INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1089
www.rsisinternational.org
Te
a
chers’ Level of Technology Integration Knowledge and Technology
Integration in Different Learning Areas
J
ose
J
essie G. Saloma, Lindy C. Lulab
College of Education, University of Southeastern Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100089
Received: 03 March 2025; Accepted: 20 March 2025; Published: 01 December 2025
AB
S
T
RAC
T
T
he
st
ud
y
a
im
ed
t
o
de
t
e
rmi
ne
t
he
t
ea
c
he
rs’ l
e
v
e
l
o
f t
e
c
hno
l
og
y i
n
t
egra
ti
on
k
no
wl
edge and
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iffer
en
t l
ea
r
n
i
ng
a
r
ea
s
a
m
ong
t
ea
c
he
rs i
n
r
u
r
a
l sc
hoo
l. T
he
r
e
w
e
r
e
78
t
ea
c
he
rs w
ho
r
e
s
ponded
o
f t
he
s
u
rv
e
y
w
h
ic
h
w
a
s
adap
t
ed
fr
o
m t
he
TPACK fr
a
m
e
w
o
rk
que
sti
onna
ir
e
s. T
he
m
e
t
hod
e
m
p
l
o
y
ed
w
a
s
q
u
an
tit
a
tiv
e
de
scri
p
tiv
e
c
o
rr
e
l
a
ti
ona
l. T
he
st
a
tistic
a
l to
o
l w
as
m
ean
f
o
r t
he
fr
equen
cy, P
ea
rs
on
m
o
m
en
t
p
r
odu
ct f
o
r
c
o
rr
e
l
a
ti
on
and
m
u
lti
p
l
e
li
nea
r r
eg
r
e
ssi
on
w
e
r
e
u
tiliz
ed
i
n
t
he
ana
lysis
o
f t
he
ga
t
he
r
ed
da
t
a
. R
e
s
u
lts r
e
v
ea
l
ed
t
ha
t t
ea
c
he
rs’ t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
w
a
s
h
i
gh
wit
h
t
he
a
v
a
il
ab
ility
o
f c
ompu
t
e
rs t
ha
t t
he
y
u
tiliz
ed
i
n
t
he
ir sc
hoo
ls. Sci
en
c
e
s
ub
j
e
ct w
a
s f
ound
t
o
be
t
he
m
o
st i
n
t
eg
r
a
t
ed
s
ub
j
e
ct i
n
t
e
rms wit
h
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
a
m
ong
t
he
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s. M
ean
w
h
il
e
, t
he
r
e
is
a
si
gn
ific
an
t
re
l
a
ti
on
s
h
i
p
t
ha
t r
e
s
u
lt
ed
be
tw
een
t
e
c
hno
l
og
y i
n
t
egra
ti
on
k
no
wl
edge
and
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
sci
en
c
e
l
ea
r
n
i
ng
a
r
ea
on
ly. It w
a
s
r
e
c
o
mm
ended
t
he
up
sc
a
li
ng
o
f t
ea
c
he
rs t
h
r
ough
a
tt
end
i
ng
t
e
c
hno
l
og
y r
e
l
a
t
ed
s
e
mi
na
rs
and
tr
a
i
n
i
ng
s.
St
a
k
eho
l
de
r w
ou
l
d upg
r
ade
sc
hoo
l ICT
ba
s
ed
r
e
s
ou
rc
e
s. M
o
r
eo
v
e
r, t
he
p
r
opo
s
ed
enhan
c
ed
ICT Tr
a
i
n
i
ng be
impl
e
m
en
t
ed
t
o
im
p
r
o
v
e
t
ea
c
h
i
ng
e
ffici
en
cy wit
h
r
e
s
pe
ct t
o
TPACK.
Keyword: TPACK fr
a
m
e
w
o
rk, t
e
c
hno
l
og
y i
n
t
egra
ti
on
k
no
wl
edge,
ICT Tr
a
i
n
i
ng,
t
ea
c
h
i
ng
e
ffici
en
cy
THE PRO
B
LEM AND RELATED LITERATURE
Int
r
odu
c
tion
It is
gene
r
a
lly
be
li
e
v
ed
t
ha
t ICTs c
an
e
m
po
w
e
r t
ea
c
he
rs
and
l
earner
s, tr
a
nsf
o
rmi
ng
t
ea
c
h
i
ng
an
d l
ea
r
n
i
ng
p
r
o
c
e
ss
e
s fr
o
m
be
i
ng
h
i
gh
ly t
e
ac
her-
do
m
i
na
t
ed
t
o
st
uden
t-c
en
t
ered
,
and
t
ha
t t
h
is tr
an
sf
o
rm
a
ti
on
will r
e
s
u
lt i
n
i
n
cr
ea
s
ed
learni
ng
ga
i
n
s f
o
r st
uden
ts, cr
ea
ti
ng
and
a
ll
o
wi
ng
f
o
r
oppo
rt
un
iti
e
s f
o
r l
ea
r
n
e
r
s t
o
devel
op
t
he
ir cr
ea
tivity,
p
ro
b
l
e
m s
o
lvi
ng
ab
iliti
e
s, i
n
f
o
rm
a
ti
ona
l r
ea
s
on
i
ng
s
kills, co
m
m
un
ic
a
ti
on
skills,
and
o
t
he
r
h
i
ghe
r-
o
r
de
r t
h
i
n
ki
ng
skills. H
o
w
e
v
e
r, t
ea
c
her
s
o
f rural
e
l
e
m
en
t
a
ry sc
hoo
ls
a
r
e
c
on
fr
on
t
ed
wit
h
m
an
y c
ha
ll
enge
s
on
ho
w t
o
i
n
te
gra
t
e
t
h
e
t
e
c
hno
l
og
y i
n
t
he
ir t
ea
chi
ng
. It s
ee
ms t
ha
t t
ea
c
he
rs
a
r
e
e
x
pe
ri
en
ci
ng
d
iffic
u
lty in
e
ff
e
ctiv
e
ly i
n
t
eg
r
a
ti
ng
t
echno
l
og
i
e
s
i
n
t
o
e
xisti
ng
c
u
rric
u
l
a
. W
ha
t c
ou
l
d
b
e t
he
rea
son
s f
o
r t
he
s
e
d
iffic
u
lti
e
s
?
C
ou
l
d
it
be
due
t
o
l
a
ck
o
f T
e
c
hno
l
og
y,
P
eda
g
og
y, Cont
en
t K
no
wl
edge
(TPACK)
?
T
he
f
unda
m
en
t
a
l iss
ue
is w
he
t
he
r t
ea
c
he
rs k
no
w ho
w
t
o
u
s
e
ICT
e
ff
e
ctiv
e
ly i
n
t
he
ir t
ea
c
h
i
ng
. I
n
t
he
g
l
oba
l sc
ena
rio, N
o
r
d
i
n
(
2014
) r
epo
rt
ed
t
ha
t
p
r
odu
ci
ng
t
ea
c
he
rs w
ho
are
c
o
m
pe
t
en
t i
n
i
n
t
eg
r
a
ti
ng
c
o
m
pu
t
e
r i
n
t
he
s
ub
j
e
ct m
a
tt
e
r r
e
m
a
i
n
s
an
i
n
cr
ea
si
ng
probl
e
m
a
m
ong
edu
c
a
ti
onal
i
n
stit
u
ti
on
s. M
o
r
eo
v
e
r, i
n
o
t
he
r
de
v
e
l
op
i
ng
c
ou
nt
r
i
e
s, alt
h
o
ugh
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
is c
on
si
de
r
ed
a
s
a
po
t
en
ti
a
l
t
oo
l t
ha
t
p
r
o
vi
de
s edu
ca
ti
ona
l
oppo
rt
un
iti
e
s i
n
bo
t
h
f
o
rm
a
l
and
non
-f
o
rm
a
l w
a
ys, t
he
i
n
t
eg
r
a
ti
on
o
f ICT i
n
t
he
a
ct
ua
l cl
a
ssr
oo
m sc
ena
ri
o
w
a
s
poo
rly
a
c
h
i
e
v
ed
(D
e
l
a
R
o
s
a
,
2016)
. Simil
a
r sit
ua
ti
on
i
n
t
he
P
h
ilip
p
i
ne
c
on
t
e
xt, i
n
t
he
st
ud
y
o
f C
o
rr
eo
s (
2014
)
p
r
o
vi
ded
evid
en
c
e
t
ha
t t
he
r
e
w
a
s
on
ly
a
limit
ed
u
s
e
o
f ICT i
n
t
ea
c
h
i
ng
due
t
o
t
he
man
y cha
l
l
enge
s f
a
c
ed
b
y t
he
t
e
ac
he
rs t
ha
t
de
m
o
tiv
a
t
ed
t
he
m fr
o
m
u
si
ng
ICT i
n
cl
a
ss activiti
e
s. T
he
s
e
i
n
cl
ude
lack
o
f k
no
wl
edge
and
tr
a
i
n
i
ng
on
ho
w t
o
u
s
e
ICT t
oo
ls. M
ean
w
h
il
e
, t
he
D
ep
artm
en
t
o
f E
du
c
a
ti
on
t
h
r
ough
D
ep
E
d
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1090
www.rsisinternational.org
Or
de
r N
o
. 4
2
, s. 2017
ha
s
adop
t
ed
and
im
p
l
e
m
en
t
ed
t
he
P
h
ili
pp
i
ne
Pr
o
f
e
ssi
ona
l St
anda
rds f
or
Teac
he
rs (PPST)
w
he
r
e
t
he
po
sitiv
e
u
s
e
o
f ICT is m
anda
t
ed
. T
h
is is
ba
s
ed
on
t
he
ICT c
o
m
pe
t
en
cy fr
a
m
e
w
o
rk of t
ea
c
he
rs i
n
ASEAN. It
ha
s s
e
v
en
(
7
)
do
m
a
i
n
s w
here
do
ma
i
n
no
.
1
is
abou
t t
he
c
on
t
en
t k
no
wl
edge
and
pedagog
y k
no
wl
edge
w
h
ic
h
inclu
de
t
he
po
sitiv
e
u
s
e
o
f I
C
T. P
o
sitiv
e
u
s
e
o
f ICT m
ean
s t
he
r
e
s
pon
si
b
l
e
,
e
t
h
ic
a
l and
app
r
op
ri
a
t
e
u
s
e
o
f
t
e
c
hno
l
og
y. Wit
h
t
h
is
do
m
a
i
n
, t
he
u
s
e
o
f ICT
p
l
a
ys
an
int
era
cti
on
o
f c
on
t
en
t k
no
w
ledge
,
pedagog
ic
a
l
unde
rst
and
i
ng
and
t
e
c
hno
l
og
ic
a
l co
mpe
t
en
c
e
. T
e
c
hno
l
og
y
had
been
t
he
tr
end
i
n
t
he
t
ea
c
h
i
ng
and
l
ea
r
n
i
ng
p
r
o
c
e
ss.
I
n
t
e
gr
a
ti
ng
t
e
c
hno
l
og
y
had
been
en
c
ou
r
aged
due
t
o
t
he
de
m
and
s f
o
r
q
u
a
lity instr
u
cti
on
, t
ea
c
h
i
ng
and
l
e
ar
n
i
ng
.
T
ea
c
he
rs
ha
v
e
a
g
i
gan
tic r
o
l
e
t
o
a
sc
e
rt
ain
t
he
emp
ha
sis
o
f t
he
e
xc
e
ll
en
c
e
o
f t
he
de
liv
e
ry
o
f i
n
str
u
cti
on
. H
o
w
e
v
e
r,
t
he
l
e
v
e
l
o
f t
he
kno
w
l
edge
o
f t
ea
c
he
rs i
n
i
n
te
g
r
a
ti
ng
t
e
c
hno
l
og
y w
e
r
e
i
n
que
sti
on
due
t
o
t
he
man
y f
a
ct
o
rs.
I
n
t
he
l
o
c
a
l sc
ena
ri
o
, i
n
M
a
ril
og
District, D
a
v
ao
City, m
o
st sc
hoo
ls t
he
t
e
ac
he
rs’ k
no
wl
edge
i
n
t
e
c
hno
l
og
y
and
t
he
e
m
pha
sis
o
f t
he
app
lic
a
ti
on
f
o
r stu
den
t t
e
ch
n
ic
a
l
d
iffic
u
lti
e
s f
o
r t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
a
ll s
ub
j
e
ct
a
r
ea
s
ha
v
e
become
t
h
e m
a
j
o
r
p
r
ob
l
e
m; s
ou
rc
e
of fr
u
str
a
ti
on
f
o
r t
ea
c
he
rs
e
s
pe
ci
a
lly i
n
t
he
t
ea
c
h
i
ng
and l
ea
r
n
i
ng
p
r
o
c
e
ss.
T
he
low
oppo
rt
un
ity t
o
i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
t
he
t
ea
c
h
i
ng p
r
o
c
e
ss
de
cr
ea
s
e
s st
uden
t
s
’ i
n
t
e
r
e
st t
o
engage
i
n
cl
a
ss
d
isc
u
ssi
on
, t
hu
s, r
e
sulti
ng
t
o
poo
r
a
c
ade
mic
a
c
h
i
e
v
emen
t
a
m
ong
st
uden
ts i
n
t
he
e
l
e
m
en
t
a
ry l
e
v
e
l. T
he
t
e
ch
n
ic
a
l
d
iffic
u
lti
e
s s
u
c
h
a
s
un
st
ab
l
e
s
ou
rc
e
o
f
e
l
e
ctricity, l
o
w c
onne
ctivity, vi
ru
s attack,
p
ri
n
t
e
r m
a
lf
un
cti
on
i
ng
,
and
l
a
ck
o
f t
e
c
hn
ic
a
l
a
ssist
an
c
e
a
ls
o
r
e
s
u
lte
d
t
o
t
ea
c
he
rs’
d
isc
ou
r
age
m
en
t f
r
om
u
si
ng
c
o
mp
u
t
er t
e
c
hno
l
og
y
du
ri
ng
c
l
ass
d
isc
u
ssi
on
.
Thi
s
p
r
ob
l
e
m is lik
e
t
he
d
iffic
u
lti
e
s f
a
c
ed
b
y
o
t
he
r sc
hoo
ls i
n
r
u
r
a
l
a
r
ea
s w
here
t
e
ch
n
ic
a
l
p
r
ob
l
e
ms
be
c
o
m
e
t
he
m
a
j
o
r
ba
rri
e
r f
o
r t
ea
c
he
rs (T
ü
r
e
l & J
ohn
s
on
, 2
012)
. Cog
n
iz
an
t
o
f t
h
is
d
il
e
mma, sc
hoo
ls i
n
M
a
ril
og
District i
n
D
a
v
ao
City
ha
v
e
reco
gn
iz
ed
t
he
im
po
rt
an
c
e
of t
e
c
hn
ic
a
l s
uppo
rt t
o
a
ssist t
ea
c
he
rs t
o
i
n
t
eg
r
a
t
e
ICT in th
e
cl
a
ssr
oo
m.
T
h
is st
ud
y is c
onduc
t
ed
t
o
fi
nd
ou
t t
he
t
ea
c
he
rs’ l
e
v
e
l
o
f t
e
c
hn
ol
og
y int
e
gr
a
ti
on
k
no
wl
edge
and
t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s wit
h
resp
e
ct t
o
T
e
c
hno
l
og
y, P
edagog
y,
and
C
on
t
en
t K
no
wl
edge
(TPACK).
R
e
sults
o
f t
h
is st
ud
y is
bene
fici
a
l t
o
t
h
e t
ea
c
he
rs, sc
hoo
l
head
s
and
c
u
rric
u
l
u
m
p
l
anne
r
s
a
s it ser
ve
s i
npu
ts t
o
c
u
rric
u
l
um
p
l
ann
i
ng
pa
rtic
u
l
a
rly
on
t
he
i
n
t
eg
r
a
ti
on
o
f ICT i
n
instr
u
cti
on
. H
en
c
e
, t
h
is st
ud
y is
o
f
g
r
ea
t si
gn
ific
an
c
e
i
n
t
he
p
r
o
c
e
ss
o
f t
ea
c
h
i
ng
and
learni
ng
.
REVI
E
W OF R
E
L
A
T
E
D LIT
ERA
TU
RE
T
h
is s
e
cti
on
p
r
o
vi
de
s t
he
d
isc
u
ssi
on
s
o
f t
he
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
of t
he
t
ea
c
he
rs i
n
r
e
l
a
ti
on
t
o
TPACK
fr
a
m
e
w
o
rk
and
i
n
t
eg
r
a
ti
on
o
f t
e
c
hno
l
o
gy
on
differ
en
t l
ea
r
n
i
ng
a
r
ea
s whic
h
w
e
r
e
t
a
k
en
fr
o
m
d
iff
e
r
en
t
boo
ks,
j
ou
r
na
ls
and
ele
c
tr
on
ic fil
e
s.
T
ec
hnolog
y
Int
e
g
ra
tion Knowl
e
dg
e
of th
e
T
eac
h
ers
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
a
s
de
fi
ned
b
y K
no
lt
on
(
2014
) i
s
t
he
kno
w
l
edge
and
skills
o
f t
he
i
nd
ivi
dua
l
on
t
he
u
s
e
o
f t
e
c
hno
l
og
y t
oo
ls i
n
genera
l cont
en
t
a
r
ea
s i
n
edu
c
a
ti
on
t
o a
ll
o
w st
uden
ts t
o app
ly c
ompu
t
er
a
n
d
t
e
c
hno
l
og
y skills t
o
l
ea
r
n
i
ng
and
p
r
ob
l
e
m-s
o
lvi
ng
. As
no
t
ed
b
y R
ob
ly
e
r
and
Doeri
ng
(
2013
), t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
is
a
c
h
i
e
v
ed
w
hen
k
no
wl
edge
o
f
bo
t
h
t
he
activity str
u
ct
u
r
e
s
and
ty
pe
s
a
r
e
app
r
op
ri
a
t
e
f
o
r t
ea
c
h
i
ng
s
pe
cific c
on
t
en
t
a
n
d
t
he
man
ne
rs i
n
w
h
ic
h
t
e
c
hno
l
o
gi
e
s
a
r
e
u
s
ed
a
s
pa
rt
o
f t
he
l
e
ss
on
,
p
r
o
j
e
ct,
or
un
it des
ign
.
F
u
rt
he
r, M
ee
l (
20
1
6
) vi
e
w
ed
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
a
s t
he pe
rs
on
’s
gene
r
a
l
e
v
a
l
ua
ti
o
n
o
r f
ee
li
ng
o
f f
a
v
o
r
o
r
an
ti
pa
t
h
y t
o
w
a
r
d
s c
ompu
t
er
t
e
ch
no
l
og
i
e
s
and
s
pe
cific c
o
m
pu
t
e
r r
e
l
a
t
ed
a
ctiviti
e
s.
M
ean
w
h
il
e
, M
aha
j
an
(
2016
) r
epo
rt
ed
t
ha
t t
he
k
no
wl
edge
o
f t
he
t
ea
c
her
s t
o
war
d
s c
o
m
pu
t
e
r t
e
c
hno
l
o
gy
had
a
si
gn
ific
an
t
po
sitiv
e
c
o
rr
e
l
a
ti
on
wit
h
t
he
m
e
t
hod
of th
e
t
ea
c
h
i
ng
adop
t
ed
b
y t
he
t
ea
c
he
r, t
he
e
ff
e
ctiv
ene
ss
o
f
t
ea
c
h
i
ng
and
t
he
supp
o
rt
p
r
o
vi
ded
b
y t
he
t
ea
c
he
r i
n
l
ea
r
n
i
ng
. Als
o
, V
a
s
egh
i, R
a
m
e
z
an
i,
and
G
h
ol
a
mi (
2012
)
a
ss
e
rt
ed
t
ha
t t
ea
c
he
rs’ k
no
wl
edge
i
n
i
n
t
eg
r
a
ti
ng
c
o
m
pu
t
er
t
e
ch
no
l
og
y i
n
t
ea
c
h
i
ng
im
p
rov
e
s st
uden
t’s
good
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1091
www.rsisinternational.org
l
ea
r
n
i
ng
styl
e
s
and
c
on
fi
de
nc
e
i
n
learni
ng
. I
n
add
iti
on
, cl
as
sr
oo
m
en
vir
on
m
en
t w
h
ic
h
i
n
cl
uded
s
a
tisf
ac
ti
on
,
fri
e
n
d
s
h
i
p
and
s
uppo
rt w
ere
th
e
p
r
ed
ict
o
r
o
f
a
ttit
ude
o
f st
uden
ts t
o
w
a
r
d
s t
e
c
hn
ol
og
y (San
g
, V
a
lck
e
, v
an
Br
aa
k,
T
ondeu
r & Z
hu
,
2012
). A st
ud
y c
ondu
ct
ed
b
y Gil
a
kj
an
i
and
Leong
(
2012
)
a
ls
o
v
a
li
da
t
e
d t
ha
t t
ea
c
he
rs’
po
sitiv
e
a
ttit
ude
s
and
k
no
wl
edge
t
o
w
a
r
d
c
o
m
pu
t
e
r i
n
t
eg
r
a
ti
on
enhan
c
e
st
u
d
en
ts’ l
ea
r
n
i
ng
t
o
u
s
e
t
echno
l
og
i
e
s i
n
l
ea
r
n
i
ng
;
nega
tiv
e
a
ttit
ude
s c
on
strai
n
it.
I
n
t
h
is vi
e
w, t
he
au
t
ho
r f
ur
t
he
r
a
ss
e
rt
ed
t
ha
t
no
t
on
ly i
nd
ivi
dua
ls wit
h
po
sitiv
e
attit
ude
s s
hou
l
d
be
i
n
cl
uded
i
n
t
e
c
hno
l
og
y tr
a
i
n
i
ng
a
ctiviti
e
s. It
doe
s m
ean
t
ha
t negativ
e
a
ttit
ude
s
and
l
e
ss k
no
wl
edge
a
m
ong
pa
rtici
pan
ts
need
t
o
be
v
a
l
ue
d
and
add
re
ss
ed
and
t
ha
t c
o
m
pu
ter k
no
wl
edge
s
hou
l
d
be
en
c
ou
r
aged
and
de
v
e
l
oped
. Henc
e
, T
a
c
on
is
and
J
o
c
hem
s (
2012
) vi
e
w
ed
t
ha
t t
ea
c
he
r
o
ft
en
r
e
c
ogn
iz
e
t
ha
t t
he
i
r
st
u
d
en
ts
do
i
ndeed
need
add
iti
ona
l i
npu
t
and
ou
t
pu
t
a
ctiviti
e
s t
o he
l
p
t
hem
conti
nue
t
o
im
p
r
o
v
e
t
he
ir l
anguage
skills,
pa
rtic
u
l
a
rly
p
r
onun
ci
a
ti
on
skills.
O
n
ano
t
he
r st
ud
y c
on
d
u
ct
ed
b
y A
beda
l
a
ziz, J
a
m
a
l
udd
i
n
,
and
Leng
(
2013)
, ICT m
ed
i
a
t
ed
cl
a
ssr
oo
m
en
vir
on
m
en
t
i
n
fl
uen
c
ed
st
uden
ts’
po
sitiv
e
a
ttit
ude
t
o
war
d
s c
o
m
pu
t
e
r
u
s
age
. M
o
r
eo
v
e
r,
a
s cit
ed
b
y T
a
sir, M
oha
mm
ad
El
A
m
i
n
Abo
u
r, A
bd
H
a
lim,
and
H
a
ru
n
(
2012
) i
n
sc
hoo
ls w
he
r
e
i
n
str
u
cti
on
is f
a
cilit
a
t
e
d wit
h
multim
ed
i
a
t
e
c
hno
l
og
y
and
w
o
rl
d
wi
de
ne
tw
o
rki
ng
, st
uden
ts l
ea
r
ned
in
an
indi
v
i
dua
lly
pa
c
ed
m
anne
r; t
he
r
e
w
e
r
e
s
e
lf-
d
ir
e
ct
ed
l
ea
r
n
i
ng
e
x
pe
ri
en
c
e
s
(
i.
e
.st
u
d
en
t-c
en
t
e
r
ed
)
and
sc
hoo
ls
ha
v
e
open
-
ended
c
u
rric
u
l
u
m. T
hu
s, t
he
re w
a
s i
n
cr
ea
s
ed
st
uden
ts’
pe
rf
o
rm
an
c
e
due
t
o
t
he
i
n
t
e
lli
gen
t
app
lic
a
ti
on
o
f t
e
c
hn
ol
og
y t
h
at f
u
rt
he
r l
ed
t
o
t
he e
ff
e
ctiv
ene
ss
and
e
ffici
en
cy
o
f t
ea
c
h
i
ng and
l
ea
r
n
i
ng
p
r
o
c
e
ss.
Simil
a
rly, S
hau
k
eno
v
a
(
2016
)
a
ss
e
rt
ed
t
ha
t k
no
wl
edge
o
f t
ea
c
he
rs
on
ho
w t
o
u
s
e
c
o
m
pu
t
e
rs
and
o
t
he
r ICT r
e
l
a
t
ed
de
vic
e
s im
p
r
o
v
e
s
po
sitiv
e
a
ttit
ude
o
f t
he
st
u
d
en
ts t
o
w
a
r
d
s c
o
m
pu
t
e
rs
be
c
au
s
e
it
he
l
p
s t
he
m
ga
i
n
t
hough
tf
u
l
unde
rst
and
i
ng
and f
a
mili
a
riz
a
ti
on
o
f s
e
v
e
ral
edu
c
a
ti
ona
l r
e
s
ou
rc
e
,
app
r
oa
c
he
s t
o
e
v
a
l
ua
ti
n
g
and
pro
v
i
d
i
ng
s
o
l
u
ti
on
s
t
o
p
r
ob
l
e
ms t
h
r
ough
r
e
s
ea
rc
h
w
o
rks,
ph
il
o
s
oph
i
e
s, cr
ea
tiv
e
acti
v
iti
e
s
and
t
e
sts. St
uden
ts
u
s
e
c
o
m
pu
t
e
rs t
o
he
l
p
t
he
m c
o
m
p
l
e
t
e
t
a
sks
wh
ic
h
t
h
ey r
ega
r
d
a
s
p
r
ob
l
e
ms. As
a
r
e
s
u
lt, t
he
y
a
r
e
lik
e
ly t
o
ha
v
e
a
m
o
r
e
po
sitiv
e
attit
ude
t
o
w
a
r
d
s t
he u
s
e o
f com
pu
t
e
rs
and a
r
e
, lik
e
ly, t
o
l
oo
k f
o
r f
u
rt
he
r t
a
sks, w
h
ic
h
can
be
c
o
m
p
l
e
t
ed
u
si
ng
a
com
pu
t
e
r (Ami
n
,
2014
).
O
n
a
simil
a
r vi
e
w, W
a
ri
o
(
2014
)
a
ss
e
rt
ed
t
ha
t t
he
a
ct
ua
l c
o
m
pu
t
er
experi
en
c
e
de
v
e
l
oped
st
uden
ts’
po
sitiv
e
a
ttit
ude
t
o
w
a
r
d
s l
ea
r
n
i
ng
.
