Title: Teachers' Initiatives in Adapting New Technologies for Lesson Preparation, Delivery, and Instructional Materials Use
Authors: Gina R. Lozarita, Carmelita C. Lipio, PhD
Volume: 9
Issue: 10
Pages: 159-164
Publication Date: 2025/10/28
Abstract:
This study aimed to examine the initiatives of social science teachers in adapting new technologies for lesson preparation, delivery, and instructional materials use in public secondary schools within East District 1, Division of Butuan City, Philippines. Specifically, it sought to assess the extent to which teachers integrate digital tools into their instructional practices and identify areas of strength and challenge in technology adoption. A descriptive research design was employed, utilizing a complete enumeration sampling technique to include all 142 social science teachers in the district. Data were collected through a validated and reliable survey questionnaire, which measured teachers' initiatives across three instructional dimensions. Quantitative analysis was conducted using frequency, percentage, and weighted mean. Findings revealed that in lesson preparation, teachers showed the strongest initiative in utilizing online sources to update Social Science content (WM = 4.59), rated Excellent. However, scheduling time to explore new technologies scored lowest (WM = 4.31), indicating time constraints due to workload. In lesson delivery, the highest rating was adapting teaching methods to suit digital learning environments (WM = 4.59), while using digital platforms for interactive discussions was slightly lower (WM = 4.35), suggesting challenges in maximizing student engagement. For instructional materials use, encouraging students to access digital learning materials scored highest (WM = 4.51), while using e-books and interactive content was lowest (WM = 4.18), reflecting limited access to quality resources. The study recommends enhancing professional development programs focused on emerging technologies, allocating time for exploration, improving access to digital resources, and strengthening support systems for teachers. These measures can empower educators to fully leverage technology in social science instruction and bridge gaps in digital integration.