Teacher’s Competencies in Integrating TPACK Model into a Hyflex Teaching and Learning of Learners with Special Educational Needs

Abstract

This study evaluated the level of competency of SpEd teachers and receiving teachers in integrating TPACK Model for the HyFlex teaching and learning of Learners with Special Educational Needs (LSENs) in Bantayan Central Elementary School - SpEd Center, Don Vicente Rama Memorial Elementary School - SpEd Center, and Mandaue City Central Special Education School for the school year 2022-2023 as the basis for action plans. A quantitative method was utilized in evaluating the study. A descriptive method employed with the use of an adapted instrument to gather data from 38 teacher respondents. Gathered data were analyzed using frequency, weighted mean, and Chi-square. Findings revealed that about 36.84% of the respondents are aged 30 to 39. Most teachers are handling 1 to 10 LSENs in a class. These teachers have attended 61 or more hours of training, seminars, and workshops. Teachers’ competencies in content knowledge and pedagogical knowledge got the highest mean of 3.29 (Highly Competent). The competency in technological knowledge got the lowest mean of 3.16 (Competent). The challenges encountered by the teachers are as follows; lack of network connectivity, heavy workload follows this from home, and school activity, and the indicator lack of technical materials and equipment. Therefore, teachers are competent in integrating TPACK for Hyflex mode of teaching. Hence, it is strongly recommended that the output of the study with its scheme of implementation and the action plans shall be developed by all concerned parties.

Introduction

I. THE PROBLEM AND ITS SCOPE INTRODUCTION

A. Rationale of the Study

The World Health Organization declared COVID-19 as a global pandemic. Due to this health crisis it changed the system of education related to curriculum, educator functions, learners’ positions and assessments. COVID-19 has also changed the way of educating future generations and even led to redefining the role of educators. There are lots of educational methods, strategies, and approaches that were used during the pandemic to address the educational gap. One of these is the Technology Pedagogy Content Knowledge (TPACK) Model. This model is the integration of technology, pedagogy and content knowledge of the teachers. In Special Education (SpEd) program, combining the modern assistive technologies to the existing ways to facilitate learning using the modified essential content of the curriculum, gives a huge impact to address the needs of Learners with Special Educational Needs (LSENs). The TPACK Model also supports Inclusive Education in SpEd program because it helps the learners to be more functional enough in their different development domains by giving them a better learning experience. Using the TPACK Model in teaching and learning context it enhances the competency of SpEd teachers and Receiving teachers to provide a meaningful learning experience to Learners with Special Educational Needs (LSENs) during this pandemic. The shift from traditional teaching methods to remote learning is a complex consideration. The Department of Education (DepEd) establish some laws stating standard guidelines that they are ready to switch into modern ways of teaching using the technology as the application to pedagogy and content. These laws help to improve the teachers ‘competency in creating learning resources, manipulating materials and equipment, following educational policies and guidelines, and management plans. Due to the current happenings learners with Intellectual Disability (ID), Hearing Impairment (HI), Visual Impairment (VI), Autism Spectrum Disorder (ASD), and Specific Learning Disability (SLD) including Gifted and Talented is having a difficulty in adapting in a modern way of learning.  Teachers are also struggling on how they can concretely deliver the lesson from afar knowing that this is the first time they do distance learning approach in teaching and also their technological competency and resources is a big consideration in implementing different modalities of learning applicable to current situation.

Blended Learning Mode (BLM) of teaching is implemented to address the educational gap during this pandemic. This kind of teaching mode uses more than one delivery method to enhance the achievement of the learning outcomes. Educational experts suggested that blended or hybrid teaching would seem to be a perfect solution. In blended teaching applied in the SpEd program, there are three important aspects to consider: the modification of curriculum, teaching pedagogy, and technological knowledge of teachers. Implementing this kind of teaching mode, teachers should also consider the individual differences of Learners with Special Educational Needs (LSENs) for them to be more comfortable and productive despite learning remotely.

Individual differences and Learner-Centered approach can be cultivated using flexible teaching strategies. In the SpEd program, teachers can use the Hybrid Flexible (HyFlex) teaching and learning mode for Learners with Special Educational Needs (LSENs). This teaching mode can provide instructional structure, content, and activities to fulfill their needs in different class set-up.

