Research Paper On Experiences of Teachers On Online Distance Learning

EXPERIENCES OF TEACHERS WITH TECHNOLOGY FOR ONLINE TEACHING
A Research Paper
Don Bosco Technical College-Cebu, Inc.

Senior High School Department
Cebu City
Josh Patrick C. Alajas

Denish Nhicole G. Crisologo
Renzo Miguel B. Javier
John Lloyd C. Reyes
Emil Aloysius C. Suycano
Grade 11 - Giordani
Second Semester
May 2022
Experiences of Teachers with Technology for Online Teaching
______________________________________________________________________________
A Research Paper
Presented to
The Senior High School Department
of Don Bosco Technical College-Cebu, Inc.
Cebu City
______________________________________________________________________________
In Partial Fulfillment
of the Requirements for
the subject AApp3
(Practical Research)
______________________________________________________________________________
By:
Alajas, Josh Patrick C.
Crisologo, Denish Nhicole G.
Javier, Renzo Miguel B.
Reyes, John Lloyd C.
Suycano, Emil Aloysius C.
Grade 11-Giordani
May 2022
APPROVAL SHEET
Name of Researchers: Alajas, Josh Patrick C.
Grade Level: Senior High School Grade 11, Second Semester, S.Y. 2021-2022
Research Title: Experiences of Teachers with Technology for Online Teaching
Date of Presentation: May 7, 2022
Venue: Don Bosco Technical College-Cebu, Inc.
Research Defense Committee
MS. MA. JABBA P. BAQUIRQUIR MR. GEORGE ALLAN M. PAHL, JR.
Research Defense Panelist Research Defense Panelist
DR. DONNA GRACE I. COTEJO MRS. CATHERINE ROSE A. REID
Research Defense Panelist Project Adviser
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ACKNOWLEDGEMENTS
The researchers would like to acknowledge the people who have taken part and helped
them on their research, especially the following people:
To Ms. Catherine Reid Rose, who gave them proper knowledge for their research. For
letting them do their work freely, the opportunity to conduct a study, and the valuable guidance
that she has given throughout the research.
To Fr. Wilbert Dianon, who gave the researchers his approval for conducting this
research. Without his approval, this research would not have been done systematically.
To the informants, who willingly respond to their request, their answers are essential in
completing this research. Without the data collected from them, this endeavor will not be
complete.
To the families of the researchers, who gave them love and support throughout their
work. For the understanding and encouragement that the researchers have received. The
researchers sincerely appreciate their support in creating this research.
To God Almighty, who showered them blessings and strength throughout making this
research paper, for giving them inspiration and understanding in creating this world.
The Researchers
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ABSTRACT
Technology plays an important role in society, the educational institution of today, and it has
become a tool for education and interaction for teachers. Due to the pandemic, the researchers
had conducted this study to determine the experiences of teachers with technology for online
teaching. As the educational system shifted from traditional face-to-face classes to online
distance learning, the teachers have encountered many challenges while dealing with the change
in the learning set up. In this study, the researchers wanted to know the experiences that the
teachers encounter while having online classes and they used a qualitative research design with a
phenomenological approach and non-probability sampling method to collect the various
perceptions of ten (10) teachers from a selected school in Cebu City. They were identified
through an online interview, wherein they were asked certain questions about their experiences
with technology. The informants stated that the challenges are having unstable internet
connections, gadgets and student factors. However, they also have stated solutions to their
problems, such as; subscribing to a better internet provider, upgrading their gadgets, seeking
assistance from the parents of the students, and becoming competent in the knowledge about
technology literacy. Maximizing the knowledge about technology literacy could make up for
advantages. Moreover, it was also suggested that the teachers should be able to adapt to the new
educational system in using technology.
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TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………………………………i
APPROVAL SHEET……………………………………………………………………………...ii
ACKNOWLEDGEMENTS………………………………………………………………………iii
ABSTRACT…………………………………………………………………………………...…iv
TABLE OF CONTENTS………………………………………………………………………v-vi
Chapter
I. Introduction
Background of the Study………………………………………………………..1-2
Statement of the Problem………………………………………………………….2
Significance of the Study………………………………………………………..2-3
Scope and Limitations…………………………………………………………..3-4
Definition of Terms………………………………………………………………..4
II. Theoretical Background of the Study…………………………………………………..5-9
III. Methodology
Research Design………………………………………………………………….10
Research Informants………………………………………………………….10-11
Research Setting………………………………………………………………….11
Research Instrument……………………………………………………...………11
Research Procedure……………………………………………………..……11-12
IV. Results and Discussion………………………………………………………………13-25
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V. Summary of Findings, Conclusion, and Recommendations…………………………26-31
References……………………………………………………………………………………32-33
Appendices…………………………………………………………………………………...34-35
Curriculum Vitae……………………………………………………………………………..36-55
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Chapter I
Introduction
Background of the Study
Online classes have become the new normal in the educational landscape ever since the
rise of the Covid-19 Pandemic. The pandemic has caused a sudden change with how classes are
taken. As school years continue to come, some issues have become apparent to all those involved
with online classes.
The transition in teaching was not smooth nor simple because the success of online
classes depends on both the cooperation of the learners and educators. A big factor on how
online learning would proceed is the skill-set and competencies the teacher can provide (Collado,
2021). A study conducted by Orozco (2020) has found that the challenges for teachers is that
they are experiencing technical difficulties with online teaching tools, and that not every family
would always have a decent internet connection or available equipment for teachers to use.
A study conducted by Arinto in 2016 has indicated that teachers believe digital
technology has aided them in teaching their middle and high school students in a variety of ways
simultaneously. However the internet, mobile phones, and social networking sites have also
presented new obstacles to teachers.
Technology is constantly changing and advancing, improving upon itself to be more
effective and efficient but it is mostly dependent on the competency and skill of its users. As a
result of the Covid-19 pandemic still being prevalent, teachers and students have to adapt to the
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conditions in which they find themselves. For example, teachers and students who cannot access
the digital media or are unfamiliar with the tech that is being used, cannot attend online sessions
or get the online modules. Thus resulting in issues with the assigned online learning outcomes.
In this line, the study focuses on the experiences of teachers with technology for online
teaching. By collecting data on this topic, the study provided possible solutions to the various
issues and scenarios that occurred as a result of online classes, allowing for a better quality and
efficiency in this adapted form of education.
Statement of the Problem
This study aimed to identify various problems in online teaching as experienced by
educators. Specifically, the research intends to answer the following questions:
1. What were the challenges that teachers are experiencing in online classes?
2. How can teachers find solutions to these problems?
3. Why is technology literacy important to teachers?
Significance of the Study
This study aimed to help teachers who are dealing with technology for online teaching.
This study will benefit the following entities:
Teachers. Problems relating to the new set up can affect teachers mentally and physically
that make them have a hard time in online classes. This study will be helpful in providing
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possible solutions to the difficulties and issues surrounding online classes and in improving the
methods of instruction when it comes to teaching online.
Students. The online class setup has not only proven difficult for the teachers but also for
the students as well. Thus, any solutions that apply to the teachers may also apply to the students
in improving the quality of their experiences with online classes and their education amidst the
pandemic.
DBTC-Cebu . This research should benefit the school since it will give information on
the experiences of educators who work online as part of the institution and will help them
produce better achievable outcomes. If instructors have less issues, it will be a win-win situation
