offline Basic
al (2017)
DOMAIN C. Pedagogical Indicators
Standard 1: Apply technology to develop students‘ higher order thinking skills and creativity
Domain Competency
38) Make students use databases, spreadsheets, concept Basic
mapping tools and communication tools, etc.
39) Encourage students to do data analysis, problem solving, Basic
decision making and exchange of ideas.
al (2017)
Standard 2: Provide performance tasks that require students to locate and analyze information
and use a variety of media to clearly communicate results
Domain Competency
40) Use appropriately slide presentations, videos, audio and Basic
other media in the classroom.
41) Teach students to use various multimedia materials for the Basic
reports and class presentations.
al (2017)
Standard 3: Conduct open and flexible learning environments where technology is used to
support a variety of interactions among students, cooperative learning, and peer instruction
Domain Competency
42) Use various synchronous and asynchronous Basic
communication tools (email, chat, white boards,
forum, blogs)
43) To facilitate cooperative learning and exchange of ideas Basic
and information
al (2017)
Standard 4: Evaluate usage of ICT integration in the teaching-learning process and use the
results to refine the design of learning activities
Domain Competency
44) Design rubrics for assessing student performance in Basic
the use of various technologies.
45) Use electronic means of administering quizzes and Basic
examinations.
46) Analyze assessment data using spreadsheets and Basic
statistical applications.
al (2017)
Standard 5: Use computers and other technologies to collect and communicate information to
students, colleagues, parents, and others
Domain Competency
47) Use emails, group sites, blogs, etc. for disseminating Basic
information directly to students, colleagues and
parents
48) Use emails, group sites, blogs, etc. collect information Basic
directly to students, colleagues and parents
al (2017)
Standard 6: Apply technology to facilitate a variety of appropriate assessment and evaluation
strategies recognizing the diversity of learners
Domain Competency
49) Explore the use of electronic assessment tools like online Basic
testing, submission of projects via email or online facilities.
50) Set up online databases or repositories of student Digital Illiterate
works.
2 BLENDED vs ONLINE
Lesson Plans/Syllabus nowadays be like:
THE LEARNING ENVIRONMENT
1 Blended Teaching & Its Foundations
Ellis et al. (2006:324-326) defined blended-
teaching into four categories as:
(1) helping students develop and apply
new concepts,
(2) developing student understanding
through aligning media to intended learning
outcomes,
(3) providing students with information, and
(4) replacing part of the responsibility of
Illustration from Graham, et al (2019).
being a teacher.
1 Blended Learning*
Friesen (2012)
...combining Internet and
digital media with
established classroom
forms that require the
physical co‐presence of
teacher and students.
Figure 2. Blended Learning as illustrated by United

Nations Conference Trade and Development
(UNCTAD, 2019)
3M of Blended Teaching & Learning*
Medium
3M Modality
Method
*Graham et al 2019
1 Blended vs Online Learning & TPACK
1. Content Knowledge (CK).
2. Pedagogical Knowledge (PK).
3. Technology Knowledge (TK).
4. Pedagogical Content Knowledge
(PCK).
5. Technological Content Knowledge
(TCK).
6. Technological Pedagogical Knowledge
(TPK).
7. Technological Pedagogical Content
Knowledge (TPACK).
Figure 1. TPACK as illustrated by Koehler
(2009, 2012)
This is how we teach/learn today
1 Blended Learning (Flipped Classroom)
...an instructional strategy focused on students engagement
and active-learning.
• doing homework inside the classroom

