Republic of the Philippines
Commission on Higher Education
CIT COLLEGES OF PANIQUI FOUNDATION, INC.
Paniqui, Tarlac
APPROVAL SHEET
This thesis of ANDREY T. CULALA, ANNIEROSE M. MARQUEZ, ACELIE
JONES P. PASCUAL, JENNIFER A. CORPUZ, GELYN D. VELASCO, DEXTER
GARCIA, ALLYSON J. GOROSPE, MARICEL DRAPEZA AND DANIEL CARIῆO
entitled “TECHNOLOGICAL CHALLENGES ENCOUNTERED BY BSED-ENGLISH
STUDENTS DURING ONLINE LEARNING AT CIT COLLEGES OF PANIQUI
FOUNDATION INC.” which is prepared and submitted in partial fulfillment of the
requirements for the course MAJOR 20: LANGUAGE EDUCATION RESEARCH is
hereby accepted.
JONATHAN M. GAMBOA, Ed. D.
Adviser/Instructor
THESIS COMMITTEE
NESTOR B. CASTRO, Ed. D.
Chairman
Date:
MARVIN Y. ARCE, MED Mathematics
Member
Date:
Member
Date:
Accepted and approved in partial fulfillment of the requirement for the course
MAJOR 20: LANGUAGE EDUCATION RESEARCH, Bachelor of Secondary EducationMajor in English.
NESTOR B. CASTRO, Ed. D.
College Dean
Date:
TECHNOLOGICAL CHALLENGES ENCOUNTERED BY BSED-ENGLISH
STUDENTS DURING ONLINE LEARNING AT CIT COLLEGES OF PANIQUI
FOUNDATION INC.
A Thesis Presented
to the Faculty of the
CIT Colleges of Paniqui Foundation, Inc.
Paniqui, Tarlac
In Partial Fulfillment
of the Requirements for the subject
Major 20: Language Education Research
ANDREY T. CULALA
ANNIEROSE M. MARQUEZ
ACELIE JONES P. PASCUAL
JENNIFER A. CORPUZ
GELYN D. VELASCO
DEXTER GARCIA
ALLYSON J. GOROSPE
MARICEL DRAPEZA
DANIEL CARIÑO
October 2021
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Background of the Study
Education becomes part of Filipino culture that always believed to be the wealth
that owns only an individual who is willing to have possession of it. Even if it takes years
to achieve the goals in life, education embeds the way to brighter future. Everyone is
therefore striving to learn knowledge, skills, and values. They take a step on to the peak.
What it has in the peak may not be easily attained. There are roadblocks and even detours
on the journey. Fortunately, these have already set to continue going, keep on striving
and stay dreaming.
Despite all these hard steps, stumbles along the stiff rocks, and sighs and tears of
worn-out, disappointment, failure, burnout and rejection; additionally, the sleepless nights
for the heap of paperwork, the tremulous scenes while performing, speaking, presenting,
and reporting; and the perplexing moments of what to do first that even the mind has
already overloaded; may come to joyful and beautiful endings. This may only be the
ending of one chapter being a student and thus ready to embark on a new beginning of
building professional growth and development, career, and other significant life changes.
According to Al-Shuaibi (2014), the importance of education can be comprehended
by having a good career, a good status in society, and self-confidence. Moreover,
education gives plenty of chances and opportunities to work at any related workplace.
However, the bridge between studying and success bears trials, challenges, and
hindrances to overcome. Everyone is trying, fighting and striving. Students, parents,
teachers and other school staffs have their own battles in life. How much more when it
comes to pursuing education. All throughout the world, education appears to be the power
for those who desires to change, create and recreate most of the things. It becomes the
arm and shield to protect oneself, a bow and arrow to shoot the bullseye of problems, and
a torch to lit one’s mind and heart as well as contributing light to others and nation.
The dive people have made to go along the huge waves of the emergence of
technology have brought the humankind to the widest horizon, unending knowledgeseeking, and less-difficult life. It has given people the luxury of opportunities while making
things easier and accessible with the power of one’s fingertips.
Technology took education to a whole new world, conspicuously to the
advancements and innovations it has carried out for the furtherance of how the learners
fill up their minds with knowledge and how educators could deliver and cultivate wisdom
the easiest and most convenient way possible.
