World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,448-452
Edith S. Bongyao
Benguet State University
Benguet, Philippines
Abstract
Educational technology has become an essential component of contemporary teaching and learning, offering opportunities to enhance instruction, learner engagement, and access to educational resources. This study assessed the level of implementation of educational technology, the challenges encountered, and the benefits derived from its use at Loo Elementary School, Buguias, Benguet. Anchored on connectivism, multimedia learning theory, and national education policies, the study employed a mixed-methods descriptive research design.
Quantitative data were gathered through survey questionnaires administered to eight (8) Grade 1–3 teachers, while qualitative data were collected through structured interviews. Descriptive statistics, including weighted mean and ranking, were used to analyze quantitative data, while thematic analysis was applied to qualitative responses. Results showed that the level of implementation of educational technology was described as frequent, with strong usage in visual aids, parent communication, and problem-solving activities. However, technology integration in daily instructional activities remained inconsistent.
Major challenges identified included poor internet connectivity, limited access to devices, unreliable electricity, and insufficient teacher training. Despite these challenges, teachers reported several benefits of educational technology, particularly in terms of time efficiency, professional development opportunities, and improved collaboration among teachers and learners. The study concludes that while educational technology is being actively utilized, addressing infrastructural and capacity-building issues is critical to maximizing its benefits. Strengthening institutional support and professional development is essential for sustainable technology integration in elementary education.
Keywords: educational technology, technology integration, implementation challenges, digital learning, elementary education
https://doi.org/10.65494/pinagpalapublishing.101