L
ik
e
wis
e
, Sa
ma
rk
and
i (
2012
)
po
i
n
t
ed
ou
t t
ha
t t
he
ab
ility
o
f t
he
t
ea
c
he
rs
t
o
a
ssist
and
enco
u
r
age
st
uden
ts t
o
u
s
e
c
o
m
pu
t
e
r t
e
c
hno
l
og
y
and
m
u
ltim
ed
i
a
s
o
ftw
a
r
e
t
o
l
earn
and r
e
tri
e
v
e
i
n
f
o
rm
a
ti
on
he
lps st
uden
ts
engaged
i
n
l
ea
r
n
i
ng
. It
appea
ls to t
he
i
r
needs t
o
be
stim
u
l
a
t
ed
t
hrough
t
he
ir m
u
lti
p
l
e
s
en
s
e
s. It
a
ls
o
a
ll
o
ws t
h
e
m
t
o
incre
a
s
e
t
he
ir c
on
fi
den
c
e
w
it
h
c
o
m
pu
t
e
r-
ba
s
ed
t
e
c
hno
l
og
y t
ha
t tr
an
sc
en
ds
a
ll
co
mponen
ts
o
f t
he
ir
d
i
da
ctic
and
cli
n
ic
a
l l
ea
r
n
i
ng
. Bi
nde
r
and
Ni
ede
rl
e
(
2012)
also
no
t
ed
t
ha
t k
no
wl
edge
o
f t
he
t
ea
c
he
rs t
o
i
n
t
eg
r
a
t
e
c
o
m
pu
t
e
r t
e
c
hno
l
og
y i
n
si
de
t
h
e cl
a
ssr
oo
m i
n
fl
uen
c
ed
st
uden
ts’
de
sir
e
t
o
u
s
e
c
o
m
pu
t
e
rs
and
t
he
ir
de
si
re
t
o
enroll i
n
c
o
m
pu
t
e
r-r
e
l
a
t
ed
s
ub
j
e
cts
and
c
ou
rs
e
s.
M
o
r
eo
v
e
r, t
he
k
no
wl
edge
o
f t
he
t
ea
c
he
rs t
o
i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y in t
he
t
e
ac
h
i
ng
p
r
o
c
e
ss i
n
fl
uen
c
e
d t
he
ir f
ee
li
ng
t
ha
t c
o
m
pu
t
e
r is m
anageab
l
e
t
o
u
tiliz
e
i
n
learni
ng
p
r
o
c
e
ss
e
s (S
a
ric
o
b
an
,
2013
). A
bdu
ll
ah
, Zi
den
, Am
an
,
and
M
u
st
a
f
a
(201
5
)
a
ls
o
de
scri
bed
t
he
a
ff
e
ctiv
e
c
o
m
ponen
t
o
f
a
ttit
ude
ba
s
ed
on
e
m
o
ti
ona
l experi
en
c
e
s
o
r
p
r
e
f
e
r
en
c
e
s
be
c
au
s
e
it w
a
s
pe
rc
e
iv
ed
t
ha
t t
e
c
hno
l
og
y im
pa
cts peopl
e
s’
da
ily liv
e
s
and
c
e
rtai
n
ly
p
l
a
ys
an
im
po
rt
an
t
pa
rt i
n
de
v
e
l
op
i
ng
i
nd
ivi
dua
l’s pos
i
tiv
e
and
nega
tiv
e
a
ttit
ude
s.
H
o
w
e
v
e
r, Ali (
2012
) r
epo
rt
ed
t
ha
t t
he
l
a
ck
o
f c
o
m
pu
t
e
rs i
n
t
he
cl
a
ssro
om
s has l
ed
m
o
st
o
f t
he
t
ea
c
he
r
s
t
o
be
c
o
m
e
un
f
a
mili
a
r wit
h
u
si
ng
t
he
m
and
de
v
eloped
low
beha
vi
o
r
a
l
a
ttit
ude
s tow
a
r
d
s
u
si
ng
c
o
m
pu
t
e
rs. H
en
c
e
,
peop
l
e
w
ho
ha
v
e
pos
i
tiv
e
a
ff
e
ct r
ea
cti
on
s t
o
an
e
x
pe
ri
en
c
e
wit
h
p
r
odu
ct
o
r s
e
rvic
e
a
ttri
bu
t
e
s
are
mo
re
lik
e
ly t
o
e
v
a
l
ua
t
e
an
a
ttit
ude
ob
j
e
ct f
a
v
o
r
ab
ly (s
a
tisf
a
ct
o
rily),
and
peop
l
e
are
unli
ke
ly t
o
e
v
a
l
ua
t
e
t
he
a
ttit
ude
ob
j
e
ct f
a
v
o
r
ab
ly if t
he
y
e
x
pe
ri
en
c
e
nega
tiv
e
a
ff
e
ct rea
c
ti
on
s (Al B
a
t
a
i
neh
& A
nde
rs
on
,
2015
). M
ean
w
h
il
e
, t
he
st
ud
y
o
f Oy
e
and
Lahad
(
2013
) c
on
firm
ed
t
ha
t
p
ositiv
e
per
cep
ti
on
s
no
t
on
ly
on
t
he
u
s
e
bu
t
a
ls
o
t
he
c
on
ti
nua
ti
on
i
n
u
si
ng
t
h
is so
r
t
o
f
learni
ng
is cr
u
ci
a
l t
o nou
ris
h
i
nd
ivi
dua
ls’ i
n
t
en
ti
on
s. It
de
m
on
str
a
t
ed
t
ha
t k
no
w
ledge
a
n
d
a
ttit
ude
s
do
a
ff
e
ct
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1092
www.rsisinternational.org
si
gn
ific
an
tly
on
i
n
t
en
ti
on
s
and
t
ha
t
a
ct
ua
l
e
-l
ea
r
n
i
ng
us
age
prod
u
c
e
s
a
m
p
l
e
and
m
u
c
h-
w
e
lc
o
m
ed
e
ff
e
cts
on
st
uden
ts’
pe
rf
o
rm
an
c
e
s i
n
t
he
i
r
st
u
di
e
s. I
n
t
h
is c
onne
cti
on
, P
a
rk
e
r
and
Lenha
rt (
2012
)
a
ss
e
rt
ed
t
ha
t c
on
ti
nuou
s
e-
learni
ng
u
s
e
is i
ndeed
a
ss
oc
i
a
t
ed
wit
h
st
uden
ts i
n
cr
ea
s
ed
a
c
ade
mic
pe
rf
o
rma
n
c
e
.
Thus, f
o
r
e
-l
ea
r
n
i
ng
and
m-l
ea
r
n
i
ng
p
r
o
c
e
ss
e
s t
o
im
p
r
o
v
e
and
be
c
o
m
e
more
effici
en
t f
o
r
be
tt
e
r st
uden
ts l
ea
r
n
i
ng
ou
tc
o
m
e
s, it is r
e
c
o
mm
ended
t
ha
t i
n
stit
u
ti
on
s f
o
cus
on
ho
w t
he
t
e
c
hno
l
o
gy i
n
v
o
lv
ed
need
s t
o
be
,
no
t
on
ly
adequa
t
e
,
bu
t
a
ls
o
inde
ed,
e
ff
e
ctiv
e
t
o
he
l
p
f
a
cilit
a
t
e
t
he
s
a
i
d
p
r
o
c
e
ss
e
s (W
a
ri
o
,
2014
).
O
n
a
simil
a
r vi
e
w,
Law
t
on
, C
onne
r,
and
McE
a
c
han
(
2012
)
po
i
n
t
ed
o
ut t
ha
t t
h
e i
n
fl
uen
c
e
o
f t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
will
be
str
onge
st f
o
r t
ho
s
e
behavi
o
rs t
ha
t
ha
v
e
m
o
r
e
imm
ed
i
a
t
e
im
pa
ct
on
t
he
s
en
s
e
s
o
r
ph
ysi
o
l
og
ic
a
l
st
a
t
e
and w
ea
k
e
st
a
m
ong
st
beha
vi
o
rs w
he
r
e
t
he
im
pa
ct is l
e
ss imm
ed
i
a
t
e
. As
no
te
d
b
y Con
ne
r, McE
a
c
han
, T
a
yl
o
r,
O’H
a
r
a
,
and
La
wt
on
(
2015
), k
no
wl
edge
and
a
ff
e
ctiv
e
qua
l
iti
e
s
a
r
e
a
ttri
bu
t
ed
t
o
b
e
ha
vi
o
rs
be
c
au
s
e
o
f
e
x
pe
ri
en
ci
ng
t
he
e
m
o
ti
on
when
ena
c
ti
ng
t
he
beha
vi
o
r
and
t
ha
t t
he
y
gu
i
de
i
n
t
en
ti
on
and
a
cti
on
. T
he
s
e
a
ffectiv
e
qua
l
iti
e
s
a
ttri
bu
t
ed
t
o
t
he
ir
b
e
ha
vi
o
rs (A
dodo
,
2012
). V
a
ri
ou
s
hea
lt
h
risk
and
h
ea
lt
h
prot
e
cti
on
beha
vi
o
rs
a
r
e
, likely, t
o
ha
v
e
m
o
r
e
imm
ed
i
a
t
e
im
pa
ct
on
t
he
s
ense
s
or
phy
s
i
o
l
og
ic
a
l st
a
t
e
, w
h
il
e
v
a
ri
ou
s
de
t
e
cti
on
beha
vi
o
rs
a
r
e
, lik
e
ly, t
o
ha
v
e
l
e
ss im
med
i
a
t
e
im
pa
ct (B
a
kr,
20
1
2
).
F
u
rt
he
r, W
eng
, Y
an
g, H
o
,
and
S
u
(
2018
)
po
i
n
t
ed
ou
t t
ha
t t
e
c
hn
ol
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
im
p
acts
t
ea
c
he
rs’
be
li
e
fs t
ha
t
u
si
ng
a
c
o
m
pu
t
e
r w
ou
l
d
enha
n
c
e
h
is
o
r
he
r j
ob
per
f
o
rm
an
c
e
. M
o
r
eo
v
e
r, Briz-P
on
c
e
,
P
e
r
e
ir
a
, C
a
rv
a
l
ho
, Juan
e
s-M
énde
z,
and
Garcí
a
-P
eña
lv
o
(
2017
)
pe
rc
e
iv
ed
t
ha
t i
n
f
o
r
ma
ti
on
t
e
ch
no
l
og
y
he
l
p
s
p
r
o
m
o
t
e
oppo
rt
un
iti
e
s
o
f k
no
wl
edge
s
ha
ri
ng
t
h
r
oughou
t
an
orga
n
iz
a
ti
on
. T
he
s
e
c
an
he
l
p
i
nd
ivi
dua
ls
ha
vi
ng
up
-t
o
-
da
t
e
i
n
f
o
rm
a
ti
o
n
and
kno
w
l
edge
. T
h
is f
o
ll
o
ws t
he
de
fi
n
iti
on
t
ha
t wit
h
i
n
an
o
r
gan
iz
a
ti
ona
l c
on
t
e
xt,
p
e
op
l
e
are g
ene
r
a
lly r
e
i
n
f
o
rc
ed
f
o
r
good pe
rf
o
rm
an
c
e b
y r
a
is
e
s,
p
r
o
m
o
ti
on
s,
bonu
s
e
s,
and
ot
h
er r
e
w
a
r
d
s. H
en
c
e
,
a
sy
s
t
e
m
h
i
gh
i
n
pe
rc
e
iv
ed
u
s
e
f
u
l
ne
ss is
one
f
o
r whic
h
a
use
r
be
li
e
v
e
s i
n
t
he
e
xist
en
c
e
o
f
a
po
sitiv
e
u
s
e
-
pe
rf
o
rm
an
c
e
r
e
l
a
ti
on
s
h
i
p
.
F
u
rt
he
rm
o
r
e
, S
u
ki
an
d S
u
ki, (
2011
)
a
ss
e
rt
ed
t
ha
t
peop
l
e
t
end
t
o
u
s
e
o
r
no
t t
o
us
e
a
syst
e
m
app
lic
a
ti
on
t
o
t
he
e
xt
en
t
t
he
y
be
li
e
v
e
it will
he
l
p
t
he
m
pe
rf
o
rm t
he
i
r
job b
e
tt
e
r. T
h
is m
ean
s t
ha
t th
e
u
s
e
r
ha
s
a
pe
rc
ep
ti
on
o
f
ho
w
u
s
e
f
u
l t
he
t
e
c
hn
ol
og
y is i
n
pe
rf
o
rmi
ng
h
is j
ob
t
a
sks (H
o
ffm
an
, B
e
rt
o
t, & D
a
vis,
2012
). As
po
i
n
t
ed
ou
t
b
y Hupric
h
(
2016
),
e
v
en
if
po
t
en
ti
a
l
u
s
e
rs
be
li
e
v
e
t
ha
t
a
g
iv
en
app
lic
a
ti
on
is
u
s
e
f
u
l, t
h
ey m
a
y,
a
t t
he
s
a
m
e
tim
e
,
be
li
e
v
e
t
ha
t t
he
syst
e
m
is t
oo
ha
r
d
t
o
u
s
e
. F
ur
t
her
, t
h
e
pe
rf
o
rm
an
c
e
bene
fits
o
f
u
s
age
a
r
e
ou
tw
e
i
ghed
b
y t
he
e
ff
o
rt
o
f
u
si
n
g t
he
app
l
ic
a
ti
on
w
he
r
e
u
s
age
is t
hough
t t
o
be
i
n
fl
uen
c
ed
b
y
pe
rc
e
iv
ed
ea
s
e
o
f
u
se.
O
n
a
d
iff
e
r
en
t c
on
t
e
xt, A
bo
s
had
y, R
ad
w
an
, Elt
a
w
ee
l, Azz
a
m, A
boe
l
naga
, a
n
d H
a
s
he
m (
2015
) m
ad
e cl
ea
r t
ha
t
pe
rc
e
iv
ed
c
on
tr
o
l i
n
cr
ea
s
e
s t
ea
c
her
s’ confi
den
c
e
t
ha
t t
he
y
ha
v
e
k
no
wl
edge
o
f
ho
w t
o
u
s
e
c
o
m
pu
t
e
rs. M
o
r
eo
v
e
r,
t
he
y can
add
r
e
ss
p
r
ob
l
e
ms t
ha
t
ma
y
o
cc
u
r w
h
il
e
u
si
ng
it. M
ean
w
h
il
e
, S
a
rc
oban
(2
013)
c
hara
ct
e
riz
ed
pe
rc
e
iv
ed
c
o
ntr
o
l
a
s
a
c
on
c
ep
t r
e
l
a
t
ed
t
o
pe
rs
on
’s vi
e
w
on
h
avi
ng
t
enden
cy
o
f
ge
tti
ng
po
sitiv
e
ou
tc
o
m
e
s
o
r
a
v
o
i
d
i
ng
nega
tiv
e
r
e
s
u
lts t
h
r
ough
one
’s idea. T
he
c
on
c
ep
t
o
f c
on
trol
ha
s
been
one
o
f t
he
m
o
st
pe
rv
a
siv
e
and
endur
i
ng
ideas i
n
p
syc
ho
l
og
ic
a
l r
e
s
ea
rc
h
and
t
heo
ry. R
enn
y, G
u
rit
no
,
and
Siri
ngor
i
ngo
(201
2
)
a
ls
o
r
epo
rt
ed
t
ha
t
nu
m
e
r
ou
s
t
heo
ri
e
s
po
sit t
he
im
po
rt
an
t r
o
l
e
i
n
h
u
man
behavi
o
r f
o
r c
on
tr
o
l c
on
str
u
cts s
u
c
h
a
s s
e
lf-
e
ffic
a
cy,
pe
rs
ona
l c
au
s
a
ti
on
,
e
ff
e
ct
and
motiv
a
ti
on
,
pe
rc
e
iv
ed
c
on
trol,
and
he
l
p
l
e
ss
ne
ss.
O
n
a
st
ud
y c
ondu
ct
ed
b
y M
aha
k
a
lk
a
r (
2013
), r
e
s
u
lt s
ho
w
ed
t
ha
t
ha
vi
ng
a
sen
se
o
f c
on
tr
o
l
ha
s c
on
sist
en
tly
been
f
ound
t
o
ha
v
e
adap
tiv
e
e
ff
e
cts. Acco
rd
i
ng
t
o
H
an
, N
e
ls
on
,
and
W
e
tt
e
r (
2014
),
pe
rc
e
iv
ed
c
on
tr
o
l is
a
ss
o
ci
a
t
ed
wit
h
e
m
o
ti
ona
l w
e
l
l
-
be
i
ng
, r
edu
c
ed
ph
ysi
o
l
og
ic
a
l im
pa
ct
o
f str
e
ss
o
rs,
enhan
c
ed
ab
ility t
o
c
ope
wit
h
str
e
ss, im
p
r
o
v
ed
pe
rf
o
rm
an
c
e
, l
e
ss
pa
i
n
,
and
a
g
r
ea
t
e
r lik
e
li
hood
o
f m
a
ki
ng
diffic
u
lt
beha
vi
o
r c
hange
s. Acr
o
ss
a
v
a
ri
e
ty
o
f
en
vir
on
m
en
ts, fr
o
m t
he
cl
a
ss
room
t
o
th
e
w
o
rk
p
l
a
c
e
t
o
t
he
m
ed
ic
a
l c
en
t
e
r,
and
i
n
d
iv
e
rs
e
popu
l
a
ti
on
s i
n
cl
ud
i
ng
childr
en
t
o
o
l
de
r
adu
lts, it is
gene
r
a
lly
adap
tiv
e
t
o
ha
v
e
a
s
en
s
e
o
f co
n
t
ro
l (Abos
had
y,
e
t
a
l.,
2015
). T
hu
s,
l
o
w
pe
rs
ona
l c
on
tr
o
l c
an
l
ead
t
o
apa
t
h
y t
ha
t dep
re
ss
e
s t
he
lik
e
li
hood
o
f a
n
y
a
tt
e
m
p
ts t
o
m
a
k
e
po
sitiv
e
c
hange
s.
F
u
rt
he
r
more
, o
n
e c
on
tr
o
l, c
on
tr
o
l
o
v
e
r
o
n
e
’s
o
w
n
a
cti
on
s, is lik
e
ly, t
o
p
l
a
y
an
im
po
rt
an
t r
o
l
e
i
n
effectiv
e
lif
e
styl
e
c
hange
s (S
u
ki & S
u
ki,
2011
).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1093
www.rsisinternational.org
Lu
,
L
i
n
,
and
C
hen
(
2017
)
a
ls
o
po
i
n
t
ed
ou
t t
ha
t t
he
i
n
t
e
r
e
st
o
f t
he
t
ea
ch
er
t
o
perf
o
rm t
a
sks w
hen
t
he
y k
n
ow t
ha
t it
i
n
v
o
lv
e
s c
o
m
pu
t
e
r is c
onne
ct
ed
t
o
a
pe
rs
on
’s ove
r
t
a
cti
on
s i
n
r
e
l
a
ti
on
t
o
t
he
a
ttit
ude
ob
j
e
ct. I
n
li
ne
wit
h
t
h
is,
S
án
c
he
z-P
r
i
e
t
o
, Olm
o
s-Mi
gue
l
áñe
z,
and
G
a
rcí
a
-P
eña
lv
o
(
2017
) vi
e
w
ed
i
n
v
o
lv
e
m
en
t
a
s
a
c
ore
c
on
c
ep
t i
n
e
x
p
l
a
i
n
i
ng
i
nd
ivid
ua
ls’
pa
rtici
pa
ti
on
i
n
a
ctiviti
e
s
and
t
he
ir
a
cti
on
s wit
h
resp
e
ct t
o
t
he
a
ttit
ude
ob
j
ec
t. I
n
v
o
lv
e
m
en
t
ha
s
been
c
on
c
ep
t
ua
liz
ed
i
n
r
e
l
a
t
ion
t
o
bot
h
p
r
odu
cts
and
a
cti
on
s. F
u
rt
he
r, W
ang
and
L
i
u
(
2014
) c
on
c
ep
tu
a
liz
e
involv
e
m
en
t
a
s
a
beha
vi
o
ral c
o
mmitm
en
t
d
iff
e
r
en
ti
a
t
ed
b
y i
nd
ivi
dua
ls i
n
t
erm
o
f t
h
ei
r
a
ctivity. I
n
t
h
is
po
i
n
t
o
f
vi
e
w, i
n
v
o
lv
e
m
en
t is r
e
l
a
t
ed
t
o
a
gene
r
a
l l
eve
l
o
f int
ere
st i
n
o
r c
on
c
e
r
n
abou
t
an
iss
ue
wit
hou
t r
e
f
e
r
en
c
e
t
o
a
s
pe
cific
po
siti
on
.
T
ec
hnologi
ca
l, P
e
d
a
gogi
ca
l, Cont
e
nt
a
nd Knowl
e
dg
e
(TPACK)
T
e
c
hno
l
og
ic
a
l, P
edag
o
g
ic
a
l, C
on
t
en
t
and
K
no
wl
edge
(TPACK) is
de
sc
r
i
bed
by K
no
lt
on
(
2014
)
a
s w
ha
t a t
ea
c
he
r
m
u
st k
no
w t
o
e
ff
e
ctiv
e
ly i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y int
o
t
he
c
u
rric
u
l
u
m s
u
c
h
a
s t
ea
c
he
r
p
r
a
ctic
e
s. It r
ep
r
e
s
en
ts t
he
c
o
m
b
i
na
ti
on
o
f t
e
ac
he
r c
on
t
en
t k
no
wl
edge
(CK),
pedagog
y k
no
wl
edge
(PK),
and
t
e
c
hno
l
og
ic
a
l kno
w
l
edge
(TK)
a
s i
n
t
e
rr
e
l
a
t
ed
. I
n
t
h
is s
en
s
e
, H
a
rris, Gr
andgene
tt,
and
H
o
f
er
(201
2
)
po
i
n
t
ed
ou
t t
ha
t TPACK
a
ll
o
ws t
ea
c
he
rs
t
o
pu
t i
n
t
o
c
on
si
de
r
a
ti
on
w
ha
t kno
w
l
edge
is r
equ
ir
ed
t
o
i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
t
o
t
ea
c
h
i
ng
and
ho
w t
he
y
m
i
gh
t
devel
op
t
ha
t k
no
wl
edge
wit
h
i
n
t
he
ms
e
lv
e
s. F
u
rt
he
r, B
a
r
an
, C
huang
,
and
Thom
p
s
on
(
2011
)
de
scri
bed
TPACK
a
s
a
t
oo
l t
ha
t s
e
rv
e
s
a
s
a
u
s
e
f
u
l c
on
ce
p
t
ua
l fr
ame
w
o
rk f
o
r t
h
i
n
ki
ng
,
an
alyzi
ng
,
and
e
v
a
l
ua
ti
ng
w
ha
t
t
ea
c
he
rs m
u
st k
n
ow t
o
int
e
gr
a
t
e
t
e
c
hno
l
og
y i
n
t
o
t
ea
c
h
i
ng
. H
o
w
e
v
e
r, it m
u
st
be
unde
rst
ood
a
s
a
fr
ame
w
o
rk
f
o
r w
a
ys i
n
w
h
ic
h
t
ea
c
he
rs mi
gh
t
be
st
de
v
e
l
op
t
h
is i
n
t
e
g
ra
t
ed
kno
w
l
edge
.
I
n
t
h
is c
onne
cti
on
, N
o
r
d
i
n
(
2014
)
a
ss
e
rt
ed
t
ha
t TPACK fr
a
m
e
w
o
rk is
u
s
e
f
u
l in descri
b
i
ng
t
he
i
n
t
e
r
a
cti
on
o
f
k
no
wl
edge
abou
t
ho
w t
o
t
ea
c
h
, w
ha
t t
o
t
ea
ch,
and
ho
w
t
o
do
s
o
wit
h
t
he
u
s
e
o
f ICT. Acc
o
r
d
i
ng
ly,
bo
t
h
p
r
e
-
s
e
rvic
e
and
i
n
-se
r
vic
e
t
e
ac
he
rs
a
r
e
be
c
o
mi
ng
m
o
r
e
cr
ea
tiv
e
w
hen
e
x
po
s
ed
i
n
a
t
e
c
hno
l
og
y-
enh
a
n
c
ed
learni
ng
en
vir
on
m
en
t. As
a
n
e
x
a
m
p
l
e
, W
an
k
e
l
and
Bl
e
ssi
nge
r (
2013
) r
epo
rt
e
d t
ha
t st
u
d
en
ts’
engage
m
en
t i
n
l
ea
r
n
i
ng
i
n
cr
ea
s
e
s
w
hen
t
ea
c
he
rs w
e
r
e
ab
l
e
t
o
c
o
m
b
i
ne
t
h
e
u
s
e
o
f
on
li
ne
l
e
ct
u
r
e
s
a
n
d
cl
a
ssr
oo
m
d
isc
u
ssi
on
o
r r
equ
iri
ng
t
he
ir st
uden
ts
t
o
sub
m
it t
he
ir
o
w
n
wikis
o
r vi
deo
s. H
en
c
e
,
a
s
a
st
anda
r
d
p
r
a
ctic
e
,
p
r
e
-se
r
vic
e
t
e
ac
he
rs s
hou
l
d
first
be
ab
l
e
t
o
unde
rst
and
t
he
li
n
k
age
s
be
tw
een
t
e
c
hno
lo
g
ic
a
l kno
w
l
edge
,
pedagog
ic
a
l kn
o
wl
edge
,
and
c
on
t
en
t k
no
wl
edge
be
f
o
r
e
t
he
y c
an
becom
e
cr
ea
tiv
e
i
n
t
he
u
s
e
of ICT i
n
sc
hoo
ls (K
oeh
l
e
r & Mis
h
r
a
,
2009
).
