Examining The Implementation Of Technology Integration In Classroom Teaching: Basis For An Extention Program

Abstract

This study examined the level of implementation of technology integration in classroom teaching among teachers from San Mariano National High School and Benito Soliven National High School, Isabela, as the basis for developing an extension program. A quantitative descriptive-survey research design was employed involving 163 teacher-respondents selected through total enumeration sampling. Data were gathered using a validated and reliable adapted questionnaire measuring technology integration in terms of instruction, organization, communication, and creation. Descriptive statistics, Mann-Whitney U Test, and Kruskal-Wallis Test were utilized for data analysis using SPSS. Results revealed that teachers demonstrated a Very High Implementation of technology integration (M = 3.79, SD = 0.37), with communication obtaining the highest mean score (M = 3.88). No significant differences were found when grouped according to sex, age, educational attainment, internet connectivity, and years of teaching. However, significant differences were observed according to school location and training on technology integration. The findings highlight the importance of continuous professional development and contextual support, particularly for teachers in rural schools. Based on the results, the TECH-TEACH Extension Program was proposed to further strengthen teachers' competencies in technology integration.