for both parties which will help to boost the school's reputation and improve the student’s views
on the institution.
Future researchers. The findings of this study can help them with future research, and
they can use them to base their studies and increase their knowledge regarding online classes and
adapting to new methods of instruction in order to provide better outcomes that benefit everyone
from the students to the academe.
Scope and Limitations
This research has determined the experiences on the use of technology for online classes
of teachers from Don Bosco Technical College, Cebu Inc. within the second semester of the S.Y.
2021-2022. The researchers used interviews to gather raw data from the informants.
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The objective of the research would only identify informants’ experiences with
technology, any topic outside of what has been stated is not part of the research . Teachers from
other schools having online classes would not be involved. This study would only cover the
second semester of S.Y 2021-2022 and therefore would not include the first semester and other
school years that would follow. Given that the research would only utilize interviews, other
research instruments would not be used.
Definition of Terms
For this research, the following terms are given an operational definition for the purpose
of clarity and understanding of the text.
Online Teaching. The form of education which is delivered using technology and the
internet. This includes methods such as usage of video conferences, and online modules. This
topic is what the researchers are studying regarding the experiences of the respondents.
Technology. Devices which are being used for online teaching. Devices such as;
computers, laptops, phones, and tablets, that are being used by the respondents.
Digital Media. Any form of media that is distributed through technology and the
internet. This refers to the different platforms such as: Google Classroom, Google Meet, or any
social media platform used by individuals, such as the respondents and researchers.
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Chapter II
Theoretical Background of the Study
The purpose of this study is to find an effective foundation to lay for teachers to create
realistic and effective solutions that can be applied to their virtual classes and their roles as
educators in this day and age. Teachers often face challenges as they strive to adapt the
curriculum and their lesson plans to match the new normal.
As technology continues to advance and improve, it influences the current methods of
teaching and changes the educational landscape of the teachers and students to fit into the
modern academia (Careon & Aquino, 2021). These new changes and advancements bring with
them new challenges and difficulties to the educational landscape (Tria, 2020). The shift to
online distance learning has shown to be very different from the more common face-to-face
method of teaching which creates problems for educators as they lack experience or knowledge
on how to teach in the new online setting. Take for example video conferencing which is fairly
common in the online class setting and is very different from an actual in-person conference.
Toquero (2020) has noted that due to the COVID-19 pandemic and the subsequent shift
to the online class setup, the educational landscape has needed to adapt to the new changes.
Alternative solutions were needed to remedy the issues present in the new online class set up as
well as adapt to future changes and requirements such as the gradual return to face to face
classes. Furthermore, in the event of such issues, institutions must be able to strengthen their
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curriculum and educational system to ensure that they are more responsive to the needs of both
their teaching staff and their students.
A study conducted by Itaas in 2011 in partnership with the Commission on Information
and Communication Technology sought to gauge the effectiveness of teachers if they were
provided with training on technology literacy and support from their institutions. They had found
that the training greatly improved the overall quality of teaching and effectiveness of their
lessons and activities. Furthermore, this overall increase in technology literacy and competency
correlates with greater student engagement, interaction, and a vastly improved learning
experience for a number of subjects. Thus, this would show that with adequate training and
support it is possible to create effective online learning experiences.
Similarly, a study conducted by Aguila (2015) has found a correlation to an individual’s
pre-existing skills and capabilities to the availability of technology at their disposal. Technology
can help with the learning experience and increase the effectiveness of an individual’s skills but
only if they can apply their knowledge and learnings in any practical sense, such as career related
activities and training experiences.
Furthermore, a study conducted by Yra et al. (2020) has found that students and teachers
can adjust to the shift in online classes and the use of new technologies in education through a
learning management system within the institution, however there is an issue with their
organization and understanding when performing such activities. Thus, support from the
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institution and teachers as well as more activities that apply their learnings can help mitigate
their issues with synchronous and asynchronous classes.
The quality of online methods of video conferencing is very dependent on the quality of
the participants’ and the hosts’ internet connection which may not be consistent throughout the
meeting, compared to in-person conferences which only require the attention and the presence of
the participants in a room. To quote from a study conducted by Arinto (2016); “The pedagogy in
DE (Distance Education) is very different from that in face-to-face teaching. And I think until
now we haven’t really succeeded in bringing about this shift in the mindset of our affiliate
faculty”.
A study conducted by Rotas and Cahapay in 2020 found out that in the Philippines,
students experience unstable internet connectivity; inadequate learning resources; electric power
interruptions; financial related problems; physical health compromises; and mental health
struggles. Likewise, educators and teachers also experience these difficulties in online class
settings. The rapid transition and shift to online learning from traditional face-to-face classes has
created a myriad of challenges that were previously unknown or ignored prior to the pandemic.
Though larger educational and academic institutions claim that the shift to online learning
has been somewhat successful, the reality has been very different for students and their teachers
as they continue to experience a number of challenges. Baticulon et al. (2021) notes that the most
common issue encountered in the online setting was a difficulty in adjusting to new learning
styles, poor communication between all the parties involved, and the difficulty of having to
juggle one’s responsibilities at home. On a similar note, a study conducted by Ignacio in 2021
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found out that with the continuation of classes amidst the pandemic, many issues arose ranging
from a lack of necessary equipment to participate in online classes to various mental health
related issues which hampers the effectiveness of online class.
A study conducted by Abante et. al (2021) has found several issues with online classes
related to Ignacio’s study namely internet connectivity issues, scarce resources at the disposal of
the teachers and students, unresponsive parents, lack of training and experience on a number of
vital online platforms commonly used during the ongoing pandemic. This issue is present within
both private and public institutions all throughout the country.
Dishonesty is another issue as with all forms of education. According to Moralista and
Oducado (2020), academic faculty educators considered online education to result in more
academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult
to manage in terms of technology. For example students can create their own video conference or
voice calls to cheat during examinations, or pass on answers to their peers and simply
paraphrasing or editing answers using online tools that are found on the internet.
The studies presented in this research study have shown that online classes are extremely
difficult and problematic for students, teachers, and the various institutions involved. Though
modern technology has allowed us to connect with others through the internet, there are several
issues that are present within it and the shift from face-to-face classes has only exacerbated the
already problematic relationship between educators and their students. Thus this study seeks to
aid in the development of effective solutions that may apply to the educators who have to
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contend with online classes on a daily basis and for the students who struggle with the academic
workloads presented to them.

