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Introduction
Collaborative learning is an educational approach that emphasizes group interactions and shared
strategy to enhance student engagement, critical thinking, problem-solving skills, and overall
learning outcomes. In recent years, the integration of technology into collaborative learning
environments has become increasingly prevalent, reshaping the way students interact,
designed for students to complete during class, using group work and other collaborative tools
like Google docs, or asynchronously between classes, using something like a CourseWorks
discussion board. Your course structure and student needs will determine the mode of these
activities.
New technologies can both provide numerous opportunities for learning environments and
improve the 21st skills of learners in the digital age (OECD, 2019). One of these technologies is
web 2.0 technologies. They are a kind of internet technology and can be used for enhancing
learning and teaching environments. Web 2.0 technologies are web applications that allow
collaboration, communication, and content share among users (Butler, 2012). There are many
web 2.0 tools developed for different purposes in education one of which can be used to create
different instructional materials such as textbooks, infographics, posters, quizzes, and mind
maps. Today, students can be described as digital natives being experts in using a different
technology (Prensky, 2001). For example, they use several web 2.0 technologies such as social
networks, blogs, social bookmarking (Pence, 2007). Furthermore, these technologies provide
many opportunities during the learning process such as sharing information and collaboration
among students (Ajjan & Hartshorne, 2008) In this regard integrating web 2.0 technologies into
the learning environments of the digital age is important. Thus, teachers should not only use the
web 2.0 technologies for personal aims but also use them to create learning activities to support
emphasized in many reports such as the International Society for Technology in Education
(ISTE, 2017) and UNESCO (2008) that teachers have to be equipped with some technological
skills. In this regard, instructors should teach the opportunities that web 2.0 technologies provide
and how to overcome problems when using them to the teacher candidates in the courses.
Technology-supported learning may seem as an isolated activity, but in order to be used to the
best benefit of the students, it should be turned into a collaborative task. In fact, learning is
learners join their efforts, initiative and work in educational endeavors. In order to turn learning
into a social activity, it cannot be based on drills and meaningless, automatic exercises. Social
learning involves project-based learning where technological devices serve as tools that support
learning. Learners cooperate in order to recognize, analyze, and solve problems. Learning is
enhanced when information is presented in the social and meaningful context, which allows to
assimilate new information into the already existing schemata hence increasing students’
performance in the target language. Having a goal to achieve, students make use of their
knowledge and resources available; they develop skills and gain more knowledge while
education over the years. This approach leverages various digital tools and platforms to facilitate
interaction, communication, and cooperation among students, both in and out of the classroom.
are some key aspects of collaborative learning using technology in America. Educational
institutions across the United States have adopted online learning platforms like Google
Classroom, Canvas, Blackboard, and Moodle to create virtual classrooms where students can
access resources, submit assignments, and engage in discussions. Technology also enables the
collection of data on students' interactions and contributions in collaborative activities. This data
can be used to assess individual and group performance, offering insights for improvement.
Collaborative learning using technology in America continues to evolve as new tools and
communication skills, and the development of digital literacy skills, which are crucial in today's
interconnected world. However, it also presents challenges related to digital equity, privacy, and
effective pedagogical integration, which educators and institutions must address as they navigate
In the Philippines technology has played a significant role in collaborative learning, just as it has
in many other parts of the world. It has transformed the way students and educators interact,
share knowledge, and collaborate on various educational activities. Technology has provided
students in the Philippines with easier access to a vast amount of information and educational
resources. Online libraries, databases, and digital textbooks enable students to explore a wide
range of materials relevant to their collaborative projects. Various online collaboration tools,
such as Google Workspace (formerly G Suite), Microsoft 365, and collaborative document
editors, facilitate teamwork among students. They can work together on assignments, projects,
and presentations in real-time, even when they are not in the same location. Students in the
Philippines can create multimedia presentations, videos, and interactive content for collaborative
projects. This helps enhance engagement and understanding of complex topics. While
technology has played a crucial role in enhancing collaborative learning in the Philippines, there
are challenges related to digital equity, infrastructure limitations, and the need for effective
pedagogical strategies. Addressing these challenges is essential to ensure that all students have
comparable to collaborative learning approaches used around the nation. But it's critical to take
into account the unique circumstances and difficulties that Marinduque may encounter when
utilizing technology for collaborative learning. Students from different schools in Marinduque
can collaborate on projects by using online collaboration tools such as Google Docs, Google
Slides, or cloud-based project management platforms. This promotes teamwork and the exchange
of ideas. One of the primary challenges in Marinduque, as in many rural areas of the Philippines,
may be the availability and affordability of technology devices and internet connectivity. Efforts
may be needed to ensure that students and educators have access to the necessary hardware and
reliable internet connections. Efforts may be needed to ensure that students and educators have
Therefore, it is in this assumption that the researcher determine the role of technology in
collaborative learning of the selected students with the proper use of technology in class to
This study aims to investigate the role of technology in collaborative learning of the selected
1.What is the role of technology in collaborative learning of the selected Grade 11 students at
2.What are the problems that selected students meet in collaborative learning while using
technology?
