Looking Into the Digital Age Teaching of Elementary Teachers in Kapalong District: A Mixed Method Study

Abstract

This study utilized a mixed-methods approach to examine the extent of digital age teaching, specifically in terms facilitate and inspire student learning and creativity, design and develop meaningful learning experiences and assessments, model digital-age work and practices, promote and demonstrate digital citizenship and responsibility, and engage in professional growth and learning. Thus, a convergent parallel mixed method design was used since it is a type of design that could gather different but complementary data on the same topic. Further, complete enumeration was used since the total respondents are below 100 in the quantitative phase and for qualitative phase. Then, there were fourteen (14) participants were purposively selected for in-depth interviews. The qualitative data revealed key challenges, including limited internet access, inadequate facilities, and difficulties in technology integration, but also emphasized the empowering potential of technology. In the quantitative phase, results showed that elementary teachers demonstrated a high level of proficiency. Overall, both data sets highlighted the value of technology in addressing diverse learning needs and enhancing instructional effectiveness. Teachers’ adaptability and commitment to continuous learning emerged as crucial factors