REVIEW OF RELATED LITERATURE

Technology is ubiquitous in the real world and educational settings lag

behind the needs and expectations of the students. One of the key findings in the

literature on technology implementation is the power of technology to engage

students in relevant learning, in that the use of technology increases student

motivation and engagement (Godzicki, Godzicki, Krofel, & Michaels, 2013). Some

studies suggest students who are provided technology are more motivated

learners, such as in Halat’s (2013) study involving the use of Webquests, which is

examined in more detail in the literature review. When learners are actors engaged

in their own learning, they are more likely to make meaning and construct their

own understanding of complex ideas (Futurelab, 2009). Technology, used

appropriately, can support constructivist approaches to teaching and learning.

Constructivism

The theory of constructivism put forth by Jean Piaget asserts that a child

who actively experiments in activities forms more active connections and is better

able to “inter-coordinate” or integrate their experiences into their daily lives (Piaget,

1955). As technology becomes more and more integrated with daily life, educators

must take a modern view on the utilization of technology to support inter-connected

learning. This modern view holds that technology gives the learner flexibility and

the ability to be adaptable in multiple scenarios and within different subject areas.

Technology can be used within many pedagogical approaches (Ford & Lott, 2011).

Though integrating technology difficult and intimidating, the modern teacher who

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embraces the concept of change will find that the very thing (technology) that may

be intimidating will open many opportunities for learners that would not otherwise

be accessible (Ford & Lott, 2011).

In current pedagogical practice, those who agree with Piaget’s assertions

believe the profound nature of learning comes more from active participation than

passive participation (Ebert, 2015). This can come in a variety of forms, from

hands-on activities to authentic and practical real world scenarios (Gensburg &

Herman, 2009). Ebert (2015) also states that “…realworld Constructivist learning

situations are more motivating to students through practical application of

knowledge” (n.p.).

It is also important to note that constructivism actively supports the notion

of differentiation, or active support that allows all levels of learners to fully

participate. A teacher who employs these techniques will also plan a curriculum

that best suits the needs of the learners, from materials to proper pacing

(Gensburg & Herman, 2009). Teachers plan learning activities that allow students

to individually approach learning goals in their own way and in their own time, also

known as differentiation. Through differentiation, students are then able to

construct knowledge and make meaning to the information being presented.

Through a technology-centered curriculum, teachers can utilize technology to

differentiate and accommodate classroom environments to allow students to learn.

Technology, used appropriately, supports constructivist learning and provides

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different avenues for students with or without documented learning disabilities to

learn.

Motivation

Motivation is a fundamental concern among teachers (Linnenbrink and

Pintrich, 2003). Motivating students is a continual problem throughout education

and although there are no clear cut solutions, there are several strategies to help

teachers with the dilemma (Linnenbrink and Pintrich). Motivation is generally

defined as an internal condition that initiates behavior (“Motivation,” 2009).

Motivation gets humans going. Motivation arouses interests. Motivation creates

the want to achieve a goal. Teachers are always looking to see what motivates

their students. Motivation is the key to academic success as well as promoting

lifelong learning (Sanacore, 2008). Introducing technology infused lessons may

prove to be a beneficial motivator for every grade level. Digital natives respond

well to technology-infused activities because of their familiarity with technology

(Prensky, 2001). Technology and teacher motivation have positive effects on

student motivation (Atkinson, 2000). Because students respond positively to

technology and are motivated by technology, teachers should make conscious

efforts to create activities that encompass some form of technological tool.

Motivated students will be more likely to perform at their highest levels because of

the opportunities that their teachers have made available.

