TECHNOLOGY INTEGRATION IN MATHEMATICS AND TEACHERS' EFFECTIVENESS

Education

This study aimed to determine the significant influence of technology integration and teacher effectiveness within the educational sector, focusing on the challenges and enablers of these elements. Conducted in the context of the Philippines, where numerous barriers hinder the effective integration of technology in classrooms, the research highlights issues such as inadequate infrastructure, limited access to digital tools, and insufficient teacher training. Using a quantitative approach utilizing an adapted survey questionnaire of universally selected mathematics teachers, data was collected from various educational institutions to assess the current state of technology integration and its impact on teacher effectiveness. Results indicate that while institutional leadership shows some support for technology integration, the lack of a clear vision and comprehensive strategy hampers significant progress. Teacher effectiveness was evaluated through indicators such as professional development, pedagogical knowledge, and the adoption of technology in teaching practices. The findings suggest that despite moderate levels of teacher readiness and competence in using technology, there is a critical need for targeted interventions to address the barriers identified. The study concludes that enhancing technology integration requires a multifaceted approach, including improving infrastructure, providing ongoing professional development, and fostering a supportive policy environment. Recommendations emphasize the importance of developing strategic plans for technology adoption, investing in resources, and encouraging a culture of continuous learning and innovation among educators. This research contributes to the understanding of technology integration in education and provides actionable insights for policymakers and educators aiming to enhance the effectiveness of teaching through the integration of digital tools.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.