ECE THESIS FINAL - GRADED A+

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