M
ean
w
h
il
e
,
on
st
ud
y c
ondu
ct
ed
b
y A
nge
li
and
V
a
l
an
i
de
s (
2011
) r
e
s
u
lts reve
a
l
ed
t
ha
t t
he
u
s
e
o
f t
h
e TPACK
fr
a
m
e
w
o
rk c
an
cr
ea
t
e
an
added
v
a
l
ue
si
n
c
e
t
h
e str
u
ct
u
r
e
o
f t
h
is m
ode
l ca
n
be
u
s
ed
t
o
sim
p
lify t
op
ics t
ha
t
a
r
e
no
t
ea
sy f
or
pre-
ser
v
ic
e
t
ea
c
he
rs t
o
unde
rst
and
. Als
o
, D
u
r
du
and
D
ag
(
2017
)
e
x
p
r
e
ss t
ha
t usi
ng
t
h
e TPACK
fr
a
m
e
w
o
rk,
p
r
e-
s
e
rvic
e
t
ea
c
he
rs c
an
i
n
cr
ea
s
e
t
he
ir c
o
m
pe
t
en
cies
b
y creati
ng
good
edu
c
a
ti
ona
l
ma
t
e
ri
a
ls
and
u
s
e
f
u
l
i
n
str
u
cti
ona
l m
a
t
e
ri
a
l
de
si
gn
s t
ha
t utiliz
e
bo
t
h
pedagog
ic
a
l k
no
wl
edge
and
ICT. I
n
o
t
he
r w
o
r
d
s, t
he
TPACK
m
ode
l can
equ
i
p
p
r
e
-s
e
rvic
e
t
ea
c
h
ers wit
h
s
u
ffici
en
t k
no
wl
edge
and
skills
needed
to f
u
lly utiliz
e
t
he
a
v
a
il
ab
l
e
ICT
t
oo
ls i
n
t
ea
c
h
i
ng
. T
h
is
e
x
p
l
a
i
n
s w
h
y t
he
TPACK fr
a
m
e
w
or
k has
been
c
on
si
de
r
ed
a
s
a
u
s
e
f
u
l t
oo
l w
hene
v
e
r
t
he
r
e
is
a
str
ong
need
t
o
underst
and
ho
w
p
r
e
-s
e
rvic
e
t
ea
c
he
rs c
an
i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
t
o
t
ea
c
h
i
ng
and
learni
ng
(N
dong
f
a
ck,
2015
).
O
n
t
he
s
a
m
e
c
on
t
e
xt, Akk
a
y
a
(
2016
) r
epo
rt
ed
t
ha
t TPACK fr
a
m
e
w
o
rk all
o
ws t
ea
c
he
rs t
o
de
v
e
l
op
str
a
t
eg
i
e
s t
ha
t will
be
e
ff
e
ctiv
e
f
o
r st
uden
ts’ l
ea
r
n
i
ng
. To t
h
is effect, M
a
i
na
li
and
K
e
y (2
012
)
a
ss
e
rt
ed
t
ha
t t
he
TPACK fr
a
m
e
w
o
rk
en
a
b
l
e
s t
e
ac
he
rs t
o
e
ff
e
ctiv
e
ly i
n
t
e
gr
a
t
e
t
he
u
s
e
o
f ICT i
n
de
si
gn
i
ng
c
on
t
en
t
du
ri
ng
t
he
plan
n
i
ng
st
age
. T
h
is
sim
p
ly m
ean
s t
ha
t t
ea
c
he
rs will
ha
v
e
t
o
f
o
c
u
s first
o
n t
he
les
son
c
on
t
en
t
be
f
o
r
e
ana
lyzi
ng
ho
w t
he
y c
an
e
ff
e
ctiv
e
ly i
n
t
eg
r
a
t
e
t
he
use
o
f t
e
ch
no
l
og
y. I
n
m
o
st c
a
s
e
s, s
pe
cific t
e
c
hno
l
og
y will
be
c
ho
s
en
depend
i
ng
o
n
t
he
ty
p
e
o
f
a
ctivity
p
r
e
-s
e
rvic
e
t
ea
c
he
rs w
an
ts t
o
de
liv
e
r. I
n
o
t
he
r w
o
r
d
s, t
h
is strat
eg
y con
s
i
de
rs w
ha
t is
e
x
pe
ct
ed
o
f
st
uden
ts t
o
do
i
n
cl
a
ss
du
ri
ng
and
a
ft
e
r t
he
l
e
ct
ure
dis
cu
ssi
on
. T
ea
c
he
rs c
an
shift fr
o
m c
on
t
en
t
de
si
gn
t
o
t
he
ty
pe
o
f
a
ctiviti
e
s t
h
at will be c
ondu
ct
ed
i
n
cl
a
ss (B
a
r
an
e
t
a
l.,
2011
).
M
o
r
eo
v
e
r, N
e
ls
on
, Christ
ophe
r
and
Mims (
2011
) c
on
cl
uded
t
ha
t t
ea
c
her
s who
a
r
e
h
i
gh
ly c
o
m
pe
t
en
t i
n
t
he
u
s
e
o
f t
he
TPACK fr
a
m
e
w
o
rk
a
r
e
t
he
one
s w
ho
often s
ho
w
h
i
ghe
r c
o
m
pe
t
e
ncy
no
t
on
ly i
n
unde
rst
and
i
ng
and
app
lyi
ng
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1094
www.rsisinternational.org
pedagog
y, cont
en
t,
and
t
e
c
hno
l
og
y i
n
t
ea
c
h
i
ng
bu
t
a
ls
o
t
he
ir c
apab
ility i
n
o
r
gan
izi
ng
, colla
bo
r
a
ti
ng
,
and
de
v
e
l
op
i
ng
m
o
r
e
oppo
rt
un
iti
e
s f
o
r l
ea
r
n
i
ng
. Si
n
c
e
t
he
TPACK fr
ame
w
o
rk s
e
rv
e
s
a
s
a
u
s
e
ful m
ode
l i
n
enab
li
ng
p
r
e
s
e
rvic
e
t
ea
c
he
rs t
o
ga
i
n
be
tt
er
underst
and
i
ng
o
f t
he
r
e
l
a
ti
o
ns
h
i
p
be
tw
een
t
e
c
hno
l
og
y, c
on
t
en
t,
and
pedagog
y, t
he
use
o
f t
h
is fr
a
m
e
w
o
rk is im
po
rt
an
t i
n
t
e
rms
o
f i
n
cr
ea
si
ng
t
he
ab
ility
o
f t
ea
c
h
e
r
s t
o
suc
ce
ssf
u
lly
adop
t t
he
u
s
e
o
f
t
e
c
hno
l
og
y i
n
t
ea
c
h
i
ng
(A
nge
li & V
a
l
an
i
de
s,
2011)
.
I
n
add
iti
on
, Al
a
yy
a
r, Fiss
e
r,
and
V
oog
t (
2012
)
po
i
n
t
ed
ou
t t
ha
t t
he
TPACK fr
ame
w
o
rk is c
on
si
de
r
ed
an
im
po
rt
an
t
t
oo
l
be
c
au
s
e
t
h
is m
ode
l w
a
s
pu
r
p
os
e
ly
de
s
igned
t
o
unde
rst
and
and
i
den
tify
e
ff
e
ctiv
e
w
a
ys i
n
i
n
t
eg
r
a
ti
ng
t
eacher
s’ kno
w
l
edge
, skills,
and
a
ttit
u
d
e
.
T
ec
hnolog
y
k
nowl
e
dg
e
. T
he
first
do
m
a
i
n
o
f T
e
c
hno
l
og
ic
a
l, P
eda
g
og
y, Cont
en
t K
no
wl
edge
(TPACK),
t
e
c
hno
l
og
y k
no
wl
edge
, is
de
fi
ned
b
y H
o
ss
e
i
n
i
and
Ka
ma
l (
2012
)
a
s t
he
k
no
w
ledge
r
equ
ir
ed
f
o
r
u
si
ng
t
e
c
hno
l
og
y
t
oo
ls t
o
a
chi
e
v
e
vario
u
s t
a
sks. T
h
is i
n
cl
ude
s t
he
k
no
wl
edge
o
f st
anda
r
d
and
ad
v
an
c
ed
ha
rdw
are
and s
o
ftw
a
r
e
i
n
cl
ud
i
ng
t
he
ab
ility
o
f i
nd
ivi
dua
ls t
o
tr
oub
l
e
s
hoo
t w
hen
p
r
o
bl
em
s relat
ed
t
o
t
e
c
hn
ic
a
l iss
ue
s
a
ris
e
. Acc
o
r
d
i
ng
t
o
B
a
r
an
e
t
a
l. (
2011
), t
e
c
hn
ol
og
y kno
w
l
edge
is
abou
t
e
ff
e
ctiv
e
ly m
anag
i
ng
and
m
a
i
n
t
a
i
n
i
ng
t
he
c
ond
iti
on
o
f
h
i
gh-
and l
o
w-t
e
c
hno
l
og
i
e
s s
u
c
h
a
s wir
e
l
e
ss
b
r
oadband
,
d
i
a
l-
up
i
n
t
e
r
ne
t c
onne
cti
on
, creati
ng
d
i
g
it
a
l
pho
t
o
s
and
vi
deo
s,
ha
r
d
w
a
r
e
and
s
o
ftw
a
r
e
p
r
og
r
a
ms,
an
d t
he
man
age
m
en
t
o
f i
n
t
e
r
a
ctiv
e
wh
it
eboa
r
d
s,
b
l
a
ck
boa
r
d
s,
e
tc. Asi
de
fr
o
m t
he
abi
lity
o
f t
e
a c
he
r
s
t
o ado
p t
t
h
e
co
ns
tantly c
hang
i
ng
t
e
chn
o
lo
g
i
es, t
e
c
hno
l
og
y k
no
wl
edge
(TK
)
c
an
a
ls
o
r
e
f
e
r t
o
t
he
be
st w
a
y
o
f
op
timizi
ng
st
uden
ts’ l
ea
r
n
i
ng
b
y
be
i
n
g
ab
l
e
t
o
acc
u
r
a
t
e
ly i
den
tify
u
s
e
f
u
l t
e
c
hno
l
og
i
e
s t
ha
t
c
an
be
u
s
ed
i
n
t
ea
c
h
i
ng
(K
oeh
l
er
& Mishr
a
,
2009
).
P
h
illi
p
s (
2014
)
a
ls
o
a
r
gued
t
ha
t t
ea
c
he
rs s
hou
l
d
po
ss
e
s
a
deepe
r,
more
esse
n
ti
a
l
unde
rst
and
i
ng
an
d m
a
st
e
ry
o
f
i
n
f
o
rm
a
ti
on
t
e
c
hno
l
og
y f
o
r i
n
f
o
r
ma
ti
on
pro
ce
ssi
ng
, c
o
mm
un
ic
a
ti
on
,
and
p
r
ob
l
e
m s
o
lvi
ng
t
han
doe
s t
he
tr
ad
iti
ona
l defi
n
iti
on
o
f c
o
m
pu
t
e
r lit
e
r
a
cy. I
n
c
on
tr
a
st t
o
a
s
upe
rfici
a
l l
e
v
e
l
o
f t
e
c
hno
l
og
ic
a
l lit
e
racy, t
ea
c
he
rs
wit
h
a
de
e
pe
r
unde
rst
and
i
ng
o
f t
e
c
hno
l
og
y k
no
wl
edge
a
re
ab
l
e
t
o
e
ff
e
ctiv
e
ly
app
ly t
e
c
hno
l
og
y i
n
t
he
ir w
o
rk
and
pe
rs
ona
l liv
e
s t
h
r
ough
t
he
reco
gn
iti
on
o
f w
hen
t
e
c
hno
l
og
y c
ou
l
d
a
ssist
o
r
h
i
nde
r t
he
a
c
h
i
e
v
e
m
en
t
o
f
a
goa
l
(Koe
h
l
e
r & Mis
h
r
a
,
2009
). As
no
t
ed
b
y Ol
o
fs
on
, Sw
a
ll
o
w,
and
N
eu
m
ann
(2
016)
, t
h
is
unde
rst
and
i
ng
o
f t
he
d
iff
e
r
en
c
e
be
tw
een
t
e
c
hno
l
og
ic
a
l lit
e
r
a
cy
and
t
e
c
hno
l
og
y kno
w
l
edge
(TK) is
pa
rtic
u
larly si
gn
ific
an
t w
hen
c
on
si
de
ri
ng
t
he
wick
ed
p
r
ob
l
em
c
on
fr
on
ti
ng
t
ea
c
he
rs’ i
n
t
eg
rati
on
o
f t
e
c
hno
l
og
y. It
p
r
o
m
o
t
e
s t
he
i
dea
o
f t
e
c
hn
ol
og
y
kno
w
l
edge
a
s l
e
ss
o
f
a
st
a
tic, c
o
m
pa
rtm
en
t
a
liz
ed
no
ti
on
bu
t
one
t
ha
t
e
v
o
lv
e
s
a
s
an
i
nd
ivi
dua
l’s
open
-
ended
i
n
t
e
r
a
cti
on
wit
h
t
e
c
hno
l
og
y c
hange
s
o
v
e
r tim
e
.
P
e
d
a
gog
y
Knowl
e
dg
e
T
he
s
e
c
ond
do
m
a
i
n
o
f T
e
c
hno
l
og
ic
a
l, P
edagog
y, C
on
t
en
t K
no
wl
edge
(TPACK) is
de
fi
ned
b
y H
o
ss
e
i
n
i
and
K
a
m
a
l (
2012
)
a
s t
he
m
e
t
hod
s
o
r
p
r
o
c
e
ss
e
s of te
a
c
h
i
ng
w
h
ic
h
i
n
cl
ude
s k
no
wl
edge
i
n
cl
a
ssr
oo
m m
anage
m
en
t,
a
ss
e
ss
men
t, les
son
p
l
an
de
v
e
l
op
m
en
t,
and
st
uden
t l
ea
r
n
i
ng
. As
no
t
ed
b
y N
o
r
d
i
n
(
2014
), t
h
is kno
w
l
edge
is
abou
t
t
he
p
r
o
c
e
ss
e
s
and
p
r
a
ctic
e
s
o
r m
e
t
hod
s
o
f t
ea
c
h
i
n
g
and
learni
ng
on
ho
w t
he
y
en
c
o
m
pa
ss,
a
m
ong
o
t
he
r
t
h
i
ng
s,
o
v
e
r
a
ll
edu
c
a
ti
ona
l purp
o
s
e
s, v
a
l
ue
s,
and
a
i
m
s. K
oeh
l
e
r
and
Mis
h
r
a
(
2009
)
a
ls
o
a
ss
e
rt
e
d t
ha
t
peda
gog
y k
no
wl
edge
(PK) c
o
v
e
rs cl
a
ssr
oo
m m
anage
m
en
t, l
e
ss
on
p
l
an
devel
op
m
en
t
and
im
p
l
e
m
e
nt
a
ti
on
,
and
st
uden
t
e
v
a
l
ua
ti
on
. It i
n
cl
ude
s k
no
wl
edge
about t
e
c
hn
i
que
s
o
r m
e
t
hod
s t
o
be
u
s
ed
i
n
t
he
cl
a
ssr
oo
m, t
he
na
t
u
r
e
o
f t
he
t
arge
t aud
ien
c
e
,
and
str
a
t
eg
i
e
s f
o
r
e
v
a
l
ua
ti
ng
st
uden
t
unde
rst
and
i
ng
. It r
equ
ires
an
underst
and
i
ng
c
ogn
itiv
e,
s
o
ci
a
l,
and
de
v
e
l
op
m
en
t
a
l
the
or
i
es
o
f
le
a
r
n
in g and
ho
w it is
app
li
ed
t
o
l
ea
r
ne
rs.
Acc
o
r
d
i
ng
t
o
Gr
aham
(
2011
),
pedagog
y k
no
wl
edge
i
n
cl
ude
s k
no
wl
edge
about t
e
c
hn
i
que
s
o
r m
e
t
hod
s t
o
be
u
s
ed
i
n
t
he
cl
a
ssr
oo
m, t
he
na
t
u
r
e
o
f t
he
t
arge
t aud
ien
c
e
,
and
str
a
t
eg
i
e
s f
o
r
e
v
a
l
ua
ti
ng
st
uden
t
unde
rst
and
i
ng
. I
n
add
iti
on
,
Harr
is et a
l
. (
2012
)
op
i
ned
t
ha
t
a
t
ea
c
he
r wit
h
deep
pedagog
ic
a
l k
no
wl
edge
unde
rst
and
s ho
w
st
uden
ts c
on
str
u
ct
k
now
l
edge
and
a
c
qu
ir
e
skills,
de
v
e
l
op
hab
its
o
f mi
n
d
and
pos
i
tiv
e
d
is
po
siti
on
s t
o
w
a
r
d
s l
ea
r
n
i
ng
.
Cont
e
nt Knowl
e
dg
e
Acc
o
r
d
i
ng
t
o
B
a
r
an
e
t
a
l. (
2011
), c
on
t
en
t k
no
wl
edge
(CK) r
e
f
e
rs t
o
kno
w
l
edge
o
f t
he
s
ub
j
e
ct m
a
tt
e
r
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1095
www.rsisinternational.org
w
h
ic
h
t
ea
c
he
rs
a
r
e
e
x
pe
ct
ed
t
o
l
ea
rn
and
event
ua
lly t
ea
c
h
t
he
ir st
ud
e
n
ts. T
h
is is t
he
k
no
wl
edge
o
f t
he
m
a
j
o
r
f
a
cts
and
con
cep
ts wit
h
i
n
a
fi
e
l
d
and
th
e
r
e
l
a
ti
on
s
h
i
p
s
a
m
ong
t
he
m. M
o
r
eo
v
e
r, K
oeh
l
er
and
Mishr
a
(
2009
)
a
ss
e
rt
ed
t
ha
t c
on
t
en
t k
no
wl
edge
(CK) i
n
cl
ude
s t
he
unde
rst
and
i
ng
of s
ub
j
e
cts t
augh
t; k
no
wl
edge
o
f c
en
tr
a
l f
a
cts, c
on
c
ep
ts,
t
heo
ri
e
s,
and
p
r
o
c
edure
s wit
h
i
n
the given fi
e
l
d
.
T
his
also includes
t
he
kn
ow
ledg e
o
f
e
xpl
a
n
atory fr
a
m
e
w
or
ks t
h
at
o
r
gan
iz
e
s
and
c
onne
cts i
dea
s s
o
wit
h
k
no
wl
edge
o
f t
he
r
u
l
e
s
o
f
e
vi
den
c
e
and
p
r
oo
f.
I
n
t
h
is c
on
t
e
xt,
Lough
r
an
, K
ea
st,
and
C
oope
r (
2016
)
po
i
n
t
ed
ou
t t
ha
t t
e
ac
he
rs w
ho
l
a
ck s
ub
j
e
ct
ma
tt
e
r
k
no
wl
edge
a
r
e
limit
ed
i
n
t
he
ir
ab
ility t
o
e
x
p
l
a
i
n
or
ans
we
r
que
sti
on
s t
ha
t
a
r
e
r
a
is
ed
b
y t
he
ir st
uden
ts. T
hu
s, t
o
en
s
u
r
e
t
ha
t
a
ll t
e
ac
he
rs c
an
an
sw
e
r
ea
c
h
o
f t
he
st
uden
ts’
que
ri
e
s i
n
a
m
o
r
e
l
og
ic
a
l
and
r
a
ti
ona
l wa
y
,
p
r
e
-s
e
rvic
e
and
i
n
-s
e
rvic
e
t
ea
c
he
rs s
hou
l
d
str
eng
t
hen
t
he
ir k
no
wl
edge
o
f cont
en
t (K
oeh
l
e
r
e
t
a
l.,
201
4).
F
u
rt
he
rm
o
r
e
, P
h
illi
p
s
(2014
) c
on
t
ended
t
ha
t t
ea
c
he
rs m
u
st
a
ls
o
unde
r
s
t
and
t
h
e
na
t
u
r
e
o
f k
no
wl
edge
an
d i
nqu
iry i
n
d
iff
e
r
en
t fi
e
l
d
s s
o
no
t t
o
misr
ep
r
e
s
en
t t
he
cont
en
t k
no
wl
edge
o
f t
he
s
e
d
iff
e
r
en
t fi
e
l
d
s t
o
t
he
ir st
uden
ts (H
a
m
adeh
,
2017)
. As vie
wed
b
y G
ha
vif
e
kr
and
Ro
s
d
y (
2015
), t
he
t
ea
c
h
i
ng
o
f
d
isci
p
li
ne
s is t
he
si
ng
l
e
mo
s
t im
po
rt
an
t
and
l
ea
st-r
ep
l
a
c
eab
l
e
pu
r
po
s
e
o
f sc
hoo
li
ng
. T
he
y
a
r
e
lik
e
men
t
a
l f
u
rnit
u
r
e
on
w
ha
t w
e
t
h
ink i
n
. Acc
o
r
d
i
ng
ly,
d
isci
p
li
ne
s
p
r
o
vi
de
f
ou
r thi
ng
s: kno
w
l
edge
(f
a
cts, c
on
c
ep
ts & r
e
l
a
ti
on
s
h
i
p
s); m
e
t
hod
s (k
no
wl
edge
cr
ea
ti
o
n
and
valid
a
ti
on
p
r
o
c
e
ss
e
s);
pu
r
po
s
e
s (r
ea
s
on
s w
h
y t
he
d
isci
p
li
ne
e
xists);
and
f
o
r
m
s
o
f rep
re
s
en
t
a
ti
on
(
gen
r
e
s & sym
bo
l
syst
e
ms).
P
e
d
a
gogi
ca
l Cont
e
n
t
Knowl
e
dg
e
T
he
f
ou
rt
h
do
m
a
i
n
o
f T
e
c
hno
l
og
ic
a
l, P
edagog
y, C
on
t
en
t K
no
wl
edge
(TPACK), is
pedagog
ic
a
l
con
t
en
t
k
no
wl
edge
(PCK). T
h
is is
de
scri
bed
b
y Ho
s
s
e
i
n
i
and
K
a
m
a
l (
2012
)
a
s t
he
unde
rst
and
i
ng
o
f
ho
w t
o
t
ea
c
h
a
pa
rtic
u
l
ar
cont
en
t t
o
enhan
c
e
l
ea
r
n
i
ng
and
t
ea
c
h
i
ng
. Acc
o
r
d
i
ng
t
o
C
a
v
anagh
and
Ko
eh
l
er
(201
3
), it
pe
rt
a
i
n
s t
o
t
he
w
a
y t
he
c
on
t
en
t c
an
be
r
ep
r
e
s
en
t
ed
and
f
o
rm
u
l
a
t
ed
t
o
ma
ke
it c
o
m
p
r
ehen
si
b
l
e
t
o
ot
he
rs. C
o
mm
on
ly
u
s
ed
t
o
im
p
r
o
v
e
t
he
ou
tc
o
m
e
o
f t
he
t
e
ac
h
i
ng
p
r
o
c
e
ss, PCK c
o
m
b
i
ne
s
o
r i
n
t
eg
r
a
t
e
s t
he
c
on
c
ep
t
o
f
bo
t
h
k
no
wl
e
d
ge
o
f
peda
gog
y
and
c
on
t
en
t (B
a
ra
n
e
t
a
l.,
2011
). It m
ean
s t
ha
t PCK is t
he
k
no
wl
e
d
ge
o
f peda
gog
y t
ha
t is
app
lic
ab
l
e
t
o
a
s
pe
cific c
on
t
en
t
a
r
ea
. I
n
o
t
he
r w
o
r
d
s, PCK
ma
y also i
n
cl
ude
t
he
need
to
unde
rst
and
t
he
st
uden
ts'
p
r
e
-
c
on
c
ep
ti
on
s
and
mis
con
c
ep
ti
on
s r
ega
r
d
i
ng
a
s
pe
cific c
on
t
en
t
a
r
ea
(K
oeh
l
e
r & Mis
h
r
a
,
2009
).
T
ec
hnologi
ca
l Cont
e
nt Knowl
e
dg
e
T
he
fift
h
do
m
a
i
n
o
f T
e
c
hno
l
og
ic
a
l, P
edagog
y, C
on
t
en
t K
no
wl
edge
(TPACK
)
, is T
e
c
hno
l
og
ic
a
l C
on
t
en
t K
no
wl
edge
(TCK)
de
scri
bed
b
y H
o
ss
e
i
n
i
and
K
ama
l (201
2
)
a
s s
pe
ci
a
l k
no
wl
edge
t
ha
t
enab
l
e
s
a
t
ea
c
he
r t
o
s
e
l
e
ct
o
r fit t
he
app
r
opr
i
a
t
e
t
e
ch
no
l
og
y i
n
t
he
c
on
t
en
t ar
ea
. K
oeh
l
e
r & Mis
h
r
a
(
2009
)
a
ls
o
de
scri
be
s it
a
s
ba
s
i
c
a
lly “
an
unde
rst
and
i
n
g
o
f t
he
w
a
y t
e
c
hno
l
og
y
and
c
on
t
en
t i
n
fl
uen
ce
and
con
s
tr
a
i
n
one
ano
t
he
r: Usi
ng
v
a
ri
ou
s t
e
c
hno
l
og
i
e
s,
TCK r
ep
r
e
s
en
t s
pe
cific s
ub
j
e
ct matt
e
r (B
a
r
an
, C
huang
, & T
ho
m
p
s
on
,
2011
).
T
ec
hnologi
ca
l P
e
d
a
gogi
ca
l Knowl
e
dg
e
T
he
sixt
h
do
m
a
i
n
o
f Tec
hno
l
og
ic
a
l, P
edagog
y, C
on
t
en
t K
no
wl
edge
(TPACK
)
is
d
escri
bed
b
y H
o
ss
e
i
n
i
an
d K
a
m
a
l
(
2012
)
a
s t
he
k
no
wl
edge
o
f t
e
c
hno
l
og
y t
oo
ls t
h
at c
an
enhan
c
e
l
ea
r
n
i
ng
and
t
ea
c
h
i
ng
. T
e
c
hno
l
og
ic
a
l P
edagog
ic
a
l
K
no
wl
edge
(TPK) is
a
cl
ea
r
unde
rst
an
di
ng
on
ho
w
p
r
e
s
e
rvic
e
t
ea
c
he
rs c
an
e
ff
e
ctiv
e
ly
app
ly t
e
ch
no
l
og
y i
n
t
he
ir
t
ea
c
h
i
ng
app
r
oa
c
h
and
p
r
a
ctic
e
s (B
a
r
an
e
t
a
l.,
2011
). T
he
r
e
f
ore
, t
e
ch
no
l
og
ic
a
l
pedagog
ic
a
l k
no
wl
edge
(TPK) is
k
no
wl
edge
on
ho
w t
o
im
pro
v
e
t
e
ac
h
i
ng
and
l
ea
r
n
i
ng
p
r
o
c
e
ss
e
s w
hen
t
e
c
hno
l
og
i
e
s
a
r
e
be
i
ng
f
u
lly
u
tiliz
ed
(Koe
h
l
e
r, S
h
i
n
, & Mis
h
r
a
,
2012
). I
n
s
o
m
e
c
a
s
e
s, Al
a
yy
a
r, Fiss
e
r
and
V
oog
t (
2012)
point
ed
ou
t t
ha
t t
e
c
hno
l
og
ical
pedagog
ic
a
l k
no
wl
edge
(TPK) c
an
a
ls
o
add
r
e
ss
ho
w peda
gog
i
e
s c
hange
w
h
il
e
u
si
ng
ICT.
