The teaching-learning experience between teachers and students has taken into a big leap across the years through the breakthrough of web evolution. Gone were the days when classroom instruction is traditional and monotonous—dependent on the teacher; student; and printed materials, such as, books, magazines, and articles. In the educational setting, students are given opportunities to be active and engaged with their learning, and exposed to authentic content of study through web-based resources. It is important to note that the use of the web-based instruction worldwide has brought a whole new perspective in the teaching pedagogy of all fields of education and has aided the learning process of the students significantly (Lim, Zhao, Tondeur, Chai, & Tsai, 2013; & Flanagan, 2008). Therefore, it is safe to say that in today’s digital age, web-based instruction is at the vanguard of education.
It is without doubt that this kind of technology in teaching—web-based instruction—amidst its negative effects and complexities has helped the educational system around the world (Costley, 2014; Dunmre, 2010; Prensky, 2001; Sharp, 2015; & Young, 2008), specifically, the Philippines. As teachers and learners navigate the education path of the 21st century, web-based instruction has become predominant because of the “advancement, improvement, and progress it provides in the learning process of the students (Dunmre, 2010, p. 2). More so, web-based instruction in the Philippines provides meaningful learning experiences, hands-on learning opportunities in all academic subjects, and collaboration between students (Laping, 2016). Teachers in this respect need to look beyond the use of traditional teaching to transform instruction into an elevating learning experience to the students. Thus, as Sharp (2015) stated, merging the “knowledge of pedagogy, subject matter, and technology creates an enriching learning environment” (p. 75). It has been a great challenge by teachers over the years how to cater the different learning styles of the students and to be the main knowledge provider (Labbas & El Shaban, 2013; & Lim et al., 2008). With web-based instruction, teachers become facilitators instead of being the lecturers. In support with the above statement, it has been proven in Bonifacio’s (2013) study in the Philippines that web-based instruction promotes active, collaborative, integrative, evaluative, creative, and project-based learning. Thus, create a life-long learner in each of the students rather than passive receivers of information.
Furthermore, several studies shows that if teachers are open to change and the evolution of the web, greater and positive results in the learning process of the students will take place (Bonifacio, 2013; Costley, 2014; Dunmre, 2010; Labbas & El Shaban, 2013; & Prensky, 2001). In addition, web evolution opens a wide array of learning materials and teaching resources that make the classroom environment more worthwhile, operative, and effective. More so, it helps the teachers to have a more student-centered learning method. With this method, students are given the opportunity “to use the technology as a tool that enables them to collect, analyze, and create major projects” (Young, 2008, p. 43). The students are given the quality to explore the concepts on their own while teachers only serve as guidepost to keep the students in the right track of learning. In web evolution integrated in education, it is not so much of the quantity of information given and received from the teacher but the quality of output students produce and vast knowledge acquired as they become navigators of learning.
Looking into the Christian perspective, teachers can use the web to teach students how to share Jesus to the world. It is not more of how to navigate into the complexities and wonders of the web alone but of how students learn the value of using it to spread the Gospel of Salvation.
Bonifacio, A. (2013). Developing information communication technology (ICT) curriculum standards for K-12 schools in the Philippines. Retrieved from http://www.linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf
Costley, K. (2014). The positive effects of technology on teaching and student learning. Retrieved from http://files.eric.ed.gov/fulltext/ED554557.pdf
Dunmre, R. (2010). The use of instructional technology in the classroom,: Selection and effectiveness. Retrieved from http://www.usma.edu/cfe/literature/dunmire_10.pdf
Flanagan, J. (2008). Technology: The positive and negative effects on student achievement. Retrieved from http://www.digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1259.pdf
Labbas, R., & El Shaban, A. (2013). Teacher development in the Digital Age. Teaching English with Technology, (3), 53-64.
Laping, G. (2016). Why teachers have to use technology. Retrieved from http://newsinfo.inquirer.net/776644/why-teachers-have-to-use-technology
Lim, C.-P., Zhao, Y., Tondeur, J., Chai, C.-S., & Tsai, C.-C. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Educational Technology & Society, 16 (2), 59–68.
Sharp, L. (2015). Literacy in the digital age. Retrieved from http://www.files.eric.ed.gov/fulltext/EJ1034912.pdf
Prensky, M. (2001). Digital natives, digital immigrants. MCB University Press, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20 Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Young, R. (2008). Using technology tools in the public school classroom (Master’s Thesis). Retrieved from http://www2.uwstout.edu/content/lib/thesis/2008/2008youngr.pdf