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Chapter III
Methodology
This chapter would present the methods and procedures that would be used in this study.
It discusses the research design, research informants, research setting, research instrument, and
research procedure.
Research Design
This study used qualitative research, it is a type of social science research where it would
be used by the researchers because the study would determine the Experiences of Teachers with
Technology for Online Teaching. Phenomenology is a form of qualitative research that focuses
on the study of an individual's lived experiences within the world. The general purpose of the
phenomenological study is to understand and describe a specific phenomenon in- depth and
reach at the essence of participants' lived experience of the phenomenon. It would be the best
approach that fits the researchers' study because it allows interviews, observations, and surveys
to gather the needed data.
Research Informants
The informants for this study are 10 teachers from Don Bosco Technical College-Cebu,
Inc. They are chosen because the success of online classes are reliant on the teacher knowing
how to manipulate technology and they are the main beneficiary of this study. This research
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would use a non-probabilaity sampling technique, and convenience sampling as the respondents
would be chosen according to their availability.
Research Setting
This study would be conducted in Cebu City in the educational institution Don Bosco
Technical College-Cebu, Inc. This school was chosen as it is the educational institution that the
researchers attend; since this is where the researchers attend for their education, they have
connections with the educators in the school which allows for easy communication.
Research Instrument
To obtain credible information for this research, the researchers would conduct an online
interview with the informants due to the limits that the pandemic has caused. The tool that would
be used would record the responses of the informants, with the questions being based on the
statement of the problem. The interview would be split into two parts: Part I would be on the
experiences of the teachers with technology and part II will be about the importance of having
knowledge with technology. The researchers would contact teachers from the selected school to
participate in this research.
Research Procedure
The researchers selected a research title that relates to their selected field of study,
namely applied sciences. The research title and statement of the problem were then approved by
the researchers’ Practical Research 1 teacher. The researchers then provided a comprehensive
background of the study that was used to identify their research study’s scope and limitations.
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With the permission from the school principal to conduct the actual data-gathering for the
research, the researchers contacted a total of ten (10) informants who were selected to be
interviewed by the researchers. All 10 of the selected informants are members of the Don Bosco
Technical College Cebu Inc. faculty. The latter were notified of the nature and their role in the
study that resulted in them giving their informed consent. During the interview the informants
were interviewed regarding their experiences with technology, online teaching, and their views
on the importance of technology in the field of education.
The responses of the informants were then evaluated and analyzed for any overarching
themes among their responses to the researchers. The data analysis employed was a thematic
analysis mainly following Van Manen's four lifeworld existentials and different studies for data
processing. According to Van Manen (1997) the four lifeworld existentials are; lived body, lived
time, lived space, and lived human relations. These serve as areas that the researchers can use
without categorizing the results. Van Manen’s study helped in identifying the experiences and
issues that the teachers faced during online classes and the researchers will attempt to provide
possible solutions to the aforementioned problems. After the data gathering, an analysis and a
discussion on their responses was conducted for the results following Van Manen’s guide which
allowed the researchers to create the conclusion and recommendations for the study.
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Chapter IV
Results and Discussion
The Informants
The informants of this study were teachers from Cebu City who also reside in the same
urban area. All of them have their different experiences with online teaching and they were all
willing to share their different challenges and solutions for online classes.
Lin-say
Lin-say is a middle-aged Cebuana who shares a home with her spouse and children. She
shared her online teaching experiences and how students deal with online teaching challenges.
She said that the student or teacher had a slow internet connection, which could be an
impediment in the teaching-learning process. She also stated that positive interventions and
programs are important to the learning of students. She also noted that technology literacy is vital
because all of the work is done online and in an online setting, and it is also used to improve the
online experience for both students and teachers.
Eric
Eric willingly shared his experiences on online teaching and how he can create a better
experience for students in online learning. He stated that he seeks help and assistance from the
parents and gives instructions that would light up their interests in his own subjects. He also
stated that it is necessary to adapt in tech literacy especially in our current era where technology
is constantly developing and teachers need to adapt and be liberated in technology.

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Hans
Hans is a young teacher, and according to him, unstable internet connection and student’s
limited access to gadgets and the knowledge of using and cyberspace are some of the main
challenges he has faced in online teaching. He stated it is now necessary than ever to buy wi-fi
plans from internet providers and owning a gadget is now necessary due to online classes. For
better efficiency in teaching he also stated that the empowerment of teachers to efficiently
deliver lessons especially in the online class setup.
Brilyn
Brilyn is a teacher active for at least 5 years. According to him, encouraging students to
be more participative during discussions or staying connected with students is one of the
challenges the teachers are facing during online classes. He stated that the best way is to adjust to
the learner’s interest. He also added that as of now, we really rely much on technology and might
as well improve not just the skills to manipulate but also being familiar with the variety of digital
information and devices of the teachers to give what's best for their learners .
Daphne
Daphne is a young adult who has worked for at least three years as a teacher who
currently lives in Barili, Cebu, but is presently staying in Cebu City due to her work. According
to her one of the challenges she has faced is building rapport with students, secondly, intermittent
internet connection and lastly is finding good and free online resources. She stated that she
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would suggest consulting with the heads for assistance in finding good resources and devise
strategies to build strong rapport with students and find time to check in on them. She also added
that teachers should be one step ahead of the students. It is undeniable that students are more
knowledgeable on technology than teachers.
Alvin
Alvin is a young adult who has been teaching for four years. According to him one of his
many challenges in online classes is the internet connectivity issues, second is late submissions
of the students and lastly is learning to adapt to new technology. He stated for solutions he would
suggest constant seminars, and learning new skills to help with issues that I have stated earlier.
He also added that to adapt to the constantly evolving educational landscape.
Kasidee
Kasidee is a female teacher and according to her, there are many challenges that teachers
encounter in online classes. One of these is the poor connection that we have here in our city. She
stated that to resolve the issue of poor internet connection, I think the government should pay
attention to our telecom and do something about it. The least that I can do since it is not under
my control is to have an alternative backup to keep my internet connection more stable in a
matter of time. She also added that it is important because mostly our line of work is connected
and has something to do with computers.

