INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
www.rsisinternational.org
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The Effect of the Growing Integration of Technology into Education
Nomel Alyssa Andan*, Shayne Albiso, April Arañas, Julliane Barbarona, Ronah Bukiron, Jomari
Cabalog, Rhoda Mae Seballo
Bachelor of Elementary Education Department Cebu Normal University Cebu, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000067
Received: 12 October 2025; Accepted: 20 October 2025; Published: 04 November 2025
ABSTRACT
The study aimed to know about pre-service teachers’ view about effectively implementing ICT in the
classroom to promote lifelong learning, and its potential drawbacks. The researchers used the
phenomenological research design. The participants were chosen using a quota sampling technique. The data
were gathered from seven pre-service teachers in a chosen state university utilizing the structured interview
through Google Meet. The gathered data were analyzed using thematic analysis. The study revealed thirteen
(13) themes. The findings of the study found out that pre-service teachers are willing to integrate technology
into their lessons for lifelong learning. There is personal desire in using technological tools in classroom
instruction to enrich discussion and classroom interaction which leads to academic achievement. It also saves
time while maximizing productivity. However, there were several drawbacks such as financial constraints, lack
of computer literacy skills, struggle in using unfamiliar and not user-friendly applications, and the lack of
physical interaction.
Keywords: Technology, education, growing integration, academic achievement, lifelong learning
INTRODUCTION
Chalk, blackboard, torn school textbooks, manila paper taped on the wall, and realia. These are the usual things
that are used in a typical classroom years ago. However, when the pandemic started to devour the life people
used to have in school, everyone gradually shifted from face-to-face classes to the online set-up that is
optimized today. Now that the students have become so familiar with technology, it is challenging to wean off
their increasing reliance on technology. This boosted the potential of technology to the field of education.
Thus, shedding light on how technology can be used to make people, especially pre-service teachers more
effective and life-long learners is deemed necessary.
In Southwest Nigeria, using multimedia in instruction provides more accurate predictions of students'
performance in writing in English than the traditional approach to teaching (Aladesusi, Deji-Afuye, &
Olowoyeye, 2022). Information and Communications Technologies (ICTs) have improved understanding of
education's role in society, development of novel communication models, creation of new venues for
instruction, information, debate, reflection, and breaking down traditional classroom barriers in Peru
(Hernandez, 2017). E-learning improves classroom instruction in Durban, South Africa. It improves teacher
and student classroom experiences. It is imperative that Nigerian universities adopt such a system so that they
do not fall behind (Coopasami, Knight, & Pete, 2017). In a study in Germany, teachers saw good impacts from
students using smartphones in class and did not regard it as an interruption (Omaid & Wali, 2020).
Furthermore, in Finland, weekly digital lessons affect technology-enhanced learning in Math. They found that
teachers place a high importance on topic integration when choosing classroom materials and digital
technologies. Adding computer-assisted learning to the curriculum should be a priority (Kaila, Kurvinen,
Laakso, & Salakoski, 2020). However, there was a study in South Africa, where teachers who lack the
necessary skills, knowledge, and comfort with technology may be reluctant to use it in the classroom (Condy
& Tiba, 2020).
Thailand is one of several Asian countries with an online learning system. Thailand's administration is working
on strategies and measures to improve the country's educational system by using more cutting-edge methods.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Thailand must adapt and adopt online education due to its rise in global higher education institutions
(Wansavatkul, 2017). Furthermore, physics educators in Indonesia are optimistic that students will benefit
much from using ICT in the classroom (Ahdiani, Lirag, & Sulisworo, 2017) . In India, using technology in
teacher education could improve classroom instruction. An effective teacher training program is essential in
order to accommodate requirements of the educators of today who seek to include ICT into their lesson plans
(Ratheeswari, 2018). In another study in India, the usage of technology like projectors in the classroom was
found to boost both student interest and motivation (Nagasubramani & Raja, 2018). Despite modern
technology's many alternatives, most teachers still rely on tried-and-true methods. Teachers chose online
resources that worked well with their preferred teaching approaches while bringing new technologies into the
classroom (Wang, 2020). In contrast, despite the availability of technological components, ICT is not properly
integrated in the teaching-learning of higher education in Bangladesh because the majority of components for
effective ICT integration are missing (Chowdhury, 2018).
