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This study explored the challenges experienced by mathematics teachers from a private school located in Bulua,
Cagayan de Oro City, Philippines, in integrating digital writing pads into classroom instruction. While digital
writing pads have been recognized for their potential to enhance visualization and interactivit y in mathematics
learning, their adoption remains inconsistent and often problematic. Using a qualitative design, three
mathematics teachers from private schools were purposively selected as participants. Data were collected
through semi-structured survey-interviews and analyzed thematically.
Findings revealed three major categories of challenges: (1) pedagogical difficulties, including adjustments in
teaching pace and classroom management when using digital pads; (2) technical issues, such as device
responsiveness, connectivity problems, and software limitations; and (3) institutional constraints, particularly
the lack of structured training and technical support. These challenges resulted in reduced instructional
efficiency, student disengagement, and limited integration of digital writing pads in mathematics lessons.
The study concludes that successful integration of digital writing pads requires not only teacher competence but
also reliable infrastructure and strong institutional backing. It is recommended that private schools provide
continuous professional development, strengthen ICT infrastructure, and establish supportive policies to promote
effective digital pedagogy. Future research may broaden the scope to include public schools or investigate
student perspectives to enrich the understanding of digital tool integration in mathematics education.
Keywords: digital writing pads, mathematics education, private school teachers, challenges, qualitative research
INTRODUCTION
The integration of digital technologies into education has transformed traditional teaching methods, particularly
in mathematics instruction. Among these innovations, digital writing pads have emerged as valuable tools that
allow teachers to illustrate complex mathematical concepts, perform real-time problem solving, and enhance
interactive classroom discussions. Unlike traditional chalkboards or whiteboards, digital writing pads provide a
platform for visualizing equations, graphs, and diagrams in a more dynamic and accessible manner. Despite their
potential, the use of digital writing pads presents challenges for many educators, especially in private schools
where resource allocation, teacher training, and technical support may differ significantly from public or
international institutions.
In mathematics education, effective communication of abstract and symbolic representations is essential. Digital
writing pads are designed to bridge this gap by providing an avenue for clear demonstrations and interactive
learning. Studies have shown that technology-assisted instruction can improve student motivation, conceptual
understanding, and problem-solving abilities (Nguyen et al., 2021; Li & Ma, 2010). However, the successful
integration of digital writing pads depends not only on the availability of devices but also on teachers’
technological competence, pedagogical adaptation, and institutional support. Without these factors, the adoption
of such tools may lead to frustration, limited use, or ineffective teaching practices.
Private school teachers often face unique conditions compared to their public school counterparts. While some
private institutions may provide advanced resources, others may struggle with limited funding for training,
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infrastructure, and device maintenance (Tondeur et al., 2017). Consequently, teachers in these settings may
encounter challenges such as unfamiliarity with the technology, lack of technical assistance, or difficulty in
aligning digital tools with established curricula. These challenges hinder the effective utilization of digital
writing pads, thereby affecting the overall quality of mathematics instruction.
REVIEW OF RELATED LITERATURE
The role of technology in mathematics instruction has been widely documented. According to Mishra and
Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework, successful technology
integration requires a balance of technological skills, pedagogical strategies, and content knowledge. For
mathematics teachers, this means more than simply knowing how to operate digital writing pads; it involves
redesigning lessons to maximize the tool’s interactive and visual potential.
Several studies emphasize the benefits of digital writing pads in improving instructional delivery. Alshahrani
and Walker (2020) highlight that digital writing tools promote active engagement by allowing real-time
annotation and demonstration, which enhances mathematical visualization. Similarly, Yoon and Kim (2019)
found that students showed improved problem-solving performance when teachers employed digital writing
technologies in classroom instruction. These findings underscore the pedagogical potential of writing pads in
making abstract mathematical concepts more concrete and understandable.