Moreover, it also gives the them the freedom and control of their own learning while achieving the same intended learning outcomes. In HyFlex teaching and learning mode, teachers provide different learning activities with individualized instructions and authentic assessment that is aligned with the developmental capability of the Learners with Special Educational Needs (LSENs). The element of time, level of difficulty, and instructional design is important to address the needs of the learners. Collaborative learning environment must be practiced to address the socio-emotional needs of the learners to have a flexible learning environment.

Due to the modernization of teaching and learning, teachers are having a struggle on how to properly facilitate learning remotely with the use of technology in executing the different modalities of learning to address the different needs of learners. Because of this situation, the researchers would like to know the competency level of SpEd teachers and Receiving teachers in this paradigm shift to smoothly embrace the modern era of education. In the place where the research was conducted, they practiced Blended or HyFlex teaching and learning but there is no exact determination on how they integrate TPACK Model in teaching and learning for Learners with Special Educational Needs (LSENs). The researchers wanted to look for constructive ideas and solutions on how to integrate TPACK Model in HyFlex teaching and learning to effectively support the developmental progress of these learners in their different domains. This study helped to explore the underlying factors on the competency of SpEd teachers and Receiving teacher in integrating TPACK Model for the HyFlex teaching and learning of Learners with Special Educational Needs (LSENs). This study helped teachers to create an action plan in adapting to the modern way of teaching using technology as the application to the pedagogy, content and knowledge of the teachers.

B. Theoretical Background
This research is to evaluate the level of competency of SpEd Teachers and Receiving Teachers in integrating TPACK Model into HyFlex teaching and learning of Learners with Special Needs (LSENs). This research is anchored to the theory of Sociocultural Theory of Learning, Competence Theory, and Transformative Learning Theory. This is research is anchored by Philippine Constitutional Laws namely the RA 7277 Magna Carta for Persons with Disability the Republic Act 11650 and Republic Act No. 9155 and supported by DepEd Order Number 044, s. 2021, DepEd Order No. 012, s. 2020, and DepEd Order No. 018, s. 2020.

C. Sociocultural Theory of Learning

The first theory for this study will explain how to enhance teacher’s competency by interacting to the different sociocultural perspective for a better used of technology as the application to teacher’s pedagogy and content knowledge in teaching and learning process. According to Vygotsky’s core principle of development, understood as the ability to intentionally organize and control one’s own mental functioning (including, memory, attention, perception, rational thinking) through culturally constructed symbolic mediation (Yaroshevsky,1989).

This learning theory explains that in order for an individual to be fully aware and knowledgeable about the happenings in their immediate environment they need to rationally comprehend the different viewpoints and perspectives of each individual, interaction in collaborative writing (Li and Zhu, 2017), collaborative interaction (Peterson, 2009), collaborative dialogue (Zeng and Takatsuka, 2009), and negotiating and constructing meaning (Tan et al., 2010) with those individuals that has the same experience or those who already experienced and solve the problem can be a point of reference to create a new idea or concept. In other words, development is a socially regulated process in which social relationships are appropriated and internalized.

In the framework of socio-cultural learning theory, the Zone of Proximal Development (ZPD) stated that if the individual is acquiring new knowledge the guidance during the entire level is the most essential for mastery. Interacting with the expectation of one certain field the individual is guided on how to properly attain the desired outcome. ZPD is applicable only during the early stage and development if the desired skills are acquired and being mastered the individual display a capacity and capability to stand alone to perform the task and to use the concept to create own idea and perspective about a certain concept by that Zone of Actual Development (ZAD) is being   reach.

The presence of the More Knowledgeable Others (MKO) is essential because they can input additional ideas to enhance your own understanding of a certain concept. The difference between a person's actual developmental level as determined by their ability to solve problems on their own and their potential level as determined by their ability to solve problems when obtaining adult assistance or working with more advanced peers (Vygotsky, 1978).

According to (Whitworth and Chiu, 2015), suggest that teaching experience is a critical factor of professional development and teacher change. Applying this theory to the SpEd set up, the teachers need to see and learn the ideas of others, practice the idea and ask for guidance. Once the concept is mastered and acquired, that's the time that teachers will create their own learning perspective on how they can enhance the way they teach, which is the pedagogy, to modify the content and to use the modern tool and equipment as a support to address different concerns in its immediate environment.

