Authors : Marifel E. Escaño; Belen L. Dominguiano

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/2rjmw4wz

Scribd : https://tinyurl.com/a6ckdvjz

DOI : https://doi.org/10.38124/ijisrt/26mar273

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

Abstract : This study, entitled The Utilization of Educational Technology Materials in Classroom Instruction, examines how primary teachers utilize educational technology in their teaching practices. It specifically aims to determine the different educational technology materials used, the extent of their utilization, how these materials support classroom instruction, the challenges teachers encounter, and the capacity-building activities that may strengthen teachers’ competencies and confidence in integrating technology. By addressing these areas, the study provides a comprehensive perspective on the role of educational technology in enhancing instructional delivery in rural school settings. The study employed a mixed methods research design that integrated both quantitative and qualitative approaches to obtain a holistic understanding of the topic. Survey questionnaire and interviews served as the primary data-gathering tools, enabling the collection of both numerical data and narrative insights. Thirty primary teachers from elementary schools in Bulusan participate as respondents. Data are analyzed using frequency, percentage, and thematic analysis to capture patterns, trends, and recurring themes related to teachers’ technology use. Findings reveal that laptops and televisions are the most frequently utilized educational technology materials, followed by printers, internet connectivity, smartphones, and flash drives. These technologies are commonly used to support lesson delivery, enhance learner engagement, and provide access to online instructional resources. Teachers acknowledge that educational technology improves classroom interactivity and elevates the quality of teaching and learning experiences. However, despite its benefits, the study identifies persistent challenges including unstable internet connectivity, limited availability of digital resources, inadequate technical assistance, and insufficient funding, all of which hinder efficient technology integration. Overall, the study concludes that educational technology is highly valued and widely used among teachers, yet its full potential is constrained by infrastructural, financial, and training-related limitations. To address these concerns, it is recommended that schools strengthen capacity-building initiatives such as Learning Action Cell (LAC) sessions, provide continuous professional development on technology integration, allocate adequate funds for digital resources, and improve technological infrastructure. Enhancing these support systems will better equip the teachers in rural schools to deliver effective, engaging, and technology-enhanced instruction.

Keywords : Educational Technology Materials, Classroom Instruction, Technology Integration, Primary Education.

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