T
ec
hnologi
ca
l P
e
d
a
gogi
ca
l Cont
e
nt Knowl
e
dg
e
T
he
s
e
v
en
t
h
do
m
a
in
o
f T
e
c
hno
l
og
ic
a
l, P
edagog
y, C
on
t
en
t K
no
w
ledge
(TPACK) is
de
scri
bed
b
y H
o
ss
e
i
n
i
and
K
a
m
a
l (
2012
)
a
s t
he
k
no
wl
edge
i
n
int
e
gr
a
ti
ng
t
e
c
hno
l
og
y i
n
t
o
t
ea
c
h
i
ng
i
n
t
he
c
on
t
en
t
a
r
ea
. S
pe
cific
a
lly,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1096
www.rsisinternational.org
P
h
illi
p
s (
2017)
point
ed
ou
t t
ha
t t
he
T
e
c
hno
l
og
ic
a
l P
edagog
ic
a
l C
on
t
en
t K
no
wl
edge
(TPCK) a
r
is
e
s out
o
f t
he
i
n
t
e
rs
e
cti
on
be
tw
een
t
he
k
no
wl
edge
o
f c
on
t
en
t, t
e
c
hno
l
og
y,
and
peda
gog
y w
h
ic
h
c
an
be
de
f
ined
a
s k
no
wi
ng
ho
w t
o
r
ep
r
e
s
en
t s
ub
j
e
ct m
a
tt
e
r wit
h
t
e
ch
no
l
og
y i
n
pedagog
ic
a
ll
y
s
ound
w
a
ys. A
pp
lic
ab
l
e
t
o
a
ll i
n
-s
e
rvic
e
and
pre-
ser
v
ic
e
t
ea
c
he
rs, t
he
p
r
o
c
e
ss
o
f
de
v
e
l
op
i
ng
k
no
wl
edge
o
f t
e
c
hno
l
og
y,
pedagog
y and c
on
t
en
t is im
po
rt
an
t t
o
m
ee
t t
he
c
ha
ll
enge
s w
hen
i
n
t
eg
r
a
ti
ng
ICT i
n
t
o
cla
s
sr
oo
m i
n
str
u
cti
on
(N
o
r
d
i
n
,
2014
).
T
he
lit
e
r
a
t
u
r
e
i
n
t
h
is st
ud
y t
ha
t is c
o
m
po
s
ed
o
f t
heo
ri
e
s
and
i
n
v
e
sti
ga
ti
on
s
on
t
e
ch
no
l
og
y i
n
t
eg
r
a
ti
on
k
now
l
edge
and
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t l
earn
i
ng
areas si
gn
ific
an
tly
po
siti
oned
t
he
c
on
t
e
xt
o
f t
he
st
ud
y. T
he
s
e
f
o
rm
ed
t
he
c
oncep
ts dee
med
im
po
rt
an
t i
n
de
si
gn
i
ng
fr
a
m
e
w
o
rk
o
f t
he
st
ud
y.
Theo
re
ti
ca
l F
rame
wo
rk
T
he
st
ud
y is
an
c
ho
r
ed
o
n Mis
h
r
a
and
K
oeh
l
e
r’s (
2006
) TPACK fr
a
m
e
w
o
rk t
ha
t f
o
cus
e
s
on
t
e
c
hno
l
og
ic
a
l
kno
wl
edge
(TK),
pedagog
ic
a
l k
no
wl
edge
(PK),
and
cont
en
t k
no
wl
edge
(CK). This
e
m
pha
siz
ed
a
p
r
odu
ctiv
e
app
r
oa
c
h
t
o
m
an
y of t
he
dile
m
m
a
s t
ha
t t
ea
c
he
rs f
a
c
e
i
n
im
p
l
e
m
en
ti
ng
educational technology (
ed
t
ech)
i
n
t
h
ei
r
cl
a
ssr
oo
ms.
Acc
o
r
d
i
ng
t
o
t
he
TPACK fr
a
m
e
w
o
rk, s
pe
cific t
e
c
hno
l
og
ic
a
l t
oo
ls (ha
rd
w
a
r
e
, s
o
ftw
a
r
e
,
app
licati
on
s,
a
ss
o
ci
a
t
ed
i
n
f
o
rm
a
ti
on
lit
e
r
a
cy
p
r
a
ctic
e
s,
e
tc.
)
are
be
st
u
s
ed
t
o
i
n
str
u
ct
and
gu
i
de
st
uden
ts t
o
w
a
r
d
a
be
tt
e
r, m
o
r
e
ro
bu
st
underst
and
i
ng
o
f t
he
s
ub
j
e
ct m
a
tt
e
r. T
he
t
h
r
ee
ty
pe
s
o
f k
no
wl
edge
–
T
e
c
hno
l
og
y Knowl
edge
(TK), P
edagog
y
K
no
wl
edge
(PK),
and
C
on
t
en
t K
no
wl
edge
(CK)
–
are
t
h
us, c
o
m
b
i
ned
and
r
e
c
o
m
b
i
ned
i
n
v
a
ri
ou
s w
a
ys wit
h
i
n
t
he
TPACK fr
a
m
e
w
or
k. I
n
s
uppo
rt, K
no
lt
on
(
2014
)
a
ls
o
p
r
opo
s
ed
t
ha
t TPACK fr
a
m
e
w
o
rk is
u
s
e
f
u
l i
n
des
c
ri
b
i
ng
t
he
i
n
t
e
r
a
cti
on
o
f k
no
wl
edge
abou
t
ho
w t
o
t
ea
c
h
, w
ha
t t
o
t
ea
c
h
,
and
ho
w
t
o
do
s
o
wit
h
t
he
u
s
e
o
f ICT. Acc
o
r
d
i
ng
ly,
bo
t
h
p
r
e
-s
e
rvic
e
and
i
n
-se
r
vic
e
t
e
ac
he
rs
a
r
e
be
c
o
mi
ng
m
o
r
e
cr
ea
tiv
e
w
hen
e
x
po
s
ed
i
n
a
t
e
c
hno
l
og
y-
enh
a
n
c
ed
learni
ng
en
vir
on
m
en
t. Usin
g
t
he
TPACK fr
a
m
e
w
o
rk,
p
r
e
-s
e
rvic
e
t
ea
c
he
rs c
an
incre
a
s
e
t
he
ir c
o
m
pe
t
en
ci
e
s i
n
cr
ea
ti
ng
good
edu
c
a
ti
ona
l m
a
t
e
ri
a
ls
and
u
s
e
f
u
l instr
u
cti
ona
l m
a
t
e
ri
a
l
de
si
gn
s t
ha
t c
an
u
tiliz
e
bo
t
h
pedagog
ic
a
l
k
no
wl
edge
an
d ICT (Du
rdu
& D
ag
,
2017
).
P
h
illi
p
s (
2014
)
a
ls
o
po
st
u
l
a
t
ed
t
ha
t t
ea
c
he
rs s
hou
l
d
po
ss
e
s
a
deepe
r,
more
esse
n
ti
a
l
unde
rst
and
i
ng
an
d m
a
st
e
ry
o
f
i
n
f
o
rm
a
ti
on
t
e
c
hno
l
og
y f
o
r i
n
f
o
r
ma
ti
on
pro
ce
ssi
ng
, c
o
mm
un
ic
a
ti
on
,
and
p
r
ob
l
e
m s
o
lvi
ng
. Acc
o
r
d
i
ng
ly, t
ea
c
he
rs
wit
h
a
deep
e
r
unde
rst
and
i
ng
o
f t
e
c
hno
l
og
y k
no
wl
edge
e
ff
e
ctiv
e
ly
app
ly t
e
c
hno
lo
g
y i
n
t
h
ei
r
w
o
rk
and
pe
rs
ona
l
lives t
h
r
ough
t
he
r
e
c
ogn
iti
on
o
f w
hen
t
e
c
hno
l
og
y
cou
l
d
ass
i
st
o
r
h
i
nde
r t
he
a
c
h
i
e
v
emen
t
o
f
a
goa
l.
Con
ce
ptu
a
l F
rame
wo
rk
T
he
st
ud
y is c
o
m
po
s
ed
o
f tw
o
v
a
ri
ab
l
e
s. T
he
i
ndependen
t v
a
ri
ab
l
e
is t
he
t
e
ch
no
l
og
y i
n
t
eg
r
a
ti
on
k
now
l
edge
,
w
h
il
e
t
he
dependen
t v
a
ri
ab
l
e
is s
ub
j
e
ct
area
int
e
gr
a
ti
on
. B
e
l
o
w is
a
sc
hema
tic
d
i
ag
r
a
m i
n
w
h
ic
h
r
e
l
a
ti
on
s
h
i
p
is
a
h
y
po
t
he
siz
ed
cau
sa
l c
ha
i
n
w
he
r
e
i
n
one
v
a
ri
ab
l
e
a
ff
e
cts
a
s
e
c
ond
v
a
ri
ab
l
e
. T
he
d
ir
e
ct eff
e
ct rep
re
s
en
ts t
he
r
e
l
a
ti
on
s
h
i
p
b
e
tw
een
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
and
su
b
j
e
ct area i
n
t
eg
r
a
ti
on
r
e
s
u
lti
ng
t
o
a
tr
a
i
n
i
ng
p
r
og
r
a
m
de
si
gn
. T
he
i
ndependen
t v
a
ri
able
o
f t
h
is st
ud
y is t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
e
d
ge
or
t
h
e k
no
wl
edge
and
skills
o
f
t
he
t
ea
c
he
r
on
t
he
u
s
e
o
f t
e
c
hno
l
og
y t
oo
ls i
n
ge
n
era
l cont
en
t
a
r
ea
s i
n
edu
c
a
ti
on
t
o a
ll
o
w st
uden
ts t
o
app
ly c
ompu
t
er
a
n
d t
e
c
hno
l
og
y skills t
o
l
ea
r
n
i
ng
and
p
r
ob
l
e
m-s
o
lvi
ng
(K
no
lt
on
,
2014
). Wit
h
resp
e
ct t
o
T
e
c
hno
l
og
y, P
e
d
agog
y,
and
C
on
t
en
t K
no
wl
edge
(TPACK), H
o
ss
e
i
n
i and K
a
m
a
l (
2012
)
p
r
opo
s
ed
t
ha
t t
he
do
m
a
i
n
s
o
f t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
w
ledge
are t
e
c
hno
l
og
y k
no
wl
edge
o
r t
he
k
no
wl
edge
r
equ
ir
ed
f
o
r
u
si
ng
t
e
c
hno
l
og
y t
o
ols t
o
ach
ie
v
e
v
a
ri
ou
s t
a
sks;
pedagog
y k
no
wl
edge
o
r t
he
m
e
t
hod o
r
p
r
o
c
e
ss
o
f t
e
ac
h
i
ng
i
n
cl
ude
s k
no
wl
edg
e i
n
cl
a
ssr
oo
m m
anage
m
en
t,
a
ss
e
ssm
en
t, l
e
ss
o
n
p
l
an
devel
op
m
en
t,
and
st
uden
t l
ea
r
n
i
ng
; c
on
t
en
t k
no
wl
edge
o
r t
he
k
no
wl
edge
o
f t
he
sub
je
ct
m
a
tt
e
r is w
ha
t t
ea
c
he
rs
a
r
e
e
x
pe
ct
ed
t
o
l
ea
r
n
and
e
v
en
t
ua
lly t
ea
ch t
he
i
r
st
u
d
en
ts; t
e
c
hno
l
og
ic
a
l c
o
nt
en
t k
no
wl
edge
o
r t
he
s
pe
ci
a
l k
no
wl
edge
w
h
ic
h
enabl
e
s
a
t
ea
c
he
r t
o
s
e
l
e
ct
o
r fit t
he
app
r
op
ri
a
t
e
t
e
c
hno
l
og
y i
n
t
he
pa
rt
i
c
u
l
ar
cont
en
t
a
r
ea
;
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
is t
he
unde
rst
and
i
ng
o
f
h
ow t
o
t
e
ac
h
a
pa
rtic
u
l
a
r c
on
t
en
t t
o
enhan
c
e
l
ea
r
n
i
ng
and
t
ea
c
h
i
ng
; t
e
c
hno
l
og
ic
a
l p
ed
a
gog
ic
a
l k
no
wl
edge
o
r t
he
k
no
wl
edge
o
f t
e
c
hno
l
og
y t
oo
ls
w
h
ic
h
enh
a
n
c
e
s learni
ng
and
t
ea
c
h
i
ng
;
and
t
e
c
hno
l
og
ic
a
l
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
is t
he
kno
w
l
edge
t
ha
t
a
t
ea
c
he
r r
equ
ir
e
s f
o
r i
n
t
eg
r
a
ti
ng
t
e
c
hno
l
og
y i
n
t
o
t
ea
c
h
i
ng
in
t
he
partic
u
l
a
r c
on
t
en
t
a
r
ea
.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1097
www.rsisinternational.org
Fi
gu
re
1
. T
he
c
on
c
ep
t
ua
l fr
a
m
e
w
o
rk
M
ean
w
h
il
e
, t
he
dependen
t v
a
ri
ab
l
e
is t
he
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
eren
t learni
ng
a
r
ea
s, s
pe
cific
a
lly, E
ng
lis
h
,
M
a
t
he
m
a
tics, Sci
en
c
e
, Fili
p
i
no
, Ar
a
li
ng
Panli
punan
, ESP, EPP
and
M
APEH.
Sta
teme
nt of th
e
P
r
obl
em
T
he
f
o
c
u
s
o
f t
h
is r
e
s
ea
rc
h
w
a
s t
o
de
t
e
rmi
ne
t
he
si
gn
ific
an
t r
e
l
a
ti
on
s
h
i
p
betw
een
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
and
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
eren
t learni
ng
a
r
ea
s
o
f t
he
t
ea
c
he
rs i
n
r
u
r
a
l
a
r
ea
s. S
pe
cific
a
lly, t
he
st
ud
y
has
t
he
f
o
llowi
ng
ob
j
e
ctiv
e
s:
1. W
ha
t is t
he
l
e
v
e
l
o
f t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
o
f t
he
t
ea
c
he
rs i
n
rura
l sc
hoo
ls wit
h
r
e
s
pe
ct t
o
T
e
c
hno
l
og
y, P
edagog
y,
and
C
on
t
en
t K
no
wl
edge
(TPACK) i
n
t
e
rms
o
f:
1
.
1
t
e
c
hno
l
og
y k
no
wl
edge
;
1
.
2
pedagog
y k
no
wl
ed
g
e
;
1
.
3
c
on
t
en
t k
no
wl
edge
1
.
4
t
e
c
hno
l
og
ic
a
l c
on
t
e
nt k
no
wl
edge
;
1
.
5
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
;
1
.
6
t
e
c
hno
l
og
ic
a
l
peda
g
og
ic
a
l k
no
wl
edge
;
and
1
.
7
t
e
c
hno
l
og
ic
a
l
peda
g
og
ic
a
l k
no
wl
edge?
2. H
o
w
o
ft
en
do
t
ea
c
he
rs int
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
t
he
f
o
ll
o
wi
ng
s
ub
j
e
ct
a
r
ea
s:
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1098
www.rsisinternational.org
2
.
1
E
ng
lis
h
;
2
.
2
M
a
t
he
m
a
tics;
2
.
3
Sci
en
c
e
;
2
.
4
Fili
p
i
no
;
2
.
5
Ar
a
li
ng
P
an
li
punan
;
2
.
6
E
du
k
a
sy
on
s
a
P
ag
p
apa
k
a
t
ao
;
2
.
7
E
du
k
a
sy
ong
P
an
t
a
h
anan
a
t P
ang
k
abuha
y
an
;
2
.
8
M
u
sic, Arts, P
h
ysical E
du
c
a
ti
on
,
and
H
ea
lt
h?
3. Is t
he
r
e
a
si
gn
ific
an
t r
e
lati
on
s
h
i
p
be
tw
een
Le
v
e
ls
o
f T
ea
c
he
rs’ T
e
c
hno
lo
g
ic
a
l K
no
wl
edge
and
T
ea
c
he
rs
T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t
Lea
r
n
i
ng
Ar
ea
s
?
4. W
ha
t Tr
a
i
n
i
ng
Pr
og
r
a
m will
be
g
iv
en
t
o
t
he
t
ea
c
he
rs
?
Hypoth
es
i
s
T
he
nu
ll
h
y
po
t
he
sis w
as
t
e
st
ed
a
t
0
.
05
l
e
v
e
l
o
f si
gn
ific
an
c
e
.
H
0
T
he
r
e
is
no
si
gn
ific
an
t r
e
l
a
ti
on
s
h
i
p
be
tw
een
Le
v
e
ls
o
f T
eacher
s’ Te
chno
l
og
ic
a
l K
no
wl
edge
and
T
ea
c
he
rs T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
i
n
d
iff
eren
t Lea
rn
i
ng
Ar
ea
s.
METHODOLOGY
Pr
e
s
en
t
ed
i
n
t
h
is c
hap
t
e
r
a
r
e
t
he
d
isc
u
ssi
on
s
on
r
e
s
ea
rc
h
de
si
gn
, r
e
s
ear
c
h
resp
onden
ts, r
e
s
ea
rc
h
i
n
strum
en
t,
da
t
a
ga
t
he
ri
ng
p
r
o
c
edu
r
e
,
da
t
a
ana
lysis,
and
et
h
ic
a
l c
on
si
de
r
a
ti
on
.
Res
earc
h D
es
ign
I
n
t
h
is st
ud
y,
quan
tit
a
ti
ve
de
si
gn
u
tilizi
ng
c
o
rr
e
l
a
ti
ona
l t
e
c
hn
i
que
o
f r
e
se
ar
c
h
wa
s
u
s
ed
t
o
ga
t
he
r
da
t
a
s
u
c
h
a
s i
dea
s,
f
a
cts,
and
i
n
f
o
rm
a
ti
on
t
o
a
c
h
i
e
v
e
t
he
ma
i
n
objectiv
e
o
f t
he
st
ud
y. Accor
d
i
ng
t
o
Cr
e
sw
e
ll (
2013
),
quan
tit
a
tiv
e
r
e
s
ea
rc
h
is
a
syst
e
m
a
tic
e
m
p
iric
a
l i
n
v
e
sti
ga
ti
on
o
f
ob
s
e
rv
ab
l
e
pheno
m
ena
vi
a
st
a
tistic
a
l, mat
he
m
a
tic
a
l,
o
r
c
o
m
pu
t
a
tio
na
l t
e
c
hn
i
que
s. It is c
on
cl
u
siv
e
i
n
its
pu
r
po
s
e
a
s it t
r
i
e
s t
o
q
uan
tify t
he
p
r
ob
l
e
m
and
unde
rst
and
ho
w
p
r
e
v
a
l
en
t it is
b
y l
oo
ki
n
g f
or
project
ab
l
e
r
e
s
u
lts t
o
a
l
a
r
g
er
popu
l
a
ti
on
.
F
u
rt
he
r, c
o
rr
e
l
a
ti
ona
l r
e
s
ea
rc
h
a
cc
o
r
d
i
ng
t
o
My
e
rs
and
W
e
ll (
2013
)
e
x
am
i
ne
s ho
w
t
he
i
ndependen
t v
a
ri
ab
l
e
i
n
fl
uen
c
e
s t
he
dependen
t v
a
ri
ab
l
e
and
e
st
ab
l
i
s
he
s cau
se
and
e
ff
e
ct r
e
l
a
ti
on
s
h
i
p
be
tw
een
v
a
ri
ab
l
e
s. I
n
t
h
is st
ud
y,
t
he
r
e
l
a
ti
o
ns
h
i
p
betw
een
t
he
tw
o
v
a
ri
ab
l
e
s, t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
and
t
e
c
hno
l
og
y int
e
gr
a
ti
on
i
n
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s w
e
r
e
s
ough
t. M
o
r
eo
v
e
r, t
he
s
t
ud
y investi
ga
t
ed
t
he
l
e
v
e
l
o
f t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
and
t
he
l
ea
r
n
i
ng
a
rea
s wher
e
t
e
c
hno
l
og
y is
o
ft
en
i
n
t
eg
r
a
t
ed
. T
he
u
s
e
o
f
de
scri
p
tiv
e
c
o
rr
e
l
a
ti
on
w
a
s
app
rop
ri
a
t
e
be
c
au
s
e
t
he
r
e
s
ea
rc
he
r
on
ly f
o
c
u
s
ed
on
t
he
beha
vi
o
r
a
l
a
s
pe
ct
o
f t
he
resp
onden
ts
and
no
e
x
pe
rim
en
t w
a
s
pe
rf
o
rm
ed
i
n
c
on
tr
o
ll
ed
s
e
t-
up
.
Res
earc
h R
es
pond
e
nt
T
he
r
e
s
ponden
ts
o
f t
he
st
ud
y w
e
r
e
t
he
e
l
e
m
en
t
a
ry t
ea
c
he
rs
a
t t
he
sc
ho
ols i
n
Ma
r
il
og
District, Divisi
on
o
f D
a
v
ao
City, P
h
ili
pp
i
ne
s. T
he
s
a
m
p
l
e
siz
e
fo
r
t
he
selecti
on
o
f t
he
r
e
s
ponden
ts w
a
s
78
w
h
ic
h
w
a
s t
a
k
en
fr
o
m t
he
t
o
t
a
l
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1099
www.rsisinternational.org
nu
mb
er
o
f t
e
ac
he
rs i
n
th
e
sch
ools located in M
a
ril
og
District. These respondents representing the teachers from
the schools were gathered in order
to
c
o
m
pu
t
e
t
he
s
a
m
p
l
e
siz
e of
on Sl
o
vi
n
f
o
rm
u
l
a
which w
a
s
u
s
ed
.
T
h
is is
app
r
op
ri
a
t
e
be
c
au
s
e
t
he
s
a
m
p
l
e
w
a
s t
a
k
en
fr
o
m
a
l
a
r
ge
popula
ti
on
and t
he
r
e
w
a
s
a
need
t
o
co
n
si
de
r t
he
c
on
fi
den
c
e
l
e
v
e
ls
and
m
a
r
g
i
n
s
o
f
e
rr
or
. I
n
this st
ud
y, t
he
78
r
e
s
ponden
ts w
e
r
e
s
e
l
e
ct
ed
t
h
r
ough
str
a
tifi
ed
r
ando
m
s
a
m
p
li
ng
tech
n
i
que
. Str
a
tifi
ed
r
andom
s
a
m
p
li
ng
is
a
m
e
t
hod
o
f s
a
m
p
li
ng
t
ha
t i
n
v
o
lves t
he
divi
s
i
on
o
f
a
popu
l
a
ti
on
i
n
t
o
sm
a
ll
e
r s
ub
-
g
r
oup
s k
no
w
n
a
s str
a
t
a
. Acc
o
r
d
i
ng
t
o
S
h
i (201
5
), i
n
str
a
tifi
ed
r
ando
m s
a
m
p
li
ng
,
o
r str
a
tific
a
ti
on
,
t
he
str
a
t
a
a
r
e
f
o
rm
ed
ba
s
ed
on
me
m
be
rs' s
ha
r
ed
a
ttri
b
ut
e
s
o
r c
ha
r
a
ct
e
ristics s
u
c
h
a
s i
n
c
o
m
e
o
r
edu
c
a
ti
ona
l
atta
in
m
en
t. T
h
is is
app
r
op
ri
a
t
e
be
c
au
s
e
t
he
r
e
is
he
t
e
r
ogene
ity i
n
a
popu
l
a
ti
o
n t
ha
t can
be
cl
a
ssifi
ed
wit
h
an
cillary
i
n
f
o
rm
a
ti
on
.
T
he
s
e
l
ect
ion
o
f
r
e
sponde
nts w
a
s
ba
s
ed on
t
he
f
o
ll
o
wi
ng
crit
e
ri
a
: t
ea
c
he
r
s
w
ho
are
pe
rm
anen
t-r
egu
l
a
r r
ega
r
d
l
e
ss
o
f t
he
l
eng
t
h
o
f s
e
rvic
e
and
hand
li
ng
r
egu
l
ar
cla
s
s
e
s fr
o
m ki
nde
r t
o
g
r
a
d
e
6
l
e
v
e
l. Ot
he
rwis
e
, sc
hoo
l
head
s,
SPED t
ea
c
her
s, ALS t
ea
c
he
rs,
au
xili
a
ry s
e
r
v
ic
e
s
pe
rs
onne
l,
pa
r
en
ts,
and
l
ea
r
ne
rs w
e
r
e
no
t
par
t
o
f t
h
is st
ud
y.
Res
earc
h In
s
t
r
u
me
nt
T
he
r
e
s
ea
rc
h
i
n
str
u
m
e
nt
u
s
ed
i
n
t
he
st
ud
y w
a
s
adap
t
ed
and
m
od
ifi
ed
t
o
s
u
it t
h
e c
u
rr
en
t i
n
v
e
sti
ga
ti
on
. T
he
first
pa
rt is
abou
t t
he
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
kno
w
l
edge
o
f t
he
t
ea
c
he
rs w
h
ic
h
w
a
s
adap
t
ed
fr
o
m t
he
st
ud
y
o
f
H
o
ss
e
i
n
i
and
Ka
ma
l (
2012
). T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
is i
nd
ic
a
t
ed
wit
h
t
e
c
hno
l
og
y kno
w
l
edge
,
pedagog
y k
n
owl
edge
, c
on
t
en
t k
no
wl
edge
, t
e
c
hno
l
og
ic
a
l c
on
t
en
t kno
w
l
edge
,
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
,
t
e
c
hno
l
og
ic
a
l
pedag
o
g
ic
a
l kno
w
l
edge
,
and
t
e
c
hno
l
og
i
ca
l
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
. T
he
que
sti
o
n
na
i
re
con
s
ists
o
f
52
it
e
ms w
he
r
e
a
5
-
po
i
n
t
L
ik
e
rt sc
a
l
e
w
a
s
u
s
ed
wit
h
t
he
f
o
llowi
ng
rang
e
s
o
f m
ean
s
a
s s
ho
w
n
b
e
l
o
w:
Rang
e
of M
ea
n
D
escr
ipti
ve
L
eve
l
Int
er
p
re
t
a
tion
4
.
20
-
5
.
00
V
e
ry Hi
gh
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wle
dge
a
m
ong
t
ea
c
he
rs is
a
lw
a
ys
e
vi
den
t.
3
.
40
–
4
.
19
H
i
gh
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wle
dge
a
m
ong
t
ea
c
he
rs is
o
ft
en
tim
e
s
e
vi
de
nt.
2
.
60
–
3
.
39
Mo
de
r
a
t
e
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wle
dge
a
m
ong
t
ea
c
he
rs is s
o
m
e
tim
e
s
e
vi
d
e
n
t.
1
.
80
–
2
.
59
Lo
w
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wle
dge
a
m
ong
t
ea
c
he
rs is s
e
l
do
m
e
vi
den
t.
1
.
00
–
1
.
79
V
er
y
Lo
w
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wle
dge
a
m
ong
t
ea
c
he
rs is
ne
v
e
r
e
vi
den
t.
M
ean
w
h
il
e
, t
he
s
e
c
ond
pa
rt
o
f t
he
que
sti
onna
ir
e
dea
ls wit
h
t
e
c
hno
l
og
y int
e
gr
a
ti
on
i
n
d
iff
e
r
en
t l
ea
r
n
in
g
a
r
ea
s.
