Technology integration traditions, transitions and best practices in philippine higher steam education

Abstract

The literature’s focus on technology integration (henceforth as TI) in the country has been noteworthy and extensive in the use of ICT in the teaching and learning (TL) process. However, studies on TI’s aspects such as accessibility, teacher training, tools and equipment, and digital literacy remain underexplored. Through a five-instrument classroom observation protocol, this study explores the traditions, transitions, and best practices in TI of 85 tertiary teachers of STEAM (science, technology, engineering, agri-fisheries, mathematics) disciplines in the Philippines. The findings indicated that TI practices are clustered as conventional, web/ software-based, and electronic/computer-based. For instance, the majority of the teachers prefer conventional technology and practice a low level of engagement to web and learning applications in the context of pedagogy and content/discipline, and learners. Specifically, the transition to advocating higher engagement to technology and blending such to pedagogy and content are evident in science, mathematics, engineering, and technology. The analysis also revealed that TI practices, which exhibit fusion of the technological pedagogical content knowledge (TPCK) system also matched the Philippine Professional Standards for Teachers (PPST) domains specific to pedagogy and content, assessment and reporting, and diversity of learners and learning environment. The study further showed that the best practices of TI in terms of eight teacher technological characters emphasize their sustainability literacy skills such as future thinking, values thinking, systemic thinking, and strategic thinking. Correspondingly, Philippine universities and colleges may explore professional development programs for STEAM teachers in preparation for 4IR (fourth industrial revolution).