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eLearning Facility for the Three Selected Disciplines: English Phonics, Digital Stories for

Learners with Special Needs, and Computer Education

Joeblas S. Diaz, Aphrile L. De Angel, Juvi Ann G. Geruche

Introduction and Rationale of the Innovation

This is the age of cyber-technology and people are living in a globalized era, where

the world is massively being connected. The e-learning initiatives have connected the

whole world and have removed the barrier of age, place, time, and socio-economic

nature. The technological revolution has created a new dimension in whole education

scenario. With the amazing development of Internet, the field of education has tried to

exploit web as a communication channel to connect distant learners with their learning

resources. Electronic learning (e-learning) is the use of information and computer

technologies to create learning experiences (Ramos, 2016). Kakoty, Lal, and Sarma

(2011) state that e-learning is about information, communication, education and learning.

It is a platform with flexible learning using Information and Communication Technology

(ICT) resources, tools and applications focusing on interactions among teachers, learners

and online environment. As the technology is advancing, the demand of online learning is

also increasing.

Digital Stories

Digital storytelling combines the tradition of storytelling with digital technology.

Creating digital stories invites students to utilize multiple forms of media to tell their story.

It provides students with the ability to do research, explore innovative technology, and

collaborate with peers to tell a story. Digital stories are typically shown a few minutes long
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and have many purposes: narrative, informative, instructional, or telling personal events

or stories (Haddad, 2016).

Creating digital stories can serve students with learning disabilities who may

experience difficulty with telling a story through writing. These individuals typically

struggle with the various stages of writing, which include selecting a topic and planning

out their writing piece, revising their work, and completing the piece of writing to meet

requirements. Many students with learning disabilities have difficulty putting their

thoughts to writing and/or lose focus while writing down their thoughts, due to the

physical act of writing.

More (2008) states that many educators have indicated a heightened engagement

in their students’ desires to express their creativity when creating digital stories. Students

have experienced a stronger engagement in writing where they write more and provide

greater details in their writing.

Some experts may argue that using technology to motivate students to complete

various school-related tasks and requirements may be taking away from their deeper

comprehension of the material. Most educators, however, feel that writers who struggle

become highly motivated by digital technologies and can help expand their literacy skills

to new levels.

The power of digital storytelling is the possibility of representation of various

literacy concepts in multiple ways. Digital storytelling can also be a dynamic and

compelling way to communicate. These factors are important for students with special

needs who might not have been successful with traditional narrative writing. In addition,

the interactive component involved in digital storytelling enhances learning for those

students who learn in different ways. It is important to note that apps for digital
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storytelling can range from extremely simple to more complex, and the apps you choose

should match your students’ needs and the curriculum goals of the specific project.

Utilization of Technology in Learning a Language and Other Fields of Education

In developing students understanding to learn important concepts chiefly in

language learning, teachers may use variety of teaching strategies that would work best

for her/his students and in a way for themselves. The utilization of technology in

language learning not only helps teachers and students become technology literate but

also makes the task easier for teachers (Clinton, 1997).

A survey of experts on computer-assisted language teaching (Hubbard, 2003)

affirms that a substantial number of experts are concerned with the degree of

effectiveness of technology to enhance learning.

Several studies were conducted which yield positive results in the utilization of

technology not only in language teaching but in other field of education as well. Atinmo

and Egunjobi (2010) made a research on the comparative study of captioned video and

face-to-face instruction in library instruction for secondary school students with hearing

impairment. The study found that the learning outcomes of subjects exposed to the two

instructional strategies improved significantly than those that were not exposed to

treatment.

Oxford (2004) made a research on the effects of technology-enhanced language

learning on second language composition of university-level intermediate Spanish

students. The results of this study indicate that there were improvements over time in

composition performance for both the experimental and the control groups.

A comparative study of the effectiveness of an online and face-to-face technology

applications course in teacher education was conducted by Wiley (2010). The results of
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the study showed that instruction of online or face-to-face technology courses are

similarly effective in terms of attitude and learning outcomes.

