EXPLORING THE PERCEPTIONS OF THE TEACHERS ON THE INTEGRATION

OF TECHNOLOGY IN THE CLASSROOM IN LINO P. BERNARDO NATIONAL

HIGH SCHOOL

BALANG NICOLE P.

CAPINLAC, KARL ANGELO P.

RIVERA DIEXY MARIE A.

RESEARCHERS

Gr. 12 St. Therese General Academic Strand (GAS)

MS. CELINE JOI PAJARILLAGA

RESEARCH TEACHER

S.Y. 2024 - 2024

 CHAPTER 1

INTRODUCTION

Information and communication technology (ICT) profoundly

affects every aspect of human life and is a necessary

component of the modern era (Gnambs, 2021). Like this, ICT has

changed education and made learning more dynamic and effective

(Lin et al., 2017). It does this by providing a range of tools

that can be utilized in both traditional and online learning

environments, as well as by helping to create a proactive

learning environment (Jogezai et al., 2021).

Technology-incorporated instructional techniques not only

enhance the quality of teaching (Akram et al., 2021a) but also

help students to grow their abilities, boost their enthusiasm,

and enhance their knowledge and information efficiently (Chen

et al., 2018).Technology has now become a significant force

that cannot be ignored in delivering education, and as a

result, has brought a drastic change of course as to how

education is delivered. The adoption of technology in the

classroom can be a powerful tool that can revolutionize the

traditional approach to teaching, learning, and can provide

individual attention toward students and can prepare them for

the world of the future. However, the integration of

technology in education calls for more than just impressions

into the success and challenges behind its practices.

 Technology applications that support their pedagogical

approaches and pre-existing views about teaching and learning

methods are preferred by teachers. To put it another way,

instructors' opinions on the nature of teaching and learning

in a classroom are strongly correlated with the usage of

technology. In light of this, cutting-edge teaching techniques

propose that understanding technology integration fully

requires taking into account instructors' viewpoints on

technology use (Watson and Rockinson-Szapkiw, 2021). This

study aimed to explore teachers' perspectives on the benefits,

their readiness, attitudes, and difficulties they face while

incorporating ICT into their teaching-learning methods.

The teaching learning with the help of technology in the

classroom is not without its challenges. Technological sources

present numerous opportunities to enhance learning

opportunities, but the successful integration of technology

into teaching and learning processes involve taking into

account of many factors such as teacher education,

availability of resources, and the integration of technology

into the learning objectives. Teachers’ belief systems are

very influential to the levels of technology adoption. Both

their perceptions and their use of technology reflect the

influence of their attitudes, beliefs and a priori experiences

on their readiness to assimilate and optimise on technologies

in their classrooms.
 This research aims to explore the perception of teachers

at Lino P. Bernardo National High School regarding the

integration of technology in classroom research. This study

will investigate how teachers view the role of technology in

facilitating research activities and its impact on student

learning within the specific context of this school.

STATEMENT OF THE PROBLEM

The study seek to explore the perception of the

teachers on the integration of technology in classroom

research in Lino P. Bernardo National High School.

1. How may the Profile of the Respondents be described in

terms of :

1.1 Age

1.2 Sex

1.3 Educational level

2. What are the effects of technological tools in the

educational process?

3. Does technology increase students’ academic achievement?

4. Does technology enhance lifelong learning?

5. Does technology enhance the teacher’s professional

development?
 Scope and delimitation

The aims of this study is to look into the perceptions

of teachers at Lino P. Bernardo National High School about the

use of technology in the classroom. The study will look into

their attitudes, beliefs, and experiences with technology in

teaching and learning. The topic of the investigation focuses

on eight (8) teachers in Lino P. Bernardo National High School.

SIGNIFICANCE OF THE STUDY

This research has significant consequences for improving

the quality of education at Lino P. Bernardo National High

School by emphasizing the critical role of teachers in

successful technology integration.

Students- The results of the study could assist students in

perfecting their study. They are capable of learning. And, in

doing so, boost their motivation

Parents- The result of this study will be beneficial to

parents as it will serves as a reference in teaching their

children a better study skills and encourage improvement.

Teacher- this study can help educator to understand which

technology are most effective in enhancing student’s academic

performance.

