Preparedeness of Teachers in Integrating Educational Technology in Teaching Applied Track Subjects among Senior High Schools in Ilocos Region, Philippines

Abstract

This study investigates the degree of preparedness of teachers and how EdTech being integrated in teaching Applied Track Subjects among Senior High Schools in Region 1 (Ilocos Region). The study was anchored on the TPCK theoretical framework by Mishra & Kohler (2006). This study used questionnaire-survey data from one-hundred ninety-eight (198) teachers from twenty-three (23) SHS from the four (4) provinces of Region 1, using the stratified cluster random sampling method. The study aims to explore the relationship between teachers’ academic profiles and degree of integration and preparedness in integrating EdTech. The findings of the study indicate that SHS Teachers were graduated from different baccalaureate degree programs. Mostly are BSEd graduate which gave them an edge to meet the eligibility requirement (RA 1080). They have undergone application, selection and appointment process of the said teachers based on professional and qualification standards (QS) and evaluation criteria which ensure that highly competent individuals with the appropriate qualifications are hired to teach in SHS (DO#3, s.2016). They belong to generally young professionals in public teaching service. Although the study necessitates, teachers moderately integrate and perceived to be highly prepared to integrate EdTech in teaching the subject area(s), they do not have trainings/seminars and professional membership related to EdTech. Among other findings, correlational analyses revealed that educational attainment, teaching position and years in teaching service are important predictors of the teachers’ degree of preparedness. Though, there is no significant association between degree of integration and academic profiles. It indicates that the use of educational technology has nothing to do with the teachers using it. The problems cited, especially on physical related-matters, were considered a hindrance by teachers to effectively integrate educational technologies into classroom instruction. The findings of the study support policy intervention aimed to provide more opportunities for educational technology-based professional training and development. The outcomes of the study will help schools and teachers to enhance the use of available educational technologies in their teaching-learning practices and improving the quality of education, educational technology, preparedness, applied track subjects, senior high school, TPCK (technological, pedagogical, content knowledge).