Mapping Indigenous Peoples Education Learners’ Technology Engagement in English Through PICRAT Model

Technology integration has become increasingly important in English Language Teaching (ELT); however, limited studies have examined how technology-supported instruction is implemented in Indigenous Peoples Education (IPEd) using frameworks that simultaneously assess learner engagement and instructional technology use. Anchored on Interactionist Theory, Culturally Sustaining Pedagogy, and the Technological Pedagogical and Content Knowledge (TPACK) framework, this study investigated teachers’ competence in technology integration, technology-supported learner engagement, PICRAT-aligned instructional practices, RAT-level technology use, and the challenges encountered in technology-supported English instruction among Indigenous learners. It also examined the relationships among these variables and developed a PICRAT-guided intervention program based on the findings.
Using a descriptive-correlational research design, the study involved thirty (30) English teachers from selected Indigenous Peoples Education schools. Complete enumeration was employed, and data were gathered through a researcher-made and validated questionnaire anchored on the PICRAT framework. Descriptive statistics, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were used to analyze the data.
The findings revealed that teachers were generally competent in integrating technology into English instruction, while learners were generally engaged in technology-supported learning activities. Teachers moderately implemented PICRAT-aligned instructional practices and demonstrated technology use across the Replacement, Amplification, and Transformation (RAT) dimensions. Challenges related to contextualization, curriculum alignment, culturally responsive digital instruction, and resource limitations remained highly evident. Technology integration in IPEd English classrooms is influenced by the interplay of teacher competence, learner engagement, instructional practices, and contextual realities. Strengthening culturally responsive digital pedagogy, learner engagement, and institutional support may contribute to more transformative and contextually relevant technology integration in Indigenous educational settings.

PICRAT model, technology integration, learner engagement, culturally sustaining pedagogy, transformative digital instruction

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