TEACHERS’ COMPETENCIES USING VIRTUAL WORKSPACES IN THE NEW NORMAL: A SEQUENTIAL EXPLANATORY STUDY
Keywords:
competencies, experiences, virtual workspaces, teacher, new normal
Abstract
This research undertaking aimed to determine the competencies and the experiences of elementary teachers using virtual workspaces in the new normal set-up brought about by Covid-19. The study made use of the sequential explanatory research design with the virtual interview and survey as the main instruments for gathering the relevant needed data. It employed the purposive sampling technique in determining the respondents and participants who actively participated in the virtual survey and interview, respectively. These key informants of the study are the elementary teachers in the District of San Luis, Pampanga who have been utilizing the Google workspaces- sixty (60) teacher- respondents and ten (10) teacher-participants. The results of the study revealed that the elementary teachers were knowledgeable, skillful, and capable of using the virtual workspaces but there was a significant difference with regard to their ages and years of teaching experiences. Likewise, the results indicated that the teachers’ capabilities are important in utilizing the virtual workspaces in enhancing the teaching-learning process and in adapting to the new environment where technology is a must. To enhance the teachers’ competencies in the new normal mode of teaching, these were some of the recommendations offered: teachers who were appropriately screened and whose ages range from 31 and above should be sent to ICT-related seminars and the like, and that they must be continuously provided with full access to Google workspaces even when the face-to-face mode be implemented again.
References
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Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252
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Liu, S. H. (2017). Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers. Computers in Human Behavior, 72, 38–45. https://dl.acm.org/doi/abs/10.1016/j.chb.2017.02.034
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[26] Paris, S. (2019). Work Satisfaction: Critical Factors for Foreign-Born Faculty. https://bit.ly/3w2bqbw
Paso, C., Chantarasombat, C., & Tirasiravech, W. (2017). Strengthening Teacher's Learning Management for Self-Reliance of Students in Thai Secondary School. International Education Studies. https://doi.org/10.5539/ies.v10n3p165
[27] Ramos et al., (2021). Online Education in the midst of CoViD-19 Pandemic: Evidences from the Lenses of IT Students. Turkish Online Journal of Qualitative Inquiry. 12. 5193-5201.
Rapanta et al., (2020). Online university teaching during and after the Covid-19 crisis: refocusing teacher presence and learning activity, Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00155-y
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Subedi, D. (2016). Explanatory Sequential Mixed Method Design as the Third Research Community of Knowledge Claim. American Journal of Educational Research 4(4 7):570-577. https://bit.ly/2Tbb8iI
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Tang, KY., Hsiao, CH., Tu, YF. et al. (2021). Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform. Education Tech Research Dev 69, 2705–2728. https://doi.org/10.1007/s11423-021-10032-5
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Adedoyin, O. B., & Soykan, E. (2020). COVID-19 Pandemic and Online Learning: The Challenges and Opportunities. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1813180
[2] Alkhafaji, Salah., & Sriram, B. (2014). Using Online Learning Resources: A Self Learning Tool. http://dx.doi.org/10.14236/ewic/bcsme2014.15
Almanthari, A. (2020). Secondary school mathematics teachers’ views on E-learning implementation barriers during the COVID-19 pandemic: the case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education 16(7): em1860. https://bit.ly/3OisAcz
[3] Alsubaiel, J. & Ashuraidahl, A. (2019). Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts. https://files.eric.ed.gov/fulltext/EJ1153880.pdf
Austin, R.D., & Bradley, S.P. (2005), “The broadband explosion”, in Austin, R.D. and Bradley, S.P. (Eds), The Broadband Explosion: Leading Thinkers on the Promise of a Truly Interactive World, Harvard Business School Press, Boston, MA, pp. 3-19. https://bit.ly/3b7DvHQ
[4] Awuah, L. J. (2015). Supporting 21st-Century Teaching and Learning: The Role of Google Apps for Education (GAFE). Journal of Instructional Research, 4, 12-22. https://bit.ly/3OkEQcC
Bai, B., & Guo, W. (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research. https://doi.org/10.1177/1362168819859921
[5] Bates, A. W. T. (2018). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd, Vancouver BC.
Bilbao et al., (2019). Technology for Teaching and Learning 1. LORIMAR
[6] Blair, N. (2012). Technology integration for the "new" 21st century learner Principal. https://bit.ly/3zNBESC
Brown, M. E., & Hocutt, D. (2015). "Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education." Journal of Usability Studies 10, no. 4 : 160-181
[7] Brush, T., & Saye, J. (2009). Strategies for preparing preservice social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education. 9. 46-59.
Bui Van Hong. (2018). Internet of thing and applying to develop the digital classroom at HCMUET, Journal of Vocational Education and Training, ISSN 2354-0583, (Vol. 52-53, pp. 90-98).
