EXPLORING THE USE OF EDUCATIONAL TECHNOLOGY

IN GRADE 8
 TABLE OF CONTENTS

TITLE i

TABLE OF CONTENTS ii

LIST OF TABLES iv

LIST OF FIGURES v

ABSTRACT vi

CHAPTER 1 THE PROBLEM AND LITERATURE REVIEW

Background of the Study 1
Literature Review 2
Research Problems 4
Theoretical/Conceptual Framework 4
Scope and Limitations 7
Definition of Terms 7

CHAPTER 2 PROCEDURES
Qualitative Design and Methodology 9
Research Site 9
Selection and Criteria of Participants 10
Data Collection 10
Role of Researcher 11
Methods of Validation 12
Ethical Considerations 12

CHAPTER 3 FINDINGS AND DISCUSSION

Findings and Discussion 13

CHAPTER 4 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of the Study 37
Summary of Findings 37
 Limitations 39
Conclusion 40
Recommendations 40

REFERENCES 42

APPENDICES

A Interview Questionnaire for Students 44

B Interview Questionnaire for Teachers 45

C Letter to Validators 46

D Interview Transcriptions 48

CURRICULUM VITAE 67
LIST OF TABLES

Table Description Page

1 Profile of Teachers According to Specialization 10

 LIST OF FIGURES

Figure Description Page

1 Conceptual Paradigm Showing the Overview of Each 6

Component of the Study

2 Gravity Model of Learning 35

 ABSTRACT

This study aimed at exploring the use of educational technologies among Grade 8

learners and teachers in Del Monte National High School. This multiple case study has

seven (7) teacher participants and nine (9) student participants. The researchers used

cross-case analysis as the methodological approach to analyze and interpret the data

collected. The findings reveal the pivotal role of technology as a catalyst for innovation,

emphasizing the need for educators to adapt their instructional methodologies to

harness its full potential. The study showed the positive impact of instructional

technology on learning outcomes, highlighting improvements in academic achievement,

motivation, and student engagement. It also shed light on potential challenges such as

limited access to technological resources and concerns regarding privacy and digital

equity. Four overarching implications emerge from the analysis: the significance of

professional development initiatives and support structures, the imperative of promoting

access and inclusivity, the enhancement of learning outcomes, and the necessity of

addressing learning challenges. These implications culminate in the formulation of the

"Gravity Model of Learning," a conceptual framework that encapsulates the gravitational

pull of educational technologies in shaping contemporary pedagogical paradigms.

Keywords: Educational Technologies, Learning Areas, Grade 8 Level, Implications to

Teaching
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CHAPTER 1

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

Sustainable development, a cornerstone of which is social well-being, relies heavily on

education as a catalyst for change (Dreimane & Upenieks, 2022). The emergence of

information technology has revolutionized the dissemination of shared knowledge and

has become a driving force behind educational reforms globally (Büyükbaykal, 2015).

The introduction of technology-assisted learning tools such as mobile devices,

smartboards, MOOCs, and virtual laboratories has significantly transformed the

educational landscape worldwide, including in local educational

institutions.

Incorporating digital technologies in education has become increasingly prevalent at

the international level, with initiatives aimed at leveraging these tools to improve access

to quality education for all (Vakaliuk et al., 2021). From online courses to interactive

learning platforms, digital technologies offer diverse opportunities for learners to engage

with educational content, transcending geographical barriers and reaching students in

remote areas.

At the local level, educational institutions are also embracing digital technologies to

enhance teaching and learning experiences. The integration of technology in

classrooms, such as the use of smartboards, digital textbooks, and online resources,

has become common practice in many schools and universities. These technologies not
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only make learning more interactive and engaging but also empower educators to adapt

their teaching methods to cater to diverse learning styles and preferences.

Despite the numerous benefits, challenges such as the digital divide and

resistance to change persist at both the international and local levels. Addressing these

challenges requires concerted efforts from policymakers, educators, and stakeholders

to ensure equitable access to digital education resources and to promote digital literacy

among students and educators alike.

This paper aims to explore the applications of educational technologies in education,

highlighting the opportunities they present and the challenges they entail. By exploring

the use of educational technology in Grade 8 in this digital era, teachers and other

stakeholders can better understand how educational technologies are shaping the

future of education while addressing the unique needs and contexts of educational

systems.

Literature Review

Within the Grade 8 educational level, the integration of educational technologies has

transitioned from being merely optional to becoming an indispensable aspect of the

learning process. This shift has been accelerated by the global impact of the COVID-19

pandemic, which compelled educational institutions to swiftly adopt online teaching

modalities as a means of ensuring continuity in learning (Seale et al., 2021). Particularly

in developing countries, the pandemic underscored the urgent need to bridge the digital

divide and equip educators and students alike with the necessary tools to navigate

remote learning environments effectively (Kosaretsky et al., 2022).

