Abstract
The advent of technology in the 21st century transformed the educational landscape initiating a shift from traditional face-to-face teaching to online teaching. Moving the classroom experience to digital platform poses a challenge on the online teaching readiness of teachers, more so in special education where the teachers’ intensive guidance and specialized skills are matched to the specific needs of learners with special needs. Hence, this study aimed to determine the online teaching readiness of high school teachers in special education along course design, course communication, time management, and technical competence. With this, quantitative research design was employed and a questionnaire on faculty readiness to teach online was adapted and used. The results revealed that the level of online teaching readiness of high school teachers in special education is moderate in all the four areas of online teaching competencies. In this regard, emphasis on the employment of strategies to fully prepare high school teachers in special education for online teaching must be done. The findings served as a basis in the development of a seminar toolkit. It was also used as a basis in understanding their reading comprehension state that recommend help to lessen students’ reading comprehension difficulties. This study will help educators develop curriculum teaching strategies and techniques that can cater to the specific needs of online teaching for the 21st century learning.
Author Information
Jasmine Sibayan, Department of Education, Philippines
Joan Pucya, University of the Cordilleras, Philippines
Renaliza Juanbe, University of the Cordilleras, Philippines
Paper Information
Conference: ACEID2021
Stream: Teaching Experiences
This paper is part of the ACEID2021 Conference Proceedings (View)
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To cite this article:
Sibayan J., Pucya J., & Juanbe R. (2021) Online Teaching Readiness of High School Teachers in Special Education ISSN: 2189-101X – The Asian Conference on Education & International Development 2021 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2021.5
To link to this article: https://doi.org/10.22492/issn.2189-101X.2021.5
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