CHAPTER I

THE PROBLEM

Introduction

Digital competence has been gradually introduced into school curricula, assessment

tests and classroom practice over the past decade. During the same period, the term was

subjected to policy processes that resulted in descriptions of digital skills as one of the five

basic skills for learning in school. The term has also been the subject of several academic

definition processes. Common to the developments in both policy and academia is that it

largely has been the pupils’ digital competence understood as an end product that has been

conceptualized. In this context, teacher education is of foremost importance for the

development of digitally competent teachers. (Faloon, 2020)

Teachers are focused on upgrading their skills thru learning via online methods of

training and developments. In today’s jargon, this is referred to as “Webinars” or simply

put, seminars done thru the World Wide Web. However, despite the abundance of such,

very few teachers are noticeably attending, unless they were utterly required or registered

by their institutions, themselves. This holds true especially for those who are at the older

generation brackets.

This study aims to determine the Digital Literacy Skills and Competency of

Teachers in Teaching MAPEH Subject in Antipolo City: Basis for Proposed Program

Computers, ICT, internet and cell phone are now part of our existence. Technology

has manifested its influence on almost everything we do and its impact on education and
learning is steadily growing. We now have a new breed of learners in our classroom whose

learning is interwoven with the technology we use in instruction.

This requires teachers in taking advantage of technology use to facilitate the

attainment of learning outcomes among students. It requires thoughtful consideration of

how concepts can be represented and made interesting to learners with the application of

technologies. Further, it associates to being able to use of pedagogical strategies that

incorporate technologies in teaching a subject

Foulger, T., Graziano, K., Schmidt-Crawford, D., & Slykhuis, D. (2017)

mentioned that to integrate educational technologies effectively into education, teachers

must need to plan their instruction according to curriculum requirements, learners’ learning

needs, available technologies’ affordances and constraints, and the realities of school and

classroom contexts. The complex knowledge needed for such planning is known as

technology, pedagogy, and content knowledge (TPACK)

Background of the Study

The presence and importance of teachers’ training program is an essential

component for all successful educational activities, from dealing with increasing diversity

in the classrooms, effective teaching methods and strategies, and adapting to technological

changes in the delivery of lessons. It can also provide the solution of educational problems.

The DepEd mandates teachers to be digitally literate in teaching as learning

process. DepEd Order No.1 series of 2007 entitles Strengthening the Information

Communication Technology (ICT) Governance which primarily aimed to

Implement ICT technical management system and strategies and to provide technical support
to school ICT. This only means that DepEd strongly understand that to be able to meet the
demands of 21st Century education, teachers must be digitally literate.
 The impact of technology is also of paramount concern. DepEd Secretary Briones

said in her speech during the launch of ‘Sulong Edukalidad’, “The standards of education

quality are even made more challenging by technology.” The initiative is in response to the

rapidly changing learning environment of present and future learners and will introduce

aggressive reforms to globalize the quality of basic education in the Philippines.

(DepEd,2020)

This study will be conducted in selected schools in the Division of Antipolo.

Antipolo City is located in the northern half of Rizal Province but rather close to its

meridional center. The Poblacion is almost 29 kilometers from Manila. In terms of

dimension, it is the second largest municipality in the province with a total land area of

38,504.44 hectares indicating 29.4% of the whole land area of Rizal. Presently, it is

segmented into two (2) legislative districts with eight (8) barangays each. For the past

years, Antipolo developed into a dynamic and economically reformist town and

continues to develop rapidly and is one of the most flourishing towns of the province of

Rizal.

The school district of Antipolo, Antipolo I and Teresa-Antipolo II remained

under the supervision of the Rizal Division until by virtue of a Memorandum, the City

schools Antipolo Division turn out to be completely self-governing from the Division

of Rizal on February 3, 2003 with Dr. Aurea F. Sto. Domingo as its Officer-In-Charge.

A group of Rizal education officials was sent off to their new workplace and

shared temporary shelter in the office of Dr. Norma L. Maalindog, Principal II of San

Isidro Elementary School had been the seat of office and a home to Division Officials.
 The Garcia Type 1991 School Building of San Isidro ES is now the official seat of

office of the Division of Antipolo City.

Based on the observation and experiences of the researcher, teachers are having

issues adjusting to the traditional face to face to either online distance learning or modular

distance learning. Other issues include the teaching strategies to be used, how to manage

the online class or modular class and the effective way to assess it. In addition, Virtual

training is becoming one of the most used methods of training both in its full application of

online learning or mixed with face-to-face training and blended learning in both public and

private schools. In public system, technology training has been implemented through

Webinars, However, it is reaching other education levels increasingly because of its

potential to accommodate flexible, interactive, multimedia, and decentralized teaching.