Despite these advantages, research also points to persistent challenges. Ertmer and Ottenbreit-Leftwich (2010)
argue that teachers’ beliefs, confidence, and preparedness significantly affect their willingness to adopt new
technologies. Digital writing pads, while user-friendly in design, require consistent practice and training to
be effectively integrated into mathematics teaching. Teachers unfamiliar with the interface may resort to
traditional methods, thereby underutilizing the device. Additionally, Hew and Brush (2007) identify barriers
such as insufficient technical support, lack of professional development, and limited institutional resources as
recurring issues in technology integration.
In private school settings, these barriers may be more pronounced due to organizational differences in budget,
management priorities, and professional development opportunities. As highlighted by Tondeur et al. (2017),
unequal access to technology and training often results in a digital divide, even within the same educational
sector. Thus, while some private school teachers may be equipped to use digital writing pads effectively, others
may struggle due to systemic or personal limitations.
Research Gap
Although prior studies have explored the advantages and barriers of technology use in education, very few have
specifically examined the lived experiences and perspectives of private school mathematics teachers in
integrating digital writing pads into their instruction. Much of the existing literature focuses on quantitative
measures of technology adoption or the experiences of public school teachers, leaving the private school context
underexplored. This creates a gap in understanding how private school teachers—who operate under distinct
resource conditions and administrative structures—navigate the challenges of using digital writing pads in
teaching mathematics.
Objectives of the Study
This qualitative study aims to explore the challenges experienced by private school mathematics teachers in the
use of digital writing pads. Specifically, it seeks to:
1. Explore the pedagogical, technical, and institutional barriers encountered by private school mathematics
teachers.
2. Understand how these challenges influence their instructional practices in mathematics.
3. Generate insights and recommendations to improve the integration of digital writing pads in private
school mathematics classrooms.
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Research Questions
Guided by the objectives, this study addresses the following questions:
1. What are the pedagogical challenges experienced by private school mathematics teachers in using digital
writing pads?
2. What technical difficulties do private school mathematics teachers encounter when utilizing digital
writing pads?
3. What institutional or organizational barriers shape teachers’ experiences with digital writing pads?
4. How do these challenges affect the teaching and learning of mathematics in private schools?
5. What insights and recommendations can be drawn from teachers’ experiences to enhance the effective
use of digital writing pads?
This study employed a qualitative descriptive research design to explore the challenges experienced by private
school teachers in the integration of digital writing pads in mathematics education. A qualitative approach was
considered appropriate because it allowed the researcher to capture the respondents’ authentic experiences,
perceptions, and insights regarding the pedagogical, technical, and institutional issues they encountered.
Descriptive research provided a clear and detailed account of the phenomenon without manipulating the
environment or imposing predetermined variables.
The study was conducted in a private school in the Philippines where digital writing pads were recently adopted
as supplementary teaching tools in mathematics instruction. The school has implemented blended and digital
learning strategies, which require teachers to adapt technology-driven approaches in their classroom delivery.
The participants of the study consisted of three mathematics teachers who were purposively selected based on
the following criteria:
1. They are currently employed in a private secondary school.
2. They have used digital writing pads in their mathematics instruction.
3. They have at least one year of experience in teaching with technology integration.
The participants’ teaching experience ranged from three to ten years. Their demographic profiles included
information such as age, gender, and years of teaching, which helped contextualize their responses. Pseudonyms
(Teacher 1, Teacher 2, Teacher 3) were used to ensure anonymity and confidentiality.
Data were collected using a semi-structured survey questionnaire. The instrument consisted of two parts:
Part I: Profile Background – This section included questions about age, gender, years of teaching experience,
and level of familiarity with digital writing pads.
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Part II: Open-Ended Questions – This section contained questions designed to elicit detailed narratives regarding
the teachers’ experiences with digital writing pads. The key questions asked were:
1. What challenges do you experience in using digital writing pads for mathematics teaching?
2. How do these challenges affect your teaching performance and student engagement?
3. What coping strategies or adjustments do you apply to address these challenges?
4. What recommendations can you suggest to improve the use of digital writing pads in mathematics
instruction?
These questions were framed to align with the research objectives and to generate data rich in detail and meaning.
The following steps were undertaken in gathering the data:
1. Permission and Consent – A request letter was submitted to the school administration to secure approval
for the conduct of the study. After approval, informed consent was obtained from the teacher-
respondents.