T
h
is is c
o
m
po
s
ed
o
f
16
st
a
t
e
m
en
ts
d
ivi
ded
int
o
e
i
gh
t
pa
rts
na
m
e
ly: E
ng
lis
h
, M
a
t
he
m
a
tics, Sci
en
c
e
, Fili
p
i
no
,
A
ra
li
ng
Panli
punan
, E
du
k
a
sy
on
s
a
P
agpapa
k
a
t
ao
, E
du
k
a
sy
ong
P
an
t
ahanan a
t Pan
g
k
abuha
y
an
, M
u
sic Arts, P
h
ysic
a
l
E
du
c
a
ti
on
,
and
H
ea
lt
h
. T
he
sc
a
li
n
g w
a
s done
b
y
ha
vi
ng
one
-
ha
lf
o
f t
he
v
a
l
ue
o
f
4
a
s
a
v
e
r
age
c
u
t-
o
ff
po
i
n
t
o
r t
he
f
a
ir l
e
v
e
l, wit
h
a
un
if
o
rm i
n
t
e
rv
a
l
o
f
0
.7
5
. T
he
r
e
s
ea
rc
he
r-m
ade
i
n
str
u
m
en
t
a
ls
o
u
s
ed
t
he
5-
point
L
ik
e
rt sc
a
l
e
wit
h
t
he
foll
o
wi
ng
r
ange
s
o
f m
ean
s
a
s s
ho
w
n
be
l
o
w:
Rang
e
of M
ea
n
D
escr
ipti
ve
L
eve
l
3
.
25
–
4
.
00
Alw
a
ys
2
.
50
–
3
.
24
Oft
en
1
.
75
–
2
.
49
Sel
do
m
1
.
00
–
1
.
74
N
e
v
e
r
Data G
a
th
er
ing P
r
o
ce
du
r
e
T
o
ga
t
he
r t
he
needed
i
n
f
o
rm
a
ti
on
, t
he
f
o
ll
o
wi
ng
st
ep
s w
e
r
e
ob
s
e
rv
ed
: Fi
r
st per
m
issi
on
t
o
c
ondu
ct t
he
st
ud
y w
a
s
s
e
c
u
r
ed
fr
o
m t
he
D
ean
o
f t
he
Gr
adua
t
e
Sch
oo
l
o
f t
he
C
o
ll
ege
o
f Ed
u
c
a
ti
on
i
n
t
he
U
n
iv
e
rsity
o
f S
ou
t
hea
st
e
r
n
P
h
ili
pp
i
ne
s, O
b
rer
o
St., D
a
v
ao
City. T
he
endo
rs
e
m
en
t l
e
tt
e
r fr
o
m t
he
D
ean
o
f t
he
Gr
adua
t
e
St
u
dy i
n
U
n
iv
e
rsity
o
f S
ou
t
hea
st
e
r
n
P
h
ili
pp
i
ne
s w
a
s
a
tt
a
c
hed
t
o
t
he
pe
rm
i
ssi
on
letters
and
w
a
s s
en
t t
o
t
he
Sc
hoo
ls Divisi
on
S
upe
ri
n
t
enden
t
o
f D
a
v
ao
City to
a
sk per
m
issi
on
t
o
c
ondu
ct t
he
s
u
rv
e
y. U
pon
t
he
app
r
o
v
a
l
o
f t
he
Sc
hoo
ls
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1100
www.rsisinternational.org
Divisi
on
Sup
e
ri
n
t
enden
t,
ano
t
he
r
pe
rmissi
on
l
e
tt
e
r wit
h
a
tt
a
c
hed
app
r
o
v
a
l l
e
tt
e
r fr
om
t
he
Sup
e
ri
n
t
enden
t w
a
s s
en
t
to t
he
d
istrict s
upe
rvis
o
r
o
f M
a
ril
og
District D
a
v
a
o City and sc
hoo
ls
head
s
o
f t
he
sc
hoo
ls w
he
r
e
t
he
st
ud
y w
a
s
c
ondu
ct
ed
. S
e
c
ond
, t
he
r
e
s
ea
rc
he
r c
on
si
de
r
ed
t
he
p
r
o
t
o
c
o
l f
o
r t
he
d
istri
bu
ti
on
o
f t
he
rese
a
rc
h
i
n
str
u
m
en
t.
D
u
ri
n
g t
he
d
istri
bu
ti
on
o
f t
he
r
e
s
ea
rc
h
que
sti
onna
ir
e
s, t
he
rese
a
rc
he
r
en
s
u
r
ed
t
ha
t t
h
e
gu
i
de
li
ne
s iss
ued
b
y t
he
Offic
e
o
f Sc
hoo
ls Divisi
on
Sup
e
ri
n
t
enden
t w
e
r
e
strictly f
o
ll
o
w
ed
. T
he
r
e
s
ea
rc
he
r
pe
rs
ona
lly
ad
mi
n
ist
e
r
ed
and
retri
e
v
ed
t
he
s
u
rv
e
y
que
sti
onna
ir
e
t
o
t
he
r
e
s
ponden
ts
o
f
e
v
e
ry sc
hoo
l. D
u
ri
ng
t
he
distri
bu
ti
on
o
f t
he
r
e
s
ea
rch
i
n
str
u
m
en
t, t
he
r
e
s
ea
rc
h
sim
u
lt
aneou
sly
ga
ve t
he
instr
u
cti
on
f
o
r t
he
c
o
m
p
l
e
ti
on
o
f t
he
s
u
rv
e
y. Aft
e
r t
he
ad
mi
n
istr
a
ti
on
o
f t
he
s
ur
v
e
y que
s
ti
onna
ir
e
, t
he
r
e
s
ea
rch
e
r c
o
ll
e
ct
ed
and
r
e
c
o
r
ded
t
he
da
t
a
f
o
r st
a
tistic
a
l
ana
l
ysis.
Data An
a
l
ys
i
s
T
h
is s
e
cti
on
c
on
t
a
i
n
s t
h
e st
a
tistic
a
l t
oo
ls
u
tiliz
ed
i
n
t
he
st
ud
y.
M
ean
and
St
anda
r
d
D
e
vi
a
ti
on
. T
h
is w
e
r
e
u
s
ed
t
o
c
ha
r
a
ct
e
riz
e
t
he
t
e
c
hn
ol
og
y int
e
gr
a
ti
on
k
no
wl
edge
and
t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
i
n
t
he
d
iff
e
r
en
t l
ea
r
n
i
ng
a
rea
s amo
ng
t
he
t
ea
c
he
rs i
n
M
a
rilo
g
District, Divisi
on
o
f D
a
v
ao
City.
P
ea
rs
on
M
o
m
en
t Pro
du
ct C
o
rr
e
l
a
ti
on
. T
h
is
de
t
e
rmi
ned
t
he
si
gn
ific
an
t relati
on
s
h
i
p
be
tw
een
t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
k
no
wl
edge
and
t
e
c
hno
l
og
y i
n
t
egra
ti
on
in
di
ff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s
among
t
he
t
ea
c
he
rs i
n
M
a
ril
og
District,
Divisi
on
o
f
Da
v
ao
City.
M
u
lti
p
l
e
L
i
nea
r R
eg
r
e
s
s
i
on
. T
h
is
de
t
e
rmi
ned
t
he
l
ea
r
n
i
ng
a
r
ea
s w
he
r
e
t
he
t
e
ac
he
rs i
n
t
eg
r
a
t
ed
t
e
c
hno
lo
g
y.
Ethi
ca
l Con
s
id
era
tion
T
he
r
e
s
ea
rc
he
r
ob
s
e
rv
ed
p
r
o
m
p
tly t
he
p
r
o
t
o
c
o
ls
dee
m
ed
ne
c
e
ss
ar
y i
n
car
r
yi
ng
ou
t t
he
r
e
s
ea
rc
h
stu
d
y,
pa
rtic
u
l
a
rly i
n
m
anag
i
ng
t
he
popu
l
a
ti
on
and
da
t
a
. Strict
e
t
h
ic
a
l
gu
i
de
li
ne
s t
o
upho
l
d
pa
rtici
pan
ts’
p
riv
a
cy,
c
on
fi
den
ti
a
lity,
d
i
gn
ity, rights
and
anon
ymity w
e
r
e
a
ls
o
ob
s
e
rv
ed
,
a
s f
o
ll
o
ws:
I
n
f
o
rm
ed
C
on
s
en
t - P
r
i
o
r t
he
c
ondu
ct
o
f t
he
st
ud
y, t
he
r
e
s
ponden
ts, t
he
Sch
oo
ls Divisi
on
S
upe
ri
n
t
e
n
den
t,
and
o
t
he
r
au
t
ho
riti
e
s w
e
r
e
pe
rs
ona
lly
o
ri
en
t
ed
o
f t
h
e
pu
r
po
s
e
,
na
t
u
r
e
,
da
t
a
coll
e
cti
on
m
e
t
hod
s,
and
e
xt
en
t
o
f t
he
r
e
s
ea
rc
h
pr
i
or
t
o
co
m
m
en
c
e
m
en
t. T
he
r
e
s
ea
rc
he
r
ob
t
a
i
ned
i
n
f
o
rm
ed
c
on
s
en
t t
h
r
ough
writi
ng
.
V
o
l
un
t
a
ry P
a
rtici
pa
ti
on
-
T
he
r
e
s
ea
rc
he
r m
ade
it cl
ea
r t
o
t
he
pa
rtici
pan
t
s
t
ha
t t
h
e r
e
s
ea
rc
h
w
a
s
on
ly f
o
r
a
ca
de
mic
pu
r
po
s
e
s
and
t
he
ir
pa
rtici
pa
ti
on
w
a
s v
o
l
un
t
ar
y. To
add
r
e
ss t
h
is, c
on
s
en
t f
o
r v
o
l
un
t
a
ry
pa
rtici
pa
ti
on
i
n
t
he
r
e
s
ea
rc
h
fo
r
t
he
partici
pan
ts
o
f t
he
st
ud
y w
as
s
e
c
u
r
ed.
T
he
pu
r
po
s
e
s
and
bene
fits
o
f t
he
st
ud
y w
ere
also
d
isc
u
ss
ed
t
o
t
he
pa
rticip
an
ts
and
t
he
ri
gh
ts
o
f t
he
pa
rtici
pan
ts t
o
c
on
tri
bu
t
e
t
o
t
h
e
bod
y
o
f k
no
wl
edge
w
a
s c
a
r
e
f
u
lly c
on
si
de
r
ed
and
adhe
r
ed
upon
.
Priv
a
cy, C
on
fi
den
ti
a
lity
and
A
non
ymity
–
R
e
s
ponden
ts w
e
r
e
a
ls
o
a
ss
u
r
ed
o
f t
h
ei
r
c
on
fi
den
ti
a
lity
and
anon
ymity.
Ps
eudon
yms w
e
r
e
u
s
ed
t
o
en
s
u
re t
ha
t
pa
rtici
pan
ts’ i
den
titi
e
s c
ou
l
d
no
t
be
r
e
c
ogn
iz
ed
.
H
a
rm
and
Risk - It w
a
s em
pha
siz
ed
th
a
t no
part
ici
pants will
be p
u t
in
a
si
tu
at
ion
wher
e
t
he
y mi
gh
t
be
ha
r
med
be
c
au
s
e
o
f t
he
ir
pa
rtici
pa
ti
on
. F
u
rt
he
r,
i
f t
he
resp
onden
ts w
ou
l
d
ha
v
e
w
it
hd
r
a
w
n
h
is/
he
r
pa
rtici
pa
ti
on
f
o
r
an
y r
ea
s
on
/s, t
he
resp
onden
ts w
ou
l
d
be
fr
ee
fr
o
m
an
y li
ab
iliti
e
s
and
will
be
g
iv
en
c
on
si
de
r
a
tio
n
. I
n
add
i
ti
on
, i
n
t
he
e
v
en
t t
ha
t th
e
r
e
s
ponden
t will
be
c
o
m
e
up
s
e
t
o
r
d
istr
e
ss
ed
a
s
a
result
o
f
an
sw
e
ri
ng
t
he
ques
ti
on
s, t
he
y will
be
o
ff
e
r
ed
he
l
p
i
n
ob
t
a
i
n
i
ng
a
r
e
f
erra
l f
o
r t
he
pa
rtici
pan
ts t
o
s
ee
a
tr
a
i
ned
p
r
o
f
e
ssi
ona
l w
ho
c
an
he
l
p
p
r
o
c
e
ss t
he
s
e
f
e
el
ing
s.
Pl
ag
i
a
rism - T
he
r
e
s
ea
rc
he
r m
ade
s
u
r
e
t
ha
t t
he
r
e
is
no
misr
ep
r
e
s
en
t
a
ti
on
o
f s
o
m
eone
e
ls
e
’s w
o
rk
a
s my
o
w
n
w
o
rk
t
h
r
oughou
t t
he
st
ud
y. H
o
w
e
v
e
r, i
n
t
he
c
a
s
e
t
h
at s
o
m
e
i
dea
s w
e
r
e
l
e
ft
no
t cit
ed
wit
h
p
r
ope
r
au
t
ho
r, it w
a
s
a
ss
u
r
ed
t
ha
t it w
a
s unint
en
ti
ona
l,
and
t
he
m
an
u
s
cri
p
t will
be
imm
ed
i
a
t
e
ly r
e
vis
ed
.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1101
www.rsisinternational.org
F
ab
ric
a
ti
on
- It w
a
s
a
ls
o
en
s
u
r
ed
t
ha
t t
he
ri
gh
tf
u
l
au
t
ho
r
and
s
ou
rc
e
s w
e
r
e
ci
ted
in th
e
st
ud
y. T
he
r
e
w
a
s
no
ma
ki
ng
up
o
f
da
t
a
and
/
o
r r
e
s
u
lts,
o
r
pu
r
po
s
e
f
u
lly
pu
tti
ng
f
o
r
wa
r
d
c
on
cl
u
si
on
s t
ha
t
a
re
no
t
a
cc
u
r
a
t
e
. H
o
w
e
v
e
r, if
an
y
misi
n
t
e
r
p
r
e
t
ed
da
t
a
or
inco
n
sist
en
cy i
n
t
he
lit
e
r
a
t
ure
o
cc
u
r, it w
a
s
a
ss
u
r
ed
t
ha
t it w
a
s
un
i
n
t
en
ti
onal
,
and
t
h
e
r
e
s
ea
rc
he
r w
ou
l
d
imm
e
di
a
t
e
ly r
e
vis
e
t
he
m
anu
scri
p
t.
F
a
lsific
a
ti
on
- T
o
a
v
o
id f
a
lsific
a
ti
on
, it w
a
s
en
s
u
r
ed
t
ha
t t
he
r
e
will b
e
no
mis
rep
r
e
s
en
t
a
ti
on
o
f t
he
w
o
rk t
o
fit
a
m
ode
l
o
r t
heo
r
e
tic
a
l
e
x
pe
ct
a
ti
on
. T
he
rese
a
rc
he
r
a
v
o
i
ded
o
v
e
r claimi
ng
o
r
e
x
agge
r
a
ti
on
s
o
f
da
t
a
and
c
on
c
e
r
n
s w
ere
a
ddre
ss
ed
t
o
t
he
qua
lifi
ed
au
t
ho
riti
e
s. N
o
do
c
u
m
en
ts w
e
r
e
s
ub
j
ec
t f
or
f
a
ls
i
fic
a
ti
on
.
D
e
c
e
it - It w
a
s m
ade
su
r
e
t
ha
t t
he
bene
fit
o
f misl
ead
i
ng
t
he
r
e
s
ponden
ts outw
e
i
gh
an
y
po
t
en
ti
a
l
ha
r
m
t
o
t
he
m.
T
he
pa
rtici
pan
ts w
e
r
e
p
r
o
vi
ded
adequa
t
e
inf
or
m
a
ti
on
and
a
ss
u
r
an
c
e
s
abou
t t
a
ki
ng
pa
rt t
o
a
ll
o
w t
he
m t
o
f
u
lly
unde
rst
a
n
d
t
he
import
an
c
e
o
f
pa
rtici
pa
ti
on
. D
e
cisi
on
s w
e
r
e
on
t
he
ir
o
w
n
fr
ee
will
abou
t wh
e
t
her
t
o
d
o s
o
and
m
u
st
be
fr
ee
from
an
y c
oe
rci
on
.
O
b
s
e
rv
a
ti
on
- T
he
r
e
s
e
arc
he
r
adhe
r
ed
on
t
he
p
r
o
visi
on
s t
o
add
r
e
ss
an
e
t
h
ic
a
l issu
e
i
n
ob
s
e
rvi
ng
peop
l
e
i
n
pub
lic
o
r
qua
si-
pub
lic
p
l
a
c
e
. Pri
o
r t
o
t
he
c
ondu
ct
o
f t
h
e st
ud
y, t
he
r
e
s
ea
rc
he
r
p
lac
ed
no
tic
e
s
a
t t
he
en
tr
an
c
e
o
f t
he
a
r
ea
o
f t
he
s
ur
v
e
y indi
ca
ti
ng
t
ha
t t
he
y w
ou
l
d
be
ope
r
a
ti
ng
i
n
t
he
pa
rtic
u
l
a
r
a
r
ea
du
ri
ng
t
he
i
n
t
er
vi
e
w on
ea
c
h
pa
rtici
pan
t.
C
on
flict
o
f I
n
t
e
r
e
st (COI) - T
he
r
e
se
ar
ch
er
de
cl
a
r
ed no
c
on
flict
o
f i
n
t
e
r
e
st
dur
i
ng
t
h
e c
ondu
ct
o
f t
he
st
ud
y. Th
e
v
a
li
d
ity
o
f t
he
r
e
s
ea
rc
h
w
a
s
no
t i
n
fl
uen
c
ed
b
y
an
y seco
nda
ry i
n
t
e
r
e
st s
u
c
h
a
s fi
nan
ci
a
l
o
r
a
c
ade
mic
ga
i
n
s
o
r
r
e
c
ogn
iti
on
.
RESULTS AND DISCUSSION
Pr
e
s
en
t
ed
i
n
t
h
is c
hap
t
er
a
r
e
t
he
r
e
s
u
lts
gene
r
a
t
ed
fr
o
m t
he
da
t
a
ga
t
he
r
ed
and
st
a
tistic
a
l
ana
lysis. It
a
ls
o
p
r
o
vi
de
s t
he
i
n
t
e
r
p
r
e
t
a
ti
on
and
ana
lysis
o
f t
he
da
ta.
Lev
e
l of T
ec
hnolog
y
Int
e
g
ra
tion Knowl
e
dg
e
of T
eac
h
ers
T
he
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
o
f t
ea
c
he
rs i
n
r
u
r
a
l sc
hoo
ls is i
nd
ic
a
t
ed
wit
h
t
e
c
hno
l
og
y k
no
wl
edge
,
pedagog
y k
no
wl
edge
, c
on
t
en
t k
no
wl
edge
, t
e
ch
no
l
og
ic
a
l c
on
t
en
t k
no
wl
edge
,
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
,
t
e
c
hno
lo
g
ic
a
l peda
gog
ic
a
l k
no
wl
edge
,
and
t
e
c
hno
l
og
ic
a
l
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
.
Tabl
e
1
.
Le
v
e
l
o
f T
e
c
hno
lo
g
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
o
f t
he
T
ea
c
he
rs
I
nd
ic
a
t
o
rs
S.D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
Con
t
en
t K
no
wl
edge
0
.
34
4
.
23
V
e
ry Hi
gh
Tec
hno
l
og
y K
no
wl
edge
0
.
35
4
.
14
Hi
gh
Pe
dagog
ic
a
l C
on
t
en
t K
no
wl
edge
0
.
37
4
.
06
Hi
gh
Pe
dagog
y K
no
wl
edge
0
.
43
3
.
89
Hi
gh
Tec
hno
l
og
ic
a
l C
on
t
en
t K
no
wl
edge
0
.
41
3
.
86
Hi
gh
Tec
hno
l
og
ic
a
l P
edagog
ical K
no
wl
edge
0
.
24
3
.
85
Hi
gh
Tec
hno
l
og
ic
a
l P
edagog
ical C
on
t
en
t K
no
wl
edge
0
.
28
3
.
84
Hi
gh
O
vera
ll
0
.
23
4
.
05
High
T
he
de
scri
p
tiv
e
st
a
tistic
a
l
ana
lysis
on
t
he
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
e
d
ge
o
f t
h
e t
ea
c
he
rs i
n
r
u
r
a
l sc
hoo
ls
p
r
e
s
en
t
ed
on
T
ab
l
e
1
ob
t
a
i
ned
an
o
v
e
r
a
ll m
ean
sc
ore
of
4
.
05
wit
h
a
de
scri
p
tiv
e
r
a
ti
ng
o
f
h
i
gh
. T
he
cit
ed
o
v
e
r
a
ll m
ean
sc
o
r
e
is
t
he
re
s
u
lt obt
a
i
ned
ba
s
ed
on
t
he
m
e
a
n
sc
o
r
e
s
o
f
4
.
23
o
r v
e
ry
h
i
gh
f
o
r c
on
t
en
t k
no
wl
edge
, 4.
1
4
o
r
h
i
gh
f
o
r
t
e
c
hno
l
og
i
ca
l k
no
wl
edge
,
4
.
06
o
r
h
i
gh
f
o
r
pedagog
ic
a
l co
n
t
en
t kno
w
l
edge
,
3
.
89
o
r
h
i
gh
f
o
r
pedagog
y k
no
wl
edge
,
3
.
86
o
r
h
i
gh
f
o
r t
e
c
hno
l
og
ic
a
l cont
en
t k
no
wl
edge
,
3
.
85
o
r
h
i
gh
f
o
r t
e
c
hno
l
og
ic
a
l
pedagog
ic
a
l k
no
wl
edge
,
and
3.
8
4
o
r
h
i
gh
f
o
r t
e
c
hno
l
og
ical
pedagog
ic
a
l c
on
t
en
t k
no
wl
edge
.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1102
www.rsisinternational.org
T
he
h
i
gh
de
scri
p
tiv
e
ra
ti
ng
on
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
o
f t
he
t
e
ac
he
rs i
n
r
u
r
a
l sc
hoo
ls
deno
t
e
s t
ha
t
t
he
y
o
ft
en
tim
e
s
e
x
h
i
b
it k
no
wl
edge
and
skills on t
he
u
s
e
o
f t
e
c
hno
l
og
y t
o
ols i
n
gene
r
a
l c
on
t
en
t
a
r
ea
s i
n
edu
c
a
ti
on
w
h
ic
h
a
ll
o
w st
u
d
en
ts t
o
app
ly c
o
m
pu
t
e
r
and
t
e
c
hno
l
og
y skills t
o
l
ea
r
n
i
ng
and
p
r
ob
l
e
m-solvi
ng
.
De
sp
it
e
be
i
ng
i
n
r
u
r
a
l
a
r
ea
s, it c
ou
l
d
be
im
p
li
ed
on
t
he
r
e
s
u
lt t
ha
t t
he
h
i
gh
l
e
v
e
l
o
f t
e
ch
no
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
c
ou
l
d
be
a
ttri
bu
t
ed
t
o
t
he
D
epa
rtme
n
t
o
f Educ
a
ti
on
i
n
p
r
o
vi
d
i
ng
t
he
sc
hoo
ls wit
h
c
o
m
pu
t
e
r
equ
i
p
m
en
t.
F
u
rt
he
r, it w
a
s reve
a
l
ed
i
n
t
he
fi
nd
i
ng
s t
ha
t t
ea
c
he
rs w
e
r
e
ab
l
e
t
o
t
ea
c
h
l
e
ss
on
s
and
u
s
e
str
a
t
eg
i
e
s t
ha
t
app
r
op
ri
a
tely c
o
m
b
i
ned
t
op
ics, t
e
c
hno
l
og
i
e
s
and
t
each
i
ng app
r
oa
c
he
s, s
e
l
e
ct
ed
t
e
c
hn
ol
og
i
e
s t
ha
t
enhan
c
e
t
ea
c
h
i
ng
and
st
uden
ts’ l
earn
i
ng
, and
p
r
o
vi
ded
l
eade
rs
h
i
p
i
n
h
e
l
p
i
ng
o
t
he
rs t
o
c
oo
r
d
i
na
t
e
t
he
u
s
e
o
f
pa
rtic
u
l
a
r t
op
ics,
t
e
ch
no
l
og
i
e
s
and
t
ea
c
h
i
ng
a
pp
r
oa
c
he
s.
T
hu
s, t
he
s
e
p
r
a
ctic
e
s
a
r
e
e
x
pe
ct
ed
t
o
im
p
r
o
v
e
t
he
t
e
c
hno
l
og
y i
n
t
egra
ti
on
kno
w
l
edge
o
f t
he
t
ea
c
he
rs. T
he
fi
nd
i
ng
a
ls
o
v
a
li
da
t
e
s t
he
vi
e
ws
o
f va
r
i
ou
s aut
ho
rs (B
a
r
an
, C
huang
, & T
ho
m
p
s
on
,
2011
; H
a
rris, Gr
andgene
tt, & H
o
f
e
r,
2
012)
who
unde
r
p
i
nned
t
he
f
ac
t t
ha
t TPACK c
ou
l
d
s
e
rv
e
a
s
a
t
oo
l f
o
r t
h
i
n
ki
ng
, ana
l
yzi
ng
,
and
e
v
a
l
ua
ti
ng
w
ha
t t
ea
c
he
rs m
u
st k
no
w t
o
i
n
t
eg
r
a
t
e
t
e
c
hno
l
ogy
i
n
t
o
t
e
ac
h
i
ng
. It
a
ls
o
a
ll
o
ws t
ea
c
he
rs t
o
pu
t i
n
t
o
c
on
si
de
r
a
ti
on
w
ha
t k
no
wl
edge
is requir
ed
t
o
i
n
t
eg
r
a
t
e
t
e
c
hn
ol
og
y i
n
t
o
t
ea
c
h
i
ng
and
ho
w t
he
y mi
gh
t
de
v
e
l
op
t
ha
t kno
w
l
edge
wit
h
i
n
t
he
ms
e
lv
e
s.
Tabl
e
1
.
1
.
Le
v
e
l
o
f T
e
ch
no
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f C
on
t
en
t Kn
o
wl
edge
o
f t
he
T
ea
c
her
s
St
a
t
e
m
en
ts
S.D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
1. I have sufficient knowledge about the particular content of the subject
matter I am teaching in elementary level.
0
.
82
4
.
40
V
e
ry Hi
gh
2. I can use the subject matter I taught as the way of thinking.
0
.
88
4
.
01
Hi
gh
3. I have various ways and strategies of developing understanding on the
subject matter I am handling.
0
.
81
3
.
58
Hi
gh
4. I have sufficient knowledge about structure of knowledge of the subject
matter I am teaching in elementary level.
0
.
89
4
.
77
V
e
ry Hi
gh
5. I know concept, facts, theories and procedures within the subject matter
I am teaching in elementary level
0
.
94
3
.
97
Hi
gh
6. I believe in the validity and reliability of the content of the subject
matter.
0
.
93
4
.
67
V
e
ry Hi
gh
M
ea
n
0
.
43
4
.
23
V
ery
High
O
n
T
ab
l
e
1
.
