Teachers’ Perceptions of Challenges in Educational Technology Integration: A Quantitative Study
DOI:
https://doi.org/10.65339/ijsair.V2.I1.118Keywords:
Educational Technology, ICT Integration, Quantitative Research, Teacher Perceptions, Technology Acceptance Model, Technology Integration ChallengesAbstract
The integration of educational technology has become increasingly important in improving teaching and learning practices in modern classrooms. This study examined elementary school teachers’ perceptions of the use of educational technology and the challenges encountered in integrating these tools into classroom instruction in Bongao III District, Tawi-Tawi, Philippines. Guided by the Technology Acceptance Model (TAM), the study explored how teachers’ perceptions of usefulness and ease of use influence their engagement with educational technologies. A quantitative research design was employed using a modified survey questionnaire consisting of forty-nine items administered to sixty public elementary school teachers. The instrument measured teachers’ demographic characteristics, the extent of their use of educational technology tools, and the barriers affecting technology integration. Data were analyzed using descriptive statistics and inferential analysis through the Statistical Package for the Social Sciences (SPSS), including frequency distribution, mean, standard deviation, and t-test analysis. The findings revealed that teachers used educational technology tools at a moderate level, with most respondents indicating that they “sometimes” used digital tools such as word processing applications, email communication, multimedia presentations, and online resources for instructional purposes. The preparation of instructional materials for interactive whiteboards showed the highest level of reported use. The study also identified several barriers affecting technology integration, including insufficient numbers of computers and internet-connected devices, limited access to technological infrastructure, outdated or malfunctioning school computers, inadequate technical and pedagogical support, and the absence of clear institutional goals supporting educational technology use. Furthermore, the analysis showed that there was a weak and statistically insignificant relationship between gender and the use of educational technology in classroom instruction. The study concludes that although educational technology is present in classroom practices, its integration remains inconsistent due to infrastructural and institutional constraints. It recommends strengthening institutional support for technology integration, improving access to ICT resources, and developing ICT literacy programs to enhance teachers’ technological competencies. The study aligns with Sustainable Development Goal 4 (Quality Education) by promoting improved teaching practices through technology integration, and with SDG 9 (Industry, Innovation, and Infrastructure) and SDG 10 (Reduced Inequalities) by highlighting the need for improved digital infrastructure and equitable access to educational technologies in rural communities. By addressing barriers to technology integration, the study contributes to educational sustainability and supports efforts to reduce digital inequalities in underserved educational contexts.
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