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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO.

1, MARCH, 2019

APPLICATION OF WEB 2.0 TOOLS IN TEACHING 21st - CENTURY


STUDENTS IN HIGHER EDUCATION IN CALABARZON, PHILIPPINES
MARITES D. OLEA
http://orcid.org/0000-0001-5027-5668
marites.dimaano@yahoo.com
Jesus Savior Montessori Inc.
Pallocan East Batangas City, Philippines

ABSTRACT

Quality education considered as a crucial factor to produce a competent professional to build a strong
nation and to bring out the best way to get along with global competition. Thus, this study aimed to
determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in
CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and
instructional design. It also considered its level of acceptability for classroom instruction as assessed
by administrators, teachers, and students. The level of seriousness of the problems met in the
integration relative to teachers’ preparation, curriculum content and administrative support were also
evaluated. The research design was descriptive survey method with the use of a researcher-
constructed questionnaire as the data gathering instrument. The method and instrument employed
were deemed appropriate to determine the viability of providing the students with an alternative delivery
of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values,
Percentage and Standard Deviation were the statistical tools used to test the hypothesis posited in this
study. The hypothesis tested the significant differences between two groups of respondents regarding
the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent,
integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community
and promotes student active participation in the classroom and increases student’s productivity. Based
on the findings and conclusions, the researcher developed an offline game-based interactive
instructional material that supports instruction and collaboration and could be used to enhance students’
critical thinking and problem-solving skills to achieve better learning outcomes.

Keywords: Web 2.0 tools, 21st Century students, Communication and Collaboration, Descriptive
method, Higher Education, Philippines

INTRODUCTION essential factor to produce competent


professionals to build a strong nation and to bring
The advent rises of technology today out the best way to get along with global
paved the way for the improvement of the competition. Today, the Philippine Government,
innovative tools in the education curriculum. The through the Commission on Higher Education
world’s acceptance of technology enables the (CHED) and the Department of Education
educator to overcome poor-quality education and (DepEd) pursue the overhauling of the
turn to good quality of education using educational system in the Philippines. It is
technology instruction in various discipline. because the Higher Education Institutions (HEIs)
Through Education, every student enhances the lag in the top 500 annual university rankings
skills and abilities, to bring competence, and worldwide. (Times Higher Education (THE) and
guide them with a positive attitude toward even in the ASEAN, ranked the third least
learning. Quality education considered as an competitive country behind Singapore, Malaysia,
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
and Thailand. (WEF Report,2012). In the face of theory of Constructivism and based on the
the sad state of higher education opportunities, premise that by reflecting on the experiences,
the State takes cognizance of the need of the one can construct an understanding of the world
youth for a functional college education. This can he lives in. Constructivism is the philosophical
be perceived in the following provision in Article and scientific position that knowledge arises
XIV, Section 12 of the present Constitution of the through a process of active construction."
Philippines, thus: The State shall regulate the (Mascolol & Fischer, 2005). The constructivist
transfer and promote the adaptation of theory provides valuable insight for educators
technology from all sources for the national who want to use technology to increase student
benefit. It shall encourage the fullest participation learning outcomes. The utilization of technology
of private groups, local governments, and in constructivist classrooms enables students to
community-based organizations in the be more responsible for and active in the learning
generation and utilization of science and process, which contributes to an increase in
technology. The mandate of the Constitution learning outcomes. Constructivist practice allows
provides educators with legal bases to promote teachers to individualize learning for each student
the expansion and democratization of while using technology tools to enhance the
educational opportunities in a more effectively learning process. Taken together, constructivist
and economically manner using innovative practice and technology offer compelling
educational technologies. Today, college evidence of the benefits of educational innovation
students’ use Web 2.0 tools applications in their on student learning outcomes. Like
subjects more frequently than ever in and out of constructivism, technology has transformed the
the classrooms. Applications such as blogs, teaching-learning process. It has been used in
instant messenger, online communities, video many classrooms to foster meaningful learning
sharing tool, and web conferencing tool are experiences (Jonassen, Peck, & Wilson, 2006).
gaining popularity. Students use them to create Several studies have investigated the role of
their contents on the web, contribute and technology in enhancing the teaching-learning
collaborate with others, share their ideas and process in constructivist classrooms. Duffy &
knowledge, and develop social networks via Cunningham (2006) have suggested that
multiple formats of media and representation. constructivist methods exploit educational
This calls for the teacher as an agent of change technologies for the greatest impact on learning
need to innovate teaching and learning in every outcomes. They state: Technology is an integral
subject they taught. College students in the 21st part of the cognitive activity. The teachers’
_
century demand lifelong learning on the click of primary role is the facilitation of learning by
a mouse. To effectively meet such demands at providing various experiences for the students.
the same time keeping the institution’s leverage "Discovery Learning" allows opportunities for
in today’s technological pace, institutions need to students to explore and experiment while
get potential student’s attention and interest in encouraging new understandings. Further, this
their learning programs at the same time provide study is also anchored on the Theory of
the teacher the necessary tools to innovate their Connectivism a learning theory promoted by
teaching experience. Concurrently, the use of Stephen Downes and George Siemens (2005). It
web-based tools as teaching strategies creates is called a “learning theory for a digital age”, in the
stimulating chance for better collaboration technological and networked world, educators
between students and faculty. should consider the work of thinkers. According
to George Siemens, "Connectivism is the
CONCEPTUAL FRAMEWORK integration of principles explored by chaos,
network, and complexity and self-organization
Technology is useful as far as teachers theories. Learning is a process that occurs within
handle it competently and integrate it into the nebulous environments of shifting core elements
teaching program. This study is anchored in the – not entirely under the control of the individual.