Because the digital transformation of education is fresh in the Philippine education system, most teachers'
experiences concentrate on the issues and difficulties they faced while implementing online classes and how
they managed to overcome them. In Bacolod City, teaching educators said that the use of accessible
technology is vital for incorporating new technologies into learning environments (Petalla, 2022). In the
Philippines province of Bulacan, E-learning integration programs are found to be effective, user-friendly, and
reliable by junior high school students (Dela Cruz & Hero, 2021). A study conducted in Iloilo reveals that
more senior teachers are opting for online courses during the current COVID-19 pandemic because they may
be cognizant that there is an increased risk of acquiring a severe case of the illness as one gets older (Moralista
& Oducado, 2020).
A research conducted in six universities in Cebu City reveal that incorporating the media and technological
tools into the classroom helps keep content fresh and gives students more exciting things to do. Teaching
students to use information, media, and technology effectively is thought to have a multiplicative effect that
decreases wasted time and maximizes productivity. They can spend less time writing on the board and more
time preparing PowerPoint presentations, during which students can take notes, which relieves both the
educators and the students. ICT is a valuable tool for the classroom by pre-service teachers. It is a great way to
enrich class conversations. It not only simplifies procedures and improves the user experience but also
provides learners with a genuine and up-to-date learning environment (Boholano, 2018). Moreover, in
Balamban, Cebu, a study showed that using technology in the classroom instruction makes the teachers from
solely a dispenser of knowledge to being a facilitator of learning. If this keeps up, students will see more
significant improvements in their education, opening up previously unimaginable avenues of knowledge
acquisition (Alda, Balo, Boholano, & Pogoy, 2020).
The research team behind this study aimed to know about pre-service teachers’ view about effectively
implementing ICT in the classroom to promote lifelong learning, as well as any potential drawbacks to doing
so.
Conceptual Framework
Fig. 1: Theoretical and Conceptual Framework of the Study
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Technology Acceptance Model TAM (Davis, 1987). There is one theory that can be helpful in describing
how digital information resources are used. The TAM model, abbreviation for the Technology Acceptance
Model, is a theory in the field of information technology that describes the steps people take to become
comfortable with and proficient with new forms of technology. More specifically, the idea focuses on the
adoption of technology by users. There are a variety of considerations that go into users' choices regarding
when and how they will implement a new technological tool, and the model presents these. Included in this
category are the individuals' Perceived or Expected Usefulness, Perceived or Expected Ease of Use,
Behavioral Intention to Use, and Actual Use. The researchers went with this approach because it provided the
best explanation for the problem at hand.
Perceived usefulness (PU) is crucial to the study because pre-service teachers think computers give them
access to distant databases (Davis, 1989). The use of mobile devices and other forms of technology in the
classroom has many benefits over conventional approaches. Technology has made reading and researching
easier for students.
The concept of perceived ease-of-use (PEOU) is also important to the research. Digital information resources
(DIRs) make learning easier and have an impact on students' day-to-day academic activities to the extent that
students are able to embrace and apply technological devices. The search for traditional information searching
is easier by using technology. The researchers went with this approach because they felt it provided the best
explanation for the problem at hand.
This conceptual framework shows the long-term effect of the growing integration of technology to education.
Pre-service teachers are greatly encouraged to incorporate technology into their teaching-learning process.
Since the pandemic impedes traditional learning, it enables the emergence of a new learning mode, which is
online learning involving technology (CHED Memorandum Order no. 4, s. 2020). This gave rise to the
enhancement of Computer Literacy to both teachers and students. Aside from that, technology has a substantial
impact on the Teacher-Learner Interaction.
REVIEW OF RELATED LITERATURE AND STUDIES
Academic Achievement
Researchers in Bulacan, a province in the Philippines, reported that E-learning integration programs were
trustworthy, easy to use, and helpful to Junior High School students. There is a significant connection between
the students' utilization of the E-learning system and their general approaches to learning in general. Moreover,
this research confirmed that the use of E-learning was positively correlated with student engagement (Dela
Cruz & Hero, 2021). Furthermore, the Multimedia Instructional Approach for English writing is a significant
factor because it provides more accurate predictions of students' performance in writing in English than the
traditional approach to teaching (Aladesusi et al., 2022). PowerPoint presentations can help students grasp
complex ideas. Students are more likely to be engaged and invested in their learning when they have access to
and can effectively use educational technology, particularly in teaching mathematical subjects. It will lay the
groundwork for substantial learning that will carry over into their academic careers. There is no denying that
technology in the classroom has boosted everyone's confidence to tackle tough topics (Ermac & Suson, 2020).