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Arabella
Arabella is a middle-aged teacher. According to her Internet signal; you cannot see or
monitor your students if they really are participating honestly in class; difficulty in following up
especially if the student is unresponsive and parents are very passive; and actual demonstration
and laboratory work is a big challenge. She stated that subscribing to a faster and stronger
internet provider; make use of engaging activities that makes students participate in the class;
send ff up messages to all portals as possible/home visit; and look for online simulation of
laboratory experiments. Lastly she added that to keep us all abreast with the evolution of
teaching and learning process in ODL.
Trenade
Trenade is a teacher who resides in Cebu city where she stated that it was indeed a
difficult start because we are utilizing learning tools that we need to learn quickly in order that
we can apply it in our lessons. According to her, working collaboratively with other teachers is
an effective way to learn from one another and tackle digital learning management. She stated
that teachers should be accustomed to technology especially in our generation because it has
been a big part of our learning and the concept has been proved when the pandemic strikes.
Evelina
Evelina is a woman currently living within Cebu city who states that internet connection
is one of the main problems of online learning and the main problem in the negative effect of the
student’s submission of tasks. According to her the best solution to the internet issues is to bring
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back face to face classes if given permission by the DepEd officials. According to her,
technology literacy is very important to teachers especially nowadays because she believes it
could help the growth for both the students and teachers.
Thematic Analysis
After thorough analysis of the data, three fundamental themes emerged which were based
on different studies done by other researchers in the Philippines and Van Manen’s Four
lifeworlds of Existentials regarding issues related to online classes amidst the ongoing pandemic
COVID-19.
Theme I: Challenging Experiences that the Teachers face in Online Classes
The COVID-19 pandemic has changed the methods of instructions of teachers. This has
caused a greater shift and preference for the use of other methods of teaching such as the use of
modules and asynchronous classes. The use of technology such as gadgets and personal
computers to help in alleviating the problems of teaching in the midst of the pandemic is not easy
as teachers face various issues in teaching. However, educational institutions and their teachers
have sought ways to continue on with teaching and educating their students through online
distance learning.
Subtheme I: Internet Connectivity and Technology-Related Issues
With the current educational landscape being done through online platforms, this has
presented a new set of challenges that the teachers face, which stand in their way in fulfilling
their duties. Teachers and their students do not have reliable internet connections, nor do they
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have the appropriate gadgets and materials to conduct online classes even after two years which
has caused significant strain on their academic performance and their workloads. Likewise the
lack and the absence of usable gadgets for online classes for both the students and teachers adds
to their preexisting problems with internet connectivity as older and outdated gadgets cannot
properly connect or even function.
Informant 1
“First and foremost is the internet connection. Either the student or the teacher has a slow
internet connection. This may be a hindrance in the teaching learning process. ”
Informant 4
“One of my many challenges in online classes is the internet connectivity issues”
Informant 5
“Internet signal, you cannot see or monitor your students if they really are participating
honestly in class”
Informant 7
“One of which is the internet connection between the teacher and the students. There are
times when the teacher is discussing the lesson and the net suddenly cut off. ”
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Subtheme II: Cooperation between School’s Faculty and Students
Online classes can only function if both parties, the teachers and students are able to
cooperate in line with one another, as without one side cooperating an entire session that would
have been meant for something like presentations, discussions, could be missed thus, resulting in
online classes being ineffective. Secondly, being able to connect with the other party allows for a
better relationship and allows easy communication.
Informant 6
“The challenges that I experienced in online classes are the following: Encouraging
students to be more participative during discussion or staying connected with students ”
Informant 9
“Another problem is that there will always be a virtual gap during online learning that no
matter how engaging your activities are it will not be suited for every learner and you cannot
assess it properly since most students will not turn on their cameras and microphones. “
Informant 10
“One of the challenges I have faced is building rapport with students”

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Discussion
Not all institutions have the capability to deliver online learning, due to a number
of reasons such as the lack of equipment, technical know-how, and other issues not mentioned
(Ignacio, 2021). With the increasing demand for better quality internet, many teachers are having
internet problems and technology issues while they are having online classes which hampers
their ability to effectively teach students and causes problems when working online.
Among barriers to online learning, the most frequently encountered were difficulty
adjusting learning styles, having to perform responsibilities at home, and poor communication or
lack of clear directions from educators (Baticulon et al, 2021). Teacher collaboration has the
potential to result in the development of long-lasting bonds between teachers and their
colleagues, as well as a greater feeling of belonging for teachers as a result of their efforts.
Baticulon et al. 's 2021 study has also shown that students's feeling of belonging at school
has a significant impact on their academic performance and accomplishment in general.
Cooperation in the classroom has several advantages, one of which is that it helps students
improve upon their academics, and encourages greater intellectual development. It is vital to
establish a diversified learning environment in order to build strong ties among the students and
foster a much more conducive environment.
Theme II: Solutions to the Difficulties in Online Classes
With the department of education still not allowing full on face-to-face classes, online
classes are still the main course for education and is completely dependent on the gadgets and
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internet speed which with varying strengths of individuals internet speed there are delays, and
miscommunication, that could occur while having online classes.
Subtheme I: Subscribing to a Quality Internet Provider
Without strong and reliable internet connectivity, teachers could not work properly with
their tasks. Having a stable internet connection at home can really help when it comes to
presentation and discussion of teachers. Subscribing to a quality internet provider could help
teachers to finish their work and discussion in a short amount of time. The most common issue
that teachers face while having online classes is having bad network quality.
Informant 8
“To resolve the issue of poor internet connection, I think the government should pay
attention to our telco and do something about it, the least that I can do since it is not under my
control is to have an alternative backup to keep my internet connection more stable in a matter of
time.''
Informant 5
“Subscribe to a faster and stronger internet provider”
Informant 3
“For solutions, buy wi-fi plans from internet service providers.”

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Subtheme II: Creating Engaging Experiences for Online Classes
In order for teachers to be motivated and interested while having online classes, they
should be engaged in seminars and workshops to learn the solutions to their experiences with the
students and their online classes. Teachers and Students should cooperate so that problems would
not arise. In an online learning modality, it is very important to help the students to engage with
learning materials which provides them interesting opportunities of learning.
Informant 5
“Make use of engaging activities that make students participate in class.”
Informant 6
“For me, the best way is to adjust on the learner’s interest but on this part, still
challenging however, once that the teacher can connect with them, possibly he or she can
improve his or her teaching style and assessments.”
Informant 9
“The teachers are given digital learning tools training before an academic year begins
which is a good solution to the problem mentioned.”

