ENHANCING THE LEVEL OF INTEGRATION AND ACCEPTABILITY OF ICT IN SCIENCE MICRO-TEACHING USING TECHNOLOGY-MEDIATED INSTRUCTION

Author Name: 1. Renalyn Dillar Daodoy, 2. Lea F. Dollete, EdD

Volume/Issue: 06/05

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/10.2025-35595466/UIJIR

Affiliation:

1. President Ramon Magsaysay State University, Iba, Zambales, Philippines.
2. President Ramon Magsaysay State University, Iba, Zambales, Philippines

ABSTRACT

This research aimed to determine the effect of technology-mediated instruction in enhancing the level of technology integration and acceptability among second-year pre-service elementary teachers at President Ramon Magsaysay State University, Botolan Campus, in Zambales. This action research employed a pre-test–post-test design using survey questionnaires to measure the respondents’ level of technology integration and acceptability before and after the intervention, which consisted of implementing technology-mediated instruction during science micro-teaching sessions .Findings revealed that prior to the intervention, the pre-service teachers only sometimes integrated technology into their teaching, though they already found it acceptable as a teaching tool. After the intervention, however, they reported often integrating technology and continued to find it acceptable in their teaching. Statistical analysis further indicates a significant difference in both technology integration and acceptability before and after the intervention. The study concludes that technology-mediated instruction enhances technology integration and acceptability among pre-service teachers in science micro-teaching. It recommends training and workshops for pre-service teachers, as well as mentorship and the inclusion of technology-mediated instruction in education courses.

Key words: action research, level of technology integration and acceptability, technology-mediated instruction