Torres (2011) conducted a research which aimed to develop ICT-based lessons, an

instructional tool in the form of computer software designed for teaching biology

specifically on the identified human body systems. Students in both ICT-Based and non-

ICT-Based groups significantly improved, however, students in the ICT-based group

improved better than non-ICT-based group in their conceptual understanding of the

identified human body systems.

The technologies, tools, techniques, methodologies and standards are advancing in

such a way that it has to overwhelm the ability of educationists to isolate, study, and

report on the best methods to be used for any given audience. With all these advances,

the prospects for e-learning are clearly bright and many.

Electronic portfolio (e-portfolio) use was introduced in the early 1990s. The

traditional educational portfolio has typically been paper-based and organized in some

type of binder or folder. As the use of information and communication technologies has

continued to increase in educational institutions, the use of e-portfolios has captured the

attention of educators who are anxious to use them to create a more learner-centered

and outcome-oriented learning culture.

According to Cotterill (2007), e-portfolio is a purposeful collection of information

and digital artefacts that demonstrates development or evidences learning outcomes, skills

or competencies. The process of producing an e-portfolio (writing, typing, recording, etc.)

usually requires the synthesis of ideas, reflection on achievements, self-awareness and

forward planning, with the potential for educational, developmental or other benefits.
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E-portfolios are typically used by students to digitally organize, present, and reflect

on their course work (or indeed on their entire academic experience). They may also

include assessments and standards-based competencies. Faculty often contribute to the

student’s e-portfolio by providing not only the incentive to include certain work, but also

guidance on projects to be included, and the assessment of it. Co-curricular activities can

also be included in an e-portfolio as can career or employment strategies. Beyond student

use, faculty use e-portfolios to document and reflect on their own pedagogy, teaching

practices, and research; and can enable colleagues and others to comment and share

information regarding their e-portfolio’s content (Drury, 2006).

E-learning relies on technology: It requires hardware, software, and network

infrastructure. Most e-learning environments today are Web-based, i.e., they are accessed

via Web browsers (using HTTP) over a TCP/IP network such as the Internet or an intranet

(e.g., a university campus network).Thus, in general, e-portfolio is an example of e-

learning facility.

The functionality of e-learning facilities typically includes access to learning

content, communication and collaboration tools for students, and course management and

assessment facilities for instructors (Piotrowski, 2010).

Facility is something designed, built, installed, etc., to serve a specific function

affording a convenience or service such as educational facility, research facility or learning

facility. This also refers to something that permits the easier performance of an action or

course of conduct.
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As the demand for a more interactive teaching and learning becomes intense due

to the booming online capabilities, this eLearning Facility for the Three Selected

Disciplines: English Phonics, Digital Stories for Learners with Special Needs, and Computer

Education was innovated and created as strategy to facilitate learning through the

integration of technology.

Purpose of the Innovation

Why has e-learning been a great encouragement for students around the world?

The prime reason is that the access to knowledge was never open to all. People with

financial restrictions, geographical barriers or physical impediments who had little chance

previously in the academic sphere now have the doors to lifelong learning open to them.

The new age education system brings you an updated version of knowledge that you can

access at your convenience with millions of people from different parts of the world. It is a

blissful learning age for students far and wide.

This innovation attempted to substitute the conventional student learning practices

including the preparation of portfolio (basically made of paper folder) to digitally organize

and present their school projects – in an e-learning facility where students and teachers

alike could utilize and facilitate enabling pedagogy becomes interesting and exciting

especially for those techno-savvy learners and teachers.

Specifically, this innovation offered free access for the students to learn by

themselves on how to pronounce English vowel, consonant, diphthong, and triphthong

phonemes; digital stories for kids especially those slow learners; and different lessons on

Information Computer Technology (ICT); all of these in one learning facility through the

novelty of technology where the users could manipulate with their fingertips.
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Furthermore, the teacher-student-users could publish their own learning materials

using the e-learning facility itself provided there is Internet connection. The users are

provided instruction on how to upload and arrange learning materials using the facility.

