CHAPTER II

Review of Related Literatures & Studies

This chapter presents the relevant literature and studies that the researchers considered

in strengthening the synthesis of the information.

Related Local Literature

For our own country we all know that we need technology, this starts the reasons why

a lot of people starting to rely more on technology. According to one of the research projects

that was conducted on June, where they study the history of technology in the Philippines,

one of the requirements of socioeconomic advancement in the modern globe has generally

been acknowledged as the need to enhance a nation's research and technology. They also

study that modern technology also involves systematic research, but its outcome is more

concrete than science, i.e., the production of "a thing, a chemical, a process, something to be

bought and sold." Modern technology has become commonly understood to mean both the

knowledge and the means of its utilization, that is, "a body, of knowledge about techniques."

Caoili, O. C. (retrieved, June) 2019.

As we all know, a lot of things changed during the pandemic lockdown including our

academic classes that’s why they developed the online learning and online classes. A lot of

students struggled during this time especially those students who take online classes. In one

of the studies, they conducted a survey using MS Forms Pro to gather information about

students' experiences with online learning for one of their research projects titled Barriers and

Challenges of Computing Students in an Online Learning Environment: Insights from One

Private University in the Philippines. Between March 16 and March 18, 2020, 300 people

responded to the survey. One of the comments was that they were having trouble using the

internet and didn't have any technology to use for their online study. (Bernie S. Fabito, 2020)
 This study really proves that we need technology to able to perform any tasks at

school. But not only in school we need technology, some rural areas, and also the

townspeople who lived in rural areas in the Philippines also need technology. In another

study, it focuses the livelihood of the Aeta natives in the Province of Pampanga. In the study,

they revealed the impact of technology on the Aeta’s life. They proved that our fellow Aeta

employed online technology to support them in their life, making it less demanding yet

meaningful and reducing their reliance on online technology while still attempting to

modernize their identity and attain personal control. (Diego, 2021).

Related Foreign Literature

For many years, researchers and educators have placed much focus into understanding

different methods and strategies for optimizing the student learning environment. As time

progresses and the education system continues to advance, teachers dedicate ample time into

developing new ways to communicate course material effectively and in a way that benefits

all learners. With technology becoming more prevalent in modern society, methods for

effectively and implementing digital applications into the classroom has become a major

focus in the educational community. This chapter discusses ways in which technology can be

implemented into the curriculum to enhance student engagement and success. Focus is placed

on how a specific technological application, Edmodo, can be used in the classroom to achieve

learning goals.

Information Communication and Technology (ICT) literacy has profound implications

for social capital whether that be in the form of educational institutions, relationships between

people in society, or universal communication around the rest of the world (Mignone &

Henley, 2009). In an educational setting, technology can facilitate more flexible and

democratic styles of teaching and learning, provide students with more autonomy and control
over their learning, and encourage the development of cognitive competencies and

understanding (Buckingham, 2003). Incorporating digital technologies into the classroom can

leas to profound advances in students’ engagement and learning which can ensure that

students are keeping up with the demand of a technology-based world. Instructors play an

integral role in ensuring that students are engaging with technology effectively.

Links to Connectivism

While it is well understood that human interactions can promote motivation and deep

learning, interacting with machines and digital artifacts can provide valuable outlets for

learning as well. Researchers suggest that learning rests in diversity of opinion and

maintaining connections is needed to facilitate continual learning (Wang, Chen & Anderson,

2014). If students were encouraged to share ideas through online networks and research what

other students have shared about a specific topic, optimal learning would take place.

Technology in the Classroom

Numerous studies have supported the idea that implementing technology into the

classroom facilities meaningful learning, greater use of prior knowledge, hierarchical

cognitive structure, elaboration, greater depth of processing and innovative practice (Hillman,

2014). This integration shifts the focus of the learning environment to being more student-

centered and allows for them to develop autonomy and control over their learning (Mo,

2011).

When introducing a technical application into a classroom, it is important to consider

whether the features of that technology are suited to meet task outcomes. It is preferred that

the technology is designed in such a way that it is easy to use for both the instructor and

students and possesses all the features necessary to promote student learning.
 Instructors’ perspective on Technology. Educators generally have positive attitudes

towards the implementation of technology into the classroom. Educators feel that when they

are provided with appropriate training on professional digital competencies, they can use

technological tools in the classroom to enhance the learning process for students (Kirkscey,

2012). Examples of professional competencies that educators feel should be included in

training are technology-handling abilities, curriculum inclusion, technology infusion into

educational activities, providing evaluative feedback, encouraging collaborative exercises

with technology and responding positively to the inclusion of technology in the classroom

(Guzman & Nussbaum, 2009).

Students’ Perspectives on Technology. It is important to consider how students will

receive technology when implementing it into the classroom. When students perceive that the

attributes of a given technology are engaging and beneficial to their learning, they are likely

to adopt that technology and use it to enhance their understanding of course content (Sun,

Lee, Lee & Law, 2016). Some features that make technology more appealing to students are

flexibility, accessibility, ease-of-use and overall engagement. In general, studies show that

students report high levels of satisfaction with the use of educational technology as it allows

them to interactively engage in learning (Miller, Milholland & Gould, 2012). Students also

believe that technology facilitates a greater understanding of course content, contributes to

higher academic achievement and better prepares them for the technology-dependent

workforce (Schindler, Burkholder, et.al., 2017).

The Impact of Technology on Student Engagement

Numerous studies have supported the idea that overall student motivation and

engagement in learning is enhanced by the technology.