1
, r
e
s
u
lts r
e
v
ea
l t
ha
t t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
rms
o
f cont
en
t k
no
wl
edge
ob
t
a
i
ned
t
he
h
i
ghe
st
m
ean
sc
o
r
e
o
f
4
.
23
o
r v
e
ry
h
i
gh
. T
h
e v
er
y high r
a
ti
ng
on
t
h
is i
nd
ic
a
t
o
r is t
he
r
e
s
u
lt
o
f t
he
v
e
ry
h
i
gh
r
a
ti
ng
a
ssi
gned
by t
he
resp
onden
ts
on
t
he
f
o
ll
o
wi
ng
de
scri
p
t
o
rs:
ha
vi
ng
s
u
ffici
en
t k
no
wl
edge
abou
t t
he
cont
en
t
o
f t
he
s
ub
j
e
ct
m
a
tt
er
and
str
u
ct
u
r
e
o
f k
no
wl
edge
o
f t
he
s
ub
j
e
ct m
a
tt
er
and
beli
e
vi
ng
i
n
t
he
v
a
li
d
ity
and
r
e
li
ab
ility
o
f t
he
c
on
t
en
t
o
f t
he
s
ub
j
e
ct m
a
tt
er
.
Mea
n
w
h
il
e
, t
he
v
e
ry
h
i
gh
-l
e
v
e
l r
a
ti
ng
on
s
o
m
e
it
e
ms i
nd
ic
a
t
ed
t
ha
t t
he
t
ea
c
her
s are
a
lr
ead
y
a
c
qua
i
n
t
ed
with
t
e
c
hno
l
og
y
due
t
o
its
a
v
a
il
ab
ility i
n
t
he
sc
hoo
ls. T
he
high l
e
v
e
l
o
f t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
rms
o
f c
on
t
en
t k
no
w
ledge
indi
ca
t
e
s t
ha
t t
ea
c
he
rs
ha
ve m
a
st
e
r
ed
t
he
s
ub
j
e
ct m
a
tt
e
rs t
he
y t
augh
t. T
h
is
s
t
ud
y is co
ng
r
uen
t
t
o
t
he
fi
nd
i
ng
s of K
oeh
l
e
r
and
Mis
h
r
a
(
2009
) t
ha
t c
on
t
en
t k
no
w
ledge
inclu
de
s t
he
unde
rst
and
i
n
g
o
f s
ub
j
e
cts
t
augh
t, k
no
wl
edge
o
f c
en
tr
a
l f
a
cts, con
cep
ts, t
heo
ri
e
s,
and
p
r
ocedu
r
e
s wit
h
i
n
a
g
iv
en
fi
e
l
d
.
I
n
a
simil
a
r v
e
i
n
, t
he
fi
n
di
ng
is
a
ls
o
i
n
li
ne
wit
h
t
he
vi
e
w
o
f P
h
illi
p
s (
2014)
t
ha
t t
e
ac
he
rs m
u
st
unde
rst
and
th
e
na
t
u
r
e
o
f k
no
wl
edge
and
i
nqu
iry i
n
d
iff
e
r
en
t fi
e
l
d
s. T
e
ac
he
rs w
ho
do
no
t
ha
v
e
t
he
s
e
unde
rst
and
i
ng
s c
an
misr
ep
r
e
s
en
t
t
he
co
n
t
en
t kno
w
l
edge
o
f t
he
s
e
d
iff
e
r
e
nt fi
e
l
d
s t
o
t
he
ir st
uden
ts.
L
ik
e
wis
e
, Serdyukov (2
017)
assert
ed
t
ha
t
d
isci
p
li
ne
s
a
r
e
po
w
e
rf
u
l
be
c
au
s
e
t
h
r
ough
a
p
r
o
c
e
ss
o
f devel
op
i
ng
k
no
wl
edge
, m
e
t
hod
s,
pu
r
po
s
e
and
r
ep
r
e
s
en
t
a
ti
on
,
t
he
y
a
ll
o
w l
e
a
rner
s t
o
s
ee
.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1103
www.rsisinternational.org
Tabl
e
1
.
2
.
Le
v
e
l
o
f T
e
c
h
n
o
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f T
e
c
hno
l
og
y Kn
o
wl
edge
o
f t
he
T
ea
c
her
s
St
a
t
e
m
en
ts
S.D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
1. I know how to solve my own technical problems.
0
.
88
4
.
46
V
e
ry Hi
gh
2. I can learn technology easily.
1.22
3.72
Hi
gh
3. I play around technology.
0.93
4.13
Hi
gh
4. I know about lot of different technologies.
0.60
4.00
V
e
ry Hi
gh
5. I have the technical skills needed to use technology.
0.88
4.42
Hi
gh
6. I have sufficient opportunities to work with different technologies.
0.76
3.58
V
e
ry Hi
gh
7. I can use technology tools to process data and report results.
0.55
4.54
V
ery
High
8. I can use technology in the development of strategies for solving problems in
the real world.
1
.
06
4
.
23
V
e
ry Hi
gh
9. I can design web pages and use authoring software.
0
.
78
3
.
90
Hi
gh
10. I understand legal, ethical, cultural, and societal issues related to technology.
0
.
88
4
.
46
V
e
ry Hi
gh
M
ea
n
0
.
35
4
.
14
High
M
ean
w
h
il
e
,
on
T
ab
l
e
1.
2
r
e
s
u
lts r
e
v
ea
l t
ha
t t
he
h
i
gh
de
scri
p
tiv
e
r
a
ti
n
g w
a
s give
n
on
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
rms
o
f t
e
c
hno
l
og
y k
no
wl
edge
wit
h
a m
ean
sc
o
r
e
o
f
4
.
14
. This c
o
v
e
rs t
he
f
o
ll
o
wi
ng
: l
ea
r
n
i
ng
t
e
c
hno
l
og
y e
a
sily, pla
y
i
ng
a
r
ound
t
e
c
hno
l
og
y, k
no
wi
ng
abou
t l
o
t
o
f
d
iff
e
r
en
t t
e
c
hno
l
og
i
e
s,
h
avi
ng
suff
i
ci
en
t
oppo
rt
un
iti
e
s t
o
work wit
h
d
iff
e
r
en
t t
e
c
hno
l
og
i
e
s,
de
si
gn
i
ng
w
eb
p
age
s and
u
si
ng au
t
ho
ri
ng
s
o
ftw
a
r
e
. T
h
is
fi
nd
i
ng
is simil
a
r t
o
t
he
vi
e
w
o
f Ol
o
fs
on
, S
wa
ll
o
w, a
n
d N
eu
m
ann
(
2016
) t
ha
t t
e
c
hno
l
og
y k
no
wl
edge
p
r
o
m
o
t
e
s t
he
i
dea
o
f t
e
c
hn
ol
og
y kno
w
l
edge
a
s l
e
ss
o
f
a
st
a
tic, c
o
m
pa
rtm
en
t
a
liz
ed
no
ti
on
bu
t
one
t
ha
t
e
v
o
lves
a
s
an
i
nd
ivi
dua
l’s
open
-
ended
i
n
t
e
r
a
cti
on
wit
h
t
e
c
hno
l
og
y c
hange
s
o
v
e
r tim
e
.
T
he
fi
nd
i
ng
s
a
ls
o
c
o
i
n
ci
de
wit
h
t
he
vi
e
w
o
f B
a
r
an
e
t
a
l. (
2011
) t
ha
t t
e
c
hn
ol
og
y kno
w
l
edge
is
abou
t
e
ff
e
ctiv
e
ly
m
anag
i
ng
and
m
a
i
n
t
a
i
n
i
ng
t
he
c
ond
iti
on
o
f
h
i
gh-
and l
o
w-t
e
c
hno
l
og
i
e
s i
n
cl
u
di
ng
ICT s
u
c
h
a
s wir
e
l
e
ss
b
r
oadband
,
d
i
a
l-
up
i
n
t
erne
t conn
e
cti
on
, cr
ea
ti
ng
d
i
g
it
a
l
pho
t
o
s
and
vi
deo
s,
ha
r
d
w
a
r
e
and
s
o
ftw
a
r
e
p
r
ogram
s, and t
he
m
anage
m
en
t
o
f i
n
t
e
r
a
ctiv
e
w
h
it
eboa
r
d
s,
b
l
a
ck
boa
r
d
s,
e
tc.. Asi
de
f
rom
t
h
e
ab
ility
o
f t
he
t
ea
c
he
rs t
o
adop
t t
he
c
on
st
an
tly c
hang
i
ng
t
e
c
hno
l
og
i
e
s, t
e
ch
no
l
og
y k
no
wl
edge
(TK) c
an
a
ls
o
r
e
f
e
r t
o
t
he
be
st w
a
y
o
f
op
timizi
ng
st
uden
ts’ learni
ng
b
y
be
i
ng
ab
l
e
t
o
a
cc
u
r
a
t
e
ly i
den
tify
u
s
e
f
u
l t
e
c
hno
l
og
i
e
s t
ha
t c
an
be
u
s
ed
in te
a
c
h
i
ng
.
F
u
rt
he
r, r
e
s
u
lts
on
T
ab
l
e
1
.
3
s
ho
w t
ha
t t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
r
m
s
o
f
pedagog
ic
a
l c
on
t
e
nt
k
no
wl
edge
ob
t
a
i
ned
a
m
ean
sc
o
r
e
o
f
4
.
06
o
r
h
i
gh
. The
h
i
gh
de
scri
p
tiv
e
r
a
ti
ng
o
n
t
h
is i
nd
ic
a
t
o
r i
nd
ic
a
t
e
s t
ha
t
r
e
s
ponden
ts oftentim
e
s
pe
rc
e
iv
e
t
he
f
o
ll
o
wi
ng
de
scri
p
t
o
rs: k
no
wi
ng
t
he
pu
r
po
s
e
and
ob
j
ec
tiv
e
s f
o
r t
he
s
ub
j
e
ct
m
a
tt
e
r,
be
in
g
ab
l
e
t
o
m
anage
my st
uden
ts’ l
ea
r
n
i
ng
abo
ut t
he
sub
je
ct m
a
tt
e
r,
ha
vi
ng
t
he
c
u
rric
u
l
a
r k
no
wl
edge
(
ho
riz
on
t
a
l
and
v
e
rtic
a
l)
o
f t
he
sub
je
ct m
a
tt
e
r,
and
k
no
wi
ng
p
ri
o
r k
no
wl
edge
o
f st
uden
ts
abou
t t
he
s
ub
j
e
ct m
a
tt
er
.
Tabl
e
1
.
3
.
Le
v
e
l
o
f T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f P
edagog
ic
a
l C
on
t
en
t K
no
wl
edge
o
f t
h
e T
ea
c
he
rs
St
a
t
e
m
en
ts
S.D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
1. I know how to select effective Teaching approaches to guide students’
thinking and learning in the subject matter I am teaching in elementary level.
1
.
03
3
.
64
Hi
gh
2. I know the purpose and objectives for the subject matter I am teaching in the
elementary level.
0
.
93
4
.
19
Hi
gh
3. I can manage my students’ learning about the subject matter I am teaching in
the elementary level.
0
.
96
3
.
79
Hi
gh
4. I have the curricular knowledge (horizontal and vertical) of the subject matter
that I am handling.
1
.
02
4
.
04
Hi
gh
5. I know instructional strategies that are suitable for the topic on the subject
matter that I am handling.
1
.
12
3
.
78
Hi
gh
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1104
www.rsisinternational.org
6. I know prior knowledge of students about the subject matter that I am
handling.
0
.
96
4
.
31
V
e
ry Hi
gh
7. I know how and what to assess on the subject matter I am teaching in
elementary level.
0
.
62
4
.
64
V
ery
High
M
ea
n
0
.
37
4
.
06
High
T
h
i
s
fi
nd
i
ng
is c
ong
r
uen
t t
o
t
he
vi
e
w
o
f C
a
v
anagh
and
K
oeh
l
e
r (
2013
)
on
peda
gog
ic
a
l c
on
t
en
t k
no
wl
e
d
ge
(PCK) w
he
r
e
it
pe
rt
a
i
n
s t
o
t
he
m
anne
r i
n
wh
ic
h
t
h
e c
on
t
en
t c
an
be
r
ep
r
e
s
en
t
ed
and
f
o
rm
u
l
a
t
ed
t
o
m
a
k
e
it
c
o
m
p
r
ehen
si
b
l
e
t
o
ot
h
ers.
Tabl
e
1
.
4
.
Le
v
e
l
o
f T
e
c
h
n
o
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f P
ed
a
gog
y Kn
o
wl
edge
o
f t
he
T
ea
c
her
s i
n
R
u
r
a
l
Sc
hoo
ls
St
a
t
e
m
en
ts
S. D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
1. I know how to assess student performance in a classroom.
0
.
82
3
.
71
Hi
gh
2. I can adapt my teaching based-upon what students currently understand or
do not understand.
0
.
88
4
.
42
Very Hi
gh
3. I can use a wide range of teaching approaches in a classroom setting
(collaborative instruction, learning, direct instruction, inquiry learning,
problem/project-based learning)
0
.
81
3
.
64
Hi
gh
4. I am familiar with common student understanding and misconceptions.
0
.
89
3
.
74
Hi
gh
5. I know how to organize and maintain classroom management.
0
.
94
3
.
49
Hi
gh
6. I can assess student learning in multiple ways.
0
.
93
4
.
13
Hi
gh
7. I can adapt my teaching style to different learners.
1
.
07
4
.
12
High
M
ea
n
0
.43
3.
89
High
F
u
rt
he
rm
o
r
e
, t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
rms
o
f
pedagog
y kno
w
l
edge
ob
t
a
i
ned
a
m
ean
sc
o
r
e
o
f
3
.
89
o
r
h
i
gh
on
t
he
f
o
ll
o
wi
ng
it
e
ms:
a
ss
e
ss st
u
d
en
t
pe
rf
o
rm
an
c
e
i
n
a
cl
a
ssr
oo
m,
u
si
ng
a
wi
de
r
ange
o
f t
ea
c
h
i
ng
app
r
o
ac
he
s in
a
cl
a
ssr
oo
m s
e
tti
ng
,
be
in
g
f
a
mili
a
r wit
h
c
o
mm
on
st
uden
t
unde
rst
and
i
ng
and
mis
con
c
ep
ti
on
s,
k
no
wi
ng
ho
w t
o
o
r
gan
iz
e
and
m
a
i
n
t
a
i
n
i
ng
cl
a
ss
room
man
age
m
en
t,
a
ss
e
ssi
ng
st
uden
t l
ea
r
n
i
ng
i
n
m
u
lti
p
l
e
w
a
ys,
and
adap
ti
ng
t
ea
c
h
i
ng
styl
e
t
o d
iff
e
r
en
t l
ea
r
ne
rs. T
he
r
e
s
u
lt
ag
r
ee
s wit
h
t
he
vi
e
w
o
f H
a
rris
and
H
o
f
e
r (
2011)
t
h
at
pedagog
y k
no
wl
edge
is i
n
v
o
lv
ed
i
n
a
ll iss
ue
s
o
f st
uden
t l
ea
r
n
i
ng
, cl
a
ss
room
man
age
m
en
t, l
e
ss
on
p
l
an
de
v
e
l
op
m
en
t
and
im
p
l
e
m
en
t
a
ti
on
,
and
stu
den
t eva
lua
ti
on
.
L
ik
e
wis
e
, t
he
fi
n
di
ng
is
a
ls
o
i
n
ag
r
ee
m
en
t wit
h
t
he
vi
e
w
o
f H
a
rris
e
t
a
l. (201
2
) t
ha
t
a
t
ea
c
he
r wit
h
deep
pedagog
ic
a
l k
no
wl
edge
unde
rst
and
s
ho
w st
uden
ts con
s
tr
u
ct
k
no
wl
edge
and
a
c
qu
ir
e
skills;
de
v
e
l
op
hab
its
o
f mi
nd
and
p
ositiv
e
disp
o
siti
on
s t
o
w
a
r
d
s l
ea
r
n
i
n
g.
Tabl
e
1
.
5
.
Le
v
e
l
o
f T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f T
e
c
hno
lo
g
ic
a
l Co
n
t
en
t K
no
wl
edge
o
f t
he
T
ea
c
he
rs
St
a
t
e
m
en
ts
S. D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
1. I know about technologies that I can use for understanding the subject
matter I am teaching in elementary level.
0
.
88
4
.
46
Very Hi
gh
2. I know how to use specific software and Web sites about the subject matter
I am teaching in elementary level.
0
.
91
3
.
47
Hi
gh
3. I can find and evaluate the resources that I need for the subject matter I am
handling.
0
.
88
4
.
15
Hi
gh
4. I can use technology for presenting the subject matter I am teaching in
elementary level.
1
.
03
3
.
28
M
ode
r
a
t
e
5. I can use technology tools and resources for managing and communicating
information of the subject matter I am teaching in elementary level.
0
.
82
3
.
91
Hi
gh
M
ea
n
0
.41
3.
86
High
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1105
www.rsisinternational.org
O
n
T
ab
l
e
1
.
5
, t
he
m
ea
n sc
o
r
e
o
f
3
.
86
o
r
h
i
gh
is
on
t
e
c
hno
l
og
y i
n
t
egra
ti
on
kno
w
l
edge
i
n
t
e
rms
o
f t
e
c
hno
l
og
ic
a
l
c
on
t
en
t k
no
wl
edge
. T
he
h
i
gh
r
a
ti
n
g w
a
s acquir
ed
due
t
o
t
he
h
i
gh
r
a
ti
ng
on
t
he
it
e
ms
on
t
h
is
pa
rtic
u
l
a
r
i
nd
ic
a
t
o
r w
h
ic
h
inclu
de
s k
no
wi
ng
ho
w t
o
u
s
e
s
pe
cific s
o
ftw
a
r
e
and
W
eb
sit
e
s, fi
nd
i
ng
and
eva
lua
ti
ng
t
he
r
e
s
ou
rc
e
s
t
ha
t
a
r
e
needed
f
o
r t
he
s
ub
j
e
ct m
a
tt
e
r,
u
si
ng
t
e
c
hn
ol
og
y f
o
r pr
e
s
en
ti
ng
t
he
s
ub
j
e
ct m
a
tt
e
r,
and
u
si
ng
t
e
c
hno
l
og
y t
oo
ls
and
r
e
s
ou
rc
e
s f
or
man
ag
i
ng
and
c
o
mm
un
ic
a
tin
g
i
n
f
o
rm
a
ti
on
o
f t
he
s
ub
j
e
ct m
a
tt
e
r. T
h
is fi
nd
i
n
g is i
n
supp
o
rt t
o
t
he
no
ti
on
o
f B
aran
, C
huang
and
T
ho
m
p
s
on
(
2011
) t
ha
t TCk is a
bou
t t
h
e k
no
wl
edge
o
f t
e
c
hno
l
o
gy w
h
ic
h
c
an
be
u
s
ed
i
n
r
ep
r
e
s
en
ti
ng
s
pe
cific s
ub
j
e
ct matt
e
r.
Tabl
e
1
.
6
.
Le
v
e
l
o
f T
e
c
hn
ol
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f T
e
c
hno
lo
g
ic
a
l Pe
dagog
ic
a
l K
no
wl
edge
o
f t
he
T
ea
c
he
rs
St
a
t
e
m
en
ts
S. D
M
ean
D
e
scri
p
tiv
e
Ra
ti
ng
1. I can choose technology that can enhance the teaching approaches for a
lesson.
0
.
80
3
.
45
Hi
gh
2. I can choose technology that enhances students’ learning for a lesson.
0
.
85
4
.
18
Hi
gh
3. I am thinking critically about how to use technology in my classrooms.
1
.
03
3
.
29
M
ode
r
a
t
e
4. I can adapt the use of the technologies that I am learning about the different
teaching activities.
0
.
60
4
.
00
Hi
gh
5. My teacher education program has caused me to think deeply on how
technology could influence the teaching approaches I use in the classroom.
0
.
94
3
.
97
Hi
gh
6. I can use technology resources to facilitate higher order thinking skills
including problem solving, critical thinking, decision making, knowledge and
creative thinking.
0
.
76
3
.
58
Hi
gh
7. I can use technology tools and information resources to increase productivity.
0
.
89
4
.
01
Hi
gh
8. I can fuse technology to strategies of teaching.
0
.
76
3
.
58
Hi
gh
9. I can use technology for more collaboration and communication with students
and co-teachers.
0
.
81
4
.
42
V
e
ry Hi
g
h
10. I know how to use technology to facilitate learning.
0
.
90
3
.
97
Hi
gh
M
ea
n
0
.24
3.
85
High
M
o
r
eo
v
e
r, r
e
s
u
lts
on
T
ab
l
e
1
.
6
s
ho
w t
ha
t t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
r
m
s
o
f t
e
c
hno
l
og
ic
a
l
pedagog
ic
a
l
k
no
wl
edge
ob
t
a
i
ned
a
m
ean
sc
o
r
e
o
f
3
.
85
or
hig
h
. T
he
s
a
i
d
de
scri
p
tiv
e
r
a
ti
ng
w
e
r
e
on
t
he
f
o
ll
o
wi
ng
de
scri
p
t
o
rs:
c
ho
osi
ng
t
e
ch
no
l
og
y t
ha
t c
an
enhance
t
he
t
ea
c
h
i
ng
app
r
oa
c
he
s
and
st
uden
ts’ l
ea
r
n
i
ng
f
or
a less
on
,
adap
ti
ng
t
he
u
se
o
f t
he
t
e
c
hno
l
og
i
e
s t
o
d
iff
e
r
en
t t
ea
c
h
i
ng
a
ctiviti
e
s, t
h
inki
ng
t
ha
t t
ea
c
he
r
edu
cati
on
p
r
og
r
a
m
ha
s c
au
s
ed
t
o
t
h
i
n
ki
ng
deep
ly
on
ho
w t
e
ch
no
l
og
y c
ou
l
d
i
n
fl
uen
c
e
t
he
t
ea
c
h
i
ng
app
r
oa
c
he
s
u
s
ed
i
n
t
he
cl
a
ssr
oo
m, usi
ng
t
e
ch
no
l
og
y
r
e
s
ou
rc
e
s t
o
f
a
cilit
a
t
e
h
i
ghe
r
o
r
de
r t
h
i
n
ki
ng
skills,
u
si
ng
t
e
c
hn
ol
og
y t
o
ols
and
i
n
f
o
rm
a
ti
on
r
e
s
o
urc
e
s t
o
i
n
cr
ea
s
e
p
r
odu
ctivity, f
u
si
ng
t
e
c
hno
l
o
gy t
o
str
a
t
eg
i
e
s
o
f t
ea
c
h
i
ng
,
and
k
no
wi
ng
ho
w t
o
u
s
e
t
e
c
hno
l
og
y t
o
f
a
cilit
a
t
e
l
earn
i
ng
.
The fi
nd
i
ng
is c
ong
r
uen
t t
o
t
he
vi
e
w
o
f K
oeh
l
e
r, S
h
i
n
and
Mis
h
r
a
(
2012)
t
ha
t t
e
ch
no
l
og
ic
a
l
pedagog
ic
a
l
kn
o
wl
edge
(TPK) is
abou
t
ha
vi
ng
k
no
wl
edge
on
ho
w t
o
imp
ro
v
e
t
ea
c
h
i
ng and
l
ea
r
n
i
ng p
r
o
c
e
ss
e
s w
hen
t
e
c
hno
l
og
i
e
s
a
r
e be
i
ng
f
u
lly
u
tiliz
ed
.
La
stly, t
e
c
hno
l
og
y int
eg
r
a
ti
on
k
no
wl
edge
i
n
t
e
rms
o
f t
e
c
hno
l
og
ic
a
l peda
gog
ic
a
l
c
on
t
en
t k
no
wl
edge
ob
t
a
i
ned
t
he
l
o
w
e
st m
ean
sc
o
r
e
o
f
3
.
84
w
hi
c
h
is also
de
scri
bed
a
s
h
i
gh
. T
he
r
e
s
u
lts
a
s s
ho
w
n
i
n
T
ab
l
e
1
.
7
is
a
c
qu
ir
ed
due
t
o
t
he
high r
a
ti
ng
a
ssi
gned
on
t
he
f
o
ll
o
wi
ng
de
scri
p
t
o
rs:
be
i
ng
ab
l
e
t
o
s
e
l
e
ct t
e
c
hno
l
og
i
e
s
and str
a
t
eg
i
e
s t
o
u
s
e
i
n
my cl
a
ssr
oo
m t
ha
t
enhan
c
e
t
ea
c
h
i
ng
and
st
u
d
en
ts’ l
ea
r
n
i
ng
,
p
r
o
vi
d
i
n
g l
eade
rs
h
i
p
i
n
he
l
p
i
ng
o
t
he
rs t
o
c
oo
r
d
i
na
t
e
t
he
us
e
o
f t
e
ch
no
l
og
i
e
s
and
t
ea
c
h
i
ng
app
r
oa
c
he
s,
u
si
ng
t
e
c
hno
l
og
i
e
s t
ha
t
enhan
c
ed
l
e
a
rn
i
ng
,
eva
lua
ti
ng
,
and
s
e
l
e
cti
ng
ne
w i
n
f
o
rm
a
ti
on
app
r
oa
c
he
s
and
t
e
c
hno
lo
g
ic
a
l innov
a
ti
on
s
ba
s
ed
on
t
he
ir
app
r
op
ri
a
t
ene
ss
on
s
pe
cific t
a
sks i
n
pa
rtic
u
l
a
r c
on
t
en
t, usin
g
s
pe
cific t
oo
ls t
o
s
uppo
rt l
ea
r
n
i
ng
r
e
s
ea
rc
h
. T
h
is
r
e
s
u
lt
ag
r
ee
s t
o
t
he
prop
o
siti
on
o
f P
h
illi
p
s (
201
7) t
ha
t (TPCK)
a
ris
e
s
ou
t
o
f t
he
i
n
t
e
rs
e
cti
on
be
tw
een
t
h
e
k
no
wl
edge
o
f c
on
t
en
t, t
echno
l
og
y,
and
pedagog
y w
h
ic
h
a
ll
o
w t
ea
c
he
rs t
o
mee
t cha
l
l
enge
s w
hen
i
n
t
eg
r
a
ti
ng
ICT i
n
t
o
cl
a
ssr
oo
m i
n
str
u
cti
on
.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1106
www.rsisinternational.org
Tabl
e
1
.
7
.
Le
v
e
l
o
f T
e
c
hn
ol
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
i
n
t
e
rms
o
f T
e
c
hno
lo
g
ic
a
l Pe
dagog
ic
a
l K
no
wl
edge
o
f t
he
T
ea
c
he
rs
St
a
t
e
m
en
ts
S.D
M
ean
D
e
scri
p
tiv
e
R
a
ti
ng
1. I c
an
t
ea
c
h
l
e
ss
on
s t
ha
t
app
r
op
ri
a
t
e
ly t
e
c
hno
l
og
i
e
s
app
r
oa
c
he
s.c
o
m
b
i
ne
and
(c
on
t
en
t), t
ea
c
h
i
ng
1
.
