Closing the gap and enhancing technology

By Annie C. Adornado

Teacher I

Small island communities, such as coastal barangays, are characterized by a variety of characteristics and difficulties that are experienced by its inhabitants. These neighborhoods are located on the outskirts of larger islands and continents. Within the context of a climate that is undergoing rapid change, coastal towns are confronted with issues as a result of increasing sea levels, as well as an increase in the frequency and severity of storms. It is possible that the challenges that people who live in coastal areas are experiencing arise not just from the effects of climate change but also from the shifting social, economic, and cultural linkages that exist in these areas. There are a lot of benefits that come along with living in coastal villages, such as the attractive vistas that are created when land and water meet, the unimpeded views of breathtaking sunrises and sunsets, the aesthetic enjoyment of ecosystem functions, and the calm lifestyle that is free from the noise and pollution that is associated with urban areas. However, formal education in these places confronts substantial problems, such as poor, if not altogether nonexistent, transportation alternatives, as well as difficulties created by rainy seasons and other natural calamities that imperil the lives, property, and education of the population. Among the issues that the education sector must overcome in order to motivate students to fully engage in learning are the difficulties that coastal settlements experience in terms of food provisions. It is obvious that educators in coastal villages keep a pleasant mood despite hard circumstances. This is an attitude that is laudable and should be emulated by other educators working in settings that are comparable to, if not identical to, the communities in which they work.

Additionally, the education of children is a difficult endeavor that requires sacrifices, effort, and enthusiasm in order to accomplish the goal of providing an education that is of high quality, relevant, and accessible to all individuals.

It is necessary to make a commitment to go above and above, demonstrate selflessness, and position oneself as a solution to eliminate ignorance and steer children toward a more promising future in order to embark on a career in education. When it comes to an organization that places a high value on dedication and commitment to genuine service, those who are unable to commit to providing genuine public service have no place in the organization. The ability to truly serve is of the utmost significance.

In spite of the fact that teaching in coastal village schools involves a great deal of challenges, it also provides a great deal of opportunities for fulfillmentAdditional incentives may be developed or suggested for the benefit of educators who are assigned to these locations; b) The Department of Education may also be able to motivate more stakeholders to endorse the educational system, particularly in remote areas that are frequently difficult for philanthropists and benevolent individuals or private partners to access; c) Awareness and advocacy campaigns, along with the dissemination of the journey of the educational system. It is necessary to establish educators, students, and the coastal community school in order to promote and shine light on the relevance of true service, particularly in distant places such as coastal communities. Furthermore, the teaching profession has to ensure that only persons who are sincerely committed to genuine public service are recruited. This is because the education of young people is a significant duty that ought to be entrusted entirely to those who are actually qualified. During the process of teacher recruitment, the evaluation of candidates may include additional criteria in addition to motivation, readiness to devote oneself to public service, a degree of sacrifice for the benefit of pupils, and other factors. Rapid advancements are being made all over the world in terms of scientific discoveries and technological breakthroughs at the moment. In order to address the myriad of challenges that are brought about by these fascinating occurrences, it is necessary to have a workforce that is fluent in digital technology and possesses the capabilities of the digital era.

In addition, it is asserted that schools are unable to adequately prepare their students to participate within society if the curriculum does not cover the tools and abilities that the students will really need in the real world. The emergence of computer applications as one of the most promising forms of educational aids has occurred relatively recently as a consequence of these changes. Both instructional resources and managerial instruments are currently being utilized for the purpose of utilizing these. Educational institutions are unable to improve the academic performance of their students or the overall quality of their programs if they do not appropriately include technology, such as computers and the internet, into the process of teaching and learning. Furthermore, it is asserted that students must proficiently utilize technology to thrive in an increasingly intricate and information-centric society to excel in future employment and to contribute effectively as citizens, to enhance their performance on standardized assessments, to foster innovative thinking to bolster students’ self-concept and motivation, and that technology can substantially influence student achievement. Despite this, there are a number of obstacles that prevent educators from successfully incorporating technology into the educational framework, particularly within the context of classroom instruction and the teaching-learning process. The challenges that educators face when attempting to incorporate technology into their classrooms are both complex and serious. The public’s expectation that educators inherently possess proficiency in instructional technology , the perception among teachers that technology integration is more time-intensive than conventional courses, and the absence of sufficient long-term training are some of the challenges that educators face. A few of these challenges include the inability of teachers to incorporate new technology into their pedagogical approach. The provision of staff development programs in computer education and integration that are thorough, accurate, and dependable for teachers is essential for the advancement of their professional careers and the continued incorporation of technology in the classroom. The instructors need to have a good attitude toward computers and a sense of self-efficacy in their use of computers in order for them to effectively utilize computer technology and act as exemplars for the students. Nevertheless, the likelihood of a teacher using the apparatus or teaching methods decreases when the teacher is uncomfortable with either of those things. The level of confidence that a teacher has in their ability to use computers is directly proportional to the amount of personal knowledge and experience that they have with technology in the classroom. It has been noted that as educators improve their understanding of the integration of technology, their concerns shift from a lower level of integration to a higher level of integration.