CHAPTER II

REVIEW OF RELATED LITERATURE

Lynne Schrum, past president of the International Society for Technology in

Education (ISTE), is an associate professor in the department of instructional
technology at the University of Georgia. Her research, teachings, and writings focus
on issues related to distance education, specifically online learning. Schrum also
investigates the uses of technology in K-12 environments and identifies ways to
support educators in the effort. Educators want students to learn. She said that it is
certainly not enough to tell educators that they need to use the boxes and wires that
have invaded their schools simply because they are expensive or because students
need to know how to use the latest widget. If it's clear that technological tools will
help them achieve that goal, educators will use those tools. Technology lends itself
to exploration. But before technology can be used effectively, exploration must be
valued as important to both teaching and learning. In a technology-rich classroom,
students might search the Web for information, analyze river water, chart the
results, and record what they've learned on the computer. In such an environment,
acquiring content changes from a static process to one of defining goals the learners
wish to pursue. Students are active, rather than passive - producing knowledge and
presenting that knowledge in a variety of formats. In a technology-rich classroom,
students don't "learn" technology. Technology merely provides the tools to be used
for authentic learning. It is a means, not an end.

According to Benjamin Herold (2016) Technology is everywhere in education: Public

schools in the United States now provide at least one computer for every five
students. They spend more than $3 billion per year on digital content. Led by the
federal government, the country is in the midst of a massive effort to make
affordable high-speed Internet and free online teaching resources available to even
the most rural and remote schools. And in 2015-16, for the first time, more state
standardized tests for the elementary and middle grades will be administered via
technology than by paper and pencil.
 There were seven (7) steps for adapting technology to the classroom by Sean
Nank(2017) As the recession of 2008 becomes a not too distant memory, some
schools are finding themselves better funded. With this comes the acquisition of
technology for schools and classrooms. The widespread introduction of technology
can have amazing impacts on curricula, pedagogy, and student learning. But some
schools have not experienced these results. The following are the seven aspects of
adapting technology that will help you avoid lackluster results. Buy technology for
teachers and students, Use the 10% rule (If you have $100,000 total to spend on
technology, then spend $90,000 and set aside $10,000 for professional development
and training to support teachers while implementing the technology). Given
teachers time, choose a platform and stick with it. Technology for the sake of
technology. Students are and are not digital natives lastly is Assess with technology
in a meaningful way.

According to Kelsey Sheehy (2012) The proliferation of social media and technology
has changed the way educators teach, how students learn, and the way teachers and
students communicate. Bob Wise a former governor of West Virginia and president
of the Alliance for Excellent Education, an advocacy organization, said that "You can't
just slap a netbook [computer] on top of a textbook and say, “Great, now we have
technology," Good teaching, especially the kind that involves working with evolving
technologies, sometimes requires good advice. "The whole intention of Digital
Learning Day is to really celebrate teachers and good instructional learning
practices," says Sarah Hall, director of the Alliance's Center for Secondary School
Digital Learning and Policy.

It's hard to determine whether technology in the classroom is helpful or harmful.

Samantha Cleaver (2014) wrote an article about it. With a world of information at
their fingertips nowadays, it seems like kids should be finding it easier than ever to
succeed in school. However, as more classrooms invest in the latest technology, test
scores remain the same, bringing its effectiveness into question. "Incorporating
technology into the classroom requires a double innovation," says Shelley Pasnik,
director of the Center for Education and Technology. Educators who receive new
technology must first learn how to use the equipment and then decide whether or
not it supports the class objectives and curriculum. Despite the challenges,
incorporating technology into education still has proven benefits, especially when it
comes to personalized learning. From math games that adjust the level of difficulty
as players progress to electronic books that talk and respond to the tap of a finger,
products that personalize the learning experience for students often benefit their
understanding. An interactive game is more engaging than a book, so technology
often promotes more practice and review in areas requiring memorization, such as
spelling, math and geography. This frees up time in the classroom so educators can
focus on skills like problem solving, character development and critical thinking.

The Philippine Star created an article last 12th of July 2014 about how technology
helps student study well. According to it more and more school use technology such
as computers and the internet in their classroom and several improvements on
students have seen and they are now getting better in education. These
improvements are the following: Independence and information gathering, Critical
thinking and reflection, Communication and collaboration, More engaging learning
experience and Preparation for jobs later on. By connecting the internet, students
learn how to do their own research and with the large information that they access.
Students are induced to learn to think critically. Through exchange of ideas and
messages, students are able to collaborate with each other to test their
understanding of lessons. Information today is more engaging to the mind and the
senses because of its multimedia nature. Knowing all of these improvements and
advantages. more and more schools are allowing not just desktop computers and
laptops, but also tablet devices and smartphones in their classrooms.