 There is conclusive evidence that digital equipment, tools and resources can, where

effectively used, raise the speed and depth of learning in science and mathematics for primary

and secondary age learners. There is indicative evidence that the same can be said for some

aspects of literacy, especially writing and comprehension. Digital technologies appear to be

appropriate means to improve basic literacy and numeracy skills, especially in primary

settings.

The effect sizes are generally similar to other educational interventions that are

effective in raising attainment, though the use of digital learning has other benefits. Also, the

extent of the effect may be dampened by the level of capability of teachers to use digital

learning tools and resources effectively to achieve learning outcomes. More effective use of

digital teaching to raise attainment includes the ability of teachers to identify how digital

tools and resources can be used to achieve learning outcomes and adapting their approach, as

well as having knowledge and understanding of the technology. This applies in all schools.

Where learners use digital learning at home as well as school for formal and non-

formal learning activities these have positive effects on their attainment, because they have

extended their learning time. This is particularly important for secondary age learners.

The assessment framework, set out in Annex 2, identifies a number of educational

benefits that digital learning and teaching has the potential to help learners aged 5 to 18 to

realize, through the opportunity to learn in different ways, access more sources of

information, and be tested and get feedback differently. In terms of raising attainment, these

benefits include short term outcomes, such as having a greater feeling of control over

learning and more confidence to practice a skill, through to medium term outcomes such as

faster acquisition of knowledge and skills, and improved impacts in terms of learners

achieving higher exam or test results where digital technology has been used.
 In this section, the impact of digital technology on children's attainment in a range of

areas is discussed, followed by the impact on aspects of numeracy, literacy and science

learning.

Raising children's attainment

There is a substantial body of research that has examined the impact of digital tools

and resources on children's attainment in a range of areas.

Higgins et al (2012) provide a summary of research findings from studies with

experimental and quasi-experimental designs, which have been combined in meta-analyses to

assess the impact of digital learning in schools. Their search identified 48 studies which

synthesized empirical research of the impact of digital tools and resources on the attainment

of school age learners (5–18-year-olds).

They found consistent but small positive associations between digital learning and

educational outcomes. For example, Harrison et al (2004) identified statistically significant

findings, positively associating higher levels of ICT use with school achievement at each Key

Stage in England, and in English, math, science, modern foreign languages and design

technology. Somekh et al (2007) identified a link between high levels of ICT use and

improved school performance. They found that the rate of improvement in tests in English at

the end of primary education was faster in ICT Test Bed education authorities in England

than in equivalent comparator areas. However, Higgins et al note that while these associations

show, on average, schools with higher-than-average levels of ICT provision also have

learners who perform slightly higher than average, it may be the case that high performing

schools are more likely to be better equipped or more prepared to invest in technology or

more motivated to bring about improvement.

 Higgins et al report that in general analyses of the impact of digital technology on

learning, the typical overall effect size is between 0.3 and 0.4 - just slightly below the overall

average for researched interventions in education (Sipe & Curlette, 1997; Hattie, 2008) and

no greater than other researched changes to teaching to raise attainment, such as peer tutoring

or more focused feedback to learners. The range of effect sizes is also very wide (-0.03 to

1.05), which suggests that it is essential to take into account the differences between

technologies and how they are used.

Related Local Studies

In today's generation, social media use is pervasive. Based on Camille Vinluan

Hernandez, et. Al, (2023) proves that one of the nations with the highest usage of Social

Networking Sites (SNS) is the Philippines, where 50% of Filipinos between the ages of 14

and 23 are internet users. The increased reliance of people on social media and digital

technology (SME) appears to be having an impact on some parts of their lives, particularly

mentally. (Camille Vinluan Hernandez, et. Al, 2023).

We also know that the sector of education is one of the industries that rely also in

technology. According to the study of Garcia (2017), education and technology can help

create dynamic lessons and learning opportunities that specially designed to advance and

change educators and the students need to drive the digital economy. The Internet is now

utilized both as a tool for knowledge and as a means of interpersonal communication. Making

online pals is very common among students in Iligan. Iligan City has seen a huge increase in

the number of Internet users taking use of its benefits ever since the Philippines' first Internet

connection was established. (Eslit, An Investigation into a Computer-Aided Intimate, 2017).

More particular, millennials have a tendency to use technology to record various

aspects of their lives and post them on online social networks. The purpose of the current
investigation was to identify the social media topics that millennials from Metro Manila,

Philippines, shared. Three life categories were identified after conducting a QDA-assisted

thematic content analysis on 5,000 social media posts: culture, social relationships, and

education. Both works. In terms of culture, the participants tended to share posts about

themselves the most frequently, particularly selfies and self-disclosures. Similarly, Filipino

millennials' social media feeds frequently featured memes and other forms of popular culture.

(Velasco, 2020).

Nowadays, with the popularity of learning management systems (LMS) and massive

open online courses (MOOCs), technology plays a crucial role in education. The goal of

technology integration in education is to assist students in adjusting to a society that is rapidly

changing and heavily dependent on information systems and information technology.

Additionally, as material can now be easily stored, read, and learned on the internet, being

computer savvy develops lifelong learning abilities. In the Philippines, the educational

system is modernizing as teachers adopt new skills and incorporate learning management

systems (LMS) into their lessons. (Rombaoa, 2019).

Modern educational institutions have adopted cutting-edge technologies, including

those for students with unique learning requirements. It is acceptable that the focus of this

study is the technological integration into learning environments for students with unique

learning needs. 53 special education teachers working in Baguio City's schools responded to

the survey, which asked them about the use of technology in their classrooms and the

challenges they had integrating it. (Balmeo, et al., 2014)

Related Foreign Literature