03
3
.
29
M
ode
r
a
te
2. I c
an
s
e
l
e
ct t
e
c
hno
l
og
i
e
s t
o
u
s
e
i
n
my cl
a
ssr
oo
m t
ha
t
e
n
han
c
e
w
ha
t I t
ea
c
h
,
ho
w I t
ea
ch
and
w
ha
t st
uden
ts l
ea
r
n
.
0
.
60
4
.
00
High
3. I c
an
u
s
e
str
a
t
eg
i
e
s t
ha
t c
o
m
b
i
ne
(c
on
t
en
t), t
e
c
hno
l
og
i
e
s
and
t
ea
c
h
i
ng
app
r
oa
c
he
s t
ha
t I l
earned
abou
t my c
ou
rs
e
w
o
rk i
n
my cl
a
ssr
oo
m.
0
.
94
3
.
97
High
4. I c
an
p
r
o
vi
de
l
eade
rs
h
i
p
i
n
he
l
p
i
ng
o
t
he
rs t
o
c
oo
r
d
i
na
t
e
t
he
u
s
e
o
f
(c
on
t
en
t), t
e
c
hno
l
og
i
e
s
and
t
ea
c
h
i
ng approaches at my school and/or district.
0
.
76
3
.
58
High
5. I c
an
u
s
e
t
e
c
hno
l
og
i
e
s t
ha
t
enhan
c
e
l
ea
r
n
i
ng
o
f (t
he
c
on
t
en
t) f
o
r
a
l
e
ss
on
.
0
.
89
4
.
01
High
6. I c
an
e
v
a
l
ua
t
e
an
d s
e
l
e
ct
ne
w i
n
f
o
rm
a
ti
on
app
r
o
ac
he
s
and
t
e
c
hno
l
og
ic
a
l i
nno
v
a
tio
n
s
ba
s
ed
on
t
he
ir
app
r
op
ri
a
t
ene
ss
on
s
pe
cific t
a
sks i
n
pa
rtic
u
l
a
r c
on
t
en
t
o
r t
op
ic.
0
.
95
4
.
04
High
7. I can use (content) specific tools (e.g., software, simulation, environmental
calculator, probes, graphing exploratory environments, Web Tools) to support
learning research.
0
.
90
3
.
97
High
M
ea
n
0
.
28
3
.
84
High
Technolog
y
Int
e
g
ra
tion in Diff
ere
nt L
ear
ning A
reas
T
he
fr
equen
cy
o
f t
e
c
hn
ol
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s is
p
r
e
s
en
t
ed
in T
ab
l
e
2
. T
he
r
e
s
u
lts
on
t
he
t
ab
l
e
i
nd
ic
a
t
e
t
ha
t t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
eren
t learni
ng
a
r
ea
s
ob
t
a
i
ned
an
ov
e
r
a
ll m
ean
sc
o
r
e
o
f
3
.
26
i
nd
ic
a
ti
ng
t
ha
t t
e
c
hn
ol
og
y int
e
gr
a
ti
on
i
n
d
iff
e
r
en
t l
ea
rni
ng
a
r
ea
s is
a
lw
a
ys
e
vi
den
t. T
he
cit
ed
o
v
e
r
a
ll
mean
sco
re
is t
he
r
e
s
u
lt
ob
t
a
i
ned
ba
s
ed
on
t
he
m
ean
sc
o
r
e
s
o
f
3
.
24
o
r
o
ft
en
f
o
r En
g
lis
h
, 3.2
2
o
r
o
ft
en
f
o
r M
a
t
he
m
a
tic
s
,
3
.
66
o
r
a
lw
a
ys f
o
r
Sci
en
c
e
,
3
.
11
o
r
o
ft
en
f
o
r Fil
ip
i
no
, 3.2
1
o
r
o
ft
en
f
o
r Ar
a
li
ng
P
a
nli
punan
,
3
.
24
o
r
o
ft
en
f
o
r ESP,
3
.
20
o
r
o
ft
en
f
o
r
EPP, a
n
d
3
.
23
o
r
o
ft
en
f
o
r MAPEH.
Tabl
e
2
. T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
i
n
Diff
e
r
en
t
Lea
r
n
i
ng
Ar
ea
s
I
nd
ic
a
t
o
rs
S.D
M
ean
D
e
scri
p
tiv
e
R
a
ti
ng
En
g
lis
h
0
.
56
3
.
24
Oft
en
Ma
t
he
m
a
tics
0
.
51
3
.
22
Oft
en
Sci
en
c
e
0
.
32
3
.
66
Alw
a
ys
F
i
li
p
i
no
0
.
54
3
.
11
Oft
en
A
ra
li
ng
P
an
li
punan
0
.
59
3
.
21
Oft
en
Ed
u
k
a
sy
on
s
a
P
agpapa
k
a
t
ao
0
.
52
3
.
24
Oft
en
E
du
k
a
sy
ong
P
an
t
ahanan
at Pa
ng
k
abuha
y
an
0
.
55
3
.
20
Oft
en
Ed
u
c
a
ti
on
,
and
H
ea
lt
h
0
.
55
3
.
23
Oft
en
O
vera
ll
0
.
35
3
.
26
Alw
ays
F
u
rt
he
r, t
he
r
e
s
u
lts i
n
t
he
t
ab
l
e
i
nd
ic
a
t
e
t
ha
t
a
m
ong
t
he
l
ea
r
n
i
ng
a
rea
s, t
e
ac
he
rs
a
lw
a
ys i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y
i
n
t
he
Sci
en
c
e
s
ub
j
e
ct. T
h
is fi
nd
i
ng
supp
o
rts t
ha
t t
ea
c
he
r
a
lways
e
m
p
l
o
y st
uden
t-c
en
t
e
r
ed
a
ctiviti
e
s
and
st
uden
ts app
l
y t
e
c
hno
l
og
y t
oo
ls
and
r
e
s
ou
rc
e
s t
o
m
an
i
pu
l
a
t
e
l
abo
r
a
t
o
ry
equ
i
p
m
en
t t
o
a
i
d
learni
ng
. T
h
is fi
nd
i
ng
ag
r
ees
wit
h
t
he
vi
e
w
o
f M
aha
j
an
(
2016
)
po
i
n
ti
ng
ou
t t
ha
t wit
h
pos
i
tiv
e
e
x
pe
ri
en
c
e
s
be
i
ng
wit
h
t
e
c
hno
l
og
y, t
he
y
c
an
po
t
en
ti
a
lly c
u
ltiv
a
t
e
and
f
a
ci
l
it
a
t
e
l
ea
r
n
i
ng
e
x
pe
ri
en
c
e
s; it c
ou
l
d
a
ls
o
im
p
r
o
v
e
t
he
st
uden
t’s l
earn
i
ng
motiv
a
ti
on
. W
hen
st
uden
ts
a
r
e
engaged
i
n
c
o
m
pu
t
e
rs, syst
e
m
app
lic
a
ti
ons
and
soc
ia
l m
ed
i
a
, t
he
y
be
c
o
m
e
m
o
r
e
engaged
i
n
t
he
l
ea
r
n
i
ng
p
r
o
c
e
ss i
n
s
u
c
h
a w
a
y t
h
at t
he
y c
ou
l
d
he
l
p
t
he
m m
on
it
o
r
p
r
og
r
e
ss
a
s t
he
y w
o
rk
on
t
he
t
a
sk
and
ge
t inst
an
t f
eedba
ck fr
o
m fri
en
ds
and
f
a
mily
on
t
he
ir t
a
sks w
h
ic
h
mi
gh
t
he
l
p
de
v
e
l
op
t
h
ei
r
a
rtistic
ab
iliti
e
s. I
n
li
n
e wit
h
t
he
TPACK fr
a
m
e
w
o
rk, Al
a
yy
a
r
e
t
a
l. (2
012)
point
ed
ou
t t
ha
t t
he
fr
a
m
ewo
rk is
e
ss
en
ti
a
l
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1107
www.rsisinternational.org
be
c
au
s
e
t
h
is m
ode
l w
a
s
pu
r
po
s
e
ly des
igned
t
o
he
l
p
u
s
e
rs
unde
rst
and
and
i
den
tify
e
ff
e
ctiv
e
w
a
ys i
n
w
h
ic
h
t
eacher
s’
kno
w
l
edge
, skills,
and
a
ttit
ude
i
n
be
c
o
mi
ng
ICT i
n
t
eg
r
a
ti
ng
t
ea
c
he
rs c
an
i
n
cre
a
s
e
.
Signifi
ca
nt R
e
l
a
tion
s
hip
Be
tw
ee
n T
ec
hnolog
y
Int
e
g
ra
tion Knowl
e
dg
e
a
nd Technolog
y
Int
e
g
ra
tion in
Diff
ere
nt L
ear
ning A
reas
T
he
r
e
s
u
lts
on
t
he
r
e
l
a
tio
n
s
h
i
p
be
tw
een
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edg
e
and
t
e
ch
no
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t
l
ea
r
n
i
ng
a
r
ea
s
a
r
e
p
r
e
s
en
t
ed
i
n
T
ab
l
e
3
Fi
gure
s reve
a
l t
ha
t t
he
r
e
is
a
si
gn
ific
an
t r
e
l
a
ti
on
s
h
i
p
be
tw
een
t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
kno
w
l
edge
and
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
sci
en
c
e
l
ea
r
n
i
ng
a
r
ea
a
s
e
vi
den
t o
n
t
he
coeffici
en
t
o
f c
o
rr
e
l
a
ti
on
v
a
l
ue
o
f
0
.
289
and
si
gn
ific
an
t v
a
l
ue
l
e
ss t
han
0
.
05
. T
hu
s, t
h
e
nu
ll
h
y
po
t
he
sis
o
f
no
sig
n
ific
an
t r
e
l
a
ti
on
s
h
i
p
be
tw
een
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
kno
w
l
edge
and
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s, t
he
r
e
f
o
r
e
, w
a
s reje
c
t
ed
.
Tabl
e
3
. Si
gn
ific
an
t R
e
l
a
ti
on
s
h
i
p
B
e
tw
een
T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
K
no
wle
dge
an
d
T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
i
n
Diff
e
r
en
t
Lea
r
n
i
ng
Ar
ea
s
V
a
ri
ab
l
e
s
T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
r-v
a
l
ue
p
-v
a
l
ue
D
e
cisi
on
En
g
lis
h
0
.
005
0
.
965
Acc
ep
t H
0
Ma
t
he
m
a
tics
0
.
066
0
.
568
Acc
ep
t H
0
S
c
i
en
c
e
0
.
289*
0
.
010
R
e
j
e
ct H
0
F
i
li
p
i
no
-
0
.
046
0
.
691
Acc
ep
t H
0
A
ra
li
ng
P
an
li
punan
Ed
u
k
a
sy
on
s
a
-
0
.
007
0
.
950
Acc
ep
t H
0
Pa
gpapa
k
a
t
ao
E
du
k
a
sy
ong
P
an
t
ahanan
at
0
.
065
0
.
573
Acc
ep
t H
0
Pa
ng
k
abuha
y
an Mu
sic, Arts, P
h
ysic
a
l
0
.
008
0
.
944
Acc
ep
t H
0
Ed
u
c
a
ti
on
,
and
H
ea
lt
h
-
0
.
107
0
.
350
Acc
ep
t H
0
T
he
fi
nd
i
ng
i
nd
ic
a
t
e
s th
a
t k
no
wl
edge
on
i
n
t
eg
r
a
ti
on
o
f t
e
c
hno
l
og
y i
n
cre
a
s
e
s st
u
d
en
ts’
pe
rsist
en
c
e
on
t
he
sc
hoo
l
t
a
sks. It is c
on
sist
en
t wit
h
t
he
vi
e
w
o
f T
a
si
r
et a
l
. (
2012
) t
ha
t st
uden
ts
we
r
e
ab
l
e
t
o
m
anage
t
he
ir sc
hoo
lw
o
rk w
h
il
e
i
n
t
e
racti
ng
in virt
ua
l w
o
rl
d
t
ha
t r
e
s
u
lt
ed
t
o
a
m
o
r
e
e
ff
e
ctiv
e
l
ea
r
n
i
ng
en
vir
on
m
en
t. I
n
li
ne
wit
h
t
h
e TPACK
fr
a
m
e
w
o
rk, Al
ay
y
a
r, Fiss
e
r,
and
V
oog
t (
2012
)
po
i
n
t
ed
ou
t t
ha
t t
h
e
u
s
e
and i
n
t
eg
r
a
ti
on
o
f t
e
c
hno
l
o
gy is
an
e
ff
e
ctiv
e
str
a
t
eg
y w
he
r
e
t
ea
c
he
rs’ k
no
wl
edge
, skill
s
,
and
a
ttit
ude
c
an
i
n
cr
ea
s
e
.
I
n
s
uppo
rt, r
e
s
u
lts
o
f li
nea
r r
eg
r
e
ssi
on
ana
lysis
p
r
e
s
en
t
ed
i
n
T
ab
l
e
4
s
ho
w
ed
t
h
at
a
m
ong
t
he
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s,
t
ea
c
he
rs m
o
stly i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
scie
n
c
e
a
s
e
vi
den
t i
n
t
he
re
g
r
e
ssi
on
c
oe
ffici
en
t v
a
l
ue
o
f
0
.
220
wit
h
p
<
0
.
05
.
T
h
is mea
n
s t
ha
t
a
un
it
o
f i
n
cr
ea
se i
n
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
c
o
rr
e
s
pond
s t
o
0.
2
2
0
un
its i
n
cr
ea
s
e
i
n
t
he
tec
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
sci
en
c
e
l
ea
r
n
i
ng
a
r
ea
.
Tabl
e
4
. Si
gn
ific
an
c
e
on
t
he
I
n
fl
uen
c
e
o
f T
e
c
hno
l
og
y I
n
t
eg
r
a
ti
on
K
no
wl
edge
o
n
t
he
Tec
hno
l
og
y I
n
t
eg
r
a
ti
on
i
n
D
i
ff
e
r
en
t
Lea
r
n
i
ng
Ar
ea
s
Technology Integration Knowledge
Technology Integration in Different Learning Areas
B
Beta
S.E
p-value
Decision
English
0.027
0.064
0.076
0.725
Accept H0
Math
0.066
0.145
0.084
0.435
Accept H0
Sci
en
c
e
0
.
220*
0
.
299
0
.
088
0
.
015
R
e
j
e
ct H
0
Filipi
no
-
0
.
041
-
0
.
096
0
.
107
0
.
701
Acc
e
pt H
0
Arali
ng
P
an
li
punan
Eduk
a
sy
on
s
a
-
0
.
026
-
0
.
066
0
.
062
0
.
677
Acc
e
pt H
0
Pag
papa
k
a
t
ao
Eduk
a
sy
ong
0
.
011
0
.
024
0
.
084
0
.
897
Acc
e
pt H
0
Pant
ahanan
a
t Pan
g
k
abuha
y
an
0
.
029
0
.
069
0
.
117
0
.
804
Acc
e
pt H
0
Music, Arts, P
h
ysic
a
l Educ
a
ti
on
,
and
H
ea
lt
h
-
0
.
072
-
0
.
168
0
.
068
0
.
296
Acc
e
pt H
0
*
Signifi
ca
nt @ p<
0
.
05
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1108
www.rsisinternational.org
T
hu
s, t
he
r
e
s
u
lts
a
ffirm
ed
t
ha
t t
he
t
ea
c
he
rs’ t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
is
a
f
un
cti
on
o
f t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
i
n
sci
en
c
e
l
ea
r
n
i
ng
a
r
ea
. T
he
fin
d
i
ng
emp
ha
siz
ed
t
ha
t t
he
a
ttri
b
ut
e
o
f t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
enab
l
e
s t
he
t
e
ac
he
rs t
o
u
s
e
a
syst
e
m
app
lic
a
ti
on
o
r c
o
m
pu
t
e
r
ha
r
d
w
a
r
e
t
o
t
he
e
xt
en
t t
ha
t t
he
y beli
e
v
e
it
will
he
l
p
t
he
m
pe
rform t
he
ir sci
en
c
e
t
ea
c
h
i
ng
t
a
sks
be
tt
e
r. T
h
is fi
n
di
ng
is in li
ne
wit
h
t
he
vi
e
w
o
f N
o
r
din
(
2014
)
w
h
ic
h
po
i
n
t
ed
t
ho
s
e
t
ea
c
he
rs
a
r
e
be
c
om
i
ng
mo
re
cr
ea
tiv
e
w
hen
e
x
po
se
d
i
n
a
t
e
c
hno
l
og
y-
enhan
c
ed
l
ea
r
n
i
ng
en
vir
on
m
en
t.
Wank
e
l
and
Bl
e
ssi
nge
r (
2013
)
a
ls
o
s
ugge
st
ed
t
ha
t
a
li
gn
i
ng
t
ea
c
h
i
ng
on
TPACK i
n
cr
ea
s
e
s st
uden
ts’
engage
m
en
t
i
n
l
ea
r
n
i
ng
be
c
au
s
e
t
ea
c
he
rs w
e
r
e
a
bl
e
t
o
co
mb
i
ne
t
he
u
s
e
o
f
on
li
ne
l
e
ct
u
r
e
s
and
cl
a
ssr
oo
m
d
isc
u
ssi
on
. T
he
y
a
ls
o
r
equ
i
red
t
h
ei
r
st
uden
ts t
o
s
ub
mit t
he
i
r
o
w
n
wikis
o
r vi
deo
s.
F
u
rt
he
r, it w
a
s
a
ls
o
f
ou
n
d
t
ha
t wit
h
t
he
u
s
e
o
f t
e
c
hno
l
og
y t
ea
c
he
rs
become
mo
re
k
no
wl
edgeab
l
e
on
v
a
ri
ou
s
t
op
ics. D
o
w
n
l
oad
i
ng
vi
deo
s cl
a
rifi
ed
c
on
c
ep
ts whi
ch
w
e
r
e
misl
ead
i
ng
. Th
e
y l
ea
r
ned
t
h
i
ng
s t
ha
t w
e
r
e
no
t t
augh
t
du
ri
ng
t
he
i
r
colle
ge
y
ea
rs. T
he
t
ea
c
he
rs i
nd
ic
a
t
ed
t
ha
t wit
h
t
he
u
s
e
o
f c
o
m
pu
t
e
rs
and
syst
e
m
app
lic
a
ti
on
s, t
he
y
co
u
l
d
fi
nd
ne
w
app
r
oa
c
he
s t
o
e
x
e
c
u
t
e
t
ea
c
h
i
ng
t
a
sks i
n
t
h
e cl
a
ssr
oo
m. T
he
y
a
ls
o
fo
und
t
ha
t st
uden
ts
be
c
o
m
e
m
o
r
e
pa
rtici
pa
tiv
e
i
n
cl
a
ss dis
cu
ssi
on
s
be
c
au
s
e
t
op
ics
be
c
o
m
e
appea
li
ng
t
o
t
he
ir s
en
s
e
s.
T
ra
ining P
r
og
ram
to I
m
p
r
o
ve
T
eac
hing Effi
c
i
e
n
cy
with R
es
p
ec
t to TPA
C
K
T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
is
a
f
un
cti
on
t
ha
t
p
r
ed
icts t
e
c
hno
l
og
y int
e
gr
a
ti
on
i
n
s
ub
j
e
ct
a
r
ea
s.
C
on
si
de
ri
ng
t
ha
t
a
m
ong
t
he
s
ub
j
e
ct
a
r
ea
s, it is o
n
ly i
n
scie
n
c
e
w
he
r
e
i
n
t
eg
r
a
ti
on
is
a
lw
a
ys
p
r
a
ctic
ed
, it
be
c
o
m
e
s
r
a
ti
ona
l if m
o
r
e
tr
a
ini
ng
s f
o
r t
ea
c
he
r
e
x
po
s
u
r
e
t
o
t
he
u
s
e
o
f t
e
c
hno
l
og
y s
hou
l
d
be
c
ondu
ct
ed
. I
n
do
i
ng
s
o
, t
e
ac
he
rs
will
be
adep
t i
n
t
he
v
a
ri
ou
s
on
li
ne
app
lic
a
ti
on
s. C
apa
cit
a
ti
ng
t
ea
c
he
rs will not o
n
ly
add
r
e
ss m
a
t
e
ri
a
ls pr
odu
cti
on
bu
t
a
ls
o
enhan
c
e
t
he
t
ea
c
h
i
ng
and
l
earn
i
ng
wit
h
t
he
u
s
e
o
f t
e
c
hno
l
og
y. H
en
c
e
t
he
p
r
opo
s
ed
A
d
v
an
c
e
ICT
L
it
e
r
a
cy
Tr
a
i
n
i
ng
is
dee
m
ed
o
f im
po
rt
an
c
e
.
l. Titl
e
: ADVANCE ICT T
R
AINING PROGRAM FOR TEACHERS in M
a
rilog
Di
s
t
r
i
c
t
ll.
Da
t
e
: A
ugu
st
2
-
6
,
2021
lll. Fund Sou
rce
: MOOE
lV. Sp
eakers
: J
e
rry M
on
t
e
s, R
eah
G
o
m
e
z, Di
ana
Ri
o
,
and
Mic
he
ll
e
Lope
z
V.
Ra
tion
a
l
e
.
B
a
s
ed
on
t
he
fi
nd
i
ng
s
on
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
and
i
n
t
egra
ti
on
on
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s, t
he
r
e
is
a
need
f
o
r t
he
t
ea
c
he
rs t
o
be
p
r
oper
ly equ
ipped
wit
h
ICT skills t
h
at
a
r
e e
ss
en
ti
a
l i
n
t
he
de
liv
e
ry
o
f t
he
s
ub
j
e
ct
ma
tt
er
.
I
n
f
o
rm
a
ti
on and
C
o
mm
un
ic
a
ti
on
s T
e
c
hno
l
og
y (ICT) c
an
i
mpa
ct st
u
d
en
t l
ea
r
n
i
ng
w
hen
t
ea
c
he
rs
a
r
e
d
i
g
it
a
lly lit
e
r
a
t
e
and
t
he
y
unde
rst
and
h
ow t
o
int
e
gr
a
t
e
t
he
m i
n
t
he
c
u
rric
u
l
u
m. T
hu
s, t
he
r
e
is
a
need
f
o
r sc
hoo
ls t
o
u
s
e
a
divers
e
s
e
t
o
f ICT t
oo
ls t
o
c
o
mm
un
ic
a
t
e
, cr
ea
t
e
,
d
iss
e
mi
na
t
e
, st
o
r
e
,
and
ma
nage
i
n
fo
r
m
a
ti
on
. A
pa
rt fr
o
m
b
il
a
t
e
r
a
l r
e
l
a
ti
on
s,
ICT-
ba
s
ed
l
ea
r
n
i
ng
e
x
po
s
e
s t
ea
c
her
s and st
uden
ts t
o
w
o
rk wit
h
p
eop
l
e
o
f
d
iff
e
r
en
t c
u
lt
u
r
e
s.
Vl. Obj
ec
ti
ves
T
h
is
5
-D
a
y District A
dvan
c
e
ICT Tr
a
i
n
i
ng
Pr
og
r
a
m f
o
r T
ea
c
he
rs
h
as t
he
f
o
llowi
ng ob
j
e
ctiv
e
s:
a
.
de
v
e
l
op
t
ea
c
he
rs’ skills i
n
Micr
o
s
o
ft W
o
r
d
A
pp
lic
a
ti
on
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1109
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b
.
de
v
e
l
op
t
ea
c
he
rs’ skills i
n
S
p
r
ead
s
hee
t
and
Micr
o
s
o
ft Exc
e
l
c.
de
v
e
l
op
t
ea
c
he
rs’ skills i
n
M
a
ki
ng
P
o
w
e
r
po
i
n
t Pr
e
s
en
t
a
ti
on
d
.
de
v
e
l
op
t
ea
c
he
rs’ skills i
n
i
n
t
eg
r
a
ti
ng
po
w
e
r
po
i
n
t
p
r
e
s
en
t
a
ti
on
/vi
d
e
o
s i
n
t
he
l
e
ss
on
e
.
de
v
e
l
op
t
ea
c
he
rs’
d
i
g
it
a
l c
a
m
e
r
a
s k
no
wl
edge
f.
de
v
e
l
op
t
ea
c
he
rs’
e
l
e
ctr
on
ic
p
r
e
s
en
t
a
ti
on
skills
g
.
and
de
v
e
l
op
t
ea
ch
e
rs’ W
o
rlwi
de
W
eb
N
a
vi
ga
ti
on
Skills.
Vll. P
ar
ti
c
ip
a
nt
s
T
he
r
e
will
be 65 pa
rtici
pan
ts i
n
cl
ud
i
ng
t
he
TWG, ICT C
oo
r
d
i
na
t
o
rs, t
e
ac
he
rs
and
s
pea
k
e
rs.
Vlll. T
ra
ining Flow
ICT T
ec
hnolog
y
Int
e
g
ra
tion S
em
in
ar
Wo
rks
hop T
ra
ining
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1110
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Personnel Involved
A. T
e
c
hn
ic
a
l W
o
rk
ing
Gr
oup
(TWG)=
3
pe
rs
on
s c
o
m
po
s
ed
o
f District S
upe
rvis
o
r
and
Sc
hoo
l H
ead
.
B. F
a
cilit
a
t
o
rs f
o
r th
e
a
ssi
gned
t
op
ics w
h
ic
h
will
be
de
t
e
rmi
ned
b
y t
he
C
ha
irm
an
(District S
upe
rvis
o
r) =
6
pa
x
(m
a
xim
u
m)
C. V
enue
: Z
oo
m Co
n
f
e
r
en
c
e
/G
oog
l
e
M
ee
t (Virt
ua
l); M
a
ril
og
District
(H
and
s-
on
)
Xl. Budg
e
t
ary
R
e
qui
reme
nt
s
Co
s
t Estim
a
t
e
s
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1111
www.rsisinternational.org
Xll. Monito
r
ing
a
nd E
va
luation
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1112
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1
. W
ha
t
do
y
ou
c
on
si
der
y
our
mo
st s
igni
f
i
c
an
t
learning
f
rom
t
he
program?
2
. W
ha
t c
hange
s w
ou
l
d
y
ou
s
ugge
st t
o
impro
v
e
s
imilar
program
s
in
t
he
f
u
t
ure?
3
. B
r
i
e
fly
de
sc
r
i
be
w
ha
t y
o
u
ha
v
e
learned
and
how
i
t
will
help
y
ou
wi
t
h
y
our
wor
k.
4
. W
ha
t f
ur
t
her
re
c
ommenda
t
ion
s
do
y
ou
ha
v
e?
SU
MMARY
,
C
ON
C
LU
S
ION
S
A
ND R
EC
O
MME
ND
A
TION
S
T
h
is s
e
cti
on
c
ap
t
u
r
e
s t
he
fi
nd
i
ng
s
o
f t
he
st
ud
y, t
he
c
on
cl
u
si
on
s
and
t
he
recomm
enda
ti
on
s.