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Discussion
Many people have subscribed to a number of internet services ranging from post and
prepaid services to mobile data for cellular phones, however it has been described by many as
slow and unreliable (Baticulon et al. 2021). In the current era, internet connectivity is no longer a
luxury, it is a necessity. Having a better internet provider or having improved internet
connectivity will be of great value in the long run. It allows you to access a wide range of
information, it offers a lot of convenience and allows people to complete tasks with much less
hassle, whether that's downloading a document or making or joining a video call to attend
online classes.
The ability to access technology has become increasingly important to an individual’s
education (Ignacio, 2021). This is primarily due to being able to share information and interact
with others in academic studies and in educational settings. However due to the nature of the
internet being impersonal compared to in person activities, learning is primarily relegated to
non-engaging activities and experiences. Thus, teachers creating engaging and educational
materials for students can help improve the student’s quality of education in the online setting.
Though it cannot entirely replace in person activities and training, it does provide an effective
substitute for online classes.

24
Theme III: Technology Literacy and Competency among Teachers
Everything in our world is constantly changing, becoming more developed or becoming
retrogressed, one of the things that is constantly changing is the educational landscape, to which
adapting various new methods to make learning more appealing to students and easier for
teachers to do their part in teaching, with online classes having knowledge to manipulate gadget
is very important as to not hinder the session.
Informant 3
“Empowerment of teachers to efficiently deliver lessons especially in the online class
setup.”
Informant 7
“Technology literacy is very important to us teachers especially nowadays because I
believe it could help us and guide us to be equipped of the new trends of the new normal
teachings”
Informant 9
“Technology literacy is important to teachers in order for them to create a learning
environment suited for the 21’st century learners. Every educator should be attuned to all digital
trends in education for us to grow together with our learners. This concept has been proven when
25
the pandemic strikes, all digital learning platforms are utilized and they are now implemented not
anymore such mere plans or models.”
Discussion
The development of new technologies is influencing the current methods of teaching and
is beginning to shift to a more modern landscape for the teachers and students (Careon &
Aquino, 2021). The field of education is constantly developing and advancing to match the
current academic landscape and with the prevalence of online learning setups, educators must
adapt to the current demands of the present day. The faculty of various academic and educational
institutions must be provided with continued support and training as they continue to adapt to the
new normal in the basic educational landscape and as they embrace the instructional challenges
brought by the COVID-19 pandemic (Moralista et al 2020).
The use of technology within education was mostly relegated previously to computer
subjects and the like but the modern era has created more opportunities for technology to be
used in various other subjects (Itaas, 2011). Motivating teachers and providing support for their
endeavors in learning new technologies and applications greatly improves the quality of
education and increases the student’s engagement in classes.

