Teachers’ Level of Technology Integration Knowledge and Technology Integration in Different Learning Areas

Abstract

The study aimed to determine the teachers’ level of technology integration knowledge and technology integration in different learning areas among teachers in rural school. There were 78 teachers who responded of the survey which was adapted from the TPACK framework questionnaires. The method employed was quantitative descriptive correlational. The statistical tool was mean for the frequency, Pearson moment product for correlation and multiple linear regression were utilized in the analysis of the gathered data. Results revealed that teachers’ technology integration knowledge was high with the availability of computers that they utilized in their schools. Science subject was found to be the most integrated subject in terms with technology integration among the different learning areas. Meanwhile, there is a significant relationship that resulted between technology integration knowledge and technology integration in science learning area only. It was recommended the upscaling of teachers through attending technology related seminars and trainings. Stakeholder would upgrade school ICT based resources. Moreover, the proposed enhanced ICT Training be implemented to improve teaching efficiency with respect to TPACK.