Most regions of the globe have felt the ripples of educational systems migrating to
remote learning modalities as a precautionary measure against the rapid spread of
coronavirus disease 2019 (COVID-19). The disruptive effects of this phenomenon have
struck and were discernible amongst many demographics, sectors, and institutions. This
abrupt change is causing a lot of difficulties and struggles asserted by the students in the
context of developing countries.
This health crisis paints a bleak picture to the future of education and even more
so to the lives of the youths. A noteworthy purpose of education is to hone the best
citizens a country should have, in ways that it alleviates and equips students to prepare
them in paths they will step on towards shaping greater society. Amidst this pandemic,
the education system struggled, from school closures to face-to-face interactions
becoming occupational hazard, but it should not put the dreams and futures of the youth
on hold. However, the system of education was seen to strive rigidly seeking
modifications in order to continue the teaching-learning process and aims to set schools
back on track.
The transition from traditional face-to-face learning setting to distance learning
modalities is the silver-lining for the teachers, students and the education system as a
whole, yet it was amalgamated with the struggles, challenges and adjustments where
students and as well as teachers were coping with, especially from the beginning of the
implementation of remote learning. Formerly, students struggle from waking up early to
go to school, their transportation, pile of school works and activities and etc. while on the
other hand, teachers need to prepare learning materials, review lessons day-by-day and
bunch of paper checking and house chores to be done.
In addition, ever since the pandemic altered the educational system, crushing
some of the ambitions and dreams of many people, particularly youths, the use and
implementation of the various teaching alternatives has enabled the teaching-learning
process to continue, allowing the dwindling hopes of students to come back to life.
However, because of the rapid move from traditional face-to-face class to adopting
various alternatives, mainly online learning, teachers particularly students are confronted
with another hurdle that they must overcome in order to learn.
With the adoption and implementation of online learning as a fundamental way of
curriculum delivery nowadays, schools in some parts of the Philippines have shown a
fervent desire to maintain education where students could still enjoy learning despite the
limits imposed by the pandemic.
In the current times, the educational system has encountered a devastating health
crisis that have totally disrupted and damaged its foundation. Thus, different institutions
and governments across the world have responded into this crisis and have created crisis
aids to lessen the adverse destructive effects of the pandemic on the landscape of
education. This response includes, but is not limited to, curriculum revisions, provisions
for technological resources and infrastructure, shifts in the academic calendar, and
policies on instructional delivery and assessment. In accordance to these developments
compelled the schools and institutions to transfer to online learning until government
allows the face-to-face interaction.
Consequently, strict health and safety protocols are widely implemented all over
the Philippines. Everyone practices infection preventions. One of these is maintaining and
practicing of physical distancing. By maintaining 1.5-meter distance away from other
people make the virus at least lessen its spread. Hence, the use of modern technology
has been proliferated. There is the so-called distance learning modality wherein gadgets
such as smartphones, tablets, laptops, and Personal Computers become widely used to
continue education. Thus, the Department of Education has been implemented distance
learning especially to higher education to still cope with the changes brought by this
pandemic. The DepEd Order No. 12, series of 2020 states, “The BE-LCP streamlines the
K to 12 Curriculum into the Most Essential Learning Competencies (MELCs), to be
delivered in multiple learning modalities and platforms. The MELCs shall be used
nationwide by field implementers for SY 2020-2021 only. The streamlining of the K to 12
Curriculum into the MELCs is an emergency measure to allow instruction amid
challenging circumstances to focus on the most essential learning, and to ease the
requirements for adapting classroom-based learning resource for distance learning.”
Hence, synchronous and asynchronous were born out of the distance learning
modality. Messenger, emails, google meet, google classroom, zoom and other learning
platforms are being used to deliver the content of the subject matter and maintain the
teaching-learning process. Specifically, Open and Distance e-Learning or also known as
ODeL defines as forms of education provision that use contemporary technologies to
carry out synchronous and asynchronous communication for both teachers and students
who are physically separated from one another (Alfonso, 2012).
