Digital Age in the Time of Pandemic: Impact of Technology in modular learning in Grade

12 SCSHS

Introduction:

ICT stands for 'Information and Communications Technologies'. ICT refers to

technologies that provide access to information through telecommunications. The presence of

ICT in education allows for new ways of learning for students and teachers like modular

Modular learning is a form of distance learning that uses Self-Learning Modules (SLM)

based on the most essential learning competencies (MELCS) provided by DepEd. The modules

include sections on motivation and assessment that serve as a complete guide for both teachers

and students' desired competencies.

For many generations the delivery of education was a teacher standing in front of

students, who are sitting at their desks, in uniform rows. The shift in the past several years has

moved from Teacher led Curriculum to Student-Centered curriculum, which has shifted the

focus on the knowledge, skills, and competencies which students have when exiting a course or

program as well as changed the process of course design (Donnelly and Fitzmaurice, as cited in

O'Neill, Moore, and McMullin, 2005). Modular learning is the approach where the focus is on

learning outcomes, and its success relies on connecting outcomes to student learning and course

design. These areas combine to make a course constructively aligned as discussed by Biggs

(1999).

Modules are increasingly being used in many countries as a way of organizing a language.

curriculum. As a consequence, many coursebooks are now structured on the basis of “modules”
rather than “units”, and most teachers, when faced with this innovation, wonder whether this is

really a new development, opening up new paths for learning and teaching, or whether it might

not just be 'old wine in new bottles'

Modular learning is the most popular type of Distance Learning. In the Philippines, this

learning modality is currently used by all public schools because according to a survey

conducted by the Department of Education (DepEd), learning through printed and digital

modules emerged as the most preferred distance learning method of parents with children who

are enrolled this academic year (Bernardo, J).

In Sta. Catalina Science High School, they started their modular classes last October 5,

2020 as mandated by the Department of Education (DepEd). The modules will be collected in

School every week and distributed to the parents and safety protocols are to be observed.

Statement of the Problem:

The present article focuses on the impact of ICT in modular learning in Grade 12 students.

Sta. Catalina Science High School. In addition, this research is done to find out the effectiveness

of ICT in modular learning during the pandemic.

Scope and Delimitation of the study:

There are several respondents of the study. The respondents will be limited within grade

12 students of Sta. Catalina Science High School. The outline of the study would not exceed
from the given research question. From the given questions, only cognitive domain and lower

Higher order thinking skills like knowledge and comprehension were assessed.

Significance of the Study:

The significance of the study is to know the impact of ICT in modular learning in grade 12.

students of SCSHS. To provide adequate information about the topic, for them to understand

further. In addition, the present area is significant due to the reason that nowadays modular

The teaching method has convincingly become a popular teaching method that has been implemented.

nationwide.

Literature review

Researcher’s experience in this area and earlier researches conducted in the area

provided temptations and sound grounds to conduct this quantitative research study.

According to Zahorian et al. (2000), modules are smaller than usual courses and are skillfully designed by

keeping in view the reusable element and easy configuration. Modules permit creation of a

number of educational options to fulfill the diverse needs of learners. Manlove and David (1985)

The modular approach considers each student as an individual with special particularities.

skills, unique abilities, interests and aptitudes. This approach facilitates in learners’ thinking

skills. Collis (1996, p.26) defines Information and Communication Technology ICT as New

technologies emerged from the union of personal computer technology and telecommunication
networks. ICT can reach all over the world through global networks such as the Internet and

World Wide Web (www). Achievement refers to, 'The knowledge attained or skills developed in'

the school subjects usually reported in the form of test scores assigned by teachers

1973, P.7)

medium has resulted in the development of new educational opportunities, such as

Major advances in the fields of cognitive psychology and neuroscience

have significantly impacted the educational landscape. The convergence of these disciplines with

Technology is increasing at a fast pace, and it is affecting academia and their professional practice.

in many ways. The emergence of the Internet as a mainstream communication via asynchronous

learning networks, synchronous online seminars, blogs, wikis, podcasts, etc. "Internet-based

tools can facilitate communication, interaction, and collaborative learning in ways that were not

possible before” (The Node, 2001).

A more sophisticated type of technology is now being used in the classroom by both

teachers and students. This is known as cloud-based technology where Google Docs serves as a

good example. According to Zheng, Lawrence & Warschauer (2015), the use of Google Docs

aided the students in activities such as collaborative writing and editing, and improved

interactions between writers and readers. Game-based applications have been found to improve the

motivation and engagement of students in classroom lessons. According to Wang (2015), game-

based applications like Kahoot! brought dynamic experiences to students. It boosts their

engagement, motivation and learning.

Cognitive tools are technologies that learners interact and think with in knowledge.

construction, designed to bring their expertise to the performance as part of the joint learning

system (Kim and Reeves, 2007, p.224). According to Jonassen, Peck, and Wilson (2000),
students do not learn directly from technology; the role of technology in instruction is to engage

the learner more actively in the process of thinking and manipulating information which in turn

facilitates the learning process. Thinking fosters learning.

Computers have the ability to mediate cognitive processes (Jonassen and Reeves, 1996)

by providing learners with the critical cognitive support to construct dynamic mental models

which in turn, engage learners in still deeper processing and better learning. When using

technology as cognitive tools in learning contexts, students and technologies can become

intellectual partners in learning; in the process, it helps learners to surpass the limitations of their

(commonly very limited) cognitive capabilities such as memory, thinking and problem solving

capabilities, and to transfer some of the low level tasks such as calculations, storage and

information retrieval to the computer. All these supports allow the learner to think more

productively, and engage in important processes of articulation and reflection, which are the

foundations of higher order thinking skills and knowledge construction. According to Jonassen

(1994) a student who uses any cognitive tool effectively must necessarily engage (actively),

think (deeply), and articulate their knowledge. With such technology affordances, students

engage in knowledge construction and not in knowledge reproduction.