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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
Learning defined as actionable knowledge that using Web 2.0 tools, they are actively involved
resides outside of ourselves and focused on in their learning. With more involvement comes
connecting specialized information sets, and the more learning. Figure 1 shows the paradigm of
connections that enable students to learn more. the study. For the input the researcher sought to
In Connectivism it is driven by the understanding analyze the level of acceptability of Web 2.0 tools
that decisions are based on rapidly altering to school administrator, teachers, and students,
foundations that new information is continually this also assess the extent use of Web 2.0 tools
being acquired. This is found in Web 2.0 tools that in terms of the following aspects such,
provide teachers with an exciting new tool for communication, creativity and innovation, and
stimulating class discussions and interactive instructional design. It also assesses the
learning. This interactive nature of Web 2.0 tools perceptions of the 2 groups of respondents in the
promotes active participation and affords user integration of Web 2.0 tools into classroom
control over the pace and flow of delivery. instruction. Furthermore, the process was the use
Furthermore, Web 2.0 tools can be useful of questionnaire and interview to gather data. The
because it brings about positive attitudes toward output of the study was the interactive
learning and encourages success for low instructional materials for better learning
achievers. When students are actively involved in outcomes.

INPUT PROCESS OUTPUT


1. Level of Acceptability to:
1.1 School
Administrators
1.2 Teachers
1.3 Student

2. Extent of use of Web 2.0


tools in terms of:

2.1 Communication • Questionnaire


2.2 Creativity and Interactive instructional
• Interview materials
Innovation
2.3 Instructional Design .

3. Level of the seriousness


of the problems met in the
integration relative to:
3.1 teacher’s
preparation;
3.2 curriculum content;
and
3.3 administrative
support

Figure 1. Research Paradigm

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OBJECTIVES OF THE STUDY select private Higher Education Institutions in
CALABARZON, Philippines. The respondents
The primary purpose of this study was to were selected using a stratified random sampling
determine the current practices of using Web 2.0 technique. On the other hand, the researcher
tools among fifteen select private Higher initially secured the permit to conduct a study
Education Institutions in Cavite, Laguna, from the heads of the different Private Higher
Batangas, Rizal, and Quezon (CALABARZON), Education Institutions in CALABARZON. Upon
Philippines. Specific aims included the following: approval, the researcher personally administered
(1) to analyze the level of acceptability of Web 2.0 the questionnaires at a time agreed upon by the
tools in classroom instruction as assessed by the approving authority. Explicit instructions and
school administrator, teachers, and students (2) motivations were given and explained aside from
to find out the extent of use of Web 2.0 tools in the instruction specified in the questionnaire for
the classroom instruction as assessed by the clarity. Likewise, the researcher conducted a
teachers and students in terms of communication follow-up interview for the selected administrator
and collaboration; creativity and innovation; and and teacher participants. Using Statistical tools,
instructional design. (3) to compare the the responses from the test questionnaire were
assessment of the teachers and students analyzed and interpreted. The Weighted mean,
regarding the use of Web 2.0 tools in classroom Frequency Distribution, Percentage, Analysis of
instruction. (4) to investigate the level of Variance (ANOVA), T - test and Standard
seriousness of the problems met in the Deviation are the statistical treatments used to
integration relative to teacher’s preparation; analyze the data gathered.
curriculum content and administrative support (5)
to develop an interactive instructional material for
better learning outcomes. RESULTS AND DISCUSSION

