Oliver - Chapter 1 and 2

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Chapter 1
INTRODUCTION
Rationale
The 2019 COVID pandemic has impacted schools around the world. The rapid spread of
the virus forces the closure of schools that shift schools to home learning settings. The use of
communication technology becomes essential between teachers and learners to continue the
education and minimize the possible harsh effect in the future. This is the only option to follow
the protocols in health and safety for everyone. However, it raises concerns about the
availability of digital tools.
Hernando-Malipot (2021) reported, “In addition to updating its learning requirements for
pupils, the Department of Education (DepEd) moved to alternate learning delivery modalities
this school year to guarantee that learning continues even if children are at home. However, the
existing learning environment threatens to widen the gap between those who can access and
complete their education and those who cannot, as well as impede the development of students'
talents. The current environment may also influence the children's capacity to learn and express
themselves, particularly in English.”
Padlan (2020) explained, “Undeniably, everyone is affected by the COVID-19
pandemic, but the impacts are greater felt in communities where privilege does not extend. The
majority of them are being denied with opportunities to experience quality education and were
not well-equipped to have computers, internet connection, and devices for virtual learning and
workspaces.”
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Becking and Grady (2019) concluded, “The implications of the Digital Divide in 2019
vary slightly from the onset of Internet use. Max Weber’s theory of stratification provides a
foundation for understanding why growth is slow. Defining the Digital Divide is difficult. In
reality, it has moved from a situation acquiring sufficient skills to use it effectively. We
examined the issue from the perspective of the need for technology-literate leaders in schools.”
Subedi (2020) discussed, “The digital gap is not an entirely new issue. In education,
there is a difference between individuals who have access to digital learning resources at home
and those who do not. A homework gap precedes the present problem. While this difference is
partially due to geographic issues in establishing high-speed internet infrastructure, the issue is
the socioeconomic digital divide.”
Esteban and Cruz (2021) concluded, “The central finding of this study has confirmed the
existence of digital divide along with the demographic residence, annual family income, and
parents’ highest educational attainment. Significant differences were found to exist on the
internet and mobile internet expenses and hours spent on the internet. The majority of the
household in the communities of the last mile school do not have electricity, internet
connection, and communication technology for children’s education.”
Thus, the researcher will find the impact of the digital divide in providing quality
education for emergent readers in the last mile schools and address the issues and challenges
brought by the lack of technology during the COVID-19 pandemic where remote learning is
applied.
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Literature Review
Emergent Reader in Digital Age
Mills (2016) implied, “The current review provides clinically relevant evidence about
the influence of digital media on emerging literacy abilities. The findings of this review add to
the increasing body of knowledge on children's media consumption. This material is
therapeutically important to the work of the speech-language pathologist in adopting evidence-
based procedures with their clients, their families, and professional colleagues. Clinicians must
accept that media exposure is a fact of life in today's culture. Clinicians should educate families
about the dangers of screen use and how to choose appropriate media (Brown, 2011).
Furthermore, therapists may play an important role in guiding how media is used by alerting
parents to media characteristics that have been demonstrated to benefit children's language
development and general learning.”
Consequently, if children are unable to learn the essentials from people on a regular
screen time, they will be unable to build the necessary skills to interact with people when they
are older. As a result, their screen time should be limited until they have had enough personal
engagement their interpersonal communication skills properly.
Technology is becoming a distinctive element of the human experience as the world gets
increasingly digitalized. It is inevitable in some situations; it is not impossible to restrict its
exposure. It implies that parents of learners must begin not exposing their children to
technology as they are born. Overexposure to technology can hurt a child's reading habits and
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their development and interpersonal relationships throughout their early years. As a result, a
child's exposure to technology must be minimized or eliminated.”
Pearce (2017) concluded, “Literacy is a skill that a kid learns even before starting
school. Traditionally, print books have been the sole source of literacy instruction. This literacy
exposure, however, has expanded to encompass a variety of media, including e-books.”
There were 3-and 4-year-old children from two Greenville, NC preschools. Speech,
language, and hearing tests were conducted. Dr. Seuss' ABC book was read in two distinct
versions with each child in an experiment.
For each experimental task, the conventional book's mean accuracies were determined.
The difference in overall accuracy between book genres and the sound-symbol
connection test was statistically significant. When comparing the conventional book to the
eBook, the traditional book's sound-symbol knowledge accuracy was shown to be greater (56.58
percent) (35.53 percent ). When comparing the traditional book to the eBook, the overall
accuracy was greater (60.94 percent) (48.75 percent ).
Lynch (2017) stated, “Educators' roles include not only teaching students academic
abilities but also preparing them to think critically about what they meet in the real-life
situation. Educators may guarantee that their pupils are equipped for the 21st century by giving
with digital literacy abilities.”
Of course, reading and writing are still vital abilities. It is difficult for kids to become
digitally literate without this basic literacy. Adopting digital literacy does not imply dismissing
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conventional print literature. Instead, it entails teaching children the distinction between the two
and preparing them to cope with both.
Lynch (2017) stated, “Technology is ingrained in daily life from pre-kindergarten
through adulthood. The International Guidelines on Information Literacy recommend that
technology education begins at a young age. However, research, instruction, and improvement
should continue throughout one's life to encourage personal and professional development. The
Joint Research Center of the European Commission agrees. According to the commission,
digital literacy is critical for academic achievement and later lifelong growth.”
Embracing technology and developing digital literacy is an important part of
encouraging learning from childhood to maturity. As a result, encouraging academic
development has always been a priority. However, in a global society, successful people from
all walks of life are now required to participate.
Third et al. (2017) concluded, “Children tell us that digital technology is essential to
their future success. They acutely did not know of the danger by their daily online activities and
networking activities and have devised effective strategies. They value the connecting, creative,
conversational, informational, organizational, and entertaining aspects of their digital activities,
as well as the opportunities they provide for living healthy and happy lives. They strike a careful
balance between their digital technology habits and the various demands of their daily life
frequently.”
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They talk intelligently about the innovative solutions, have devised to the problems
experienced in accessing and utilizing the digital era, and speak nuancedly about how they for
constructive futures. They are outward-looking and, when given time in reflecting.
However, many of the research participants' experiences are shaped by some very
genuine obstacles. Many people do not yet have the reliable and consistent access they need to
take advantage of digital opportunities.
Many people live in situations that do not allow them to participate in internet activities
safely. Many people have enough opportunities to develop the required skills and literacies for
the digital age, both at school and outside of it.
More specifically, there is a need to hear from and develop solutions to use the digital
world's capabilities to help our most impoverished and vulnerable children. It is not just about
having access to digital technology and connection; it is also about their settings' inability to
deliver on the promise of digital technology and everything it has to offer. Too frequently,
technology gadgets are built with underprivileged children as a secondary consideration.
This places kids and the organizations who help them. As a result, the various
requirements of students worldwide must be incorporated into the curriculum.
The whole spectrum of children's rights and aspirations for the digital future must be
firmly anchored in the action agenda as the global community harnesses its energy for the
tremendous challenge of attaining the Sustainable Development Goals.”

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Gangi (2018) concluded, “It is critical to understand the development of emergent
literacy abilities in early childhood and their impact on subsequent reading achievement. It is
also crucial to realize that home literacy activities are one approach to building these emerging
literacy abilities. Home literacy practices positively influence children's emerging literacy
abilities before beginning kindergarten and, hence, positively impact subsequent reading
achievement. Educators may aid in this process by distributing and encouraging families to
utilize the website provided to aid in the development of young children's emergent literacy
abilities, which can have a beneficial impact on subsequent reading achievement while in
school.”
Prieler (2018) found, “The advent of digital technology has resulted in youngsters being
exposed to digital text from an early age. It is important to identify digitally relevant predictor
abilities to read alongside other more conventional literacy precursor skills in examining how
technology may influence reading development. While phonological decoding has been proven
to be a powerful predictor of reading success on several occasions, visual attention has only
lately been recognized as an essential modulator of reading ability.”
Graafland (2018) concluded, “Children are increasingly utilizing the internet and
beginning to utilize digital gadgets at younger and younger ages.” Children's online access is
growing "more personal, more private, and less monitored" at the same time (Unicef, 2017, p.
64). The Internet offers numerous opportunities to youngsters, but it is not without hazards.
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Despite that risks may not always result in harm, it is critical to understand what might hurt
children online.
Children face socioeconomic gaps despite growing Internet access and use (Livingstone,
Mascheroni, and Staksrud, 2017[26]). Overcoming digital disparities is an important and
complicated problem, one in which education plays a critical role. As more children use the
internet, it is increasingly essential for families and schools to educate children on digital
resilience.
In a digital environment, developing rules that both protect and empower children is
difficult. OECD nations have adopted different methods for modern technology by children, and
some excellent practice and policy examples have been found.
Effective policies promote children to become active rather than passive users of
technology and assist parents and educators in using the Internet. More data is needed in various
areas before policy solutions can be developed to address common issues. Future studies could,
for example, explore include younger children (primary school age or younger), evaluating new
technologies.
Capgemini (2019) concluded, “Both the research findings and industry trends, in
general, demonstrate that digital age learning extends well beyond businesses simply
virtualizing learning and massifying digital material in a one-size-fits-all manner. It creates
digital learner communities that combine social, immersive, informal, and formal techniques,
emphasizing the learner (one-size-fits-all approach) and the company. It is about being
adaptable, nimble, and lifelong for the learner.”

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Taghizade (2019) concluded, “The study's findings indicated that stakeholders and
educational officials do not acknowledge technology in instruction, resulting in the young
learner in classrooms. This revealed a positive trend toward digital into young learner classes,
owing using technological tools can increase children's interest and being taught, learn more
easily and improve communication skills.”
Reich et al. (2019) concluded, “When listening to a narrative read by a person or a
tablet, we were able to compare understanding, sequencing, vocabulary, engagement, and kid
vocalizations. We discovered that children were equally attentive, vocal, and emotionally
involved with both platforms and that when reading a print book, they remembered more about
the tale, particularly the story sequence. However, regardless of past tablet or electronic reading
experiences, children tended to talk about the device when reading on a tablet. These patterns
may have an impact on young children's reading attention and later literacy.”
OECD (2020) stated, “The COVID-19 epidemic served as a stark to remind education is
critical not just for school learning, but for physical and emotional well-being. In recent years,
business sectors and foundations have experimented with novel strategies for supporting
development, notably in education.”
This experimentation has also led to the expansion of successful and innovative
collaborations across all development partners – nations, corporate sector, civil society,
academia, and people –to utilize external partners' expertise, skills, and resources. Several
examples of effective collaborations have contributed to remarkable achievements, especially in
traditionally regarded public goods such as education.

