FROM CHALKBOARD TO KEYBOARD: TEACHERS’ PERSPECTIVES ON THE TRANSITION TO LAPTOPSAS ASSISTIVE TOOLS IN FILIPINOLANGUAGE INSTRUCTION

Proponent: Rufina E. Ramos
Research Agenda
Category: Teaching and Learning
Topic: Filipino
Office/School: Balanga Elementary School

The advent of Information and Communication Technology (ICT) has significantly transformed the educational landscape, sparking an ongoing debate between traditional and technology-based teaching methods. With the rise of digital tools, educators face a pivotal choice: whether to adhere to conventional methods, such as chalkboards, or to embrace modern technologies, such as projectors and laptops, for classroom instruction. Previous studies, including those by Shinde and Patil-Shinde (2016), explored the intricacies of this dilemma, offering insights into the challenges educators encounter when transitioning from traditional to technology-enhanced teaching methods. As education continues to evolve, it is essential to examine the advantages and limitations of both approaches to determine their impact on student learning outcomes.

Research into the integration of technology in classrooms has produced mixed results. While tools such as PowerPoint presentations and laptops offer opportunities for interactive learning, their misuse can detract from instructional quality, as noted by Smith et al. (2022) and Nunez et al. (2022). These studies highlight the importance of structured teacher training and adequate technical support to ensure that technology serves as an effective supplement to traditional teaching methods. Despite the increasing reliance on technology, some educators argue that the chalkboard remains a timeless tool, offering a more dynamic and participative environment for students. This research aims to delve deeper into the tension between these methods, focusing on how teachers manage and balance these tools in their instruction.

This study, conducted in Balanga Elementary School, seeks to explore teachers’ perspectives on the transition from chalkboards to laptops in Filipino language instruction. Involving 43 Filipino teachers, this research examines the challenges and opportunities presented by the use of laptops as assistive tools in presenting instructional activities. By analyzing teachers’ experiences and preferences, this study aims to contribute to the ongoing discourse on educational technology integration, ultimately offering recommendations for achieving an effective balance between traditional and modern teaching approaches.