Recognizing the impacts of the COVID-19, the Department of Education

(DepEd), through National Educators Academy of the Philippines (NEAP) will hold a

professional development program, the webinar series will be able to award professional

development credit units to participants, following applicable DepEd issuances. With the

webinar series being in line with the Basic Education-Learning Continuity Plan (BE-

LCP) educators and teachers are especially encouraged to watch and participate in the

webinar series. The series of webinars aim to “capacitate” school leaders, teachers, and

parents on different topics in education in the time of COVID-19 (DepEd, 2020)

In K-12 Curriculum, DepEd created different portals for learning and teaching

resources such as Learning Resources Management and Development System (LRMDS),

and data bases for student’s information and records such as LIS (Learner Information
System). Accessing with these is one of the required tasks of the teacher. Imagine a teacher

who is digital literate. More importantly, the K-12 Curriculum requires the use of

technology in teaching and learning process such as power point, presentation, multimedia

resources and audio-visual materials.

However, as the crisis due to pandemic Covid 19 arose, where education was put

into a compromising situation, the DepEd through DepEd Order no. 12.. 2020 immediately

designed alternative curriculum for teachers and students such as webinars and online

classes. This strongly pushed the teachers to upgrade their digital competencies. These

hurdles lie when the time to upgrade and be affluent with the recent methodologies would

come into play in order to fasten the learning process and class discussions. This is the

grey area of teaching, the presence, experience and actual practice of digital learning.

Review of Related Literature

Digital Literacy of Teachers

The development of Information Communications Technology (ICT) has induced

major economic changes. These changes are creating new expectations for today’s schools

and teachers. To meet these expectations, learners today are expected to gain so-called

twenty first century skills. These skills have been identified in the K o 12 Basic Education

Curriculum framework that aims holistically developed Filipino with 21 st century skills.

The Department agree that learners must master the following: collaboration,

communication, ICT/ media literacy, social and/or cultural competencies, creativity,

critical thinking, and problem solving. Among these skills, ICT/media literacy is

emphasized as one of the important skills. Specifically, learners must be able to use ICT as
a tool in areas related to twenty-first century skills including learning, collaborating,

problem-solving and innovative thinking. In other words, ICT skills serve as the hub for

twenty-first century skills.

Yason, Manaig, Buama and Tesoro (2019) in their study determined the

relationship between digital literacy, digital competence and research productivity of

educators. This research employed the descriptive-correlational research design. The

respondents of the study were the permanent faculty members of the university. The

research instruments utilized were the standardized scales of Being Digital: Digital

Literacy Checklist of The Open University United Kingdom, measured the digital literacy

of the respondents. And the digital competence was assessed through the Self-Assessment

Tool of the European Digital Competence Framework for Educators (DigComEdu). The

statistical tools used were the weighted mean, Standard Deviation and Chi-Square. The

findings revealed that there is a strong and significant relationship between faculty

members’ digital literacy and research productivity. This means that the increase in

understanding, finding, using, and creating information using digital technologies is

positively related to faculty members’ ability to conduct, complete, present and publish a

research article. Likewise, faculty member’s digital competence is strong and significantly

correlated to their research productivity, which clearly indicates that as their knowledge,

skills and attitudes for working, living and learning in the knowledge society increases,

there is also a significant increase in their ability to produce publishable research outputs.

Technology has become ingrained into personal, professional, and social aspects

of our lives. Educators must have digital literacy skills to better equip students to

become productive citizens of society. Digital literacy means having the knowledge and
ability to use a wide range of technology tools for a variety of purposes (Mantiri,

Hibbert, & Jacobs, 2019). According to Widana (2020), “Digital literacy is the ability to

use and create technology-based content, including finding and sharing information,

answering questions, and interacting with others and computer programming” (p. 2).

Educators have a social and professional responsibility to be digitally literate

(Widana, 2020). 21st-century jobs rely on technology for production and information

processing. Educators must assist with closing the digital divide between

subpopulations of students to ensure adequate equity and to provide them with the

opportunity to compete on a global scale post-secondary education.

Students need to be well versed in 2.0 tools and systems management databases

to support companies and businesses within our society. Companies are seeking

digitally literate employees to help them maximize production, create new products,

and manage the daily business operations. Educators must know how to successfully

integrate technology with pedagogy to not only engage students, but to ensure students

can effectively use digital tools to support the workplace and businesses for centuries to

come.

Pratolo(2021) found that Digital literacy has been a major concern for people

involved in education sectors including students, teachers and policy makers. Thus, to

make the education in this era more effective to help reach the goals, English teachers

should be digitally more literate. The aims of this study are; 1) to find out how the

digital literacy was implemented; 2) to determine teachers’ attitude in implementing the

digital literacy; 3) to scrutinize the challenges; and 4) the actions they took to cope with

them. Employing a qualitative research method, this study used a semi-structured

interview and classroom observation to collect the data from two EFL teachers at a

junior high school in Temanggung, Central Java, Indonesia as the subjects. The data

were then identified, categorized, organized, coded, described and reported following

the thematic analysis. The findings showed that they used computer and smartphone to

search for digital information. The teachers exhibited positive attitudes in the use of

digital literacy for EFL teaching. They used syllabus as a major consideration,

understood their position as teachers, developed effective teaching, implemented

multiple literacy and improved the four language skills. However, issues related to lack

of technology, students’ background, lack of time and limited budget were

acknowledged as hindrances in digital literacy implementation. As a strategy, teachers

have therefore developed an early planning and support plan to deal with these

challenges. Finally, this study suggests the need to develop teachers' technical facilities,

technological pedagogy, and policy makers to give digital literacy more attention.

