Narratives of Teachers on Educational Technology Adaptation

Shiela R. Capili, MAED.1 & James L. Paglinawan, PhD.2
1Teacher, Department of Education, Division of Valencia City,Valencia City Bukidnon, Philippines
2Professor, College of Teacher Education, Central, Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81013

Abstract

This study explores the narratives of teachers regarding their adaptation to educational technology in the Philippines, focusing on its effects on pedagogical practices (Anderson & Dexter, 2021). Through qualitative interviews with educators across various grade levels, the research uncovers both the advantages and obstacles associated with technology-enhanced learning (Gakii Githinji et al., n.d.). Participants noted an increased availability of resources such as computers, smart TVs, and digital applications, enabling them to create engaging and adaptable learning environments for 21st-century learners (Edutopia, 2024).

Despite these technological advancements, several significant challenges remain. Teachers reported unstable internet connections, limited access to devices, and inadequate training as major barriers to effectively utilizing technology in the classroom (Hilkemeijer, n.d.). These challenges impede the realization of technology’s full potential in enriching teaching and learning experiences (Digital Promise, n.d.). Nonetheless, findings highlight the vital role of administrative support, with many educators stressing the necessity of professional development, mentoring, and resource provision to empower them in embracing technology and enhancing student engagement (PDI).

The study concludes with essential recommendations for educational institutions. Prioritizing improvements in technological infrastructure, such as enhancing internet connectivity and ensuring equitable access to devices for all students, is crucial (Macrothink Institute, 2024). Implementing ongoing training programs for teachers will bolster their confidence and proficiency in utilizing educational technology effectively (Teacher Zone – EF). Furthermore, strengthening administrative support systems is imperative, as school leaders should focus on providing mentoring and recognition for teachers adapting to new technologies (Edyburn & Gardner, 1999). Addressing these areas will foster a supportive environment for technology adoption, ultimately benefiting both educators and students. This research offers valuable insights for advancing practices in technology integration, ensuring a more effective and inclusive educational experience (Scribbr, 2020).

Keywords: Challenges, Educational Technology, Professional Development, Student Engagement, Teachers’ Experiences, Technology Enhanced Learning, Technology Integration.

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