Publication Date: 2024/02/08
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.
DOI: https://doi.org/10.5281/zenodo.10634215
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT24JAN1583.pdf
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