METHODOLOGY 1. Level of Acceptability of Web 2.0 tools in


classroom instruction as assessed by the
This study was utilized the descriptive administrators, teachers, and students
method of research. Descriptive method was
used to explain the level of acceptability of Web Integration of Web-based technologies in
2.0 tools to the school administrator, teachers, the classroom promotes learner to interact and
and students. It also a looked-for level of build a learning community and promotes the
seriousness of the problems met in the administrators accepted student active
integration relative to teachers' preparation, participation in the classroom to a very great
curriculum content and administrative support. extent with the equal obtained weighted means of
Furthermore, this study used quantitative design 4.51. Meanwhile, Web-based integration
employing statistical treatment which provides increases students productivity made the least
statistical results that are fundamental in with the weighted mean of 4.26 and accepted to
determining a comparison between respondents’ a great extent. This result implies that the
perceptions regarding the use of Web 2.0 tools in administrators of educational institutions believe
classroom instruction relative to communication in the capacity of Web 2.0 tools to encourage and
and collaboration, creativity and innovation and support a healthy interaction among students and
instructional design. The sources of data are the teachers to the extent of building a healthy and
responses from the test questionnaire. However, competitive learning community. This claim
related literature from books, articles, and journal strengthened by the study conducted by Casey,
was used to substantiate the results and findings G., & Evans, T. (2011). The study was pursued to
of this study. The respondents of the study were investigate the use of Facebook, a Social
55 administrators, deans, and chairpersons as a Networking site, as a learning environment.
group, 530 college students and 155 teachers in These authors posit that as active participants in
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
a global economy, there is an immediate need for upload photos and video, send messages and
students to be literate in new digital technologies. keep in touch with other educators and students
Therefore, incorporating Web 2.0 tools such as with an average perception of 3.95. It is very
social networking websites into the curriculum will undeniable that Facebook is now the most
benefit the student entering the workforce. On popular form of social networking site for people
the part of the teachers, integration of Web 2.0 of all ages and professions. It supported by the
tools in classroom instruction accomplishes tasks fact that elderly people from different countries
more quickly as evidenced by the weighted mean and races are utilizing FB to communicate with
of 4.36 and accepted to a great extent. On the their friends and relatives. More for the young
other hand, Web 2.0 tools integration increases people who can stay almost 24 hours in front of
student productivity with a weighted mean of their computers and gadgets just to get
3.89, the least and accepted to a great extent. connected to their friends, relatives, and chat
This implies that most teachers surveyed believe mates. Facebook is now also the easiest way to
that with the use of Web 2.0 tools in classroom transfer messages, photos, videos, documents,
instruction expedite the accomplishment of tasks and files. It is of no doubt, that in this study FB is
and other classroom-related responsibilities. With being utilized by most teachers regarding
the fast pace of technology, it is no doubt that communication and collaboration. The lowest
many enrichment activities and tasks could be item has an average of 2.97 which is they used
made easier by Web 2.0 tools. For the students, Instagram to a moderate extent to take pictures
integration of Web 2.0 tools provides and videos, and share them on a variety of social
collaborative learning opportunities with the networking platforms. On the other hand,
computed average of 4.14 which was accepted to Instagram is the least of the Web 2.0 tools being
a great extent. On the other hand, integration of used by teachers in instruction because
Web 2.0 tools accomplishes tasks more quickly Instagram is just usually focused on the display
was accepted to a great extent with an average of pictures. Also, on Instagram, there are
of 3.90. Student-respondents believe that the complicated or hard-to-follow policies and
integration of Web 2.0 tools in classroom instructions like the use of a hashtag, tagging of
instruction can provide collaborative learning friends and you must get many followers who
opportunities for them. This signifies that students would be able to see your posts. Comparing it
recognize the helpful utilization of Web 2.0 tools with the use of Facebook, it is easier to use
so as they can work collaboratively to gain because in Facebook the application is user-
learning. These findings show that common friendly. These findings reinforced by the study of
among the three groups of respondents is the Mazman, G., & Usluel, Y. K. (2010) which
goal of achieving quality education for the concentrates on the educational use of
students through the integration of the Web 2.0 Facebook. The authors posit that social network
tools in classroom instruction. It is also safe to tools enhance education by making interaction,
conclude that what they all want is to have collaboration, active participation, information
students who are equipped with knowledge, sharing, and critical thinking possible. It is no
skills, and values which can be done through the doubt that the use of Facebook could be of great
integration of web 2.0 tools for instruction. help in terms of collaborative learning and
communication.
2. Extent Use of Web 2.0 tools in Classroom
Instruction 2.1. In terms of Creativity and Innovation