Product of the Innovation

With the consent of the team, the developers come up with an innovation to

substitute the learning practices called eLearning Facility for Three Selected Disciplines:

English Phonics, Digital Stories for Learners with Special Needs, and Computer Education

Page 1. Homepage of the web page. This contains the menu about learning the
three selected disciplines such as: a) English phonics; b) Digital stories in teaching
learners with special needs and c) computer education
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Page 2. Web page for learning English phonics. Ms. Aphrile de Angel provides the
content for this web page. English phonics is one of the subjects handled by Ms. De
Angel being an English professor.

Page 3. Web page for Digital stories in teaching learners with special needs. Being an
expert in dealing with learners with special needs, Ms. Geroche provides the information
for this web page. Digital storytelling and digital stories become an appreciated blended
classroom instruction
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Page 4. Web page for Computer Education. Contents of this page is maintained by Mr.
Joeblas Diaz, which are documented practices in computer science department. As
specialized in computer science, he is tasked to develop the web page and upload
contents written by the developers team.

Page 5. Web page on information about the developers. This page can be seen the
personal information about the developers.
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Page 6. Web page on reflections of the developers about their practices and experiences
in teaching. This page contains the views and reflections of the developers as regards to
the teaching and learning practices integrated into classroom instruction from their
respective schools.

Procedure of the Innovation

With the use of computer with internet connection, the developers were

able to plan and draft the interface of the e-Learning Facility. Then, for a week,

they gathered and collected the necessary contents: the English phonics contents

were the responsibility of Aphrile L. Angel, all information about the digital stories

to cater the needs of the slow learners were the task of Juvi Ann G. Geruche, and

all the content for computer education was for Joeblas S. Diaz. After this, they

started working with the design of the e-Learning Facility using computer software.

This was headed by Joeblas S. Diaz, and supervised and critiqued by Aphrile L. De

Angel and Juvi Ann G. Geruche. Then, they prepared all the collected and gathered
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important data for uploading and publishing, and worked with the computer-

generated copies of contents.

Next work was that they rehearsed and tested the compatibility and

functionality of the contents and the eLearning facility itself. Afterward, they

revised and polished the content to enhance the functionality of the facility.

The validation of the eLearning facility was made by individual members.

The facility was beta-tested making it ready for presentation.

The e-Learning Facility was now ready for presentation for the randomly

selected fifteen (15) students to get their extent of satisfaction on the facility.

Methodology

Respondents of the Innovation

The respondents of this study were five college students from Aklan State

University – Kalibo Campus, five college students from Northwestern Visayan

Colleges (Aklan) and five Grade 6 pupils from Carlos P. Hiladio Memorial State

College (CHMSC) as shown in Table 1.

Table 1. Distributions of Respondents

Respondents Total Population Total Respondents

BS Civil Engineering
5 5
Second Year
BS Computer Science
5 5
Second Year
Learners with special needs 5 5
Grand Total 15
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Instrument

To gather the data for the innovation, the developers used the interview

checklist on the extent of satisfaction of the students on the eLearning Facility for

the Three Selected Disciplines: English Phonics, Digital Stories for Learners with

Special Needs, and Computer Education.

The students were asked to check the appropriate number to assess their

extent of satisfaction on the following aspects: visual hierarchy that referred to

the arrangement and organization of the information; navigability for the ease to

move between and through sections thru clicking highlighted links; consistency

meant for the overall look and feel of the facility is consistent across all the pages

– backgrounds, color schemes, typefaces, tone of writing; conventionality intended

for the familiarity of design element and strategies; credibility referred to the

information which should be accurate, clear, and true; and user-centricity intended

for the usability and the total user experience.

The frequency count, percentage, and the rank were employed to analyse

the obtained data.

Data Gathering Procedure

After the instrument was crafted, analysed, and validated, the innovators, in

their respective schools, introduced and showed the eLearning Facility.

The innovators used their laptops and projector during the introduction-

mini-seminar. They allow the students to explore the facility by themselves after

the introduction of the eLearning Facility.