Technology facility is not a mere and a technological training for teachers was

required to select information from various digital formats. Although teachers

nowadays are familiar with technology, the technology itself keeps developing and

getting more and more complex. Thus, the essential skill in operating technology for

education is needed (Bhatt, 2017).

Meanwhile, Omwenga and Waema (2018) found that teachers felt regretful over

abandoning available instructional resources. Thus, enhancing teachers’ self-confidence

is the new focus to overcome teachers’ low interest in technology. It was also
confirmed that the obstruction in integrating technology into classroom instruction is

because the teacher is a huge demanding profession with classroom and social

responsibility [30]. The high demanding job is caused by several stressors such as

limited time, discipline pressure, and students' lack of motivation.

Based on Skaalvik’s study (2018) teachers have limited time to rest and do other

jobs in school hours. The rush schedule during teaching practices demanded teachers to

spend extra hours to complete academic or administrative work. Meetings,

administrative duty, and student supervision caused a lack of time to prepare teaching

material. Previous investigations also indicated the lack of time in planning technology

lessons as the most significant obstacle to digital literacy instruction (D. Hosseini,2018)

Likewise, in the study conducted by Shannon (2017) that the concepts of digital

literacy are the set of competencies required for full participation in a knowledge

society. It includes devices such as smartphones, tablets, laptops, and desktop PCs for

purposes of communication, expression, collaboration and advocacy. These definitions

imply difference between knowledge and competency while in actual practice it is

harder to pinpoint, particularly in the educational setting. Teachers are backed up with

digital technology to make the curriculum enriched thereby enhancing the pedagogical

approaches in the 21st century classrooms.

Over the last few decades, the concepts of digital literacy and digital

competence have been used more frequently and are increasingly discussed particularly

in policy documents and policy-related discussions relevant to “what kind of skills and

knowing people should have in a knowledge society, what to teach young people and
how to do so (Ilomaki, Paavola & Lakkala, 2016; cited by Spante, 2018). Consequently,

Iordache, Marien & Baeldon (2017) cited by Spante (2018) that digital literacy and

digital competence are used synonymously although they have distinct origins and

meanings. Whereas in 2006, the European Commission (EC) stressed that sometimes

they are used to underpin each other such as the European Union Framework of Key

Competencies for all citizens, where digital competence is one of the eight key

competencies

The European Commission (EC) defined digital competence as it involves the

confident and critical use of Information Society Technology (IST) for work, leisure

and communication. It is underpinned by basic skills in Information and

Communication Technology (ICT) that the use of computers to retrieve, assess, store,

produce, present and exchange information and to communicate and participate in

collaborative networks via the internet (Holmstrom, 2013). Clearly, it is indicated that

digital competence is supported by digital literacy (Martin & Grudziecki, 2006). In year

2013, the EC published a Digital Competence Framework based on the 5 areas and 21

competencies, which include the notion of digital literacy (Ferrari, 2013; as cited by

Spante, 2018).

The barriers are but not limited to language, limited access, different levels of

experience, school infrastructure, and keeping up with changes (Mantiri, Hibbert, &

Jacobs, 2019). They suggest on ensuring equipment is working in advance, develop a

plan for managing data, know who to call for assistance when there are technology
 issues, remind students of copyright laws when producing work, and be prepared to

provide assistance to students to ensure they are producing high quality work.

“Teachers may find it difficult to integrate digital literacy in a pedagogically

sound and interesting way”. Educators must be adaptable towards technology use, be

open minded and willing to learn from students, and stay abreast of technological

advancements, (Mantiri, Hibbert, & Jacobs, 2019). School districts will have to provide

ongoing professional development to ensure digital literacy is at the forefront in every

classroom across the country.

Digital literacy practices should not be limited to assigned computer class times.

Teachers can implement digital literacy practices to engage students at deeper levels in

the areas of reading comprehension, science exploration, mathematical computations

and processing, arts integration, and many other pedagogy skills. “Digital literacy can

sustain and enhance the inquiry learning cycles of asking questions, investigating

phenomenon, creating new content, discussing findings, and reflecting on next steps”

(Casey & Bruce, 201, p. 77 & 79). When students are able to create new knowledge,

they capitalize from learning experiences, which supports their academic success and

productivity in digital literacy

Digital Competency of Teachers in the New Normal.