26
Chapter V
Summary of Findings, Conclusion, and Recommendations
Summary and Findings
The goal of this study was to determine the experiences of teachers with technology for
online teaching and the issues the teachers have regarding the new set up. The researchers
conducted a one-on-one online interview with ten (10) participants, who were all educators from
a selected educational institution in Cebu City. After collecting the data, the researchers analyzed
the answers of the informants, and have created themes and codes through a thematic framework
following Van Manen’s four lifeworlds of existentials, Lived body, Lived space, Lived time, and
Lived human relations. Through a thorough analysis of the data, the researchers have found three
overarching themes:
Theme I: Challenging Experiences that the Teachers Face in Online Classes
Participating or conducting online classes is now in the palm of the cooperation with the
gadget used or the connection with the internet. The informants have expressed that this is a
major issue currently as this is not in the individual’s control if the connection is suddenly lost or
the gadget begins to malfunction which results in the incapability of partaking in online classes.
Since there is a gap between the educators and students, this is capable of ensuing many non
technological related issues such as a gap between the relationship between teachers and their
27
students, miscommunication, and incapability of doing follow-ups, are some things which affects
the effectiveness of online classes.
Theme II: Solutions to the Difficulties in Online Classes
In an effort to improve upon online teaching and online classes, the faculty needs to have
better internet connectivity, more capable gadgets, and better training to conduct online classes
so that their students are still able to complete their requirements which in turn also completes
the educators side in the online distance learning amidst the ongoing pandemic.
Theme III: Technology Literacy and Competency among Teachers
With the introduction of online classes, educators need to adapt better to the new
educational landscape such as familiarizing the computer programs and shortcuts that can be
used for online classes such as Google Classroom, Microsoft Teams and Nearpod. Acquiring the
knowledge on technological literacy for teachers could help them in troubleshooting their
gadgets that are being used for their online classes. Online learning has become more prevalent,
viable, and required in instances where face-to-face classes or physical instruction cannot be
performed such as in the ongoing COVID-19 pandemic.
Conclusion
The pandemic has altered many things in our lives; new rules were implemented, people
have lost their jobs, and several other social issues. As for the education sector, the pandemic has
28
posed many challenges and obstacles as classes continue on in spite of the ongoing pandemic.
Teachers in particular have faced difficulties and logistical problems with regards to the shift to
online teaching and online learning.
The researchers have gathered ten (10) informants and asked them their experiences
while having online classes. Most of the informants mentioned that having a poor internet
connection is the most difficult issue that they are facing while they are having their online
classes. A study by Moralista and Oducado (2020) noted that the majority of teachers and
students have a fairly stable internet connection, while a minority of teachers and students have
either excellent internet connection suitable for more than online classes or have below average
or no internet connection at all. This internet connectivity issue greatly hampers the teachers
from providing quality education and students from learning and applying their skills (Tria,
2021).
Secondly, the informants mentioned that the cooperation between the students and
teachers have been also an issue in the online set up. As one of the informants stated there is a
virtual gap between during online classes. This correlates to the studies conducted by Ignacio
(2021) and Abante (2021) which noted that having to bridge that gap has been pertinent for all,
as this gap can cause miscommunication between the teachers and their students and make online
classes ineffective and more problematic for all parties involved in the long run. Most of these
issues can be traced to poor or non-existent internet connections, little to no training on
programs, poor technology literacy, and a lack of cooperation between all the parties involved.
The researchers also asked the informants on their solutions when they encountered these
problems. Most of the informants mentioned that they should subscribe to a quality internet
29
provider. Securing a reliable internet connection could make teachers work efficiently. In fact,
the Department of Information and Communication Technology are well aware of this issue that
they have begun communicating and negotiating with private telecommunication providers to
improve their services and decrease their prices in order to become affordable and accessible to
both educators and students (Ignacio, 2021).
The informants have suggested that they should adapt to the interests of their students to
create engaging activities, and have their full attention in the sessions as computers are often
used as tools towards having the students participate in critical and interactive learning (Itaas,
2011). This is also supported by a 2020 study by Yra which noted students can greatly benefit
from more engaging activities and applied learnings more.
The final question that the researchers asked the informants was how important
technology literacy is to them. Most of the informants mentioned that it will help them to
efficiently deliver their lesson to their students. Moreover, they also answered that it could help
them and be equipped with the new trends in education. These new trends encourage individuals
to be more innovative and creative as well as develop critical thinking and problem solving skills
which greatly benefits both teachers and students as they are given a greater degree of freedom
(Aguila, 2015).
This study correlates to Toquero 2020 who suggests that alternative solutions such as the
use of hard copy and digital modules, radio and tv broadcasts to conventional education
problems can help institutions and students become more flexible and adaptable in online
classes.
30
Based on the answers provided by the informants regarding the issues present within
online teaching and the new medium of instruction, there are a number of problems that are
commonly faced by the teachers. Internet connectivity remains a major issue among both
teachers and students even after two years of online schooling. Furthermore, the teachers still
require support from school officials in the form of training in tech literacy and for better internet
connectivity. Likewise, students also experience similar challenges to the teachers and thus also
require cooperation between themselves and the teachers to improve the effectiveness of online
learning.
Recommendations
Based on the results of this study, the researchers would recommend:
To the Teachers
The researchers strongly recommend further training with regard to technology literacy
and troubleshooting. Furthermore, practical training can also help with familiarizing the systems
present on gadgets or personal computers. This would help alleviate issues with inexperience and
unfamiliarity with certain computer programs heavily and widely utilized by the educational
system such as Microsoft Teams, Zoom, Google Meet and Google Classroom.
To the Students
Should any issues occur amidst online classes, the researchers would recommend the
students to help their teachers for their online classes, as it can only be successful if they both
31
cooperate together as one. If one side cannot function properly then the synchronous classes are
ineffective, social interaction virtually is also recommended to build proper relations with their
teachers.
To the Department of Education Officials
As technological advancements continue to develop and further influence the educational
landscape, higher officials of educational institutions should provide support for their teaching
personnel with regard to internet connectivity and their provided educational materials.
Furthermore, coordination and communication with internet and telecom service providers can
help improve the quality of life for users and minimize the number of issues which may be
present in the current online class setup.
To the Future Researchers
This study strongly recommends that future researchers further look into the current
issues and benefits for online classes as these can help in determining the viability of home
learning and provide an alternative mode of education for future students post-pandemic.
32
References
Abante, A., Cruz, R., Guevarra, D., Lanada, M. I. B., Macale, M. J. S., Roque, M. W. B., ... &
Cabrera, W. C. (2021). A comparative analysis on the challenges of online learning
modality and modular learning modality: A basis for training program. International
journal of multidisciplinary research and analysis, 4(04), 463-476.
Aguila, M. G. T. (2015). 21ST Century Skills of Nueva Vizcaya State University Bambang
Campus, Philippines. Asia Pacific Journal of Education, Arts and Sciences, 2(2), 30-37.
Arinto, Patricia Brazil (2016). Issues and Challenges in Open and Distance e-Learning:
Perspectives from the Philippines. The International Review of Research in Open and
Distributed Learning, 17(2), 7. DOI:10.19173/irrodl.v17i2.1913
Baticulon, R.E., Sy, J.J., Alberto, N.R.I. et al (2021). Barriers to Online Learning in the Time of
COVID-19: A National Survey of Medical Students in the Philippines. Med.Sci.Educ. 31,
615–626 . https://doi.org/10.1007/s40670-021-01231-z
Carreon, J., & Aquino, J. (2021). The Advent of Disruptive Innovation in the New Normal
Educational Landscape: Challenges and Future Directions. International Journal in
Information Technology in Governance, Education and Business, 3(1), 16-29.
http://ijitgeb.org/ijitgeb/article/view/82
Ignacio, A. E. (2021). Online classes and learning in the Philippines during the Covid-19
Pandemic. International Journal on Integrated Education, 10. DOI:10.31149/ijie.v4i3

33
Itaas, E. C. (2011). Capacity-building for Philippine public secondary school teachers on the
Information and Communications Technology Literacy Training Program. JPAIR
Multidisciplinary Research Journal, 2(1), 1-13.
Moralista, Rome & Oducado, Ryan Michael, Faculty Perception toward Online Education in a
State College in the Philippines during the Coronavirus Disease 19 (COVID-19)
Pandemic (October 1, 2020). Universal Journal of Educational Research, 8(10), 4736 -
4742. DOI: 10.13189/ujer.2020.081044.
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine
University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance
Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19
pandemic: The Philippine context. Pedagogical Research, 5(4).
https://doi.org/10.29333/pr/7947
Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The
new normal. International Journal of Pedagogical Development and Lifelong Learning,
1(1), 2-4. DOI: https://doi.org/10.30935/ijpdll/8311
Yra, J. F. P., Castillo, R. H., Bautista, R. G., Camayang, J. G., & Camayang, A. G. G. (2020).
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of QSU e-Aral. American Journal of Educational Research, 8(11), 878-894.

34
Appendices
Research Title: Experiences of Teachers with Technology for Online Teaching
Name of School: Don Bosco Technical College-Cebu
School Address: Pleasant Homes Subd., Punta Princesa, Cebu City
Name of Researchers: Alajas, Josh Patrick C.
Grade and Section: Grade 11-Giordani
Date of Interview: March 28-March 30, 2022, Monday to Wednesday
Dear Respondent:
You have been chosen to be a part of a research study entitled Experiences of Teachers with Technology
for Online Teaching. Your answers to the given questions will greatly help in making this endeavor a
successful one. Please be rest assured that all information will be kept confidential and used for
educational purposes only. Thank you for your support.
The Researchers
1. What are the challenges that teachers are experiencing in online classes?
________________________________________________________________________
________________________________________________________________________
35
2. How can teachers find solutions to these problems?

________________________________________________________________________
________________________________________________________________________
3. Why is technology literacy important to teachers?