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After the mini-seminar, the innovators explained in local language the giving

of instructions for better understanding of each item in the checklist. Checklists

were then gathered for data tabulation, interpretation, and analysis.

Scoring of the Variables

For computation purposes, numerical weights were assigned to the

responses, as follows:

Numerical Weight Responses

1 Very dissatisfied

2 Dissatisfied

3 Okay

4 Satisfied

5 Very Satisfied

Statistical Tools

Descriptive statistics such as frequency count and percentage were used in

this study.

Analysis of Data

Extent of Satisfaction of the Students on the Visual Hierarchy of the eLearning

Facility

Data revealed that none was very dissatisfied, none was dissatisfied, none

was okay, 1 (20%) second year BSCE students was satisfied of the visual

hierarchy, and 4 (80%) were very satisfied.

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For the BSCS students, 3 (60%) second year students were okay of the

visual hierarchy, 2 (30%) were satisfied, none was very satisfied, none was

dissatisfied and very satisfied.

All of the 5 (100%) learners with special needs were very satisfied on the

visual hierarchy of the eLearning Facility.

As a whole, the students were very satisfied of the visual hierarchy of the

eLearning Facility with the highest frequency of 9.

Table 2 shows the data.

Table 2. Extent of Satisfaction of the Students on the Visual Hierarchy

Extent of Satisfaction
Respon- 1 2 3 4 5
dents Very Dissatisfied Okay Satisfied Very Total
Dissatis satisfied
fied
f % f % f % f % f % f %
BSCE 0 0 0 0 0 0 1 20 4 80 5 100
BSCS 0 0 0 0 3 60 2 30 0 0 5 100
Learners
with special 0 0 0 0 0 0 0 0 5 100 5 100
needs
Total 0 0 0 0 3 20 3 20 9 60 15 100

Extent of Satisfaction of the Students on the Navigability of the eLearning Facility

Data revealed that among the 5 second year BSCE students, none was very

dissatisfied, dissatisfied, and okay on the navigability of the eLearning Facility, 2 (40) were

satisfied, and 3 (60%) were very satisfied.

Of the 5second year BSCS students, none was very dissatisfied, 1 (20%) was

dissatisfied, 1 (20%) was okay, 2 (40%) were satisfied, and 1 (20%) was very satisfied on

the navigability of the eLearning facility.

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All the five (100%) learners with special needs were very satisfied on the

navigability of the eLearning facility.

As a whole, the students were very satisfied on the navigability of the eLearning

Facility with the highest frequency of 14.

Table 3 shows the data.

Table 3. Extent of Satisfaction of the Students on the Navigability

Extent of Satisfaction
Respondents 1 2 3 4 5
Very Dissatisfied Okay Satisfied Very Total
Dissatisfied satisfied
f % f % f % f % f % f %
BSCE 0 0 0 0 0 0 2 40 3 60 5 100
BSCS 0 0 1 20 1 20 2 40 1 20 5 100
Learners with
0 0 0 0 0 0 0 0 5 100 5 100
special needs
Total 0 0 1 6.67 1 6.67 5 33.33 14 93.33 15 100

Extent of Satisfaction of the Students on the Consistency of the eLearning Facility

Data revealed that none was very dissatisfied, 1 (20%) was dissatisfied, 2 (40)

were okay, 2 (40%) second year BSCE students was satisfied on the consistency, and

none was very satisfied.

For the BSCS students, 1 (20%) second year student was okay on the consistency,

4 (80%) were satisfied, none was very satisfied, none was dissatisfied and very satisfied.

All of the 5 (100%) learners with special needs were very satisfied on the

consistency of the eLearning Facility.

As a whole, the students were satisfied of the consistency of the eLearning Facility

with the highest frequency of 6.

Table 4 shows the data.

