International Journal of English Literature and Social Sciences

Vol-6, Issue-6; Nov-Dec, 2021

Journal Home Page Available: https://ijels.com/

Journal DOI: 10.22161/ijels

Peer-Reviewed Journal

Technology Needs Assessment for New Normal Education

in Public Elementary School in Clarin, Bohol
Alme B. Maravillas1, Romar B. Dinoy2, Ariel Christian C. Viodor3, Margie V. Avenido4,
Ramil S. Bulilan5, Flora Mae A. Bantilan6

College of Technology and Allied Sciences, Bohol Island State University –Clarin, Poblacion Norte, Clarin, Bohol,
1,3,4

Philippines
2,5,6
College of Teachers Education, Bohol Island State University –Clarin, Poblacion Norte, Clarin, Bohol, Philippines

Received: 03 Oct 2021; Received in revised form: 11 Nov 2021; Accepted: 22 Nov 2021; Available online: 04 Dec 2021
©2021 The Author(s). Published by Infogain Publication. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/).

Abstract— Technology needs assessment is essential part in providing quality education. It aims to identify
the existing problems and provides appropriate intervention through giving information. This study aims
to assess the technology needs of the public elementary school of Clarin, Bohol for the new normal
teaching and learning. The researchers used adopted questionnaires as a tool in assessing the technology
needs assessment. The questionnaire was divided into three parts: part 1 deals with assessing their skills
level in using technologies and integration of new tools for new normal in teaching; part 2 for the
perception towards the challenges in using the technologies; and part 3 deals with assessing the
professional development of the teachers. The collected data were analyzed by using descriptive statistics,
mean, and standard deviation. The interpretation was also used in the content analysis. It was found
out that the level of skills assessment in using technology by the teachers was average level and beginner
level for the overall competency in integrating computer technologies. Moreover, slow internet connection,
lack of computers, inadequate software to use, and limited time to practice were also identified as the
major obstacle. Lastly, adapting the use of technologies for instructional purposes for the new normal
education slightly influences the teacher's professional development. Thus, an appropriate action plan
must be undertaken to enhance the teaching and address these needs.
Keywords— assessment, needs assessment, new normal, technology integration

I. INTRODUCTION address this concern amid the pandemic, looking for a way
With the integration of technology, there has been to continue to educate the young minds of the learners. As
increasing growth in education for the past years. The a result, the 'new normal' for education has finally been
educators can have the opportunities to learn and adapt it implemented. In response to this situation, educators are
to their current practice. However, the technology required to adapt to new transitions in education. There is
integration varies between the educators due to numerous a sudden shift from face-to-face learning interaction to
reasons. Recently, the emergence of COVID-19 continues online flexible learning is a thing unprepared. This
to spread to this day throughout the world. Many transition has brought a great challenge for educators.
institutions have established their protocols, plans, and
procedures to respond to the crisis. It significantly affects The use of new technology for new normal education
the lifestyle, economy, and especially in the educational could not be implemented effectively in an instant, it
sectors. Hence, the Department of Education is trying to requires proper training and assessment to adopt the

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Alme B. Maravillas et al. Technology Needs Assessment for New Normal Education in Public Elementary School in Clarin

