PRODUCTIVE TEACHER-STUDENT INTERACTION IN THE TECHNOLOGY-BASED INSTRUCTION
Keywords:
Development Education, Descriptive Method, Technology Utilization, Educational Technology Strategy, Mandaue City, Cebu, PhilippinesAbstract
The abrupt shift to online, blended, and modular learning during the COVID-19 pandemic made the integration of instructional technology central to classroom management. This research assessed the utilization of technology in the new normal classroom management of Intellisense Institute of Technology, Inc., Mandaue City, Cebu, for School Year 2022-2023 as a basis for an educational technology strategy. A quantitative, descriptive-correlational design was used. A questionnaire adapted from Sclater (2018) gathered data on the respondents’ profile, the extent of utilization of technology in the teaching-learning process, the level of performance of learners in computer programming and graphic design, and the challenges and barriers experienced by teachers. Data were analyzed using simple percentage, weighted mean, and the chi-square test at the 0.05 level of significance. The teacher-respondents were mostly 31-40 years old, female, married, had earned units in a master’s degree, had been with the institution for more than six years, had a very satisfactory performance rating, and had attended division and district trainings, seminars, and workshops. Teachers perceived all five indicators of technology utilization to be very well implemented (overall grand mean = 4.65). Most learners obtained a near mastery grade of 80-89 in incorporating multimedia into lessons and presentations in both subjects, while attained mastery was most frequent in practical demonstration in computer programming and in theory using PowerPoint in graphic design. The extent of utilization of technology was significantly related to the level of performance of the learners (chi-square = .015, p = .018), and the null hypothesis was rejected. Appropriate access to technical support, availability of infrastructure, policies, and time allocated to incorporate new technologies were the major challenges for teachers. The more teachers utilize technology in teaching, the higher the performance of learners in computer programming and graphic design tends to be. An educational technology strategy that strengthens teachers’ ICT integration and addresses the identified challenges is proposed.
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