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Table 4. Extent of Satisfaction of the Students on the Consistency

Extent of Satisfaction
Respondents 1 2 3 4 5
Very Dissatisfied Okay Satisfied Very Total
Dissatis satisfied
fied
f % f % f % f % f % f %
BSCE 0 0 1 20 2 40 2 40 0 0 5 100
BSCS 0 0 0 0 1 20 4 80 0 0 5 100
Learners with
0 0 0 0 0 0 0 0 5 100 5 100
special needs
Total 0 0 1 6.67 3 20 6 40 5 33.33 15 100

Extent of Satisfaction of the Students on the Familiarity of the eLearning Facility

Data revealed that all 5 (100%) second year BSCE students were satisfied on the

familiarity of the eLearning Facility.

Of the 5 second year BSCS students, none was very dissatisfied, dissatisfied, and

okay, 3 (60%) were satisfied, and 2 (20%) were very satisfied on the consistency of the

eLearning Facility.

Among the five learners with special needs, none was very satisfied on the

consistency on the eLearning Facility, 2 (40) were dissatisfied, 3 (60%) were okay, none

was satisfied and very satisfied.

As a whole, the students were satisfied on the familiarity of the eLearning Facility

with the highest frequency of 8.

Table 5 shows the data.

Table 5. Extent of Satisfaction of the Students on the Familiarity

Extent of Satisfaction
Respondents 1 2 3 4 5
Very Dissatisfied Okay Satisfied Very Total
Dissatisfied satisfied
f % f % f % f % f % f %
BSCE 0 0 0 0 0 0 5 100 0 0 5 100
BSCS 0 0 0 0 0 0 3 60 2 40 5 100
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Learners
with special 0 0 2 40 3 60 0 0 0 0 5 100
needs
Total 0 0 2 13.33 3 20 8 53.33 4 26.67 15 100

Extent of Satisfaction of the Students on the Credibility of the eLearning Facility

Data revealed that all the 15 (100%) students were very satisfied on the credibility

of the eLearning Facility.

This may be implied that students give their complete trust to their teachers.

Table 6 shows the data.

Table 6. Extent of Satisfaction of the Students on the Credibility

Extent of Satisfaction
Respondents 1 2 3 4 5
Very Dissatisfied Okay Satisfied Very Total
Dissatisfi satisfied
ed
f % f % f % f % f % f %
BSCE 0 0 0 0 0 0 0 0 5 100 5 100
BSCS 0 0 0 0 0 0 0 0 5 100 5 100
Learners with
0 0 0 0 0 0 0 0 5 100 5 100
special needs
Total 0 0 0 0 0 0 0 0 15 100 15 100

Extent of Satisfaction of the Students on the User-centricity of the eLearning Facility

Data revealed that all 2 (40%) second year BSCE students were satisfied on the

familiarity of the eLearning Facility, 3 (60%) were satisfied, none was very dissatisfied,

dissatisfied, and okay.

Of the 5 second year BSCS students, none was very dissatisfied and dissatisfied on

the user-centricity of the eLearning facility, 1 (20%) was okay, and 4 (80%) were

satisfied, and none was very satisfied.

All the 5 (100%) learners with special needs were very satisfied on the user-

centricity of the eLearning Facility.

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As a whole, the students were very satisfied on the user-centricity of the eLearning

Facility with the highest frequency of 8.

Table 7 shows the data.

Table 7. Extent of Satisfaction of the Students on the User-centricity

Extent of Satisfaction
Respondents 1 2 3 4 5
Very Dissatisfied Okay Satisfied Very Total
Dissatisfied satisfied
f % f % f % f % f % f %
BSCE 0 0 0 0 0 0 2 40 3 60 5 100
BSCS 0 0 0 0 1 20 4 80 0 0 5 100
Learners
with special 0 0 0 0 0 0 0 0 5 100 5 100
needs
Total 0 0 0 0 1 6.67 6 40 8 53.33 15 100

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. The student-respondents were very satisfied of the eLearning Facility in

terms of visual hierarchy, navigability, credibility, and user-centricity.

2. In terms of familiarity and consistency of the eLearning Facility, the students

were satisfied.

3. The students gave their complete trust to their teachers just how they gave

it to their parents.

