Nichelle P. Esmane (Author)
Abstract
This study examined the utilization, perceptions, and challenges of digital tools in elementary education within Santa Maria Schools District. Using a mixed-methods design, data were collected from 40 purposively selected teacher-respondents through questionnaires, observations, and interviews. Findings revealed that while laptops, projectors, audio devices, and televisions were frequently used, newer platforms such as desktops, digital cameras, and Google Classroom were rarely or never adopted. Teachers strongly agreed that digital tools enhance student engagement, motivation, and classroom interaction, with an overall weighted mean of 4.70. However, significant barriers emerged, including outdated software, high maintenance costs, limited internet connectivity, and inadequate computer access. Concerns regarding student management and online safety also surfaced, emphasizing the need for robust policies and training. The study concludes that effective integration of technology requires not only infrastructure investment but also continuous professional development and appropriate support. These findings carry implications for sustainable and equitable digital learning.
Keywords: educational technology, digital learning tools, elementary education, teacher perceptions, technology integration, professional development
DOI: http://doi.org/10.69651/PIJHSS0403414
Recommended citation:
Esmane, N. P. (2025). Teachers’ perceptions and utilization of digital learning tools in elementary education: Insights from Santa Maria Schools District. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4454-4461. http://doi.org/10.69651/PIJHSS0403414
Read the full text
References
Andaya, J. (2018, December 5). ICT education should bridge tech gaps between teacher, student [Speech]. Education Summit. Rappler. https://www.rappler.com
Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teachers’ perceptions. Journal of Educational Technology & Society, 5(1), 67–74.
Department of Education (DepEd). (n.d.). Curriculum guides: Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood (TVL) track. Department of Education.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Espinosa, K. J., & Caro, J. D. (2011). Analysis of ICT integration initiatives in basic education and lessons learned: The case of the Philippines. 2011 First ACIS/JNU International Conference on Computers, Networks, Systems and Industrial Engineering, 342–347. https://doi.org/10.1109/CNSI.2011.30
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mula, R. S., & Bucar, J. D. (2023). Department of Education Computerization Program (DCP): Its effectiveness and problems encountered in school personnel’s computer literacy. International Journal of Multidisciplinary: Applied Business and Education Research, 4(4), 1221–1250. https://doi.org/10.11594/ijmaber.04.04.19
Ngoma, N. N., Zendrato, F., Nahampun, B., Siregar, N., Kadja, Z. H., & Manudjawa, D. (2025). Pengaruh perceived of technology dan self-efficacy terhadap kemampuan adopsi teknologi dan digitalisasi dalam proses pembelajaran. Edu Cendikia: Jurnal Ilmiah Kependidikan, 5(1), 45–59. https://doi.org/10.12345/educendikia.v5i1.678
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.; A. R. Luria, M. López-Morillas, & M. Cole [with J. V. Wertsch], Trans.). Harvard University Press.