Su
mmary
of th
e
Finding
s
T
he
st
ud
y
e
m
p
l
o
y
ed
d
escri
p
tiv
e
c
o
rr
e
l
a
ti
on
t
e
c
hn
i
que
o
f r
e
s
ea
rc
h
t
o
g
a
t
her
dat
a
, i
dea
s, f
a
cts
and
i
n
f
o
rm
a
ti
on
on
t
he
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edg
e
and
t
e
ch
no
l
og
y i
n
t
eg
r
a
ti
on
i
n
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s
a
s
pe
rc
e
iv
ed
b
y t
he
e
l
e
me
n
t
ar
y t
e
ac
he
rs i
n
r
u
r
a
l sc
hoo
ls. Th
e
r
e
s
ea
rc
he
r s
e
l
e
ct
ed
t
he
78
pub
lic
e
l
e
m
en
t
a
ry sc
hoo
l t
e
ac
he
rs
a
m
ong
t
he
sc
hoo
l
s
i
n
one
o
f t
he
d
istricts
o
f D
a
v
ao
City Divisi
on
a
s t
he
resp
onden
ts t
h
r
ough
str
a
tifie
d
r
ando
m s
a
m
p
li
ng
t
e
c
hn
i
que
. T
he
r
e
s
ea
rc
he
r
made
use
o
f m
od
ifi
ed
and
enhan
ce
d
adap
t
ed
s
u
rv
e
y
que
sti
onna
ir
e
s.
T
he
fi
nd
i
ng
s
o
f t
he
c
u
rr
en
t st
ud
y
a
r
e
t
he
f
o
ll
o
wi
ng
:
1. T
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
wl
edge
o
f t
he
t
ea
c
he
rs w
a
s
h
i
gh
on
a
ll t
he
i
nd
ic
a
t
o
rs
e
xc
ep
t f
o
r c
o
nt
en
t
k
no
wl
edge
.
2. Am
ong
t
he
l
ea
r
n
i
ng
a
re
a
s, t
ea
c
he
rs
a
lw
a
ys i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
Sci
en
c
e
s
ub
j
e
ct.
3. T
he
r
e
is
a
si
gn
ific
an
t rel
a
ti
on
s
h
i
p
be
tw
een
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
k
no
w
ledge o
f t
he
t
ea
c
he
rs
and
t
e
c
hno
l
og
y
i
n
t
eg
r
a
ti
on
i
n
Sci
en
c
e
l
ea
r
n
i
ng
a
r
ea
.
Con
c
lu
s
ion
s
B
a
s
ed
on
t
he
fi
nd
i
ng
s
o
f t
he
st
ud
y, t
he
f
o
ll
o
wi
ng
c
on
cl
u
si
on
s
a
r
e
d
r
a
w
n
:
1. T
ea
c
he
rs
app
ly t
he
TPACK st
anda
r
d
s fr
a
m
e
w
o
rk i
n
a
ll
do
m
a
i
n
s.
2. T
ea
c
he
rs
a
lw
a
ys i
n
t
eg
rat
e
t
e
c
hno
l
og
y i
n
sci
en
c
e
s
ub
j
e
ct.
Reco
mme
nd
a
tion
s
B
a
s
ed
on
t
he
fi
nd
i
ng
s, t
he
f
o
ll
o
wi
ng
r
e
c
o
mm
enda
ti
on
s
a
r
e
s
ugge
ste
d
f
or
lead
e
rs
and
po
licy m
a
k
e
rs f
o
r
c
on
si
de
r
a
ti
on
.
1. T
he
r
e
is
a
need
f
o
r te
a
c
he
rs t
o
a
tt
end
tr
a
i
n
i
ng
s t
ha
t
add
r
e
ss t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
i
n
t
o
pedagog
ic
a
l
p
r
a
ctic
e
s wit
h
a
c
on
str
u
ctivist
ph
il
o
s
oph
y. T
he
s
e
tr
a
i
n
i
ng
s will
enab
l
e
t
hem
t
o
m
ee
t t
he
21
st c
en
t
u
ry
need
s
o
f t
he
ir
st
uden
ts
and be
st i
n
t
eg
r
a
t
e
t
e
c
hno
l
og
y i
n
t
ea
c
h
i
ng
and
l
ea
r
n
i
ng
.
2. T
he
d
istrict m
a
y
adop
t th
e
ICT Tr
a
i
n
i
ng
Pr
og
r
a
m
de
v
e
l
oped
.
3. Sc
hoo
l
ad
mi
n
istr
a
t
o
rs
as
w
e
ll
a
s st
a
k
eho
l
de
rs m
a
y
upg
r
ade
t
he
sc
hoo
l’s ICT
- ba
s
ed
r
e
s
ou
rc
e
s f
o
r its o
p
tim
u
m
u
s
e
i
n
t
ea
c
h
i
ng
and
l
ea
r
n
i
ng
.
4. A simil
a
r st
ud
y
on
a
l
a
r
ge
r sc
a
l
e
on
ICT I
n
t
eg
r
a
ti
on
i
n
T
ea
c
h
i
ng
Lea
r
n
i
ng
be
c
ondu
ct
ed
.
R
E
F
ERE
N
CES
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abapou
r, J., & F
a
t
h
i, H. (
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e
l
a
ti
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h
i
p
be
tw
een
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ogn
itiv
e
e
m
o
ti
on
r
egu
l
a
ti
on
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e
s
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r
a
l
hea
lt
h
o
f st
uden
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r
na
l
o
f A
rm
y U
n
iv
e
rsity
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c
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e
li
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e
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c
a
r
d
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a
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ci
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eha
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m
o
ti
on
r
egula
ti
on
str
a
t
eg
i
e
s. B
eha
vi
ou
r R
e
s
ea
rc
h
and
T
he
r
ap
y,
49
,
858-866
.
h
tt
p
://
do
i:
10
.
1016
/j.br
a
t.
2011
.
09
.
011
72.
Yar
che
ski, A., M
ahon
, N. E., & Y
a
rc
he
ski, T. J. (
2010
). S
o
ci
a
l S
uppo
rt
and
W
e
ll-B
e
i
ng
i
n
E
a
rl
y
A
do
l
e
sc
en
ts: T
he
R
o
l
e
o
f M
ed
i
a
ti
ng
V
a
ri
ab
l
e
s. Cli
n
ic
a
l N
u
rsi
ng
R
e
s
ea
rc
h
.
do
i:
10
.
1177
/
10547730122158851
73.
Zlo
m
k
e
, K. R., & H
ahn
, K. S. (
2010
). C
ogn
itiv
e
e
m
o
ti
on
r
egu
l
a
ti
on
str
a
te
g
i
e
s: G
ende
r
d
iff
e
r
en
c
e
s
and
a
ss
o
ci
a
ti
on
s t
o
w
o
rry. P
e
rs
ona
lity
and
I
nd
ivi
dua
l Diff
e
r
en
c
e
s,
48
,
408
-
411
. R
e
tri
e
v
ed
fr
o
m
h
tt
p
://
do
i:
10
.
1016
/j.
pa
i
d
.
2009
.
11
.
007
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APPENDICES
App
e
ndi
x
A
TRAINING DESIGN
I. R
a
tion
a
l
e
B
a
s
ed
on
t
he
fi
nd
i
ng
s
o
f t
h
is r
e
s
ea
rc
h
st
ud
y
on
t
e
c
hno
l
og
y i
n
t
eg
r
a
ti
on
kno
w
l
edge
and
i
n
t
eg
r
a
ti
on
on
d
iff
e
r
en
t l
ea
r
n
i
ng
a
r
ea
s, t
he
r
e
is
a
need
f
or
t
he
t
e
ac
he
rs t
o
be
p
r
ope
rly
equ
i
pped
wit
h
ICT skills t
ha
t
a
r
e
e
ss
en
ti
a
l
on
t
he
ir
del
iv
er
y of th
e
s
ub
j
e
ct m
a
tt
e
r. I
n
f
o
rm
a
ti
on
and
C
o
mm
un
ic
a
ti
on
s T
e
c
hno
l
og
y (ICT
)
c
an
impact st
uden
t
l
ea
r
n
i
ng
w
hen
t
ea
c
he
rs
a
r
e
d
i
g
it
a
lly lit
e
r
a
t
e
and
unde
rst
and
h
ow t
o
int
e
gr
a
t
e
it i
n
t
o
c
u
rric
u
l
u
m. T
hu
s, t
he
r
e
is
a
need
f
o
r sc
hoo
ls t
o
u
s
e
a
d
iv
e
r
se
s
e
t of I
C
T t
oo
ls t
o
c
o
mm
un
ic
a
te, cr
ea
t
e
,
d
iss
e
mi
na
t
e
, st
o
r
e
,
and
m
anage
i
n
f
o
rmati
on
.
Apart fr
o
m
b
il
a
t
e
r
a
l r
e
l
a
ti
on
s, ICT-
ba
s
ed
l
ea
r
n
i
ng
p
r
o
vi
de
s
oppo
rt
un
ities f
or
t
e
ac
he
rs
a
s w
e
ll
a
s st
uden
ts t
o
w
o
rk wit
h
peop
l
e
o
f
d
iff
e
r
en
t c
u
lt
u
r
e
s
Obj
ec
ti
ves
T
h
is
5
-D
a
y District A
d
v
an
c
e
ICT Tr
a
i
n
i
ng
Pr
og
r
a
m f
o
r T
ea
c
he
rs
a
ims t
o
:
a
.
de
v
e
l
op
t
ea
c
he
rs’ s
k
ills i
n
Micr
o
s
o
ft W
o
r
d
A
pp
lic
a
ti
on
;
b
.
de
v
e
l
op
t
ea
c
he
rs’ s
k
ills i
n
S
p
r
ead
s
hee
t
and
Micr
o
s
o
ft Exc
e
l; c.
de
v
e
l
op
t
ea
c
he
rs’ s
k
ills i
n
M
a
ki
ng
P
o
w
e
r
po
i
n
t
Pr
e
s
en
t
a
ti
on
;
d
.
de
v
e
l
op
t
ea
c
he
rs’ s
k
ills i
n
i
n
t
eg
r
a
ti
ng
po
w
e
r
po
i
n
t
p
r
e
s
en
t
a
ti
on
/vi
deos
i
n
t
he
l
e
ss
on
e
.
de
v
e
l
op
t
ea
c
he
rs’ kn
o
wl
edge
i
n
d
i
g
it
a
l c
a
m
e
r
a
s f.
de
v
e
l
op
t
ea
c
he
rs’
ele
ctr
on
ic
p
r
e
s
en
t
a
ti
on
skills
g
.
de
v
e
l
op
t
ea
c
he
rs’ Worlwi
de
W
eb
N
a
vi
ga
ti
on
Skills.
II. M
e
thodolog
y
:
1
. Virt
ua
l C
apa
city B
u
il
d
i
ng
and
/
o
r H
and
s-
on
w
o
rks
hop
(
pe
r
ba
tc
h
) i
n
a
cc
o
r
dan
c
e
wit
h
t
h
e IATF
gu
i
de
li
ne
s
on
COVID-
19
pande
mic.
Pe
rs
onn
e
l In
v
ol
ve
d
a
. N
u
m
be
r
o
f P
a
x
a
s T
e
c
hn
ic
a
l W
o
rki
ng
Gr
oup
(TWG)=
3
pe
rs
on
s c
o
m
po
s
ed
o
f District S
upe
rvis
o
r
and
Sc
hoo
l
H
ead
.
b
. F
a
cilit
a
t
o
rs f
o
r th
e
a
ssi
gned
t
op
ics w
h
ic
h
will
be
de
t
e
rmi
ned
b
y t
he
C
ha
irm
an
(District S
upe
rvis
o
r) =
6
pa
x
(m
a
xim
u
m)
c. V
enue
: Z
oo
m Co
n
f
e
r
en
c
e
/G
oog
l
e
M
ee
t (Virt
ua
l); M
a
ril
og
District (H
and
s-
on
)
III. Budg
e
t
ary
R
e
qui
reme
nt
s
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IV. PARTICIPANTS
6
5
p
a
rtici
pan
ts i
n
cl
ud
i
ng
TWG, ICT C
oo
r
d
i
na
t
o
rs, T
ea
c
he
rs,
and
s
pea
k
e
rs.
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 1120
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App
e
ndi
x
B
SU
R
VEY QUESTIONNAIRE
Que
s
tionn
a
i
res
to M
eas
ur
e
th
e
L
eve
l of T
ec
hnolog
y
Int
e
g
ra
tion Knowl
e
dg
e
of T
eac
h
ers
(TPCK)
A
dap
t
ed
fr
o
m Z
ah
r
a
and
A
nand
K
ama
l
Na
me
:
________________
_
_____
Sch
oo
l:
_______________
_
_____
Select
one
l
e
v
e
l
o
f
ag
r
ee
me
n
t f
o
r
ea
c
h
st
a
t
e
m
en
t t
o
i
nd
ic
a
t
e
y
ou
r r
e
s
pon
s
e
. Pl
a
c
e
an
“X” i
n
t
he
app
r
op
riat
e
c
e
ll
bo
x.
SD = St
r
ongl
y
Di
sa
g
ree
, D = Di
s
ag
ree
, U = Und
ec
id
e
d,
A
=Ag
ree
, SA = St
r
ongl
y
Ag
ree
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 1121
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 1122
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 1123
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Instructions: Please tick ONLY the subjects you handle. However, if you teach all the eight (8) subjects below, you
should tick all the subjects.
Res
earc
h
er
:
Jess
i
e
G. S
a
lo
ma
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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App
e
ndi
x
C
PILOT TEST
R
ES
U
LT
Ca
se
P
r
o
cess
ing Su
mmary
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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App
e
ndi
x
D
Letter Request for Validation of the Survey Questionnaire
S
e
pt
e
m
be
r
21
,
2020
JULIETA M. VILLAROSA Ma
s
t
e
r T
ea
c
he
r I
Ra
mon
F. M
ag
s
a
ys
a
y El
e
me
n
t
a
ry Sc
hoo
l Dal
iaon
District
Da
vao
City
Mad
a
m:
My t
he
sis
en
titl
ed
, “LEVEL OF TECHNOLOGY INTEGRATION KNOWLEDGE OF TEACHERS IN
RURAL ELEMENTARY SCHOOL: AN ANALYSIS OF TP
A
CK FRAMEWORK”
n
e
ed
s
a
que
sti
onna
ir
e
v
a
li
da
ti
on
.
Kn
o
wi
ng
f
u
lly
o
f y
ou
r
e
x
pe
rtis
e
a
l
ong
t
h
is li
ne
, I
a
m r
eque
sti
ng
y
ou
r
end
fo
r
t
he
possi
b
l
e
enhan
c
e
m
en
t
o
f t
he
c
ha
r
a
ct
e
ristics
o
f my
que
sti
onna
ir
e
.
Yo
u
r
e
ff
o
rt i
n
s
ha
ri
ng
y
ou
r f
o
rt
e
is v
e
ry m
u
c
h
app
r
e
ci
a
t
ed
.
Re
spe
ctf
u
lly y
ou
rs,
JOSE
J
ESSIE G. SALOMA Re
sea
rc
he
r
Not
ed
:
DR. LINDY C. LULAB
Ad
v
is
e
r
S
e
pt
e
m
be
r
21
,
2020
DAFFODIL P. TENERIFE Ma
s
t
e
r T
ea
c
he
r II
Ra
mon
F. M
ag
s
a
ys
a
y El
e
me
n
t
a
ry Sc
hoo
l Dal
iaon
District
Da
vao
City
Mad
a
m:
My t
he
sis
en
titl
ed
, “LEVEL OF TECHNOLOGY INTEGRATION KNOWLEDGE OF TEACHERS IN
RURAL ELEMENTARY SCHOOL: AN ANALYSIS OF TP
A
CK FRAMEWORK ”
n
e
ed
s
a
que
sti
onna
ir
e
v
a
li
da
ti
on
.
Kn
o
wi
ng
f
u
lly
o
f y
ou
r
e
x
pe
rtis
e
a
l
ong
t
h
is li
ne
, I
a
m r
eque
sti
ng
y
ou
r
end
f
or
t
he
possi
b
l
e
enhan
c
e
m
en
t
o
f t
he
c
ha
r
a
ct
e
ristics
o
f my
que
sti
onna
ir
e
.
Yo
u
r
e
ff
o
rt i
n
s
ha
ri
ng
y
ou
r f
o
rt
e
is v
e
ry m
u
c
h
app
r
e
ci
a
t
ed
.
Re
spe
ctf
u
lly y
ou
rs,
JOSE
J
ESSIE G. SALOMA Re
sea
rc
he
r
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1126
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Not
ed
:
DR. LINDY C. LULAB
Ad
v
is
e
r
S
e
pt
e
m
be
r
21
,
2020
AU
B
REY S. YAP Teac
he
r III
Sout
h
District Da
vao
Occi
den
t
a
l
Mad
a
m:
My t
he
sis
en
titl
ed
, “LEVEL OF TECHNOLOGY INTEGRATION KNOWLEDGE OF TEACHERS IN
RURAL ELEMENTARY SCHOOL: AN ANALYSIS OF TP
A
CK FRAMEWORK”
n
e
ed
s
a
que
sti
onna
ir
e
v
a
li
da
ti
on
.
Kn
o
wi
ng
f
u
lly
o
f y
ou
r
e
x
pe
rtis
e
a
l
ong
t
h
is li
ne
, I
a
m r
eque
sti
ng
y
ou
r
end
f
or
t
he
possi
b
l
e
enhan
c
e
m
en
t
o
f t
he
c
ha
r
a
ct
e
ristics
o
f my
que
sti
onna
ir
e
.
Yo
u
r
e
ff
o
rt i
n
s
ha
ri
ng
y
ou
r f
o
rt
e
is v
e
ry m
u
c
h
app
r
e
ci
a
t
ed
.
Re
spe
ctf
u
lly y
ou
rs,
JOSE
J
ESSIE G. SALOMA Re
sea
rc
he
r
Not
ed
:
DR. LINDY C. LULAB
Ad
v
is
e
r
App
e
ndi
x
E
VALIDATION SHEET
Name of Validator
DAFFODIL P. TENERIFE
Highe
s
t Degree
Doctor of Education
: Po
s
ition
M
a
s
ter Teacher II
To the evaluator :
P
lea
s
e check the appropriate number of your rating
s
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 1127
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Comment
s
/
S
ugge
s
tion
s
/Recommendation
s
:
DAFFODIL P. TENERIFE
P
r
int Name & Signatu
r
e of Validato
r
Name of Validator
AU
B
REY S. YAP
Highe
s
t Degree :
M
a
s
ter in Education
Po
s
ition :
Teacher III
To the evaluator :
P
lea
s
e check the appropriate number of your rating
s
Comment
s
/
S
ugge
s
tion
s
/Recommendation
s
:
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Page 1128
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AU
B
REY S. YAP
P
r
int Name & Signatu
r
e of Validato
r
Name of Validator
J
ULIETA M. VILLAROSA
Highe
s
t Degree :
M
a
s
ter in Education
Po
s
ition
M
a
s
ter Teacher I
To the evaluator : Please check the appropriate number of your ratings
Comment
s
/
S
ugge
s
tion
s
/Recommendation
s
:
JULIETA M. VILLAROSA
P
r
int Name & Signatu
r
e of Validato
r
App
e
ndi
x
F
C
er
tifi
ca
tion of E
x
p
er
t
s
as
To Cont
e
nt
a
nd Con
s
t
r
u
c
t V
a
lidit
y
of th
e
Su
rvey
In
s
t
r
u
me
nt
Octo
be
r
12
,
2020
The P
a
n
e
li
s
t
s
Uni
ve
rsity
o
f S
ou
t
hea
st
e
r
n
P
h
ili
pp
i
ne
s Gr
a
d
ua
t
e
Sc
hoo
l
Bo. O
b
r
e
r
o
St, D
a
v
ao
City
Dear Sir/ M
ada
m:
Thi
s
is t
o
c
e
rtify t
ha
t t
he
a
tt
a
c
hed
s
u
rv
e
y i
n
str
u
m
en
t i
n
“LEVEL OF TE
C
HNOLOGY
INTEGRATION KNOWLEDGE OF TEACHERS IN R
U
RAL ELEMENTARY SCHOOLS
:
AN
ANALYSIS OF TPACK FRAMEWORK” stu
d
y
o
f JOSE JESSIE G. SA
L
OMA
i
s
a
c
o
m
p
r
ehen
siv
e
and
v
a
li
d
i
n
str
u
m
en
t f
o
r m
ea
s
ur
i
ng
t
h
e
e
ss
en
c
e
, s
ub
st
an
c
e
,
and
pu
r
po
s
e
o
f t
he
st
ud
y.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1129
www.rsisinternational.org
The
unde
rsi
gned
t
he
r
e
f
o
r
e
c
e
rtifi
e
s t
he
c
on
t
en
t
and
c
on
str
u
ct v
a
li
d
ity
o
f t
he
s
a
i
d
instr
u
m
en
t.
DAFFODIL P. TENERIFE Ma
s
t
e
r T
ea
c
he
r II
Ra
mon
F. M
ag
s
a
ys
a
y El
e
me
n
t
a
ry Sc
hoo
l Dal
iaon
District
Da
vao
City
C
er
tifi
ca
tion of E
x
p
er
t
s
as
To Cont
e
nt
a
nd Con
s
t
r
u
c
t V
a
lidit
y
of th
e
Su
rvey
In
s
t
r
u
me
nt
Janu
a
ry
10
,
2021
The P
a
n
e
li
s
t
s
Uni
ve
rsity
o
f S
ou
t
hea
st
e
r
n
P
h
ili
pp
i
ne
s Gr
a
d
ua
t
e
Sc
hoo
l
Bo. O
b
r
e
r
o
St, D
a
v
ao
City
Dear Sir/ M
ada
m:
Thi
s
is t
o
c
e
rtify t
ha
t t
he
a
tt
a
c
hed
s
u
rv
e
y i
n
str
u
m
en
t i
n
“LEVEL OF TE
C
HNOLOGY
INTEGRATION KNOWLEDGE OF TEACHERS IN R
U
RAL ELEMENTARY SCHOOLS
:
AN
ANALYSIS OF TPACK FRAMEWORK” stu
d
y
o
f JOSE JESSIE G. SA
L
OMA
i
s
a
c
o
m
p
r
ehen
siv
e
and
v
a
li
d
i
n
str
u
m
en
t f
o
r m
ea
s
ur
i
ng
t
h
e
e
ss
en
c
e
, s
ub
st
an
c
e
,
and
pu
r
po
s
e
o
f t
he
st
ud
y.
The
unde
rsi
gned
t
he
r
e
f
o
r
e
c
e
rtifi
e
s t
he
c
on
t
en
t
and
c
on
str
u
ct v
a
li
d
ity
o
f t
he
s
a
i
d
instr
u
m
en
t.
AU
B
REY S. YAP Teac
he
r III
Sout
h
District Da
vao
Occi
den
t
a
l
C
er
tifi
ca
tion of E
x
p
er
t
s
as
To Cont
e
nt
a
nd Con
s
t
r
u
c
t V
a
lidit
y
of th
e
Su
rvey
In
s
t
r
u
me
nt
Janu
a
ry
3
,
2021
The P
a
n
e
li
s
t
s
Uni
ve
rsity
o
f S
ou
t
hea
st
e
r
n
P
h
ili
pp
i
ne
s Gr
a
d
ua
t
e
Sc
hoo
l
Bo. O
b
r
e
r
o
St, D
a
v
ao
City
Dear Sir/ M
ada
m:
Thi
s
is t
o
c
e
rtify t
ha
t t
he
a
tt
a
c
hed
s
u
rv
e
y i
n
str
u
m
en
t i
n
“LEVEL OF TE
C
HNOLOGY
INTEGRATION KNOWLEDGE OF TEACHERS IN R
U
RAL ELEMENTARY SCHOOLS
:
AN
ANALYSIS OF TPACK FRAMEWORK” stu
d
y
o
f JOSE JESSIE G. SA
L
OMA
i
s
a
c
o
m
p
r
ehen
siv
e
and
v
a
li
d
i
n
str
u
m
en
t f
o
r m
ea
s
ur
i
ng
t
h
e
e
ss
en
c
e
, s
ub
st
an
c
e
,
and
pu
r
po
s
e
o
f t
he
st
ud
y.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1130
www.rsisinternational.org
The
unde
rsi
gned
t
he
r
e
f
o
r
e
c
e
rtifi
e
s t
he
c
on
t
en
t
and
c
on
str
u
ct v
a
li
d
ity
o
f t
he
s
a
i
d
instr
u
m
en
t.
JULIETA M. VILLAROSA Ma
s
t
e
r T
ea
c
he
r I
Ra
mon
F. M
ag
s
a
ys
a
y El
e
me
n
t
a
ry Sc
hoo
l Dal
iaon
District
Da
vao
City
Appendix G
L
e
tt
er
of R
e
qu
es
t to Condu
c
t Stud
y
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1131
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1132
www.rsisinternational.org
L
ETTER OF PERMISSION TO SUMI
L
OP E
L
EM. SCHOO
L
PRINCIPA
L
October 12, 2020
BRIAN B
.
BAN
ZO
N
Principal 1
Sumilop Elem.
S
chool Marilog District, Davao
C
ity
Sir:
The undersigned is currently worki
n
g o
n
a
s
t
ud
y e
n
title
d
“TEA
C
HERS LEVEL
O
F TE
C
HN
O
L
OG
Y
INTE
G
RATI
O
N KN
O
WLE
D
GE AN
D
TE
C
HN
O
L
O
GY INTEGRATI
O
N IN
D
IFFERENT
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1133
www.rsisinternational.org
LEARNIN
G
AREAS” i
n
pa
rti
a
l f
u
lfillme
n
t for t
h
e
d
egree of MA
STE
R
S
O
F
E
D
U
C
A
T
ION ma
j
or in
EDU
C
A
T
IONAL MANAG
E
M
E
N
T.
In li
n
e with this, the researcher wo
u
l
d
like to re
qu
e
s
t
p
ermi
ss
io
n
from yo
u
r goo
d
of
f
ice t
o
c
o
nduct data gathering
within yo
u
r
s
c
h
ool w
h
ere t
h
e te
a
c
h
er
s
a
re t
h
e re
sp
o
nd
e
n
ts
o
r participants in the mentione
d
s
t
ud
y
.
Att
a
c
h
e
d
h
erewit
h
i
s
t
h
e letter of
p
ermissi
on
approved by the
S
chools Divisio
n
Sup
eri
n
te
nd
e
n
t of D
a
v
a
o
C
ity
.
Y
o
ur favorable response on thi
s
re
qu
e
s
t will
b
e
h
ig
h
ly
app
reci
a
te
d.
Than
k yo
u
very m
u
c
h
and God bless.
Sincerely yours,
J
O
SE JESSIE
G.
SAL
O
MA Researcher
N
o
ted:
LIN
D
Y C
.
LULAB, Ed
.D.
Adviser
Approved:
BRIAN B
.
BAN
ZO
N Principal
Sumilop Elementary
S
chool