Teachers’ digital competencies have become an essential aspect of training teachers

to promote learning in their students that moves away from the knowledge transfer model

and moves towards a talent development model (Touron, et. al., 2018)
 Centeno (2021) study aims to review and analyze the digital competencies of

teachers in the New Normal. It seeks to answer teachers' competencies in integrating

the technology to deliver the quality of education in the digital classroom space. The

study used secondary data from two articles (Philippines and China) on teachers' digital

literacy and digital competencies. The researcher combined the two secondary data to

outline the variable of interest for the new study. The original study applied quantitative

and qualitative research methods, but the researcher used only the quantitative

approach. The respondents in the study are two hundred fifty-six (256) teachers in

China. On the other hand, there is an unknown number of respondents from the

Philippines but included a total population enumeration.The study revealed that

teachers’ knowledge increases with the increase in years of experience, and they are

digitally literate enough to convey academic activities in an online class. Teachers are

digitally competent and have sufficient knowledge and skills regarding technology and

digital tools to use in the content knowledge on theories, concepts, facts, and principles

of the subject course taught. Likewise, the assessment of pedagogical knowledge and

technological knowledge exhibited that teachers had limited competencies in

integrating technology in the learning and teaching process. Hence, this study suggests

that an advance and comprehensive ICT training and workshop should include in the

academic development program of schools to update and enhance the technological

skills of teachers to empower them to integrate technology into their practices to be

digitally competent in digital education era.

 In another recent study, Asio and Bayucca (2021) analyzed the level of digital

competence of school administrators, the readiness of schools, and perceived challenges

on the delivery of distance learning. Using a descriptive research design, the researchers

used an online survey to gather pertinent data for the study. Thirty-six (36)

administrators took part in the online survey using universal sampling from a school

division in the province of Bulacan, Philippines. The researchers created an online

research instrument and subjected it to validation before the actual administration. After

data gathering, the researchers encoded and tabulated the data. This study used the

following statistical tools to analyze the data: frequency, percentage, and rank. The

study found that the administrators have varied results on the aspect of digital

competence based on the statistical analysis. In terms of school readiness on distance

learning, the schools were not yet ready to implement a distance learning scheme. For

the perceived challenges, internet connection/ connectivity is the primary concern.

Other challenges involve preparation, competencies, funding, and devices for distance

learning. Based on the result of the study, the researchers provided some essential

recommendations for the administrators, teachers, and other stakeholders.

Ballano, V.O., Mallari, N.T., Sebastian, R.R.R. (2022) aims to trace and clarify

the meaning of digital literacy (DL), digital competence (DC), and pedagogical digital

competence (PDC) in the global literature, as well as their relevance to the Filipino

tertiary education teachers’ PDC during the current COVID-19 pandemic that

suspended face-to-face classes in favor of flexible, blended, and online teaching as

mandated by the Philippines’ Commission on Higher Education (CHED). It also

examines the major obstacles that hinder the development of the Filipino teachers’ PDC
 to be able to implement the CHED’s long-distance learning requirement as part of its

recommended flexible learning to minimize COVID-19 infection. Using a systematic

literature review as the primary method and peer-reviewed journal articles, reports, and

books as sources of textual data, it argues that responding adequately to the CHED’s

teaching mandate during the pandemic requires addressing the problems of lack of

logistical support for teachers and students, such as weak and unstable Internet

connection and lack of access to digital devices and educational technologies. It also

needs to strengthen institutional support for information communication technology

(ICT) infrastructure in colleges and universities and teachers’ ICT training to enhance

their PDC and attitude toward online and long-distance learning. This chapter

recommends that the Philippine government through the CHED must encourage more

studies to understand fully the implementation barriers to improve the Filipino tertiary

educators’ PDC during the current COVID-19.

Problems Encountered of Digital Literacy and Competency of Teachers

Research has repeatedly acknowledged a need to investigate differences among

teachers in their readiness to integrate technology in different areas. Each subject

constitutes a body of knowledge, concepts, and skills, and teachers use different

teaching and learning strategies. In mathematics, students do drills and practice

activities, while social studies’ students conduct daily research, and English students

use computers for writing regularly. Each subject requires different kinds of digital

application. Some technology tools and applications appear to match with specific
subject areas Bashkireva (2020) examines the problems of digital competence as a

phenomenon of modern life, especially aggravated in connection with the COVID-19

pandemic. Digital competence as the latest concept, skills necessary for the modern,

connected with the scientific and technical implementation of new technologies in

education, economy, politics and production. The development of digital literacy

concepts relies on both traditional and diverse media. However, the main difficulty in

its development is associated with the digital divide, overcoming which depends on

many factors. In the educational environment, digital competence should take into

account the age-related physiological, mental and psychological characteristics of

schoolchildren, and in preparation for professional activity - support for professional

digital competence. The work also provides the author's version of the definition of the

concept of "digital competence".

Alvarez (2020) using a qualitative phenomenological research design, this paper

discusses the lived experiences of five learners who were suddenly immersed in a

remote learning context amidst the threat of COVID-19. There were four themes

revealed in this study: poor to no internet access, financial constraints, lack of

technological devices, and affective or emotional support. Interestingly, findings

showed that learning remotely in these trying times is challenging because aside from

the existing problems on access and affordability, the emerging concerns on financial

stability and affective support contributed to interrupted learning engagement.