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Werling (2020) concluded, “(a) social-emotional, (b) physical, (c) cognitive, (d)
language, (e) mathematical, and (f) literacy abilities. Researchers investigated the benefits and
drawbacks of technology. When technology instruments were properly designed, selected,
integrated, and assessed, they had a beneficial impact on children's learning and development.”
Barzillai and Thompson (2021) concluded, “reading on digital devices, which are
frequently interrupted and disrupted by interruptions and disruptions, whether in the form of
hotspots, games, or links, presents several challenges to maintaining focus and influences the
interactions that share around reading.” These early reading experiences lay the path for
language and literacy development and shape children's perceptions of reading to focus and
thought or as a more passive pastime.
Thus, learning to read in a digital environment entails a multidimensional issue space
comprising learner, reading goals, and digital setting, all of which are embedded within a
societal context. Individuals and companies that affect children's exposure to text need
additional chances to connect and develop research to understand and assist children's reading
development in digital contexts. The varied effects of digital environments require equally
subtle responses from digital users, consumers, and the research community, aiming to ensure
that children benefit from both media's affordances.
Furenes (2021) inferred, “Our meta-analysis revealed that some improvements aid in
children's word learning but not in their meaning-making. Clarifying rare and unfamiliar words
and idioms to young learners enhances vocabulary development but hinders meaning-making.
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The discovery that relatively typical additions understand the plot highlights the need for
striking balance between the primary objectives.”
Despite the significance of vocabulary acquisition, it appears better to incorporate
improvements that fit with the primary goal of book reading—making meaning and expanding
on the tale material. Digital books must exercise caution when including the popular, beneficial
acquisition of the entire reading session. Instructors and families should focus on choosing
books with content-related improvements. Small and appealing designs include children's
meaning-making. Our findings might be used to supplement to inform future policy papers for
educators.
Emergent readers, as young learners, are ready to be aided by digital tools in their early
education and enhance literacy, particularly in reading, but the distraction from games and
videos are seen on their devices must be addressed.
Digital Divide on the Learning Environment
Fox (2016) concluded, “it enables people to be confident and competent in their use of
technology to develop subject knowledge by encouraging their curiosity, supporting their
creativity, providing a critical framework for their emerging understandings, and discerning use
of the digital tools. While all students should have access to the internet, kids who have digital
devices engage with online technology to finish assignments must access it if their families
cannot afford it. The paper's thesis has limits and concerns explored before embarking on the
massive and costly job of giving home internet connections to economically disadvantaged
children. Schools' budgets are already stretched due to high operational costs and limited
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financing options. In certain educational systems, class sizes might reach 40 or 50 students. This
article suggests several solutions for bridging the material access guide, but it does not clarify
how much it would cost the school district every year. Without the help of outside groups,
schools may be forced to cut already tight budgets. The Maine Learning Technology
Foundation partially financed Maine's effort. Further research on financing sources to aid
schools in providing internet access to their students is encouraged.”
Finally, further research is needed into the financial impact of internet access on low-
income households. What impact may increased energy usage for devices or routers have on
homes already struggling to pay their utility bills? Would limiting the number of time kids may
spend on smartphones create yet another barrier to digital access? Fluency in digital technology
is undeniably a prevalent trend in today's society. Students attempting to overcome poverty may
face challenges of not accessing.
Students who have no access to the internet cannot apply or register for college
admission examinations such as the ACT or SAT or apply for financial assistance; education
offers improved financial stability. Furthermore, digital literacy is a talent for kids in the 21st-
century. Educational technology is a crucial asset for personal improvement since students to
practice while remaining in a K-12 context. Giving pupils as much practice as possible is the
finest thing a school can do for them.
Grigg (2016) concluded, “In conclusion, this study has shown that the teacher’s ICT
competency, when compared to the competence of his/her pupils, is likely to influence the
Meaningful Use of ICT in the classroom. When the Digital Divide was in favor of the teacher,
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there was a higher degree of Meaningful Use of ICT. Even when the Digital Divide was in favor
of the instructor, the Meaningful Use of ICT rating was only at the Developing level.”
Harris et al. (2017) concluded, “Multiple length exposure measurements digital activities
would have aided thorough understanding of nature of IT usage. Data was gathered by self-
report. Although self-reporting increases inaccuracy compared to measurement, it is currently
the technique of choice for large-scale exposure evaluations. However kind of IT usage, this
technique may have impacted the results. This cross-sectional research was conducted to
understand better what was going on at a given period among people of all ages and genders.
While not correctly depicted, it enables data collection at once and captures a "snapshot" of
technology-related activities that may use patterns to change fast [36]. The study's strengths
included a large, representative sample that comprised both genders and spanned a wide variety
of ages. Even in a sample with nearly ubiquitous access to technology, concerns of digital
divide might emerge.”
Ahkin and Mozelius (2017) concluded. “found three key criteria for thesis project
supervision in a mixed synchronous learning environment: 1) cooperation among peers, 2) the
presentation of key course topics in a variety of formats; and 3) instructor-student interaction.
Finally, no clear formula for effective thesis supervision in a mixed synchronous learning
setting was discovered. Certain course components that certain students value appear to be less
essential to others. A quote from one of the kids might be used to summarize this: There was no
specific moment since, in my perspective, all times were part of a larger total - the thesis work.
After the semester, I believe it is difficult to generate a significant drive for continued research.
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The semester is focused on research, and I am more interested in working with the system
practically. One issue might be that this one has included a lot more research in comparison to
other semesters. On the other hand, I am familiar with the setup and do not see any need for
substantial modifications."
Steele (2018) explained, “Education should be freeing, yet it is instead perceived as a
limiting element in life. A person's capacity to handle life challenges and give solutions to
promote a country's growth is enhanced by obtaining information. The enormous digital gap in
education is a major impediment to the growth of the developing world since they will be
unable to design new technologies and undertake research to improve people's living conditions.
Furthermore, the digital gap in schooling fosters the dependency syndrome; because
they lack a tool for generating or examining, people subscribe to untested beliefs. In addition,
developing countries are looking for greater donations. Given the critical role that ICT plays in
the classroom, bridging the digital divide in education is a significant concern for governments
throughout the world to achieve effective educational equality.
World-wide, commendable initiatives to close the gap are already ramping up, and they
go beyond the distribution of gadgets. Promoting digital literacy through campaigns or
incentives, forming relationships with successful businesses, and having a strong network are
important adjuncts in closing the digital gap. Bridging the digital divide in education is a long
and expensive process, but it is necessary for progress.”
Moore et al. (2018) recommended, “Disadvantaged Students have fewer gadgets and
lower-quality internet than their peers. Inequitable access to electronic devices and dependable
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internet connections contributes to educational opportunity, achievement, and equality
disparities.
Programs such as the Wireless Reach initiative and the private sector, which help to
rectify device and internet access inequalities, can help enhance educational opportunity and
access for individuals who need the greatest support preparing for and thriving in the twenty-
first-century economy.”
Adhikari (2018) implied, “This research not only clarified the digital gap in education
but also offered an in-depth understanding of the numerous problems associated with
technology-mediated teaching and learning methods.
Educational institutions and governments are now investing substantially in novel
learning technology, called "smart education" or "21st-century teaching and learning." This
research has presented parts of technology diffusion through educational interventions to
educate practitioners about technology-mediated teaching and learning difficulties that may
occur in the future. Specifically, the research study has given a much-needed empirical
investigation to address the issues posed by technology-mediated teaching and learning
problems. This is especially important now that more and more educational institutions adopt
digital learning tools and incorporate them into their teaching methods. This study examines
how current and new digital divisions have formed with the growing penetration of digital
technology into teaching and learning environments. In the chosen example, the study found no
evidence of a growing disparity of digital access. This can help practitioners make educated
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decisions about how technology-enhanced classroom activities may or may not exacerbate
disparities between haves and have-nots in certain school and social situations.
The research study also offered much-needed clarification and proof that students'
learning capacity is led by appropriate information literacy abilities and computer self-efficacy
rather than their digital talents. This is a significant result that will aid practitioners in planning
their activities and prioritizing their efforts to develop abilities to place their students on the
route to success. Teachers who were participating in the BYOD program for the whole five-year
period provided a comprehensive view of how teaching and learning changed in real-time as the
study proceeded. Findings will be useful to policymakers and education government agencies in
their continuous efforts to achieve an inclusive digital transformation.
NZQA (New Zealand Qualifications Authority) used paper-based NCEA (National
Certificate of Educational Achievement) assessment techniques. On the other hand,
policymakers have recently adopted online assessment techniques (MoE, 2017), which were
initially used as a pilot test in November 2017. (NZQA, 2017). The study had already been
finished. However, the BYOD classroom project has led to further continuing reforms in
secondary schools that promote technology-mediated instructional practices.
The New Zealand government announced in 2017 that the curriculum would begin in
2018 and be completed by 2020. Digital curriculum is to cultivate kids' "computational
thinking" future industries and jobs (Crown, 2017). This government project will strengthen and
expand the Bring Your Device (BYOD) classrooms initiative to all New Zealand schools,
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enhancing the creation of digital courseware learning resources, digital assessment techniques,
and examination methodologies.
Based on observations made early in the project, the earliest arguments are already
pointing to obstacles that may arise in the successful implementation of the digital curriculum in
schools. This includes resistance from teachers and parents, worries about present teachers'
professional development to perform in the new teaching and learning environments
confidently, and concerns about the availability of instructors who are currently in short supply
across the country (Kenny, 2017). Given the similarities in aims between the ‘BYOD classroom
project' and the ‘digital curriculum,' the thesis findings can be useful for schools and
implementation partners (like the Ministry of Education).
Furthermore, findings and the analytical of lens method employed may be used to
understand better the problems and issues that arise throughout the growth of technology-driven
initiatives in both formal and informal learning environments in the communities.”
Chen (2019) concluded, “People may now study in new ways thanks to technological
advancements. Online learning and mobile technologies have grown in popularity because they
give convenience and alternate educational alternatives; however, they impact students' views
on the will to use mobile technology in online learning. In addition, study findings on how self-
efficacy and other related attitudes affect behavior intention are mixed. The goal was to see how
characteristics like self-efficacy with mobile technology and the desire to utilize mobile
technology for learning influenced each other. To see how well these six characteristics
predicted usage intention. Bandura's self-efficacy theory and Davis's technological acceptance
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model served as the study's theoretical foundation. This research used a quantitative survey
design and a well-validated instrument. The data came from a Survey Monkey Audience sample
of 97 people.
The major data analysis approach was multiple regression. The six factors were shown
to predict usage intention. The six factors explained approximately 67.3 % of the variation. Use
intention was strongly correlated with perceived usefulness, self-efficacy, and attitude, and their
combination provided the strongest prediction model. Assisted Davis' paradigm to mobile
learning settings, enlightening educators, practitioners, and students in the field of online
education. By guiding meaningful incorporation of mobile technologies into online learning
settings, the study informs practice.”
Ivypanda (2019) explained, “Many individuals are missing out on offers. As a result,
closing the digital gap through digital inclusion measures is essential for everyone to benefit
from opportunities. One of the major reasons for the digital gap, as seen above, is wealth
disparity between individuals and nations. The populace of most underdeveloped nations is
unable to purchase computers due to low economic levels. In relieving this, organizations have
been established to lower the cost of computers or even provide them to underdeveloped
countries for free.
There has been evidence in recent years that the gender gap is gradually narrowing. This
younger generation's indiscriminate utilization of digital technology has reduced the substantial
gender prejudice that formerly prevailed. This tendency should be supported to speed the digital
divide's closing.
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As this research has shown, non-economic causes might lead to individuals not using
computers, therefore widening the digital divide. These issues have largely been overlooked as
the focus has shifted to the income gap.
Dealing with these social and cultural differences will result in less productivity. A
digital or economic gap works as a major stumbling barrier. The goal of this article was to look
at the occurrence of the digital divide. To that aim, the article explains the challenges brought
about by the digital divide, its origins, and potential remedies.
While others close over time, it is believed that governments should take proactive
measures and support projects that will result in a more technologically inclusive society. People
and nations will be more included in knowledge-based societies and economy as the digital gap
is bridged.”
Russo (2019) concluded, “This chasm has an influence on students' perception of
preparation as well as their learning experiences. The thesis's claim that the digital gap is based
on digital skill has been supported.
Inequality will worsen unless appropriate support mechanisms and curriculum design
that promotes digital fluency are included in schooling. More investment is needed to improve
instructors' digital abilities to support learning settings that encourage digital fluency and
prepare students for 21st-century jobs. If education is to be transformational, it must be
supportive and open to everybody.”
“Under extremely difficult circumstances, teachers, parents, districts, and communities
are doing their best to expand access to devices and revamp operations so that children lose the
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least amount of time possible not only in terms of valuable learning time, but also school-based
supports like meals, health clinics, and counseling,” Garcia et al. (2020) concluded. They are
dealing with various issues, and educators and administrators are doing their best to help them.
Policymakers should be careful of assuming nor pretending to consider that children are
learning meaningfully online as we change the mode of teaching. The application of remote
learning is only the smallest part of preventing children from receiving a good education during
this pandemic. We must make substantial and focused investments in measures to overcome the
repercussions of the current difficulties and boost up all children going forward after school
facilities reopen.”
Obana (2020) discussed, “The most significant barrier to schools switching to online
learning is the growing disparity. Advances in digital technology are, in reality—a steady
internet connection for many Filipino homes. Even individuals who have internet connections
face infrastructure challenges, such as the disparity in internet speeds among areas. Long-
distance also allowing their learning must be developed to bridge the digital divide.
Online education is prioritized as a possible income stream and a component of every
school's strategic approach. Most schools will hire instructional and technology consultants to
help school administrators smoothly manage the shift to virtual and mixed learning settings.
Other schools with limited resources will be more cost-effective to outsource parts of their
instructional skills, capabilities, and procedures. Some schools will entrust their online curricula
to third-party suppliers. Despite technological improvements, every teacher confronts obstacles
while employing gadgets in the classroom to the constraints and restrictions given by
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technology. This should not, however, deter or discourage instructors from using technology.
Every instructor must make an effort. Otherwise, in this digital age, instructors will become
obsolete.
The COVID-19 problem provides a chance for educators to band together, form
alliances, and share what works. We may not have seen this before to the crisis, but if we do not
act now, we will be missing out on a bigger chance.”
Wang (2020) concluded, “To physically introduce technology into less-connected
places, improvements in attitudes about technology need be undertaken in tandem with
regulatory reforms. Recognizing the opportunities provided by technology and the importance
of students having exposure to technology in today's world can help legislators, educators,
parents, and students alike realize the importance of finally closing the digital divide and,
eventually, narrowing the socioeconomic gap that plagues our country.”
Stelitano et al. (2020) recommended, “For the upcoming school year, policymakers
should seek to provide internet access and gadgets to every family. Many local, state, and
federal solutions will need to address infrastructural and systemic challenges that hinder kids
from connecting to the internet.
Some states must move quickly to enhance internet connectivity for children in low-
income schools. Students in these states' high-poverty schools may experience greater learning
deficits than students in low-poverty schools, exacerbating existing disparities.”

