Technology Integration among Public Secondary School Teachers in the Division of Northern Samar, Philippines
MYRA Y. TURBANADA *
Cahayagan National High School, Laoang, Division of Northern Samar, Department of Education, Philippines.
MARLO D. ALVAREZ
College of Education, University of Eastern Philippines, Philippines.
CELESTE J. CHAN
College of Science, University of Eastern Philippines, Philippines.
JOSEPHINE D. ADRIATICO
College of Arts and Communication, University of Eastern Philippines, Philippines.
ROMEL A. MORALES
College of Education, University of Eastern Philippines, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study explored the technology-related profiles of public secondary school teachers in the Division of Northern Samar and their relationship to technology integration. It examined factors such as computer ownership, use of digital tools, training, and experience with hardware and software. Using a descriptive-correlational design, data were collected from 252 teachers across various municipalities. Technology integration was measured using the TPACK framework, covering technological, pedagogical, and content knowledge. Results revealed that most teachers owned computers and used tools like Google Workspace and Zoom. TESDA National Certificates were the most common training acquired. A high degree of technology integration was observed. Significant correlations were found between technology profiles and areas like technological and pedagogical knowledge. Productivity tool use and software experience were key contributors to integration. These findings highlight the value of targeted training and hands-on experience in boosting effective technology use in teaching and learning.
Keywords: Technology integration, technological pedagogical content knowledge (TPACK), ICT in education