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CHAPTER I

INTRODUCTION

Innovations and inventions have encouraged the pace of

social change throughout history, including the field of

education.

Indeed, technology plays a vital role in human life.

Everyday, new technological tools are brought into the

market that aims to improve lives in one way or another and

make our work much easier. New inventions are making

previous technological tools obsolete. It has given people a

lot of freedom and many ways to save on resources and time.

It has certainly changed the way people live and achieved a

great impact to the different facets of life.

In the present generation, students and children have

grown up with digital technology such as the internet,

computers, laptops, cell phones and tablets. People become

increasingly digitally literate. Wide use of technological

tools influenced their daily tasks and works.

According to Kengwee (2008), as teachers’ progress in

this ever changing and dynamic environment of technology,

those who have the capacity and knowledge to successfuly

teach with technology need to be able to transmit knowledge

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and culture to those learners. Accepting these challenges is

quite difficult as some teachers are unwilling or even

scared of the newest technology to use in the 21st century.

Integration of technology into instruction depends greatly

on key factors such as the contexts in which teachers

interact, their beliefs, and their attitudes toward teaching

and learning.

Presently, classroom learning is increasingly

integrating technology to enhance the teaching and learning

process. They are using technological tools including office

suite applications and laptop audio-video presentations.

Educators should identify the role of computer and

technology in the students learning and if it improve

standards and encourage new ways of teaching and learning.

Milaor Central School is a school where utilization of

technology is part of the instruction. This school is a

public school and a recipient of the Department of Education

Computerization Program where there are 20 units of

computers, Interactive White Board and an internet

connection that can be utilized by the teachers and

students. The location of the school is also an advantage

because there are many computer shops around the community

so there is an access in technology. Moreover, all the

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teachers have their own laptops and cell phones, some have

televisions inside their classrooms, teachers have an

internet access and some have LCD projectors.

The researcher was stimulated to conduct the study to

ascertain ways on improving the learning of students and

innovate methods of instructions for the teachers with the

use of technology. It intends to identify the different

digital learning environment present in school and how it

affect the teaching and learning aspects. It also aims to

evaluate the level of digital literacy skills of both Milaor

Central School teachers and students. Another purpose of the

study is to analyze the perceptions of both the students and

teachers on effectiveness of ICT integration to support

teaching and learning process inside the classroom. Finally,

the study aims to examine the relationship of the digital

environment, digital literacy skills and the effectiveness

of the use of digital technology to both students and

teachers.

STATEMENT OF THE PROBLEM

The purpose of the study is to determine the Impact of

Digital Learning on Educational Effectiveness.

Specifically it seeks to answer the following

questions:
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1. What are the digital learning environment present in

the school along:

1.1 Digital resources

1.2 Support

1.3 Hardware, software, system

2. What is the level of digital literacy skills of

students and teachers along:

2.1 Accessing

2.2 Managing

2.3 Evaluating

2.4 Integrating

2.5 Creating

2.6 Communicating

3. What is the level of effectiveness of the use of

digital technology in the teaching-learning along the

following:

3.1 Personalization

3.2 Accessibility

3.3 Relevance
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3.4 Efficiency

3.5 Performance

4. Is there a significant difference in the level of

effectiveness of the use of digital technology in the

teaching-learning and digital literacy skills of students

and teachers?

5. Is there a significant relationship between digital

learning environment and level of effectiveness of the use

of digital technology in teaching?

6. Is there a significant relationship between digital

literacy of students and teachers to level of effectiveness

of the use of digital technology in teaching?

SCOPE AND DELIMITATION

This research focused on the impact of Digital Learning

on educational effectiveness in the classroom. It includes

the digital resources present in the school environment, the

levels of digital literacy skills of students and teachers.

This study also intend to measure the level of effectiveness

of the use of digital learning in the teaching-learning

process inside the class of school children ages 9 to 12

years old. Since this life stage is part of the middle

school age group ages 8 to 12 years old, which according to

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Newman (2006), their central process focuses on their

education. They apply comprehension to a wider variety of

text and images and are better able to check on and improve

their comprehension as needed. Thus, the Grade four to six

students of Milaor Central School will be the respondents of

this study. To identify the perceptions of their teachers on

the integration of digital technology to learning, the 18

teachers will also serve as the respondents in this study.

This school was identified as the study site since it has

available technological tools such as computers, interactive

whiteboards and flat screens inside the classroom, and it is

a recipient of the DepEd Computerization program.