In many years, education evolves for the trends, interests, and needs of every
individual in the society. Undoubtedly, in the 21st Century, modern technology emerged
and has been updating for the necessity and desires. Most of the time, technology is
considered as means to make things easy and convenient. Notwithstanding, it may also
be a tremendous challenge especially to students. Baticulon et al. (2020) revealed that
among 3670 medical students, only 1505 students (41%) considered themselves
physically and mentally capable of engaging online barriers. They classified five barriers
namely: technological, individual, domestic, institutional, and community barriers.
Furthermore, the current circumstance is unique as it could show the possible issues
experienced in the online class setting due to certain health protocols and restrictions.
(Barrot, 2020; Cavanaugh et al., 2009; Kebritchi et al., 2017; Tallent-Runnels et al., 2006;
Wallace, 2003) sited that although the efficacy of online learning has long been
acknowledged by the education community evidence on the challenges in its
implementation continues to build up (Boelens et al., 2017 & Rasheed et al., 2020).
In light of the online learning modality of CIT Colleges of Paniqui Foundation Inc.
amidst COVID-19 pandemic, modern technology is continuously needed by parents,
teachers, other school staffs and most particularly students. Students who bear
everything to pursue education may still challenge to accept the new modality of learning
pertaining to participating in the Google Meet for the synchronous learning and Google
Classroom for asynchronous learning.
They may be forced or opted to continue studying with this new mode of learning
practiced by the school, it is evident that students are still coping with the challenges,
specifically technological challenges. Most students may have gadgets. They may have
their smartphones that suffice for their interests in continuing education. However, their
unending needs prove that smartphones may sometimes disclose them their lacking of
resources to access education. These smartphones may update them about the things
they ought to be updated but not everything. These may also come to its limitation. Unlike
those who have other gadgets that support their needs such as laptops could ease their
difficulties in accessing information. They may have all these but to participate to the
teaching and learning process with the internet connection becomes a necessity to make
the gadgets useful.
Furthermore, poor internet connection may also contribute to the hindrances that
needed to overcome. Oftentimes, poor or loss of internet connection could result passive
participation of students who most of the time being stressed over personal and other
matters besides their studies. It appears as additional stress to them thinking that they
have to overcome this. Additionally, not everyone knows how to navigate nor have
background knowledge about ICT. Unfortunately, students may not be able to determine
the problems with their devices and ended up neglecting it resulted to inaccessibility of
education. To respond to these challenges, the study aims to determine the most serious
challenge among the common challenges encountered by BSED-English students of CIT
Colleges of Paniqui Foundation Inc. which would be the basis in the formulation of coping
strategies and intervention program.
Review of Related Literature and Studies
As determined by Poushter (2016), the use of computers, mobile devices, and the
Internet is at its highest level to date and continuously increase as technology becomes
more accessible, especially for users in developing countries.
According to Jones (2017), the term technology clearly focuses on digital
computing tools, whether in the form of portable devices like smartphones and tablets or
hardwired PCs and video gaming systems. In addition, it also defines as computers,
software, computer peripherals and projectors, and the Internet, which are the most
commonly encountered digital technologies in schools.
However, the Global Sustainable Technology and Innovation Community (G-STIC)
(n.d.) stated that several months to contain the spread of the COVID-19 pandemic that
during this crisis, people have seen an incredible number of large-scale efforts to use
technology in support of remote learning. Consequently, this crisis has exposed
the challenges for technology in education, including many inequities starting at the lack
of access to computers and the internet.
Aside from this, according to Bozkurt and Sharma (2020), the rapid, unexpected
and ‘forced’ transition from face-to-face to remote teaching has brought numerous
challenges and constraints but also opportunities that can be examined.
In the study of Allen & Seaman (2017), explained that the World Wide Web has
widely available for the information access and distribution of educational content for the
world’s population and helped to move Distance Education (DE) to the digital era. Thus,
DE has become increasingly common in many universities worldwide.
Abruptly, schools and other learning spaces were forced to shift to full online
learning as the world continues the battle to control the vicious spread of the virus. Online
learning is defined as a
learning environment that uses the Internet and other
technological devices and tools for synchronous and asynchronous instructional delivery
and management of academic programs (Usher & Barak, 2020; Huang, 2019).
As believed by Islam (2015), E-learning has become a necessity in higher
education institutions all throughout the world. Furthermore, there is this technical
challenge that refers to the developmental issues such as the bugs, the speed, the errors,
functions and features that do not work according to what academics require.
