Challenges And Effective Strategies for Classroom Technology Integration Among Private School Elementary Teachers in Las Piñas City
DOI:
https://doi.org/10.5281/zenodo.21337517Keywords:
classroom technology integration, digital learning, educational technology, private elementary schools, professional development, TPACK frameworkAbstract
This study examined the pedagogical challenges and effective strategies for classroom technology integration among private elementary school teachers in Las Piñas City using the Technological Pedagogical Content Knowledge (TPACK) framework. Specifically, it explored the level of technology integration, the availability of institutional support factors, and their relationship in promoting effective teaching and student-centered learning. The study employed a quantitative descriptive-correlational research design. Data were collected from 200 private elementary school teachers through a researcher-developed and content-validated survey questionnaire with high reliability coefficients. Descriptive statistics, independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were utilized to analyze the data. Findings revealed that teachers sometimes practiced classroom technology integration (Composite Mean = 3.16), with the highest level observed in the enhancement of lesson content through technology and lower levels in student-centered learning, digital collaboration, and differentiated instruction. Institutional support factors were generally perceived as available (Composite Mean = 2.96), with administrative support receiving the highest rating. No significant differences were found in technology integration levels when teachers were grouped according to age, sex, teaching experience, and educational attainment. However, a statistically significant moderate positive relationship (r = 0.311, p < .001) was found between the availability of support factors and classroom technology integration. The study concludes that effective classroom technology integration depends more on institutional support systems than on teacher demographic characteristics. Strengthening administrative support, technological resources, and practice-based professional development can facilitate the transition from basic technology use toward transformative, collaborative, and personalized learning experiences. The proposed TECH-ALIGN Las Piñas framework provides a strategic model for enhancing technology-integrated instruction, teacher capacity building, and sustainable digital innovation in private elementary schools.
Downloads
References
Aldosemani, T. I. (2023). e-School initiatives that instigated digital transformation in education: A case study according to SABER-ICT framework. In Artificial intelligence-enhanced software and systems engineering (pp. 23–54). https://doi.org/10.1007/978-3-031-22408-9_2
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B., & Agbeko, M. (2025). The influence of digital professional development and professional learning communities in the relationship between school digital preparedness and digital instructional integration. PLoS ONE, 20(7), e0328883. https://doi.org/10.1371/journal.pone.0328883
Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3, 100204. https://doi.org/10.1016/j.ijedro.2022.100204
Cantutay, D. D., & Taganas, A. D. (2024). ICT literacy and professional development among Filipino teachers. Philippine Journal of Educational Research, 45(1), 5–18.
Chirima, T. T. T. (2024). The integration of technology in teaching Further Education and Training phase English Home Language in the post COVID-19 era. ProQuest. https://www.proquest.com/openview/f100048c44b2edf59cefc19d6e485613/1?pq- origsite=gscholar&cbl=2026366&diss=y
Cognizance Journal. (2024). Technological readiness and administrative support in urban elementary schools: A study of the National Capital Region. Cognizance Journal of Multidisciplinary Studies, 4(3), 210–225.
Gamit, R. J. (2024). Comparative analysis of ICT implementation between public and private elementary schools in Metro Manila. International Journal of Educational Development and Innovation, 6(1), 15–30.
Gapoy-Landicho, W. C., DM, E. M. M. P. D., & DM, E. M. M. P. (2024). School’s readiness, integration and technical support to digital transformation. International Journal of Science and Management Studies, 224–240. https://doi.org/10.51386/25815946/ijsms-v7i2p122
Gyasi, P. A., & Sun, B. (2026). The impact of digital technology on teacher resilience, potential benefits, and challenges: A review. Cogent Arts and Humanities, 13(1). https://doi.org/10.1080/23311983.2026.2642498
International Conference on Contemporary Education and Psychology [ICCEPH]. (2025). The SMART tech program: A strategic framework for classroom technology integration in the San Miguel District [Conference presentation]. ICCEPH 2025, Manila, Philippines.
Journal of Interdisciplinary Perspectives. (2025). Generational gaps in digital competence among Filipino educators: The role of institutional support. Journal of Interdisciplinary Perspectives, 7(2), 55–72.
Lubis, M. (2024). Digital learning media in elementary science: Stimulating or demotivating? Assyfa Journal of Multidisciplinary Education, 1(1), 18–26. https://doi.org/10.61650/ajme.v1i1.497
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment: Experiences from the University Smart Learning Project. Heliyon, 8(10), e10817. https://doi.org/10.1016/j.heliyon.2022.e10817
Paran, S., Lim, C. P., & Ramos, J. (2024). Challenges in technology integration for elementary teachers. Philippine Journal of Educational Studies, 25(1), 22–35.
Reuschl, A. J., Deist, M. K., & Maalaoui, A. (2022). Digital transformation during a pandemic: Stretching the organizational elasticity. Journal of Business Research, 144, 1320–1332. https://doi.org/10.1016/j.jbusres.2022.01.088
Rogador, K. A., & Bola, I. P. (2025). Teachers' challenges and strategies on technology integration among elementary schools of San Miguel 1 District, Philippines. Ignatian International Journal for Multidisciplinary Research, 3(10), 1–15. https://doi.org/10.5281/zenodo.13987019
Subingsubing, R., & Guhao, E., Jr. (2025). Instructional and technology leadership of school heads, and attitude towards ICT: A structural equation model on ICT literacy of public school teachers. Research Frontiers: International Journal of Social Science and Technology. https://doi.org/10.55990/20250001
Tawil, S., Al-Tarawneh, A., & Alnoimi, O. A. A. (2026). Professional development for teachers in the era of digital transformation: Strategies and prospects. In Studies in systems, decision and control (pp. 553–565). https://doi.org/10.1007/978-3-031-95310-1_43
Warmansyah, J., Komalasari, E., Febriani, E., Gusmiati, N., & Amalina, N. (2022). Factors affecting teacher readiness for online learning: TISE and TPACK. JPUD – Jurnal Pendidikan Usia Dini, 16(1), 32–51. https://doi.org/10.21009/jpud.161.03
Weisberg, L., & Dawson, K. (2023). The intersection of equity pedagogy and technology integration in preservice teacher education: A scoping review. Journal of Teacher Education, 74(4), 327–342. https://doi.org/10.1177/00224871231182129
Yang, Q., Alias, B. S., & Nor, M. Y. M. (2025). Principals’ technology leadership and teachers’ ICT integration: A systematic review on capacity building for quality improvement and sustainable education. International Journal of Learning Teaching and Educational Research, 24(9), 211–234. https://doi.org/10.26803/ijlter.24.9.11
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