According to (Sharp, 2014), there is growing awareness that teachers must enter the classroom prepared to use digital tools in ways that transform teaching and learning. Technology promotes its benefits to connect, interact, value, engage, communicate, and make meanings in a wide range of technology channels in authentic situations from diverse cultural backgrounds (Arifani, 2020; Arifani et al., 2021; Hafner et al., 2015). Technology also plays a vital role when it comes to teacher’s development holistically. Engaging to a new trend of technology that can be allied to teaching and learning context is one aspect that the teachers should look into.

Learning to apply the technology to pedagogy and content needs some comprehensive training and hands-on experience to have concrete knowledge about how to apply it in teaching and learning context.

There is a teaching model that can be used in different settings. The TPACK highlights the areas of overlap between content, pedagogy, and technology (Harris et al., 2009; Koehler and Mishra, 2009; Mishra and Koehler, 2009) and asserts that effective teaching with technology happens only in these areas of overlap that are optimally integrated. In Learning the TPACK Model, the conceptualization of learning progressions as complex, strategic, non-linear processes that develop over time through protracted engagement with a set of ideas (Shavelson, 2009).

Applying this TPACK Model to sociocultural learning theory. SpEd teachers and Receiving teachers need to gain concrete technical ideas on how to use the modern technology and to experience how to manipulate and navigate it. Integrating their technical knowledge, teachers will be able to modify the content that can address the needs of Learners with Special Needs (LSENs) and can design a learning instruction using the technology. To enhance design, they can get suggestions from the experts and SpEd team or do some simulation to properly execute the methods and strategies being used. When teachers draw on this knowledge, practices, and so on in their teaching, they form a crucial element of the learning context for the students, accompanied with the learning materials, physical environment, fellow-students, and so forth (Krolak-Schwerdt et al., 2014). The SpEd teachers and receiving teacher’s competency transformation is not direct from external (interpsychological) to internal (intrapsychological), but needs to have consistent interaction and enhancement of common happenings, practicing concrete activities and immediate social interactions and this may lead to teacher’s capability to builds own perspective and idea in dealing a certain problem. Teacher learning is an active meaning-making process in which they construct their cognition, knowledge and identity in practice (Golombek, 2017; Li, 2017).

It is an interactive process, where knowledge and understanding develop through collaboration with others (Li, 2017). Furthermore, development is anything but smooth and sequential; instead it proceeds in fits and starts and is better characterized as a revolutionary process (Vygotsky, 1978).

In Sociocultural Perspective, the SpEd teachers tend to reframe the way they describe and interpret their own experience. These new understandings enable them to reorganize their own first-hand experience and it creates a new lens through which they interpret their understandings of themselves and the way they facilitate learning. Teachers populate ‘expert’ knowledge with their own intentions, in their own voices, and create instruction that is meaningful for their own objectives (Ball, 2000).

Competency Learning. The second theory that supports this study explains the capability and capacity of teachers to execute any particular competency. A teacher-trainee must possess certain knowledge, abilities, and values in order to successfully complete a program of teacher education. These requirements are known as competencies. (Houstan, 1987).

For a teacher to execute a dynamic way of teaching and to provide a meaningful learning experience a teacher should be developed holistically in different aspects.

Encouraging and developing the full potential of a teacher and becoming more competitive in any area of learning. Execution of highly competent teachers constructs their learning, aid and guide others, and takes an active role in the practical application of knowledge.

The point of view of this theory is for a teacher to be a highly competent individual they should holistically develop their knowledge in teaching, skills in teaching, intrapersonal, and interpersonal domains in interacting with their environment. For a teacher to attain a high level of competence in the field of education they should be provided skills and knowledge that will help them work collaboratively and sensitively in a team.

A highly competent teacher is a they can really address the need of the society by becoming a decision-makers, plan and manage their time effectively, listen to one another, choose the right communication strategy at the right time (Nessipbayeva, 2012), construct a solution and execute and apply the best solution for a particular problem. Innovative teacher is one skill that all individuals must possess to cope in an ever-changing world.

Transformative Learning Theory (TLT). The last theory that will support this study explains the transformation of teachers as highly competent individuals to address the needs of the society. Transformative learning theory serves as a comprehensive way to understand the process whereby adult learners critically examine their beliefs, assumptions, and values in light of acquiring new knowledge and correspondingly shift their worldviews to incorporate new ideas, values and expectations (Cranton, 1994; Mezirow, 2000).