• watch online lectures
• collaborate in online discussions
• PBL/research at home
• Outside Class (Remembering, Understanding)
• Inside Class (Applying, Analyzing, Evaluating,
Creating)
1 Online Learning/Education
...is a flexible instructional delivery
system that encompasses any
kind of learning that takes place
via the Internet.
Online Education:
Instructional Software & Educational Applications (Roblyer &
Doering, 2010)
INSTRUCTIONAL SOFTWARE EDUCATIONAL APPLICATIONS
Drill & Practice Assist students in learning and remembering items that require
repeated exposure such as vocabulary terms or simple facts.
Tutorial Used to provide teacher-like instruction to students without the

necessity of a teacher being present.
Simulation Demonstrate how real or imaginary systems function and to allow
students to interact with those systems.
Instructional Game Provide Drill and Practice type learning in an enjoyable, game-like
situation.
Problem-solving Teach students the steps of problem solving and to give them hands-
on experience in solving real or imaginary problems.
TAKE NOTE:
• Students learn through active work > passive listening (Hanson & Moser 2003)
• BL/OL is SYNCHRONOUS or ASYNCHRONOUS
• Blended/Flipped/Online learning is difficult to monitor without LEARNING
MANAGEMENT SYSTEMS (LMS)
3 Pedagogical Challenges
Challenges in teaching 21st Century Students
21st Century Students’ Standards (ISTE)
(In Crompton, 2017)
1) Empowered Learner
2) Digital Citizen
3) Knowledge Constructor
4) Innovative Designer
5) Computational Thinker
6) Creative Communicator
7) Global Collaborator
Characteristics and Standards for Educators in 21st Century,
Challenges
ISTE as 21st Century
(Crompton , 2016:6-8)Educators
(1)
21st Century Educators’ Standards (ISTE) (In Crompton, 2017)
1. Learner.
• Set goals
• Pursue professional interests; and,
• Stay current with best practices based on research.
2. Leader.
• Shape, advance and accelerate a shared vision of empowered learning
with technology
• Advocate for equitable access; and,
• Model of good practices for colleagues.
Challenges
(Crompton , 2016:6-8)Educators
(2) (2)
3. Citizen. Engage and focus their students in
contributing and participating in the digital world by...
• Creating experiences
• Establishing a learning culture, and
• Mentoring students in safe, legal and ethical
practices.
4. Collaborator.
• Commit time to working with colleagues and
students,
• Demonstrating cultural competency; and,
• Using digital technology in collaborative efforts.
Challenges
(Crompton , 2016:6-8)Educators (3)
5. Designer.
• Use technology to personalize learning
experiences,
• Design authentic learning activities, and
• Apply instructional design principles.
6. Facilitator.
• Helps students develop a culture of
ownership in their ideas and creation,
• Manage digital learning strategies, and
• Model creativity and expression.
Challenges
(Crompton , 2016:6-8)Educators (4)
7. Analyst.
• Use data to drive instruction
with a variety of assessment
practices for learner needs,
• Provide timely feedback, and
• Communicate with all
educational stakeholders.
4 Issues and Other
Challenges
Issues and Other Challenges (1)
1. The need invest time in mastering the technology skills of

digital resources to achieve a successful implementation
(Imbriale 2013), relearn the teaching skills using the new
media formats (Freeman & Tremblay, 2013), and for
technology competency (Kim, et al, 2016).
2. Teachers with negative perceptions about the blended
learning method may be reflected in poor student
achievement. (Deutsch, 2010)
3. Teachers who are afraid of using technology or lack knowledge in
technology will have more challenges to course implementation
because they will use the minimum resources required to succeed.
(Johnson et al., 2012)
4. Female teachers tend to have more positive attitudes toward the
blended learning method but the male teachers were more advanced in
the implementation of blended learning. (Villalon, 2017)
5. Technology companies have made unsubstantiated claims

about their products' abilities to help students learn.
6. There is currently no definitive research to indicate that
students will learn effectively through technology without
interaction with and guidance from a qualified teacher.
(American Council on the Teaching of Foreign Languages)
Issues & Other Challenges (4) (Selwyn, 2016)
7. There is no certainty when it comes to technology and

education.
8. We need to look beyond questions of how technology could
be used and, instead, ask questions about how technologies
are actually used in practice.
9. Digital technology is usually presumed to facilitate new and

