Teachers’ Utilization of Technology: Basis for an Intervention Plan
Keywords:
Teacher’s utilization, technology, intervention plan, digital instruction, digital assessmentAbstract
In the digital age, educators worldwide are embracing technology to enhance their teaching methods and create more immersive, efficient learning experiences for students. The key purpose of this study is to determine the extent of teachers’ utilization of technology in one of the secondary schools in the large size division in central Philippines during the School Year 2022-2023 as the basis for an intervention plan. A descriptive research design was conducted, and a 30-item survey questionnaire was used to gather data from one hundred six (106) secondary teachers and to determine the extent of their utilization of technology in teaching-learning practices. The results revealed age and sex were significant factors influencing technology utilization in digital instructions, with younger female teachers being more frequent technology users. Additionally, age played a role in using technology for digital assessments and learning resources, with teachers below 40 years old using technology more frequently in these areas. The results of this study serve as a call to the school heads and master teachers to work together to implement programs and plans providing the teachers with the opportunities for training and seminars to empower teachers to effectively integrate technology into their teaching practices.
References
Abid Haleem, Mohd Javaid, Mohd Asim Qadri, Rajiv Suman, (2022). Understanding the role of digital technologies in education: A review, Sustainable Operations and Computers,Volume 3, Pages 275-285, ISSN 2666-4127, https://doi.org/10.1016/j.susoc.2022.05.004.
Arnone, M., Snall, Ruth.V., Chauncey, S.A., Mckenna, H.P. 2011, Curiosity, Interest, and Engagement in Technology-Pervasive Learing Environments: A New Research Agenda. ERIC. v59 n2 p181-198 Apr 2011
Baterna, H.B., Mina, T.D.G., & Rogayan, D.V. Jr. (2020). Digital literacy of STEM senior high school students: Basis for enhancement program. International Journal of Technology in Education (IJTE), 3(2), 105-117.
Boholano, H. B., Theodore, V., Pogoy, A. M., & Alda, R. (2020). Technology-enriched teaching in support of quality education in the 21st century skills. Solid State Technology, 63(5), 6795-6804.
Davis, F.D. (1986) A Technology Acceptance Model for Empirically Testing New End-User Information Systems: Theory and Results. Sloan School of Management, Massachusetts Institute of Technology.
Davis FD. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quaterly.13(3): 319-340.
Díaz, J., Saldaña, C., & Avila, C. (2020). Virtual world as a resource for hybrid education. International Journal of Emerging Technologies in Learning (iJET), 15(15), 94-109.
Dep. Ed Order No. 42 Series 2017. National Adoption and Implementation of The Philippine Professional Standards for Teachers.
Eliver, A., Abule, A., Cornel, M., & Maguate, G. (2023). Teachers research Perception, competence and Work Performance: Basis for A Capability Building Plan. International Journal of Scientific Research and Management (IJSRM), 11(10), 42-73.
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175-182. doi: 10.1016/j.compedu.2012.10.008
Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education., 130(2019), 81–93.
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.
Jem Cloyd M. Tanucan, Ma. Rosita A. Hernani, and Felix Diano Jr., "Filipino Physical Education Teachers‘Technological Pedagogical Content Knowledge on Remote Digital Teaching," International Journal of Information and Education Technology vol. 11, no. 9, pp. 416-423, 2021.
Kay, R., MacDonald, T., & DiGiuseppe, M. (2018). A comparison of lecture based, active, and flipped classroom teaching approacher in higher education. Journal of Computing in Higher Education, 31(3), 449-471.
https://doi.org/10.1007/s12528-018-9197-x
Lapid MI, Koopmans R, Sampson EL, Block LV den Peisah, C., undefined/ed.Providing quality end-of-life care to older people in the era of COVID-19:perspectives from five countries. International Psychogeriatrics 1–8.10.1017/S1041610220000836
Lyublinskaya, I., & Du, X. (2022). Preservice teachers’ TPACK learning trajectories in an online educational technology course. Journal of Research on Technology in Education, 1-18.
Macapagong, E., Maguate, G., & Geroso, M. J. S. (2023). Living and Teaching Internationally: Teachers’ Experiences, Prospects and Challenges. Valley International Journal Digital Library, 2882-2894.
Mollah, M. B., Zhao, J., Niyato, D., Guan, Y. L., Yuen, C., Sun, S., ... & Koh, L. H. (2020). Blockchain for the internet of vehicles towards intelligent transportation systems: A survey. IEEE Internet of Things Journal, 8(6), 4157-4185.
Nueva, M. G. C. (2019). Filipino Teachers' Attitude Towards Technology--Its Determinants and Association With Technology Integration Practice. Asia-Pacific Social Science Review, 19(3).
Ong, S.G.T., Quek, G.C.L., (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environ Res 26, 681–707. https://doi.org/10.1007/s10984-022-09447-5
Paje, Y. M., Rogayan, D. V., & Dantic, M. J. P. (2021). Teachers’ utilization of computerbased technology in science instruction. International Journal of Technology in Education and Science (IJTES), 5(3), 427-446. https://doi.org/10.46328/ijtes.261
Pasique, D. A., & Maguate, G. (2023). Challenges And Opportunites Among Educators in The Implementation of Continuing Professional Development. International Journal for Multidisciplinary Research (IJFMR), 5(4).
Putnik, Zoran & Ivanovic, Mirjana & Komlenov Mudrinski, Živana & Welzer,Tatjana & Marko, Hoelbl & Beranič, Tina. (2013). Usability and PrivacyAspects of Moodle - Students' and Teachers' Perspective. Informatica. 37.
Republic Act No. 10533. An Act Enhancing the Philippine Basic EducationSystem by Strengthening Its Curriculum and Increasing the Number of Years.
Rogers, L., & Finlayson, H. (2003). Does ICT in science really work in the classroom. School Science Review, 84(309), 105-111.
Salas-Morera, L., Arauzo-Azofra, A., & García-Hernández, L. (2012). Analysis of online quizzes as a teaching and assessment tool. JOTSE: Journal of technology and science education, 2(1), 39-45.
Saleem, N. E., Al-Saqri, M. N., & Ahmad, S. E. (2016). Acceptance of Moodle asa teaching/learning tool by the faculty of the department of informationstudies at Sultan Qaboos University, Oman based on UTAUT.International Journal of Knowledge Content Development & Technology,6(2), 5-27.
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021).Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. Elsevier Ltd. Retrieved November 23, 2023. https://www.learntechlib.org/p/66669/.
Tezci, E. (2009). Teachers’ effect on ICT use in education: The Turkey sample.Procedia-Social and Behavioral Sciences, 1(1), 1285-1294.
Zhu, C., Valcke, M., Schellens, T. & Li, Y. (in press). Chinese Students’ perceptions of an e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context. Asia Pacific Education Review.
Published
Issue
Section
License
Copyright (c) 2024 Gina V. Monteclaro, Dr. Jose Donnie S. Sajonia (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
