ANUAR C. ALIPONTO
Iqra Development Academy Inc.
Course: Teaching and Learning with Modern ICTs (2 May-3 Jun 2022)
Topic: Managing Technology for Inclusive Education
TMA1: Write an essay (1,000 words) (Assignment/TMA1) describing your own practice in
facilitating inclusive education in your own teaching practice. For instance, which practices and/or
tools are you using to make sure that all your students are included in the teaching-learning process.
If you are not a teacher, how will you advise a teacher so he/she can ensure inclusive education in
the classroom setting.
ESSAY (1,047 words): TECHNOLOGY INCLUSION IN MY TEACHING
Inclusive education involves complex tasks. Establishing an inclusive classroom that would
accommodate students with diverse abilities, weaknesses, and interests entails a very difficult
challenge. In my teaching experience, I have observed at least three difficulties in adopting
inclusiveness. Three common barriers are accessibility issues, the low quality of education
received by students, and a lack of strong commitment on the part of teachers to gain the interest,
technical skills, and knowledge necessary for the implementation of inclusive education.
Regarding accessibility, the majority of schools and students in the rural areas where I teach
do not have access to assistive technology tools that facilitate inclusive learning. Lack of
infrastructure, access to ICT tools, no or slow internet connectivity, and frequent power outages
are the greatest obstacles to developing inclusive classrooms. Additionally, the most, if not all,
students are economically deprived; therefore, access to ICTs such as computers, laptops, and/or
mobile phones at home is the most pressing concern.
Given the nature of the problem, I feel that catering the needs of these diverse learners is a
very daunting task, especially when resources available are very limited or absent; creativity and
passion for the love of learning need to be engaged. Nevertheless, I make use of some ICT tools
to address my learners’ lack of accessibility. For those who have the smartphones, I shared with
them audio and video lessons created by me with the help of free mobile apps that create audio
and video lessons, and text to speech apps for voice overs and audio recording. I also share my
files with my students through a Bluetooth or SHAREit apps. For students with no owned
smartphones, my classroom is equipped with a TV, laptop and audio-video players. In a general
classroom instruction, I make use of these multimedia and varied learning materials. Using a
widescreen television, I let all of them see the lesson contents saved or played from my laptop
and/or smartphone. Some of these texts, audio and video learning materials are also posted into
our school learning management system for the students to access anytime, anywhere especially
when students have the opportunity to access the Internet at home and at the school. With scant
resources available to us, at least these students can use the material supplied to them based on
their learning styles for increased engagement opportunities. Assessment of my students’ learning
progress are also done, mostly with the help of various computer applications, such as Excel and
other database application programs. With ICT tools for inclusivity, while most of the time they
are not readily available in classrooms, help address some inequal and inequitable access to high
quality education.
Meanwhile, majority of Filipino students fall below minimum proficiency levels. According
to a report citing the World Bank, the Philippines ranked lowest in reading and second-to-last in
science and mathematics among 79 countries that participated in the Program for International
Student Assessment. (ABS-CBN, 2021). This confirms the kind of students that I have been
handling. It is quite difficult for these students to comprehend the lectures because the majority
of them have inadequate reading abilities and vocabulary. I help these students by introducing
them text reading apps and talking dictionary. Also, my PowerPoint and video lectures and
presentations typically include voiceovers that read the materials, allowing students to follow and
improve their reading skills. I also ensure that the e-books and PDF files I share with them can be
viewed and read by text reader applications. I require them to use Google translate to translate
English materials into Tagalog text for their oral reports. I make them appreciate ICT tools and
encourage them to produce multimedia contents. By utilizing visual, physical, textual, and
technological supplementary learning materials for specific pupils, we are able to handle varied
levels of individual requirements and so provide inclusive education.
Teachers who lack a genuine commitment to meeting the needs of different learners are
easily deterred by the complexities of inclusive education. However, those who are sincerely
interested in making a difference in the lives of children and who possess the technical skills and
expertise necessary to implement inclusive education that uses ICT tools in teaching and learning
may find the endeavor less daunting and more rewarding. In my opinion, in order to ensure that
all of your students are included in the teaching-learning process, it is necessary for a teacher like
myself to learn about how ICT tools and other practices may be used for effective learning in order
to meet quality education for every learner. It is my practice to make myself advance
professionally by obtaining new knowledge through study and further training, such as this UPOU
MOOC. I investigate and employ ICT tools to help my students achieve curriculum objectives and
competencies. I became really interested in enrolling in and obtaining courses linked to ICT
application in teaching and learning after learning about UPOU's MOOCs. It is my sincere belief
that through providing teachers with skills and adequate knowledge that are timely and relevant to
the needs of our learners, we can enhance inclusivity in the educational sphere. I'm thankful for
the several UPOU MOOCs I've already received.
In summary, with inclusive education, students with different strengths, limitations, and
interests are accommodated. Though it is usually hindered by a lack of infrastructure, ICT
equipment, and internet connectivity, some readily available resources in most schools, teachers,
students, households, and communities, such as a TV, laptop, smartphone, and other audio-video
players, can be utilized; it requires only some patience and creativity to put them in use. My
experience with the use of these materials and resources, in my opinion, help solve many, if not
all, of my students’ educational concerns. Thanks to these ICT tools that help facilitate inclusive
education.
Indeed, the complexity of inclusive education might deter teachers’ decision to implement
some ICT tools for inclusivity in teaching. However, by providing teachers with the skills and
knowledge they require, by obtaining their commitment to make a difference in the lives of our
children, and by the cooperation and support of policy makers, administrators, teachers, parents,
communities, and other stakeholders, we can address the individual needs of our students, leaving
no child behind, and thus providing them with a brighter future for themselves and for society as
a whole.