Navigating the digital frontier: exploring ICT integration in teaching for enhanced learning experiences
SHS Teacher III, San Isidro National High School, San Isidro, Leyte, Philippines.
Research Article
World Journal of Advanced Research and Reviews, 2023, 19(02), 776–778
Article DOI: 10.30574/wjarr.2023.19.2.1633
Publication history:
Received on 03 July 2023; revised on 12 August 2023; accepted on 15 August 2023
Abstract:
In today’s technologically driven world, Information and Communication Technology (ICT) integration in education has emerged as a transformative force in changing the conventional teaching and learning process. This study aims to examine the impact of Information and Communication Technology (ICT) integration in the teaching process and its influences on learning experiences and utilizes qualitative phenomenological research design. The participants identified via purposive sampling of this study were 20 teachers at San Isidro National High School. The participants were interviewed using semi-structured interview questions that focused on the teaching process and influences on learning experiences of ICT integration in teaching. ICT integration in teaching promotes and fosters a positive impact and enhanced learning experiences. The results suggested that ICT showcases a transformative potential in teaching, enhancing learning experiences and teachers have a significant pedagogical transformation. Also, it plays a vital role in learning essential 21st-century skills. However, challenges related to access to technology are apparent and highlight the need for professional development for teachers and further support, especially in ICT integration in teaching. Therefore, by understanding and leveraging these themes gained from this study teachers, policymakers, and educational institutions seeking to navigate the digital frontier effectively and further related studies may also be conducted.
Keywords:
ICT integration; Teaching; digital frontier; 21st-Century skills
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Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0