Technology Integration and Utilization in Teaching Learners with Different Exceptionalities

Abstract

Effective teachers optimize the potential of technology to develop students' understanding, stimulate their interest, and increase their proficiency in Special Education (SPED). Hence, this study aimed to determine the level of effectiveness of technology integration and the extent of utilization of technology in the delivery of SPED Programs in the New Normal in identified SPED Centers in the Division of Cebu City during the school year 2022 – 2023. The descriptive research method was used, and tools such as frequency count, percentage, mean, standard deviation, and Pearson's product-moment correlation coefficient were used. A survey questionnaire, approved transmittal letters, and consent were part of the instrument used to gather data. Findings on the demographic profile of the respondents, the majority were females aged 26 to 50 years old, and the majority were married. Most respondents have units in a master's degree program, with SPED as their specialization. They have five years or less of teaching experience, rendering 26 to 31 hours per week. The majority of the students are "Learners with Hearing Impairment." The smartphone is the most used mobile device. Computers, laptops, and tablet devices are the most common information and communication technology (ICT) tools found in the classroom. Few teacher-respondents attended training and seminars in ICT. On the extent of teachers' technological confidence and training, particularly on Basic Computer Skills, Internet/Distance Learning Skills, Software Productivity Skills, and Training, all were found to A Little Extent. On the level of effectiveness of technology integration in teaching learners with different exceptionalities, the teacher-respondents Strongly Agree that technology integration brings a great extent of usefulness or helpfulness to the teachers' teaching and learning process. On the extent of utilization of technology-based activities in teaching learners with different exceptionalities, the teacher-respondents said Often Used. On the teachers' perceptions of the use of technology in their teaching, respondents said they Agree that technology integration brings considerable usefulness or helpfulness to the teachers' teaching and learning process. On the teacher-respondents’ level of perception on the degree of usefulness of the educational technologies currently or would be in their teaching (regardless of whether or not they have used each technology in the past), it was found to be Very Useful. The following terms emerged as challenges met by teachers: lack of instructional resources, lack of preparation time, lack of technical support, and lack of confidence in using educational technologies. The formulated technology–integration instruction enhancement plan is highly recommended for implementation.