NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 the Oblates of Mary Immaculate (OMI)

Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the love of God through Mary”
(B.E.S.T)
Amare Est Severe

The Impact of Technology on Teaching and Learning in the Elementary Classroom

Researchers:

Kyla Daniela P. Chua

Kyle Amiel Peroy

Sharlene Tecson

Joana Marie Saplot

 CHAPTER I

BACKGROUND OF THE STUDY

Technology is advancing every day. We all use some form of technology in

our day-to-day lives. Whether it is searching for something on a computer, talking on
our phones, or watching TV, we use technological devices all the time. Technology
was first seen as a novelty. It was rare to come by. Now, it is changing the way we
live in many aspects, including the educational system. Technology was initially
introduced into the education system as preparation to succeed in a world where the
advancements of technology were rapidly increasing. “The Vocational Education Act
in 1963 funded technology use in schools. As a result, students learned
programming languages like BASIC, and PCs gradually made their way into some
classrooms” (Christensen, 2019). Over the years, technology has become much
more accessible to classrooms at a younger age and has been implemented into
many school curriculum as early as kindergarten.

Over the past few decades, technology has increasingly become an integral
part of education. The rapid advancement of digital tools, devices, and online
resources has transformed how teaching and learning take place, especially in
elementary classrooms. With the introduction of computers, tablets, interactive
whiteboards, and educational app, educators have gained new ways to engage
students and facilitate learning experiences that go beyond traditional methods. In
elementary education, the use of technology offers opportunities to enhance both
instruction and learning outcomes. It allows for the integration of multimedia
resources, interactive simulations, and personalized learning environments, all of
which can accommodate diverse learning styles and needs. Educational platforms
offer a wealth of materials that can support differentiated instruction, catering to
students who require additional help or more advanced challenges.

However, while the potential benefits are substantial, the implementation of

technology in elementary classrooms presents challenges as well. Teachers must be
adequately trained to use these tools effectively, and there is often a need for
ongoing professional development. Furthermore, issues related to equitable access
to technology, both in school and at home, raise concerns about the digital divide,
where some students may not have the same opportunities to benefit from
technological advancements. Research suggests that when used appropriately,
technology can enhance student engagement, motivation, and academic
performance in elementary education. For instance, interactive lessons supported by
technology can make learning more hands-on and relevant, thus increasing
students’ interest and participation. On the other hand, the overuse or misuse of
technology can lead to distractions, reduced face-to-face interaction, and potential
dependency on digital tools.

The integration of technology in education has become a focal point in

educational reform worldwide. With rapid advancements in digital tools and the
increased accessibility of the internet, technology has evolved into an essential part
of the teaching and learning process, especially in elementary schools. As today’s
students, often referred to as “digital natives,” grow up in an environment rich in
technology, the need to adapt educational practices to align with these changes has
never been more pressing. The introduction of technology in classroom is no longer
viewed as a novelty but as a necessary component of modern education.
Objective of the study

General Objective:

Generally this study aims to know the. “The Impact of Technology on

Teaching and Learning in the Elementary Classroom.”

Specific Objectives:

This study/research aims to:

1. Know the impact of the technology;

2. Determine the important of teaching and learning in the elementary classroom;
3. Know how technology affect on teaching and learning; and
4. Know if technology is a problem.

Conceptual Framework

The independent variable of this study is the Technology, were its major
purpose is to know the impact in elementary classroom. The dependent variable of
this study is the Teaching and Learning in the Elementary Classroom by knowing the
impact on using technology that can cause to see the result for their mediator
variable health, education, family and also in their economic status, community,
interest.
 Teaching and
Technology Learning on
Elementary
Classroom

Independent Variable Dependent Variable

1. Health

2. Education

3. Family

A. Community
B. Interest
C. Economic status

Statement of the Problem

This research study wants to know the impact on teaching and learning in the
elementary classroom in using technology. It seeks to find answer to these following
questions:

1. what are the effects of technology integration on student academic performance,

particularly in subjects like math, reading, and science?
2. How do elementary students’ interactions with technology influence their problem-
solving and critical thinking skills?
3. What challenges do elementary teachers face in integrating technology into their
daily instructional practices, and how do they overcome these challenges?

