Integration of Technology in Teaching and Learning in Island Communities

This study examined the level of technology integration in teaching and learning among teachers and students in island communities in the District of Catbalogan X, Schools Division of Catbalogan City during the School Year 2025–2026. Using a quantitative-descriptive research design with correlational and comparative analyses, data were gathered from elementary teachers and Grade 6 students through validated survey instruments. Findings revealed significant differences between teachers’ and students’ assessments across all dimensions of technology integration in teaching and learning. No significant relationship was found between teachers’ self-assessment and students’ assessment of technology integration in teaching, indicating perceptual gaps between the two groups. However, significant relationships were identified between teachers’ technology integration practices and student engagement, use of technology in learning activities, and support for personalized and self-directed learning. Teachers’ attitude toward technology, years of teaching experience, and participation in ICT-related training significantly influenced their level of technology integration. Teachers reported high levels of challenges, particularly limited access to technological equipment, while students identified unstable internet connectivity as their primary concern. The findings underscore the need to strengthen digital infrastructure, enhance professional development opportunities, and establish mechanisms that align teacher practices with student learning experiences to improve technology integration in island schools.

Technology Integration, Digital Learning, Island Communities, Educational Technology, Teacher Perceptions, Student Engagement

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