Learners benefit much from using technology in the classroom. The findings showed that students had not
identified any major new technical challenges that posed a challenge to or distracted from their education. The
students agreed that incorporating technology into the classroom may help them learn more effectively (Popal
& Wali, 2020). Teachers are not opposed to using technological tools into the classroom, and many see the
smartphone as an indispensable tool for achieving pedagogical goals (Omaid & Wali, 2020). Students' subject-
specific learning outcomes are influenced by teachers' attitudes and knowledge of ICT. It implies that the
teacher will assist the students in seeking and sharing information in order to improve their level of
comprehension (Ahdiani et al., 2017). In addition, it shifts the focus of classroom activities from the instructor
to the students. If this keeps up, students will see more significant improvements in their education, opening
up previously unimaginable avenues of knowledge acquisition (Alda et al., 2020).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Time Efficiency
The benefits of technology-enhanced learning may be obtained with just one weekly class in mathematics,
leaving plenty of time for more conventional approaches (Kaila et al., 2020). The way and pace in which
students learn is being driven forward by e-learning (Coopasami et al., (2017). The impact of teaching students
how to use information, media, and technology effectively is considered to be a reduction in effort and an
increase in efficiency. It is reassuring for educators because they will not need to spend as much time writing
on the board and using papers; instead, they can focus on preparing PowerPoint presentations, during which
students can take notes (Boholano, 2018).
Computer Literacy
To see how students' readiness for online learning changed after being exposed to education that was delivered
entirely through digital means, one study showed that the mandatory online learning environment and the
Information Technologies Course contributed to a rise in students' ICT skills. The participants also saw
significant improvements in their scores on measures of computer literacy, internet literacy, and e-learning
(Ilic, 2021). Implementing a comprehensive and well-developed training program for educators is crucial to
satisfy the needs of today's educators who want to incorporate information and communication technology
(ICT) in their teaching (Ratheeswari, 2018). Pre-service teachers' proficiency with e-learning tools, the design
of instructional materials with software development tools, and the completion of online assignments and tasks
improved as a result of the mandatory distance education process initiated by the pandemic (Elçiçek, 2020). To
fully grasp and enhance online education's prospects, educators need ongoing support, training, and
improvement as they adjust to the new normal in higher education (Moralista & Oducado, 2020).
Teacher-Learner Interaction
Visuals have more impact than words can ever have. Another fantastic technological application uses
projectors and other visual aids to supplement classroom instruction. Today, the world's outstanding academic
institutions use cutting-edge PowerPoint presentations and projections as standard practice to keep classrooms
engaging and students involved. Technology like projectors used in the classroom have been proved to boost
students' interest and effort in learning. Many pupils would rather look at something thought-provoking and
visually pleasing than read something. In addition to the efficiency gains in the teaching process, technological
advancements have had a positive impact on the learning phase (Nagasubramani & Raja, 2018). The use of
media and technology makes lessons more relevant and up to date, as well as provides students with more
engaging assignments. It adds depth to classroom discussions. In addition to streamlining processes and
enhancing user experience, it also gives students an authentic, modern-day education (Boholano, 2018). It's a
tremendous tool for bettering the classroom experience for both teacher and student (Coopasami et al., 2017).
Future educators tend to favor using technology in the classroom. Pre-service teachers recognize that their
students' enthusiasm for technology extends into the classroom. Teachers can encourage more student
participation by making use of technological tools. Although they worry about diversions and technology
failure, future educators are eager to expand their knowledge. With any luck, this eagerness to use technology
will triumph over fears of technological failure and distraction, leading to more enjoyable and interactive
learning experiences for all (Newton & Zakrzewski, 2022). There is more interaction between the teacher and
students, and among the students themselves than in a conventional classroom setting, leading to more active
learning (Wansavatkul, 2017). Educators will be more comfortable incorporating technological tools into their
lessons and classrooms if they are exposed to and given opportunities to develop the TPACK during their
training (Davis, 2017). As a result, educators might have used the best-known piece of student technology as a
tool to pique the students' interest and keep them actively engaged in the classroom (Omaid & Wali, 2020).