2.1 in terms of Communication and Combining the perceptions of the


Collaboration teachers and students, they used Youtube videos
to a great extent to introduce complex subjects
In totality, the teachers and students used with an average of 3.95. The findings imply that
Facebook to a great extent to create profiles, the use of YouTube is both of great extent both to
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
the teachers and student-respondents. The fact instructions and lessons. The lowest was on
that YouTube utilizes videos can be the most they used Auto Stream to publish and share
significant factor why both respondents choose it PowerPoint presentations as video with an
as a Web 2.0 tools to be used in terms of average of 3.17. This can be attributed to the fact
creativity and innovation. With the fast pace of that Auto Stream is not famous as compared to
technology, using videos can be one of the YouTube.
easiest ways and the most innovative to give

2.2 In Terms of Instructional Design This type of innovation is beneficial and pertinent
to universities worldwide that are in the stage of
Deducing the result, the teachers and advancing their curriculum. Web 2.0 tools
students used to a great extent the Internet support a more playful and experimental
search using Google, Yahoo, Mozilla Firefox or approach to learning and allow learners to
other search engines with the highest weighted present themselves and their insights in original
mean of 4.12. This could mean that both sets of ways. This could mean that both sets of
respondents prefer to utilize the said search respondents prefer to utilize the said search
engines as part of the instructional materials engines as part of the instructional materials
inside the classroom. Moreover, the use of Web inside the classroom. On the contrary, the
2.0 tools can be an ideal avenue for lifelong weakness was on they used Triptico to help
learning because it maintains interactive and create, share, and edit interactive lessons with a
collaborative learning. This provides students weighted mean of 3.03. because both teachers
learning experiences appropriate to this digital and students are not yet so familiar and
age. Additionally, Web 2.0 tools allow students to acquainted with Triptico as Web 2.0 tools that is
gain educational experiences that go beyond the why there is just a moderate extent of usage of
four corners of the classroom. the said web application

3. Comparison of Assessment in the use of Web 2.0 tools in Classroom instruction

Table 1 reveals the comparison between application of Web 2.0 tools in classroom
the respondents’ perceptions regarding the instruction.

Table 1. Comparison of Assessment


Variables Weighted Mean t- t- p- Significance Decision

Teachers Students value Tabular value

Communication 3.59 3.47 0.79 2.10 0.44 Not Fail to Reject


and Collaboration Significant Ho

Creativity and 3.43 3.55 -0.93 2.10 0.37 Not Fail to Reject
Innovation Significant Ho

Instructional 3.29 3.54 -1.63 2.10 0.12 Not Fail to Reject


Design Significant Ho

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As seen in the table, the probability values confident in using Web 2.0 tools in classroom
of 0.44 for communication and collaboration, 0.37 instruction but students are not yet that ready and
for creativity and innovation and 0.12 for the confident in utilizing Web 2.0 tools. If this would
instructional design were higher than the be the case, problems may also arise in the
probability value of 0.05, thus the hypothesis was course of implementing the Web 2.0 tools for
failed to reject. These safely generalized that the instruction. This should be addressed
perceptions of the respondents on the application appropriately because the students are one of the
of Web 2.0 tools in classroom instruction have no primary reasons why the web-based technology
significant differences in terms of communication should be employed. They are supposed to be
and collaboration, creativity and innovation and very skillful not only in the subject matter that they
instructional design. have to take but in the use of technology to
prepare them as the 21st - century workers.
4. Level of seriousness in Problems met in Acquiring the skills in information
the Application of Web 2.0 tools communications and technology is advantageous
for them as it is a life-long learning skill that can
A. Teacher’s Preparation use in other fields of work. As what is stated by
Asselin, M., & Moayeri, M. (2011), the use of
4.A.1. In Terms of ICT Facilities and Educational Web-based tools in the classroom
Resources leads to student empowerment because it
enables participation, invention and knowledge
Wrapping-up the result, the teachers and building,
students assessed that slow internet connection
was a moderately serious problem with the B. Curriculum Content
highest weighted mean of 2.89 while
inconvenient computer laboratory was found to 4.B.1. In Terms of Instructional Design
be a slight serious problem with a weighted mean
of 2.29. The findings reveal that students and Summing up, difficulty in using Web 2.0
teachers are both encountering problems in tools to facilitate student’s learning got the
terms of the slow internet connection. Though it highest average of 2.52 which was considered as
has a verbal interpretation of the moderately a moderately serious problem. Meanwhile, lack
serious problem, it is still a problem because of interest in developing a new learning
using Web 2.0 tools as part of the learning environment that utilizes Web 2.0 tools as flexible
process always needs an internet connection. tools in learning made the least weighted mean
This result implies that it is more laborious for the of 2.16. Also, the said item made the least
teachers to prepare lessons using Web 2.0 tools standard deviation of 1.18 which implied that this
because of the hindrances that they encountered. was the item wherein the respondents’
perceptions were more compressed compared to
4.A. 2. In Terms of ICT Skills and Knowledge the other items. The result shows that teachers
encountered difficulty in using Web 2.0 tools to
In terms of ICT Skills and Knowledge, facilitate student’s learning and they consider it
there was a contradiction in the results of the two as a moderately serious problem. A teacher’s
sets of respondents. While for teachers, role is always to facilitate learning inside the
uncomfortable in using a computer because classroom. While it is true that they have to utilize
some students are more competent with ICT got web-based technology, they must understand
the least weighted mean 2.09 with the verbal that they have to use them to improve their
interpretation of slightly serious problem; for teaching strategies. It strengthened by the study
students, the same item got the highest weighted of Thorsen (2009) that educational Web-based
mean of 2.58 which is a moderately serious technologies can improve the quality of
problem. This shows that teachers are more education and heighten teaching efficiency

