EXPLORING THE EXPERIENCES OF INSIDERS IN INTEGRATING INSTRUCTIONAL TECHNOLOGY INTO PUBLIC EDUCATION

Jeneva A. Carmelotes, Lyndon A. Quines

Abstract


This phenomenological research explored the experiences encountered by the insiders, five (5) teachers, who were actively integrating technology in their teaching practices at Alegria Central Elementary School. The research used a qualitative approach and utilized in-depth interviews in data collection. Purposive sampling was also employed, where participants were intentionally selected. The study identified three overarching themes—experiences, coping mechanisms, and insights— were formulated to capture the experiences of teachers from integrating technology in public education. This explores the experiences of public elementary teachers in integrating instructional technology, categorizing their encounters into maximizing engagement amid implementation barriers, resilience in the face of technological limitations and balancing technology with classroom focus. To cope, teachers employed proactive adaptation and continuous growth in technology integration, personalized and multi-sensory learning through technology integration, thoughtful and mindful technology integration and collaborative problem-solving and professional growth. Reflecting on the experiences of teachers in integrating instructional technology revealed insightful emergent themes. This encompassed leveraging technology to enhance efficiency, engagement, and teaching effectiveness, promoting a collaborative culture of technology adoption, building confidence and optimism for a future-ready, technology-enhanced education and a balanced and adaptive approach to technology integration.

 

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Keywords


educational management, insiders, instructional technology, public education, teachers, phenomenology, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6156

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