Purpose of the study

 The purpose of this study aims to know the impact of the purpose of this study
is to find out how technology affect the elementary grades intellectual capacity in the
relation to their academic performance.

The researchers choose this study in order for them to identify the impact of
technology on teaching and learning in the elementary classrooms; in order to
answer why technology is capable in elementary grades, and to understand the
purpose of the technology.

Significance of the study

The importance of this study aims to let the students know the purpose of this
study is to find out how technology affect the elementary grades intellectual capacity
in relation to their teaching and learning.

This study will be valuable and significant to children, parents, readers and
future researchers.

Children. This study is primarily important to children, for it will give them
information about the impacts they may get from technology.

Parent. This study will help the parents to have enough knowledge about the
impacts of technology among their children.

Readers. This study will help the readers to have the understanding about the
impacts of technology.

Future Researchers. This may serve as a basis for future research that they
will conduct.

Scope and Delimitation of the study

 This study only includes the Impact of Technology on Teaching and Learning
in the Elementary Classroom of the students in Salaman Central Elementary School.

This study will be conducted at Salaman Central Elementary School., at

Poblacion, Lebak, Sultan Kudarat.

Definition of Terms

For understanding of the work, the following terms were defined:

Advancement. Refers to the process of going forward or progressing in a certain

field, particularly in a professional setting.

Classroom. Is a specific room for teaching and learning, generally outfitted with
desks, chairs, educational materials, and technology.

Computers. Is an electronic device that analyzes data, does computations, and

follows instructions to complete tasks.

Device. Is an electrical or mechanical device intended to carry out specified duties or

tasks.

Digital Tools. Are software applications or online resources created to make jobs
easier, increase efficiency, and boost productivity in a variety of settings including
education, business, and personal usage.

Education. Is the systematic acquisition of knowledge, skills, beliefs, and attitudes

using a variety of approaches, including formal teaching, training, and experiential
learning.

Engage. Meaning to join or become involved in an action, discourse, or process.

Enhance. Meaning to enhance or raise the quality, worth, or efficacy of something,

so making it more significant or attractive.

Impact. The powerful or dramatic effect that something or somebody has.

Internet. An electronic communication network that connects computer network and
organizational computer facilities around the world.

Interactive Simulations. Is a digital tool that lets users interact with a virtual world or
model, allowing them to experiment, explore and make decisions in a realistic
setting.

Learning. The process through which individuals acquire knowledge, skills, attitudes,
or behaviors through experience, study, or teaching.

Multimedia Resources. Digital or physical materials that combine various forms of

media, such as text, images, audio, video, animations, and interactive elements, to
convey information or enhance learning.

Rapid. Occurring quickly or within a short period of time; fast in movement, action, or
occurrence.

Technology. The practical application of knowledge especially in a particular area.

