Abstract
This qualitative-phenomenological study aimed to determine the lived experiences, challenges encountered, and coping mechanisms of teachers in relation to utilizing information and communications technology (ICT) in teaching for school year 2022-2023. Data gathering for this study was conducted from September to November 2022 with seven (7) teachers as participants of the study. To get the precise conclusions of this study, all data from the responses were evaluated by looking for response patterns and connecting them. Participants were given pseudonyms in order to protect the confidentiality of their responses. As to lived experiences, the research revealed three themes relating to the use of ICT in the classroom, which include the need to put forth extra effort to advance their ICT knowledge, unequal access to the school’s ICT resources, the speed and ease with which ICT facilitates teachers’ work, and the rise in student motivation for and engagement with their assignments. Regarding the difficulties teachers faced using ICT in the classroom, four themes emerged: the need for minimal competency, a lack of ICT-focused professional development in the classroom, student safety, and additional costs/expenses. In terms of coping mechanisms teachers used to address challenges pertaining to the use of ICT in the classroom, structured ICT training, positive attitudes towards modern technology, strategic time management, and peer collaboration/mentoring were the prevailing themes.
Keywords: Lived Experiences, Challenges, Coping Mechanism, ICT Integration
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
References
Almerich, G. et.al (2022). Training Needs of Teacher in ICT: Training Profiles and Elements of Complexity. RELIEVE, 17(2), 1-28. Retrieved June 12, 2022 from http://www.uv.es/RELIEVE/v17n2/RELIEVEv17n2_5eng.htm
Arias, E. and Cristia, J. (2017). An Investigation on ICT in Education: Visions and Practices. Madrid, Spain: Sentises. Retrieved June 11, 2022 from https://eprints.lancs.ac.uk/id/eprint/137001/
Becta, J. (2017). Academic success is about self-efficacy rather than frequency of use of the learning management system. Australasian Journal of Educational Technology, 32(4), 38-49.
Champa, J., et al. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning and Teaching, 3, 9–28. Retrieved June 19, 2022 from DOI: 10.37074/jalt.202 0.3.1.7
Coke, S. L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economy and Education, 56, 24–39. Retrieved June 19, 2022 from DOI: 10.1016/j.econedurev.2016.11.007
Creswell, J. W. (2015). Qualitative inquiry & research design: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage Publications. Retrieved June 10, 2022 from https://www.sagepublications.com
Daling, R. (2018). Accepting ICT Integration: A Challenge to School and Curriculum. International Journal of Education and Research, 8(9), 27-45. Retrieved June 23, 2022 from https://www.ijern.com/journal/2018/September-2018/13.pdf
Delmoro, C. (2019). Cognitive enhancement or cognitive diminishing? Digital technologies and challenges for education from a situated perspective. Limited Interdisciplinary Journal of Philos0phy and. Psychology, 15(21).
Department of Education (2020). DepEd Order 012, s.2020. “Crafting of the Basic Education Learning Continuity Plan (BE-LCP) in Response to the CoViD-19 Public Health Emergency”. Retrieved June 22, 2020 from https://www.deped.gov
González, N. (2017). Technological and Pedagogical Application of Knowledge and Content among University Professors. Virtual Education and Science, 8(14), 42-55.
Gregory, H. and Lodge M. (2015). International Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge
Guillet, A., et.al (2018). Closing the gaps – Improving literacy and mathematics by ICT-enhanced collaboration. Computer Education, 99, 68–80. Retrieved June 17, 2022 from DOI: 10.1016/j.compedu.2016.04.004
Gul, A., et.al. (2020). Teaching and Learning During School Closures: Lessons Learned. Irish Second-Level Teacher Perspectives. Dublin: Trinity College Dublin
Guzman, G. (2017). Like teacher, like student? Conceptions of children from traditional and constructive teaching models regarding the teaching and learning of string instruments. Cognitive. Instruction, 32, 219–252. Retrieved June 17, 2022 from DOI: 10. 1080/07370008.2014.918132
Hernandez, R. (2017). Extending the will, skill, tool model of technology integration: Adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307-325. Retrieved June 19, 2022 from https://doi.org/10.1007/s12528-016-9120-2
Katz, R. (2018). Digital Transformation of Human Capital in Latin America. Cepal. Retrieved June 16, 2022 from https://bit.ly/32HIia
Kletcherman, G. (2016). “Assessing teachers’ beliefs,” in International Handbook of Research on Teachers’ Beliefs, editors H. Fives and M. G. Gill (New York, NY: Routledge), 87–105.
Knobbout, J. (2021). Designing the Learning Analytics Capability Model. (Published Dissertation: HU University). Retrieved June 18, 2022 from https://data-analytix.nl/wp-content/uploads/2021/10/JustianKnobbout_Thesis.pdf
Lazrarus, R. and Folkman, S. (1984). Transactional Model of Stress and Coping. Retrieved June 18, 2022 from https://www.mindtools.com/aari1kl/lazarus-and-folkmans-transactional-model-of-stress-and-coping
Lichtman, G. (2016). The older, the wiser? Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation. Psychological Music 42, 157–176. Retrieved June 28, 2022 from DOI: 10.1177/0305735612463772
Livingstone, S. (2017). Risky experiences for children online: Charting European research on children and the Internet. Children & Society 2008, 22(4), 314–323. Retrieved June 22, 2022 from http://eprints.lse.ac.uk/27076
Loveless, A. (2020). ICT in the Primary School. Buckingham: Open University Press.
Marcelo, C. (2019). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523-1537
Merriam, S. B., and Tisdell, E.J. (2016). Qualitative research and case study applications in education. San Francisco: John Wiley and Sons. Retrieved June 15, 2022 from file:///C:/Users/enduser/Downloads/Merriam%20&%20Tisdell%20(2016)%20Ch.%202%20(Six%20Designs)%20(1)-annotated.pdf
OECD (2019). Education at a glance. OECD indicators 2019. Paris, France: OECD Press. Retrieved June 18, 2022 from https://www.oecd.org
O’Toole, C. (2018). The Lived Experiences of ICT and Engineering Teaching Faculty in Higher Education in Ireland and the United Kingdom Who Adopt and Implement Mobile Technology-Enhanced Learning Initiatives: A Phenomenological Investigation. (Published Dissertation: Lancaster University). Retrieved June 11, 2022 from https://eprints.lancs.ac.uk/id/eprint/137008/
Rudd, P., et.al (2019). Harnessing Technology Schools Survey 2019. Coventry: BECTA. Retrieved June 21, 2022 from http://research.becta.org.uk/upload-dir/downloads/page_documents/research/re ports/htss_final_july19.pdf
UNESCO (2018). Digital Learning and Transformation of Education. Retrieved June 22, 2022 from https://www.unesco.org/en/digital-education
Yamat, T. (2018). Understanding factors influencing information communication technology adoption behavior: The moderators of information literacy and digital skills. Computers in Human Behavior, 71, 196-208. Retrieved June 24, 2022 from https://doi.org/10.1016/j.chb.2017.02.005
