Authors :
Kristine Hazel W. Bidayan
Volume/Issue :
Volume 9 - 2024, Issue 1 - January
Google Scholar :
http://tinyurl.com/3ppa7p9
Scribd :
http://tinyurl.com/yc3jk7az
DOI :
https://doi.org/10.5281/zenodo.10634215
Abstract :
The study aimed to explore the importance of
classroom technology integration to teachers’ digital
competency and student engagement. This study also
assessed the significant relationship among these variables.
There were 25 teacher-participants who were purposely
selected in the Batanes National Science High School,
Basco, Batanes. Furthermore, the study used adopted
survey questionnaires from previous studies (Siripan &
Noirid, 2022; Handlesman et al., 2005; Nasir et al., 2020;
Abrami et al., retrieved 2023). The survey questionnaire
consisted of 35 items for teachers’ digital competency, 23
items for student engagement, and 61 items for classroom
technology integration. The participants displayed a
notable level of consensus and consistent confidence in
their proficiency with various tools and media. However, it
also perceived a lower level of digital competency in
implementing comprehensive digital solutions,
introducing a noteworthy discrepancy in participants'
confidence between specific tools/media and broader
digital strategies. There was a significant relationship
between student engagement and the perceived
importance of technology integration, revealing teachers'
acknowledgment of a meaningful connection. Conversely,
the absence of a statistically significant relationship
between teachers' digital competence and the importance
of technology integration suggests limited influence of
digital skills proficiency on their overall assessment of its
significance in instructional practices.
Keywords :
Digital Competency, Student Engagement, Class Technology Integration, Descriptive-Correlational Research Design, Batanes, Philippines.
The study aimed to explore the importance of
classroom technology integration to teachers’ digital
competency and student engagement. This study also
assessed the significant relationship among these variables.
There were 25 teacher-participants who were purposely
selected in the Batanes National Science High School,
Basco, Batanes. Furthermore, the study used adopted
survey questionnaires from previous studies (Siripan &
Noirid, 2022; Handlesman et al., 2005; Nasir et al., 2020;
Abrami et al., retrieved 2023). The survey questionnaire
consisted of 35 items for teachers’ digital competency, 23
items for student engagement, and 61 items for classroom
technology integration. The participants displayed a
notable level of consensus and consistent confidence in
their proficiency with various tools and media. However, it
also perceived a lower level of digital competency in
implementing comprehensive digital solutions,
introducing a noteworthy discrepancy in participants'
confidence between specific tools/media and broader
digital strategies. There was a significant relationship
between student engagement and the perceived
importance of technology integration, revealing teachers'
acknowledgment of a meaningful connection. Conversely,
the absence of a statistically significant relationship
between teachers' digital competence and the importance
of technology integration suggests limited influence of
digital skills proficiency on their overall assessment of its
significance in instructional practices.
Keywords :
Digital Competency, Student Engagement, Class Technology Integration, Descriptive-Correlational Research Design, Batanes, Philippines.
