Cover Letter

April 2021.
Encountering Distant Voices: Exploring the Role of Teachers as an aspect of Studies.
Princess Janine Colobong
Top Achievers Private School, Inc.
Fortune, Aurora, Alicia, Isabela.

Dear Ma’am,

By referring to the above matter, we would like to present the “Encountering Distant Voices in Online Home-
schooling: Exploring the Role of Teachers as an aspect of Studies” viewing a teacher’s obscured heroic deeds as
adamant prospect despite distance learning crisis works as dispeller of darkness of ignorance that aids rough
patches and buildout bright spectacle for student’s future.
Prior to this, distant teaching problem for teachers appears to be the most prominent in Schools and Houses as the
COVID-19 pandemic has disrupted the education sector globally. Due to the huge quantity of damage it generated
from it’s activities, classes have been suspended to enforce social distancing and educational institutions, from
schools to universities, have shifted to online methods of teaching and evaluation. With so many parents and
students frustrated with online school, it’s important to remember that this is a difficult adjustment for teachers too.
Most are working harder than they ever have before to teach the same curriculum in less time, with a different
format, to students who may be distracted or disengaged.
Online teaching is something many institutions are contemplating, but do all teachers have the bandwidth for online
learning? The results cover a wide swath of issues, from teacher morale to substitute shortages to technology access.
But the data on instruction, specifically, hint at the pandemic’s long-term effects on student learning and teacher’s
adaptability on technology took time:
• Online teaching is a hurdle for teachers as well as students.
•A staggering 84% of teachers reported facing challenges in delivering education digitally.
• Three out of every five teachers lack the necessary devices to deliver education digitally.
And ‘Adapting to technology’ by all means in all ramifications, is simply a planned system aimed at effectively
controlling the production, storage, communication, transportation of knowledge, processing and circulation of
online learning. Its primary purpose is to provide efficient learning system; easier, faster and more effective
communication, new, innovate approaches and improves overall production rate, without crashing other systems nor
breaking the coping mechanism for teachers because it is managed in such a way that protects both mental health
and the environment for people involved in this case.
Through this project, the ‘Adapting to technology’ creates a utilitarian, functional and amendable environmental
impacts which ease the life of teachers and the community. In addition to helping the whole community prepare for
these adaptation, embracing change and treating it as a process to be embedded in practice, there are a number of
ways in which students see the most success from embracing new technology. Some benefits are the learning the use
of technology, better communication with students, reduction of technical difficulties with online teaching tools,
establishing proper education, mental health stability, time management, development for growth, and proper and
peaceful execution of teaching which all are for the betterment of the academic system for both students, school and
specially for teachers.
We have seen measurable success and we are now seeking to expand our project to address the problem and the
need of sympathy to integrate adaptation of technology.
With this in mind, we ask you to support our continued work, we are eager to execute this project.
Your cooperation is very much appreciated.
Thanking you,
Sincerely,
Angel Lyka P. Tiburcio,
Christian Paul V. Javier,
Jhamaeca Mia Kate C. Delfin,
Trisha Mae L. Alonzo
 Title Page

Encountering Distant Voices: Exploring the Role of Teachers as an aspect of Studies

Teacher’s obscured heroic deeds as adamant prospect despite distance learning crisis works as dispeller of
darkness of ignorance that aids rough patches and buildout bright spectacle for student’s future.

A Project Proposal

For consideration under

Presented to Princess Janine Colobong

in partial fulfillment of requirement affiliated to Reading and Writing.

Accountancy Business and Management, Science Technology, Engineering and Mathematics strand

Top Achievers Private School, Inc.

By

Angel Lyka P. Tiburcio,

Christian Paul V. Javier,

Jhamaeca Mia Kate C. Delfin,

Trisha Mae L. Alonzo

To

Princess Janine Colobong

Project Adviser

Second semester. 28tth of April, 2021

Abstract

The issue of online teaching difficulty is very paramount in any region across the globe. The ubiquity with regard to
adaptation to technology and availability of social media offered an unorthodox avenue to impart education.
Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed.

Adapting to technology is a powerful tool that can be used to amend the mess and to ease the difficulties for
academical conditions which associates with the upgraded way of learning that includes not only for this crisis, but
for the future.

Results of this study aim for the development of sense of classroom community is critical to enhance students'
satisfaction and perceived learning. In addition, the role of teacher verbal immediacy is important in online
discussion. Implementing this project by a constant progress sending all the needs for adaptation to technology
which includes providing stable internet connection, computers (both laptops and desktops), printers, xerox machine
and allowances for teachers but specifically, in Top Achievers Private School, Inc. Historical records shows that
they have estimated a 1 million cost for a certain school and other universities like Ateneo De Manila University had
their alumni to donate, but according to this analysis, our project with a small environment particularly for Taps
Alicia would cost approximately 600,000 pesos. It is certain that if funds are allocated, the project can be
implemented successfully. From this project, we are rooting for it to build a strong foundation to build an alternative
aid and change the game for every students and most specially— for teachers.

