Bayanihan Amidst Pandemic Still Alive in DepED

Walter G. Diampoc

The unexpected shift in teaching during the coronavirus pandemic can be described as a massive and complicated problem, with several different factors to understand, and even seasoned teachers felt the need to learn what and how to teach. Teachers, their behaviors, and viewpoints are the primary issues during instructional transitions because educational change is dependent on what teachers do and say.

Similarly, students, their preparedness, and their perspectives should also be taken into consideration in order to investigate the improvements in teaching and learning as a result of the COVID-19 pandemic. To promote distance education and learning, teachers have to use a variety of applications and methods. No one application/tool is superior to others, and different tools, when used appropriately and with intent, will contribute to education provision.

The most popular tools were apps that allowed real-time videoconferencing, prerecorded workshops, communications and collaboration, exchanging materials, interactive learning platforms, learning management systems, and social networking websites, and live broadcasting functions. During the COVID-19 pandemic, subject teachers used specialized techniques to educate their learners. Enabled users, for example, appreciated the opportunities that assisted in the creation of free virtual science simulations. When selecting an appropriate platform, cybersecurity should be considered. Another dilemma that can arise through distance learning is the pedagogy of using different software technologies since, in the past, the focus was on the technological dimensions of tools rather than the pedagogical level. As a result, teachers lacked the requisite pedagogical techniques for distance learning. Furthermore, due to a shortage of resources to help safe remote testing, teachers were unaware of how to perform diagnostic assessments in distance learning. In response to this, hundreds of online webinars have been held to help teachers develop their skills in distance education.

The various local and external partners, such as educators, parents, and school officials, should work together now and in the future to accomplish the DepEd Learning Continuity Plan.

***** The author is Teacher III at Furao Elementary School, Isabela, Region II