Recommendations

Based on the findings and conclusions, the following recommendations are

presented:
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1. This innovation may be modified to keep abreast of the fast changing world

– to accommodate the ever changing needs and desires of the students,

learning styles, and behaviors.

2. Since e-learning involves a number of forms, number of complex steps,

varying level of interest of learner, there should be a system to take decision

at every level and at every stage of learning which can make the system

more interactive for learner.

3. Improvements to functionality would include search engine, interactive quiz

with database and blogging.

Reflections

I reckon our innovation-project went really well overall. The innovation –

eLearning Facility – we chose ended up being a perfect topic for our group to do since we

came from different places, teaching different disciplines. We worked together very well

for the completion of this innovation this first semester.

The three of us met together every Innovation class for our adviser – Dr.Purita P.

Bilbao – gave us ample time to do our innovation. We also communicated thru the use of

electronic mail to keep our selves updated and be informed of the development of the

tasks assigned as we live miles away from one other. We were able to get each other’s

feedback and we were able to discuss, in person and via Internet, our ideas for the

innovation-project.

The information I collected from my effort and my group mates – Sir Joeblas S.

Diaz and Ms.Juvi Ann G. Geruche – was a learning process for me and in addition, would

be a great lesson plan for my college students in my opinion. This innovation-project was
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especially beneficial for me as an individual, to help guide me in creating a lesson plan

that is not only educational, but interesting to students. As a matter of fact I have already

applied the lessons I learned from this innovation class and innovation-project. So,

instead of the usual research writing-lesson for my subjects (Eng 2 - Writing in the

Discipline with Fundamentals of Research and Eng 2 - Technical Communication) I

actually asked my education, engineering, and architecture students to come up with their

own innovation related to their field. I could see that they enjoyed their innovation-

project because I know that students learn more once involve and hands on.

I truly benefitted from this innovation experience and presentation, and hope that

I will be able to create more such a learning experience in the near future in my teaching

career for students.

Over all, as a group, we worked well together. We met together several times,

and delegated work appropriately. Innovation-project was completed and compiled in a

timely fashion.

- Ms. Aphrile L. De Angel, MAEd

Digital stories comprise a combination of narrative with digital content, images,

sound, and video, creating a short movie, compelling an emotional component. This could
also be seen as a source of discipline to enable further reflection and storytelling to
encourage deep learning especially in children. These stories showed much deeper
thinking but were part of eLearning process that traditionally uses different modes where
learning is both social and public.

Showing digital stories to children for teaching and learning gives them the chance

to connect the thought processes and allows “scaffolding”.

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In educating children with special needs, scaffolding refers to a variety of

instructional techniques used to move students progressively toward stronger

understanding and, ultimately, greater independence in the learning process.

Digital stories presents the students with an opportunity to critique as they read

along or learn which I think is quite useful and instant for them who can almost watch it

all over again and this is which is not something that normally happens in the traditional

way.

Like – if we did it again, we’d do this bit differently – and so on. Yes, it was very

good from that point of view it forced them, well not forced them, and it encouraged them

all to re-learn on what part they might miss and how it could be done appropriately.

Apparently, some learning theorists believe that as a pedagogical technique,

storytelling can be effectively applied to nearly any subject. Constructing a narrative and

communicating it effectively require the storyteller to think carefully about the topic and

consider the audience’s perspective.

In special education, digital stories can appropriately convey to a particular

disability especially those children having learning difficulties, for with the use of electronic

elements, sounds and visuals, students would likely to appreciate and create their own.

This dynamic creates an opportunity to reflect on how it is like to be in the story, adapting

into the environment and find deep connections with the subject matter of a course or

coupled with an outdoor class experience.

Digital stories let students express themselves not only with their own words but

also in their own voices, fostering a sense of individuality and of “owning” their creations.

At the same time, digital stories give students an opportunity to experiment with self-
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representation—telling a story that highlights specific characteristics or events—a key part

of establishing their identity.