Context

We have identified the transparent need and attention for adapting to technology; teachers having difficulties and
facing these phases, organizing and pulling everything together without enough sources for the holistic development
of the student in the institutions. As a consequence of COVID-19, schools worldwide resulted in shutting down,
leaving over 1.2 billion students out of their classrooms (Li and Lalani, 2020). As a rapid response, home learning
was suggested to close the educational gap that might occur.

From March to June 2020, much of the public debate focused on the digital gap in the context of students, meaning
that the difficulties faced by teachers on the ground were not given due emphasis. This context aims to give voice to
teachers’ experiences.

Here in the Philippines, several institutions also resorted to online measures to keep classes running while the
lockdown was implemented. Online platforms such as Google Classroom, Google Hangouts, Skype, Facebook
groups, Messenger and Zoom were only some of the most used applications for conducting classes in the country
(Abad, 2020).

Socio-Economic Status (SES)

The driving force behind the increasing popularity of massive open online classes (MOOCs) is that they provide —
as the term defines it — open access to a massive online audience. Anyone with an Internet connection who wants to
learn, can. Whether you’re rich or poor, living in a comfortable life, MOOCs promise to level the higher education
playing field. The question is: Does reality reflect this ideal? That is the background of SES to adaptation to
technology that defines the need for this project.

Tens of thousands of teachers lack gadgets and internet connection needed for online classes during the coronavirus
pandemic, the Department of Education said Tuesday.

Out of almost 700,000 teachers nationwide who answered a recent DepEd survey, 87 percent have laptops or
computers at home: 49 have internet and 41 have signal but no connection, 10 lack both. and 13 percent have none,
said Education Undersecretary Nepomuceno Malaluan.

Being in a third-world country, even middle-class citizens struggle with resources or may require extra support,
depending on how near they are the poverty line (Albert, Santos, & Vizmanos, n.d.). Those from poor families are
less likely to meet the basic pre-requisites for learning and are often ill-prepared to attend school.

Unfortunately, accessibility is highly related to SES, and this is where the digital divide begins. Teachers who come
from low-SES households develop coping skills slower than those who are from higher SES families (Morgan,
Farkas, Hillemeier, & Maczuga, 2009); primarily because poor households have less access to learning materials
which promote a positive literacy environment (Bradley, Corwyn, McAdoo, & García Coll, 2001).

Cultural

Academic institutions face barriers to accessing education due to cultural impacts.

Culture is a critical component of any learning environment. It is important to be aware of the influence of culture
within any particular learning context, and to try and shape that culture as much as possible towards supporting the
kind of learning environment that you believe will be most effective.

However, education is necessary to participate in the modern economy, because prevailing cultures are often so
dominant, they are very difficult to change. Even charismatic leaders will struggle, as many university presidents
have found.

Nevertheless, new technologies enable new learning environments to be developed, instructors now have a rare
opportunity consciously to create a culture that can support and develop the kind of culture within that learning
environment that will best serve your learners.

For instance, in an online learning environment, we consciously attempt to create a culture that reflects the
following:

• mutual respect (between instructor and students, and especially between students)

• open-ness to differing views and opinions

• evidence-based argument and reasoning

• making learning engaging and fun

• making explicit and encouraging the underlying values and epistemology of a subject discipline

• transparency in assessment (e.g. rubrics and criteria)

• recognition of and respect for the personalities of each student in the class

• collaboration and mutual support.

The choice of content, the skills and attitudes that are promoted, the relationship between instructors and students,
and many other aspects of a learning environment, will all be deeply influenced by the prevailing culture of an
institution or class (used to mean any grouping of students and a teacher). Thus in a learning environment, every one
of the components I described will be influenced by the dominant culture.

Political

Government, when criticized for not investing in online education, argue that spending money to build the
infrastructure to support online education cannot be justified if people leave after getting educated. Therefore,
spending that money would be unfair to the population that remains in the country. Although the statement is
controversial, there may be some truth in it. Governments spending and budget allocations are largely dependent on
the governments’ education policies.

Amongst the different kinds of challenges posed by COVID-19, government are now confronted with unprecedented
changes required in the education sector.

COVID-19 has made the State insist on online learning. However, the fact that online content and material for every
subject has been in the public domain for a very long time is ignored.

A Government order at the beginning of the new academic year (2020) has made online education mandatory.
Viewing the government order in retrospect, we need to be wary of and ask ourselves what the State control of
education has led us to. Going by the words of a leading educationalist, most of the results of institutional learning
have been to stress on “conformity” than on “creativity”. This has significantly halted technology and innovation in
the sector. When the State takes up control of the process of education, the path towards a creative learning
environment all the more dwindles.