Review Related Literature

 Technology has become a central element in modern education, transforming teaching
and learning experiences across all educational levels. In elementary classrooms, the
integration of technology is especially impactful as it helps shape young learners’ cognitive
development, engagement, and skill acquisition during their formative years. A growing body
of research investigates the influence of technology on educational practices and student
outcomes, revealing both benefits and challenges. One of the most widely recognized benefits
of technology in elementary education is its ability to enhance student engagement and
motivation. Research shows that interactive tools, such as educational games, simulations,
and multimedia presentations, make learning more appealing to young learners (Liu, 2013).
elementary students tend to have shorter attention spans, and digital platforms often provide
content in dynamic, visually stimulating formats that sustain attention and foster curiosity
(Yien, 2018). For example, studies by Clark and Mayer (2016) found that the use of
interactive whiteboards, tablets, and educational apps increased student participation and
enthusiasm, particularly in subjects like mathematics and reading. These technologies allow
students to actively engage with content, promoting hands-on learning that makes abstract
concepts more concrete. The integration of technology also enables teachers to present
material in diverse formats, catering to different learning styles, which in turn boosts overall
classroom engagement (Gok, 2015). A substantial amount of literature suggests that
technology can have a positive impact on academic performance, especially when integrated
effectively into the curriculum. Adaptive learning software, for instance, adjusts the difficulty
level of tasks based on a student’s performance, allowing for personalized learning pathways.
This individualization helps students progress at their own pace and ensures that learners
receive appropriate challenges, leading to improved outcomes (Johnson & Christensen,
2017). Studies such as those conducted by Kulik (2003) and Schacter (1999) indicate that
students using technology as part of their learning routine often outperform their peers in
standardized tests, especially in subjects the require critical thinking and problem-solving,
such as science and mathematics. Moreover, the immediate feedback provided by digital
tools helps students identify areas for improvement and reinforces paper-based assessments
(Anderson, 2016). According to Tomlinson (2001), differentiated instruction involves
tailoring teaching methods and content to accommodate different learners’ readiness levels,
interests, and learning profiles. Educational technologies such as multimedia presentations,
interactive exercises, and online resources offer multiple avenues for teachers to differentiate
lessons. For students with learning disabilities or special needs, technology serves as an
assistive tool, making learning more accessible. For instance, text-to-speech software, visual
aids, and audiobooks provide alternative formats for students who struggle with traditional
reading or writing tasks (Edyburn, 2013). Research by Jackson (2019) highlights that
students with disabilities benefit significantly from technology-enhanced learning, as it
allows for greater independence and engagement in the classroom. Research by Ertmer and
Ottenbreit-Leftwich (2010) revealed that teachers’ attitudes and comfort levels with
technology significantly influence how effectively it is used in the classroom. Without proper
training, technology is often underutilized or misapplied, limiting its potential to enhance
learning. According to a study by Warschauer and Matuchniak (2010), schools in low-
income areas often lack the necessary infrastructure, devices, or internet connectivity to
provide students with equal opportunities to benefit from technology-enhanced learning. This
disparity may widen achievement gaps, as students without consistent access to technology
are less likely to develop the digital literacy skills needed for future success (Kozma, 2003).
A survey conducted by Pew Research (2020) found that while most elementary school
teachers acknowledge the value of technology for engaging students and enhancing learning,
many express concerns about the overuse of screen time and the potential for distractions.
They emphasize the need for a balanced approach, where technology complements but does
not replace traditional learning methods such as hands-on activities and face-to-face
interactions (Higgins, 2012). Studies show that technology use in classrooms when it is
supplement not dominate learning experiences (Rideout, 2015). Researchers argue that
young learners are naturally drawn to digital tools and interactive platforms due to their
familiarity with technology in their daily lives (Higgins, 2013). Various studies have shown
that integrating multimedia resources such as videos, educational games, and interactive
simulations can capture students’ attention more effectively than traditional teaching methods
(Tamin et al., 2015). In particular, teachers have observed increased student participation
and enthusiasm when using tools like interactive whiteboards and educational apps
(Beauchamp &Kennewell, 2010). By using technology, teachers can provide real-time
feedback, foster collaboration, and introduce game-based learning to make lessons more
engaging (Gok, 2015). For instance, research by Li and Ma (2010) shows that the use of
technology, particularly in math and science education, has contributed to higher student
performance in elementary schools. Adaptive learning platforms and software that adjust to
individual student needs are particularly beneficial in helping students grasp difficult
concepts (Pane et al., 2013). Other studies reveal that students exposed to technology-
supported learning show improvement in literacy and reading comprehension (Cheung &
Slavin, 2013). Technology plays a key role in facilitating differentiated instruction, which is
vital in meeting the diverse needs of elementary students. According to Tomlinson (2001),
differentiated instruction involves tailoring teaching to accommodate students’ varying
abilities, learning styles, and interests. Educational software allows teachers to personalize
lessons and assignments, making them more accessible for students with learning disabilities
or those who are academically advanced (Pape et al., 2015). Assistive technologies, such as
text-to-speech programs and audiobooks, are particularly helpful for students with
disabilities, giving them access to the same content as their peers and promoting inclusive
education (Edyburn, 2013). Studies have raised concerns about the potential for technology
to distract students or lead to over-reliance on digital tools (Baron, 2015).