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Present educational systems have witnessed a transformation in teaching

methodologies, with educational technologies emerging as potent facilitators of

interactive and engaging learning experiences (Lopez-Fernandez, 2021). By

manipulating educational technologies, educators can cater to the diverse learning

preferences of students, fostering an environment that encourages active participation

and collaboration (Osadchyi et al., 2021). The integration of digital tools such as

projectors, computers, and interactive software enables educators to design lessons

that resonate with the tech-savvy generation, thereby enhancing student engagement

and comprehension (Kumar et al., 2022).

Furthermore, digital classrooms in Grade 8 settings offer students unprecedented

access to educational resources and learning opportunities. Through online platforms

and interactive applications, students can explore concepts at their own pace, receive

realtime feedback, and collaborate with peers on projects and assignments (Turgut &

Aslan, 2021). This shift towards digital learning not only empowers students to take

ownership of their education but also cultivates essential skills such as critical thinking,

problemsolving, and digital literacy (Lacka et al., 2021).

However, the seamless integration of educational technologies into education is not

without its challenges. Concerns regarding screen time, equitable access to technology,

and the need for teacher training underscore the importance of adopting a holistic

approach to digital education (Shilpa et al., 2021). Despite these challenges, the

potential benefits of leveraging educational technologies in the classrooms are

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undeniable, paving the way for a more inclusive, dynamic, and impactful learning

experience for students of all backgrounds and abilities.

Research Problems

The main objective of this study is to explore the use of educational technology

of Grade 8 level in Del Monte National High School.

Specifically, it sought to answer the following questions:

1. What educational technologies are used in the school?

2. How are these educational technologies used in the classroom?

3. How does the use of educational technology influence learning?

4. What are the teachers’ and students’ motivations in using

educational technology?

5. What are the challenges met by teachers and students in using

educational technology?

6. What implications to teaching can be drawn from the results of the

study?

Conceptual Framework
The integration of educational technology has become increasingly prevalent, aiming to

enhance learning experiences and outcomes for students. Drawing upon constructivist

learning theories, educators seek to create dynamic and interactive environments where
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students actively engage with content, construct their understanding, and apply

knowledge in meaningful ways. Constructivism posits that learning is a process of

constructing knowledge through active engagement with experiences and interactions

with others (Dewey, 1938; Piaget, 1973; Vygotsky, 1978). In this context, educational

technology serves as a valuable tool to facilitate constructivist learning experiences,

providing opportunities for active learning, meaningful engagement, collaboration, and

authentic application of knowledge.

Active Learning: Students actively engage with educational technology tools to

construct their understanding of concepts and knowledge (Dewey, 1938).

Meaningful Learning: Educational technology provides interactive and

personalized learning experiences that connect new information to students' existing

knowledge and experiences, promoting meaningful learning (Piaget, 1973).

Collaboration and Social Interaction: Educational technology tools support

collaborative learning environments where students interact with peers, share ideas,

and co-construct knowledge, promoting social interaction and community learning

(Vygotsky, 1978).

Authentic Learning Environments: Educational technology creates authentic

learning experiences that reflect real-world contexts and challenges, allowing students

to apply their knowledge and skills in practical situations (Jonassen, 1991).

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CONTEXTUAL PROCESS OUTPUT

FACTORS
 Design and Implications
 Educational Development
Technologies
to teaching
Used by
Teachers and  Implementation
Students
 Facilitation
 Grade 8
Curriculum Areas

Figure 1. Conceptual Paradigm Showing the Overview of Each Component

of the Study

Grade 8 Curriculum Areas: Curriculum standards and learning objectives for Grade 8

education provide the foundation for designing educational technology

interventions.

Educational Technology Tools: Various educational technology tools such as

interactive simulations, virtual labs, multimedia presentations, and online collaboration

platforms are selected based on their alignment with constructivist principles and Grade

8 learning goals.

Design and Development: Educators design and develop learning experiences and

activities using educational technology tools that promote active engagement,

meaningful learning, collaboration, and authenticity.

Implementation: Educational technology interventions are implemented in Grade 8

classrooms, allowing students to interact with the tools and engage in constructivist

learning experiences.
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Facilitation: Teachers facilitate the learning process by guiding students' interactions

with educational technology tools, providing support, feedback, and scaffolding as

needed to promote deeper understanding and learning.

Implication to teaching: The research findings may suggest the need for innovative

pedagogical strategies that foster student engagement and facilitate deeper learning.

Scope and Limitations

This study is focused on exploring the use of educational tools in various learning areas

in the classroom by Grade 8 teachers and students of Del Monte National High School

for the School Year 2023-2024. The source of data was only limited to the specific

participants: seven (7) teachers and nine (9) students of the said grade level.