There is no visible proponent or detractor in the online world. Access to the Internet, speed, familiarity with
platforms, interest in the learning process, etc. determine the extent to which students and teachers benefit from
online classes. But the interesting thing here is that these very factors also affect the learning outcomes of the
students. It filters those interested in education from the rest. This, in the long run, could have significant outcomes
in determining who leads the sector and will open a box of innovations and technological changes in the sector.

It seems to be the case that the political economy of the education sector has much to do with how the State
mandates laws to regulate individual innovations in the sector in future. How the State deals with this new
environment will indicate the trajectory of the education sector in the near term.
Project Justification

The fundamental reason for this proposal is that teachers’ struggle seem to be invisible same goes with their needs
and demands. Government seem to be obfuscated wether who suffers the most— but as a matter of fact, everyone
suffers. Hence, talking about the academic standee, we are doing bad. And we need our heroes: teachers, to guide us.
But what if they still don’t get to cope up with the situation?

The broad range of the pandemic crisis pushes the globe to cope up with the new normal and deal with the cultural
resets. the broad topic for online classes receives attention including the government but the low-risk environments
are not the focus of that attention. This has resulted a major changes that needs an immediate solution to aid the
needs of teachers and identify what they truly deserve. classes have been suspended to enforce social distancing and
educational institutions, from schools to universities, have shifted to online methods of teaching and evaluation that
will lead to demand the adaptation of technology and needs for technology. Considering the unique nature of online
environments, which limit some aspects of nonverbal communication, fostering robust and lasting teacher–student
relationships in online classes may be challenging. Moreover, the adapting technology opens structural features of
online settings that creates a learning environment where students have strong connection and bond of knowledge
with the instructor.

The results of this project may provide insight into teachers’ perceptions of technology in currently assumed low-
risk environments such as our region which are other environments that are typically considered safe by the general
public. With the changes regarding needs of technology, understanding teachers’ perceptions of technology is
beneficial to both government and student in the state because adaptation to technology have the potential to impact
both the professional and personal needs of employees.

Many teachers struggle than most of the students. They grew up teaching manually, verbally and some don’t even
know the use of technology. Now that the crisis came up and shifts from traditional to technological, teachers need
to cope up to do their job and their passion. Adapting to technology is the coping mechanism everyone needs to
embrace.

The main motivation behind this project was to deliver a good flow of education and and teaching strategies that
amend the difficulties for teachers that will benefit both practitioners and scholars in a way that they doesn’t need to
be hardcore to be understood, because teachers and students are on the same page already. this project would not
focus ok providing needs but also serves as a guideline for eager knowledge and adamant prospect of students
future. To keep the two in a parallel fashion, adapting technology will be a better and superior solution today,
tomorrow and for the future.

Technical difficulties with online teaching tools, time consuming resources, poor bond and connection, all of these
will vanish and will be replaced by easy flow and circulation of academic responsibilities. And that is the essence of
this project, to be the game changer. And us, the AlChrisCaSha Organization will be the instrument for that, because
at the young age, we are able to open our eyes for reality and open our hearts and place it to the palm of those who
needs it the most.

By and large, we would even go so far as to say that in light of this, an equally significant aspect of our proposal that
you may consider it a dire need, undoubtedly, given that it is useful, produced by young minds that cares for their
institute, considering essential in feeding the demand of knowledge for students, which will given by the teachers
with our help; our project is the game changer, but we aren’t. We are more than willing to do more than that.
because AlChrisCaSha group, is the game destroyer.
Reporting Scheme
"The theme "Encountering Distant Voices in Online Home-schooling: Exploring the Role of Teachers as
an aspect of Studies" aims to adapt technology that allows for a smooth flow of education for the
students."

•The target audience are the students and teachers but we will only give the gadgets to the teachers for
them to test how effective the new devices that will be given to them. The students would serve as the
beneficiary of the given action their future’s sake, at risk.

• The intended target audience will be 30 teachers. They will be given the following devices:

-Laptop

-Personal Computer

-Xerox Machine

-Printer

-3,500 allowances (for the inks, etc)

•Ensuring the participation of the behavior of the teachers the project will be surely executed smoothly
and successfully.

• We will be distributing gadgets and supplies for the educational purposes that will help the teachers to
run school works smoothly and lessen their hardships due to the shortage of materials in the school and
house. The project will be held at the taps gymnasium every monday morning at exactly 9 and will end
at 12 noon. The duration of this event would be 2 months due to the global pandemic that is relevant
today. The program consist of the orientation on how to use, manage and handle the devices with
proper care. We will be hiring a professional technician to elaborate and teach us the basic programing
of the give devices.