________________________________________________________________________
________________________________________________________________________
36
Curriculum Vitae
DENISH NHICOLE G. CRISOLOGO
7-K-A LOPEZ STREET, Cebu City
denishnhicole.crisologo@dbtc-cebu.edu.ph
09233580734
PROFILE
A 17-year-old individual who is dedicated to his craft, he has been trained in many different
fields, communications, rescue, combat, designing, and has gone through many experiences in
the community that he is involved with.
PROFESSED MISSION
I am committed to use my knowledge, skills, talents, and values that I have gained from my
experiences from school, with hopes that I will be able to use everything in my capabilities to
help the community, my friends, my family, and my future.
37
EDUCATIONAL BACKGROUND
Kindergarten Education : Marian Kindergarten School
Tres De Abril, Labangon, Cebu City, Cebu
March 2011
Elementary Education : Don Bosco Technical College Cebu Inc.
Pleasant Homes Subd., Punta Princesa, Cebu City
March 2017
Junior High School : Don Bosco Technical College Cebu Inc.
June 2021
EXAMINATIONS TAKEN
National Achievement Test (NAT)
Test of Fundamental and Academic Skills (TOFAS)
PERSONAL DATA
Date of Birth : August 24, 2004
Place of Birth : Cebu City
Age : 17 years old
Height : 5’ 8”
Weight : 78 kg
Civil Status : Single
Religion : Roman Catholic

38
SEMINARS/WORKSHOPS/TRAININGS ATTENDED
● October 2018 (Basic Life Support training CPR & AED)
● October 2018 (Basic First Aid training)
● November 2021 (Plagiarism Webinar)
● November 2021 (Harmuni Webinar)
OUTREACH ACTIVITIES/COMMUNITY IMMERSIONS
● Certification (Participant, SSRP: Visitation to Bosconian Brothers in Liloan, 2017)
● Certification (Participant, SSRP: Tree-planting, 2018)
● Certification (Participant, SSRP: Visiting the Home of the Aged, 2019)
SKILLS SUMMARY
● Fluency of the English language
● Problem-solving
● Improvisation
● Leadership
● Effective communication
● Active listening
● Patience
● Resilience
● Social perceptiveness
● CCT (Combat/Conflict Control)
● Traffic Control
39
● Graphic Designing
AFFILIATIONS
● Don Bosco Emergency Response Team (Chairman)
CHARACTER REFERENCES
Ms. Catherine Rose Abanilla Reid
Practical Research Teacher
Don Bosco Technical College-Cebu Inc.
catherinerose.reid@dbtc-cebu.edu.ph
Gilberto D. Bangca Jr.

Adviser
gilberto.bangca@dbtc-cebu.edu.ph
40
JOSH PATRICK C. ALAJAS
TRES DE ABRIL ST., PUNTA PRINCESA, CEBU CITY, CEBU 6000
joshpatrick.alajas@dbtc-cebu.edu.ph
09062688455
PROFILE
A 16-year-old Senior high school student of Don Bosco Technical College, Cebu – Inc.; an
organized and a hardworking person; can handle multiple tasks and can easily finish assigned
jobs; computer literate; has a knowledge of programming and can edit pictures and videos: a
person who is positive and can be approachable; can easily adapt to his surroundings.
PROFESSED MISSION
I am committed to put the knowledge, skills, abilities, talents, and values I've learned to the best
possible use by using them effectively. Also, I want to improve my computer iq skills. In
addition, I want to work for a company that will allow me to commit my whole attention and
efforts to assisting the development and improvement of the world as a whole and also I hope
that I'll do all in my ability to help others in my immediate vicinity, including my friends and
family, as well as my own future.
41
Elementary Education : Don Bosco Technical College Cebu Inc.
March 2017
Junior High Education : Don Bosco Technical College Cebu Inc.
June 2021
EXAMINATIONS TAKEN
Test of Fundamental and Academic Skills (TOFAS)
PERSONAL DATA
Date of Birth : November 13, 2005
Place of Birth : Baybay City
Age : 16 years old
Height : 5’ 7”
Weight : 75 kg

42
● October 2018 (Basic Life Support training CPR & AED)
● October 2018 (Basic First Aid training)
● November 2021 (Plagiarism Webinar)
● November 2021 (Harmuni Webinar)
● Certification (Participant, SSRP: Visitation to Bosconian Brothers in Liloan, 2017)
● Certification (Participant, SSRP: Tree-planting, 2018)
● Certification (Participant, SSRP: Visiting the Home of the Aged, 2019)
SKILLS SUMMARY
● Active listening
● Communication
● Computer literate
● Leadership
● Problem Solving
● Time management
● Patience
● Creative
● Responsible
● Teamwork skills
43
AFFILIATIONS
● Don Bosco Emergency Response Team (Board of Adviser)
● Knights of the Altar (Member)

Adviser
44
EMIL ALOYSIUS C. SUYCANO
2 Phase 2 Southwinds Subd. Kimba Cansojong Talisay City, Cebu

emilaloysius.suycano@dbtc-cebu.edu.ph
(0956) 992 9724
PROFILE
A 16-year-old who is creative and innovative with his ideas and specializes in welding and video
editing; an organized and dedicated person with a positive attitude who values the values he
learned in school and uses them to excel in his school duties; practices flexibility,
communication and problem-solving skills, and resourcefulness in his work; committed and
willing to hone his craft further and learn more about the things he is interested in;
PROFESSED MISSION
I am committed to making good use of the knowledge and values that I have gained from school,
practical training, and experiences, hoping to excel further and achieve better skills in technology
and practical knowledge with regard to technical skills, and to work in a firm where I can give
my full commitment and contributions to the development and betterment of the company and
the world.
Elementary Education : Don Bosco Technology Center

45
March 2017
EXAMINATIONS TAKEN
National Career Assessment Examination (NCAE)

PERSONAL DATA
Date of Birth : May 30, 2005
Age : 16 years old
Height : 5’ 4”
Weight : 95 kg
ACADEMIC AND SERVICE RECOGNITION
▪ Certificate of Completion (student, High School, March 2021)
▪ Academic Awardee with Honors (S.Y. 2020-2021)
▪ Technical Achievement Award (S.Y. 2020-2021)
▪ December 2021 (Plagiarism Webinar)

46
▪ Certification (participant, SSRP: Visitation to Bosconian Brothers in Liloan, 2017)
▪ Certification (participant, SSRP: Tree-planting, 2018)
▪ Certification (participant, SSRP: Visiting the Home of the Aged, 2019)
SKILLS SUMMARY
▪ Computer literate (Microsoft Office and Wondershare Filmora 9)
▪ Problem-solving
▪ Communication
▪ Designing
▪ Creative thinking
▪ Critical thinking
▪ Drafting
AFFILIATIONS
▪ Knights of the Altar (member, club)