Mezirow (1996) provides an alternative perspective on the transformative learning theory and contends that during the learning process, people's perceptions and the feelings, thoughts, attitudes, and knowledge that go along with them change into new ways.

Transformative learning refers to transforming a problematic frame of reference to make it more dependable in our adult life by generating opinions and interpretations that are more justified. We become critically reflective of those beliefs that become problematic. Frames of reference may be highly individualistic or shared as a paradigm. Transformative

learning is a way of problem solving through defining a problem or by redefining or reframing the problem.

SpEd teachers should be fully equipped to address the educational needs of those Learners with Special Needs (LSENs) during the pandemic. When it comes to executing a dynamic way of teaching, a SpEd teacher should have the initiative to innovate teaching ways that are more effective and suitable to the current situation. They should be able to experience the problems, reflect from the problem, think and innovate solutions, execute and apply the solution to address the educational gap due to the pandemic and to make a transformation in teaching in a flexible approach.

As SpEd teachers gain new knowledge and skill for an effective teaching and learning process, they attempt to integrate it into their prior beliefs and assumptions. Philippine teachers are not accustomed (Talidong, 2020; Toquero, 2020) to the new way of teaching. When it comes to the new modalities of learning as the new trend to address the educational gap due to the pandemic, the SpEd teachers has ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity (Zhang et al., 2020).

In the Philippines, SpEd teachers stretch a hands-on approach in teaching their Learners with Special Needs (LSENs). However, this is even more challenging as they need to have an individualized approach through distance learning while considering the different needs of their learners. Teachers underscored the difficulties in accomplishing some learning points and in measuring the responses of the learners (Todd, 2020). Duraku and Hoxha (2020) justified that these are partly related to teachers’ competency in implementing online learning and their skills in using technology.

As the SpEd teachers are facing the problems when it comes to teaching in a flexible manner both online and offline class for Learners with Special Needs (LSENs), their beliefs are a big concern and problem that needs to be addressed. As these beliefs, assumptions and perceptions are critically examined and revised, transformational learning may occur. As stated by Mezirow, this process often includes redefining the problem. By its fundamental scope, one can see that transformational learning has the potential to deeply impact the lives and understanding of Sped teachers. In this research, SpEd teachers involved in professional development are recognized as experiencing transformational learning as they evaluate their competency and beliefs when it comes to teaching and learning context for SpEd program to address the educational gap due to pandemic. Therefore, the theory is used to examine and understand the changes they experience.

Adults’ perspective transformations are frequently found to be prompted by disorienting dilemmas and proceed through multiple stages of progression (Mezirow et al., 1990). Amidst of his health crises the stakeholders of education, specifically the SpEd team are expecting that SpEd teachers should be technologically literate and effectively integrate it to pedagogy, content and assessment procedures. These forces create an intense demand for SpEd educators to cope with constant changes in teaching ways and may result in SpEd teachers experiencing a ‘‘disorienting dilemma’’ or ‘‘trigger event’’ that urges them to be more holistic educators as the changes occur in the field of education.

According to a study-based report, teachers in the new normal would have to employ new practices and forms of management both professionally and emotionally to adapt to the virus outbreak changes fully. The report provided a structured timeline for response management, such as guidance, utilizing technology, and forming digital recreational activities (Wyman, 2020).

Conditions like these, that cause Sped Teachers to question their competency in teaching and to change their actions, are the seedbeds of additional profound change of perspective transformation experiences yet to come. SpEd Teachers should receive enhancement training and seminars that can better enhance their selves in making a change to their Learners.

The teachers can undergo training based on their needs for module development and learning technologies (Daniel, 2020; Zhang et al., 2020). Laforga (2021) said that equity in education in the Philippines is possible by broadening the pathways into the teaching profession, increasing school-based coaching, prioritizing the well-being of our education workforce, promoting participant data ownership, and ultimately, by allowing teachers to participate in policy decision-making processes. It is important to adapt to new platforms that are emerging to expand the methods, strategies, and approaches that a SpEd teacher can use.

According to (Mezirow,1997), transformative learning is another term for independent thought because it helps us critique our own thought processes, our points of view and the fields that shaped them, whether they are family, friends, fashion, the media, academic disciplines, educational institutions, church or state. He also explains that belief elements as habits leading behaviors and, in this respect, postulates that teachers possess pedagogical beliefs in various factors. While (Cranton and King, 2003) supported Mezirow's argument and added that the teaching environment, the school structure, and experiences are influential factors in teachers’ beliefs related to teaching.

