SCHOOL LEARNING ACTION CELL SESSION
SECOND QUARTER- KINDERGARTEN SLAC SESSION 3
S.Y. 2020-2021
CAPACITY BUILDING ON THE DIFFERENT TEACHING LEARNING
STRATEGIES TO IMPROVE LEARNERS PERFORMANCE
DATE/TIME: FEBRUARY 16, 2020 (2:00 PM-4:00 PM)
TOPIC: “UTILIZING TECHNOLOGY TO ACCESS INFORMATION TO
ENHANCE PRODUCTIVITY, ASSIST IN THE CONDUCT OF ACTION
RESEARCH AND COMPUTER; LOCAL AND PROFESSIONAL
NETWORKS”
OPENING PRAYER: MAE S. LIGARAY
CLOSING Prayer: VILMA P. TALOSIG
Time Started: 2:00 PM
Time Ended: 4:00 PM
FACILITATOR OF SLAC SESSION 3: ANTHONETTE LLYN JOICE C.
BERMOY
DOCUMENTER: ALLYN MARIE L. ROJERO
MEMBERS IN ATTENDANCE:
VILMA P. TALOSIG (LAC LEADER)
MAE S. LIGARAY
ANTHONETTE LLYN JOICE C. BERMOY
ALLYN MARIE L. ROJERO
I. INTRODUCTION
In this digital era, ICT use in the classroom is important for giving students
opportunities to learn and apply in the required 21 st century skills. Hence studying the
issues and challenges related to ICT use in teaching and learning can assist teachers in
overcoming the obstacles and become successful technology users.
ICT in education has the potential to transform teaching. However, this
potential may not easily be realized. Problems arise when teachers are expected to
implement changes in what may well be adverse circumstances.
Due to ICT’s importance in society as well as in the future of education,
identifying the possible challenges to integrating these technologies in schools would
be an important step in improving the possible challenges to integrating technologies
in schools would be an important step in improving the quality of teaching and
learning. Although teachers appear to acknowledge the value of ICT in schools, they
continue encountering obstacles during the processes of adopting these technologies
into their teaching and learning. With changes in modern technologies learners need
to be equipped with updated knowledge that will help them adapt to the changing
world. Such knowledge leads to better communication and increased 21 st century
skills as a result of e-Commerce and self-employment in the ICT sector.
II. COMPOSITION OF LAC TEAM MEMBERS
Mae S. Ligaray ( LAC Member)
Anthonette Llyn Joice C. Bermoy ( LAC Facilitator)
Allyn Marie L. Rojero ( LAC Documenter)
Vilma P. Talosig ( LAC Member )
III. HIGHLIGHTS AND ACCOMPLISHMENTS
Technologies can be used in five ways:
Bringing exciting curricula based on real-world problems into the classroom
Providing scaffolds and tools to enhance learning;
Giving students and teachers more opportunities for feedback, reflection, and
revision.
Building local and global communities that include teachers, administrator,
students, parents, practicing scientists, and other interested people.
Expanding opportunities for teacher learning.
An important use of technology is its capacity to create new opportunity for
curriculum and instruction by bringing real-world problems into the classroom
for students to explore and solve. Technology can help to create an active
environment in which students not only solve problems, but also find their
own problems. This approach to learning is very different from the typical
school classrooms, in which students spend most of their time learning facts
from a lecture or text and doing the problems at the end of the chapter.
Learning through real – world contexts is not a new idea. For a long time,
schools have made sporadic efforts to give students concrete experiences through
filed trips, laboratories, and work – study programs. But these activities have seldom
been at the heart of academic instruction, and they have not been easily incorporated
into schools because of logistical constraints and the amount of subject material to be
covered. Technology offers powerful tools for addressing these constraints, form
video-based problems and computer simulations to electronic communications
systems that connect.
IV. ISSUES AND CONCERNS
The issues and concerns have indicated the following:
The pressure to become digital experts. No doubt digital technologies
can enhance learning through accessing information and improving
communication, as well as providing self-directed and collaborative
learning opportunities. ICT skills can also help develop capable, future-
ready citizens.
Introduced technology is not always preferred. Technology isn’t
always the answer. Pre-service teachers have reflected on having
preferences for manual writing and incidences of doubling up on time
writing notes.
Technology can affect lesson time and flow – Lessons are interrupted by
regular negotiations that reduce lesson time. This is related to students not
putting screens down.
Teachers need more professional development – There are nearly
teachers need to access to ICT improvements for classroom
implementation and to keep up with continuous technological advances.
This needs to be regular, scaffolded and sustainable.
Not all teachers ‘believe’ in using technology – A wide range of
research has established that if teachers don’t believe in using digital
technologies, they will fail to transform classes, align with learning goals
and integrate technology into curricular content.
Lack of adequate ICT support, infrastructure or time – Appropriate
access to technical support, availability of infrastructure, policies and time
allocated to incorporate new technologies are major challenges for
teachers.
V. SOLUTIONS AND RECOMMENDATIONS
Along with technological development, traditional teaching methods have
been challenged by various technologically enhanced teaching and learning methods.
This trend has received mixed reactions. On the one hand it is feared that these new
technologies will replace teachers altogether. On the other hand, the expectations
towards technology can also be over -optimistic, that it will solve all the problems of
learning. Professional development has tried to address teacher technology struggles.
But much of it has been limited to one- shot or “one solution for all” strategies. We
need an approach to ICT professional development with different layers to handle in
and to handle varied levels of teaching experience and confidence.
Developing a common vision about the role of ICT in education with
stakeholders and creating a shared community of practice is important. Without
holistic improvements to teachers face, there’s the risk of creating a generation of ill-
prepared students for a digital future.
VI. CONCLUSION
At this best, successful utilization of technology provides opportunities for
more interactive learning and teaching. This, of course, poses a challenge for
teachers’ professional development and teacher training. From the viewpoint of the
development of future learning environment it is essential how well we will succeed
in utilizing new technologies, such as tablets, smartphones, and games in support for
learning. From elementary schooling to doctoral-level education, technology has
become an integral part of the learning process in and out of the classroom. With the
implementation of the Common Core Learning Standards, the skills required for
research are more valuable than ever, for they are required to succeed in a college
setting, as well as in the business world. Traditional paper-based materials and
methods have been left behind, while Web 2.0 tools and other technologies and
programs are used to discover, gather, and organize information. Collaboration is
encouraged and feedback has become a part of constructing drafts and disseminating
discovered information and written material
Prepared by:
ALLYN MARIE L. ROJERO
LAC Member
Noted:
ANECITA B. JAO, EdD
School Principal III
LIST OF ATTENDEES
SIGNATURE
NAME Of ATTENDEES
KINDERGARTEN
1. VILMA P. TALOSIG
TEACHER II
2. MAE S. LIGARAY
TEACHER III
3. ALLYN MARIE L. ROJERO
TEACHER I
4. ANTHONETTE LLYN JOICE C. BERMOY
TEACHER I
Prepared by:
ALLYN MARIE L. ROJERO
LAC Member
Noted:
ANECITA B. JAO, EdD
School Principal III
DOCUMENTATION
Pictures taken regarding “Utilizing technology to access information
to enhance productivity, assist in the conduct of action research and
computer; local and professional networks”.