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Retention

Instead of memorizing facts for a test, teachers want their students to retain

the information longer than a week. Teachers find it difficult to teach more and

more curriculum (Wolfe, 2001). As students collect new information that is

unfamiliar and relate that material to information they already know, then they will

be able to retain this new information more easily. Students need to see meaning

in order to remember. Because today’s children have grown up with a different

digital landscape than their teachers (Jukes, 2008), they, most likely, are inspired

and motivated by different technology. Today’s digital natives speak a different

language than their teachers do (Prensky, 2001). For these reasons, students of

the 21st century may retain more information if it comes to them through a digital

medium. In a more digital world, online teaching tools are better for a student’s

memory (Miller, 2009). Not only online tools, but digital tools in general are better

for a student’s memory. SMARTboards, digital “clickers,” and computers all spur

interest in a child and are more likely to motivate a student to perform at his or her

highest level (Miller). Online tools that promote content creation among students,

such as videos, audio podcasts, and web pages, are more effective strategies than

traditional methods (Miller).

Functions of Internet in Education

The use of internet for educational purposes by Dogruer, Eyyam, and

Menevis (2011) explores the various ways of using the internet and its benefits to

the academic performance of students.

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 Over the years, the use of internet has improved people’s lives and provides

greater opportunities whether it is social, entertainment or educational. The

internet basically offers two main benefits which are communication and

information.

(1) Communication in a sense of connecting with people or your loved ones all

around the globe with ease or relying messages, news and stories. There is no

doubt that the use of internet has become more prominent, not only as a medium

of communication, but as well as a quick access to (2) Information. With just one

click, the internet search engines can provide you with a variety of information from

general to specific, bits and pieces. It is also a leisure tool, a hot spot for

adventurous and creative minds (Warren, 1998).

Focusing on the educational purposes of the internet, Park (2009) indicates

that there are several functions of internet in education, (1) Storehouse of

information, since the internet is composed of websites which contains different

kinds of information and knowledge. (2) Communication without boundaries, just

like what is mentioned, the internet is a medium of communication for it helps you

connect or rely message to other people. Example of which is sending important

reminders to your classmates through social media. (3) Online interactive learning,

an advanced way of learning with the help of social networking sites. Since

technology has taken over the world, students have shown great reliance on online

interactive learning. (4) Online research. The internet is a storehouse of

information; it is composed of different sources, studies and literature which are

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accessible and beneficial in conducting researches. (5) Innovation in the new

world. As we keep on using the internet, it continuous to evolve and develop to

satisfy the needs of its users, that is where innovation kicks in. It involves new

ideas to improve the quality of the internet. (6) Improve interest in learning. The

internet is like a pen and a paper to millennials as they grew up surrounded with

technology, it makes them more curious on the limitations of using the internet,

therefore, there is an improve interest in learning compared to the usual classroom

discussions. (7) Global education. It helps students on shaping the society in

hopes of having an improved future. It is focused on unity and interdependence

which molds them into responsible young citizens. (8) Information Catalogues or

the list of all the recorded bodies of information. With all these functions and uses,

it is evident that the internet has provided aid in our education.

As the internet continues to transform, nowadays, students prefer it over

using the libraries because they can access internet information quickly and

usually for free, anytime and anywhere, making it easier for them. The internet is

not only limited to finding information, but as well as spreading them across the

world. Therefore, it is important to encourage students to use internet wisely for

their benefit because if it is not used appropriately for education, the internet

development would be meaningless.

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Social Development

According to Marshall McLuhan, the new electronic independence re-

creates the world in the image of a global village. The present world has become

a global village, a virtual place which is generated and is dependent on the internet.

It lightens the lives of people by dispersing information across the world, making

us the global citizens.

Back then, communication was retrained by barriers such as long distance,

nationality or religion. However, the current world of social networks has

dominated, breaking almost any reasons that restrict communication.

As stated in Abraham Maslow’s Theory of Motivation, the social need of

human beings is the third most important requirement after our physical and safety

needs — the third tier in his hierarchy of needs. This is the main reason why a lot

of people are immersed in using social networking; it’s to satisfy their social needs

(Karadkar, 2015).

Influence of Social Media to the Education in the Philippines

The internet may be a distraction to many, but according to one study, it

shows that most Filipinos believe that increasing usage actually has a good

influence on education. The Philippines topped the list of 32 emerging and

developing countries where most believe in the good influence of the internet on

education.

