Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 10 (2024)

Exploring Teacher’s Transition, Strategy Adjustments, and Experiences in Integrating Technology into Teaching

Aianiza Arellano | Rogielyn Abais | Janiel Balbuena | Marshal Lewis Bulasa | Hannah Maureen Canino | Jhanna Jane Eleccion | Maria Jesebele Estra | Mary Joy Hipulan | Maria Reca Lenizo | Catrina Nepomuceno | Reiand Star Saladaga | Jay Suarez | Aprilyn Tordos | Cyril Cabello

Discipline: Education

 

Abstract:

This study explored the teachers’ transition and strategy adjustment in integrating technological approaches to teaching. This study explored the lived experiences of the teachers’ transition and strategy adjustment in integrating technological approaches to teaching in Cebu Province for the school year 2023 – 2024. The challenges and highlights of utilizing technology inside the classroom are the main concern of this study. To address this, this study used Heideggerian Phenomenology as the research design. 5 participants volunteered to be part of the study and qualified with the inclusion criteria. This study used the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. These are the steps in analyzing the data. 4 emerging themes surfaced in this study. These are the (1) Shift to Digital Education; (2) Setbacks Amidst Advancements; (3) Strive for Excellence; and (4) Standardized Triumph. These themes are a clear picture of how the teachers’ experiences in transitioning into utilizing technological tools inside the classroom have shown and exemplified. With this, veteran teachers are having difficulty in using these technological tools as they lack exposure and skills in using them. It is highly recommended that veteran teachers be sent to relevant training and seminars especially pertaining to the utilization and maximizing the impact of technology inside the classroom.



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