Nevertheless, to respond to the needs of learners, especially of the 3.5 million
tertiary-level students enrolled in approximately 2,400 HEIs, certain HEIs in the country
have implemented proactive policies for the continuance of education despite the closure.
These policies include modified forms of online learning that aim to facilitate student
learning activities. Online learning might be in terms of synchronous which is in real-time
lectures and time-based outcomes assessments, or asynchronous which refers to the
delayed-time activities like pre-recorded video lectures and time-independent
assessments (Oztok et al., 2013).
As stated by Watts (2016), exemplified synchronous interaction that includes live
streaming video and/or audio. On the other hand, asynchronous instruction means
students still have access to course content through the Internet at any time they want or
need.
When combined, education and technology can build dynamic teaching and
learning experiences that are tailored to developing and transforming the educators and
learners needed to power the digital economy. For some reasons, there is still a big chunk
of people especially students who are not ready yet to embrace the technological change
in the field of education.
The study aimed to determine the factors affecting students’ e-learning technology
acceptance particularly on Learning Management Systems (LMS) in the Filipino context.
The constructs were determined according to the three-tier use model (3TUM) which was
characterized to explore users’ attitudes towards IT at three levels. Filipino students from
colleges that are considered promoters of e-learning integration were the target
population in this research. The collected data from 629 Filipino college students were
analyzed using structural equation modeling (SEM) technique based on AMOS methods.
Finally, a path model was created to examine the relationships between the factors
to explain students’ adoption of e-learning technology from the information systems
acceptance point of view. As a result, it provided practical and technical implications
applicable for local and global school environments that could help educational leaders,
educational technologists, educators and learners in their development, implementation,
and acceptance of e-learning technology like LMS (Garcia, 2017).
The survey research of Siddiquah & Salim (2017) entitled “The ICT facilities, skills,
usage, and the problems faced by the students of higher education,” reported that about
250 students were selected from three public universities of Lahore, Pakistan and through
descriptive statistics to analyze the data which eventually revealed that the students have
computers and internet facilities at home and universities. They are expert at simple skills
in MS Word, MS Power Point, Searching and Browsing at Internet, Social networking,
Email, File attachment, and Computer games.
However, they are less skilled or poor on other skills such as in using digital library,
discussion forums, and Blogs. Students spend more time on computers for recreational
and other purposes than for academic purpose. They believe that the use of ICT supports
their learning. Slow speed of computers, signal problem in Internet, virus threat, poor
working condition of computers, load shedding, and lack of access of Internet are the
problems faced by the majority of the students.
Barrot (2021) believed that it is vital to gain a nuanced understanding of students’
online learning experience in times of the COVID-19 pandemic. Although many studies
have investigated this area, there is only limited information available regarding the
challenges and the specific strategies that students employ to overcome them. Therefore,
the study attempted to fill in the void. Through the mixed-methods approach, the findings
revealed that the online learning challenges of college students varied in terms of type
and extent. Their greatest challenge was linked to their learning environment at home,
while technological literacy and competency was their least challenge. The findings
further revealed that the COVID-19 pandemic had the greatest impact on the quality of
the learning experience and students’ mental health. In regard to strategies employed by
students, the most frequently used were resource management and utilization, helpseeking, technical aptitude enhancement, time management, and learning environment
control.
In a case study by Cahapay (2021), aimed to describe the problems encountered
by the students in online assessment amid the coronavirus disease 2019 (COVID-19)
crisis, involved students in a higher education institution in General Santos City,
Mindanao, Philippines. Drawing from multiple data sources such as documents
observations, and interviews, the researcher initially presented the case description. The
results revealed six themes of problems encountered by the students in the online
assessment. These problems are enumerated as incompatibility of browser; anxiety over
tracking tools; unstable internet connection; electric power interruptions; distractions in
the environment; and unknown accessibility issues.
Conceptual Framework
The following paradigm showed the relationship of the variables included in this
study:
Technological
challenges met
1.
Internet
connectivity
2.
Device
problems
3.
ICT literacy
4.
Access on
gadgets
Coping strategies
Intervention programs to
address the technological
problems
Statement of the Problem
This study aimed to determine the technological challenges faced by BSED
English students as well as their coping strategies during online learning.