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The news is that bridging the home connection gap looks to have universal support.
According to the American Enterprise Institute’s survey (link is external), all races, income
levels, and political parties believe it is “important."
It will take a substantial national effort. However, the moral duty and return on
investment are both arguably quite substantial.
Calarco (2020) stated, “Low-income families may also struggle to keep their children
studying with required technologies. When kids, the digital gap of disparities in access to
dependable computers and fast internet – becomes much more troublesome.
While some schools provide computers or tablets for pupils to use, these programs are
not widespread. Low-income students have the necessary technology and bandwidth to live
stream lectures from home.
As of 2015, over 15% of all U.S. families with school-aged children have no access to
fast internet. The percentage of U.S. households without available physical connection was
more than twice as high among families with less than thirty dollars. Require significant parental
assistance in using such devices for home learning.
It might be difficult for low-income learners to do homework and turn it in on time.
They are affluent children to experience homework penalties, such as losing points for missed
late assignments, being denied recess, being reprimanded by friends, and having their grades
deducted. Similarly, low-income learners technology could not do arithmetic than their richer
counterparts. Due to a lack of a dependable connection, such kids may fail to do the
homework.”
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Critical Links (2020) stated, “While most developed countries' schools have wireless,
high-speed digital networks and students either own their computers outside of school hours,
millions of students in developing countries are educated in challenging environments
connectivity. This creates a tremendous disparity has an unfair competitive edge over those who
do not, up-to-date technology and the finest accessible learning aids. As a consequence, kids
have a higher chance of achieving success in school, which will be reflected in their future
professional lives.”
Dong et al. (2020) investigated, “Chinese parents' ideas and attitudes on virtual learning
because of the unavoidable impact on physical attendance of children's in educational settings;
online has emerged as an emerging option to preserve playing. However, online has been
heavily pushed for conventional schooling during the epidemic; this shows that Chinese parents
were not equipped nor prepared to do so.
This indicates that educational authorities must do more to prepare Chinese parents for
virtual learning and take into account young children's ages and learning preferences. The
study's findings have ramifications for policymakers and educators worldwide who are pushing
online schooling as a viable. Deployment of conventional in emergencies such as COVID-19
must be carefully researched and properly organized to help families rather than add to their
responsibilities.
Santos (2020) explained, “Policymakers should be careful of assuming that children are
learning meaningfully online as we change since this is not the case. Remote learning is not
possible for many due to the digital divide preventing children from receiving a good education
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during the pandemic. We must make substantial and focused investments in measures to
overcome the repercussions and boost all children going forward after school facilities reopen.
The province of Siargao in the Philippines, for example, is located in one of the places
with the slowest internet connection. According to local government data, fewer than 30% of
pupils connect to the internet, and 600 kids attend "off-the-grid schools," which include schools
on island settlements that lack power and are so remote that they can only be reached by boat.
The lack of in-person classes has a significant impact there. The 500 people of Siargao's
Halian island hamlet receive power only from 6 to 9 p.m. To obtain printed modules, teachers
must go by motorized boat to the nearest metropolitan center. It might take up to two hours to
complete the journey. “The majority of the people who live here are fishermen. Many lack
enough formal education and are concerned about how parents will assist their children in
answering these learning modules when their youngsters are likely to know more than they do,
according to village commander Elsa Tampos. Distance education will not be able to bridge
these geographical divides.”
Azubuike et al. (2021) concluded, “In terms of policy consequences, infrastructural
inadequacies in Nigeria hinder access to the internet and remote learning. Education
stakeholders and policymakers must pay attention to the issue of internet use and who is
allowed to study remotely, both because they cannot afford it and because of a lack of
infrastructure that excludes students from low-income homes. According to Cigna (2018),
concerted efforts should be made to discover the multi-faceted issue of digital inequality, which
might eventually result in a case of twenty-first-century inequities.

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Current and future policy initiatives should focus on assisting children from low-income
families in gaining access to other digital tools and skills needed for digital learning. This might
be a strategy for reducing educational disparities since students now have access to better
performance and promote lifelong learning skills (Heemskerket al., 2005). Finally, the
magnitude of the educational disruption produced by COVID-19 is unmatched in human
history. On the one hand, the pandemic has provided educational innovation and resilience
possibilities, which may help with post-pandemic recovery. As demonstrated in the Nigerian
instance, the multidimensional socioeconomic impact of COVID-19 disproportionately impacts
the vulnerable.
Due to low socioeconomic resources and exclusion from distant learning possibilities, it
is clear that a substantial proportion of school-aged youngsters may not be learning at all
(Kazeem, Jensen, and Stokes, 2010; TEP Centre, 2020; Obiakor & Adeniran, 2020).
Given the increasing digital gap, increased collaboration across actors and sectors
(government, civil society, industry, international community) is urgently needed to stay every
child in school. To reduce learning losses for every child and young person in Nigeria, all
stakeholders must recognize their responsibility in ensuring equitable education delivery.”
Kormos and Wisdom (2021) concluded, “Teachers in rural public schools use a range of
educational technology tools to enhance student learning in this age of fast technological
innovation. The frequency with which these instructors use technology and their opinions of its
efficacy in the learning process.

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Furthermore, little research into the hardship has rural instructors experience in adopting
and utilizing technology. This study explored these attitudes among rural instructors using a
quantitative method. The findings indicated that rural educators had varied perspectives on
using and using various web-based technologies and applications. Personal trial and error,
according to teachers, is the most prevalent method of acquiring new technical knowledge and
skills. Participants identified money constraints as the most significant impediment to
technology deployment, followed by student internet access at home. Suggestions are offered to
administrators and instructors for them to embrace and integrate relevant educational
technology tools to optimize student learning.”
The authors agreed that the digital divide shows unfairness on the students and the
financial status of developing countries.
The learning environments or young learners must provide comfort and appropriate tools
in helping them to become competent readers.
Last Mile Schools on Digital Tools
Sung et al. (2016) concluded, “Scholars have gradually concluded that to overcome
many of the limitations of information technology in the educational field, it is necessary to
reconcile the connections among the components of technology (hardware and software),
educational context, and missions (e.g., learning and teaching processes in various settings), and
users. Scholars have agreed that orchestration refers to efforts to create harmonic interactions
among those components to allow compatible, efficient, and successful technology-enhanced
teaching and learning settings.”