Moreover, exposing culturally face-to face learners in the context of ERT can put

additional learning pressure. Nevertheless, the need to listen to the students’ lived
 experiences in ERT will provide a lending ear to be heard and a voice for building a

pedagogy of understanding about their learning journey in this time of pandemic crisis.

Synthesis

The reviewed studies and literature are relevant to the present study as it gives

overview on the implementation of Digital Literacy and Competency. The most congruent

studies to the present study are the ones study of USAID (2020) in their study found that

the shift from traditional teaching methods to remote learning during school closures and

stay-at-home orders is a complex process requiring communication and cooperation among

policymakers, administrators, teachers, parents, and others. Information and

communications technology (ICT) necessarily plays an important role in facilitating

communication as well as, potentially, instructional delivery, but this may be very different

than the purposes that most school-based ICT in education initiatives were designed for

Yason, Manaig, Buama and Tesoro (2019) in their study determined the

relationship between digital literacy, digital competence and research productivity of

educators. This research employed the descriptive-correlational research design. The

respondents of the study were the permanent faculty members of the university

Finally, Pujante (2019) emphasized that digital literacy in K-12 Curriculum is

important, not only as strategy and method in teaching, but also in terms of planning,

preparation, assessment and evaluation and communication. Department of Education

created different portals for learning and teaching resources.

 Theoretical Framework

The study is anchored on Technological Pedagogical Content Knowledge (TPACK)

Framework by Punya Mishra (2019). It focuses on technological knowledge (TK),

pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach

to many of the dilemmas that teachers face in implementing educational technology

(edtech) in their classrooms. By differentiating among these three types of knowledge,

the TPACK framework outlines how content (what is being taught) and pedagogy (how

the teacher imparts that content) must form the foundation for any effective edtech

integration. This order is important because the technology being implemented must

communicate the content and support the pedagogy in order to enhance students’ learning

experience

Effective technology integration for pedagogy around specific subject matter

requires developing sensitivity to the dynamic, transactional relationship between these

components of knowledge situated in unique contexts. Individual teachers, grade-level,

school-specific factors, demographics, culture, and other factors ensure that every situation

is unique, and no single combination of content, technology, and pedagogy will apply for

every teacher, every course, or every view of teaching.

Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be

learned or taught. The content to be covered in middle school science or history is different

from the content to be covered in an undergraduate course on art appreciation or a graduate

seminar on astrophysics… As Shulman (1986) noted, this knowledge would include

knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence

and proof, as well as established practices and approaches toward developing such

knowledge” (Punya Mishra (2019).

Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes

and practices or methods of teaching and learning. They encompass, among other things,

overall educational purposes, values, and aims. This generic form of knowledge applies to

understanding how students learn, general classroom management skills, lesson planning,

and student assessment.”

Technology Knowledge (TK) – Knowledge about certain ways of thinking about,

and working with technology, tools and resources. and working with technology can apply

to all technology tools and resources. This includes understanding information technology

broadly enough to apply it productively at work and in everyday life, being able to

recognize when information technology can assist or impede the achievement of a goal,

and being able continually adapt to changes in information technology

Pedagogical Content Knowledge (PCK) – “Consistent with and similar to

Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific

content. Central to Shulman’s conceptualization of PCK is the notion of the transformation

of the subject matter for teaching. Specifically, according to Shulman (1986), this

transformation occurs as the teacher interprets the subject matter, finds multiple ways to

represent it, and adapts and tailors the instructional materials to alternative conceptions and

students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum,
assessment and reporting, such as the conditions that promote learning and the links among

curriculum, assessment, and pedagogy”

Technological Content Knowledge (TCK) – “An understanding of the manner in

which technology and content influence and constrain one another. Teachers need to

master more than the subject matter they teach; they must also have a deep understanding

of the manner in which the subject matter (or the kinds of representations that can be

constructed) can be changed by the application of particular technologies. Teachers need to

understand which specific technologies are best suited for addressing subject-matter

learning in their domains and how the content dictates or perhaps even changes the

technology—or vice versa”

Technological Pedagogical Knowledge (TPK) – “An understanding of how

teaching and learning can change when particular technologies are used in particular ways.

This includes knowing the pedagogical affordances and constraints of a range of

technological tools as they relate to disciplinarily and developmentally appropriate

pedagogical designs and strategies”

Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly

meaningful and deeply skilled teaching with technology, TPACK is different from

knowledge of all three concepts individually. Instead, TPACK is the basis of effective

teaching with technology, requiring an understanding of the representation of concepts

using technologies; pedagogical techniques that use technologies in constructive ways to

teach content; knowledge of what makes concepts difficult or easy to learn and how
technology can help redress some of the problems that students face; knowledge of

students’ prior knowledge and theories of epistemology; and knowledge of how

technologies can be used to build on existing knowledge to develop new epistemologies or

strengthen old ones” (Punya Mishra (2019).

