Collaborative Use of Technological Resources in Teaching Mathematics for Public Elementary Schools Municipality of Amadeo

Abstract

INTRODUCTION

The challenge for elementary education has been to create a new generation of teachers capable of employing a variety of technological tools in all phases of academic, administrative, research, and extension functions.

METHODS

This study utilized the descriptive method of research wherein the respondents of the study were the faculty members teaching mathematics in the selected public elementary schools in the Municipality of Amadeo, Cavite. Purposive sampling was used to determine the respondents and a set of questionnaires was the main data gathering instrument.

RESULTS

1) In terms of the Profile of Respondents, particularly in the Years of Teaching, out of 130, 5 or 3.11% had taught Math for more than 31 years, 59 or 36.6% are within 21-30 years, 51 or 31.7 are within 11-20 years; 43 or 26.7% are within 1-10 years, and only 3 or 1.9% are with less than a year. In terms of Seminars Attended, 77 or 48% have participated in the school level and 116 or 72% in the district level. For the average number in the district level, it was 124 or 76.98 %, 76 or 48.2% at the regional level, and only 6 or 3.7% at the national level. In terms of Knowledge in technology use, 68 or 42.23% were not knowledgeable, 44 or 27.33% were using it, 37 or 22.99% were currently using and only 12 or 7.45% finished an ICT learning course(2) On the Assessment on the use of technology, particularly on the Students' Preparedness, teachers assessed students were computer literate. The composite mean of 2.91 as revealed respondents while students' preparedness was agreed. In terms of Teachers' Preparedness, Use and integration of technology, the composite mean of 2.99 revealed teachers' preparedness of acceptability to technology was revealed as agreed. In terms of Availability of facilities, schools can provide network support in the use of technology. The composite mean of 2.87 indicated that infrastructures were agreed in acceptability of blended learning approach. In terms of the Level of the teachers' competencies in using technological resources and in demonstrating the preparation of technological tools achieved, the composite mean on the level of teacher's competencies on the use of technological tools was 3.14 with a verbal interpretation of competent. In terms of the Problems encountered by respondents in the inadequacy of materials, tools, and equipment achieved, the composite mean of 2.84 with a verbal interpretation of often was revealed.

DISCUSSIONS

Implementation of this technological tool to assess the integration of technology had been found effective in determining the teachers' competencies in collaborative use of technological resources in teaching Mathematics. This can be endorsed to other administrators as the utilization of this can be a potent vehicle towards attaining the goals of the school.