Relationship of Teachers' Technology Skills and Selected Profile: Basis for Redesigning Training for Online Distance Learning Modality

The use of ICT as part of teacher’s instruction heightened because of the COVID-19 pandemic. This study analyzed the relationship of teacher’s selected profile such as educational attainment, field of specialization and years in service in association with skills in information processing, content creation, communication and problem-solving. The study utilized correlational research design and questionnaire as instrumentation. Simple random sampling was used to obtain the necessary number of samples from the population. Percentage and frequency distribution and chi-square test was used for analyzing the data collected. The data revealed in terms of content creation shows a significant relationship to educational attainment where it implies that the skills of making content using programs and software varies depending on the educational attainment a teacher achieved. Also, in terms of information processing, the data shows a significant relationship to years in service where it suggests that the skills in processing, collecting and analyzing information using online software and engine varies depending on the experience of the teacher. This study recommends introducing and utilize a variety of technology options in training teachers and consider new and innovative learning methods in training them.


INTRODUCTION
For the last few decades, technology as part of teaching became a trend as part of a fast-changing educational system. These technology or Information and Communication Technologies (ICTs) such as the internet, wireless networks, cell phones, computers, software, middleware, videoconferencing, social networking, and other media applications and services were become a requirement as part of teaching instruction. Even though teachers are adjusting with the trend to increase work productivity and job performance, the guarantee of on the success and positive outcome was still far from reality in some because of the barriers encountered on the use of technology (Ghavifekr, n.d.) In the study of Habibu et al. (2012), the major barriers which were identified to teachers from Uganda were lack of genuine software, inadequate computer in the classroom, low speed internet, lack of motivation from teacher and student side to use ICT, lack of proper training skills, unavailability of latest ICT equipment, lack of expert technical staff, poor administrative support, etc. The abovementioned existing problem in technology was heightened by the pandemic brought by . The school were forced to closed and implement distance learning modalities. During this period of school closures, teachers require training in the use of distance learning platforms (where one of which is online learning) to ensure teaching and learning can continue. Montoya (2020), Director of UNESCO Institute for Statistics state in her article that while 63 million primary and secondary school teachers who were affected by COVID-19-related school closures have managed to reach students with the skills and equipment available, many of them have not received basic teacher training. Montoya also assert that even though teachers are attending some training programs, most of it do not include the use of ICT in education especially topics for developing appropriate learning and teaching strategies. This pandemic marks the time for government-led initiatives for schools to test innovative methods to reach out to students, learn from other countries and incorporate effective approaches into the regular provision of education. Digital technologies need to be integrated with appropriate teacher's training to create effective student learning experiences. Suggested professional development of teachers focusing new pedagogies and tools for learning with the aim of enhancing the teachinglearning process is advised. It is important for teacher trainers and policy makers to understand the barriers and costeffectiveness of different approaches to ICT use in teacher training so that they can effectively provide meaningful training thus, this study was initiated in order to assess the technology skills of teachers as one of the barriers in order to recommend and redesign training for online distance modality.

RESEARCH QUESTIONS
This study aimed to determine teacher's technology skills which will be a basis for redesigning training for online distance learning modality. Specifically, it sought to answer the following questions: 1. What is the demographic profile of the respondents in terms of: Is there a significant relationship between the Technology skills of teachers based on the abovementioned profile? What plan of action may be recommended in redesigning teacher's training for online distance learning modality anchored to their technology skills?
Null Hypothesis There is no significant relationship between the technology skills of teachers based on the abovementioned profile. The null hypothesis was tested using the 0.05 level of significance.