School administrator- The results of this study will be

beneficial to School Administrators. It will serves as a guide

in understanding how students' study habits affect their

academic achievement in order for them to create or plan a

program for the better learning of students.

Future researcher- The results of this study may aid future

researchers by providing them with in-depth knowledge of

exploring the perceptions of the teachers of the integration

of technology in classroom research in Lino P. Bernardo

National High School

Definition of terms

The purpose of this study project is to learn how

teachers at Lino P. Benardo National High School perceive the

integration of technology in the classroom. To accomplish

this, the study will examine the following key terms:

Perception- This relates to how teachers interpret and

comprehend the usage of technology in their instructional

activities. It incorporates their thoughts, attitudes, and

sentiments about technological integration.

Teachers- This refers to the educators at Lino P. Benardo

National High School who are in charge of providing teaching

to students. Their perspectives on technology integration are

critical to determining its impact on the learning

environment.
Integration technology- This applies to the many technology

tools and resources that teachers employ to improve their

teaching methods. It encompasses hardware such as computers

and tablets, software programs, online platforms, and digital

learning materials.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies

that the researcher considered in strengthening the importance

of the present study. It also presents the synthesis of the

art to fully understand the research for better comprehension

of the study.

Education and technology are two fundamental factors that

have a significant influence in shaping human life. More

active (Alkan, 1995). In today's modern civilization, where

technical possibilities have expanded significantly, it is

unimaginable that teachers, as educational leaders, are

apathetic to this sector. It is believed that using technology

instruments appropriately and in a suitable context (Lea,

1999) Beneficial and effective for both teaching and learning

processes (Bergen, 2003). Hence, no civilization can avoid the

need to include technology into education in the current

information age. .Computer technology is viewed as a crucial

issue, leading to debates regarding its importance. Many

studies have been conducted to determine whether teachers are

appropriately educated (Kortecamp & Croninger, 1996; Jarvis &

Rennie, 1998; Ritchie & Rodriguez, 1996). Davis (2000);

Gürbüz, Yıldırım, & Özden (2001); Whetstone & Carr-Chellman

(2001); McDonald (2002); Ellis (2003).

 Information and communication technology (ICT)

significantly influences all domains of human life (Gnambs,

2021). Similarly, ICT has also transformed the education

sector and turned instructional practices into more

interactive and productive (Lin et al., 2017), as it offers

various tools which are used in traditional as well as online

teaching spaces and assists in building a proactive classroom

environment (Jogezai et al., 2021). Technology-incorporated

instructional practices not only enhance the quality of

teaching (Akram et al., 2021a) but also enable students to

develop their skills, boost their motivation, and enhance

their knowledge and information efficiently (Chen et al.,

2018). During the COVID-19 global crisis, when the entire

world’s activities across all domains of human lives got

restricted, ICT played a supporting role in sustaining

teaching-learning activities on the one hand (Thaheem et al.,

2021). While on the other hand, ICT-integrated teaching and

learning provided a flexible approach and better access to

learning opportunities as a substitute for face-to-face

instruction (Akram et al., 2021b). However, teachers faced

difficulties in making the best use of ICT in their

instructional practices due to inadequate technological

competencies, yet the transitory phase improved their digital

skills.
 Furthermore, the utilization of ICT in education for

enhancing instructional practices’ effectiveness has been

considered crucial for the last few decades worldwide (U.S.

Department of Education, 2017). Several studies also

highlighted the significance of ICT-integrated instructional

approaches in meeting the educational needs of the learners by

increasing their thoughtfulness and keeping students

motivated, which is viewed as a significant predictor of

students’ educational growth (Xu et al., 2021).

Based on the self-efficacy perspective, effective

integration of ICT in education highly depends upon teachers’

self-efficacy (Guoyan et al., 2021), as self-efficacy is a

vital force that enables a teacher to acquire students’

learning outcomes successfully. Considering the importance of

teachers’ self-efficacy in an effective ICT integration,

several studies have suggested developing their pedagogical

and technological skills by establishing training programs.