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 In a report, US-based Pew Research Center (2015) said that 88% of

Filipinos see that increasing internet usage is good for education. It is a common

sentiment among the surveyed nations, with a median of 64% across the 32

nations. Only 18% said that the internet is bad for education, while 8% say it has

no influence. The survey included non-internet users.

"Generally, people who have access to the internet are more positive about its

societal influence," the study said.

It also showed less than half (42%) in the Philippines has internet access.

For those who are connected, 93% use social media. Although the Philippines is

often dubbed as the "social media capital" of the world, a 2014 United Nations

report showed only 37% of Filipinos were able to use the Internet in 2013, still

below the world average of 37.9%.

“Half of the world’s population is now online, which is a testament to the speed with

which digital connectivity is helping to improve people’s lives,” Simon Kemp, a

global consultant at We Are Social, said in a statement.

The Pew Research Center (2015) also showed that getting information

about politics, health, and government services is a common activity among

internet users worldwide, which are very helpful for the students for their

awareness for their studies, next to socializing, which is the most popular activity.

For the report’s Philippine data, Pew Research Center interviewed 1,008

Filipino adults from May 1 to 21, 2014. The margin of error is ±4 percentage points.

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Overall, 36,619 people in 32 emerging and developing countries were interviewed

face to face from March 17 to June 5, 2014 (Geronimo, 2015; Camus 2017).

Social Media Sites Use for Academic Practice

There is still on-going discussion regarding the incorporation of social media

in education. Advocates who support the usage of social media sites point to the

benefits of using different social media sites for academic purposes while critics

are objecting the use of such online technologies in the classroom and calls for

removal.

The usual students have become habitual user of the social media sites;

thereby, as an educational tool, social media sites enriches the learning

experience by allowing students to exchange ideas, foster collaboration and

discussion, and engage and interact using such emerging social platforms

(Lederer, 2012; Turkle, 2004). The social media sites are one of the ways to make

the life of the students easier. With the simple search, information can be shared

from one person to another. More requirements can be done with the fast pace of

communication that the social media sites can do.

Lederer (2012) outlines several benefits to using social media in education.

First, she insists that social media sites are an effective way to increase student

engagement and build communication skills. It allows the students to feel more

comfortable expressing themselves in a less intimidating environment. Secondly,

Lederer believes that social media can enhance communication of the students.

Although, through social media sites, people can’t communicate personally, it

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improves the communication skills of the students because people will be relaxed.

Students are conscious and afraid to be judged and with the use of social media

sites, they can freely express themselves.

Despite the given benefits, critics argue that there are serious risks in using

social media sites. Furthermore, many people believe that social media

technologies are not always appropriate or successful vehicles in communicating

with other people (Waycott, Bennett, Kennedy, Dalgarno, & Gray, 2010). Using

social media sites has negative effects to its users. It makes people unaware of its

surrounding and distraction from doing their works.

Lederer (2012) cites the following as reasons to condemn about the

integration of social media for academic practice. First, she suggests that the social

media sites are very distracting. This may result for the diversion of the students’

attention in doing school works that are disruptive in their learning process. Lastly,

Lederer argues that social media sites prevents face-to-face communication, that

is,

“While real-time digital stream may create a safe harbor for students who are

uncomfortable expressing themselves, students are missing valuable lessons in

real-life social skills.” (Lederer, 2012).

Additional challenges that may arise when using social media sites in

education include workload concerns for students, lack of trust in others’ opinion,

ownership issues regarding public and collaborative spaces, and difficulty in

adapting publicly available tools (Schroeder, 2010). Everything can be positive

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and negative depending on how people use it. Social media sites are used

negatively if it is not used with moderation. It should be effectively used with the

proper knowing of the consequences of the actions done in those social media

sites.

While the debate continues regarding the positive and negative effects of

using social media sites for academic practice, no one can argue the influence that

social networking has on today's students (Lederer, 2012; Lester & Perini, 2010;

Schroeder, et al., 2010; Turkle, 2004).

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