The Relationship between Technology Integration and Instructional Practices among Early Childhood Education Teachers in Tagum City

Abstract

Across various educational environments, there has been a growing concern in recent years about the continued presence of ineffective instructional practices. This study aimed to determine the relationship between technology integration and instructional practices of early childhood education (ECE) teachers, with the hypothesis that no significant difference exists between the two. Employing a descriptive quantitative research design with a correlational approach, utilized a total enumeration sampling on the licensed and practicing ECE teachers of Tagum City. The findings indicate a substantial correlation between ECE teachers’ technology integration and their instructional practices. This is consistent with Vygotsky's Activity Theory, which highlights that the integration of technology transforms instructional practices. The study concluded that there is a strong positive relationship between technology integration and the instructional planning of Early Childhood Education (ECE) teachers, showing that those who are more confident and engaged with technology demonstrate better instructional planning practices.