Abstract
Technology integration is a popular topic in educational research that provides varying views on classroom implementation. More and more countries execute laws on educational reform to adapt to the progressive technological advances that require new sets of literacies from both teachers and learners. The main challenge for teachers in a developing country is not all share a common understanding of what technology integration is. Technology literacy plays a vital role in defining what makes technology integration in teaching and learning successful. This study investigated the perceptions of secondary teachers on technology integration and the implications of their perceptions with their technology literacy. We surveyed two sets of samples of secondary teachers from a private school in Manila (P=157), with 27 respondents for the qualitative questionnaire and 120 respondents for the quantitative instrument that we developed. The instrument was based on a conceptual framework incorporating: A Framework for Understanding and Assessing Technology Literacy, and Technological Pedagogy Content Knowledge: A Framework for Teacher Knowledge. A one-way ANOVA with post hoc Tukey HSD test was used to understand the correlation between technology literacy levels. Results propounded that there was a dissonance between how the secondary teachers perceive technology integration and how they perceive their technology literacy. These findings indicated a technology literacy gap that needed to be addressed to make technology integration effective.
Author Information
Rachel Ann H. Santos, Asian Institute of Management, Philippines
Paper Information
Conference: SEACE2023
Stream: Implementation & Assessment of Innovative Technologies in Education
This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Santos R. (2023) Rethinking Technology Literacy for Effective Technology Integration of Secondary Teachers ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2023.60
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.60
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