Technology integration practices of secondary English teachers in the Philippines: A study towards framework development

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ID: 286072
2021
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Abstract
For decades now, technology has been acknowledged ubiquitous in the field of education. The Philippines, for example, has its record of first receiving the affordances of digital technology in education back in 1996 (Vergel de Dios, 2016), and has since then integrated its wide usage in the classroom. In fact, the K to 12 curriculum implemented today advocates strongly for technology to be integrated in all subject areas. Ironically, despite the ubiquity of technology in education, most teachers find themselves unequipped to successfully teach with technology. A 2020 EdTech Ecosystem Report in the Philippines, produced by RTI International (2020), attributes this problem to the lack of technology integration framework guiding teacher standards in the Philippines. In this connection, Sasing (2020) stressed the need to update the existing set of teacher standards in the Philippines, the Philippine Professional Standards for Teachers (henceforth, PPST), specifically by adopting the Technological Pedagogical and Content Knowledge (henceforth, TPACK) framework. First introduced by Koehler and Mishra in 2005, the TPACK framework illustrates the interrelated knowledge base of teachers that allow them to successfully teach with technology. Within this framework, the merging of teachers’ “Total PACKage” (TPACK), or technological, pedagogical, and content knowledge, is recognized to lead to meaningful teaching with technology. Similar to the PPST framework, the review of literature done in the present study concluded with the need to clarify the TPACK framework and extend its usefulness in describing and predicting teacher practices. To this end, the study investigated teachers’ TPACK in practice as situated within teaching domains identified in the original PPST framework. In the conduct of the study, the content-specific nature of TPACK was assumed; hence, only Secondary English teachers’ technology integration practices were covered. In the completion of the three rounds of data gathering using Delphi technique, the Secondary English teachers’ used technology tools, manners of using them, and reasons for using them were documented. First, the teachers’ practices were analyzed under the broad realms of teaching as a process, namely planning, implementation, and evaluation. Then, more specific and emergent domains, the conceptual classifications of teacher practices, were used to group indicators related to each teaching process. From here, the indicators were used to express the observable technology integration practices of teachers believed to embody their TPACK in practice. It is important to note here that the TPACK-in-practice indicators are results of the synthesis of what tools the teachers used, how they
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persistent_1760657488_68f18050eff90 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Capacete, Ma. Pamela A.
Journal Malay Journal
Year 2021
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_deal/6
Keywords Keywords not found

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