[8] Cameron, R. (2015). Mixed Method Research. https://bit.ly/3k7PSpO
Chinnery, G. (2008). On the net, you’ve got some GALL: Google-Assisted Language Learning and Technology, 12(1), 3-11. https://bit.ly/3LxlCPU
[9] Conner, N. (2008). Google Apps: The missing manual. Sebastopol, CA: O'Reilly Media. https://bit.ly/37NR5ik
Constantinou, E. K. (2018). Teaching in clouds: using the G suite for education for the delivery of two English for academic purposes courses. Journal of Teaching English for Specific and Academic Purposes, 305-317. https://doi.org/10.22190/JTESAP1802305C
[10] Covili, J. (2012). Going Google: Powerful tools for 21st century learning. California: Corwin, Sage Company. https://amzn.to/3y9keiJ
Creswell, J.W. & Creswell, J.D. (2018). Research design: qualitative, quantitative, and mixed methods approach. Los Angeles: SAGE.
[11] Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15, 3–8. http://dx.doi.org/10.1016/j.iheduc.2011.06.002
Darbyshire, P. & Darbyshire, A. (2010). Gmail. In: Getting StartED with Google Apps. Apress, Berkeley, CA. https://doi.org/10.1007/978-1-4302-2666-6_2
[12] Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Donggil Song & Curtis J. Bonk | Rebecca Maree English (Reviewing Editor) (2016) Motivational factors in self-directed informal learning from online learning resources, Cogent Education, 3:1, DOI: 10.1080/2331186X.2016.1205838
[13] Dube, B. (2020). Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach. Multidisciplinary Journal of Educational Research, 10(2), 135-157. https://doi.org/10.17583/remie.2020.5607
Dunlap, J. C., & Lowenthal, P. R. (2011). Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills. In G. D. Magoulas (Ed.), E-infrastructures and technologies for lifelong learning: Next generation environments (pp. 46–52). Hershey, PA: IGI Global. https://bit.ly/3zGuorP
[14] Educause (2016). The Use of Google Apps to Support Teaching and Learning: A UAE Case Study. DOI: 10.4018/IJWLTT.2016100101
Etikan, I., Musa, S., & Alkassim, R. (2015). Comparison of Convenience Sampling and Purposive Sampling. https://bit.ly/3xbmB0E
[15] Etikan, Ilker. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics. 5. 1. 10.11648/j.ajtas.20160501.11.
Fenton, William. (2017). “Google Classroom Could Bridge a Gap in Online Learning.”. https://bit.ly/3y1edDW
[16] Florell, D. (2017). Just a click away; G Suite for Education and school psychology. Communiqué, 46(3), 36. https://bit.ly/3wCJuvb
Fu, Jo. (2013). "Complexity of ICT in education: A critical literature review and its implications." International Journal of education and Development using ICT 9.1: 112-125.
[17] Heggart, K. R., & Yoo, J. (2018). Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators. Australian Journal of Teacher Education, 43(3). http://dx.doi.org/10.14221/ajte.2018v43n3.9
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252
[18] Insani, K., & Farisi I. (2020). ICT literacy with google suite for education (GSFE) in junior high school with different academic abilities. In Journal of Physics: Conference Series (Vol. 1563 No. 1, p. 012058). IOP Publishing. doi:10.1088/1742-6596/1563/1/012058
Jamshed S. (2014). Qualitative research method-interviewing and observation. Journal of basic and clinical pharmacy, 5(4), 87–88. https://doi.org/10.4103/0976-0105.141942
[19] Khairani, Aulia., & Daud, Afrianto., & Adnan, Mahdum. (2020). STUDENTS’ ACCEPTANCE OF THE USE OF GOOGLE CLASSROOM AS A PLATFORM IN BLENDED LEARNING. AL-ISHLAH: Jurnal Pendidikan. 12. 1-16. 10.35445/alishlah.v12i1.193.
Lamont, I. (2015). Google Drive & Docs in 30 Minutes: The unofficial guide to Google's free online office and storage suite 2nd Edition. Newton: Massachusetts, i30 Media Corporation. https://bit.ly/3KveIJH
[20] Lin, Yu-Tzu, Chia-Hu Chang, Huei-Tse Hou, & Ke-Chou Wu. 2016. “Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes.” Interactive Learning Environments 24, no. 7: 1552–73. https://doi.org/10.1080/10494820.2015.1041398.
Liu, S. H. (2017). Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers. Computers in Human Behavior, 72, 38–45. https://dl.acm.org/doi/abs/10.1016/j.chb.2017.02.034
[21] Lederman, D. (2020) Will Shift to Remote Teaching Be Boon or Bane for Online Learning. Inside Higher Ed, 1-27. https://bit.ly/3Op6PYH
Leontyeva, I. A. (2018). Modern distance learning technologies in higher education: Introduction problems. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1578. https://bit.ly/3xDrfWO
[22] Lokanath et al., (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open Volume 1, 2020, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mahapatra, Tania & Chopra, Meenu & Mahapatra, Cosmena. (2017). Google Suite An Integrated IT application for Improved Business Efficiency. International Journal of Computer Sciences and Engineering. 5. 276-279. 10.26438/ijcse/v5i10.276279.