2. Survey Administration – The semi-structured survey questionnaire was distributed to the participants,
who were given ample time to reflect and provide written responses.
3. Validation and Clarification – Follow-up informal interviews were conducted to validate unclear
responses and to enrich the data.
4. Transcription – The responses were carefully transcribed and organized for analysis.
The study employed thematic analysis following Braun and Clarke’s (2006) six-phase framework:
1. Familiarization with the Data – The researcher repeatedly read the transcripts to gain a thorough
understanding of the responses.
2. Generating Initial Codes – Relevant excerpts were labeled with codes such as “technical glitches,”
“extra preparation,” or “student engagement issues.”
3. Searching for Sub-Categories – Similar codes were clustered into sub-categories (e.g., “device
malfunction,” “lack of training”).
4. Forming Categories – Sub-categories were grouped into broader categories such as Technical
Challenges, Pedagogical Concerns, and Institutional Limitations.
5. Defining Themes – The categories were abstracted into overarching themes (e.g., “Digital writing pads
disrupt lesson pacing,” “Teachers require institutional support”).
6. Producing the Report – The final themes were presented in a coding matrix with five columns:
Transcription, Codes, Sub-Categories, Categories, and Themes.
This systematic process ensured that the analysis was rigorous and grounded in the participants’ narratives.
To ensure the credibility and dependability of the findings, the researcher employed the following strategies:
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Credibility – Member checking was conducted by sharing the summarized results with the respondents
to confirm the accuracy of interpretation.
Dependability – The coding and thematic process was systematically documented to provide an audit
trail.
Transferability – Rich and detailed descriptions of the participants and research environment were
provided to allow readers to relate findings to similar contexts.
Confirmability – The researcher-maintained reflexivity throughout the process, ensuring that personal
biases did not influence the interpretation of the data.
Ethical standards were strictly observed throughout the study. Participants were informed about the objectives,
scope, and voluntary nature of their involvement. They were assured of confidentiality and anonymity, and
pseudonyms were used to replace their real names. All information collected was used solely for academic
purposes. Participants were also informed that they could withdraw from the study at any point without
consequence.
RESULTS
The qualitative analysis of the responses from three private school mathematics teachers revealed five major
themes that reflected their experiences in using digital writing pads for classroom instruction. These themes were
derived from transcription coding and categorization of their answers to the survey questions.
Teachers reported experiencing difficulties in sustaining student engagement when using digital writing pads.
Delays in navigating the device and problems in writing mathematical symbols and figures affected lesson
delivery.
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One teacher shared, “Sometimes students lose focus because I take time navigating the device,” while another
added, “Drawing graphs and figures is challenging, especially if the pen calibration is off.” These challenges
highlighted the pedagogical limitations of digital writing pads in facilitating smooth mathematical instruction.
Theme 2: Technical Difficulties with Device Use
Technical challenges emerged as a recurring issue. Teachers encountered device malfunctions such as screen
lag, freezing, and calibration errors. Limited troubleshooting skills also added to the burden, especially during
class. Power interruptions and Internet dependency further hampered the use of digital writing pads. As one
participant mentioned, “The device lags when I write fast, and sometimes the screen freezes.” These technical
concerns disrupted the continuity of lessons and reduced instructional efficiency.
Theme 3: Institutional and Organizational Barriers
Institutional support was found to be inadequate, with teachers citing the lack of formal training and limited
availability of devices. Two respondents emphasized that they had to learn how to use the tool through “trial and
error” due to the absence of structured training programs. Furthermore, the shortage of IT personnel and technical
assistance during teaching hours hindered problem resolution. One teacher explained, “We only have two devices
for the entire department.” This indicated that organizational limitations significantly contributed to the
challenges faced by teachers.
Theme 4: Impact on Teaching and Learning
The combined pedagogical, technical, and institutional challenges directly influenced classroom instruction.
Teachers expressed that interruptions in lesson flow caused students to lose interest, which affected learning
outcomes. Despite this, some recognized the potential of digital writing pads to enhance visualization of
mathematical concepts when functioning properly. A participant noted, “Students like the visuals, but when the
pad fails, they become distracted.” To address this, teachers often resorted to using backup tools such as
PowerPoint presentations or traditional whiteboards.