Personnel Involved
Person Role Qualification

Angel Lyka P. Tiburcio
Trisha Mae L. Alonzo
Jhamaeca Mia Kate C. Delfin
Christian Paul C. Javier
Project Manager/ Fits the title of a leader, runs the whole team and
plays the primary role pf the project, responsible for
success completion. Develops the project plan and
Director manages deliverables according to plan, establishes
and ensures the stability of the project
Project Ensures the stability of the project, reports and
arranges the adaptation needed to keep the
Supervisor foundation of the project solid and at ease.
Project Defines needs and recommendation solutions and
measures the possible outcomes and expenses of
Accountant the project, maneuvers the budget and plays card
for debunking a fail project.
Project Secretary Managing the internal deeds of the project, takes
careful planning and preparation and does ensure
 the success of the project

Implementation Plan
develop training forms and communication materials and
obtain organizational approval for forms if necessary. comparing performances against
work with materials and management to have the the plan to asses the unfamiliar
necessary materials and other materials available prior to things, evaluating possible
VENUS
project date release. Maintain the surplus supply of alternatives sources of action and
materials to cope up hastily and adapt the
environment
VENUS demanded in the
project to keep the flow stable
and controlled for taking
appropriate action plan to resolve
differences.

EARTH July
Activity June
Plan communication
plan and
controlling
Docs and Negotiating for work in
Org materials, supplies progress
Awareness
material and services
&Approval procurement

June July

identify the key stakeholders and

committees needed to approve the
initiate project policies, obtain buy-
in; begin to be included in agendas
as for approval, update various establish the operational strategies to
stakeholders and leadership. comply the crucial need for implementing
•Finalize implementation date. this project; devices needed to impose
VENUS and startVENUS
the development of the project.
integrate the distribution of devices and
•Summon funds secure the circulation of implementation
•Dealing with sponsors
•Approve policy and
Implementation plan
Resource plan
Project quantity Cost(Aprx) Deliverables/
Phase
Item Purpose
Personal Computer Act 1 5 100,000.00 Institute’s general
purpose device
Laptop Act 2 25 375,00.00 Individual device
for take home
works and teaching
through screen
purposes
Printer Act 3 2 20,000.00 For printing
paperworks and
records for easier
processes
Xerox Machine Act 4 1 25,000.00 Double the time
conservation that
produces more
copies of things
required
Allowance(includes wifi fees) Act 5 30 105,000.00 Teacher’s
allowances for
budgeting their
expenses and
incentives for
heroic deeds

Budget
Items Expenses Expenses over a Expected expenses
specified time period

Laptop 375,000 105,000 in June, 375,000

120,000 in July

Xerox machine 25,000 25,000 in June 25,000

Printer 20,000 20,000 in June 20,000

Personal Computer 100,000 60,000 in June, 40,000 100,000

in July

Allowance 105,000 105,000 105,000

Total 625,000
 Monitoring and Evaluation

Definition BASELINE TARGET FREQUENCY RESPONSIBLE REPORTING

What is the What is the How often will it Who will measure Where will it be
current value? target value? be measured? it? reported?

Goal This focuses on the 90% 100% Yearly Program Manager Yearly
development and Teacher’s
establishment of main check up
component which starts
teacher’s race in
adapting technology

Outcomes With all the forgoing 30 Teachers 35 Teachers Every 2 months Program Officer Teachers
facts, the future of this review report
project sketch a bright
spectacle for adapting
technology in the new
normal

Outputs It is the overall record for 628,000 650,000 Monthly Program Officer Survey report
the adjustment and fitting
phase in the project to
attain and track the
progress of the project

Conclusion
Teachers face challenges as online classes gather steam, Adapting to technology paves the way
Considering the greatest devastation on the COVID-19 outbreak, the crisis pushes the institutions to shift
from traditional technological. Thus, the role of schools and departments is to comply in these dire need
to be able to keep up and not left behind. The “Adapting to Technology” acts as a scaffold that provides
support and stability for the academic system in our society. It’s unique nature of online environments,
which provide some aspects of faster and safer communication, fostering robust and lasting teacher–
student relationships in online classes. Moreover, the adapting technology opens structural features of
online settings may create a learning environment where students have strong connection and bond of
knowledge with the instructor. These changes are from from our comfort zone but it is the start of
opening the peek of bright light for our future, if only we know how to embrace and welcome it.
Nevertheless, despite this pandemic we have brave teachers we consider our hero for them being the
hand that helps and encompasses various situations. Hence, this project alleviates the agitating and
agonizing fences that eases the on-going damage. With all the forgoing facts above stated, it would be a
turning point and a life changer for teachers student’s and society implementing this project
References:
http://journals.sagepub.com

http://economists.typepad.com

http://news.abs-cbn.com

http://researchgate.net

http://villanovau.com

https://project-proposal.casual.pm/