Technology-driven instruction in teaching reading and literature: Advantages, challenges, and practices of elementary teachers

Abstract

Technology-Driven Instruction (TDI) is revolutionizing the concept of literacy education, particularly teaching reading and literature. This study examines the TDI integration by elementary teachers in the Bayugan city division with emphasis on the perceived advantages, challenges, and practices associated with its implementation. The research design employed was cross-sectional correlational design and a structured questionnaires were used to collect the data and were filled by the 254 elementary teachers. The data was analyzed using descriptive statistics and structural equation modeling (SEM) in order to test the relationship of technology integration and teaching practices. The results have revealed that teachers tend to utilize technology and one of the methods with which they use technology is the multimedia tools as a means of complementing the lesson planning and engaging students in reading and literature instruction. The teachers also stated that there were enormous benefits such as more participation of students, improved understanding and improved critical thinking. Nevertheless, such challenges as the inability to access the internet, insufficient usage of the devices, and professional development were determined as the hindrances to the successful implementation of TDI. This study found that, teachers who strongly supported TDI had a strong impact on their teaching practice. Those who saw its benefits to their teaching practice were more engaging with the TDI in their teaching practices. The study recommends that the enhancement of professional development programs, enhancement of technological infrastructure, and encouragement of interactive technologies use to promote literacy teaching are to be strengthened. By addressing these challenges, the study highlights the significance of teacher perceptions and readiness in adopting technology-driven teaching practices, and it provides a view on the policies and programs that can improve literacy education.