2026 IJRSE – Volume 15 Issue 7
Available Online: 9 March 2026
Author/s:
Cadornigara, Marvin L.*
New York City Department of Education, USA (MCadornigara@schools.nyc.gov)
Tabernilla, Mary Cherry Lynn M.
Department of Education, Philippines (cherry.dalipe@deped.gov.ph)
Ibarra, Florante P.
Central Luzon State University, Philippines (fpibarra@clsu.edu.ph)
Abstract:
This study aimed to determine the extent of digital technology integration in the instructional practices of educators in the Schools Division of Aklan, Philippines. Specifically, it examined the educators’ level of integration when digital technologies replaced, amplified, and transformed their instructional practices as a whole group and when grouped according to gender, educational attainment, type of school, years of teaching experience, and relevant training in information and communication technologies (ICT). The study also identified significant differences in the level of digital technology integration among educators based on these variables. Results showed that the 224 educators across the Division, identified through cluster random sampling, demonstrated low levels of digital technology replacement, amplification, and transformation in their instructional practices. Further findings revealed a significantly higher level of replacement among male educators, significantly higher levels of both replacement and amplification among educators with 0–3 years of teaching experience compared to those with 11–20 years, and among those with 4–10 years compared to those with 11–20 years; and a significantly higher level of transformation between the 0–3 years and 11–20 years groups. The findings underscore the impact and influence of digital technologies on modern instructional practices, highlighting their role in reshaping education to align with the demands of 21st-century learning. They also emphasize the importance of sustained professional development for educators to keep pace with technological advancements and innovations, enabling them to confidently teach digital-native learners in the 21st century.
Keywords: digital technology, instructional practices, replacement, amplification, transformation
DOI: https://doi.org/10.5861/ijrse.2026.26815
Cite this article:
Cadornigara, M. L., Tabernilla, M. C. L. M., & Ibarra, F. P. (2026). Extent of digital technology integration in the instructional practices of high school educators in the Schools Division of Aklan, Philippines. International Journal of Research Studies in Education, 15(6), 1-23. https://doi.org/10.5861/ijrse.2026.26815
* Corresponding Author