ABSTRACT
Information and Communication Technology (ICT) is vital for communication, productivity, and accessing knowledge in modern education. However, a common challenge in many classrooms is the absence of traditional television screens, which hinders effective ICT teaching. This research focused on how the utilization of Video Conferencing Tools may be adopted as a strategic method to address the lack of TV in classrooms, most importantly during ICT discussions and collaborative learning. The researcher used all (67) respondents, who are all Grade 11 TVL-ICT students taking up Empowerment Technologies at Pantalan Senior High School.
In line with this, the researcher found out the Grade 11 ICT students at Pantalan Senior High School have negative perception in the absence of television on the effectiveness of ICT discussions and collaborative learning experiences. The challenges experienced by students in a classroom environment without traditional television screens are limited visual aids, technology skill development, limited access to online resources, access to current, reduced interactivity, dependency on traditional methods, and lack of engagement. The strategies that can be implemented are to select the right video conferencing platform, access to devices, ensure adequate connectivity, preparation and training, engaging content, recording discussions, interactive tools, regular assessment, feedback mechanisms, backup plans, collaborative tools, and breakout rooms.
Video conferencing applications like Google Meet and Zoom serve as an effective alternative for facilitating ICT discussions when traditional television screens are not available to make the use of visual aids, such as videos, graphics, and presentations much easier which can enhance learning, and to facilitate interactive activities and to engage students in hands-on learning experiences.
Key Words: collaborative learning, video conferencing applications, google meet, zoom
Context and Rationale
With the goal for learners to keep up with the ever-changing world of technology, DepEd adopted a new policy that will enhance the teaching and learning experience. The Digital Rise Program forms part of the Public Schools of the Future framework, under the leadership of Secretary Leonor Magtolis Briones, and in line with the Philippine Development Plan 2017 to 2022 under the administration of President Rodrigo Roa Duterte. The program is also in support of Sulong Edukalidad, DepEd's initiative in response to the rapidly changing environment of present and future learners. DepEd is set to introduce aggressive reforms to globalize the quality of basic education in the Philippines. DepEd has already incorporated Digital Rise Program in the 3-year DepEd Information Systems Strategic Plan (ISSP) as part of its vision for ICT in education. One project is the Digital Classroom - This package consists of a Digital Board or LED TV in each classroom that will support ICT-Assisted Teaching. Teachers will be able to display e-Learning resources that are appropriate for their subjects.
Information and Communication Technology (ICT) plays a critical role in modern education and professional environments. ICT is vital for communication, productivity, and accessing knowledge. However, a common challenge in many classrooms is the absence of traditional television screens, which hinders effective ICT teaching. Visual aids and interactive tools, crucial for conveying complex ICT concepts, are often missing, affecting students' comprehensive understanding and development.
To address this issue, action research entitled "BEYOND THE TV FRAME: ICT DISCUSSIONS AND COLLABORATIVE LEARNING ELEVATED BY VIDEO CONFERENCING" was initiated. Grade 11 ICT students at Pantalan Senior High School, specifically those studying Empowerment Technologies, were selected as the target group. By focusing on this particular demographic, it was aimed to gain actionable insights into their educational experience in the absence of traditional TV screens.
The research project's central objective is to accommodate ICT subject discussions and collaborative learning in the absence of TV in a classroom by exploring the potential of video conferencing technologies as a transformative solution to the challenges faced in these settings. Quantitative data collection method was used for the study which was based in mathematical calculations. No random sampling was used as all 67 students of Grade 11 ICT were surveyed. Valuable insights were gathered into how video conferencing technologies can enhance ICT discussion and collaborative learning experiences. By presenting concrete evidence, I hope to make a compelling case for the integration of these technologies in modern educational settings.
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