technology. The sudden changes have forced teachers to interviewing, facilitating groups, examining the records
master technology and explore ways to integrate it into and outcomes, and surveying through questionnaires [18].
their craft to maintain still or be better in delivering quality The next step is to conduct the assessment in stages. This
instruction to every learner. This transition to the new means that it is not necessary to conduct the assessment at
normal, from the four corners of the classroom to the once. It is wiser to conduct stages of assessment. Lastly,
borders of virtual reality, every learning institution needs use the findings for decision-making [13].
to study how successful online learning is in providing The study shows the importance of needs assessment in
quality education and outcomes-based education to identifying the educator's technology needs, acquiring
students [4]. These problems have led the researchers to desired hardware and software, and ongoing professional
assess the technology needs for new normal in education growth [15]. The rapid training of the teachers to the
in teaching and learning for the public elementary teachers different technologies and software due to the COVID
in Clarin. This study could be a great benefit to the pandemic has been a challenge. Research validates the lack
respondents for the enhancement program that would be of training and time were identified as common barriers in
proposed based on the study's findings. online education. Most educators prefer workshops as a
Technology assessment is often referred to as a form of mode of training for their learning needs [3]. There were
policy research. It examines the short and long also issues faced by the students in online learning. To
consequences of the use of technology [1]. Technology overcome these issues, studies reveal that it is important to
needs assessment aims to provide the policymakers with engage the students in collaborative activities in their
information and insights on the policy alternatives. The online learning [14].
role of needs assessment is to provide information in The result of technology needs assessment has been
making data-driven and responsive recommendations in implemented in various institutions for the past years. This
solving the problem or improving the performance [17]. was conducted to improve the quality of education and
There is a need to conduct an assessment before student outcome. Research studies show that needs
implementing any educational intervention. Conducting assessments highlight the current needs of the learning
needs assessment is the first step in setting the goals and facilities and resources in the school [5]. Thus, an action
making strategic plans. Needs assessment is defined as a plan must be crafted to address these needs specifically on
formal process in determining the gaps between the current the student's development and services, school
output and desired output [2]. At the same time, the term environment, and professional development [6].
"need" defines the gap between current output and desired In addition, technology integration training has been
output. The term assessment is often associated with the identified as the key to the technology adoption process
word analysis; hence they are both different. Needs [9]. There is a growing interest in the integration of
assessment is used to identify the gap between the current technology in the teaching and learning of students.
output and desired output, while the analysis is the Various trainings and workshops have been conducted to
investigation of the factors which cause the existence of develop in‐service teacher training processes that will
the said gap [8]. Hence, needs assessment and analysis are strengthen the integration of technology in the classroom.
both required in developing the educational intervention. But many factors affect this integration. The direct and
The goal of assessment needs is twofold: (1) ascertain indirect effects of teachers' characteristics and perceptions
existing capabilities and (2) determine the gap that exists of environmental factors do not correlate with the
[4]. With these goals, the needs assessment is essential in integration of technology in the classroom. Studies reveal
identifying the main problems and providing appropriate that teachers who received technology-related training tend
intervention through information [3]. to have a higher level of technology integration than those
There are five steps in conducting a technology needs who did not undergo any professional development [10].
assessment [13]. Determining the purposes based on However, the lack of experience in using the technology in
initiators is the first step. These include identifying the the integration into their teaching has led the educators to
performance problems, introducing the new stuff such as avoid the usage of technology entirely [11]. Research
technologies, policies and software, and the mandates. findings show that teachers' perception of the use of
Identifying the sources is the next step. There are technology is a factor that affects technology integration.
numerous things to identify the sources, such as This means that if the teachers have a positive belief in
determining the needed information, the location, the using the technology, the teachers are more likely to adopt
constraint in getting the data, and the people involved. the use of technology and apply it effectively [12].
Selecting the best tools and techniques is the next step.
These tools can be observing the employee's performance,
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Alme B. Maravillas et al. Technology Needs Assessment for New Normal Education in Public Elementary School in Clarin