Transformative learning helps the SpEd teachers reassess themselves when it comes to their teaching strategies, learning instructions, tech knowledge, and delivering the health guidelines and this enables them to apply whatever they learn in an unexpected situation. A SpEd teacher becomes effective members of the workforce in the field of education and for them to form new skills and knowledge for the future educational innovation.

This theory can greatly assist in framing the understanding of the changes of SpEd Teachers in their competency to facilitate learning during the pandemic. Viewing professional development as adult education, assists not only the educator as a learner, but also enables us to consciously apply appropriate relevant theory, research, and practice from the field of Special Education.

This research emphasized Republic Act 7277, otherwise known as the Magna Carta for disabled persons. The Philippine government gives their full support to those people with special needs or Persons with Disabilities (PWD). This law emphasizes that PDWs should be part of the different aspects of the society. The government imposes legal policies to promote the well-being of these individuals. Indicated in the policy the welfare of PWDs in terms rehabilitation, development, self-reliance and cultivate them as capable and equip member of the society. The Republic Act No. 11650 promotes inclusivity for all Learners with Special Needs (LSENs). This policy states that those LSENs should be included and receive the same privilege like other learners when it comes to accessing quality education. This policy greatly promotes the Education for All (EFA) of no child left behind. Because of this policy it helps the LSENs learners to continue schooling despite the pandemic through the use of modern technology and implementing remote teaching approaches using the different modalities of learning. Also, the DepEd Order No. 018, s. 2020. Provide the policy guidelines for the provision of Learning Resources in the Implementation of the Basic Education Learning Continuity (BE-LCP) that states about the provision of learning resources and release, utilization, and liquidation of support funds for the printing and delivery of self-learning modules and other learning resources as a modality in delivering education.

Covid-19 has impacted higher education worldwide (Daniel, 2020), causing a rapid shift from face-to-face to online teaching and assessment and upskilling of staff and students (Sun et al., 2020). To address the educational gap, flexible hybrid teachings were designed. Beatty in 2006 introduced one of the teaching models that allows both face-to-face sessions and online synchronous sessions. The hallmark of these flexible hybrid course designs is the HyFlex model.

DepEd Order Number 044, s. 2021. Policy Guidelines on the Provision of Education Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program. There will be a general direction and advice provided by the accompanying policy guidelines that involves planning, administration, and execution of suitable programs, services, and activities for Learners with Special Needs (LSENs) at the various levels of departmental governance. In order to meet the requirements of LSENs, this policy may also act as a reference for partners and external stakeholders.

According to Beatty (2007), HyFlex incorporates synchronous, face-to-face instruction, live internet video instruction and asynchronous online course delivery all within the same course. Students' attendance during class is more flexible. They are given a choice in the way they want to attend the class. This pandemic, being flexible with the class schedule is one of the best options that can be provided to the students because of the different limitations and regulations around them.

The HyFlex learning model is a combination of the hybrid learning model and a flexible learning classroom (Beatty, 2014). Including multiple modalities of learning like traditional face- to-face and online class set up in SpEd class, HyFlex modalities may include: (a) synchronous, FTF, (b) synchronous, virtual, (for example, Google Meet, Zoom, or Skype) and (c) asynchronous online. The HyFlex model addresses many challenges that we faced by SpEd teachers and LSENs amidst of COVID- 19 (Lakhal et al., 2017; Beatty, 2007).

In the education sector, people with disabilities experienced the most aftermath as officials terminated the face-to-face educational activities (Daniel, 2020; Robbins et al., 2020). Likewise, among special education teachers, there is ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity (Zhang et al., 2020). Teachers experience difficulties finding the virtual strategies that are attuned to an online curriculum in dealing with learners who have developmental disabilities. As a result, students with educational needs and disabilities suffer the most educational consequences, apart from the deprivation of their health essentials during the pandemic (Jalali et al., 2020; Safta-Zecheria, 2020).

According to Betty (2007), the purpose of the HyFlex teaching model is a medium to address physical space limitations and to well accommodate all students with different background, knowledge and/or plan (Foust and Ruzybayev, 2021). Due to the current health situation, SpEd teachers effectively implement the teaching model.