Behavioral Intention to Use
Any institution of higher education that aspires to be recognized as a university of the 21st century must make
e-learning technology a central component of their curriculum (Coopasami et al., (2017). When it comes to
effectively incorporating technology into the classroom, the mindset of the teacher is absolutely essential
(Omaid & Wali, 2020). Participating pre-service educators all reported high levels of confidence in their
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Page 787
ability to perform in the classroom when they enter the world of work. Participants in the study expressed high
levels of assurance in their abilities to manage a classroom, execute policy requirements, and uphold ethical
principles. This demonstrates that they have a deep understanding of the ethics, legal utilization, and private
ownership associated with the technologies they employ (Elçiçek, 2021). More research showed that aspiring
teachers' confidence in their own talents affects how they implement technology in English classes. These
findings should shed light on the importance of teachers' attitudes and students' senses of their own
competence as predictors of student conduct when introducing ICT into the classroom (Vadia, 2020). Pre-
service teachers reported feeling quite confident in their ability to "teach with technology." This is likely
connected to the enthusiasm and propensity for new technology among future educators and their use of these
tools in their studies and classrooms (Elcicek, 2020). However, despite having access to a wide variety of
resources made possible by modern technology, most educators stick with the methods they feel most
comfortable with (Wang, 2020).
METHODOLOGY
The study used qualitative research, an approach that considers the participants' subjective perspectives and
social backgrounds, as well as their academic viewpoints and practices in their field (Flick, 2018). The use of a
phenomenological design was utilized as this provided distinctively new and unique understandings and
insights into the phenomenal nature of human experiences. It was the quest to gain comprehension of the
phenomenal nature of one's own lived experience (Manen, 2017). Interview questionnaires were utilized as an
instrument to gather data from the chosen Pre-service Teachers from a specific state university in Cebu City.
Specifically, under the College of Teacher Education. The respondents belonged to a part of these degree
programs: BEEd, BSNEd, BSEd, BPEd, BECEd, BTLEd, BCAEd under the College of Teacher Education to
identify that they are the right person to be the respondents. The researchers opted to accept one (1) respondent
from each degree program to conduct the interview.
Researchers submitted a letter, requesting authorization to conduct the study as part of the process in
conducting any research project at the University. Upon approval, participants were provided with a digital
informed consent that will correspond with the aim and their participation in the study as a sign of agreement.
Data were gathered through Google Meet, Zoom, and the audiovisual feature of Facebook Messenger, and
participants were asked about their experiences, followed by detailed follow-up questions. Since internet
connectivity and personal challenges may be an issue during the interview, the researchers gave participants
enough time to complete their responses. Significant information was taken down and a screen recording of the
talk was made to document the whole session for data transcription. The researchers analyzed and
comprehended the participants' responses, and significant responses were assimilated to gather the necessary
answers to the study's asserted problems.
The data was analyzed using thematic analysis, which entailed transcription and translation of responses,
elaboration of the statements' contexts, and identification of recurring themes. The research aimed to shed light
on the topic of what the long-term effects of widespread adoption of technology in classrooms actually were.
Transcripts from the interviews were analyzed thematically to determine common threads in the participants'
responses. A table was used to organize the most frequent answers obtained, and key informants were singled
out while retaining their anonymity.
Participants were given a consent form in advance to fill out, stating their willingness to participate in the
study and emphasizing that there be no direct benefit in this study. The researchers were the only ones who had
access to any of the conversations or responses. All recordings utilized in this study were eliminated after they
had served their instructional purpose. It was of the utmost significance that the participants maintain their
privacy and confidentiality. The researchers took great care to ensure that the interview questions they create
do not contain any derogatory, discriminatory, or otherwise improper wording. The participants were given the
authority to access the research's results. In addition, participants were free to stop participating in the study
whenever they like for any reason they mention.
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RESULTS AND DISCUSSIONS
This chapter presents the data gathered from seven (7) pre-service teachers from a chosen state university in
Cebu. To present an organized discussion, data are analyzed and interpreted through thematic analysis and are
presented in tables.
Table 1. Pre-service teacher’s experiences on today’s mode of learning
Question
Theme
Theme Cluster
Key Informants
1. Tell me how you
are doing with today’s
mode of learning now
that it involves a huge
amount of
technology?