According to John Paul Espinosa (2016) Technological advances had greatly changed
the education landscape in that teaching is no longer confined to the traditional
face-to-face delivery of lessons. Now, via internet we can also learn not only in the
classroom but outside the school. Through the convergence of modern and
traditional methods, students are now able to experience the best of both worlds.
They can learn from school and get additional information or lessons through the
web and internet. A survey conducted by Pearson Foundation in the United States
found that more than six in 10 college students and high school seniors agree that
they study more efficiently by using tablets. A study conducted by Houghton Mifflin
Harcourt in California also showed that students using iPads performed better in
math compared to students using traditional textbooks. Another study at Oklahoma
State University found that 75 percent of students said the use of gadgets enhanced
their learning experience. Even though that the parents and some teacher fear that
gadgets may distract students, surveys and studies have shown that these
technological devices are a big help in learning. Today, more states administered
tests for the elementary and high school through the internet, discarding the use of
the traditional pen and paper.

Back in 1960s where computers are very bulky to the very compact gadgets of the
present time, technology had been continuously developing in the past decades.
According to John Rifuno I. Macaset(2017) a BS Computer Engineering, technology
had played great roles in many people's daily tasks starting with the conception of
the personal computer, people's work became faster, and communication with
other people became easier. Recent years, the use of technology in education has
been proven beneficial to both teachers and students. With the use of the internet,
teachers are able to communicate with their students more easily, and allows them
to distribute learning materials such as assignments, exercises, and tests to their
pupils.

According to a blog posted by Angel de Dios (2012) How technology affects learning
from the views of teachers, With iPads, Facebook, smartphones, video games, music,
and others, technology now occupies a significant amount of a child's time in the
United States (almost eight hours a day - National Center for Education Statistics,
USA). Students in the Philippines probably face the same increasing amount of time
spent on these activities provided by technology. Thus, it is time to ask how current
technology affects student learning. The response from teachers is particularly
important since their perspective comes directly from the classroom.

Why teachers have to use technology? article by Glenny E. Laping(2016) according to

it. technology is a way of life. It is everywhere in this computer age. Students use
technology improperly and unproductively so teachers should provide guidance for
them. Also free educational tools are easier and faster to use than the traditional
tools. Teachers could use this to build student's collaborative, communication,
problem-solving, critical and creative thinking skills. Technology alone cannot
develop in students the skills necessary to succeed in today's world. Teachers and
parents should teach and guide the young to use technology the right way
productively.

Technology is a way to improve student goals. But are they using it the way it meant
to be in classes? Eric Milou, conducted a study that examined the algebra teachers if
they are using graphic calculators when they are teaching, their awareness over
technology, changes in curriculum or instructional practices. The ones who became a
part of the study were students and teachers. They were selected solely because of
its great variety of population. The study has surveys to be completed by the ones
who participated. Of the 243 surveys, 146 were returned, for an aversge rate of 60%.
It has been confirmed that with the use of graphing calculator is still likely to
disagree to many algebra teachers. But the majority of the teachers says that the use
of graphing calculator is a great tool for motivating the students.

In the James Kulik Study (1994), the researcher used a technique called meta-
analysis to aggregate the findings from more than 500 individual studies of
computer-based instruction. Computer based instruction individualizes the
educational process to accommodate the needs, interests, and learning styles of
each student (Kulik, 1994, 4). The study found that students who used computer-
based instruction scored at the 64th percentile on test of achievement compared to
students in the control conditions without computers who scored at the percentile.
This study helps to show that student achievement can be affected positively
especially through assessment scores. Students also tend to like their classes more
and develop more positive attitudes towards learning which results in positive
academic achievement.

According to Taibah university (2017). Their study was conducted on 231 students
who studying physiology during their 2nd year at one five health colleges they are
the (Medicine, Dental, Clinical Pharmacy Applied medical sciences, and nursing).
Their research was an online survey to the students regarding to the use of
technology and the devices they use. The Pearson correlation coefficient and
descriptive statistics implemented to study the frequency of and relationship
between technology and their learning achievements in physiology courses. They
study observed a significant relationship between students use of technology, and
the most used devices is laptops (50%) phones (42%) followed by tablets (7%) and
the desktop computers (0.5%) The result of their online survey tells that technology
usage might produce comparatively more significant increase in academic
achievements than would non-usage of technology.

There are many terms that are currently in use so far as ICT in Education is
concerned. Many terms have come and gone and there are overlaps in some
instances which are not necessarily identical. Bybee, Poewll, and Trowbridge (2008)
categorize the uses of computer and associated technologies in science education
into three as follows: learning about computers, learning with computers and
learning through computers. Learning about computers which deals with knowledge
of computers may be thought of as a continuum which ranges from skills in and
awareness of computers at lower level to programming at higher level (Tabassum,
2004). In this situation students develop technological literacy which essentially
involves acquiring computer-related terminology.