Definition of Terms

The following terms are defined operationally in this study:

Educational technologies. This refers to the gadgets and apps used in the classroom

teaching and learning process. These technologies include hardware devices such as

computers, tablets, interactive whiteboards, and smartphones, as well as software

applications, educational apps, and online platforms.

Learning areas. This refers to the three (3) groups of subjects, namely: Sciences and

Maths, Languages, and Humanities. The first category includes Science and
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Mathematics, the second category comprises English and Filipino, and the last category

includes TLE, Araling Panlipinan, and MAPEH.

Grade 8 level. This refers to the Junior High School level where the study is

conducted.

Implications to teaching. This refers to the outcome of the study. It encompasses the

practical insights and recommendations derived from the study's findings, aiming to

enhance instructional practices and pedagogical approaches.

CHAPTER 2

PROCEDURES

This chapter examines the research methodologies employed by the researchers

including research design, research site, data collection, participants, and ethical

considerations.

Qualitative Design and Methodology

In this study, the researchers adopted an exploratory descriptive research design,

drawing on the idea of Creswell (2014) regarding qualitative research methodologies.

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This choice was made to thoroughly explore the current situation of educational

technology integration in Grade 8 classrooms. By using this approach, the researchers

aimed to gain a deep understanding of how technology is currently being used, its

impact on various aspects of learning, including student motivation, challenges faced by

both teachers and students, and the potential implications for teaching practices. This

design allowed the researchers to gather rich, detailed data that could inform

understanding of technology integration in the Grade 8 level.

Research Site

The study was conducted in Del Monte National High School (DNHS). It is one of the

secondary schools of Talacogon, Agusan del Sur. This site was chosen since it is where

one of the researchers is currently employed, thus providing easier access and

communication to the chosen participants.

Selection Criteria and Participants

This study focused on one Grade 8 section of DNHS. This was done to ensure that all

participants were from a similar educational context. The researchers included seven

(7) teachers, each representing a different subject area, as well as nine (9) students all

from the same section. This approach ensured that we captured a diverse range of

perspectives and experiences related to technology integration in the Grade 8 level of

Del

Monte National High School.

Table 1.

Profile of Teachers According to Specialization

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Teacher- Participant Specialization

T1 ENGLISH
T2 SCIENCE
T3 TLE
T4 PE
T5 FILIPINO
T6 ARALING PANLIPUNAN
T7 MATHEMATICS

Table 1 provides an overview of the teacher participants in the study along with their

respective area of specialization. Each teacher is assigned a participant code (T1 to T7)

for identification purposes.

Data Collection

Structured interviews were a key component of the data collection process. The

researchers conducted interviews with seven (7) Grade 8 teachers, each representing a

different subject area. These interviews were designed to be semi-structured, allowing

for flexibility while ensuring that key topics related to technology integration, teaching

strategies, motivations, challenges, and perceived impacts on learning were addressed.

Through these interviews, the researchers were able to gain valuable insights into

participants' perspectives and experiences with educational technology.

In addition to interviews, classroom observations played a crucial role in the data

collection process (Creswell, 2013). The researchers observed Grade 8 classrooms to

directly witness how educational technology was being used in teaching and learning

activities. These observations provided the study with firsthand insights into the
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changing aspects of technology integration, including how teachers incorporated

technology into their lessons, how students engaged with the technology, and any

challenges that arose during implementation (Marshall & Rossman, 2016).

Role of Researchers

The primary role of researchers during the entire data collection process was that

of an observer and an interviewer. Through observations, the researchers were able to

see firsthand how the Grade 8 teachers of DNHS used technology in the classroom to

facilitate learning and how their students engaged and responded to the technological

tools used. The researchers were also able to gather data through interviews from both

teachers and students. They guided the conversation through the use of semi-

structured self-made questionnaires. Questions were open-ended which allowed the

researchers to explore their personal experiences in the use of technological tools in the

classroom.

Methods of Validation

The researchers developed two sets of semi-structured interview questionnaires, one

for the students and one for the teachers. The researcher-made instruments contained

five (5) open-ended questions. To ensure the accuracy of the questions are aligned with

the research problems, the questionnaires underwent a validation process by two (2)

language experts.
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Ethical Considerations

Several ethical considerations were observed to safeguard the rights and

confidentiality of the participants. Participants' identities were protected by assigning

pseudonyms, ensuring their real identities remained undisclosed, and thus preserving

their privacy throughout the study. Participants were empowered with the right to

withdraw from the study at any point, respecting their autonomy and ensuring that their

participation remained voluntary and non-coercive. These considerations were

instrumental in conducting a responsible and ethically sound exploration on the use of

educational technology in Grade 8.

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APPENDICES