The study by Khan and Abid (2021) revealed that the paradigm

shift from face-to-face to online teaching-learning during the

COVID-19 phase gave an advantage for teachers and students to

acquire technological skills by using different digital tools

and platforms. They also advocated employing an online

certification decision matrix (OCDM) to assure online teaching

effectiveness and readiness of teachers.

 Furthermore, Aslam et al. (2021) discovered that ICT

integration improves the quality of the teaching-learning

process and identified a substantial relationship between

instructors' technical pedagogical and content knowledge

(TPACK) and technological competencies. Furthermore, Abbasi et

al. (2021) discovered that teachers had positive attitudes

toward using technology into their teaching practices and that

there is a substantial relationship between technology use and

technological competencies.

In addition, students’ active involvement with an

apparent communication with their teachers and classmates is

essential for their efficient learning. On the other hand,

reviewed articles inform that teachers don’t find online

teaching more interactive than face-to-face teaching due to

the lack of apparent communication with students and their

active participation. It is, therefore, essential for teachers

to design computer-supported collaborative concept mapping

(CSCCM) activities in the classroom to strengthen students’

understanding, which would help them enhance the level of

collaboration with their teachers and peers (Liu S. et al.,

2021).
 CHAPTER III

METHODOLOGY

This chapter presents the methods used in gathering

information that are needed for this study. The significant

impact of the rapid development of information and

communication technologies (ICT) on education has turned

learners into digital natives and compelled teachers to adjust

their teaching methods. Technology integration brings many

advantages such as improved learning experiences, higher

student engagement, and access to a variety of resources.

However, its successful implementation depends on teachers'

views and their readiness to accept change. This research

focuses on Lino P. Bernardo National High School. This

specific setting enables a detailed study of teachers'

perceptions within a particular educational context. By

recognizing the distinct challenges and opportunities that

teachers in school.

Research design
 This study entitled “Exploring the Perception of Teachers

on Integration of Technology in the classroom in Lino P.

Bernardo National High School” will use the qualitative

research design. The researchers used this method to better

understand the main topic of exploring the perception of

teachers on integration of technology in the classroom in Lino

P. Bernardo National High School. Qualitative research design

will be used to gather information to provide a detailed and

accurate picture of the characteristics and behaviour of

teachers in perception of technology. By collecting data on a

given topic qualitative design will be useful to gain a deeper

understanding of the mentioned issue and provides valuable

insights that can inform future studies.

Research locale

This study will be conducted at Lino P. Bernardo National

High School S.Y 2024-2025 located at Barangay Bago General

Tinio Nueva Ecija. The Lino P. Bernardo National High School

Started on 1975. Before, the name of Lino P. Bernardo National

High School is Bago National High School, but, when Doctor

Lino P. Bernardo Donated the land for the school it is named

after him.

Research instrument

The needed data will be collected through the use of

interview constructed by the researchers. The interview will

use to support and validate the answer of the respondents in

the instruments and find out the challenges encountered by

teachers in perception of technology in the classroom.

The Samples and Sampling Technique

The sampling technique that the researchers will use is

purposive sampling. The researchers will collect the data from

teachers in Lino P. Bernardo National High School by using

this technique. Purposive sampling is a technique for

discovering and choosing situations that will make efficient

use of scarce research resources (Palinkas et al., 2015) and

is "used to select respondents that are most likely to yield

appropriate and useful information" (Kelly, 2010: 317). This

sampling is the most suitable for this study. Morse and

Niehaus (2009) observe, whether the methodology employed is

quantitative or qualitative, sampling methods are intended to

maximize efficiency and validity. Additionally, the reasoning

behind sample selection must be in line with the study's

overall objectives from an ontological, epistemological, and

axiological standpoint. (Palinkas et al., 2015).

Data collection

In this qualitative study, 8 selected teachers from Lino

P Bernardo National High School will be the respondentS. A

semi-structured interview form will be utilized to acquire

data for the study. The interview form was constructed with a

set of questions prepared by the researcher. This method

ensures that the prepared interview questions are assessed in

terms of clarity and relevant to the field. The draft

interview form prepared was sent to two experts in the field,

two primary school branch teachers and two classroom teachers,

and its control will be ensured.

 encounter, the study can offer useful insights for effective technology

integration strategies.