The Roles of Teachers in Technology-Driven Classroom Using ISTE Standards for Educators

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue III, March 2022 | ISSN 2454–6186

The Roles of Teachers in Technology-Driven Classroom Using ISTE Standards for Educators

Jennylyn M. Balaoro¹, Mary Grace G. Aquino², Jonnie F. Salvidar³, Grace Anne P. Prado⁴, & Jun Michael Amemita^5
1PUPQC Supreme Student Council, ^1,2,3,4,5PUPQC Future Business Teachers’ Organizations &
^1,2,3,4,5Polytechnic University of the Philippines – Quezon City Branch

Abstract: In this study, the roles of educators in the technology-driven classroom were examined and interpreted based on the framework of International Society for Technology in Education (ISTE) standards for educators. Further, these roles of educators include being a facilitator, learner, collaborator, leader, citizen, analyst, and designer. These roles of educators in the technology-driven classroom must be certain this time of the COVID-19 crisis given that the educational system is now diverted into a more technologically advanced setting. Moreover, this study also examined differences among the respondents’ roles based on their sex, age, the status of employment, and length of service. To be able to gather necessary data, a descriptive method using a quantitative approach was employed in this study. The validated questionnaire was the research instrument used to collect data from twenty (20) selected faculty members of the Polytechnic University of the Philippines Quezon City. This study found out that the respondents resolutely incorporate all of the ISTE standards for educators as their roles in technology-driven classrooms. Further, teachers as learners, citizens, and facilitators are the top perceived roles of the respondents among others. The results also determined that the roles of teachers using ISTE standards had no significant difference among the respondents’ sex, age, the status of employment, and length of service. A set of recommendations for future research and practice were provided based on the findings of this study.

Keywords: ISTE standards, Teachers’ Roles, Technology-driven Classroom, Polytechnic University of the Philippines

I. INTRODUCTION

Quality learning is reliant upon the quality of teaching. Teachers exert much effort to obtain and set forth high-quality learning for their students. Despite the present COVID-19 crisis, teachers still undeniably play various roles in the academe. In a general context, they used to contribute to propelling the country to progress and development by producing holistic learners equipped with 21st-century skills who are able to participate in nation-building as well.
In education, technology merely becomes lifeless without considering the incessant focus of utilizing it as a method for achieving sustainable goals and desired learning outcomes [38]. For the teachers to critically prepare the students for many disruptions of the present and future world, ICT integration must be done holistically and must be placed in a context that forms essential components such as the development of 21st-century skills, socio-emotional intelligence, global citizenship, lifelong learning, and a sense of justice [5].

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