ASSESSING THE TECHNOLOGY INTEGRATION AS TEACHING STRATEGIES AMONG ELEMENTARY SCHOOL TEACHERS AT PANGLIMA ESTINO DISTRICT, DIVISION OF SULU

Analyn Usman; Mary Ann Lim

doi:10.62596/23wm9e41

Authors

Analyn H. Usman School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Mary Ann G. Lim School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/23wm9e41

Keywords:

Technology Integration, Teaching Strategy, Technical skills, Digital Infrastructure, ICT, Academic Improvement, 21st Century Skills

Abstract

This study employed a descriptive-correlational research methodology with 100 teachers selected through purposive sampling to evaluate technology integration as a teaching approach among elementary school educators in the Panglima Estino District of Sulu. The analysis involved frequency, percentage scores, weighted averages, standard deviations, and various statistical tests. It specifically examined technology integration concerning factors like competency, student engagement, and associated challenges, factoring in demographics such as age, gender, educational attainment, length of service, and position. The majority of respondents were female, aged 26 to 35, holding bachelor's degrees, with teaching experience of up to five years, and in the Teacher 1 position. Results indicated generally positive perceptions of technological integration among instructors, with consistent "Agree" responses across all subjects and no significant difference among demographic groups. A strong positive correlation aligned with the TPACK framework, suggesting an effective amalgamation of instructional strategies and technical skills to enhance learning outcomes. Additionally, findings supported the Technology Acceptance Model (TAM), illustrating that teachers' perspectives on technology use are heavily influenced by perceived usefulness. The study underscores the importance of robust digital infrastructure and targeted ICT funding to facilitate the transition to technology-driven instruction, thereby promoting academic improvement and the development of 21st-century skills.

References

Adalia, H. G., Chavez, J. V., Hayudini, M. A. A., et al. (2025). Relevance of grammar among Gen Z college students using social learning perspectives. Forum for Linguistic Studies, 7(3), 432–450. https://doi.org/10.30564/fls.v7i3.8401 DOI: https://doi.org/10.30564/fls.v7i3.8401

Alias, N., & DeWitt, D. (2019). Using multimedia and mobile applications to support elementary teaching in Malaysia. International Journal of Emerging Technologies in Learning (iJET), 14(18), 110–125.

Anderson, T., & Dron, J. (2012). Teaching crowds: Learning and social media. AU Press.

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235–245. DOI: https://doi.org/10.12973/ejmste/75275

Chavez, J. V., Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160–174. https://doi.org/10.21449/ijate.1094589 DOI: https://doi.org/10.21449/ijate.1094589

Chavez, J. V., Samilo, P. J. E., Cabiles, N. V. A., et al. (2026). Conveniences and ethical discomforts in artificial intelligence language learning among Philippine students. Arab World English Journal. https://doi.org/10.24093/awej/AI3.26 DOI: https://doi.org/10.24093/awej/AI3.26

Chigona, A., Crompton, H., & Tunjera, N. (2024). Teachers’ digital competence and technology integration: Revisiting frameworks for post-pandemic classrooms. Computers & Education, 210, 104927. https://doi.org/10.1016/j.compedu.2024.104927

da Silva, M., Pereira, F., & Costa, L. (2023). Analyzing ICT integration in Brazilian schools using the SAMR model. Education and Information Technologies, 28(5), 5591–5612. https://doi.org/10.1007/s10639-023-11564-8

De Leon, A., Jumalon, R., Chavez, J. V., et al. (2024). Analysis on the implementation of inclusive classroom: Perception on compliances and obstructions of selected public-school teachers. Environment and Social Psychology, 9(9), 2537. https://doi.org/10.59429/esp.v9i9.2537 DOI: https://doi.org/10.59429/esp.v9i9.2537

Department of Education. (2019). K to 12 basic education curriculum guide. Department of Education.

Department of Education. (2020). DepEd computerization program (DCP) and ICT framework for education. Department of Education.

Department of Education. (2022). ICT4E strategic plan: Strengthening 21st century education through digital transformation. Department of Education Philippines. https://ict.deped.gov.ph

Department of Education. (2023). DepEd computerization program (DCP): Empowering schools through ICT integration. Department of Education Philippines. https://www.deped.gov.ph

Domingo, Z. A. (2021). Digital divide and teacher readiness in Philippine public schools. Rex Book Store.

Educational Technology and Mobile Learning. (2023). TPACK and SAMR explained for classroom integration. EdTech & Mobile Learning Journal. https://www.educatorstechnology.com

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. DOI: https://doi.org/10.1007/BF02504683

Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Education Endowment Foundation Journal, 1(1), 1–20.

Mashela, T., Mudzielwana, N., & Baloyi, H. (2025). Applying UTAUT-3 to explore teachers’ acceptance of technology integration in developing contexts. Education and Information Technologies, 30(2), 334–352. https://doi.org/10.1007/s10639-025-11803-9

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. DOI: https://doi.org/10.1177/016146810610800610

Nazareth, I. M., Chavez, J. V., Dusaban, A. C. M., et al. (2026). Intrinsic motivation of teacher education instructors in contributing to the Sustainable Development Goal on quality education. Environment and Social Psychology, 11(1), 3863. https://doi.org/10.59429/esp.v11i1.3863 DOI: https://doi.org/10.59429/esp.v11i1.3863

Organisation for Economic Co-operation and Development. (2021). Digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. OECD Publishing.

Park, M., & Son, J. (2020). Digital storytelling in elementary classrooms: Enhancing creativity and participation. Asia-Pacific Education Researcher, 29(6), 471–483.

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching (8th ed.). Pearson Education.

Sarmiento, P. J., & Orale, R. L. (2016). Barriers to ICT integration in Philippine education. University of San Carlos Press.

Teachers Institute. (2024). Applying the SAMR model for effective digital teaching and learning. Teachers Institute Online Journal. https://www.teachersinstitute.org/articles/samr-integration

Tondeur, J., Aesaert, K., Pynoo, B., & van Braak, J. (2020). Teachers’ profiles in ICT integration: Exploring beliefs and practices in Estonian schools. British Journal of Educational Technology, 51(2), 611–625.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

United Nations Educational, Scientific and Cultural Organization. (2022). ICT in education: Transforming education in the digital age. UNESCO.

United Nations Educational, Scientific and Cultural Organization. (2023). Digital literacy for teachers: Global framework and competency standards. https://unesdoc.unesco.org

Wang, Y., & Choi, T. (2024). A decade of TPACK research: Systematic review and implications for teacher education. Educational Technology Research and Development, 72(3), 145–168. https://doi.org/10.1007/s11423-024-10298-1

Xiao, Q., Zhang, J., & Lin, M. (2023). Teachers’ TPACK and readiness to integrate technology for 21st-century learning. Australasian Journal of Educational Technology, 39(1), 84–101. https://doi.org/10.14742/ajet.7742

Zounek, J., & Šed’ová, K. (2019). Elementary teachers’ technology integration and digital competence in the Czech Republic. Journal of Educational Computing Research, 57(3), 658–678.