The use of digital storytelling in special education is still in its infancy but does

offer new ways for teachers to present topics uniquely and unconventional for students to

learn, adapt and reflect upon it. The straightforward technology used does not seem to

hamper even the ‘digital immigrants’ (Prensky, 2001) and students appear to like the

product as something that is engaging and something to be proud of. As McDrury &

Alterio (2003: 47) note “students find stories appealing if they connect with their own

experience” and this technique does offer an opportunity to enable this.

The digital nature of these stories makes them ideal for storage and easy retrieval

in the future, thus making them available for review at regular intervals to make personal

and group development special and become part of an organized collection of evidence of

reflection. This would encourage the acquisition of “learning-about” and “learning-to-be”

skills (Brown, 2005) for lifelong learning and the development of skilled twenty first

century citizens.

- Ms. Juvy Ann G. Geroche, MA

Research is the backbone of every institution. It is a means to reinvention,

innovation and production of creative works. Research has become my passion

because it gives me the opportunities to discover and create something new that

would help exude my ingenuity in crafting things that would help develop my

capability in doing research.

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As a member of the Philippine eLearning Society (PeLS), indulging to

research endeavors inspires me to share and present researches in the field of

computer education and e-learning. Recently, I presented a research paper during

the 13th National eLearning Conference (NELC) held on September 15-16, 2016 at

Saint Louis University, Baguio City. I also presented during the International

Congress on eLearning (ICE) held September last year.

Research presentation in CDV 604(Multimedia in Curriculum) opens doors

for me to show my capability in presenting research ideas given the limited time.

That presentation provides me a lot of insights on the importance, benefits and

advantages of research particularly in improving, developing and sustaining

teaching and learning strategies to be much better.

I was tasked to present research on "Professional development to enhance

teachers’ practices in using ICT as cognitive tools: Lessons learned from .a design-

based research study" (Shiang-Kwei Wang, Hui-Yin Hsu, Thomas C. Reeves &

Daniel C. Coster) emphasizing the multifaceted effects on how ICT as cognitive

tools serve as platform to professional development vis-a-vis enhancing teachers'

practices.

According to the Norwegian education perspectives about ICT, from the

Mathematical, Listening, Reading and Writing skills, formed a new skill called "ICT

skill" as the fifth skill. This is how ICT becomes invasive and influential in the 21st

century educational practices.

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Through the use of ICT, learners engage in a variety of critical, creative, and

complex thinking opportunities (Campbell, Wang, Hsu, Duffy, & Wolf, 2010; Hsu,

Wang, & Runco, 2013; Wang, Hsu, & Campbell, 2009). This also allows students to

solve relevant, realistic problems and develop higher-order cognitive

skills (Jonassen & Reeves, 1996; Lajoie & Azevedo, 2000).

This time, creativity and innovation is another milestone to being

productive. Making time meaningful and spending most of the time doing research

and doing innovative works are the means to making oneself profitable.

- Mr. Joeblas S. Diaz, MSCS

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REFERENCES

Atinmo, M. and Egunjobi R. (2010).A comparative study of captioned video and face-to-

face instruction in library instruction for secondary school students with hearing

impairment. Retrieved July 12, 2012 from

http://www.webpages.uidaho.edu/~mbolin/atinmo-egunjobi.htm

Clinton, W. (1997).Talented teachers in every classroom. Retrieved July 10, 2012 from

www.ed.gov/updates/PresEDPlan/part3.html

Cotteril, SJ (2007. What is an eportfolio? Retrieved September 20, 2016 from

http://www.eportfolio,ac.ik/definition

Drury, M. (2006).E-portfolio – an effective tool? Retrieved September 20, 2016 from

http://portfolios.education.wisc.edu/

Hubbard P. (2002). Survey of unanswered questions in computer assisted language

learning: Effectiveness issues. Retrieved July 10, 2012 from

Kakoty, S., et al. (2011).E-learning as a research area: an analytical approach. Retrieved

September 20, 2016 from www.ijacsa.thesai.org

More, L. (2008).There’s a special app for that part 11 for creative apps for digital

storytelling. Retrieved September 21, 2016 from https://www.inov8-ed.com