Technology opens
opportunities for
independent learning
The new mode of
learning is challenging
Independent learning can be a
springboard for more creativity and
flexibility.
Experiencing a dramatic change in
learning modalities can be challenging.
P1, P5, P6
P2, P3, P4, P7
Technology opens opportunity for independent learning
When participants were asked regarding today’s mode of learning, the first emerging theme shows that
technology opens opportunities for independent learning. Participant 1 shared that, It allows me to do things on
my own and it enables my capabilities in creativity and flexibility. The participant’s answer signifies that there
is personal growth when using technology. Participant 6 had a similar response towards the question to which
he/she answered As time went by, I learned how to navigate the technology in the online set-up. When a person
is given the freedom to learn on their own, they often wind up discovering several new skills. According to
Dela Cruz & Hero (2021), there is a significant connection between the students' utilization of the E-learning
system and their general approaches to learning in general.
The new mode of learning is challenging
The second emerging theme shows that the new mode of learning is challenging as it requires few adjustments
from what we were accustomed to do. Participant 4 shared that There are applications that are difficult to
learn and require an ample amount of time to understand which makes it challenging. Moreover, Participant 7
shared, I find it really hard to learn with today’s mode of learning. I am the type of person who learns in a
spatial setting so it is really difficult for me to learn without having physical interactions. The new mode of
learning poses difficulties for participants, as it requires considerable time to perfect, and a downside for those
who prefer physical engagement while learning. According to Wang (2020), despite having access to a wide
variety of resources made possible by modern technology, most educators stick with the methods they feel
most comfortable with.
Table 2. Reasons in utilizing technology
Theme
Theme Cluster
Key Informants
Technology integration
enhances engagement
Technological tools
provide convenience
The use of technological tools
increases pupil's interest in
participating.
It is simple to use and facilitates
smooth communication.
P1, P3
P2, P4, P5, P7
Technology integration enhances engagement
The third emerging theme shows that technology integration enhances engagement. When Participant 3 was
asked about why he/she used technology tools, he/she shared that It is very interactive. You can play videos,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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present presentations, and others have a touchscreen feature wherein the students can answer. I have also
observed that the videos are very engaging, and the students are really having fun. In addition, Participant 1
shared that I can choose from a variety of ready-made fully customizable activities which enhance engagement
with students. With technology in the classroom, students are more actively involved in the learning process
and more prepared to contribute to class discussions. This is in line with Ermac & Suson (2020)’s statement
that students are more likely to be engaged and invested in their learning when they have access to and can
effectively use educational technology.
Technological tools provide convenience
Technological tools provide convenience is the fourth emerging theme. Participant 5 shared that I use these
technology tools because they have a lot of free features which I use most of the time for my online class.
Moreover, Participant 7 shared that It offer me endless ideas to formulate answers, be more creative in my
presentations, and also it is very convenient to access. This implies that there is preference in using
applications that are convenient, give endless ideas and boost creativity. According to Boholano (2018), it is
reassuring for educators because they will not need to spend as much time writing on the board and using
papers; instead, they can focus on preparing PowerPoint presentations, during which students can take notes.
Table 3. Pre-service teachers’ view on technological tools
Question
Theme
Theme Cluster
Key Informant
3. Tell us which of the
three instructional
technology tools you
found least useful in the
classroom and why?
Hesitation to use because
of unfamiliarity
Most of the technological
tools used were helpful
Difficulty in knowing how to put
complicated technology to use.
The use of numerous
technological aids proved useful.
P1, P2, P4
P3, P5, P6, P7
Hesitant and unfamiliarity
The fifth emerging theme is hesitation to use because of unfamiliarity. When technological tools are presented
to people who have not encountered it ever since, there will be growing hesitation in using these tools.
Participant 2 shared that I’m not really into that kind of applications (Jamboard and Mentimeter). I don’t know
what these are, whether these are applications or websites, so I don’t really use them. Moreover, Participant 4
shared that next is the Socrative thing because you can use Google Form. Why are you using those
complicated applications that a lot of students don’t know how to use it?
Most of the technological tools used were helpful
The sixth emerging theme shows that most of the technological tools used were helpful. Participant 3 shared
that I believe that all tools have purpose and goals. It is up to the person using it on how he or she will utilize
these. Participant 6 also added that I don’t have any apps that are least useful to me because they are all
useful. All the apps that I’ve been using are very useful. This implies that technological tools that are utilized
are helpful and have a purpose. Omaid & Wali (2020) stated that when it comes to effectively incorporating
technology into the classroom, the mindset of the teacher is absolutely essential.
