TEACHERS' PERSPECTIVES AND PRACTICES ON TECHNOLOGY-ENHANCED INSTRUCTION

This study aimed to ascertain the teacher's perspectives and practrices on technology-enhanced instruction. Using a descriptive survey design, it determined profile of the teachers as respondents to the study. Similarly, their perspectives and practices on technology-enhanced instruction were assessed. Moreover, it determined if there is a significant difference in the demographic profile of respondents. Furthermore, it determined the challenges in integrating technology into education. the respondents of the study included 175 elementary teachers from the Sariaya East District. An expert-validated researcher-made questionnaire served as the tool for gathering data. The data were treated using frequency-percentage distribution, weighted arithmetic mean, Kruskal-Wallis H test, and Mann-Whitney U test. Findings showed that teachers have very positive perspectives on the use of technology-enhanced instruction, as shown by their strong agreement in terms of attitudes and beliefs, perceived impact, and pedagogical alignment. Likewise, teachers strongly agreed that they practice technology-enhanced instructions in terms of integration strategies, student outcomes, and delivery of instructions. Teachers' perspectives on technology-enhanced instructions differ when they are grouped according to key stage and teaching position. Teachers' practices significantly differ when they are grouped according to gender, educational attainment, key stage, and teaching position. Finally, the challenges teachers encounter in integrating technology into education include limited budget, students' inclination to the use of technology, and limited access to devices and the internet outside the school.