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The school has an approximate population of 1500 students, coming from Barangay
Gaya-gaya and other nearby barangays. In the year 2013, CES became a pioneer in
technology-assisted learning in the city by implementing its Modernized E-learning
Education (CES website accessed May 24, 2017). In an interview with Diwa
Learning Systems (the LMS provider of CES) the school principal, Ms. Floriza
Nepomuceno, shared that she pushed for the modernization of classroom instruction
because she wants to offer the best education to her students, who come mostly
from low-income families. To manage tuition adjustment, the school opted to offer
digital learning materials instead of printed ones. (www.diwadirectline.blogspot.com,
accessed May 25, 2017)
Initially, the school began using Android tablets and the Google Chromebook as its
primary reading tool, in lieu of printed books. The cost of the tablet and Chromebook
was integrated in the tuition. In the following years, the devices were also used for
doing assignments and taking examinations at home, online and offline interactive
activities, etc. which students are expected to answer and fulfill.
According to Ms. Helen de Luna, Grade 9 adviser / faculty member of CES, it was
explained to them during their annual in-service training that part of the school
principals vision (i.e. providing the best education to students) is to make its learners
ready for 21st century learning by making them technologically proficient. Another
reason is to mitigate tuition / learning costs by providing students digital learning
resources which in the long run, will be less expensive than printed books.
3) Teaching and learning activity/ies involved
Ms. de Luna shared that these are some activities involving the use of tablets and
Chromebooks:
a. Creating blogs for sharing ideas instead of the usual essay writing
b. Film viewing / film review / analysis offline (done outside the school, i.e.
home)
c. Taking quizzes and examinations (may be done both at school and outside of
the school, depending on the teachers instructions)
d. Uploading assignments (outside the school) and
e. downloading course materials (may be done both at school and outside of the
school, depending on the teachers instructions)
5) Participants
Students from Grade 1 to Senior High School use tablets and Chromebooks,
although according to Ms. de Luna, students in the lower grades (grades 1-4) have
limited access with their devices. This includes restricting child-sensitive materials
which is done by the schools Information Technology (IT) Office.
6) Resources required/needed
Aside from the tablets and Chromebooks, the school has a Learning Management
System (LMS) which is also used in the enrolment transactions. Along with this is the
school-wide internet connection to facilitate the learning of the students. The faculty
and staff were also trained in the handling of the LMS, and with the use of
instructional materials.
Starting 2014, CES made its achievement / placement test for students fully online.
This test will determine if students will move to the next level. The teachers need not
prepare test papers because they can immediately encode questions in the LMS. In
addition, students do not have to wait too long for the exam results because it is
released minutes after the examination.
From Ms. de Lunas perspective, she shared that based on her observation, students
become more disciplined because they are left on their own to study the course
materials. In addition, discipline in studying is being reinforced because students
have to submit requirements on time, as the LMS automatically records their time of
submission.
8) What has worked well
The use of tablets and Chromebooks were received positively by the school
community and stakeholders, according to Ms. de Luna. Most students became
more independent, and those who manifest introvert behavior or those who are not
academic performers improved their performance (based on the data presented to
them by their Guidance and Testing office during the 2016-2017 in-service training,
but data was not made available as of this writing).
These are the challenges cited by Ms. de Luna in my interview with her:
a. Internet connection at home: There are a number of students who do not have
internet connection at home.
b. Academic delinquency: In connection with the above, some students are not
downloading content offline even if there is an internet connection at school.
On the other hand, there are also students who are still not adept in learning
all by themselves, partly because of too much information presented in the
course materials. Both these factors result to poor academic performance
c. Poor internet connection: Although there is internet at school, the connection
is not consistent. Ms. de Luna described it as poor connection. In turn, this
results to problems with connecting to the course sites as well as with
accessing the LMS
10) Recommendations
Thus, H., Chatti, M.A., Yalcin, E., Pallasch, C., Mageramov, T., & Shroeder, U.
(2012). Mobile learning in context. International Journal of Technology
Enhanced Learning, 4 (5-6), 332-334. Retrieve from
http://thues.com/upload/pdf/2012/MLC_IJTEL_final.pdf
Stanton, G. & Ophoff, J. (2013). Towards a method for mobile learning design.
Issues in informing science and informing technology. Retrieved from
http://iisit.org/Vol10/IISITv10p50-523Stanton0091.pdf
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