Beatty (2019) and Nave (2020) created fundamental values' in the HyFlex model: learner choice (in the modality), equivalency (in learner outcomes regardless of modality), reusability (of content and activities for the different modalities), and accessibility (to the technology and skills needed to engage.

Culturally responsive teaching emphasizes social and academic empowerment, multidimensional teaching through high-impact practices, validation of students’ cultures, teaching in a holistic fashion, and providing novel and transformative teaching with immersive, school and society transformation (Gay, 2018). Beatty (2019) clarifies key principles of HyFlex courses as: (a) providing students a choice regarding how they will attend a given session, (b) offering equivalent learning activities in all modes, (c) using the same learning objects for all students, (d) ensuring that students are equipped with the technologies and skills to participate in all modes, and (e) employing authentic assessments.

Learning-to-teach, which is a complex and dynamic process, always involves identity formation, power negotiation, and competency refinement (Zhu,2017); Britzman, 1991; Clarke, 2008). In addressing the problem when it is a SpEd teacher’s competency, there should be support from expects and educational sectors to properly address the gap between the current situation and educational system.

According to (Beatty, 2014), teaching under normal circumstances is based on recognizing the natural diversity in students and their daily circumstances. For SpEd teacher’s development when it comes to their competency in implementing the HyFlex teaching model in SpEd program, SpEd teachers must apply the best classroom management techniques they typically use in face- to-face settings in the HyFlex environment, including (a) setting expectations, (b) modeling the desired behavior, and (c) giving timely and explicit feedback to help students, especially young children and those with disabilities, follow the advised guidelines for physical distancing (CDC, 2020). Teaching in a HyFlex environment is not an easy task; the SpEd teachers must provide simultaneous, engaging instruction for both the online and face-to-face class set up, and always has to have a contingency plan for technology glitches. HyFlex provides flexibility for a newer issue, those or potential issues related to quarantining due to COVID-19 exposure, where Learners with Special Needs (LSENs) do not miss instruction, and can attend their regular classes in different settings.

In the current global happenings, enhancement, dynamic of teaching and innovation can address the needs of the ever-changing society. Knowing how to teach inside the classroom is not enough for a teacher to become more effective and efficient. Teaching in a HyFlex environment is not an easy task; the teacher must provide simultaneous, engaging instruction for both the online and in-person learner, and always has to have a contingency plan for technology glitches.

Teaching in the HyFlex environment requires advanced planning, constant preparation, a commitment to flexibility, and comparable engagement with students (Beatty, 2019; Ferrero, 2020; Nave, 2020). Yeban (2020) suggested that teachers should reorient their practice toward designing learning tasks and episodes that engage students in the discovery and application. In order to make the learning activity engaging for the students, create blended learning media that includes an interactive quiz and video conference, as well as being more flexible (Kristanto, 2017).

For teachers, preparing them for distant learning, blended learning, and online instruction is also advised in order to help them transition to the new educational model (Toquero, 2020). Studies revealed that technologically literate teachers have important roles to play for the effective and efficient use of technology in schools (Seufert et al., 2020).

The HyFlex model allows the Learners with Special Needs (LSENs) to choose which learning modality best meets their needs.

Using principles of learner-centered instruction in course design for all modalities, the HyFlex course model claims to maintain the quality and rigor of a traditional FTF program (Beatty, 2007). In addition, the HyFlex model promotes higher levels of student participation over traditional FTF courses, and higher levels of student satisfaction in their learning experience (Malczyk, 2019). Implementing HyFlex to LSENs will be a holistic approach because each target area in education is given an importance and it finds the right balance between pedagogy, technology and compliance with the current regulations.

The HyFlex model allows the student to choose which learning modality best meets their needs. Using principles of learner-centered instruction in course design for all modalities, the HyFlex course model claims to maintain the quality and rigor of a traditional FTF program (Beatty, 2007). As students make decisions about where, when, and even how they will access instruction.

(HyFlex approach), they also need to develop this independent and self-directed model of learning. The HyFlex model is student-centered, student-directed, multimodal, involves students in active learning in person and online, and requires full student engagement (Beatty, 2019; Ferrero, 2020). In the HyFlex model, Learners with Special Needs (LSENs) are provided with utmost flexibility. It can be challenging for the SpEd Teachers and Receiving Teachers because they need to pay attention and plan for different in-class learning activities. HyFlex is a student-centered design thus it aims to address more the needs of the LSENs. LSENs are given a mode of engagement that works best for them. They are given the choice in the mode of learning that they want that still aims to contribute to their development. In HyFlex teaching, learning activities are available to all students regardless of the mode of learning they choose. With the help of the SpEd teachers and Receiving teachers, LSENs will become more equipped with the technology and skills so they can equally access all participation modes.