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Briones (2019) stated, “We also face the task of improving our facilities and equipment.
DepEd is attempting to provide computers as quickly as feasible. In Taguig, for example, the
local government works with DepEd to guarantee that every student has access to a computer.
Some of their classes have already been outfitted with smart blackboards.
As a result, the second pillar of Sulong Edukalidad continues advances in our school to
physical facilities and safe and caring schools.”
Llego (2019) reported, “DepEd has adopted a new policy approach in reforming
education to suit the changing demands of the time. Adopting a solid foundational framework
and supporting Fourth Industrial Revolution's (FIR) promise exposes the redefining leverage
assistance. The Philippine public education system is adequately educating students to flourish
in this exciting new world of technology.”
Kucircova (2019) concluded, “With a few exceptions (studies on the parent-child
reading of nonfictional digital books; Strouse & Ganea, 2016), most of the research on digital
books has concentrated on fictional, narrative material. The interaction of various forms of
material with various sorts of book features is little known, and it must be addressed given
certain nations' (e.g., China) growing official interest in replacing all print-based textbooks with
digital textbooks in primary schools.
Furthermore, creating high-quality content formats for children's digital books needs
deliberate government investment at both the national and international levels, eliminating the
unfair advantage that print books have in distribution (e.g., the reading tax in the United
Kingdom on digital publications).

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Finally, digital books broaden children's reading options and, in many cases, match their
preferences. Important concerns surrounding the usage of children's digital books will not be
solved unless scholars and practitioners are receptive to recognizing the value and role of
children's digital books in the modern reading scene.
Given the evidence that high-quality digital books may help children learn and enjoy
reading, research-practice initiatives should focus on improving the design and usage of
children's digital books to keep reading as the essential activity for children's learning.”
Lee (2020) explained, “Low-income schools begin with a disadvantage and must work
to catch up to more wealthy schools. Components for sometimes unattainable due to cognitive
retention based on test results and institutional budget and personnel restrictions in particular
regions. Initiatives provided a foundation for developing strong technology effort, neither
principal significantly improved overall student success. More study is needed in the future to
understand how technology may be utilized to improve test results.
What is clear from both case studies is that both administrators awoke some of their
pupils' latent truths as they navigated through difficult economic and social conditions.
“Accomplish for me until we obtained an iPad,”
While test results may not be changed, school-wide student involvement may improve.
This sort of educational quagmire was recognized in the 1960s due to Brown v. Board of
Education's inability to establish equality in public schools. Despite the legal obligation for
desegregation, facilities remained separate and unequal. As a result, low-income and minority
groups are disproportionately affected.Technology access can re-energize disgruntled and

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disassociated instructors and pupils whose socioeconomic position frequently determines
predictable (or depressing) life outcomes that affect the performances inside the school. The
attitude that considers involvement should be credited. Increased inquiry and engagement in
public schools might be deemed positive, improving abilities.
Furthermore, increasing student involvement as a result of boredom or disengagement
should be measured. Policymakers, state education authorities, and educators should investigate
such indicators more thoroughly to assess how schools are adjusting to the skills required for
21st-century success.
In addition, educational districts should encourage their associated schools to investigate
these possibilities to guarantee that parents and other caregivers share the same level of interest
and competency in new digital abilities. A village to paraphrase an ancient adage.
One of the main points of this report is that we need to get closer to equity the time and
money spent on technology in schools. More solid linkages between where kids study and live
in locations that ultimately affect their future decisions have advantages. The study has clearly
articulated why digital access is so important for their kids as they acquire the norms and new
economy in the future.
Each case study also illustrates the significance of forging meaningful community ties to
better prepare homes for the expanding digital economy, ensuring that the tide of development
lifts all boats, not just those in the technology industry.”

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Navarro and Alampay (2020) concluded that findings schools outperform non-electrified
schools, however additional proof in the form of series data across time is required.
Furthermore, internet connectivity does not appear to affect NAT performance.
It may also be differences in access quality throughout the country. Some claim that
teachers' approval and usage of ICTs are important elements to examine when examining the
effect of ICTs on outcomes.
Bacungan (2020) reported, “Amid the COVID-19 crisis, last-mile schools or those
located in remote and inaccessible locations are still hoping to obtain much-needed learning
resources for their instructors and students through the Department of Education's Public
Education Network program. According to the DepEd Undersecretary, the initiative prioritizes
remote schools regarding Internet connectivity, power, or solar panels.
The goal is to provide Internet access and laptop computers to all last-mile schools. We
have already planned them. At least 3,000 of the 9,000 last-mile schools do not have power, and
we intend to provide it to them. However, many last-mile schools lacked the required gadgets
and Internet access.”
Sumejo (2021) reported, “Other government organizations will have to chip in, so that
disadvantaged children do not have such a tough time getting to school when face-to-face
lessons are eventually permitted. These pupils will also require textbooks, laptops, and other
instructional materials. It is only fair that the government invests more resources in these
forgotten and neglected communities to achieve inclusive progress. More than a million
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students will benefit from improved access Last-Mile Schools program. May this be the path to
a brighter future for them.”
USAID (2020) explained, “Given the wide range of technological models that may be
accessible, it may be beneficial for schools to have a decision tree that assists them in selecting
the best model for their situation—when one exists. Schools will be able to make effective use
of EdTech if there is an open conversation and knowledge exchange among providers about
what their solutions are and objective information on total costs of ownership and impact.
There are currently no comprehensive examinations of how DCP recipient schools used
technology and affected teaching and learning. Some commercial sector partners have
performed program evaluations, which can be used as templates for study design, or the
Department of Education can outsource evaluation to third parties.
DepEd is not alone in providing last-mile access to schools through basic infrastructure;
they rely on other government agencies and business sector partners, each with their incentives
and goals.
Collaboration with others will be essential and mutually rewarding. The needs and
recommendations in this brief apply to all schools, but the characteristics that prevent Last-Mile
Schools from having infrastructure mean that other challenges that affect instruction, quality
teachers and leadership, overcoming multilingual barriers, and other teaching resources.
As a result, it is even more critical that hardware and infrastructure be delivered as part
of a package that includes training and ongoing support from a variety of stakeholders.”
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The authors supported the importance of electricity, computer, and the internet in
integrating to educational context and utilization of teachers and learners in the learning
environment.
Technological Aspect on Emergent Readers
Cook (2016) observed, “Even though integrated technology tools are becoming
increasingly common in family involvement and early literacy programs, we are still in the early
stages. There are several questions that academics, politicians, educators, and program creators
will need to address before implementing new initiatives on a broad scale.
Text messaging, for example, is one technique that has received attention thus far. Early
research on the usage of text has indicated parents are responsive, in the instance of a young kid
utilized the messages did develop early reading skills.”
Steinhoff (2016) explained, “Technical tools are used not only for interactions with
students in the classroom. Teachers can use specific apps to plan lessons or interactive media to
document and assess students' work while also online sharing their progress with parents.
Furthermore, online resources like training courses allow instructors to improve and reinforce a
certain skill set through self-paced modules or reading activities. The poll results indicate that
forms of digital resources into lesson preparation or everyday learning in the classroom enable
instructors to affect the learning development of each young child favorably.
Ninety-six percent who responded said they liked using technology in their early
childhood classrooms to use more technology. The great majority of instructors felt secure when
using technological gadgets in-classroom development.