47

Adviser
48
JOHN LLOYD C. REYES
Pinggan, Pakigne, Minglanilla Cebu

johnlloyd.reyes@dbtc-cebu.edu.ph
09396051498
PROFILE
An 18-year-old individual who is creative and adventurous and specializes in hands-on work, as
well as technical knowledge. A highly motivated individual with a pleasant attitude who
cherishes the ideals he learnt in school and applies them to his school responsibilities.
PROFESSED MISSION
I intend to use the information and ideals I've received from education, technical work, and
experiences to good use. with the goal of improving my technical skills in engineering, and
working in a business where I can offer my all for the company's and the world's progress and
betterment.
Elementary Education : Asian College of Technology 2009 - 2016

Bulacao, Talisay City, Cebu.
49
Highschool Education: Don Bosco Technology Center 2016-2021

March 2014
EXAMINATIONS TAKEN

Regional Achievement Test (RAT)
PERSONAL DATA
Date of Birth : March 17, 2004
Age : 18 years old
Height : 5’ 7”
Weight : 64 kg
▪ Certificate of Completion (student, Junior High School, March 2018)
▪ Conduct Awardee (S.Y. 2020-2021)

50
▪ N/A
SKILLS SUMMARY
▪ Problem-solving
▪ Communication
▪ Improvisation
▪ Designing
▪ Creative thinking
▪ Drafting
AFFILIATIONS
▪ Savio Friends (member, club)
▪ Social Communications (member, club)

51
▪ Senior Scouts (member,club)
Mrs. Catherine Rose A. Reid

Grade 11-Braga Adviser
Core and Applied Subject Teacher
Don Bosco Technical College-Cebu
(0932) 572 0173
Mr. Miguel Ryan Prado

Social Science, Personal Development, and PE Teacher
pradoryanmiguel@gmail.com
52
RENZO MIGUEL B. JAVIER
Poblacion Pardo, Cebu City

renzomiguel.javier@dbtc-cebu.edu.ph
09951026470
PROFILE
A 17-year-old that exhibits flexible social and communication talents. Someone who you can
rely on and who can persevere in the face of adversity. A seasoned individual who has undergone
training in a wide range of technical areas, as well as a risk-taking learner
PROFESSED MISSION
I'm dedicated to bringing my skills to the next level and putting them to use in real-life
circumstances. I am willing to contribute my time and talents to the company as well as the
community's development.
Elementary Education Don Bosco Technology Center 2011-2021

March 2014
53
Highschool Education: Don Bosco Technology Center 2011-2021

EXAMINATIONS TAKEN

Regional Achievement Test (RAT)
PERSONAL DATA
Date of Birth : May 22, 2004
Age : 17 years old
Height : 5’ 7”
Weight : 70 kg
▪ Certificate of Completion (student, Junior High School, March 2018)
▪ Conduct Awardee (S.Y. 2020-2021)

54
▪ PFF Negros Development Training (Philippine Football Federation) (2019-2020)
▪ CVFA Selection Training
▪ Juniors Football Training (Regular) (2019-2022)
▪ November 2021 (Plagiarism Webinar)
SKILLS SUMMARY
▪ Patience
▪ Communication
▪ Improvisation
▪ Graphic Designing
▪ Decision Making
▪ Drafting
55
AFFILIATIONS
▪ Auxilium (member, club)
▪ Juniors Football (member, club)
Mrs. Catherine Rose A. Reid

Grade 11-Braga Adviser
Core and Applied Subject Teacher
(0932) 572 0173
Mr. Miguel Ryan Prado

Social Science, Personal Development, and PE Teacher
pradoryanmiguel@gmail.com

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EXPERIENCES OF TEACHERS WITH TECHNOLOGY FOR ONLINE TEACHING

Don Bosco Technical College-Cebu, Inc.

Josh Patrick C. Alajas

The Senior High School Department

of Don Bosco Technical College-Cebu, Inc.

of the Requirements for

the subject AApp3

Alajas, Josh Patrick C.

Crisologo, Denish Nhicole G.

Javier, Renzo Miguel B.

Reyes, John Lloyd C.

Suycano, Emil Aloysius C.

Name of Researchers: Alajas, Josh Patrick C.

Crisologo, Denish Nhicole G.

Javier, Renzo Miguel B.

Reyes, John Lloyd C.

Suycano, Emil Aloysius C.

Research Title: Experiences of Teachers with Technology for Online Teaching

Date of Presentation: May 7, 2022

Venue: Don Bosco Technical College-Cebu, Inc.

Research Defense Committee

MS. MA. JABBA P. BAQUIRQUIR MR. GEORGE ALLAN M. PAHL, JR.

Research Defense Panelist Research Defense Panelist

DR. DONNA GRACE I. COTEJO MRS. CATHERINE ROSE A. REID

Research Defense Panelist Project Adviser

them on their research, especially the following people:

that she has given throughout the research.

researchers sincerely appreciate their support in creating this research.

phenomenological approach and non-probability sampling method to collect the various

educational system in using technology.

Background of the Study………………………………………………………..1-2

Statement of the Problem………………………………………………………….2

Significance of the Study………………………………………………………..2-3

Scope and Limitations…………………………………………………………..3-4

II. Theoretical Background of the Study…………………………………………………..5-9

IV. Results and Discussion………………………………………………………………13-25

Background of the Study

with online classes.

presented new obstacles to teachers.

Technology is constantly changing and advancing, improving upon itself to be more

efficiency in this adapted form of education.

Statement of the Problem

This study aimed to identify various problems in online teaching as experienced by

educators. Specifically, the research intends to answer the following questions:

2. How can teachers find solutions to these problems?

3. Why is technology literacy important to teachers?

Significance of the Study

This study will benefit the following entities:

methods of instruction when it comes to teaching online.

from the students to the academe.

Scope and Limitations

research instruments would not be used.

of clarity and understanding of the text.

Theoretical Background of the Study

curriculum and their lesson plans to match the new normal.

As technology continues to advance and improve, it influences the current methods of

their teaching staff and their students.

A study conducted by Itaas in 2011 in partnership with the Commission on Information

support it is possible to create effective online learning experiences.

Similarly, a study conducted by Aguila (2015) has found a correlation to an individual’s

activities and training experiences.

their issues with synchronous and asynchronous classes.

related issues which hampers the effectiveness of online class.