Table 4. Beneficial to students with special needs
Question
Theme
Theme Cluster
Key Informant
4. Tell me about your
thoughts on technology
integration in education?
Technology is beneficial
to students with special
needs
Assistive Technology helps
students with special needs and if
properly used could create a more
engaging learning environment.
P3
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Technology is beneficial to students with special needs
The seventh emerging theme shows that technology is beneficial to students with special needs. Participant 3
shared that As a Special Education major, we have this thing called Assistive Technology that assists or
supports students with special needs for mobility or other impairments to perform functions that might
otherwise be too difficult or impossible like for example the text to speech systems, large print materials and
more. Technology plays a big role in providing ease in learning especially to people with special needs.
Table 5. Advantages of technology
Question
Theme
Theme Cluster
Key Informant
5. Could you
share to us the
advantages of
technology as a
tool in teaching?
Technology produces effective
instructional materials
Enhances computer literacy skills
for future development
Teachers can utilize technology to
let students experience different
things which lead to further
acquisition of knowledge.
Consistently using technology
improves computer literacy skills.
P1, P2, P3, P4,
P5, P7
P1, P2, P3, P5,
P7
Produces effective instructional materials
Instructional materials are the partner of teachers in order to bring quality lesson content. The eighth emerging
theme shows that technology produces effective instructional materials. Participant 1 shared that If you, the
teacher, is literate and knowledgeable in technology, it would be easier for you to make instructional materials
for your students creatively and effectively. Moreover, Participant 2 also shared that it’s because of technology
that we will be able to produce a quality output that we can present to our students. According to
Nagasubramani & Raja (2018), many pupils would rather look at something thought-provoking and visually
pleasing than read something. In addition to the efficiency gains in the teaching process, technological
advancements have had a positive impact on the learning phase.
Enhances computer literacy skills for future development
The ninth emerging theme shows that technology enhances computer literacy skills for future development.
Participant 3 shared that If you have computer literacy skills, you can make use of online learning platforms
available on the internet. Since technology increases the prominence of the educational and social world, it is
important for students to have these skills so that students will have a strong foundation for future
development. The same is true for Participant 5 who shared that Through consistent utilizing technology,my
literacy in computers increases because I keep on discovering and learning something new about the
technology. Davis (2017) stated that educators will be more comfortable incorporating technological tools into
their lessons and classrooms if they are exposed to and given opportunities to develop the TPACK during their
training.
Table 6. Lifelong learning
Question
Theme
Theme Cluster
Key Informant
6. Tell me how you feel
about using instructional
technology in your
classroom. Why do you
think it's effective?
Technology
enables
lifelong
learning
Interactivity, creativity, and the
potential of lifelong learning are all
reinforced by technological tools for
the classroom.
P1, P2, P3, P4, P5, P6, P7
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Technology enables lifelong learning
The tenth emerging theme shows that technology enables lifelong learning. Participant 1 shared that Once the
children’s learning will be active, and if they will like the activities, they will put it in their minds and will
never forget it and they will learn it. In addition, Participant 7 said that It is genuinely effective since it helps
me to discover the hidden capabilities that I did not know before, just like I discovered that I am creative in
using digital applications. Technology allows lifelong learning because it enhances students' skills which will
be helpful when they enter the world of work. According to Ermac & Suson (2020), it will lay the groundwork
for substantial learning that will carry over into their academic careers. There is no denying that technology in
the classroom has boosted everyone's confidence to tackle tough topics.
Table 7. Effects of technology in teaching
Question
Theme
Theme Cluster
Key Informant
7. Tell me your thoughts on how
technology can better prepare
teachers for the reality of classroom
instruction? Could you cite some
scenarios that you experienced in the
classroom?
Technology
makes
teaching easier
and faster
The usage of technology in
teaching and demonstrating
lessons, lessens the burden of
teachers since it is time efficient
and easier to use.