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However, survey findings show that many early childhood instructors would welcome
the chance to improve technology-enhanced. Some instructors would like school's Internet
connectivity improved devices more effectively.”
Kardefelt-Winther (2017) concluded, “Understanding detrimental likely each kid and
their living circumstances are addressed independently research on children's application of
digital technology progresses. However, there have been few negative effects linked to different
accommodations and assistance than older children to optimize the beneficial impact.
Detrimental for a young kid to view even beneficial. In this regard, blanket recommendation.
A question remains unresolved about the growing utilization of digital technology
squeezing out. Well-being seldom considers if alternative activities, if practiced more often,
may have positively impacted the kid. We previously discussed displacement theory. However,
this theory has received much attention, the effects of children's using more digital technology
and a decline in other possibly helpful simultaneously.
To properly assess whether a good or detrimental effect, we need more thorough at
children’s time usage in general. It is impossible to study digital technology in remoteness.
Digital technology must be evaluated to identify trade-offs and work toward attaining
the greatest life balance for each kid.
The distinction between time usage research and the speculative concept of digital
technology addiction has hopefully been made obvious. This difference aids us in not mistaking
a child's interest in digital technology for addiction. Conflating highly engaged usage
contributes to a productive conversation about how to establish moderation for children, given
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the popularity, significance, and interwoven basic digital technology in children's lives. Despite
a lack of proof for its efficacy, the concept of technological addiction in certain nations requires
the imprisonment of children.
According to media accounts, staff disciplinary tactics allegedly included physical
punishment (Russon, 2016; Ives, 2017). This infringes on several children's fundamental rights
and may result in serious harm. It demonstrates the dangers of adopting clinical terms like
addiction to explain children's ordinary interactions with digital technology without question.
The media has a vital role in ensuring notions are not misunderstood.
Finally, youngsters utilize digital technology for particular purposes, which they can
often express. Although these reasons may not appear ideal from an adult perspective, it is
critical to consider them.
Adapting to society's growing use of digital technology will necessitate certain changes
in how we parent our children, conduct research, and formulate legislation, among other things.
The current scenario is uncommon in that youngsters are frequently the forerunners and
specialists in this field, to try new apps and programs and even invent their own. Most depend
more on children's perspectives and experiences to properly adjust and establish constructive
conversations around uses of digital technology.”
Schardt (2018) concluded, “It is done using our bodies, multi-sensory learning is a
simple type of learning to access. Learning in this manner does not necessitate the use of a
tablet or much else. According to Katrina Schwartz, Maria Montessori, and University of
Chicago research, children learn well when they can establish connections in learning through
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their bodies. In my own experience at school, this technique is a helpful and meaningful
learning style for youngsters. It helps to provide the groundwork for learning, offers a
stimulating atmosphere, and allows youngsters to study in various ways. According to studies,
youngsters are spending more time than is advised on technology such as iPads.
The extra time spent utilizing these devices might be spent bonding, producing, and
learning with the children by parents or guardians. The accompanying handbook will provide
interesting multi-sensory activities for youngsters and 13 parents/guardians. It accomplishes this
by giving activities that allow youngsters to explore and create using a variety of senses.
It also enables the development of confidence. The baking, gardening, and creating
process helps youngsters observe how these activities progress from beginning to end. Because
children s confidence grows as a result of the activity cycle.”
Swanson et al. (2020) concluded, “During guided reading classes, the teacher-student
connection was essential to the pupils. Students noted that in the small group environment, they
felt they paid more attention to what the teacher was saying and paid more attention to them. In
addition, asking questions in small groups was easier than asking questions in a large group.
Effective eLearning uses information and communication technology (ICT) to expand
educational possibilities and help students gain the skills they will need to flourish in the twenty-
first century. It has been demonstrated to improve student learning” (Intel Corporation, 2012, p.
1). However, this research backs with other studies highlighting the importance of human
contact to learn (Kolowich, 2010; Monke, 2010; Perry, 2003; Richardson, 2013).
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Even though this was a small study with limited generalizability, it adds to the growing
body of evidence showing the teacher-student connection has a beneficial influence on learning.
The findings debate that the digital text was proven to be a motivating component in boosting
student involvement, which leads to greater success (Schlechty, 2002), but it may also be an
obstacle to instruction when it fails, as discussed in the results section.
Furthermore, the teacher-student relation played a part in the learning process and
application of guided reading groups. The pupils desired to be "noticed" by their instructor and
to have their opinions validated. Students want their professors to recognize and know them as
individuals, not simply as students in the classroom.”
Castillo (2017) concluded, “the prediction that guided digital resources emphasizing
student-centered instruction in their preferred language would result in higher increases in early
reading success among foundation phase students. Another hypothesis proposed that a notable
change in the biliteracy slope would improve the effective transfer of early reading abilities in
the mother tongue to a first extra language. Through the current study, both assumptions were
proven.
These findings contribute to the validation of techniques for increasing educational
innovation in 94 linguistically varied contexts, as well as guiding bilingual education policy to
serve struggling readers effectively.”
Morris (2018) stated, “Early progress has been achieved in teaching digital literacy in
schools. Students are obliged to take some computer classes in most K-12 institutions. In
elementary school, I remember attending computer labs, and then in high school, I remember
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taking computer-based classes. These programs helped prepare me for utilizing the computer,
which required a good level of digital literacy. Put money into schools; they would conduct
more research on teaching digital literacy and afford new equipment to help in the teaching.
Students may be digitally savvy to social media sites safely and intelligently. Students
will inevitably get involved with the media. Therefore schools should try to prepare the learners.
Warner uses Twitter. For example, students should be aware that it is writing be prepared to
utilize it. Retweeting is a type of student writing in which students repost things they like or
agree with to identify themselves better. If students do not completely grasp how to utilize
social media, they risk altering the image they did not intend to.
People are still trying to figure out what digital is and where it fits in the twenty-first
century. Digital literacy has become a needed skill for everyone as technology advances and the
internet's role in our society grows.
Many occupations currently need it and will increase in the coming years. As educators
to figure out the best to teach digital and to assist our students in becoming better in this new
kind of literacy.”
Avis (2018) concluded, “Children's early usage of technology has both advantages and
disadvantages (American Academy of Pediatrics, 2016). With young children who are in a
continual stage of development, passive technology use should be avoided. Passive viewing
happens when people watch TV, movies, or programs without reflecting or participating, and as
a result, they learn very little (US Department of Education, 2016). All studies demonstrate that
when an adult is there to assist and facilitate the use of the gadget and the learning, technology
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is most successful. While utilizing technology, scaffolding is an excellent approach to guarantee
students learn knowledge and develop their comprehension (McManis & Gunnewig, 2012).
Technology and digital formats may be used to enhance lessons, allowing students to
take advantage of opportunities that would not otherwise be available. Because young children
can easily use touch screens, autonomous use is an entertaining and motivating element for
studying.
On the other hand, Overexposure can result in actual behavioral, developmental, and
cognitive abnormalities (American Academy of Pediatrics, 2016; Yau et al., 2012). The
American Academy of Pediatrics (2016), for example, provides guidelines for. The American
Academy of Pediatrics (2016), for example, provides guidelines for effective and healthful
technology usage by young children.
They provide a “Media Use Plan” for families to review their current technology use and
strategies to ensure that technology benefits their family and child's development. The US
Department of Education (2016) also emphasizes using technology to bring together families
with young children to connect, communicate, learn, and create together. When it comes to
selecting developmentally appropriate technological media, the content that the kid is exposed
to is critical. Violent material can lead to aggressive behavior (Mitrofan et al., 2008), passive
content can lead to language delays, “inconsiderate” content can lead to lower literacy gains,
and developmentally inappropriate content can lead to frustration (Mitrofan et al., 2008).
(Salmon, 2013).
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Unfortunately, experts have not linked the bulk of commercially accessible applications
to educational results (Neumann & Neumann, 2014). This backs the assertion that not all screen
time is good for kids (Fantozzi et al., 2018).
This requires the business to step up and provide easily accessible applications for
children (American Academy of Pediatrics, 2016). The disparity between rich and poor
youngsters also works against the cause. Fu et al. (2017), there are significant differences in
technology exposure and accomplishment between low and high socioeconomic status children.
When it comes to the amount mobile thing bedrooms and their consequences on school
preparation, low-SES children have more access and are subject to fewer limitations, resulting
in poorer levels of school readiness (Fu et al., 2017). Early childhood educators have a
particular role in integrating technology into purposeful learning. It might be a follow-up to a
lesson, an opportunity to experiment while playing, or a focused intervention on certain
abilities.
Technology may become so natural to youngsters that they see it as another way to play
(Geist, 2014). Despite in our everyday lives, many instructors are either hesitant or unprepared
to use it successfully. McManis and Gunnewig (2012) recommend starting with existing
software, any built-in tutorials, example lessons, or reports that might assist a teacher in getting
the most out of the software. There is already an age divide, with youngsters frequently able to
accomplish more with technology than an adult (Watt, 2010). According to Watt (2010), there
has been a consistent trend of increasing access to technology and the internet with fewer
limitations on children since 2005. Thus some parents and even instructors are unaware of all
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that children may do online or with gadgets. Become more knowledgeable about the always-
changing studies around early technology usage their young children who use technology.”
Benedetto and Ingrassia (2019) discussed, “Difficult” and “complicated” in digital
technologies change rapidly, providing children with a variety that entirely overlaps with real-
world experiences [89].
Digital natives, in particular, have the chance to learn about reality and themselves while
establishing their own identity [76] using a variety of channels and without the supervision of
conventional socialization agents and parents.
Researchers must now put in more effort to provide clear answers concerning the
benefits or risks of digital technology. More evidence-based research is needed to understand
how technological innovation affects the psychological (neurocognitive, emotional, and social)
development of young internet users.
Although research with children is still scarce, longitudinal studies, in particular, might
assist future study by examining the links between parenting and children's experiences in
digital settings, including their potential and hazards.”
Copodieci et al. (2020) concluded, “The current study investigated the using Cloze
because inference making is linked to reading comprehension at various ages.
The literature shows the efficiency of computer-assisted training programs; the literature
shows that many of them are designed for instructional purposes. The findings are generally
good, with beneficial impacts on reading comprehension evaluated with materials other than
those used during the training. However, effectiveness in children with reading comprehension
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issues, and none explored doing instruction from an expert. The Cloze's latter qualities are what
set it apart from the rest of the literature.
Cloze is built on an online rehabilitation platform that allows the kid to perform tailored
training exercises many times leave home while also allowing the clinician to track the child's
development and regulate.
This technique has two advantages: it increases the number of training sessions per week
that can be done; on the other hand, it allows you to save time getting to the rehabilitation center
and lower the expenses.
The earliest findings on Cloze were positive: children who worked on one of two
somewhat have versions of the program on reading comprehension tasks and voice on the
program's pleasantness and efficacy. The examination of has each improvement as reported
yielded encouraging findings.
Reading comprehension tasks involved reading text and answering multiple-choice
questions. Thus they were tested with materials other than those in training sessions.
To investigate the program's impact on abilities connected to text comprehension in
future research. Since these factors are strongly for comprehension abilities (sometimes enhance
comprehension; e.g., Beck et al., 1982), training these variables will improve understanding.
Future research should look at a group or a bigger sample of readers to learn more about the
effectiveness of sessions in diverse populations of children.
Furthermore, because the therapy ended with the post-training evaluation, there was no
chance to investigate the technique and its long-term consequences with a follow-up.
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The study provides evidence for the usefulness of novel approaches using computer
training programs that might be useful in creating a high level of abilities. For slow readers who
may want assistance be quite beneficial.”
Calarco (2020) reported, “Low-income families may also struggle to keep their children
studying if they cannot afford the required technologies. When children require digital devices
to learn at home, the digital gap — a measure of disparities in access to dependable computers
or tablets and high-speed internet – becomes much more troublesome. Some learners were
likely to have the necessary technology and bandwidth to live stream lectures from home.
Similarly, low-income kids who do not have technology do worse in reading and math
than their richer counterparts. These kids are also more likely to fail to finish their assignments
since they do not have access to a dependable computer or internet connection at home.”
Uaminal (2020) reported, “The shift to remote or distance learning modalities like as
self-learning modules and online classes, along with the contradiction of high-priced yet slow-
speed internet access in the nation, places pressure on families' ability to bear the additional
expenditures for this method of education.
Although the impact varies across society, it is obvious that some households are simply
unprepared and unable to keep up with this abrupt digital transformation.”
Bao et al. (2020) concluded, “192 nations imposed school cancellations, affecting almost
1.5 billion kids worldwide.” We anticipated that kindergarten students will develop 67 percent
less literacy ability during COVID-19 school closures than they would have had otherwise.”
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Hathaway (2020) reported, “Learning to read is one of the most difficult jobs that
schoolchildren undertake, and we fear that a protracted absence of teaching might be
disastrous,” Yale's Ken Pugh said. Prior study has indicated that students in kindergarten and
second-grade decline in their reading ability for about a month over the summer months before
returning to school. Many public schools, in particular, struggle to set up on line learning for new
readers, and many people in disadvantaged areas do not have access.”
Authors shared common issues and challenges in providing quality education with
technology. Digital tools assist in enhancing the skills of the emergent readers, but the expenses
in accessing digital technologies are a burden to the family, teachers, and the public schools.
Providing Quality Education for Emergent Readers
OECD (2016) stated, “The good news for education is that an educational tool industry
is growing, which is a population of small businesses specializing in designing and
commercializing (mostly ICT-based) teaching technology. The tool manufacturers have arisen
as new centers of knowledge creation and accumulation.
However, these firms' primary commercial objective is not the massive public education
system. This market most likely does not meet the requirements for attracting and sustaining a
robust entrepreneurial activity in the tool industry. Other smaller sectors appear to be appealing
enough for entrepreneurs, which explains, to some part, why we have seen the patent boom and
some growth in the number of patents.”