The teachers' roles in shaping the minds of learners during The researchers utilized the quantitative research method.
the covid pandemic become more complex. The teachers Quantitative research is a type of educational research in
today are expected to become technology-oriented, more which the researchers decide what to study, ask specific
co-operators, collaborators, open-minded, critical and narrow questions, collect quantifiable data from
independent professionals, and facilitators who will help participants, analyze data gathered using statistics, and
students analyze the quality of new sources and how to conducts the inquiry in an unbiased, objective manner [7].
learn in a digital environment [20]. The importance of The researchers utilized this type of method to describe the
teachers' digital literacy showed that modern education perceptions of the elementary school teacher and their
requires teachers who develop their knowledge, skills, and technology tools needed for the synchronous and
digital literacy [19]. Teachers can help students create, asynchronous kind of learning.
locate, and communicate digital content ethically and This study was conducted in the identified elementary
adequately with the mentioned literacy. school of Clarin District, namely Bonbon Elementary
The above literature reviews highlight the importance of School. The researchers included all the teachers at
technology needs assessment and the several barriers Bonbon Elementary School in determining and assessing
affecting the teacher technology adoption process. Thus, the school's technology needs. No sampling method will
this paper aims to identify the current needs in Bonbon be used since the respondents will be all public teachers at
Elementary school in teaching and learning during the Bonbon Elementary School. Furthermore, the researchers
COVID pandemic. Moreover, an action plan should be chose Bonbon Elementary School as the environment of
proposed to address the identified needs of the school. the study because the results of this study will be used as
The study's main objective is to assess the needs of the basis for the conduct of workshops and training to
technology for the new normal in teaching and learning for enhance their skills and their familiarity with the new tools
the public elementary school teachers of Bonbon to be used for the new normal in teaching.
Elementary School in the academic year 2020-2021. This The researchers adopted the questionnaire developed by
study will be a great help for the teachers since the result Erin N. O'Reilly (2016) in his study 'Developing
of this study will serve as the basis for conducting Technology Needs Assessments for Educational Programs:
workshops and training. An Analysis of Eight Key Indicators' at the University of
Illinois at Urbana-Champaign, USA as a tool in assessing
the technology needs [16]. This study aims to develop a
II. OBJECTIVES OF THE STUDY
survey questionnaire for technology assessment need in an
The study's main objective is to assess the needs of education setting.
technology for the new normal in teaching and learning for
The questionnaire for elementary school teachers has three
the public elementary school teachers at Bonbon
parts. Part 1 will deal with assessing their skills level in
Elementary School in the academic year 2020-2021. This
using technologies and the integration of new tools for
study will be a great help for the teachers since the result
new normal in teaching. It has rating scales of unfamiliar
of this study will serve as the basis for conducting
(1), beginner (2), average (3), advanced (4), and expert (5).
workshops and training.
Part II will ask their perception of the challenges they have
Specifically, the study sought to answer the following
faced in using technology. The respondents will decide if
questions in terms of:
they are an obstacle (1), minor obstacle (2), and major
1. What is the level of self-assessed skills of the obstacle (3). While part III deals with the professional
teachers in using different tools of technologies development of elementary school teachers. It has a rating
for the new normal in teaching and learning? scale of no influence (1), slight influence (2), moderate
2. What is the level of the teacher's professional influence (3), and strong influence (4).
development in using technologies?
3. What are the challenges faced by the teachers in
IV. RESULTS AND DISCUSSIONS
using technologies?
This section presents the results, analysis, and
interpretation of gathered data on the technology needs
assessment at Bonbon Elementary School. Likert scale was
used to measure the level of assessment skills of the
respondents. It has rating scales of unfamiliar (1), beginner
III. METHODOLOGIES
(2), average (3), advanced (4), and expert (5).

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Table 1: Skills Assessment in Using Technologies using the computer technology

Statements SD M DR I think about the computer as 0.70 2.88 Average
an instructional tool to help
I have no experience with 0.49 2.88 Average
me and I am no longer
computer technologies.
concerned about it as
I am able to perform basic 0.53 2.82 Average technology. I can use many
functions in a limited number different applications.
of computer applications. I
I can apply what I know about 0.56 2.94 Average
still require help on a regular
technology in the classroom. I
basis.
am able to use it as an
I have general competency in 0.51 2.41 Beginner instructional aid and have
a number of computer integrated my knowledge into
applications. the curriculum
I have acquired the ability to 0.51 2.41 Beginner
competently use a broad
spectrum of computer Table 1 shows the result of the skills assessment of
technologies elementary teachers in Bonbon Elementary School using
computer technologies and integrating new tools for a new
I am extremely proficient in 0.51 2.41 Beginner
normal mode of teaching. It was shown on the result that
using a wide variety of
the majority of the teachers have an average experience in
computer technologies
using and integrating the different technologies that will be
Word processing software 0.43 2.94 Average used for the new normal mode of teaching. Most of them
(e.g., Microsoft Office) have an average experience using computer technologies
Email software (e.g., 0.47 2.71 Average such as word processing software, email software,
Microsoft Outlook, Gmail) presentation software. They also have average skills in
using tv monitor/computer, projector, and other
Presentation software (e.g., 0.47 2.71 Average
multimedia software. Moreover, most of the teachers have
Microsoft PowerPoint)
beginner skills in general competency in utilizing
TV Monitor/computer 0.49 2.88 Average computer applications and using various computer
Projector/laptop 0.49 2.88 Average technologies.
Multimedia (audio/video) use 0.47 2.71 Average Table 2: Perception towards the Challenges in Using
Technologies
I am aware that technology 0.35 3.00 Average
exists, but do not use it Statement SD Mean DR
frequently – perhaps I'm even
avoiding it. I am anxious about Lack of computers in the 0.61 2.35 Major
the prospect of using computer classroom Obstacle
technology. Students do not all have equal 0.60 3.00 Major
I am currently trying to learn 0.43 2.94 Average access to computers at home Obstacle
the basics. I am beginning to The overall technology skills (e.g., 0.33 2.88 Major
understand the process of AV recording) of students in my Obstacle
using technology and can class vary so widely that it's too
think of specific tasks in difficult to manage technology
which it might be useful. I am integration
sometimes frustrated using
My students lack the necessary 0.51 2.47 Major
computers and I lack
English language skills to use Obstacle
confidence when using them.
computers efficiently
I am gaining a sense of self - 0.50 3.00 Average
Professional development prepares 0.39 2.18 Major
confidence in using the
me to use technology in the Obstacle
computer for specific tasks. I
classroom, but I do not have
am starting to feel comfortable
enough time to practice

