ABSTRACT
The COVID-19 pandemic prompted a global shift to distance learning, significantly impacting educational systems. This study explores the challenges faced by Physical Education (PE) instructors at Bicol College during this transition, focusing on their experiences with educational technology. The objectives include analyzing the instructors' adaptation to distance learning and identifying common challenges related to technology use, resources, and system support. Using a phenomenological approach, data was collected through interviews and observations from six PE instructors. The findings reveal several key challenges: connectivity constraints, inadequate technological infrastructure, and system compatibility issues. Additionally, the sudden shift exposed the instructors' lack of training and preparation, leading to reduced teaching effectiveness and student engagement. The study underscores the uneven adaptation across diverse contexts, with remote areas facing greater difficulties. To address these issues, the study proposes an intervention plan focusing on enhancing instructor training, providing necessary technological resources, and supporting online connectivity. The conclusion highlights the need for institutional investment in training and infrastructure to better equip instructors for distance learning. By addressing these challenges, educational institutions can improve the effectiveness of distance learning and leverage educational technology to enhance learning outcomes.
Keywords: Lived Experiences, Distance Learning, Physical Education, Educational Technology
INTRODUCTION
The COVID-19 pandemic led to widespread school closures globally, affecting over 1.2 billion children, according to UNICEF. This disruption forced a rapid shift to e-learning, with education systems adopting online platforms and digital tools. The World Economic Forum (2020) noted that online learning can enhance material retention and save time, suggesting that these changes may have lasting impacts on education. As a result, the demand for educational technology (EdTech) has surged, with significant investments and increased usage of online learning platforms, such as BYJU's in India and Tencent Classroom in China (Dubey & Pandey, 2020).
Despite the challenges, many educational institutions and platforms have adapted by offering free access to their services and expanding their technological infrastructure (Nurdyansyah, 2017). However, the sudden shift to online learning raises questions about the long-term sustainability of these changes and their effects on global education. The pandemic has particularly impacted higher education, where institutions must quickly develop resilient learning systems involving all stakeholders, including administrators, faculty, students, parents, and external partners (Illanes et al., 2020; Smalley, 2020).
In the Philippines, the pandemic's disruption necessitates a resilient educational system that can maintain the continuity of teaching and learning. The study focuses on the challenges faced by Physical Education professors at Bicol College in adapting to educational technology. It highlights the difficulties experienced by older faculty members, who struggle with new teaching methods and the impact this has on student learning. The research aims to inform school administration about these challenges and their effects on the educational process (Franki et al., 2020; Henderson, 2012; Howard, 2017).
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