According to the TPACK framework, specific technological tools (hardware,

software, applications, associated information literacy practices, etc.) are best used to

instruct and guide students toward a better, more robust understanding of the subject

matter. The three types of knowledge – TK, PK, and CK – are thus combined and

recombined in various ways within the TPACK framework. Technological pedagogical

knowledge (TPK) describes relationships and interactions between technological tools and

specific pedagogical practices, while pedagogical content knowledge (PCK) describes the

same between pedagogical practices and specific learning objectives; finally, technological

content knowledge (TCK) describes relationships and intersections among technologies

and learning objectives. These triangulated areas then constitute TPACK, which considers

the relationships among all three areas and acknowledges that educators are acting within

this complex space.

The theory is considered because it considers the different types of knowledge

needed and how teachers themselves could cultivate this knowledge, the TPACK

framework thus becomes a productive way to consider how teachers could integrate

educational technology into the classroom. Then too, TPACK can also serve as a

measurement of instructor knowledge, potentially impacting both training and professional

development offerings for teachers at all levels of experience. Finally, the TPACK
framework is useful for the ways in which it explicates the types of knowledge most

needed in order to make technology integration successful in the classroom. Teachers need

not even be familiar with the entire TPACK framework as such in order to benefit from it:

they simply need to understand that instructional practices are best shaped by content-

driven, pedagogically-sound, and technologically forward thinking knowledge.

Conceptual Framework

Figure 1 shows the conceptual model of the study which includes the input, the

process and the output. This approach explains how these are connected with one

another. The variables contain data of the study which are to be processed by which the

output is the result of the analysis.

The first box contains the input which refers to profile of the respondents with

respect to Age, Educational Attainment, Length of Service and Position. It also include

the extent of teachers’ digital literacy of teacher-respondents in terms of Pedagogical

Knowledge, Content Knowledge; and Technological Knowledge and also the level of

digital skills of the teacher-respondents in terms of Technical Skills Information Skills

and Communication and Collaboration Skills. Lastly, the significant correlation of

extent of teachers’ digital literacy of teacher-respondents and level of digital skills of

the teacher-respondents

The second box contains the processes involved in the preparation of the

research work which are Data Gathering, Development of Questionnaire,

Administration of Questionnaire, Retrieval of Questionnaire and Tallying and

Tabulation of Results using Statistics.

 The last box is the output of the study. This output is proposed Faculty

Development Program

Feedback refers to the process of assessing whether the desired outcomes have

been achieved or not. It signals the beginning of another study that would proceed

towards the state of continuous improvement

Paradigm of the Study

 Conceptual Framework on the Digital Literacy Skills and Competency of
Teachers in Teaching MAPEH Subject in Antipolo City: Basis for Proposed
Program

Statement of the Problem

This study generally will attempt to analyze the Digital Literacy and

Competency of Teachers in Selected Schools in the Division of Antipolo: Basis for a

Proposed Faculty Development Program

Specifically, it will seek to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. Age

1.2. Educational Attainment

1.3. Length of Service

1.4. Position

2. What is the extent of teachers’ digital literacy of teacher-respondents in terms

of:

2.1. Pedagogical Knowledge;

2.2. Content Knowledge; and

2.3. Technological Knowledge

3. What is the level of digital skills of the teacher-respondents in terms of:

 3.1. Technical Skills;

3.2. Information Skills;

3.3. Communication and Collaboration Skills?

4. Is there a significant correlation between the extent of teachers’ digital literacy

and level of digital skills among the respondents?

5. Based on the findings of the study, what faculty development program may be

proposed?

Scope and Limitations of the Study

This study will assess the Digital Literacy Skills and Competency of Teachers in

Teaching MAPEH Subject in Antipolo City: Basis for Faculty Development Program.

This study will be conducted in the selected schools in the Division of Antipolo.

It involved forty five (45) MAPEH Teachers in two (2) selected schools. The variables

in this study included the extent of teachers’ digital literacy of teacher-respondents in

terms of Pedagogical Knowledge, Content Knowledge; and Technological Knowledg

and level of digital skills of the teacher-respondents in terms of Technical Skills

Information Skills and Communication and Collaboration Skills.

Descriptive method utilizing a researcher-made questionnaire-checklist to assess

the Digital Literacy Skills and Competency of Teachers in Teaching MAPEH Subject

in Antipolo City: Basis for Faculty Development Program

 Significance of the Study

The researcher believed that the findings of this study are beneficial to the following:

DepEd. The results of the study can be the baseline data for them to develop

programs focusing on teachers’ digital literacy and competency. The results would help

them identify the areas that are needed to be addressed.

Teachers. The result of this study can help them address the challenges in the

pedagogies and technological proficiency. It is essential for teachers to develop new and

better skills when dealing with and integrating technology in their lessons. It is also

important to make them feel comfortable and included in this digital environment. They

are the ones shaping our future and fostering knowledge.

Teacher Education Degree Program. The results of the study can be a reference

or basis to be able to integrate digital literacy and competency in the education degree

program considering the current situation wherein technology has played a huge role in

education.