This study will be conducted on the third quarter

of school year 2017-2018, specifically on October 2017 to

January 2018.

THEORETICAL FRAMEWORK

To provide anchor for the present investigation, the

following theoretical bases are cited:

Skinner's (2010) Operant Conditioning (hinges on the

fact that learning best occurs when a reward is provided

after an organism makes the desired response (operant). When

a response occurs and is reinforced, the probability that it

will occur again in the presence of similar stimuli is

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B. F.
Skinner's
Operant Connectivism
Conditioning

LEVEL OF EFFECTIVENESS OF THE

USE OF TECHNOLOGY IN TEACHING
AND LEARNING:
A. PERSONALIZATION

B. ACCESSIBILITY

C. RELEVANCE

D. EFFICIENCY

Lave’s Gardner’s
Situated Theory of
Learning Multiple
Theory Intelligence

FIGURE 1: THEORETICAL PARADIGM

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increased. Learning therefore occurs when behavioral change

has occurred. The application of operant conditioning to

education is simple and direct. Teaching is the arrangement

of possibilities of reinforcement under which students

learn. They learn without teaching in their natural

environments, but teachers arrange special contingencies

which expedite learning, hastening the appearance of

behavior which would otherwise be acquired slowly or making

sure of the appearance of behavior which might otherwise

never occur. (Semana, 2010)

In this study, Operant Conditioning is evident because

Skinner believed that education should maximize knowledge

through operant conditioning and though building up a

student’s list of responses, as how the researcher gave on

his questionnaire. Skinner also insists that when students

can answer questions in a given area, and speaks and write

fluently about the area, then, by definition, they

understand the area. He also suggests that teachers should

use techniques that produce meaningful behavioral changes.

Even teachers use reinforcers such as giving rewards and

good grades. He favored the use of teaching materials,

programmed instruction, and behavior therapy, for it can

provide immediate reinforcement and help bridge the gap

between the students’ behavior. In this study, the

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researcher wants to identify if the use of digital

technology inside the classroom, can change the behavior of

the students.

The second theory is Connectivism. Connectivism is a

learning theory promoted by Downes and Siemens (2005).

Called a learning theory for a digital age, it seeks to

explain complex learning in a rapidly changing social

digital world. In our technological and networked world,

educators should consider the work of thinkers like Siemens

and Downes. Through this study, it will seek information to

identify the influence of digital learning to the students

of this digital age.

Another theory which supports this study is Dr. Howard

Gardner’s theory of multiple intelligences (2009). This

theory proposes eight different intelligences to account for

a broader range of human potential in children and adults.

It proposes a major transformation in the way our schools

are run. He suggests that teachers be trained to present

their lessons in a wide variety of ways using music,

cooperative learning, art activities, role play, multimedia,

field trips, inner reflection, and much more. In this study,

the different usage of digital technology for learning such

as the Powerpoint, Audio-Visual, and Interactive

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Presentations lead the students to become the auditory,

spatial, and linguistic learners. The skills on having an

interaction and communication using social media and other

online applications can provide the interpersonal and

interpersonal learners. There are also other digital

applications and tools cater the naturalist, bodily-

kinesthetic and logical-mathematical learners.

The theory of Lave's Situated Learning and Everyday

cognition (1988), emphasized that "learning is not an

accumulation of information, but a transformation of the

individual who is moving toward full membership in the

professional community” (David, 2007). It is also said that

in learning, it is the relationship of one learner to the

other learners. In this study, the teacher is not only

confine inside the classroom to deliver the lessonds, they

can also teach using digital technology such as social media

and emails, as part of their connection to their students.

Another way is that the students can also link through

digital tools to their co-students their learning and ideas

of the lessons given to them. With the use of digital

learning, collaboration inside and outside the class is

possible.

CONCEPTUAL FRAMEWORK
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The independent variable is this study is the Digital

Learning Environment of the school which includes; digital

resources, support, hardware, software and system. The

DIGITAL LEARNING: IMPACT ON EDUCATIONAL

EFFECTIVENESS

LEVEL OF
DIGITAL LEARNING EFFECTIVENESS: LEVELS OF DIGITAL
ENVIRONMENT: PERSONALIZATION LITERACY:

DIGITAL RESOURCES ACCESSIBILITY A. ACCESSING

SUPPORT RELEVANCE B. MANAGING

HARDWARE EFFICIENCY C. EVALUATING

SOFTWARE, SYSTEM
PERFORMANCE D. INTEGRATING

E. CREATING

F. COMMUNICATING

Figure 2. Show the Relationship of Impact of Digital

Learning on educational effectiveness.