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through pre-service training and programs that requirement of technology use in their
are relevant and responsive to the needs of the classroom environment. The central questions
education system. This will allow teachers to about technology acceptance are how individuals
have sufficient subject knowledge, a repertoire of perceive technology and which factors contribute
teaching methodologies and strategies, to the lack of utilization the lack of both technical
professional development for lifelong learning. and pedagogical knowledge and skills of the
These programs will expose them to new modern teacher to use available ICTs in the classroom
channels of information and will develop self- becomes the major constraint.
guided learning materials, placing more focus on On the part of the students, lack of interest
learning rather than teaching. However, it is in using Educational Web-based technologies to
important to point out that Web 2.0 tools are used motivate and increase students' technology skills
to enhance teaching styles, and “should not and knowledge got the least weighted mean. This
replace the role of the teacher.” For the students’ means that they do not find difficulty in this item.
perceptions, most of the items got the verbal It is because they are willing to use technology
interpretation slight serious problem. This can be applications like Facebook, YouTube or
attributed to the fact that most students now take Instagram. This reinforced by the study
their stand of utilizing Web 2.0 tools since they conducted by Liccardi, I., Ounnas, A., et.al
now belong to the “net generation” wherein they (2007). The findings indicated that with the
fully acknowledge the importance of using emergence of social networking sites, students
technology for them to easier learn their lessons. can change their studying away from face to face
studying group to social web-based learning
4.B.2. In Terms of Creativity and Innovation. group. In other words, social networking sites can
perform as a tutorial instrument for web-based
For the overall result, lack of knowledge in learning. Additionally, social networks brought
integrating educational interactive lessons into mobility and diversity into the university study life,
instruction gained the highest weighted mean of ―wireless connectivity and E-group allows the
2.41. On the other hand, insufficient knowledge in student to become members of collaborative
using Web 2.0 tools to promote collaborative online networks and study groups.
instruction in the classroom got the least average
of 2.12, the most compressed among the other C. Administrative Support
items as evidenced by the least standard
deviation of 1.27. Lack of knowledge in Summing-up the result, lack of funds to
integrating educational interactive lessons into give focus on technology integration was
instruction was found out to be the significant considered a moderately serious problem with a
problem of teachers in terms of integrating Web weighted mean of 2.52. On the other hand, lack
2.0 tools with regards to creativity and innovation. of interest in providing training and technical
This was caused by the limited skills and support specialist to help teachers with technical
knowledge of the teachers in the utilization of problems about using technologies was found to
computers and other gadgets. The teachers must be a slight serious problem which got the least
be the first one to acquire computer literacy and weighted mean of 2.24. The findings reveal that
skills to be able to impart them to their students. the most common problem encountered by both
This was supported by the claims of Kiraz & the teachers and the students is on the funds that
Ozdemir (2006) who both agreed that making the administration can offer to give focus on the
computer labs available in Philippine schools is integration of technology in classroom instruction.
not enough. It is essential for teachers to This problem is also the same problem
understand the precise role of Web-based encountered by most of the educational
technologies so that they can effectively cope institutions in the country. When there are
with innovations in teaching students. Teachers problems like lack of funds, other aspects like the
are less likely to integrate technology into their facilities, training, and materials could also step in
instruction unless they accept the notion of the
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as significant constraints. On the other hand, lack Based on the findings and conclusions,
of support for the teacher to attend the researcher conducted a training/seminar
training/seminars about the latest technology to workshop on how to use and integrate Web 2.0
support student learning got the least average of tools in classroom instruction to enhance
2.17 which was considered as a slight serious students’ learning in the faculty of select Higher
problem. This item also gained the least standard Education Institutions. The researcher also
