Competence and Challenges in Technology-Driven Instruction in Basic Education
DOI:
https://doi.org/10.54536/ajahs.v5i1.5147Keywords:
Challenges, Competence, Technology-Driven InstructionAbstract
With the growing integration of technology in education, teachers must adapt their instructional strategies to effectively use digital tools. This study examined the pedagogical competence and challenges faced by elementary teachers in the Schools Division of Camiguin during SY 2023–2024. Specifically, it aimed to identify teachers’ profiles, assess their competence in technology-driven instruction, determine the extent of challenges encountered, examine the relationship between competence and challenges, identify differences in challenges based on teachers’ profiles, and propose an ICT development plan. Using a descriptive correlational design and purposive sampling, 305 public elementary teachers from five districts participated. Modified questionnaires and statistical tools such as mean, standard deviation, Pearson correlation, and ANOVA were used for data analysis. Findings revealed that teachers are generally competent in using technology in instruction, but they still face notable challenges in its effective and sustained use. A significant relationship exists between competence and challenges in areas such as technology operations, instructional design, content development, and management skills, but not in pedagogical competence alone. Furthermore, challenges significantly vary by position, education, experience, and perception, but not by grade level taught. Based on the results, the Teacher-Centered Digital Adaptability Theory was developed, emphasizing teacher empowerment, adaptability, and sustained support in technology-driven teaching. The study recommends that teachers actively join training programs, explore technology-based strategies, and guide students in using digital tools while collaborating with peers to improve their digital competence and confidence.
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