Philippine E-Journals

Attitude and Skills Toward Technology Integration of Selected Teachers in the City of Manila as Basis for Technology Enhance Education

Michelle Villacorte

Discipline: Education

 

Abstract:

This study examines the attitudes and skills of secondary school teachers in Manila regarding technology integration, aiming to support the enhancement of educational methods with technology. A descriptive survey design was used to explore associations between teachers' demographic profiles and their perspectives on technology, focusing on both perceived ease of use and usefulness. The survey also assessed teachers’ skills in planning, classroom management, instruction, and professional responsibilities in technology-enhanced settings. The findings show that younger teachers, particularly those with fewer than ten years of experience, tend to have more favorable attitudes toward technology integration. In contrast, older teachers and those with longer teaching tenures demonstrate a more cautious approach to technology use in the classroom. Teachers perceive technology as highly useful, especially in facilitating tasks and increasing productivity, though some are less convinced of its impact on instructional effectiveness. In terms of skills, the surveyed teachers exhibit proficiency in planning and preparation, often using available digital resources and adapting assignments to suit various student needs. Skills in creating an interactive classroom environment and leveraging technology for instructional purposes are moderately high, with teachers frequently using tools such as interactive whiteboards and digital assessments. However, technology is used primarily as a supplementary learning aid rather than as a core instructional resource, suggesting a need for further training on its integrative potential. The study concludes that professional development focused on practical applications of technology in education could help teachers better integrate digital tools into their core teaching methods. Insights from this study provide valuable guidance for curriculum developers, educational leaders, and policymakers in promoting more effective technology use among educators.