ABSTRACT
The descriptive-qualitative study aimed to determine the experiences of Grade 9 teachers in the integration of digital technology in teaching Mathematics. The research method utilized in the study was qualitative method using in-depth interview and the research design was phenomenology. It was found out that the digital technology used by the Grade 9 teachers were online learning platforms, graphing calculators, and collaborative tools. The experiences encountered by the Grade 9 teachers on the integration of digital technology were enhanced learner engagement, personalized learning, and visualization of abstract concepts. Teachers’ hindering factors were lack of access to technology, inadequate training, and incompatibility with existing curriculum. Facilitating factors were teacher training and professional development, access to digital tools and resources, and curriculum alignment. Results of the study served as bases for enhancement program in the Schools District of Cabatuan I and Cabatuan II during the school year 2022-2023.
Keywords: Integration of Digital Technology, Teaching Mathematics, Policy Recommendation
INTRODUCTION
Information and Communication Technology (ICT) plays a crucial role in the distance education system, particularly in the instruction of learners who are facing challenges in reading, writing, and arithmetic. The integration of new communication and educational technologies in distance education programs is vital for ensuring the quality of education. The shift from traditional face-to-face communication between teachers and learners toward the instructional methods that are facilitated by technology characterizes distance education.
Education stands as the foremost service provided by society to equip its future workforce. Objectives of education must align with the evolving needs of the world. The notion of learner-centered active learning garners widespread support in research literature as an empirically validated teaching practice that optimally fosters learning for contemporary students (Freeman et al., 2014).
Furthermore, Information and Communication Technology (ICT) is poised to usher in a revolution in teaching, particularly for learners who are facing challenges. As a result, positive changes are anticipated in the future (Rashid et al., 2012).
However, digital technology is essential in teaching and learning Mathematics to understand the basic concepts and the way of problem-solving techniques (Skutnabbs-Kangas, 2000).
Research conducted by Safdar et al. (2011) examined the effectiveness of teaching Mathematics through technology, in comparison to traditional teaching methods, revealed that employing technology in Mathematics education resulted in improved academic achievements among learners.
It suggests that integrating technology as a teaching strategy in Mathematics contributes to more effective teaching, thereby, enhancing learners’ academic performance.
Committed to address the challenges in digital learning and education technology, the Department of Education (DepEd), through the Information and Communications Technology Service (ICTS), reported the milestones of its Digital Rise Program during the 2022 World Book and Copyright Day Celebration. Through its second component which is ICT Assisted Teaching, Department of Education (DepEd) aims to provide teachers with equipment, software content, and skills for their daily classroom teaching. The program also envisions providing laptops, smart TVs, and lapel speakers to each teacher and classroom (Department of Education, 2017).
An enhancement program refers to a program or system that aims to improve or add new functionality to an existing program or process. It can be applied in various domains such as education, healthcare, and technology. In the field of technology, a system and method for enhancing a program or competition effect has been developed that allow users to improve their experiences while watching a program or game (George et al., 2021).
The researcher, based on personal observations and teaching experiences in Mathematics, noted that integrating digital technology served as a motivational factor for teachers, thus, it results in positive outcomes. The integration contributed to more effective teaching methods, ultimately leading to improved student performance. The use of technology in teaching Mathematics provided teachers with additional tools to enhance instructional delivery.
The researcher further believes that with the use of digital technology integrated in the teaching of Mathematics would improve the learners’ performance.
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