INTRODUCTION

Teachers in Technology and Livelihood Education have faced curriculum changes and
problems. A teacher who has been engaged into the Basic Education Curriculum (10 years) and
uses the traditional paper and pencil test as the best example of conventional education
assessment, primarily to characterize and measures student performance.

Furthermore, After the long run of the Basic Education Curriculum (BEC) the department of
education has introduced the Enhanced Basic Education Act of 2013 or the K-12 Curriculum,
which uses sophisticated teaching methods. Teachers make considerable changes in class
planning from weekly to daily, with the most difficult transition being how they will approach and
think acceptable approaches for their learners.

As mentioned, it is not only the the curriculum that have changed it also includes modernization
in the tools and equipments being used to apply the procedures and processes of the modern
skills that needs to be adaptive and appropriate to the 21st century skills intended to be
achieved by the students.

Apart from this, teachers of the TLE have been undergoing trainings, seminars and symposiums
to fully prepare themselves in the modernity and applicability of their skills in the learning
competencies being set by the curriculum. How would they become fully effective and wish their
students to achieve such skills if they are not totally mastered and well-equipped? As sayings
said “you cannot give which you don’t have”.

Nevertheless, despite the efforts of the Department of Education to intendedly improve the
curriculum in TLE and make it globally relevant, there are factors that hinders their objectives to
achieve their goals. Problems in the side of the teachers and also in the students. These
problems definitely occurs at large scales, examples are students may not be able to provide
themselves materials and equipments, teachers are not fully adaptive with the trends and is
difficult to function technologies, also students that are not fully engaged and with has no
interest in the subject, TLE subject components that are inappropriately implemented in the
schools.

For these reasons, we will be discussing some relevant issues concerning the implementation
of TLE Subject in the Philippines.

PROBLEMS

A. Teacher factors that contribute to having issues and concerns in TLE subject.

Teachers now are challenged by reform initiatives to meet new requirements that have not been
part of the conventional repertoire of expectations for effective classroom teaching and for which
many teachers have not been adequately prepared during their professional training.

As a result, information about teacher qualifications and preparation does not completely
address whether pre- service and continued learning and work environments adequately
prepare teachers to meet the often complex and changing demands they face in their
classrooms.

Teachers' feelings of preparedness may indicate the extent to which their training prepares
them to meet the challenges. Teacher training must be seen as an important part of introducing
K to 12 programs for TLE subjects. One cannot have an effective teaching and learning
program unless the teachers are well trained and qualified in specific areas of TLE.

It is stated in Section 7 of the Republic Act No. 10533, or the Enhanced basic Education Act of
2013 that the enhanced basic education program meets the demand for quality teachers and
school leaders. The Deped and the CHED, in collaboration with relevant partners in
government, academe, industry and non-governmental organizations, shall conduct teacher
education and training program. For the specialized subject in the secondary education,
teachers should possess the necessary training and certification from TESDA or they should
also undergo training from DepEd or Higher Education Institution (HEI).

Furthermore, teaching is a very important profession. It is also classified as a vocation. In order

to be effective and efficient teacher, one must possess the needed qualities that will guide the
future leaders and movers of one country.

Despite the actions undertaken by the Department of Education such as the provision of
adequate facilities, deployment of teachers in the different secondary schools, there are still
occurring problems about the designation of TLE teachers who will deliver quality education
among our future skilled, competent and productive citizens.

Students hope to have teachers who are competent and who show evidence of master of the
course they are teaching. The teacher’s competency is the totality of skills that the teacher
possesses that corresponds to the best tool of a teacher. Concerning the competence and
quality of teachers, it is noteworthy to consider that the global standards depends upon the level
of education and professional training of teachers.

To sum up these are the problems that are most common among teachers in TLE that link to
having issues and concerns.

1. Teachers professional background.

2. Teacher’s lack of sufficient training in the subject component
3. Teacher’s skills mismatched. (With what is being taught)
4. Teacher’s adaptability to the environment and most importantly technologies and trends.

When teachers are presented with a new technology, two key factors would influence their
decision from the extended variables around them about how and when they will use it

External Variables – It represents the challenges that teachers face that come from outside their
sphere of control when integrating a new technology in their teaching and learning process.
These challenges include:
o Limited accessibility and network connection o Schools with limited ICT facilities
o Lack of effective training
o Limited time
o Lack of teachers ’competency

B. Challenges in using ICT in teaching and learning

Several research studies indicate that lack of access to resources, including home access, is
another complex challenge that prevent teachers and students from integrating new
technologies into education, teachers complained about how difficult it was to always have
access to computers. The author gave reasons like “computers had to be booked in advance
and the teachers would forget to do so, or they could not book them for several periods in a
row when they wanted to work on several projects with the students.In other words, a teacher
would have no access to ICT materials because most of these were shared with other teachers.
According to study the inaccessibility of ICT resources is not always merely due to the non‐
availability of the hardware and software or other ICT materials within the school. It may be the
result of one of a number of factors such as poor resource organization, poor quality hardware,
inappropriate software, or lack of personal access for teachers.

CONCLUSIONS

1. Teachers often enhance their teaching strategies,

assessment tasks and Instructional Materials.
2. Technology and Livelihood Education teachers were challenged in Information
Communication Technology, Industrial Arts, and Home Economics due to insufficient equipment
and resources, minimal collaboration with partner agencies that could provide
needed required expertise.
3. TLE teachers need trainings that will enable the teachers to carry out their responsibilities as
molders of the youth. These skill-based trainings are the baselines and benchmark to provide
students the necessary learning that will make them better persons. In this very modern day
setting of education, teachers should not isolate themselves with the present competencies they
have. They should be able to update these trainings to reach the gap between the students
need and the knowledge that teachers can give. If these barriers are too high, then teachers
need to evaluate their present skill trainings to identify their needs and be able to find ways to
resolve the problem.

SUGGEST POLICY

The untrained teachers should make ways to attend relevant training that will make them more
equipped, competent and capable of performing their roles and functions as learning facilitators.
The teachers should also maintain and strengthen further their readiness in the implementation
of K to 2 through attending more in – service training and seminars relative to K to 12
Curriculum. They should also be more resourceful and creative by keeping themselves abreast
of the current educational trends.
Additionally, the TLE teachers should be provided with the standardized and upgrade modules
and if they are not yet available, the TLE teachers should be required to undergo special and
upgrading training in modular-making. They
should upgrade their qualifications through graduate studies, their involvement in the conduct of
research, their availability for consultation and enhancement activities with the students, and the
strengthening of the bond between and among teachers , parents and community.

REFERENCES

https://files.eric.ed.gov/fulltext/ED607222.pdf
https://www.ijresm.com/Vol.2_2019/Vol2_Iss4_April19/IJRESM_V2_I4_53.pdf
https://www.pressreader.com/philippines/sunstar-pampanga/20180917/281702615619812

RESEARCHERS
Oliva V. Atanacio (Polo National High School)
Flordeliz S. Reyes (AFGBMTS School)
Regina J. Ubando (Citrus National High School)
Ma. Janine Mijares (Store Supervisor Dose Cafe Bahrain)