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Reid (2016) concluded, “eBooks may be utilized to assist pupils to improve their reading
skills if eBooks or paper books had a greater impact on comprehension. According to my
research, eBooks have a stronger influence on improving students' reading comprehension
skills. Students were given pre-reading exams utilizing print copy books to measure their
reading retell comprehension abilities before engaging with eBooks. The pupils then interacted
with the eBooks as well as the improved interactive elements that came with them.
Pereira et al. (2016) concluded, “to learn more about the usage of digital manipulatives
in pre-and primary school and their impact on children's literacy for new learning materials that
encourage literacy, through this project. We also want to include the community in this
initiative by establishing a Computer Clubhouse.
In this publication, we have described earlier work with a digital manipulative that
engaged several groups of toddlers and their instructors. Findings that digital manipulatives are
effective tools for encouraging youngsters to participate in collaborative language exploration
crafting tales, or playing language games.
We have also discussed current and future studies aimed at expanding the usage of
digital manipulatives to elementary school to investigate their pedagogical usefulness.”
Mudra (n.d.) concluded, “The study shows that digital habits can assist young learners to
enhance their literacy by providing them with engaging online reading options. This backs up
Lewin's (1997) claim that online reading resources with full-color graphics and dynamic words
directly engage young learners. Similarly, Rello & Bigham (2017) claim that colorful reading
texts improve learners' reading ability. Dzulkifli and Mustafar (2013) also highlight the
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significant link between color, attentiveness, and memory performance. Colors boost attention
and improve memorization, which is ideal for improving students' reading literacy skills.
Hendriks (2016) concluded, “Want to see whether children's learning results are better
when they use an interactive tablet-based learning technique vs. a traditional way. The results
revealed that learning outcomes in the conventional learning condition were considerably better
than those in the tablet. Furthermore, this thesis aimed to assess children's and teachers' views
regarding the use of interactive technology 37 for educational reasons. According to three
distinct evaluation methodologies, the tablet-based learning approach was shown to have more
favorable sentiments among youngsters than the traditional learning method.
Another reason students in the conventional approach performed better is that the
participants were ready to use a tablet in a classroom setting. The research has never previously
engaged with a tablet for educational purposes.
Even though all participants were new to learning English and the custom-made
conventional learning approach, working with the tablet may require extra training and practice
to obtain good learning outcomes. Additional study is needed to see if more tablet practice leads
to improved learning outcomes in the tablet condition, such as providing each kid.
The interactivity of the tablet-based technique explains why youngsters did better in the
customary setup but enjoyed tablet-based learning. According to Plowman and McPake (2013),
several of the educational goods accessible to young children utilize the notion of interactivity
as a pretext to claim that they can speed up the learning process. While its interaction may
increase learning motivation, it seldom enhances real learning or educational potential. The
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interactive elements of tablet applications, for example, might be an obstacle to learning if
youngsters do not fully comprehend what they are doing. To summarize, technology interaction
may encourage youngsters to participate in learning activities, but it is never guaranteed a
positive educational experience. This implies that while youngsters may prefer the more
interactive tablet-based technique, the old way may perform better. Findings on learning method
choice, children, have favorable views about the usage of interactive technology for educational
reasons.”
Francis (2017) recommended. “The different degrees of technology integration should be
examined at a bigger school (or several schools) with similar techniques.
This would allow for a better understanding of technology's real impact on education. It
would be better to investigate the impacts of technology in elementary and secondary schools
their long-term implications for future education. NECS was too young to investigate college
graduation/retention rates or effective employment entrance rates. A school operating might do
follow-up research.
Finally, on a larger scale, studying the consequences of a technological implementation
might be useful. Technology is ubiquitous or pervasive and thoroughly interwoven into the
everyday lives of most students, providing them with access to an enormous quantity of data
(Egbert, 2009). When this technology is used properly in the classroom, it may assist students
and instructors of all ability levels achieve higher academic success (Courville, 2011). However,
many schools have failed to implement this critical intervention (Bolkan, 2012). However, until
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the existing state of technology integration and perceptions of its use are altered, the gap
between student and instructor will continue to widen.”
Louhjlin (2017) concluded, “Finally, three categories identified the major factors that
affected instructors' decisions use technology inside the classroom. According to the findings,
personal interest in application technology and access to technology at the school were the
major driving. In light of this, instructors' largest area of influence in terms of the quantity of
technology integrated inside the classroom environment was the personal choice in using the
technologies.
Technology accessibility is critical for integrating technology into the classroom.
However, this topic cannot be completely examined within the scope of this research.
The school's technology budget determines access to technologies and the sorts of
technologies available to instructors for other reasons. While it is feasible for a teacher to get
extra technologies for the classroom by writing and winning grants outside of the school's
specialized technology budget, considering the number of people competing for those grants,
this is a rare event.”
Wilmann (2017) found, “Perspectives of teachers and administrators on the use of
technology-assisted reading curricula. By knowing and using technology as an educational
supplement to basic reading programs, this study contributes to a better understanding of
developmentally appropriate practices. The implications for social transformation may be
realized when technology is integrated into planning and instruction according to research-based
best practices. The practice of promoting teacher collaboration in communicating the positive
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advantages of technology integration and the skills and tools required for effective
implementation is known as positive social change. The findings may help improve educators'
general opinions of the application of technology in reading.
Furthermore, this research might give techniques and insights to teachers who are having
difficulty integrating instructional technology. Educators can benefit from the insights that
research participants have demonstrated consistent success in using technology in reading
teaching. Findings may improve educators' general impressions of technology integration in
reading education. Additionally, this research might give techniques and insights to teachers
who are having difficulty integrating instructional technology. Educators can benefit from the
experiences of the research participants, who have demonstrated consistent success in
technology into reading instruction.”
Bickel (2017) observed, “The relative efficacy of paper vs. e-books for comprehension
and retention was investigated in this study. It was decided that the research design was an
operative means of examining this question. While the findings were not statistically significant,
they pointed to several areas that should be investigated further.
Elementary pupils nowadays are considerably different from those of previous decades.
They are exposed to technology from an early age and are constantly surrounded by it both
inside and outside the house. Whether it is mobile phones, laptops, or video games, the great
majority of today's kids are enthralled and driven by all aspects of the digital era. Educators
must successfully incorporate technology into existing curricula to educate pupils for the real
world and keep them engaged.

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Catching the attention of today's pupils is electronic books. However, according to the
literature, only a small percentage of instructors use them in the classroom, suggesting that
additional research is needed. Electronic books, in my experience, not only delight kids but also
inspire them to read and assist the satisfaction of different sets of student requirements.
Electronic books may provide instructors and students additional alternatives, scaffolds, and
resources for reading materials at all levels and all types of pupils.”
Maureen et al. (2018) indicated, “More structured teaching procedures have
accompanied increased learning. These initiatives have been chastised touch to understand. To
look at the design and efficacy of a storytelling method to reach digital literacy goals. Gagné's
events of instructional design were used to arrange the narrative activities methodically.
The fundamental component of these exercises was narrative, which allowed for a
natural, enjoyable learning environment. This format was used in both experimental
circumstances, except storytelling was prerecorded and included multimedia. Considerations
from multimodal learning theory were given significant attention in creating the tales (Mayer
and Moreno 2003).
The design sought a strong fit between the stories' verbal and nonverbal content (Takacs
et al., 2015). According to a statement released, digital material is designed to enhance
children’s activities.
The tests looked at a wide range of literacy skills in young children. Subjectivity in the
measurement processes was also eliminated. A pretest allowed us to measure learning

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improvements and compare the children's beginning levels of (digital) reading abilities across
classrooms.
The children's literacy abilities improved significantly with the digital storytelling
exercises. During the period, the readers in the experimental group made considerable increases
in reading abilities, but the readers in the control group exhibited minimal progress. The
children's digital literacy abilities were also improved through the digital storytelling activities.
Only the experimental circumstances yielded substantial increases in digital literacy
development. Storytelling activities appeared to be equally helpful in increasing children's
digital literacy abilities across all trial settings.
The findings that the benefits of digital literacy activities on digital literacy were
encouraging.
However, this portion of the study was exploratory, with just a limited number of
youngsters participating in the evaluations. Future studies should use larger sample sizes to
draw more clear findings on the benefits of storytelling sessions on the development of digital
literacy. The experimenter and during the normal activities in the control classroom instructor.
This was a second methodological constraint study. Throughout the exercises, the instructor or
experimenter acted as a facilitator.”
Allcott (2019) explained, “Reading is deeply embedded in our kids' everyday lives, both
in print and online. Online reading has evolved to allow fast viewing of a large amount of
information, an excellent approach for scanning through email, for example. In addition, for
reluctant readers, eBooks and digital technologies may be highly fascinating.

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Boys' reading capabilities of 8.4 months, compared to 7.2 months for females, according
to the National Literacy Trust's study of children's reading to eBooks. Furthermore, the number
of boys who thought reading was difficult nearly halved, from 28.0 percent to 15.9 percent,
implying that the initiative boosted their confidence in their reading skills. Furthermore, the
number of those who thought reading was cool increased from 34.4 percent to 66.5 percent.
Print reading helps us to take slow and devote more time to complex deep reading
processes, allowing us to detect the correct reading system, apply critical analysis, measure
inference, build empathy, and enjoy the beauty to get the information and wisdom required to
keep a decent society going (How reading in a digital world affects your brain).
The print was more visually pleasing to the students in research ('I like the scent of
paper'), and print provided them a feeling of in the book that they could experience where they
were in the text.
So it's not an either/or situation; rather, it is a question of how to. According to Wolf, we
should educate our kids whatever media is ideal for the goal of reading. Her biggest hope for the
future of reading is the 'bi-literate brain, which employs the finest talents of each reading style
to allow kids to read profoundly both online and in print.”
According to research, Victoria State Government (2019) stated, “Children in early
childhood employ very comparable comprehension mechanisms to older children when
engaging with literature.
This lends credence to the notion that instructors should engage students in meaningful
dialogues about texts' literal, figurative, and evaluative understanding. When toddlers as early as
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three years old are given drawing and writing tools and involved in writing activities, their
interest and skills in emergent writing improve”.
Otterborn et al. (2019) concluded, “Many Swedish preschools appear to be well
prepared for the new digital tool needs that will be implemented with the new preschool
curriculum.
It is critical to evaluate how digital technologies may impact pre-school technology
education techniques. Provides information to consider the problems and opportunities
connected to preschool teachers' utilization of digital technologies in a Swedish setting.
Material (such as locations, educational technology, and resources), normative, social,
student-related (learning requirements), and teacher-related (prerequisites for teaching), these
elements may be linked to a sociological analysis on four distinct levels: national/macro, local
environment, school, and last but not least, the classroom.
Preschool instructors exposed frameworks, resources, which is not surprising.
Material frames appear to have been a subject of concern. This framing will very
certainly be utilized in the future to urge a move away from the sheer ubiquity of digital tablets
and toward more qualitative features. Teachers in our class have raised similar issues. As
demonstrated by our data, this frame may reveal significant local variations. The frames for
teachers were about a lack of digital resources.
Preschool instructors in our study exposed material and teacher-related frameworks that
supply and use digital resources, which is not surprising. Material frames appear to have been a
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subject of concern. This framing will very certainly be utilized in the future to urge a move
away from the sheer ubiquity of digital tablets and toward more qualitative features.
Teachers in our class have raised similar issues. As demonstrated by our data, this frame
may reveal significant local variations. The frames for teachers were about a lack of digital
resources. Teachers will have to carry on essentially as they do now, which involves the
normative frame's content components.
In this context, academics have seen a growing conflict in policy texts between the
development of subject-specific and more general abilities (Nordin and Sundberg 2015). Such
tensions may also be observed in the previously mentioned plan for a redesigned preschool
curriculum and the focus on general and social skills.
However, this appears to be mostly unproblematic based on the instructors' different
examples of technological activities in our research (programming, innovation, building and
production, problem-solving, and design). It indicates that tablets can be part of. However, it is
necessary to pay more attention to how these initiatives will emphasize or impact different
features.”
Stelitano et al. (2020) recommended, “Teachers will require assistance and new ideas to
navigate remote education in the absence of ubiquitous internet access or gadgets for their
pupils, particularly in rural, high-poverty schools.
States and districts should look for creative ways to assist instructors in providing
quality education even when the internet connection is unavailable.”

