Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Emerging Issues in Early Childhood Education (IJEIECE) International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
John Michael Sasan
PAU Excellencia Global Academy Foundation, Inc.
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory Osias Kit T. Kilag; Renan Ignacio; Evelyn B. Lumando; Geraldine U. Alvez; Cara Frances K. Abendan; Niña Michelle P. Quiñanola; John Michael Sasan
International Journal of Emerging Issues in Early Childhood Education Vol. 4 No. 2 (2022): November Volume
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (769.071 KB) | DOI: 10.31098/ijeiece.v4i2.1170

Abstract

Since the pandemic's impact on the world's educational systems, the use of digital platforms has increased significantly. The authors of this research offer useful teaching strategies that can be applied in the classroom and may be employed in the event of a future pandemic or a return to the more conventional learning and teaching environment. Considering the cognitive development articulated by Jean Piaget and with and uses ICT integration. The study was conducted by the authors using descriptive qualitative research and thematic analysis. The narrative and theme analysis that the authors undertook also enabled them to draw insightful inferences from the study's primary source. The findings show that ICT integration is very successful for both teachers and students when seen in the light of Jean Piaget's theory of cognitive development. Additionally, it was found that the teacher's continual ICT learning is one of the crucial components of an effective and successful teaching and learning process. The implementation of policies in the classroom and the strategic use of technology by students must be considered and explored in a future study.
School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study Francisca T Uy; John Michael Sasan; Osias Kit Kilag
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v5i1.1208

Abstract

This qualitative study aims to explore the administrative-supervisory leadership experiences and perspectives of fifteen (15) school principals in the Division of Toledo City, Cebu, DepEd Region VII, during the COVID-19 pandemic crisis. The research utilized a descriptive phenomenological approach, which involved face-to-face semi-structured interviews, observation notes, and documentation. Thematic analysis was employed to analyze the data in six steps, including familiarization, coding, creating themes, reviewing themes, defining and naming themes, and creating a report. The findings of the study revealed that principals faced various challenges during the pandemic crisis, including maintaining the continuity of learning, ensuring the safety of students and teachers, managing resources, and supporting the well-being of school personnel. Despite these challenges, the principals demonstrated strong leadership skills by adapting to the situation, collaborating with stakeholders, and implementing innovative strategies. The study's limitations include a small sample size and a specific geographic location, which limits the generalizability of the findings. This study contributes to the understanding of how school principals experience and navigate leadership during a crisis, particularly in the context of the COVID-19 pandemic. The practical implications of this study suggest that school leaders should prioritize collaboration and adaptability in crisis management, support the well-being of school personnel, and implement innovative strategies to address challenges. The study's novelty lies in its application of a phenomenological approach to explore the subjective experiences of school principals during the COVID-19 pandemic crisis.
Co-Authors Cara Frances K. Abendan Evelyn B. Lumando Francisca T Uy Geraldine U. Alvez Niña Michelle P. Quiñanola Osias Kit Kilag Osias Kit T. Kilag Renan Ignacio