In Harold Wenglinsky's National Study of Technology's Impact on Mathematics

Achivement, Wenglinsky found out that who used higher order of thinking software
shown the gains in math scores of up to 15 weeks above grade levels. Wenglinsky
also controlled for socio economic status, class, size, and teacher's characteristics.
Thus, all relationships between technologies and educational outcomes had
represented the value added by technology for comparable groups of students with
comparable teachers in a comparable class size. This study has consisted a national
sample of about 6,227 fourth grade students and 7,146 grade eight students on the
National Assessment of Educational Progress. Then another finding was found that
higher order uses of computers and professional development were related to
student's academic achievement in mathematics for both 4th and 8th grade
students. The use of computers mainly for 5 simulations and applications had
resulted in higher math achievement.
According to the study of Jimson Mariano (2017) The Philippine government has
been committed to bring the educational system into a modernized status,
particularly on basic education, in its effort to make each and every student at par
with other students of neighboring developed countries. Our country is now capable
to utilize and produce information and to transform it into knowledge and vast array
of goods and services. The Department of Education (DEPED) has initiated in 1996 a
computerization program with the goal of preparing Filipino students for
employment and competitive career by teaching them to master new forms of
technology. They also would like to harness and enhance the power of technology
towards developing the entire teaching-learning process, specifically in its bid to
make each and every public-school student empowered in this highly globalized and
integrated world economy.

ICT plays a major role in creating a new and improved model of teaching and
learning where education happens anytime and anywhere. According to Diwaine
Perez (2016) to achieve this vision we should continue to use ICT to revitalize our
schools to make them to dynamic, collaborative and innovative learning institutions
where students can become more motivated, inquisitive and creative learners. Also,
to link students with vast networked world of knowledge and information and
develop student's skills and capabilities to critically and intelligently seek absorb,
analyze, manage and present information. The assessment of the current state of
computerization of public schools will aim to help DepEd better integrate ICT in its
ambitious K (Kindergarten) to 12 Basic Education Curriculum (BEC) reform program.
Education Secretary Armin Luistro said that ICT education will be an important
aspect as they formulate ineffectively enhanced K to 12 BEC curriculums. "We have
to set up our ICT thrust as we gradually implement the K to 12 Basic Education
Reform Program. As we all know, ICT plays a very important role in administrative
functions as well as in the teaching and learning process," Luistro
explained.According to Melvin Matulac, Assistant Prof at University of Santo Tomas,
Today's education faces a lot of challenges. The swirling changes and developments
in teaching and learning all seem promising and yet are still at their infant stages.
There is resurgence for Constructivist approaches in the classroom. Howard Gardner
contradicts the IQ phenomena with his own findings on Multiple Intelligence. The
banking method of education is totally unacceptable to some education circles and
yet the new methods bring their own share of confusion. The use of technology is at
least one unavoidable reality and twenty years after the introduction of the PC, as
many roads have been paved for us to follow, a lot of work still lay ahead. In the
present stage, since technology is here to stay, some educators took a second look
at how technology is being used. Instead of technology dictating what they should
do, they started telling technology what they wanted to do in teaching core subjects.
The technology experts of the school started shifting gears. From being the
untouchable nerds in the computer lab, they suddenly found themselves as the
assistants of the teachers finding ways to bring technology at the service of learning.

Education has changed a lot because of the development of information Technology

and knowledge information society. According to Reynato C. Arimbuyutan (2007)
Educational infra of the Philippines was meager before 4-5 years Also computing and
Internet infra it will not support to education environment. But Philippine education
environment changed fast during 2000 2006 years. Development of network
environment is big effect of computer game by Philippine young generation. Also,
effect of education reform policy that Philippines government. Philippines making e-
Learning systems for remote education environment. And, there is progressing
various project with more interest about e-Learning. Therefore, the study wants to
correct analysis and right direction presentation for Philippine remote education
environment. The study is structured as follows. In chapter 2, Environment of
education in the Philippines. In chapter3, environment of e-Learning in the
Philippines, Lastly, e-Learning environment and prospects of the study is made in
chapter 4 of his study.

According to the MST News (2013) millions of Filipino students are back to schools.
Some will be studying more comfortably in air-conditioned rooms, complete with hi-
tech learning tools such as computers and modem methodologies. Others will not be
as privileged. Still, learning takes precedence over disparities in learning conditions.
Substance over form, we say. With the recent implementation of the K to 12
program, the country's basic education curriculum undergoes a major overhaul in
the form of two additional years from the existing 10 years basic education. The
authority says the transition will provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship. Moreover, the
reform would make the Philippines comparable and competitive with other
countries, as the 12 years of basic schooling had long been a global standard. But
while the change is a welcome development, it may still be considered protracted if
taken in the larger context of learning, which is transforming by leaps and bounds.
 SYNTHESIS OF THE REVIEWED LITERATURE AND STUDIES

Accordingly, the related literatures and studies just reviewed provided guides and
directions necessary for the researchers to meet the desired objectives.

Technology has impacted almost every aspect of life today. Technology has
profoundly changed education in many ways. For one, technology has greatly
expanded access to education in medieval times, books were rare and only an elite
few had access to educational opportunities. Individuals had to travel to centers of
learning to get an education. Today, massive amounts of information (books, audio,
images, videos) are available at one's fingertips through the Internet. Opportunities
for communication and collaboration have also been expanded by technology.
Traditionally, classrooms have been relatively isolated, and collaboration has been
limited to other students in the same classroom or building. Today, technology
enables forms of communication and collaboration undreamt of in the past.