Technology Integration in Teaching and Learning: A Descriptive Study of Technology and Vocational Education (TVE) Teachers in Surigao Del Sur, Philippines

Abstract

Technology integration has become increasingly central to teaching, learning, and workforce preparation in Technology and Vocational Education (TVE). This study examined secondary-level TVE teachers’ perceptions of technology integration in teaching and learning in Surigao del Sur, Philippines, focusing on four dimensions: technology infrastructure, pedagogical integration, student engagement and skills acquisition, and workforce readiness and employability. Using a descriptive quantitative design, data were collected from 60 purposively selected TVE teachers in public high schools through a validated structured questionnaire. Results indicate generally favorable perceptions of technology integration, with stronger ratings for pedagogical integration (M = 4.40) and student engagement and skills acquisition (M = 4.40). Technology infrastructure (M = 4.00) and workforce readiness and employability (M = 4.20) were rated at the agree level, with greater variability in infrastructure-related indicators, suggesting uneven access to resources and support across schools. Overall, the findings suggest that while teachers perceive technology as well integrated into instructional practices, institutional conditions and industry alignment remain inconsistent. The study highlights the importance of targeted infrastructure planning, technical support, and professional development to support more equitable and context-responsive technology integration in TVE. These findings contribute context-specific evidence to discussions on technology use in vocational education in developing regions.