[23] Mahyoob, M. (2020). Challenges of Online Learning during the COVID-19 Pandemic https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3652757
Mohd Yusoff, A., Salamat, Z., Wan Yusof, W., Adnan, M., & Abdullah, N. (2021). Attitude Towards G Suite for Education During Pandemic COVID-19. International Journal Of Advanced Research In Education And Society, 3(2), 1-8. https://myjms.mohe.gov.my/index.php/ijares/article/view/13479
[24] Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic. https://doi.org/10.1080/00098655.2020.1751480
Nessipbayeva, O. (2012). THE COMPETENCIES OF THE MODERN TEACHER. https://bit.ly/37eXTFm
[25] Nirmala, A., Triaswati, E., & Rahmawan, A. (2020). Implementation of the GSE (Google suite education) program at SD Muhammadiyah 09 plus in the Covid-19 pandemic era. Omega, 6(2).Vol 6, No 2 (2020)
Nguyen, H., Stehr, E.M., Eisenreich, H.; & An, T. (2018) "Using Google Forms to Inform Teaching Practices, "Proceedings of the Interdisciplinary STEM Teaching and Learning Conference: Vol. 2 , Article 10. DOI: 10.20429/stem.2018.020110
[26] Paris, S. (2019). Work Satisfaction: Critical Factors for Foreign-Born Faculty. https://bit.ly/3w2bqbw
Paso, C., Chantarasombat, C., & Tirasiravech, W. (2017). Strengthening Teacher's Learning Management for Self-Reliance of Students in Thai Secondary School. International Education Studies. https://doi.org/10.5539/ies.v10n3p165
[27] Ramos et al., (2021). Online Education in the midst of CoViD-19 Pandemic: Evidences from the Lenses of IT Students. Turkish Online Journal of Qualitative Inquiry. 12. 5193-5201.
Rapanta et al., (2020). Online university teaching during and after the Covid-19 crisis: refocusing teacher presence and learning activity, Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00155-y
[28] Sandeep, T. et., al. (2017). Quick Access: Building a Smart Experience for Google Drive. https://doi.org/10.1145/3097983.3098048
Sarvestani, M. S., Mohammadi, M., Afshin, J., & Raeisy, L. (2019). Students’ experiences of e-learning challenges; a phenomenological study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(3)
[29] Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56-59. https://doi.org/10.1080/87567555.2010.511313
Shipper, B. (2012). The Market Definition of Google Search. http://dx.doi.org/10.2139/ssrn.2207686
[30] Smith, P. K., Grant, L., Conway, C., & Narayan, V. (2016). Mobile devices and mobile learning: Shifting the mindset of teachers and learners. International Journal of Mobile and Blended Learning, 8(4), 1–16. https://bit.ly/3xXkFMs
Subedi, D. (2016). Explanatory Sequential Mixed Method Design as the Third Research Community of Knowledge Claim. American Journal of Educational Research 4(4 7):570-577. https://bit.ly/2Tbb8iI
[31] Spiteri, M., Chang Rundgren, S. N. (2020). Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology. Tech Know Learn 25, 115–128. https://doi.org/10.1007/s10758-018-9376-x
Tang, KY., Hsiao, CH., Tu, YF. et al. (2021). Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform. Education Tech Research Dev 69, 2705–2728. https://doi.org/10.1007/s11423-021-10032-5
[32] Tanveer, M., Bhaumik, A., Hassan, S., & Ul Haq, I. (2020). Covid-19 pandemic, outbreak educational sector and students online learning in Saudi Arabia. Journal of Entrepreneurship Education, 23(3). https://bit.ly/3xClVDc
[33] Wen, H. (2014). 9 useful add-ons for Google Docs. Network Word Newsletter. https://bit.ly/3OKfyFN
[34] Zhou, W., Simpson, E., & Domizi, D. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity. https://bit.ly/3u3AVsO
Published
2024-12-11
How to Cite
GonzagaL., AndradeI. B. L., BallatanA. A., GuzmanJ. O. D., & ValenzuelaJ. W. (2024). TEACHERS’ COMPETENCIES USING VIRTUAL WORKSPACES IN THE NEW NORMAL: A SEQUENTIAL EXPLANATORY STUDY . Proceedings of International Interdisciplinary Conference on Sustainable Development Goals (IICSDGs), 7(1), 16-40. Retrieved from https://journals.ubmg.ac.id/index.php/IICSDGs/article/view/799