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Dabrowski (2020) explained, “It is not only about technology when it comes to assisting
students during periods of remote learning; it is also about teaching, where pedagogy is at the
forefront of best practice in the integration of technology and education. To be effective with
technology, instructors must first learn how to utilize it and then participate in designing how it
will fit with educational needs.”
Beishline (2020) implied, “Providing effective early kindergarten phonics, reading
program, and teaching to children can improve academic performance (Heckman, 2017), as well
as potentially reduce the number of kids who require academic intervention services.
With existing reading programs being basal programs, roughly 40% of all kids require
academic intervention services. Because it reduces who requires academic intervention services,
providing systematic phonics teaching incorporated within a core curriculum may prove more
cost-efficient.
By reducing the number of children who require academic intervention services,
providing systematic phonics teaching incorporated within a core curriculum may prove to be
more cost-efficient. Providing systematic phonics instruction within core programs that target
systematic instruction of foundational skills, such as systematic phonics instruction, and
research-based evidence of closing the gap between subgroups of children could help combat
the current educational disparity among children.
Studies show that children who experienced a systematic linguistic phonics program
achieved greater literacy levels than those who experienced a conventional basal phonics
program.
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Furthermore, it appears to reduce performance gaps previously linked to ethnicity.
Selecting an appropriate systematic phonics program is critical for developing early reading
abilities, decreasing achievement gaps between subgroups, and perhaps saving money. This
study contributed to the existing research on comparative studies in systematic core phonics
reading programs, which is currently restricted.”
Wilkes et al. (2020) concluded, “Identifying good reading teaching is crucial for
improving reading competence in the primary grades. Findings showed that Core5 could assist
enhance reading success when children with identical demographic features and beginning
scores were compared.
Core5 is bigger than just computer time; it tracks student progress and gives the training
to supplement online learning. Using all three Core5 components (online learning, instructor
implementation dashboard, and offline resources) in the treated schools led to kids' reading
improvements.
Core5 implementation necessitates, in addition to school district funding, full
administration investment, available technology and infrastructure, and implementation training,
which includes scheduling online use so that teachers can work seamlessly integrate Core5 into
their daily routines. Although students in control classrooms who received standard ELA
curriculum improved their reading scores, the advantage of participation in Core5 exceeded the
value of traditional education alone.”

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Tomas et al. (2021) concluded, “Based on the study’s findings, it can be stated that the
majority of the learners were at the frustration level ; hence, a need for improvement of the
reading level must be addressed when developing the plan.
The recommended reading programs and activities might be utilized to develop
contextualized reading curricula and as reading literacy efforts in schools.”
Sargrad (2020) emphasized, “Teachers will require extensive professional development
and training opportunities to learn not just how to teach remotely effectively, but also how to aid
students learning remotely who have never utilized these platforms or technologies before.
These kids should also have access to extra help and learning time when they may
concentrate on working with technology.”
Hamilton et al. (2020) recommended, “Teachers, particularly those dealing with the
most vulnerable children, require professional development to assist them to manage the
problems of remote learning. Because some form of distance learning is likely to continue,
educators will require resources and strategies to help students stay motivated and engaged
while learning remotely, as well as guidance to provide students with hands-on learning
opportunities.”
Ingram (2020) recommended, “Teachers should be given greater instruction on how to
utilize technology successfully while designing classes. Inviting educational visitors and other
professionals with specific technical training to give development for teachers would be useful.
It would be helpful to allow instructors to participate in development related to enhancing
teaching methods such as scaffolding and gadgets to learn.

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Finally, an increased budget for teachers to subscribe to reading programs would be
beneficial in improving reading techniques and providing for the acquisition of different
technology. IPads, Nooks, Kindles, and ebooks should be offered to students as alternatives or
supplements to print books for usage in the classroom alongside the teacher. Teachers should
have alternatives when creating classes that include technology to improve literacy abilities and
boost student enthusiasm to read.”
Lopez-Escribano et al. (2021) concluded, “Compared to conventional stories and regular
school programs, there is evidence that e-book stories increase phonological awareness and
vocabulary.
Furthermore, well-selected, animated, and interactive e-books delivered in properly
prepared contexts and circumstances outperformed previous forms of static digital books in
reading skills. Adding improved conditions to the software and e-book choices and thorough
adult planning of intervention sessions led to higher intervention effects than non-enhanced
circumstances.
Young children can listen to storybooks when an adult reads them from a printed form
and when they read them themselves on computers and tablets using e-books. The findings of
this study demonstrate that having an adult present does not improve phonological awareness or
vocabulary development. We know that young children learn best through interactions with
loving people, but in the case of e-books, their function may move from direct assistance to a
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more distant one while the children utilize the e-book (i.e., good selection of the e-book, the
design of strategies, and the adaptation to the context where the e-book is used).
Although we found positive results in favor of e-book interventions, findings should be
interpreted with caution due to the limited scope of the available literature, the number of
intervention sessions and the lack of follow-up studies to see if e-book interventions produce
long-term generalizable skill gains.
In the present crisis, however, online learning has risen in all nations, and practitioners
and families should be given recommendations for high-quality e-books that may be used with
young children and how to set up acceptable e-book learning settings. In this critical stage of
development, the objective is to continue to encourage literacy.”
The authors' concerns are from the availability of digital technologies, which assists the
learners in becoming familiar with the gadgets and how to utilize the apps correctly. The
authors recommend creating online reading programs that will assist the learners in developing
reading skills.
Theoretical Framework
The study will rely on the Theory of Digital Divide by Johannes A. G. M. van Dijk in
2005.
Van Dijk's approach gives an in-depth knowledge of multiple levels of the digital divide
while avoiding a simple and restricted focus on technology haves and have-nots.
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The utilization of accessible resources, particularly digital resources, and receiving more
or fewer advantages (in terms of economics, finances, education, labor, or social networks) from
their use on the original categorical disparities typically increase them. However, if appropriate
interventions are implemented, this negative cycle can be reversed, resulting in a shrinking
digital gap and other socioeconomic disparities. In a networked world where individuals utilize
digital technology for education, economic activity, employment, social and political
involvement, unequal access to digital technologies is extremely hazardous. As a result, it is
critical to enhance the digital participation of disadvantaged populations. The prior lack of
desire exacerbates the lack of access to digital equipment. Even as Internet connectivity
improves and technologies become more affordable and widely available, the gap between
digital skills and, in particular, the derived benefits does not disappear. It may even widen (van
Dijk, 2012), affecting motivation, which is the primary condition of the intention to learn by
Macevičiūtė and Manžuch (2018). This will aid the researcher in conducting this study wherein
the digital divide theory provides a deeper understanding of the research problem.
Conceptual Framework
This is to provide a visual representation and the related variables wherein rely on the
theory of digital divide by Johannes A. G. M. van Dijk.
Independent Variables Dependent Variable
The digital divide in operating The reading skills of the

the computers and using the emergent readers in the last
internet to provide quality mile schools
education
Propose project to support the
improvement of the reading
skills of the emergent readers in
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Figure 1: Research Paradigm
The independent variable is the observed and experienced challenges where the digital
divide in accessing computers and the internet provides quality education. The dependent
variable is improvement in the reading skills of the emergent readers in the last mile schools. It
is expected to produce a proposed project to support the improvement of the reading skills of
the emergent readers in the last mile schools.
This will guide the researcher as the variables in providing findings, conclusions, and
recommendations.
Statement of the Problem

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To determine the main problem, which is the impact of the digital divide in providing
quality education for the emergent reader in the last mile schools in far-flung areas in CD IV at
Nueva Ecija.
It specifically attempts to address the following subproblems:
1. How may the respondent profile be described in terms of:
1.1 Age;
1.2 Civil Status;
1.3 Sex;
1.4 Highest Educational Attainment; and
1.6 Years in Service?
2. How may the computer skills of the respondents be described in terms of:
2.1 Operating a computer; and
2.2 Using the software, programs, or apps?
3. How may the internet skills of the respondents be described in terms of:
3.1 Using the internet; and
3.2 Application of the internet?
4. How may the lack of technology affect the learning process of the emergent readers be
described in terms of:
4.1 Approach;
4.2 Effect;
4.3 Procedure;
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4.4 Importance; and
4.5 Management?
5. How may the teachers address the lack of technology in providing quality education for
emergent readers be described in terms of?
5.1 Interventions;
5.2 Practices;
5.3 Closing the gaps;
5.4 Priorities; and
5.5 Issues and challenges?
6. What professional development program may be suggested based on the study's findings?
Significance of the Study
The researcher's goal is to determine the influence of the digital divide in delivering
quality education for emerging readers of last-mile schools at CD IV in preparation for more
complex learning for emergent learners. This research might help the following people:
To DepEd. This may be as a model for developing technological assistance and other
equipment that will assist teachers in providing quality education on students during the
pandemic.
The School. Despite the pandemic, this study will help the school become a stronger
educational institution that emphasizes the significance of reading abilities to its learners.
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The School Heads. This study would inspire them to ask for support from the stakeholders for
the education of at-home learners.
The Teachers of Emergent Readers. This will serve as a guidepost on the necessity of
developing their learners' reading abilities under the new normal education to assist them to deal
with academic activities and future life success.
The Parents. This study would urge them to assist and guide their children in improving their
reading abilities while they are at home learning.
The Emergent Readers. This will help learners understand the significance of strong reading
abilities to academic performance and everyday life activities that may influence their future job
choice.
To the Future Researchers. This study will act as a springboard for any future endeavors
related to this study.
Definition of Keywords
Include introductory statement
here…-----------------------------------------------------------------------------------------------------------
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Digital Divide. It is the distinction between individuals who have and do not have available
modern information and communication technology.