P1, P2, P4, P5, P6,
P7
Technology makes teaching easier and faster
The eleventh emerging theme shows that technology makes teaching easier and faster. Participant 2 shared that
I can still remember teachers used their louder voice to teach to be heard at the back. But teachers nowadays
use a lapel to make their voice louder and clearer. Furthermore, Participant 5 shared that Technology makes
the teachers' work a lot easier and convenient. Teachers were able to save time and money from creating the
traditional materials. Integrating technology in classroom discussions saves time and effort while maximizing
quality and productivity. According to the study conducted by Omaid & Wali (2020), teachers are not opposed
to using technological tools into the classroom, and many see the smartphone as an indispensable tool for
achieving pedagogical goals.
Table 8. Technology on teacher effectiveness
Question
Theme
Theme Cluster
Key Informant
8. Tell me if you see
yourself integrating
technology in your
lesson?
Educator effectiveness is
greatly aided by
technological
advancements
Future educators envision
integrating technology in
the classroom as it assists
in developing knowledge.
P1, P2, P3, P5, P7
Educator effectiveness is greatly aided by technological advancements
The twelfth emerging theme shows that educator effectiveness is greatly aided by technological advancements.
As a future educator with a new set of learning, integrating technology could be a big help because this allows
me and the students to have a variety of sources that could deepen our knowledge. Moreover, Participant 2
shared that I don’t think without technology I’ll be an effective teacher,” (Participant 1).
Teachers have become dependent on technology because of how it evidently made them effective educators.
According to Elcicek (2020), pre-service teachers reported feeling quite confident in their ability to "teach with
technology." This is likely connected to the enthusiasm and propensity for new technology among future
educators and their use of these tools in their studies and classrooms.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 792
Table 9. Personal decisions on utilizing technology
Question
Theme
Theme Cluster
Key Informant
9. Tell me your insights on
how you will continue
learning instructional
technology tools in
classroom instruction.
A personal desire to
explore more
technology tools aside
from what was
mastered.
Utilizing to explore the depths of
technology and keeping updated
on the trends to achieve more
discoveries.
P1, P2, P3, P4,
P5, P6, P7
A personal desire to explore more technology tools aside from what was mastered
The thirteenth emerging theme shows that there is a personal desire to explore more technology tools aside
from what was mastered. Participant 1 shared that I have to continue learning instructional tools in the
classroom by being open to new sets of information from instructors or even searching and learning on social
media. In line with this, Participant 2 shared that I do believe in the saying, “Unless you try to do something
beyond what you have already mastered, you will never grow”. As a teacher, you won’t just settle for one
instructional technology tool. This suggests that pre-service teachers are eager to acquire new skills, such as
the use of various technological tools, for the benefit of both them and their pupils. According to a study
conducted by Newton & Zakrzewski (2022), although they worry about diversions and technology failure,
future educators are eager to expand their knowledge. With any luck, this eagerness to use technology will
triumph over fears of technological failure and distraction, leading to more enjoyable and interactive learning
experiences for all.
Scope And Delimitations Of The Study
This study aimed at identifying the long-term effect of the growing integration of technology to education. The
study was qualitative, phenomenological research design. The results of this research were analyzed and
employed thematic analysis. The research is delimited only to the College of Teacher Education of the chosen
state university in Cebu. The quota sampling method was used to choose the participants. Given the ongoing
pandemic, researchers have resorted to conducting interviews via Google Meet.
CONCLUSION
The lived experiences of pre-service teachers showed that the new mode of learning which involves a huge
amount of technology is challenging because of unfamiliarity with certain technological tools, however it
offers convenience most of the time and opens opportunities for independent learning. It was also shown that
continued use of technology helps pre-service teachers enhance their computer literacy skills and produce
effective instructional materials which in turn enhances engagement and enables lifelong learning.
Moreover, educator effectiveness is greatly aided by technological advancements. With this, pre-service
teachers are very open for personal improvement and there is a personal desire to explore more technology
tools aside from what was mastered.
RECOMMENDATIONS
The following are a few suggestions and recommendations made by the researchers to effectively integrate
technology in the classroom for lifelong learning:
1. school administrators may provide the teachers with opportunities to train in integrating technology in
the classroom instruction.
2. educators may reflect on their own teaching practices to determine where improvements can be made;
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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3. the use of technology in the classroom should no longer be seen as a hindrance to learning; rather, it
should be leveraged to assist students in building and maintaining an interactive learning environment;
and
4. future researchers may conduct a similar study from different generations of teachers to get more
information about how the university can better assist the teaching community
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