Authors : Alma M. Tanding

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/3ch9bnzd

Scribd : https://tinyurl.com/2ed8etxd

DOI : https://doi.org/10.38124/ijisrt/25sep136

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study examined the experiences of junior high school teachers in using technology to support Araling Panlipunan instruction, focusing on insights from nine purposively selected teachers in Compostela West District, Davao de Oro Division. Based on in-depth interviews and thematic analysis, two major strategies emerged: the use of multimedia presentations, as well as the integration of digital and interactive activities and assessments. On the other hand, teachers also identified several challenges such as infrastructure limitations and the digital divide, which created unequal access for students, along with their own limited familiarity with digital tools due to insufficient training. From these lived experiences, the study suggested practical ways to address the challenges, including prioritizing infrastructure and resource support and conducting comprehensive training for teachers in the use of digital tools. The findings point to the need for broader reforms, such as investing in school infrastructure, implementing equity-focused programs, and providing continuous, discipline-specific training aligned with the TPACK framework. Moreover, the study emphasizes fostering a culture of digital adaptability among teachers, encouraging them to continuously explore new technologies to make Araling Panlipunan more engaging and relevant for learners. By addressing these issues, stakeholders can transform Araling Panlipunan instruction into an inclusive, dynamic, and technology- enhanced learning experience that equips students with essential 21st-century historical and civic skills.

Keywords : Technology Integration, Araling Panlipunan, Rhetoric of Junior High School Teachers.

References :

1. Arboleda, J. (2022). Barriers to Technology Adoption in Philippine Education: A Teacher's Perspective. Philippine Journal of Education, 99(1), 23-37
2. Almerino, E. (2021). Teacher Training and Technology Integration in Philippine Schools. Journal of Education and Technology, 15(2), 45-56
3. Bala, M. (2021). Bridging the Digital Divide in Davao Region: Challenges and Initiatives. Journal of Local Governance, 3(2), 123-136
4. Balante, J. Sobrecarey, J. and Mantog, JR  (2023) Enhancing. learning interest in Araling Panlipunan 3 through the. use of multimedia-based instruction. 9. 4. https://ijariie.com/AdminUploadPdf/ENHANCING_LEARNING_INTEREST_INARALING_PANLIPUNAN_3_THROUGH_THE_USE_OF_MULTIMEDIA_BASED_INSTRUCTION_ijariie21299.pdf?srsltid=AfmBOoreQs44Z9AHlsye18PBomO8FN9YCCa1SJwMvN-VwbPF-laf4kLy
5. Bautista, J. M. (2021). Integrating Technology in Araling Panlipunan: Challenges and Opportunities. Philippine Journal of Educational Technology, 5(2), 23-35. Available at: Philippine Journal of Educational Technology
6. Braun, V., & Clarke, V. (2012). "Thematic analysis." In H. Cooper, P. M. Camic, D. L. Long, A. Panter, D. R. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology (Vol. 2, pp. 57-71). American Psychological Association.
7. Chai, C. S., & Tan, S. C. (2019). Technology Integration in Education: A Review of the Literature. International Journal of Information and Education Technology, 9(9), 674-679. https://doi.org/10.18178/ijiet.2019.9.9.1236
8. Chukwuma-Nosike, C.(2023) Benefits and Ways of Integrating Technology in Teaching of Social Science Courses in Universities in Nigeria. Frontiers  of  Contemporary  Education. DOI:10.22158/fce.v4n4p1
9. Crisolo, O. R., Camposano, S., & Rogayan, D. V. (2021). Relevance of social studies in the 21st century society: Students’ perspectives. International Journal of Didactical Studies, 2(1), 101457
10. Cruz, R. (2020). Assessing Internet Accessibility in Rural Areas of Davao Region: Implications for Education. Davao Educational Review, 12(1), 78-90
11. Dela Cruz, M. (2019). The Effectiveness of Technology-Enhanced Teaching in Social Studies. Journal of Social Studies Education Research, 10(3), 1-15
12. Erdogan, E & Serefli, B (2021). Use of Technology in Social Studies Teaching: The Journey of Five Teachers. Journal of Qualitative Research in Education.27.232- 256. DOI:10.14689/enad.27.11
13. Hollandsworth, R., Dowdy, L., & Donovan, A. (2019). "The Impact of Technology on Social Studies Education." Social Studies Research and Practice, 14(1), 21-32. This study explores various digital tools and their effectiveness in engaging students in social studies
14. Muir, T., Geer, R., & Trivett, N. (2021). "Engaging students through technology: A case study of a digital learning environment." Journal of Educational Technology & Society, 24(2), 112-125
15. Mwita, K.  (2022) Factors influencing data saturation in qualitative studies. International Journal of Research in Business & Social Science 11(4) (2022), 414-420. https://doi.org/10.20525/ijrbs.v11i4.1776
16. Päivi, T., & Jari, P. (2020). "Learning through Collaboration and Technology in Finnish Classrooms." European Journal of Education Studies, 7(4), 158-175. This article examines collaborative learning practices and the role of technology in Finnish social studies classrooms.
17. Wang, S., Yang, Y., & Wang, Y. (2021). "The impact of technology on critical thinking in social studies education." International Journal of Social Studies Education Research, 7(1), 10-22.