1. INTEGRATION OF TECHNOLOGY IN THE NEW NORMAL LEARNING LANDSCAPE
Some things come unannounced that you will never see it coming until it will strike
you, and it will strike hard indeed. That’s what happened when the COVID-19 pandemic
spread like wildfire in many parts of the globe, causing governments to employ drastic
measures to flatten the curve of infections. These measures include the closure of
industrial and entertainment establishments, imposition of physical distancing, and at
worst, the community quarantine, instigating residents of affected areas to be quarantined
in their houses away from everyone else.
In the verge of physical separation from others, we turned to the thing that will
bridge the distance – technology. As the days passed since the first community
quarantine, we have integrated technology more and more to their daily lives. Gadgets
which have been cursory then, now played an important role as a means to deliver tasks
at work, as a way to be physically present during the blitz of online meetings in offices,
and the tool to cope with the tons of work that everyone has to deal with as a consequence
to the changes that the pandemic has brought. Now, more than eight months after the
first infection was detected, we are still struggling to adapt to the so-called “new normal”
way of life. On the personal scale, the pandemic has already caused so much changes
in our daily activities. On the larger scale, the effect is staggering, especially on the
Philippine Educational System.
The Philippine Educational System, in general has been defined by its traditional
classroom setting where the teacher facilitates learning in the four-walled physical
classroom environment. Although more innovative, technology-driven approach to
teaching has been emerging such as the flipped classrooms and the 21st
century science
laboratories, the most modern classroom technology in public schools are mostly limited
to non-virtual, low bandwidth technologies, such as television screens that also act as
LED screens for presentations and discussions.
At the onset of the pandemic, public school classes were left with no choice but to
prematurely halt its classes. Everything went on a limbo until the Department of Education
has slowly recovered its stance. With the Secretary Briones’ statement that amidst the
pandemic, education must continue, all functional units were put into full gears to ensure
2. the continuity of education for the new normal. All great minds across the country were
gathered to plan for ways to deliver education to the learners without face to face
interactions. Distance learning modalities were conceptualized, and learning resources
were developed. These distance learning modalities were mostly centered on
synchronous and asynchronous online, modular, and blended learning schemes.
To deliver instructions, online platforms such as Google Classroom, Quipper
School, and Schoology could help science teachers a lot in organizing their classes such
as giving and retrieving assignments, posting of reminders and instructions, and in
streaming discussions for the class.
Learning resources could also be developed and tailored fit for online learning
using softwares and online websites such as Kotobee, Articulate Studio 13, and Canva.
Learning could also be made more fun, exciting, and competitive by using assessment
applications such Quizlet, Padlet, and Mentimeter.
Apart from the usual challenges that every subject faces, the complexities of some
competencies in Science and TLE such as laboratory and manipulative skills were
especially difficult for Science education since it requires standard laboratory settings to
be done. In such cases where physical experiment will not be possible, the use of
computer simulations such as the PhET would be most helpful so that learners may fully
grasp the concepts and processes without having to conduct the experiment in the real-
life setting.
However, teachers should also take into considerations the limitations of their
learners such as poor internet connectivity, availability of gadgets, and knowledge in
operating the online applications. Using these applications also requires high bandwidth
internet connectivity, which may not be available in various locations and rural areas here
in Malaybalay.
Taking these into considerations, teachers may opt for low bandwith technologies
such as Facebook and Messenger chat groups where they can give instructions to
students through posts and fora, add video playlists that the students may access through
Youtube, and enable students to answer worksheets using Google Forms. These
technologies may be more accessible to majority of students who have at least an android
phone available at home.
3. There is no single effective approach of integrating technology in the teaching and
learning process in the new normal learning landscape. Teachers and school
administrators need to continuously explore the possibilities of using these technologies
in various contexts of the learners. What works best for one learner may not work for the
other, so a teacher needs to be reflective in delivering instruction. One should give varied
pathways for learners to proceed depending on what is most applicable to their situation
and what is suited to their capabilities. May it be low bandwidth or high bandwidth
technologies, the success of the learning experience is still largely dependent on the
teacher’s creativity in delivering the instruction and the full cooperation of the parents and
the learners to make learning more effective.
Regardless of the choice of technology, the teacher must not forget the most
important formula in the delivery of instruction, and that is the humane connection
between learner and teacher- this is the single thing, that even the most elaborate
technology could not duplicate. The teacher’s tender loving care, constant follow-up,
motivating words, and open communication will go a long way especially in these difficult
times for the learners.
Gretchen V. Catane
Education Program Specialist II