deviation of 1.42 which implied that the developed an offline game-based interactive
perception of the teachers regarding this item instructional material that supports instruction
was compressed. The findings reveal that the and collaboration and could be used to enhance
respondents encountered problems regarding students’ critical thinking and problem-solving
the support of the administrators to attend training skills to achieve better learning outcomes.
and seminars to adopt the 21st - Century skills and
knowledge that may use them for the innovation CONCLUSIONS
of the teaching and learning process.
For the students, lack of interest of the Based on the findings of the study, the
teacher in creating and updating lesson plans, following conclusions were made:
exams and other teaching aids using technology
received the weighted mean of 2.30 which was 1. The three groups of respondents have
considered as a slight serious problem. positive attitudes towards the acceptability of
This item also got the standard deviation of 1.34 Educational Web 2.0 tools to classroom
which implied that the perceptions of the students instruction.
regarding this item were compressed. The 2. There is no significant difference in comparing
findings supported by the study of Geijsel and the responses of the teachers and students
Meijers (2005) that the integration of technology regarding the use of Web 2.0 tools in
into blended learning classrooms engages classroom instruction in terms of
teachers for preparing students for the twenty- communication and collaboration, creativity
first century and focus much more strongly on and innovation and instructional design
student exploration and learning. The teachers 3. The teachers need training/seminars about
perceived a lack of interest in enhancing the use of Web 2.0 tools to adopt the 21st -
knowledge in using educational Web 2.0 tools to century skills and knowledge.
promote collaborative instruction in the
classroom considered as a slight serious problem RECOMMENDATIONS
which showed the weighted mean of 2.32. This
item also gained the least standard deviation of The following were recommended based on
1.54 which implied that this item was the conclusions drawn:
compressed. These findingswere supported by
the study of Robles, A.O., (2013), reiterated that 1. School administrators/owners should provide
with the increasing dependence on internet the necessary infrastructure, technical
sources, educational web tools have offered support; proper leadership, time, and promote
teachers with various opportunities to investigate access to available facilities to encourage
the most appropriate educational tools to suit teachers to integrate Web 2.0 tools for
their students‟ learning preferences. Undeniably, instruction.
students in this digital age need to learn how to 2. The administrator and faculty of the Private
effectively and efficiently collaborate and share Higher Institutions especially those who shall
new information on the web through the use of facilitate learning should be given more
different tools available on the web for lifelong focused training in the use of technology in
learning. the classroom.
3. The teacher should create more learning
5. ACTION PLAN opportunities and more time of using
technology for instruction. They need to
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understand how technology will be integrated Technology and Teacher Education, 14(2),
and how innovation will work in making a 407-433.
curriculum for better instruction.
Liccardi, I., Ounnas, A., Pau, R., Massey, E.,
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
AUTHOR PROFILE

Marites Dimaano Olea


received the Bachelor
of Elementary
Education in 1998,
Master of Arts in
Educational
Management in 2007,
and Doctor of
Philosophy of Education
major in Educational Management in 2016 at the
University of Batangas, Philippines. During 1998
– 2017 she became a District Manager of
insurance, classroom teacher, head of ICT
Department, College Professor, Research
Professor in different disciplines, and currently
the President of Jesus Savior Montessori Inc.,
President of International Organization of
Educators and Researchers Inc. (IOER) and
Associate Editor of IOER International
Multidisciplinary Research Journal (IIMRJ) She
became a research presenter in both national and
international platform. She was also a grantee of
the Commission on Higher Education (CHED)
and Private Education Assistance Committee
(PEAC) for Paper Presentation in an International
Conferences.

COPYRIGHTS

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IIMRJ. This is an open-access article distributed
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Commons Attribution – Noncommercial 4.0
International License (http://creative
commons.org/licenses/by/4

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OLEA, M.D., Application of Web 2.0 tools in Teaching 21st – Century Students, pp. 1 - 11
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