School Heads. This study hopefully can help the school administrator in

developing programs that would guide teachers in the improvement of pedagogies and

technological proficiency. Further, provide school heads baseline data as to how they can

support teachers in developing their technological proficiency. For it is essential that the

online environment allows teachers to feel comfortable when working on their lessons.

Especially when choosing digital media and online tools that are meaningful to them and
their students, not just following a predetermined path. In other words, it is essential that

teachers develop their digital literacy, not only students.

Students. The outcome of the developed program would greatly help students with

respect to the teachers’ effectiveness and competitiveness on pedagogies and technological

proficiency. The interaction between humans and machines is very different from the

human-to-human kind of interaction that is promoted in communicative language

classrooms. New technologies require new ways of both thinking and teaching. It is

imperative for teachers to be a good user of new technologies to create meaningful

learning environments.

Parents. The parents may hold a strong assurance that the teachers who are

teaching their children are competent and effective; hence learning in different fields or

subject area is achieved.

Future researchers. The future researchers can use this study as their reference for

their own investigatory endeavor. It can be used as first hand data as this is one of the first

studies this pandemic. They can use the data gathered as basis for improve or exploration

of different variables.

Definition of Terms

For the purpose of clarity and better understanding of this study, the following

terms are operationally and theoretically defined:

 Content Knowledge. This refers to the importance of teachers’ mastery of

content knowledge and its interconnectedness within and across curriculum areas, coupled

with a sound and critical understanding of the application of theories and principles of

teaching and learning.

Digital Competency. This refers to the measure of how effectively individuals and

organizations engage with digital technology for both internal and external stakeholder

benefit. It accounts for how individuals and organizations innovate, solve problems,

improve productivity, make decisions, and even leapfrog competitors

Faculty Development Program. The output of the study which are sets of

activities for the development of pedagogical and technological proficiency of teachers.

In this study, this could be found in the intersected portion of the framework where the

researcher will identify the commonality in terms of literacy and competency.

Pedagogical Content Knowledge (PCK) is the knowledge that teachers have about

their content and the knowledge that they have about how teach that specific content. First

identified by Shulman in 1986, we can see evidence of PCK as we consider the different

strategies that science teachers use as compared to the strategies used by language arts

teachers, or teaching strategies used by art teachers as opposed to teachers of mathematics.

This specialized knowledge allows teachers to use the most effective methods for teaching

specific content.

Teachers Digital Literacy- the ability of teachers to use various digital applications

and devices

Technological Pedagogical Knowledge (TPK) is the set of skills, identified by

Mishra and Kohler in 2006, which teachers develop to identify the best technology to
support a particular pedagogical approach. For instance, if you want your students to work

in collaborative groups (pedagogy) you might choose to have them share their learning in a

wiki (a digital tool that is collaborative) or communicate what they have learned in a

multimodal presentation using for example, PowerPoint, Glogster or Prezi (digital tools

that allow students to present what they know).

Technological Content Knowledge (TCK) is the set of skills, also identified by

Mishra and Kohler in 2006, which teachers acquire to help identify the best technologies to

support their students as they learn content. For instance if you wanted your students to

recognize and understand the sequence of steps leading up to a hurricane (content) you

would look for online hurricane tracking sites, allow them to find photographs that

represented the formation of hurricanes and have them document the different stages in a

timeline
 CHAPTER II
METHODS

This chapter presents the Research Design, Locale of the Study, Respondents in
the Study, Data Gathering Procedure, and Data Gathering Instrument and Statistical
Tools

Research Design

The descriptive research method was used in this study as the main instrument

in gathering the needed date. The data shall be sourced out from the teacher-

respondents.

Descriptive research is the collection of data describing some phenomenon that

is may or may not be quantifiable such as close-ended scales, open-ended survey

questions, observation, and interviews. The purpose of the research is to evaluate or

measure the results against some known or hypothesized standards (Hubbard,2016).

The researcher believes that the descriptive method of research is really the

suitable research design in this study for a reason that this research would like to collect

data to analyze and determine the present Digital Literacy Skills and Competency of

Teachers in Teaching MAPEH Subject in Antipolo City: Basis for Proposed Program
Locale of the Study

This study will be conducted in selected schools in the Division of Antipolo.

Antipolo City

Respondents in the Study

This study will assess the Digital Literacy Skills and Competency of Teachers in

Teaching MAPEH Subject in Antipolo City: Basis for Faculty Development Program.

This study will be conducted in the selected schools in the Division of Antipolo.

It involved forty five (45) MAPEH Teachers in two (2) selected schools. The variables

in this study included the extent of teachers’ digital literacy of teacher-respondents in

terms of Pedagogical Knowledge, Content Knowledge; and Technological Knowledg

and level of digital skills of the teacher-respondents in terms of Technical Skills

Information Skills and Communication and Collaboration Skills.

Data Gathering Procedure

To facilitate the systematic collection of data, the researcher followed the

standard operating procedures usually followed in conducting the investigation. After

constructing the instruments, the questionnaire-checklist will be validated. The

researcher sought permission from the division superintendent of Antipolo and

principal of selected school to conduct the study and distribute the questionnaires.