improved forms of education, but is often used to do the
same old things – just slightly differently.
10.Technology is rarely found to be a means of solving
problems. Instead, technology often leads to the
introduction of new problems or the alteration of existing
problems.
11. Talk of ‘the internet’ is most often concerned with the activities and
practices that people engage in with these devices and artefacts, as well
as the social contexts of these practices and activities.
12. Classroom culture, ideas about pedagogy and curriculum, the links
between education and the world of work, ie, educational policy-
making and the hidden curriculum, as well as the everyday pressures
of being a student or being a teacher make little sense to expect
technology to be capable of having inevitable and predictable effects
on education.
Issues & Other Challenges in the Philippines
1. Alba & Trani (2018) pointed out that...

• there is unavailability of internet connection
• shortage of computer units and other media (e.g.
printer, scanner, projectors, etc.)
• lack of technical assistance for operating,
maintaining and troubleshooting ICT tools.
2. Slow, expensive and intermittent internet signal.
Issues & Other Challenges in the Philippines
3. Additional expenses for teachers.

4. There’s no specific Learning Management System (LMS) to
use per school/district.
5. There is a proposal to go back to transistor radios.
6. There is no BL/OL competency assessments on teachers.
7. Mixing active-learning in OL platform.
8. Impartial to low/no income group students.
5 The
Blended/Online-Learning Competencies
(not Prescribed but as a Starting Point)
Blended/Online Teaching Competencies in K-12 (iNACOL)
Framework of
Blended-Teaching
Competencies
(iNACOL, 2014)
Blended-Teaching Competencies (iNACOL, 2014)
Domain 1: MINDSETS. Blended-teachers should
Competency 1: New vision for teaching and learning
Standard A Shift from teacher-led instruction to student-centered learning for the
purposes of meeting individual needs and fostering engagement and
motivation.
Standard B Value collaboration with various stakeholders to enhance student
learning.
Standard C Create learning environments that are flexible and personalized,
dependent on real-time data, direct observation, and interaction with and
feedback from students.
Standard D Model a growth-orientation towards learning for self and others.
Standard E Have an entrepreneurial spirit, and possess creativity, imagination, and
drive.
Domain 1: MINDSETS. Blended-teachers should
Competency 2: Orientation toward change and improvement
Standard A Embrace change and model this for others.
Standard B Proactively initiate change in response to students’ needs and progress.