3.What recommendation for the best practices and strategies for effectively integrating
Students will have a knowledge on how technology use in collaborative learning to improve
their skills.
Teachers provides with the knowledge and skills necessary to adapt to new educational trends,
successfully engage students, and improve learning results. It enables educators to make
informed judgments about incorporating technology into their teaching practices, benefiting both
parents and teachers. Parents can have more informed discussions with educators about their
child's learning experiences and inquire about the tools and platforms used in the classroom.
Schools/Institutions it will help to transform teaching and learning, improve student outcomes,
and prepare students for the challenges of the digital age. It also informs school policies and
practices, ensuring that technology is effectively integrated to benefit both students and
educators.
Technician or app developer it enables them to create more effective and impactful educational
tools. It also helps them stay competitive, innovate, and contribute positively to the evolving
Government officials they will have an insight to make informed decisions, set priorities, and
develop policies that promote effective and equitable education in an increasingly digital world.
It enables them to better serve the educational needs of their citizens, enhance economic
The researcher herself wants to enhance her knowledge to know the role of technology in
This study is intended for everyone, especially those who are interested in the topic, and
The scope of the study is for determining the role of technology in collaborative learning of the
selected students. And the delimitation of the proposed topic is the selected Grade 11 students at
Assumption
learning rather than hindrance that will improve communication, resource sharing, and overall
Theoretical Framework
instructor plays a very essential role in this process. Teachers not only facilitate the
learning, but also serve as a member of the knowledge community under study and ensure that
core concepts, practices, and discipline standards are fully integrated into the learning cycle.
Another is the study pro-found in the concept drawn by Zhu (2012), participants in her
study reflected that each group member had an opportunity to contribute to group
work during online collaboration, which helped them achieve more knowledge than those
who studied alone. The findings of this study indicated that a high level of OCL could decrease
technology.
Lastly, Zuh (2006) reported that cognitive engagement cannot be observed in an online learning
environment, but it can be described as students’ active engagement in online discussion with
each other. Zuh used a sample of 226 students to investigate and compare students’ cognitive
environment. The authors found that students were more engaged and likely to remember
concepts better within an online collaborative learning environment than a traditional learning
setting.
Research Paradigm
THE ROLE OF
TECHNOLOGY IN
COLLABORATIVE Gathering data Proper ways of using
LEARNING OF THE Questionnaire technology in class to
SELECTED GRADE 11 improve collaboration
STUDENTS skills of the students
Figure 1
The researcher uses the Input, Process, and output. In this study the input will be the role of
technology in collaborative learning of the selected grade 11 students. Also the process in
determining the role of technology in collaborative learning of the selected grade 11 students is
by gathering data, distributing of questionnaires. And after the researcher gathered data about the
role of technology in collaborative learning of the selected Grade 11 students is the preparation
of intervention to help the students on proper ways of using technology in class to improve their
collaboration skills. This patterned in the responses of the respondents after the researcher have
Definition of Terms
Digital age- a time when many people may easily access a lot of knowledge thanks to computer
technology.
comparable reasons.
Integrating- to bring together or incorporate (parts) into a whole. to make up, combine, or
comparable reasons.
THE ROLE OF TECHNOLOGY IN COLLABORATIVE LEARNING
SY. 2023-2024
BSE IV-ENGLISH