Specifically, this study sought to answer the following questions:
1. What are the technological challenges met by the BSED-English students in
terms of:
1.1 internet connectivity,
1.2 device problems,
1.3 ICT literacy, and
1.4 access on gadgets?
2. How do the college students cope with the technological problems that they
encounter?
3. What intervention program can be derived to address the technological
problems encountered by the students?
Chapter 2
METHODOLOGY
This chapter of the study presents the description of the research method, the
respondents, the sampling method and the data gathering instrument, procedures and
data analysis used and implemented in the conduct of the study.
Type of Research
The study applied a descriptive survey research design in order to attain its
objectives. In the definition of McCombes (2019), a descriptive research aims to
accurately and systematically describe a population, situation or phenomenon. It can
answer what, where, when and how questions, but not why questions. And this type of
research is appropriate as used because the study will describe the coping strategies of
the students as well as the intervention programs to address technological problems.
The survey research design as defined by Check & Schutt (2012) is a collection of
information from a sample of individuals through their responses to questions. This type
of research allows for a variety of methods to recruit participants, collect data, and utilize
various methods of instrumentation. And this study also used survey research design
because it is established to figure out the technological problems of the students during
online learning.
Respondents
A total of one hundred (100) BSED-English students participated in this study who
answered the questionnaires that is fielded to them, the students are actual enrollees in
CIT Colleges of Paniqui Foundation Inc. during the school year 2021-2022 where online
distance learning modalities are implemented. They belong to the four (4) year levels in
the college department, thus twenty-five (25) fourth year students, twenty-five (25) third
year students, twenty-five (25) second year students and twenty-five (25) first year
students.
Sampling Method
The study adopted the stratified random sampling method, this method is a
sampling method that divides the target population into homogeneous groups or strata.
And in this study, the population were divided based on the year levels in order to attain
the target objectives.
Instruments
The instrument used was a researcher-made questionnaire in order to gather the
data and responses of the respondents. The tool to be used to describe the technological
problems faced by the students and their coping strategies was based on the research of
Adnan, M., & Anwar, K. (2020). However, modifications were made to suit to the unique
characteristics of the respondents and make it more relevant to the study.
Data Gathering Procedure
The draft of the research was subjected to editing in both technical and content
aspects by the Thesis Adviser of the researchers for suggestions and comments. After
having the paper defended to the Thesis Committee and integrated its comments and
suggestions, the researchers immediately coordinated with the college dean in the actual
floating of the questionnaire.
The questionnaire was floated to the BSED-English students through an electronic
platform and from that students have responded to the online form, wherein they
answered the questionnaire during their spare time or vacant time in coordination with
their respective instructors. A full week was given to the learners to accomplish the tool.
The questionnaires were retrieved electronically through the online platform used in the
floating the questionnaire. After gathering the data, the data collected was tallied and the
statistical treatment to be used with the study was applied.
Data Analysis
To describe the responses of the BSED-English students to the questionnaire, the
data acquired in the study were statistically analyzed. Through the research instrument
students were assessed. And descriptive statistics was utilized such as frequency
distribution or count and percentages were considered.
REFERENCES
Adeliani, C. Harahap, A. Sofya, D. et al. The Access to and Use of ICT in Learning
English: A Case of University Students. Southeast Asia Language Teaching and Learning
Journal 4(2): 37-48 (2021). https://doi.org%2F10.35307%2Fsaltel.v4i2.79
Adnan M. & Anwar K. Online/Digital
DOI:10.13140/RG.2.2.16021.35044
Learning
Questionnaire
(2020).
Allen, I. E., & Seaman, J. Digital Learning Compass: Distance Education Enrollment
Report 2017.https://files.eric.ed.gov/fulltext/ED580868.pdf
Al-Shuaibi A. The Importance of Education, English Language Center
(2014).https://www.researchgate.net/publication/260075970_The_Importance_of_Educ
ation
Arinto P. Issues and Challenges in Open and Distance e-Learning: Perspectives from the
Philippines. International Review of Research in Open and Distributed Learning (2016).
v17 n2. https://files.eric.ed.gov/fulltext/EJ1093775.pdf
Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges during
the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol
26, 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x
Baticulon R., Alberto N., Baron M. et. al. Barriers to online learning in the time of COVID19: A national survey of medical students in the Philippines Medical Science Educator
(2020). doi: 10.1007/s40670-021-01231-z
Cahapay, Michael B., Problems Encountered by College Students in Online Assessment
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Information Technology for Education (2021). http://dx.doi.org/10.2139/ssrn.3791771
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(2020).https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1821184
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Appendix A
CIT COLLEGES
of PANIQUI FOUNDATION, Inc
Burgos St., Poblacion Norte Paniqui, Tarlac
December ___, 2021
NESTOR B. CASTRO Ed. D
College Dean
CIT Colleges of Paniqui Foundation inc.