Standard C Embrace uncertainty and ambiguity as part of improving teaching and
learning practices.
Standard D Model and encourage others to be independent and self-directed
learners.
Standard E Demonstrate the professional responsibility to contribute to the
effectiveness, innovation, vitality, and self-renewal of the teaching
profession, as well as to their school and community.
Domain 2: QUALITIES. Blended-teachers should
Competency 1: Grit
Standard A Engage in deliberate practice and persevere toward ambitious, long-term
educational and professional goals.
Standard B Maintain and model persistence, confidence, and optimism to resolve
issues.
Competency 2: Transparency
Standard A Openly and frequently share successes, failures, and challenges.
Standard B Look objectively at all results (both positive and negative), and help
others to do the same.
Domain 2: QUALITIES. Blended-teachers should
Competency 3: Collaboration
Standard A Balance individual initiative with teamwork to accomplish organizational
objectives.
Standard B Proactively seek to learn from and with other experts in the field.
Domain 3: ADAPTIVE SKILLS. Blended-teachers should
Competency 1: Reflection
Standard A Continuously take note of what is or is not working (via student-level data,
technology applications, pedagogical strategies, supervisor feedback,
etc) and identify a plan of action.
Standard B Collaboratively, transparently, and proactively seek out feedback from
students, parents, and colleagues to continuously improve instruction and
teaching practices.
Standard C Apply lessons and takeaways about their own experiences as learners,
both online and offline, to their work with students.
Domain 3: ADAPTIVE SKILLS. Blended-teachers should
Competency 2: Continuous improvement and innovation
Standard A Engage in problem solving through continuous planning, designing,
testing, evaluation, and re-calibration of teaching methods.
Standard B Use technology creatively and purposefully to work effectively and
efficiently.
Competency 3: Communication
Standard A Connect learners to sources of information beyond the classroom teacher
and textbook.
Standard B Establish and maintain open communication channels, online and in
person, with students, educators, and other stakeholders to support
student learning.
Domain 4: TECHNICAL SKILLS. Blended-teachers should
Competency 1: Data Practices
Standard A Use qualitative and quantitative data to understand individual skills, gaps,
strengths, weaknesses, interests, and aspirations of each student, and use that
information to personalize learning experiences.
Standard B Continually assess student progress against clearly defined standards, goals,
and outcomes to identify specific topics in which each student needs additional
support to achieve mastery of a concept or skill.
Standard C Use data from multiple sources, including data systems, in a complementary way
to inform and adjust individual student instruction and groupings.
Standard D Create ways to move ownership and analysis of data to students to promote
independent learning
Standard E Continually evaluate technologies, tools, and instructional strategies to ensure
their effectiveness.
Competency 2: Instructional Strategies
Standard A Provide resources for students to learn content and enable them to work independently
and/or in cooperative groups.
Standard B Provide resources for students to create evidence of their knowledge in a variety of
formats to demonstrate mastery.
Standard C Create customized learning pathways with students, where learning goals and objectives
are linked to explicit and diverse learning experiences, matched to the individual student’s
learning performance level and preferences.
Standard D Tailor content and instructional strategies to individual learning goals, needs, and
interests.
Standard E Create pedagogical approaches and learning experiences that promote content-based
problem-solving and online collaboration.
Standard F Develop and deliver valid and reliable assessments, projects, and assignments that meet
standards-based criteria and assess learning progress by measuring student achievement
of learning goals.
Competency 3: Management of Blended-Learning Experience
Standard A Understand and manage the face-to-face and online components of
lesson planning and organization within a blended course.
Standard B Provide balanced opportunities for students to participate in
asynchronous and synchronous modalities.
Standard C Develop, practice, model, and embody respectful behaviors in both face-
to-face and online learning environments.
Standard D Demonstrate technical troubleshooting skills during the online component
of learning (e.g., change passwords, download plug-ins, etc.)
Competency 4: Instructional Tools
Standard A Use learning management system and/or other online collaborative tools
to organize and manage the blended learning environment.
Standard B Demonstrate skill in the evaluation, selection, and use of effective
instructional materials, tools, strategies, and resources for students, and
engage students in this process to help their achievement and
development of academic skills.
Standard C Provide assistive technologies to facilitate learning.
Teachers’ Competencies in Teaching and Learning in the 21st Century
Learning Environment
Pulham (2018):
