Utilization of Technology Resources in the Delivery of instruction in Public Elementary Schools, Taytay II-B District, Division of Rizal

Abstract

INTRODUCTION

Teachers, being instruments of education today, are caught in a generation of increasing technology and convenience which is another distraction on their hands. The development and growing popularity of internet and social media websites is obliged to add a burden for teachers. To ensure that instruction is updated with the emerging trends, school officials find ways and means to put up computer laboratories by tapping political and stakeholders to be at par with borderless instruction. Computer literacy among teachers and pupils have been conducted to keep them abreast of the state-of-the-art instruction. However, there are problems commonly shared between and among teachers such as access to technology, technical concerns, teachers and individual beliefs, and even time and disruptions of schedules. It is for these reasons that the researcher, a classroom teacher, conceived this study to assess the utilization of technology resources in the delivery of instructions in Public Elementary Schools such as Taytay II-B District, Division of Rizal.

METHODS

Descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data on the assessment of the utilization of technological resources in the delivery of instructions with respect to the teaching-learning process, pupils' attitudes, and task accomplishment.

RESULTS

The study concluded that age and length of service were significant to the extent of effects of the utilization of technology resources in the delivery of instruction with respect to teaching-learning process, pupils' attitudes, and task accomplishment.

DISCUSSIONS

The dominant respondents were females who were 31 to 40 years of age. Majority of the respondents were college graduates with 4 years and below experience in teaching. Utilization of technological resources has much effect on the delivery of instruction as perceived by the researchers