Technology holds great promise for students with disabilities. Appropriate integration of technology can potentially be a great equalizer in an inclusive or special education classroom, since it can engage and motivate learners, offer alternative representations of curriculum, provide options for students to express their knowledge in unique ways, and support differentiated instruction that meets the individual needs of students with disabilities (Courduff et al., 2016; Pace & Blue, 2010; Smith & Okolo, 2010). While digital education is a priority across the sector, the pandemic required adoption of novel approaches (Lockee, 2021). Using technology to deliver education is not enough. A smart strategy of delivering the content using technology could make a greater impact. TPACK Model is a great approach that can address three areas; technology, pedagogy, and content, to effectively deliver learning despite the limitations we are facing in our current educational set-up.

Different programmatic arrangements have been used to effectively prepare SpEd teachers, including traditional and integrated programs as well as innovative course enhancement. According to the study of Oliver, (2011); Voogt et. al., (2013); and Sang et, al., (2016), teachers should have competencies that include content knowledge, pedagogical knowledge, technological knowledge, or TPACK. It is very important to have the prerequisite skills needed to become innovative in teaching and to become an effective teacher.

TPACK provides a framework for understanding teacher knowledge needed for effective teaching with technology (Mishra and Koehler, 2006). The TPACK approach combines technology with materials and delivery strategies (Kriek et al., 2016; Marcovitz and Janiszewski, 2015).

TPACK is described as technology-enhanced learning, which includes three complicated relationships between content, pedagogy, and technology. It is a phrase for a skill that a teacher must master in order to effectively utilizing technology in the teaching and learning process (Yeh et al., 2021).

The TPACK Model offers a framework that teacher educators can use to determine how to help preservice special education teachers learn to make effective decisions regarding integrating technology into instruction (Lyublinskaya and Tournaki, 2014). The model provides a way to identify the varied and unique types of knowledge that teachers need to develop in order to integrate technology effectively.

In SpEd program technology is one of the important aspects to be considered because it adds flavor to perfectly provide a meaningful learning experience to Learners with Special Needs (LSENs). In executing a good TPACK skill, it will provide learning materials that can be accessed by students to be studied individually or discussed in groups (Mahdum, 2015; Akyuz, 2018).

According to (Green et al., 2005), online pedagogy is broken down into four key areas pivotal to individualized learning through digital technologies: 1) ensuring that learners are capable of making informed educational decisions; 2) diversifying and recognizing different forms of skills and knowledge; 3) creating diverse learning environments; and 4) including learner- focused forms of feedback and assessment.

In applying the TPACK Method in the field of SpEd program, consideration on how to integrate technical procedure in teaching, the modified content of the curriculum and technological literacy aspect to be assessed to a modernize way of teaching with this TPACK is seen as new knowledge that must be mastered by teachers to be able to integrate technology well in learning (Rahmadi, 2019).

The Technological Content Knowledge of a teacher considers as his knowledge about the reciprocal linking of technology with content (Spector et al., 2014). In other words, the modified lesson in the SpEd curriculum should have the integration of technology. Teachers Should not only master concepts but can teach these concepts to students using technology. Teachers who master the concept well will be able to map and simplify the concept so that it can help their students to understand it better (Liu and Lee, 2013).

Teachers should be knowledgeable the subject matter they teach and how to modify it with technology applications. In other words, technology can be a representative model for specific content (Schmidt et al., 2009). Teachers must understand which technology is the most appropriate for a subject and how content determines or shapes the use of specific educational technologies, and vice versa (Harris et al., 2009).

The systematic way of teaching with the application of the technology is a consideration as an important aspect in our modern era. The employment of instructional technology in teaching and learning has become a crucial requirement among teachers and educators especially in 21st century education. Technological Pedagogical Knowledge, is knowledge of how various technologies can be used in teaching and can change teachers' way (Schmidt et al., 2009). This knowledge can be defined as an understanding of the use of technology to change the teaching and learning process in specific ways according to learning objectives and context (Mishra and Koehler, 2006; Harris et al., 2009).

