Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic?

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH COMPUTERS IN THE SCHOOLS Pub Date : 2021-11-15 DOI:10.1080/07380569.2021.1988317
Zaldy C. Collado, Christopher Bryan A. Concha, N. M. G. Orozco
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引用次数: 2

Abstract

Abstract Prior to the pandemic, remote learning in the Philippines was not a widely popular mode of teaching and learning. The COVID-19 health crisis, however, turned such modality into a norm. In this context, this study examined the experiences of Filipino teachers caught in the transition from traditional face-to-face interactions to virtual or distance learning. Findings were drawn from 86 teachers from private and public institutions in the Philippines, whose survey responses were collected online. The results indicate that the transition is seen both as an opportunity for professional growth and as a phase of tremendous challenge for discharging teacher duties. The narratives, however, are dominated by the latter. Logistical constraints brought by limited resources, heavier workload, and the anxiety rooted in the quality of online teaching are some of the challenges that arose. We contend that the perceived suddenness of such need for change, as reflected in these narratives, revealed how alien online learning is to teachers in the broader context. We argue further that the challenges in this transition are rooted in decades-long underinvestment in distance learning evidenced by the inadequate information and communication infrastructures in the country. This failure to invest in digital modality may suggest a lack of foresight about the power of technology in streamlining educational processes and improving outcomes under different settings and circumstances.
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转型中的教学:菲律宾教师如何面对疫情期间向网络空间的迁移?
在大流行之前,远程学习在菲律宾并不是一种广泛流行的教学模式。然而,2019冠状病毒病健康危机使这种模式成为一种常态。在此背景下,本研究考察了菲律宾教师从传统的面对面互动过渡到虚拟或远程学习的经历。调查结果来自菲律宾私立和公立机构的86名教师,他们的调查回复是在网上收集的。结果表明,这种转变既被视为教师专业成长的机会,也被视为教师履行职责的巨大挑战。然而,叙事却以后者为主。资源有限、工作量增加带来的后勤限制,以及对在线教学质量的担忧,都是其中的一些挑战。我们认为,正如这些叙述所反映的那样,这种变化需求的突然性表明,在更广泛的背景下,在线学习对教师来说是多么陌生。我们进一步认为,这种转变的挑战源于数十年来对远程学习的投资不足,该国信息和通信基础设施的不足证明了这一点。未能投资于数字模式可能表明,在不同的环境和环境下,对技术在简化教育过程和改善结果方面的力量缺乏远见。
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来源期刊
COMPUTERS IN THE SCHOOLS
COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
11.10%
发文量
23
期刊介绍: Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.
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