Theme 5: Recommendations for Improvement
Teachers recommended institutional support through training programs, provision of additional devices, and
access to technical assistance. Respondents highlighted the need for professional development to improve
mastery in using digital writing pads effectively. One teacher suggested, “We need formal training to maximize
its use,” while another stressed, “Better technical support should be available when issues arise.” These
recommendations underline the importance of organizational interventions to improve the integration of digital
writing pads in mathematics education.
The findings of this study highlight the complex realities faced by private school mathematics teachers in
integrating digital writing pads into classroom instruction. Consistent with prior studies, the results revealed that
teachers encounter pedagogical, technical, and institutional challenges which collectively influence their
capacity to maximize the benefits of technology in mathematics education.
Pedagogical Challenges in Mathematics Instruction
The study found that teachers struggled with lesson pacing when using digital writing pads, as the process of
writing formulas and diagrams was slower compared to traditional chalkboards or whiteboards. This aligns with
the observations of Yusof et al. (2022), who noted that digital tools, while promising, often require additional
instructional time and adjustments in teaching strategies. Moreover, as Mishra and Koehler’s (2006)
Technological Pedagogical Content Knowledge (TPACK) framework emphasizes, effective integration of
digital tools requires not only content and pedagogical expertise but also a solid understanding of how technology
can enhance learning. In this study, the absence of specialized training hindered teachers from achieving this
integration smoothly.
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Technical Limitations and Their Impact on Learning
Teachers in this research emphasized recurring problems with device responsiveness, software compatibility,
and internet connectivity. Such findings are consistent with the work of Ozdilek and Robeck (2020), who found
that technical barriers are a primary factor that discourages teachers from adopting digital innovations in
mathematics classrooms. The lack of reliability in devices not only disrupted teaching but also caused
disengagement among students. This reflects earlier findings by Ertmer and Ottenbreit-Leftwich (2019), who
argued that without dependable technological infrastructure, teachers are less likely to embrace long-term digital
integration.
Institutional Support as a Critical Factor
Perhaps the most significant finding of this study was the lack of structured support from private school
administrations. Teachers were often left to navigate the use of digital writing pads independently, relying on
trial and error. This finding resonates with Tondeur et al. (2018), who identified institutional support—through
training, mentorship, and policy direction—as a crucial enabler of successful technology adoption. Without such
support, teachers are burdened with additional responsibilities, which can result in inconsistent or ineffective use
of technology.
Implications for Mathematics Education
Taken together, the findings suggest that while digital writing pads offer substantial potential to improve
visualization and interactivity in mathematics education, their effectiveness is highly dependent on the readiness
of teachers and the support structures within schools. Addressing these challenges requires a twofold approach:
(1) providing sustained professional development that equips teachers with the technical and pedagogical skills
needed to integrate digital tools effectively, and (2) ensuring institutional commitment to upgrading resources
and maintaining reliable technological infrastructure.
Contribution to the Field
This study adds to the growing body of research on digital technology integration in education by focusing on
the underexplored context of private school mathematics teachers. Unlike public school contexts that often
receive government-driven ICT support, private institutions may vary in their technological provisions, leaving
gaps in teacher preparedness. By surfacing these contextualized challenges, this study contributes a nuanced
understanding of how digital tools are adopted in mathematics education.
This study explored the challenges experienced by private school mathematics teachers in the use of digital
writing pads as instructional tools. Findings revealed that while teachers recognized the potential of digital
writing pads to enhance visualization and interactivity in mathematics learning, their effective utilization was
constrained by several factors.
First, pedagogical challenges emerged, as teachers needed to adjust their pacing and teaching strategies to
accommodate the slower and sometimes cumbersome process of digital writing. Second, technical issues such
as device responsiveness, connectivity problems, and software limitations disrupted the smooth flow of
instruction and affected student engagement. Third, a lack of institutional support left teachers without adequate
training or guidance, forcing them to rely on personal effort and experimentation.