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Emergent Readers. These are the readers at this age who have developed the concept of the
alphabet, phonological awareness, and early phonics. They have command of a significant
number of high-frequency words.
Last Mile Schools. These are schools that do not meet the eligibility requirements for numerous
educational inputs. It has fewer than four classrooms, nonstandard rooms, no power, has not
been allotted funding for repairs or new projects in the last four years, and requires more than an
hour of travel from the town proper or trouble accessing the terrain.
Quality Education. It gives all learners the skills to be productive, establish viable livelihoods,
subsidize peaceful and democratic cultures, and increase individual well-being. The needed
learning objectives vary depending on the setting; the cycle must contain threshold levels of
reading and numeracy, fundamental scientific knowledge, and skills such as illness awareness
and prevention.
Chapter 2. METHODOLOGY
Introductory
paragraph------------------------------------------------------------------------------------------------------
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Research Design
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Mixed-Method Research Design will be applied in this study. Spalding University
(2012) explained, “A mixed methods study is one in which a researcher or group of researchers
mixes qualitative and quantitative mixed methods research incorporates aspects of qualitative
and quantitative methodologies (e.g., utilization of qualitative and quantitative views, data
collecting, analysis, inference procedures) with the aim of breadth and depth of knowledge and
corroboration.”
Stanford University (2016) discussed, “A key in mixes quantitative and qualitative
approaches.” (Gay, Mills, & Airasian, 2009). According to Creswell and Plano Clark (2011),
mixed-methods research includes at least one quantitative and one qualitative strand. A strand is
a study component that includes the fundamental process of quantitative or qualitative research:
asking a research question, collecting and analyzing data, and interpreting the results. These,
however, are only "surface-level" explanations of the features of mixed-methods research."
Rutgers University (2021) explained that a Quantitative-Descriptive Design is to
characterize the current state of a variable that has been identified. These studies are intended to
offer systematic information on phenomena. Typically, the researcher does not begin with a
hypothesis but rather develops one after gathering evidence. The hypothesis is tested through
data analysis and synthesis.
Systematic data collection necessitates the careful selection of study units and the
precise measurement of each variable.
Qualitative-Ethnographic Design produces detailed analytical descriptions of current
systems, processes, and occurrences, as well as understandings of a certain group's or culture's

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common beliefs and behaviors. This approach captures a large amount of narrative data (non-
numerical data) depending on numerous variables over a long period in a natural environment
inside a specified context. The history, development, present conditions, and environmental
interaction of one or more persons, groups, communities, enterprises, or institutions are
watched, documented, and studied for patterns related to internal and external factors. It is a
comprehensive summary of current events.
Mixed-Method Research Design will help the researcher to provide extensive
information using quantitative data and qualitative data analysis. This could provide necessary
relevant data in solving the digital divide's issues and challenges, particularly on the emergent
readers in the last mile schools.
Research Locale and Sampling Procedures
The study will be operated in the far-flung schools in CD IV at Nueva Ecija.
The researcher is a Kindergarten teacher under this Congressional District of Nueve
Ecija, which will be practical to conduct this study amid the COVID-19 pandemic in observance
of health and safety protocols.
The proposed research locale will conveniently validate the data to be collected from the
identified respondents, which will contribute to in-depth presentation data.
Table 1. Distribution of Respondents
Public Elementary Schools Number of Respondents

GENERAL TINIO ANNEX
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1. Bulak Primary School 2
2. Palale Elementary School 2
3. Mapedya Elementary School 2
JAEN SOUTH
4. Magsalisi East Elementary School 2
PEÑARANDA
5. San Mariano Elementary School 2
SAN LEONARDO
6. Tagumpay Elementary School 2
SAN ISIDRO
7. Tabon Elementary School 2
8. Barangka Elementary School 2
9. Engr. J & F Vallarta Integrated School 2
10. Mangga Elementary School 2
Total 20
This research has around twenty (20) identified respondents.
Purposive Sampling will be used since the respondents will only be teachers of emergent
readers from far-flung schools. This research needs responders to have been teaching emerging
readers for at least two (2) years.
Alchemer (2020) discussed, “Purposive sampling, also known as judging, selective, or
subjective sampling, is a type of non-probability sampling in which researchers choose
individuals of the community to participate in their surveys based on their judgment.

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Purposive sampling is used by researchers when they wish to reach a certain subset of
people, as all survey participants are chosen because they meet a specific profile.”
The researcher must be guided accordingly for the requirements of the participants since
their response will be the source of data.
Scope and Delimitation
Due to time constraints of conducting the study from September to November of 2021,
this study will be restricted in its ability to discover the impact of the digital divide on delivering
quality education for emergent readers at last-mile schools in far-flung areas Nueva Ecija.
Strict adherence to health and safety protocols will need the researcher to employ online
interview questions using Google Meet or Zoom to collect data from respondents.
The researcher must identify teachers of Kindergarten and Grade 1 of emerging readers
at last-mile schools during the COVID-19 epidemic as valid responders to this survey who have
been teaching for at least two (2) years. Data Privacy Law shall be followed, and data will only
be for instructional development.
The limitation is the conduction of the face-to-face interview on the respondents due to
health and safety concerns. It may be time constricted to conduct a long observation period of
the phenomena that this study may find.
Research Instrument
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As the primary research instrument for this project, a three-part questionnaire will be
used in gathering data.
The first part will establish the respondents' demographic profile and the knowledge and
skills in utilizing computers and the internet. The second part will be an interview questionnaire
on the impact of a lack of technology on emergent readers' learning processes, and the third part
will be an interview question about resolving the absence of technology in delivering quality
education for emergent readers.
The researcher will develop the questionnaire based on facts pertinent to the study topic.
Before administering the instrument, it must be validated by the adviser, statistician, and the
committee.
Data Gathering Procedure
Permission from higher authorities, including the Division Superintendent, District
Supervisors, and the Dean of the Graduate School, will be sought for the instructors' survey as
responders from remote schools in CD IV in Nueva Ecija. Following permission, the researcher
will collect the respondents' Facebook Messenger accounts and initiate the conversation to send
the questionnaire using a Google Form and complete the interview.

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The interview will revolve around the major questions in the SOP and will take place
through Zoom, Google Meet, or cell phone. The researcher will record the interview so that the
data can be correctly transcribed.
Data Management and Analysis
This Mixed Method Research Design's data analysis will be thematic to explain the
phenomena the respondents personally witnessed and experienced in providing quality
education to digital divide emerging readers in last-mile schools.
The researcher will describe and categorize the responses to determine the impact of the
digital divide on providing quality education for emergent readers in last-mile schools under the
new normal education and propose a plan of action communication technological aspect will
remain relevant even after COVID-19.
Guest et al. (2020) explained, “Data saturation is the most commonly used phrase in
qualitative research to forecast sample sizes.... saturation refers to the time during data
processing when incoming data points (interviews) give little or no further relevant information
about the study objectives.”
Ethical Consideration
WESLEYAN
GRADUATE SCHOOL 71
The researcher will observe the Data Privacy law and will use the collected data for
educational purposes only. The respondents are not required to reveal their names or any
information that may lead to their identification.
During data collection, the researcher will speak with the respondent by mobile phone,
Google Meet, or Zoom and will not take an image of the respondent; nevertheless, the data will
be captured for analytical reasons.

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WESLEYAN

AN AUTONOMOUS METHODIST UNIVERSITY

availability of digital tools.

themselves, particularly in English.”

Padlan (2020) explained, “Undeniably, everyone is affected by the COVID-19

the socioeconomic digital divide.”

connection, and communication technology for children’s education.”

Emergent Reader in Digital Age

the increasing body of knowledge on children's media consumption. This material is

therapeutically important to the work of the speech-language pathologist in adopting evidence-

development and general learning.”

engagement their interpersonal communication skills properly.

increasingly digitalized. It is inevitable in some situations; it is not impossible to restrict its

child's exposure to technology must be minimized or eliminated.”

exposure, however, has expanded to encompass a variety of media, including e-books.”

versions with each child in an experiment.

accuracy was greater (60.94 percent) (48.75 percent ).

with digital literacy abilities.”

and preparing them to cope with both.

Lynch (2017) stated, “Technology is ingrained in daily life from pre-kindergarten

through adulthood. The International Guidelines on Information Literacy recommend that

Embracing technology and developing digital literacy is an important part of

encouraging learning from childhood to maturity. As a result, encouraging academic

all walks of life are now required to participate.

conversational, informational, organizational, and entertaining aspects of their digital activities,

take advantage of digital opportunities.

the digital age, both at school and outside of it.

technology gadgets are built with underprivileged children as a secondary consideration.

requirements of students worldwide must be incorporated into the curriculum.

tremendous challenge of attaining the Sustainable Development Goals.”

Gangi (2018) concluded, “It is critical to understand the development of emergent

lately been recognized as an essential modulator of reading ability.”

Mascheroni, and Staksrud, 2017[26]). Overcoming digital disparities is an important and

some excellent practice and policy examples have been found.

virtualizing learning and massifying digital material in a one-size-fits-all manner. It creates

adaptable, nimble, and lifelong for the learner.”

educational officials do not acknowledge technology in instruction, resulting in the young

easily and improve communication skills.”

Reich et al. (2019) concluded, “When listening to a narrative read by a person or a

development, notably in education.”

examples of effective collaborations have contributed to remarkable achievements, especially in

traditionally regarded public goods such as education.

drawbacks of technology. When technology instruments were properly designed, selected,

thought or as a more passive pastime.

Thus, learning to read in a digital environment entails a multidimensional issue space

that children benefit from both media's affordances.

striking balance between the primary objectives.”

Despite the significance of vocabulary acquisition, it appears better to incorporate

videos are seen on their devices must be addressed.

Digital Divide on the Learning Environment

technology to develop subject knowledge by encouraging their curiosity, supporting their

schools in providing internet access to their students is encouraged.”

face challenges of not accessing.

finest thing a school can do for them.

report. Although self-reporting increases inaccuracy compared to measurement, it is currently

divide might emerge.”

supervision in a mixed synchronous learning environment: 1) cooperation among peers, 2) the

presentation of key course topics in a variety of formats; and 3) instructor-student interaction.

Steele (2018) explained, “Education should be freeing, yet it is instead perceived as a

throughout the world to achieve effective educational equality.

go beyond the distribution of gadgets. Promoting digital literacy through campaigns or

and expensive process, but it is necessary for progress.”

technology-mediated teaching and learning methods.

Educational institutions and governments are now investing substantially in novel