The mastery of the subject matter and the pedagogy in teaching is the basic skills that a teacher should possess in an effective teaching and learning process. The pedagogical content knowledge combines pedagogical knowledge and content covering the teaching and learning process, curriculum, assessment, and pedagogy, knowing the teaching approach that fits certain content, how content elements are organized, well represented, and presented to students, knowledge of the causes of a complicated or comfortable topic to learn, to understand students' initial knowledge. Indicators of this aspect are learning strategies suitable for specific topics in mathematics, structured learning flow, causes of difficult or easy topics to learn, students' initial knowledge, curriculum, and assessment (Koehler et al., 2013).

The main objective of TPACK is to align technology with the subject matter and the delivery of teaching methods as a supplement to learning by Mishra and Koehler (2006). Occurs as a result of the purposeful integration of the technical expertise, informed pedagogy and command subject matter to create the best ways for the students to learn the lesson and demonstrate mastery of the standard.

The self-efficacy gives a significant understanding to the different aspects of SpEd teachers in practicing HyFlex teaching and the skill that they really possess in executing the different methods, strategies and techniques to address the needs of their learners using HyFlex teaching.

SpEd teachers’ competency is the most important aspect to be assessed in the shift into HyFlex teaching.

Conceptualize teachers’ ability as the teachers’ beliefs or perceptions of their own competence at teaching, use of instructional strategies, and teaching effectiveness (Farley, 2019). The flexibility of teachers in accepting their weaknesses and follow up with their evaluation results (Alcantara et al., 2018) and skill for reflection and self-analysis (Griffith, 2016) are both necessary to come up with a professional development plan that is fitted to their capacities and needs. Even classroom management and discipline matter inside the classroom are very important to address.

Difficulty in classroom management and discipline due to lack of practice and exposure to actual scenarios can be also part of the challenges (Cansiz and Cansiz, 2015).

TPACK can address the different individual student characteristics and goals on the content. SpEd teachers and Receiving teachers will just have to consider the appropriate technology to use based on the LSENs skill level. TPACK is a good solution in giving differentiated, active, engaging, and multisensory learning experiences.

With the gradual and consistent use of technology, LSENs, SpEd teachers and Receiving teachers will have a seamless weave in teaching and learning.

VI. ACKNOWLEDGMENTS

Education. It may just be a word but many people strived to work hard for it. When a person aspires to live a life with purpose, then strive to have a good spiritual devotion and good education. Fortunately, we have Cebu Technological University – Main Campus to help us live a good life with a purpose. It is with deep pleasure to express her heartfelt thanks to all the people who supported her in this endeavor by spending their quality time and effort in the completion of this thesis:

To Dr. Rosein A. Ancheta, Jr., University President of the Cebu Technological University System;

To Dr. Niña Rozanne T. Delos Reyes, our thesis adviser, who extended her motherly care to us and provided us advice that can be useful for our professional progress.

To Dr. Jonathan O. Etcuban, our statistician. You taught us how to be rational individuals by letting us analyze and understand things in a better perspective.

To other members of the Thesis Committee: Dr. Reylan G. Capuno, Dr.

Raymond C. Espina, Dr. Ramil P. Manguilimotan, Dr. Gengen G. Pardillo, and Dr. Rebecca Manalastas, for making this thesis a reality by imparting us your knowledge and guiding us especially during the design hearing and oral defense.

Our big gratitude to our professors since the very start of our journey in CTU. We have learned how to be a thinker, passionate and innovative teacher. The knowledge, skills, and values made us competitive educators in the field.

Special thanks to Dr. Rhea Mar A. Angtud, Dr. Nimfa D. Bongo, and Dr. Marilyn S. Andales for granting us the permission to conduct our research in your respective schools from your respective districts.

To our dear Respondents, who willingly took part in this research. This would not have been possible without your cooperation.

Lastly, to the Almighty God, our loving and gracious Heavenly Father, to You we lay our lives, to you we offer our service and loyalty, and to You alone we praise and worship. Your love suffices, your power abounds.

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Copyright © 2023 Precy N. Alarba, Mylen B. Gador, Angelo G. Lugo, Dr. Nina Rozanne T. Delos Reyes, Dr. Reylan G. Capuno, Dr. Raymond C. c, Dr. Ramil P. Manguilimotan, Dr. Jonathan O. Etcuban. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.