MATERIALS AND METHOD
This study utilized the correlational method of research. It determines the technology skills of teacher using a standardized questionnaire which was adopted and was later administered.
The questionnaire was designed and tested by the European Union (Europass). It is consisting of two parts: the first part is consisting of items regarding the respondents' demographic profile and the second part includes items that determine the respondent's technology skills. It is divided into different facets which includes information processing, content creation, communication and problem-solving. The items assessed using the scales of 1 for "beginner; 2 for "Intermediate" and 3 for: "advanced". Few necessary amendments were made based on the evaluation of the experts in the field of technology education and results of Cronbach's alpha to assure that it is more suitable for the context and participants. The respondents of the study are the one hundred fifty-two (152) teachers from Manuel I. Santos Memorial National High School. They were randomly chosen from two hundred fifty (250) teachers. The number of samples to be obtained from the population was identified using the sample size calculator. Prior to the administration of the questionnaire, approval for the permission to conduct the study was requested to the school principal. The questionnaire was the administered via Google form. The data was then interpreted and analyzed using Statistical Package for Social Sciences (SPSS).
RESULTS AND DISCUSSION 1. Demographic Profile of the Respondents Table 1.1 presents the frequency and percentage distribution of the teacher-respondents according to their field of specialization. Out of one hundred fifty-two (152) respondents, fifteen 915) or 9.9% have specialization in Filipino subject; twenty-three (23) or 15.1% in English; twenty (20) or 13.2% in Mathematics; nineteen (19) 0r 12.5 in Science; eighteen (18) or 11.8 % in Araling Panlipunan; twelve (12) or 7.9 in Technology and Livelihood Education; twenty (20) or 13.2% in Music, Arts, Physical Education, and Health; and twenty five (25) or 16.4% in Values Education.  (29) or 19.1% have fifteen to twenty years in service; and twelve (12) or 7.9% have twenty to twenty-five years in service. None of the respondents have more than twenty-five years in service as a teacher.       Table 3.2. presents the relationship of the respondents' educational attainment to their technology skills. Based on the table, the skills in information processing (χ2 (2)= .226, p=.893), communication (χ2 (2)= 3.813, p=.149), and problem-solving (χ2 (2)= 3.118, p=.210) shows no significant relationship to the subject or field they are practicing as a teacher since the computed pvalues are greater than 0.05 alpha thus, the null hypothesis is accepted. The data reveals that the information processing, communication and problem-solving skills with the use of technology do not have a direct association with teacher's education. However, in terms of content creation (χ2 (2)= 9.334, p=.046), the data shows a significant relationship to educational attainment since the computed p-values is less than the 0.05 alpha, rejecting the null hypothesis. This implies that the skills of making content using programs and software varies depending on the educational attainment a teacher achieved. Table 3.3. presents the relationship of the respondents' years in service to their technology skills. Based on the table, the skills in content creation (χ2 (8)= 11.886, p=.156), communication (χ2 (8)= 9.861, p=.275), and problem-solving (χ2 (8)= 12.752, p=.121) shows no significant relationship to the subject or field they are practicing as a teacher since the computed p-values are greater than 0.05 alpha thus, the null hypothesis is accepted. The data reveals that the content, communication, and problem-solving skills with the use of technology do not have a direct association with teacher's years of experience as an educator.
However, in terms of information processing (χ2 (8) = 9.334, p=.046), the data shows a significant relationship to years in service since the computed p-values is less than the 0.05 alpha, rejecting the null hypothesis. This implies that the skills in processing, collecting and analyzing information using online software and engine varies depending on the experience of the teacher. In online learning, utilizing technology is crucial for success. Training should be planned accordingly to effectively deliver and achieved the objectives set by these trainings. As part of the planning, identify the different technology which are just essential in teaching and compatible to teachers' Technology skills most especially in information processing and content creation. Identify the availability of resources before introducing a certain technology to be used for teaching. It may include material resources and human resources which will be a great assistance in the training. 4.2. Consider new learning methods in training.
There are a wide variety of learning methods that can utilize in order to deliver the training efficiently and effectively to teachers as they are transitioning to online learning. Before selecting the means of delivery and strategy, it may be better to evaluate first the lesson plans and strategies so that it can be identified whether these resources are appropriate to the objectives targeted in training session for teachers. Aside from the material, take into consideration the demographics such as educational attainment and years in service, whether if these factors are appropriate to the learning methods to be introduced to teachers of different categories.

CONCLUSION
Based on the findings, the following conclusions were drawn: a. Skills in Information processing, content creation, communication and problem-solving do not have a significant relationship to the abovementioned profile except for content creation in educational attainment and information processing for years in service. b. Teacher's training should be redesign, aligned to their educational attainment and years in service as educator. The focus should be on exploring ways in introducing new technology and effective delivery anchored to the said variables.

RECOMMENDATIONS
Aside from the field of specialization, educational attainment, and years in service, consider different demographic profiles of teachers. Evaluate existing trainings and workshops for teachers practicing online distance learning. Consider respondents from schools in rural areas where technology is least utilized and integrated in instruction.