These findings affirm that successful technology integration in mathematics education is not solely dependent
on teacher willingness but also on the availability of resources, technical reliability, and structured institutional
support. Without addressing these concerns, the potential of digital writing pads to improve mathematics
teaching and learning may remain underutilized.
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Based on the findings, the following recommendations are proposed:
1. Professional Development for Teachers
o Organize sustained training sessions and workshops to equip teachers with both technical and
pedagogical skills in integrating digital writing pads into mathematics instruction.
o Encourage peer-sharing sessions where teachers can exchange strategies and best practices.
2. Strengthening Technical Support and Infrastructure
o Schools should invest in upgrading devices, ensuring compatibility of digital writing pads with
commonly used applications, and improving internet connectivity.
o Provide readily accessible technical support staff to troubleshoot device or software issues during
instructional hours.
3. Institutional Support and Policy Development
o Private school administrations should establish clear policies that promote and support the effective
integration of digital technologies.
o Allocate funds specifically for ICT in teaching, ensuring continuous upgrading and maintenance of
digital resources.
4. Student-Centered Approaches
o Explore creative strategies, such as interactive applications or gamified tasks, to sustain student
engagement while using digital writing pads.
o Provide students with opportunities to use digital tools themselves, fostering active learning and
technology fluency.
5. Further Research
o Future studies may expand the sample to include public school teachers or compare experiences across
grade levels.
o Additional research could also examine student perspectives to provide a more holistic understanding of
the impact of digital writing pads on mathematics learning.
REFERENCES
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Journal of Education Studies, 3(9), 369–387. https://doi.org/10.5281/zenodo.887089
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and behavior in Brunei: Personalization, gender, and generation gap. Computers in Human Behavior, 64,
719–727. https://doi.org/10.1016/j.chb.2016.07.063
3. Daher, W., & Anabousy, A. (2020). Teaching and learning mathematics with digital technologies: A
systematic review. International Journal of Emerging Technologies in Learning (iJET), 15(21), 4–21.
https://doi.org/10.3991/ijet.v15i21.16359
4. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge,
confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–
284. https://doi.org/10.1080/15391523.2010.10782551
5. Gupta, M., & Pandey, S. (2018). The role of ICT in higher education for the 21st century: ICT as a change
agent for education. International Journal of Advanced Research in Computer Science, 9(1), 485–488.
https://doi.org/10.26483/ijarcs.v9i1.5421
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6. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject
teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
https://doi.org/10.1080/0022027032000276961
7. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?
Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
8. Loong, E. Y. K. (2014). Using digital technologies in mathematics teaching: Teacher perspectives.
Mathematics Education Research Journal, 26(2), 573–598. https://doi.org/10.1007/s13394-013-0119-6
9. Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of
Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c
10. Tewksbury, R. (2009). Qualitative versus quantitative methods: Understanding why qualitative methods
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Teachers College Record, 104(3), 482–515. https://doi.org/10.1111/1467-9620.00170
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Part I. Profile of the Respondents
(Please provide the following information. This will be used for research purposes only and will be kept
confidential.)
1. Age: ________
2. Sex: ☐ Male ☐ Female ☐ Prefer not to say
3. Highest Educational Attainment:
☐ Bachelor’s Degree
☐ Master’s Degree (units/graduate)
☐ Doctoral Degree (units/graduate)
4. Years of Teaching Experience in Mathematics: ________
5. Grade/Year Levels Currently Teaching: ____________________
6. Average Class Size: ________ students
7. Access to Digital Writing Pad:
☐ Personal Device
☐ Provided by School
☐ Shared/Occasional Access
8. Frequency of Use of Digital Writing Pad in Teaching:
☐ Daily
☐ Weekly
☐ Occasionally
☐ Rarely
9. Training or Workshop Attended on the Use of Digital Writing Pads:
☐ Yes (please specify: _____________________)
☐ No
Part II. Open-Ended Questions
A. Pedagogical Challenges
1. How has the use of a digital writing pad influenced your teaching strategies in mathematics?
2. What challenges do you experience when explaining mathematical concepts using a digital writing pad?
3. How do these challenges affect your interaction with students during lessons?
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B. Technical Challenges
4. What difficulties do you encounter when operating or setting up the digital writing pad?
5. Can you share an experience where technical issues disrupted your lesson?
6. How confident do you feel in troubleshooting problems related to the digital writing pad?
C. Institutional/Organizational Challenges
7. What kind of support (e.g., training, technical assistance, administrative support) have you received from
your school regarding the use of digital writing pads?