After securing the approval, the questionnaires were administered to the teachers

teaching Filipino subject in the New Normal in Selected Schools in the Division of

Antipolo
 Upon retrieval of questionnaires, data will be tallied, computed, and analyzed by

the university statistics center and will be further interpreted by the researcher posed in

the statement of the problem.

Based on the results, conclusions will be drawn and recommendations will be

formulated. The findings of this study will serve as the input to the existing teacher

training program in the Division of Antipolo.

Statistical Treatment

For analysis and interpretation of data, the following were used

To determine the demographic characteristics of the respondents, weighted

mean will be used.

To determine the extent of digital competency of MAPEH teachers with respect

to the different competencies weighted mean will be used.

To determine the level of digital skills of MAPEH teachers with respect to the

different competencies weighted mean will be used.

To determine the Significant Correlation of extent of teachers’ digital literacy of

teacher-respondents and level of digital skills of the teacher-respondents correlation

will be used.
 BIBLIOGRAPHY

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 Questionnaire

Name (Optional): _____________________________________________

Part I. Personal Profile

Directions: Please provide the following information by putting a check mark in the

space provided that corresponds to your answer. Kindly answer all the questions

honestly.

Age:

__ 21-30 years old

__31-40 years old
__41-50 years old
__51-60 years old
__61-65 years old
 Education Attainment

________Doctoral Degree
_________ with Doctoral Units
_________MA Degree
_________ with MA Units
_________ Bachelor’s Degree

Length of Service

__ 5 years and below

__ 6-10 years
__ 11-15 years
__16-20 years
__21-25 years
__26-30 years

Position

___Teacher I-III
___ Master Teacher I-III
___ Others

PART II. EXTENT OF TEACHERS’ DIGITAL LITERACY AND

COMPETENCY

In this section, you are asked to report on your understanding of

TECHNOLOGICAL KNOWLEDGE. Please read each item carefully and SELECT

the response with a check (√) mark that best fits your ability.

Strongly Strongly
I. TECHNOLOGICAL KNOWLEDGE Agree
(TK) Agree Disagree Disagree
(3)
(4) (2) (1)
I am competent on …

1. having the technical skills I need to use

technologies
2. knowing about a lot of different
technologies
3. keeping up with important new
technologies
4. learning to use new software
on my own

5. having sufficient opportunities to work

with a range of technologies
6. installing a new program that I would like
to use
7. solving my own technical problems of
technologies

In this section, you are asked to report on your understanding of CONTENT

KNOWLEDGE. Please read each item carefully and SELECT the response with a
check (√) mark that best fits your abilities.
Strongly Strongly
Agree
II. CONTENT KNOWLEDGE (CK)
Agree Disagree Disagree
(3)
(4) (2) (1)
I have full understanding of …

1. sufficient knowledge about the subject I

teach
2. various ways and strategies of developing
my understanding of the subject I teach

3. a deep and wide knowledge of the subject

that I teach
4. planning the scope and sequence of
concepts that need to be taught within my
class
5. various examples of how my subject matter
applies in the real world
6. scientific way of thinking

7. good knowledge of the Nature of Science

(NOS)
8. up-to-date resources and developments in
my subject area
 In this section, you are asked to report on your understanding of
PEDAGOGICAL KNOWLEDGE. Please read each item carefully and SELECT the
response with a check (√) mark that best fits your abilities.

Strongly Strongly
III. PEDAGOGICAL KNOWLEDGE Agree
(PK) Agree Disagree Disagree
(3)
(4) (2) (1)
I have full understanding of …

1. assessing learner performance in a

classroom
2. adapting my teaching based upon what
learners currently understand or do not
understand
3. adapting my teaching style to cater
diverse learners.
4. using a wide range of teaching
approaches in a classroom setting
5. using different assessment tools and
techniques
6. organizing and maintaining classroom
management
7. determining the strategy best suited for
the lessons I teach
8. preparing lesson plans for the various
topics I teach
PART III: LEVEL OF DIGITAL SKILLS

Directions: Check the space that corresponds to your answer based from the given
statements using the scale below.

Scale Verbal Interpretation

5 Very Much Proficient

4 Much Proficient

3 Moderate Proficient

2 Less Proficient

1 Not Proficient

5 4 3 2 1

Technical Skills

Fluency in using MS Word

Fluency in using MS Excel

Fluency in using MS PowerPoint

Fluency in using SPSS / Ph Stat / other Statistical Tools

Information Skills

Fluency in using MS Outlook

Fluency in using online Academic Journals (e.g. Journal of

Education)

Fluency in using online education modules

Fluency in using credible sources of news and information (e.g.

browsing of pages and websites such as CNN, et al)

Communication and Collaboration Skills

Fluency in using MS Outlook (indicate N/A if not familiar)

Fluency in using the local DepEd email portal

Fluency in sharing files via Zoom and MS Teams (Indicate N/A if

not applicable)

Fluency in hosting/ attending online meetings (indicate N/A if not

applicable)
 40
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