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dependent variable is the digital literacy and the

effectiveness of digital learning to both pupils and

teachers. This study aims to determine if there is a

significant difference and relationship in the level of

effectiveness of the use of digital technology in the

teaching-learning and digital literacy skills of students

and teachers. Also, if there is a relationship between

levels of digital literacy and the effectiveness of the use

of digital technology in teaching and learning.

ASSUMPTIONS

1. There are high level of effectiveness of digital

learning to the teaching and learning process of both

teachers and students.

HYPOTHESES

The following are the null hypothesis of this research:

1. There is no significant difference in the level of

effectiveness of the use of digital technology in the

teaching-learning and digital literacy skills of

students and teachers

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2. There is no significant relationship between digital

learning environment and level of effectiveness of the

use of digital technology in teaching

3. There is no significant relationship between digital

literacy of students and teachers to level of

effectiveness of the use of digital technology in

teaching

DEFINITION OF TERMS

The following terms used in this study are defined

operationally and/or conceptually.

Digital Learning. It is a learning facilitated by

technology that gives students some element of control over

time, place, path and/or pace.

Digital Learning Environment. A setting with the

integration and use of different types of technology as

powerful tools for teaching and learning.

Digital Literacy Skills. Set of competencies required

for full participation in a knowledge society. It includes

knowledge, skills, and behaviors involving the effective use

of digital devices such as smartphones, tablets, laptops and

desktop PCs for purposes of communication, expression,

collaboration and advocacy.

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Educational Effectiveness. Refers to a successful

intended outcome in the teaching and learning process.

Information and Communication Technology (ICT)

Literacy. The ability to access, manage, integrate,

evaluate, create and communicate information purposefully,

knowledgeably, technically, and ethically.

Access. Ability to know how to search for, find and

retrieve information digitally.

Manage. Ability to put accessed information into an

organize stucture for future access of application of the

information.

Integrate. Ability to use technology tools to

synthesize, summarize, compare, and classify information

form multiple sources.

Evaluate. Ability to judge the usefulness of the

information for a given purpose as well as its quality,

relevance, validity, and appropriateness.

Create. Ability to use information to create new ideas

adapting it or applying it; putting information to use in a

way that does not already exist.

Communicate. Ability to use an appropriate technology

to share information with an audience.

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Personalization. Refers to as how the students and

teachers applied and made use of technology to teaching and

learning.

Accessibility. Refers to as how the students and

teachers see the digital learning attainable or obtainable

in their class.

Relevance. Refers to as how the students and teachers

perceives the digital learning is pertinent in learning-

teaching process.

Efficiency. Refers to as how the students and teachers

seek satisfaction and performs in the best possible manner

with the least waste of time and effort when teachers use

technology for teaching and students for learning in class.

Academic performance. This refers to academic

performance of the pupils of fourth to sixth grade from 1st

quarter until third quarter of academic year 2017-2018.

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NOTES

Keengwe, J. O. (2008). The Use of Computer Tools to

Support Meaningful Learning. Retrieved September 8, 2017,
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4c&v=1&r=https%3a%2f%2fwww.learntechlib.org%2fd
%2f23647%2f&p=DevEx,5065.1

Newman, B. M. (2006). Development through Life: A

Psychosocial Approach. Retrieved September 08, 2017, from
https://books.google.com/books/about/Development_Through_Lif
e_A_Psychosocial.html?id=oTY_7osGmqUC

BF Skinner on Philosophy of Education (G. Semana,

Trans.). (2010). Retrieved August 11, 2017, from
https://www.scribd.com/doc/36951890/BF-Skinner-on-
Philosophy-of-Education

George, S. (Ed.). (2005). Connectivism: A Learning

Theory for the Digital Age. Retrieved November 10, 2017,
from http://www.itdl.org/journal/jan_05/article01.htm

Armstrong, T. (2009). Multiple Intelligences. Retrieved

August 08, 2017, from

http://www.institute4learning.com/resources/articles/multipl
e-intelligences

David L. (2007).Situated Learning Theory (Lave).

Retrieved September 15, 2017, from
https://www.learning-theories.com/situated-learning-theory-
lave.html.