1) Generic Competencies (Q4, some Q3)
2) In-person Competencies (Q4, Q3)
3) Blended Competencies (Q4, Q3, Q2,
some Q1)
4) On-line/Digital Competencies (Q1-
Q4)
Figure 4
References (1)
Alba, A.B., & Trani, L. C. (2018). Extent of Utilization of Information and Communication Technology (ICT) by Selected
Secondary School Teachers of City Schools Division of Malolos: Basis for the Development of Strategic Action Plan.
International Journal of Education and Research, 6(1), 181-188. Retrieved from
https://www.ijern.com/journal/2018/January-2018/16.pdf
Caluza, L. J., et al (2017). An Assessment of ICT Competencies of Public School Teachers: Basis for Community
Extension Program. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 22(3) : 1-13. Retrieved from DOI:
10.9790/0837-2203040113
Crompton, H. (2018). Education Reimagined: leading systemwide change with the ISTE Standards. International Society
for Technology Education. iste.org, USA
Deutsch, N. (2010). Instructor experiences with implementing technology in blended learning courses in higher education
(Doctoral dissertation). Retrieved from Dissertations & Theses @ University of Phoenix. (Order No. 3429155)
Ellis, R. A., Steed, A. F., & Applebee, A. C. (2006). Teacher conceptions of blended learning, blended teaching and
associations with approaches to design. Australasian Journal of Educational Technology, 22(3).
https://doi.org/10.14742/ajet.1289
Friesen, N. (2012). Report: Defining Blended Learning. Retrieved from
https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf
Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2017). K-12 blended teaching readiness: Phase 1- Instrument
development. Lansing, MI: Michigan Virtual University. Retrieved from https://mvlri.org/research/publications/k-12-
blended-teaching-readiness-instrument-development/
References (2)
Graham, C.R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 Blended Teaching: A Guide to Personalized
Learning and Online Integration. Teacher Edition v. 1.1. Retrieved from https://edtechbooks.org/k12blended
https://tft.unctad.org/about/strategy/blended-learning/
Imbriale, R. (2013). Blended learning. Principal Leadership, 13(6), 30-34. Retrieved from http://eric.ed.gov/?id=EJ1006997
Johnson D., & Bremer, C. D. (2005). Communities of practice: A strategy for program improvement. Information Brief:
Addressing Trends and Developments in Secondary Education, 4(3), 1-4. Retrieved from
http://www.ncset.org/publications/viewdesc.asp?id=2349
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in
Technology and Teacher Education, 9(1) : 60-70.
Koehler, M. J. (2012). TPACK Explained. Retrieved from https://matt-koehler.com/tpack2/tpack-explained/
Poon, J. (2013). Blended learning: An institutional approach for enhancing students’ learning experiences. Journal of
Online Learning and Teaching, 9, 271. Retrieved from doi:10.1108/02637471311295405
Powell, A., Babitt, B., Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. Vienna, Virginia:
International Association for K-12 Online Learning (iNACOL) & The Learning Accelerator. Retrieved from
https://practices.learningaccelerator.org/artifacts/inacol-blended-learning-teacher-competency-framework
Pulham, E., Graham, C.R., & Short, C.R. (2018) Generic vs. Modality-Specific Competencies for K-12 Online and Blended
Teaching. Journal of Online Learning Research, 4 (1), 33-52
Roblyer, M. D., & Doering, A. H. (2010). Integrating Educational Technology into Teaching. (5th Edition ed.) Allyn & Bacon.
References (3)
Schleicher, A. (2011). Building a High-Quality Teaching Profession: Lessons from around the World. OECD Publishing.
http://dx.doi.org/10.1787/9789264113046-en
______________ (ed.) (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from
around the world. OECD Publishing. http://dx.doi.org/10.1787/9789264174559-en
______________ (2015). Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative
Approaches. International Summit on the Teaching Profession. OECD Publishing.
http://dx.doi.org/10.1787/9789264231191-en
Selwyn, N. (2011). Education Technology: Key Issues and Debates. London: Bloomsbury Publishing.
The Philippine Professional Standards for Teachers (PPST). (2017). Manila: Teachers Education Council, Department of
Education.
Villalon, C. (2017). Influence of instructors’ attitudes, gender, and technology training when implementing blended learning.
Doctoral dissertation, University of Phoenix
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Blended/Online na Pagtuturo/Pagkatuto:

Hamon sa mga Guro*

Mr. JOSEMARI V. CORDOVA

Issues & Other

Teachers Teachers Teachers Teachers

1.3.1 1.3.2 1.3.3 1.3.4

4.5.1 4.5.2 4.5.3 1.3.4

11) Format text, control margins, layout, and tables Proficient

Figure 2. Blended Learning as illustrated by United

• doing homework inside the classroom

Tutorial Used to provide teacher-like instruction to students without the

1. The need invest time in mastering the technology skills of

5. Technology companies have made unsubstantiated claims

7. There is no certainty when it comes to technology and

9. Digital technology is usually presumed to facilitate new and

1. Alba & Trani (2018) pointed out that...

3. Additional expenses for teachers.

Standard B Proactively initiate change in response to students’ needs and progress.

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