Burgos St., Poblacion Norte, Paniqui, Tarlac
Sir:
Greetings of peace and goodwill!
The undersigned students are currently conducting a study entitled
“TECHNOLOGICAL
CHALLENGES
ENCOUNTERED
BY
BSED-ENGLISH
STUDENTS DURING ONLINE LEARNING AT CIT COLLEGES OF PANIQUI
FOUNDATION INC.” which is a partial fulfillment of the requirements for the course
MAJOR 20: LANGUAGE EDUCATION RESEARCH.
Anent to this, the undersigned students request your permission for the conduct of
the said research which involve 100 BSED-English students.
Rest assured that classes will not be disturbed and the highest standards of
research ethics will be religiously observed and that health protocols to address the risks
of the present pandemic will be stringently enforced.
Hoping for your positive gesture to this request.
Herewith is a copy of the research questions and data gathering tool for your
reference.
More power and thank you for supporting the culture of research in the academe!
Very respectfully yours,
ANDREY T. CULALA
ANNIEROSE M.
MARQUEZ
ACELIE JONES P.
PASCUAL
BSED 4
Student/Researcher
BSED 4
Student/Researcher
BSED 4
Student/Researcher
JENNIFER A. CORPUZ
GELYN D. VELASCO
DEXTER GARCIA
BSED 4
Student/Researcher
BSED 4
Student/Researcher
BSED 4
Student/Researcher
ALLYSON J. GOROSPE
MARICEL DRAPEZA
DANIEL CARIÑO
BSED 4
Student/Researcher
BSED 4
Student/Researcher
BSED 4
Student/Researcher
JONATHAN M. GAMBOA, Ed. D.
Instructor/Adviser
Approved:
BRENDA B. GANAY Ed. D.
ESHT III
Schedules/Details of Data Gathering
NESTOR B. CASTRO, Ed. D.
College Dean
Appendix B
TECHNOLOGICAL CHALLENGES ENCOUNTERED BY BSED-ENGLISH
STUDENTS DURING ONLINE LEARNING AT CIT COLLEGES OF PANIQUI
FOUNDATION INC.
Directions: Answer the questions as they relate to you.
Section I: Respondent’s Personal Information
Name (Optional): ____________________________________
Course: ________________
Year Level: _____________
Section II: Survey Questionnaire
1. What problems do you encounter when it comes to:
1.1 Internet connectivity
A. high internet or load cost
B. poor or unstable internet connection
C. Houses are on remote places
D. Slow data connection performance
E. Location does not have strong connection/signal
1.2 Devices/Gadgets
A. Phone or App Crashes
B. Poor Battery Life
C. Connectivity problem with WiFi or data
D. Lagging and buffering
E. Camera and mouthpiece defect
1.3 ICT Literacy
A. Slow internet speed or data connection
B. Limited accessibility of devices
C. Lack of experience in using applications
D. Lack of knowledge on ICT
E. Difficulty in navigation of applications or software
1.4 Accessing gadgets
A. Lack of resources to buy gadgets
B. Limited device availability for learning
C. Lack of device support or back-up
D. Lack of educational support
E. Equipment failure or defect
2. What coping strategies do you do when you encounter such technological
problems during online learning?
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Buy load or data packages even if it's costly
Install WiFi connection for a more stable internet connectivity
Connect to a nearest place with free WiFi connectivity
Move to a space with a strong signal reception
Replace/Buy a more updated and durable device
Borrow device/s to known people
Fix/Repair the defective devices features
Upgrade and update the system of the device
Seek assistance from teacher
Seek help from classmates, peers or friends
Watch ICT guides through videos
Study and practice ICT literacy through various platforms