Chapter 3
 Methodology

I. Research Design

The research is the qualitative or mixed method. To comprehensively explore both

statistical data on academic outcomes and the nuanced perspectives of teachers and students
regarding technology use. The study aims to portray the effects of the technology to the
learner and the performance of the students. This method fits to provide the answer to the
general question. The positive and negative effects of technology in education may identified
and [Link] outline the research design is for investigating the impact of the
technology on teaching and learning in elementary grades or classroom.

II. Locale of the Study

This study will be conducted in public elementary schools within the [specific city or
school district]. This locale was chosen due to its diverse student population and varying
levels of technology access across different schools, which will provide a broad
understanding of how technology affects teaching and learning in varied classroom
environments.

III. Population and Sampling Technique

Population: Elementary Schools within a specific school district or region.

Sample Size: 10-15 teachers for interviews and focus groups.

Stratified random sampling to ensure diversity across schools and classrooms with
varying levels of technology use.

IV. Date Gathering Procedure

This study will use a mixed-methods approach to collect both quantitative and
qualitative data. The data gathering procedure is outlined in three main phases to ensure a
comprehensive understanding of the impact of technology on teaching and learning.

V. Research Instrument
Student surveys to capture data on engagement and motivation. Structured form to record
technology usage and teacher-student interactions during classroom observations. For in-
depth interviews with teachers, covering topics such as instructional changes, perceived
impacts, and challenges.

VI. Statistical Treatment of Data

To analyze the data collected in this study, several statistical techniques will be used
to examine the relationship between technology integration and its effects on teaching
practices, student engagement, and academic performance. The statistical treatment of data
will address the research questions and test the hypotheses of the study.

VII. Survey Questions

Instructions: Please answer each question honestly. Your answers will help us understand
how using technology in the classroom affects your learning.

1. How often do you use technology like tablets, computers, or interactive whiteboards in
class?
Everyday
A few times a week
A few times a month
Rarely
Never

2. Does using technology in class make learning more interesting for you?
Yes, a lot
Yes, a little
Not really
No, it makes no difference

3. Do you feel that using technology helps you understand your lessons better?
Yes, a lot
Yes, a little
Not really
No, it sometimes makes it harder to understand

4. How comfortable do you feel when using technology for learning?

Very comfortable
Comfortable
A little comfortable
 Very uncomfortable

5. Does technology make it easier for you to work with classmates?

Yes, a lot
Yes, a little
Not really
No, it doesn’t help with working together

6. What is your favorite way to use technology in the classroom? (Open-ended)

7. What challenges do you face when using technology in class? (Select all that apply)
It’s hard to use
It doesn’t always work
It can be distracting
I don’t always understand how to use it

Other (Please specify):____________________________

8. If you could change one thing about how technology is used in your classroom, what
would it be? (Open-ended)

9. Do you find it easier to focus on assignment when using technology?

Yes, it’s much easier to focus
Yes, it’s a little easier to focus
No difference
It’s harder to focus
It’s much harder to focus

10. Do you feel more confident in your schoolwork when you use technology?
Yes, a lot more confident
Yes, a little more confident
No difference
A little less confident
Much less confident

11. When you use technology, do you feel like you’re learning in a fun way?
Yes, all the time
Yes, most of the time
 Sometimes
Rarely
Never

12. How often does using technology help you finish assignments faster?
Always
Often
Sometimes
Rarely
Never

13. When using technology, do you feel more comfortable asking your teacher for help?
Yes, a lot more comfortable
Yes, a little more comfortable
No difference
Less comfortable
Much less comfortable

14. What type of learning activity do you enjoy most when using technology? (Select all that
apply)
Watching videos
Playing educational games
Doing research online
Working on creative projects (like making presentations)
Practicing skills (like math or reading exercises)

Other (Please specify):______________________________

15. What type of technology do you wish you had more access to in your classroom? (Select
all that apply)
Tablets/iPads
Laptops/Computers
Interactive whiteboards
Virtual or augmented reality tools
Online learning games

Other (please specify):__________________________________