Integrating Technology in Lesson Content and Teaching Strategy: Experiences of Public Secondary Science Teachers

Abstract

The integration of technology into teaching and learning is a challenge. This phenomenological study explored the experiences of 10 junior and senior high school science teachers in Davao Oriental regarding technology integration in pedagogy and lesson content. Through interviews and focus group discussions, we identified two emerging themes: enhanced pedagogical confidence and inclusive, engaging digital instruction, each with corresponding sub-themes. The mediating effect of these themes on the correlation between technology and pedagogical and lesson content may be pursued. Schools may create an environment that provides opportunities for inclusive technology integration.