Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Modern day teachers have chief significance towards
the consciousness of our educational goals. Educating the learners by
providing them quality educational experi
...
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Modern day teachers have chief significance towards
the consciousness of our educational goals. Educating the learners by
providing them quality educational experience is the foremost concern of all
teachers. Students need to be guided by teachers who will dispense them
knowledge and opportunities to become valuable assets of the nation for its
economic development. This serves as one of the goals of education. Thus,
classroom teachers have become one of the most important avenues
for preparing quality human capital.
Teachers play a key role for young children in early educational settings
since they build a direct communication with these children. Hence, the
practices and attitudes of preschool teachers towards technologies may affect
children’s learning. The teachers were ready to infuse their classroom lesson
plans with a variety of technology and assigned students activities that
involved computers PowerPoint presentations and using educational video as
incorporates into daily classroom instructional process. In conjunction with
preparing students for the current digital era, teachers are seen as the key
players in using technology in their daily classrooms but there are some
obstacles encountered in integrating technology in proper teaching as it has
many directions: with students’ parents administrators or with the roles and
responsibilities you have to maintain.
In the teaching process, teachers use themselves and their knowledge,
skills, attitude, and practice and students learning achievement highly depends
on teachers (Namunga and Otunga, 2012). Readiness has been defined by
Baker (2001) as a combination of one’s ability and willingness to do a job.
In the field of education, teachers are more likely to engage in the
tasks and perform in a successful way when they feel confident and competent
in what they are doing (Bandura, 1993).
As cited in Baker (2002), teachers would be considered as more
ready to implement a teaching task (Hersey et.al.1996), when they have
enough experience in preparation to create a supportive environment for all the
students. Another words, they will possess greater confidence to handle the
challenging behaviors inside the classroom.
Technology is a part of nearly everything people do. During the
Information Age, technology tools should motivate students by making their
lessons more real world experiences and bringing into the 21st century
learners. When teachers add technology tools to proven instructional strategies
in their curriculum students could be more excited about learning their
attitudes could be positive about technology they could be more engaged in the
lesson and their test scores could improve any teacher who can integrate
technology tools into his (her classroom much more effective to their learning.
The purpose of this study was to prove the importance of adding
technology tools into a teacher’s instruction method during a formal education
program.
Conceptual Framework
The conceptual frameworks present the purpose of this study in light the
Readiness of Teacher in implementing 21st century learning for Preschool
Instruction: Public School. The independents variable includes the profile of
the respondents in terms of age, gender, position held and years in teaching
preschool. The dependents variable focus of investigation of teachers’ readiness
in implementing 21st century.
Figure 1. Research Paradigm of the study
Level of the teacher readiness in
implementing 21st century
Respondents’ Profile
Age
Teacher position
No. of years in
service
Action Plan
Statement of the Problem
This study aimed to find out the Teachers teaching Readiness in
Implementing 21st century learning for Preschool Instruction in selected Public
School in Iligan City. Specifically, it sought to answer the following question.
1. What is the respondents’ profile in terms of the following
1.1 Age;
1.2 Teacher Position; and
1.3 No. of years in service?
2. What is the level of teachers teaching readiness in implementing 21st
Century Learning?
3. Is there a significant relationship between the level of teachers teaching
readiness in implementing 21st Century Learning when according to age,
sex, teacher position, and number of years in service?
4. What action plan can be proposed in the study?
Null Hypothesis
The research hypothesis in this study was tested at 0.0B level of
significant presented in its null form and stated as:
Ho1. There is no significant relationship between the level of teachers
teaching readiness in implementing 21st Century Learning when grouped
according to age, sex, Teacher Position, and number of years in service.
Significant of the study
The findings of this study hoped to serve as a baseline data in the
achievement of the teacher readiness in technology instruction. For the
preschool teacher, given their major roles in the implementing digital
curriculum in education, this study is vital in that it may be able to improve
the program and provide appropriate instruction especially with respect to the
implementation. For the pupils, that they may able to have a lifelong learning
using the technology they will ready and makes them more excited to learn
more. The DepEd officials, curriculum makers and researchers would be given
a feedback with regards to the implementation of digital curriculum in
education as part of the K to12 Curriculum.
Scope and Delimitation
This research focused on
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