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Alme B. Maravillas et al. Technology Needs Assessment for New Normal Education in Public Elementary School in Clarin

Insufficient or inadequate software 0.51 2.47 Major the network services efficiently (2.88), learning on
on classroom or laptop computers. Obstacle research resources on the internet (2.94), integrating
technologies (2.59), learning specific applications/software
Internet is too slow or drops 0.49 2.65 Major
(2.65), and learning to create multimedia (2.53). At the
connection Obstacle
same time, the statements on learning to integrate
technology for homework assignments (2.47) and learning
Table 2 shows the results of the teacher's perception of the
how to create videos of students for assessment/evaluation
challenges in using technologies. It was found out that the
(2.41) as slight influence on their professional
teachers have unanimously rated the lack of computers in
development.
the classroom as one of the major obstacles in the new
normal in teaching and learning education. Moreover,
most of the students do not have equal access to computers V. CONCLUSION
at home; they lack technology skills and English language Based on the finding, the following conclusions were
skills to use computers are also identified as major drawn:
obstacle. Most of the teachers rated that they didn't have
enough time to practice using different technologies as one 1. Most of the teachers has an average skill in using
of the major obstacles. Lastly, poor internet connection different software such as word processing, email
was also identified as major obstacle. software, presentation software, projector/laptop,
and multimedia software. Moreover, the teachers
Table 3: Professional Development
have beginner skills in terms of the overall
Statement SD Mean DR competency in integrating computer technologies.
2. Most of the challenges were considered as major
Managing my computer 0.83 3.06 Moderate
obstacles such as slow internet connection, lack
desktop (opening Influence
of computers, inadequate software, students don't
programs, printing, etc.)
have equal access of the internet, lack of English
Learning to utilize 0.70 2.88 Moderate skills for the students, and limited time to practice
network services Influence for the newly introduced technologies for the new
efficiently (email, saving normal education.
to the server, finding files, 3. Integrating and adapting the use of technologies
etc.) for instructional purposes for the new normal
Learning about research 0.56 2.94 Moderate education have a slight influence on the teacher's
sources on the internet Influence professional development.
Integrating technology 0.80 2.59 Moderate
into my classroom Influence VI. RECOMMENDATION
activities
To utilize the findings of the study, the researchers
Learning specific 0.70 2.65 Moderate recommended the following:
applications/software. Influence
1. Conduct intensive seminars and workshops
Learning to integrate 0.72 2.47 Slight related to integrating and using the different
technology for homework Influence technologies/software in teaching and learning for
assignments new normal education and encourage the teachers
Learning how to create 0.62 2.41 Slight to attend the said activities.
videos of students for Influence 2. The teachers may encourage to use the ICT
assessment/evaluation facilities provided by their schools or to purchase
Learning to create 0.72 2.53 Moderate ICT for their own benefit.
multimedia (e.g., video Influence 3. Acquisition of WIFI hotspot to solve the problem
editing and formatting) for of slow internet connection.
instructional use 4. Acquisition of additional computers/laptops and
projectors.
Table 3.0 shows the result of teachers' professional 5. For future studies, researchers may investigate the
development with the use of technologies. Most of the effects of integration of ICT for this new normal
respondents unanimously rated as moderately influence education.
such as managing the computer desktop (3.06), utilizing

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