BRIDGING THE DIGITAL DIVIDE: THE EXPERIENCES OF TEACHERS IN INTEGRATING TECHNOLOGY IN FAR-FLUNG AREAS

Education

The purpose of this research was to explore and understand the experiences, challenges, coping mechanisms, and insights of teachers integrating technology in far-flung areas in the Department of Education, Cateel, Davao Oriental. Using a phenomenological approach, in-depth interviews with six participants were conducted to address the core research questions related to technology integration, instructional strategies, and challenges. Findings revealed that teachers significantly improved student engagement and learning progress by using innovative, resourceful teaching methods despite facing issues such as unstable power supply, unreliable internet access, and adverse weather conditions. They highlighted key benefits including stronger relationships with students, parents, and stakeholders, and the development of resilience in teaching practices. However, teachers also encountered challenges like limited infrastructure, difficult terrain, and inconsistent support, underscoring the need for greater investment in reliable internet access, power supply, and ongoing professional development from educational leaders and policymakers. Recommendations emphasized the importance of flexible, adaptive approaches, maximizing offline resources, and fostering community collaboration to sustain technology integration efforts. The study’s findings underscored the value of resilience and innovation in overcoming challenges and enhancing educational outcomes in far-flung areas.

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