ABSTRACT
This descriptive-qualitative study determined the experiences of teachers on the use of technology in teaching science in lowland and upland high schools. It was found out that almost the same technologies were used by teachers in upland and lowland schools. It was also found out that in lowland areas teachers experienced enjoyment and increased participation of students, instructional support, and paperless outputs, while in upland areas, they experienced enjoyment and active participation, simplifies and improves instruction, and technology as visual aids.
Teachers in lowland areas were challenged with poor internet connection, power interruption, spending private funds, and time constraints and expertise, while in upland they identified no/poor internet connection, power outages, time constraints, and malfunction of the devices, lack of training for teachers and students and availability of technology devices. These technologies were useful because they enhanced students’ engagement and performance, interactive and fun, made learning accessible and flexible and reduces teacher’s time and effort.
Keywords: Teachers use of Technology, Science, Lowland and Upland High Schools
INTRODUCTION
Education relies heavily on technology, which needs to be adapted to meet Department of Education standards, including developing 21st century curricula. Given the rapid pace at which digital technologies are changing the world, their importance to education cannot be overstated (Mishra, Koehler, Henriksen, 2011).
Furthermore, integrating technology into science can encourage students to formulate scientific hypotheses according Hennessy et al. (2007). Technology can help students explore and develop their hypothetical scientific skills (Clarin and Baluyos, 2021). To facilitate the accumulation, connection, and gradual application of knowledge, teachers also thoughtfully and intelligently combined technology with other practical activities (Hennessy et al., 2007).
Science teachers are more accessible when using technology, allowing them to teach more effectively.
Efe (2011) stated that the importance of new technologies in science cannot be ignored because their use can contribute to the development of science teachers by streamlining and improving work production, supporting the co-development of knowledge, supporting research and experiments, and gives students greater responsibility and control through individual research and experimentation, developing inspiration and commitment.
In the Philippines, teachers and students use technology in the classroom, but some schools are located in geographical areas such as upland and lowland areas, where some allow or prohibit teachers and students from accessing technology based on its availability. Therefore, there are differences in the way technology is used for science education in upland and lowland areas, which may affect the quality of learning and student outcomes.
Thus, in light of these observations, the researcher pursued to determine how high school science teachers in the uplands and lowlands areas have utilized technology to teach science.
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