8. What challenges do you face in terms of resources, training, or policies when using digital writing pads
in your school?
9. How do institutional factors influence your willingness or ability to integrate digital writing pads into
your teaching?
D. Impact and Recommendations
10. How do the challenges you experience with digital writing pads affect student learning in mathematics?
11. What strategies have you personally developed to cope with these challenges?
12. What recommendations can you suggest to improve the effective use of digital writing pads in private
school mathematics classrooms?
Thematic Analysis Coding:
TRANSCRIPTION
CODES
SUB-
CATEGORIES
CATEGORIES
THEME
“Sometimes students lose
focus because I take time
navigating the device.”
(T1)
Students
distracted; time-
consuming
navigation
Student
engagement
issues
Pedagogical
Challenges
Digital writing pads
disrupt lesson pacing and
student focus.
“Drawing graphs and
figures is challenging,
especially if the pen
calibration is off.” (T2)
Difficulty
drawing figures;
pen calibration
issues
Difficulty in
representing
math
symbols/figures
Pedagogical
Challenges
Device limitations hinder
smooth teaching of
mathematical concepts.
“I had to prepare digital
lesson slides in advance
to avoid delays.” (T3)
Extra
preparation; pre-
loading lessons
Preparation
demands
Pedagogical
Challenges
Teachers exert extra effort
to prepare lessons for
efficiency.
“The device lags when I
write fast, and sometimes
the screen freezes.” (T2)
Lagging;
freezing screen
Device
malfunctions
Technical
Challenges
Technical glitches
interfere with lesson
delivery.
“I do not know how to
troubleshoot when errors
appear.” (T1)
Lack of
troubleshooting
skills
Limited teacher
tech skills
Technical
Challenges
Teachers lack sufficient
digital literacy to handle
device issues.
“Power interruptions
make the device unusable
at times.” (T3)
Dependence on
electricity
Power supply
issues
Technical
Challenges
Infrastructure constraints
limit device reliability.
“We were not given
proper training; I just
learned to use it through
trial and error.” (T1)
Lack of training
Training gaps
Institutional
Challenges
Teachers lack formal
training on effective
device use.
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“There is no IT personnel
available during class
hours.” (T3)
No technical
support
Support gaps
Institutional
Challenges
Lack of institutional
support hampers device
integration.
“We only have two
devices for the entire
department.” (T2)
Limited devices
Resource
insufficiency
Institutional
Challenges
Insufficient resources
limit equitable access to
digital tools.
“Students like the
visuals, but when the pad
fails, they become
distracted.” (T1)
Student
distraction;
mixed effects
Student learning
effects
Impact on
Instruction
Device failures disrupt
learning continuity despite
positive potential.
“I always prepare a
PowerPoint backup or
revert to the
whiteboard.” (T2)
Backup
strategies
Adaptive
practices
Impact on
Instruction
Teachers develop
contingency strategies to
sustain lessons.
“Sometimes I cannot
continue the lesson
smoothly when there’s a
glitch.” (T3)
Interrupted flow
Lesson
disruptions
Impact on
Instruction
Instructional flow is
heavily dependent on
device functionality.
“We need formal
training to maximize its
use.” (T3)
Request for
training
Capacity
building
Recommendatio
ns
Teachers need structured
professional development
for effective use.
“Better technical support
should be available when
issues arise.” (T2)
Call for support
Technical
assistance
Recommendatio
ns
Technical support is
essential for sustainability
of technology use.
“More devices should be
provided so teachers can
use them regularly.” (T1)
More devices
needed
Resource
provision
Recommendatio
ns
Adequate provision of
devices ensures consistent
integration.
