scholarly journals Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

2022 ◽  
Vol 14 (1) ◽  
pp. 470
Author(s):  
Joseph Meng-Chun Chin ◽  
Gregory S. Ching ◽  
Fides del Castillo ◽  
Tzu-Hsing Wen ◽  
Yu-Chen Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The Philippines ◽  
Technology Literacy ◽  
National Capital Region ◽  
Innovative Teaching ◽  
National Capital ◽  
Teachers Professional Development

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Mobility-Guided Modeling of the COVID-19 Pandemic in Metro Manila

2020 ◽  
Author(s):  
Bernhard Egwolf ◽  
O.P. Nicanor Austriaco
Keyword(s):  
The Philippines ◽  
The Novel ◽  
National Capital Region ◽  
Viral Spread ◽  
Mobility Data ◽  
National Capital ◽  
Metro Manila ◽  
The Government ◽  
Novel Coronavirus ◽  
The City

ABSTRACTCOVID-19 is a novel respiratory disease first identified in Wuhan, China, that is caused by the novel coronavirus, SARS-CoV-2. To better understand the dynamics of the COVID-19 pandemic in the Philippines, we have used real-time mobility data to modify the DELPHI Epidemiological Model recently developed at M.I.T., and to simulate the pandemic in Metro Manila. We have chosen to focus on the National Capital Region, not only because it is the nation’s demographic heart where over a tenth of the country’s population live, but also because it has been the epidemiological epicenter of the Philippine pandemic. Our UST CoV-2 model suggests that the government-imposed enhanced community quarantine (ECQ) has successfully limited the spread of the pandemic. It is clear that the initial wave of the pandemic is flattening, though suppression of viral spread has been delayed by the local pandemics in the City of Manila and Quezon City. Our data also reveals that replacing the ECQ with a General Community Quarantine (GCQ) will increase the forecasted number of deaths in the nation’s capital unless rigorous tracing and testing can be implemented to prevent a second wave of the pandemic.

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

scholarly journals Challenges of Information Technology Education Student’s Online Classes during the Covid-19 Pandemic in Selected Public Colleges and Universities in the Philippines

2022 ◽  
Vol 6 ◽  
pp. 877-892
Author(s):  
Francis Balahadia ◽  
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Technology Education ◽  
Online Teaching ◽  
The Philippines ◽  
Colleges And Universities ◽  
State Colleges ◽  
The Public ◽  
Information Technology Education ◽  
The World

Purpose-Many educational systems across the world have shifted to online learning methodology as a measure against Covid-19 Pandemic to continue educating students. This phenomenon is causing a lot of complications to the educational system around the world in the context of developing countries, especially to the public state colleges and universities. This paper aims to identify and describe the challenges of online learning from the perspective of Information Technology Education (ITE) students in the public state colleges and universities during the COVID-19 pandemic. Method-It used descriptive research for the conducted of the study wherein survey questionnaires were sent out via electronic survey in different state colleges and universities in the Philippines. The evaluations were calculated using descriptive statistics and Chi-square and responses were compared between their profilesusing a nonparametric test. Results-The findings obtained the demographic profile of the ITE students with the degree of BS Information Technology, BS Computer Science, and BS Information System such courses, year level, and place they live. Additionally, the study gained a significant relationship between student profile in the device used in class, internet connectivity, student type of data connection, capability to attend online class, and their commitment to participate and submit class requirements. The study identifies different interrelated challenges such as the majority of the student only using smartphones in onlinelearning and poor internet connection as they tried to adapt to online learning because they are committed to participating and submitting requirements. Conclusion-The study gives insights into the current condition experienced by the students in the school administrations and officials, and faculty as well to strengthen the appropriate online teaching mode and other practices applicable to the students. It can also useto emphasize to be more responsive to the learning needs of the IT students, especially beyond the conventional classrooms.Recommendations-It is suggested that educational institutions must create appropriate and effective content, and provide digital literacy training to current faculty to improve learning outcomes. Lastly, a strong Information Communication Technology Office that focuses on the development of a different website and mobile application that assist the need of the students and faculty may be established.

Nigerian Undergraduate Students' Computer Competencies and Use of Information Technology Tools and Resources for Study Skills and Habits' Enhancement

2019 ◽  
pp. 90-102
Author(s):  
Adekunle Olusola Otunla ◽  
Caleb Okoro Amuda
Keyword(s):  
Information Technology ◽  
Undergraduate Students ◽  
Study Skills ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Innovative Teaching ◽  
Ex Post ◽  
Ex Post Facto ◽  
Information Literacy Skills ◽  
Rivers State

Information technology (IT) policy implementation by higher educational institutions is geared towards innovative teaching and learning delivery. This chapter investigates undergraduate students' computer and IT tools and resources competences and use in enhancing study skills and habits. The study adopted ex-post facto research design and involved a total of 450 undergraduate students from three universities in Rivers State, Nigeria. Five research questions were answered using three duly validated instruments and data was analyzed using descriptive and inferential statistics. Findings revealed that undergraduate students in Rivers State, Nigeria were technologically capable and are competent in the use of IT tools and resource. The study also establishes the fact that undergraduate students perceived themselves to possess information literacy skills. It was suggested that undergraduate students should use IT tools towards their studies and research.

Nigerian Undergraduate Students' Computer Competencies and Use of Information Technology Tools and Resources for Study Skills and Habits' Enhancement

2018 ◽  
pp. 2303-2313
Author(s):  
Adekunle Olusola Otunla ◽  
Caleb Okoro Amuda
Keyword(s):  
Information Technology ◽  
Undergraduate Students ◽  
Study Skills ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Innovative Teaching ◽  
Ex Post ◽  
Ex Post Facto ◽  
Information Literacy Skills ◽  
Rivers State

Information technology (IT) policy implementation by higher educational institutions is geared towards innovative teaching and learning delivery. This study, investigates undergraduate students' computer and IT tools and resources competences and use in enhancing study skills and habits. The study adopted Ex-post facto research design and involved a total of four hundred and fifty undergraduate students from three universities in Rivers State, Nigeria. Five research questions were answered using three duly validated instruments and data was analyzed using descriptive and inferential statistics. Findings revealed that undergraduate students in Rivers State, Nigeria were technologically-capable and are competent in the use of IT tools and resource. The study also establishes the fact that undergraduate students perceived themselves to possess information literacy skills. It was suggested that undergraduate students should use IT tools towards their studies and research.

Propensity to Engage in Educational Travel among Selected Young Filipino Students

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Maria Victoria P. Tibon
Keyword(s):  
The Philippines ◽  
T Test ◽  
Significant Part ◽  
National Capital Region ◽  
Educational Travel ◽  
Travel Motivation ◽  
High Propensity ◽  
National Capital ◽  
Filipino Students ◽  
The Difference

Educational travel is a significant part of youth travel. It is a business of vast potential. This study is an initial effort to define the prospects of this business by measuring the propensity to engage in educational travel among 140 students from two regions in the Philippines using a questionnaire. Results show that Filipinos have a high propensity to engage in educational travel. Through a t-test, youth from the southern part of the Philippines were found to be different and have a higher propensity than those in the National Capital Region. Reasons for the difference such as demographic factors and built-in environment are explored.   Keywords - Youth travel, educational travel, Filipino youth, youth market, travel motivation, travel business, push motives

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