000			03490nam a22002777a 4500
003			OSt
005			20231206160711.0
008			231205b |||||||| |||| 00| 0 eng d
040			_aTUPM _beng _c- _erda
050			_aDIS T 49.5 _bC65 2019
100			_aCollera, Cherry Arranz
245			_aStrategic learning management system (LMS) technology management framework for secondary schools/ _cCherry Arranz Collera
264			_aManila _bTUP _c2019
300			_a241 p.: _bcolor illustration _c28 cm. _e+ 1 CD-ROM (4 ¾inches)
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aDissertation
502			_aCollege of Industrial Education _bDoctor of Philosophy in Technology Management (PhD.TM) _cTechnological University of the Philippines _d2019
520	3		_aLearning Management System (LMS) is a software package that helps the teachers in managing learning content and resources. At present, secondary schools are utilizing the open-source types of LMS. Trainings about LMS tools were given to teachers, principals and ICT coordinators. The study had developed a technology management framework that identifies the clements in terms of operational, technical, socio-economic and risk factors which will serve as a guide for the secondary schools specifically in managing the needed resources in the implementation of LMS. Similarly, the most pressing issues and challenges were addressed in the framework. In this study, descriptive type of research was utilized. Both qualitative and quantitative approaches were used to gather information and to clicit opinions on the use of LMS tools among the stakeholders of secondary schools, DepEd personnel and IT practitioners. The accessible population was 181 which includes principals/district supervisors, teachers and IT/LMS personnel from the selected public secondary schools of Bataan. This paper presents a statistically valid Friedman test for determining the issues and challenges. The findings of the study showed that operationally, most secondary schools have high level of awareness on the use of LMS. Presently, the status of LMS is currently under development, since good practices and guidelines are already established (mean = 2.64). In terms of technical factors, the current state of learning LMS is less the adequate, concerning access to relevant, accurate and timely data (mean =2.22), LMS capabilities (mean = 2.64) and ability to use data and LMS (mean = 2.69). As to socio-economic factors, the level of investment in LMS was found to be major investment (44.4%), not all stakeholders can access the LMS due to limited resources. In terms of risk factors, there is a major concern in terms of consent to access data (mean = 3.33) since data is being managed in different online facilities. Based on the calculated Asymp. Sig. valuc which is less than 0.05, the findings revealed that there are significant differences in the respective component of LMS issues and challenges. It was found out that server maintenance is a very challenging task duc to storage space constraints available for uploading files in LMS. Moreover, most students do not have internet connection at home, thus copying or cheating openly happens as a result of shared access to LMS. Author's abstract.
650			_aStrategic learning
650			_aTechnology _xManagement
650			_aScience _xStudy and teaching (Secondary)
653			_aStrategic learning management system
942			_2lcc _cDIS _n0
999			_c28353 _d28353