Chapter 1 2

Republic of the Philippines
Department of Education
Region IV-A CALABARZON | Division of Batangas
BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL
Senior High School Department 1
CHAPTER 1
THE PROBLEM
This chapter presents the introduction, statement of the problem,
significance of the study, scope and delimitation, and terms that are defined in
the study.
Background of the Study
Digitalization in education refers to the integration of digital technologies
into everyday learning, such as online courses, virtual classrooms, and digital
textbooks. This shift towards digital learning has been made possible by
advances in technology that have enable educators to provide tailored learning
plans and curricula to their students (S. C. Roberts, 2023). Nowadays, the growth
of digitalization as a learning material of the students progressively taking its
place and the traditional way of learning is gradually disappearing. Traditional
materials is very useful also, especially when there is no technology at all.
Nevertheless, we are living in a modern world, where every student is more
engaged with their gadgets rather than the books that they use in their study.
Hence, the use of digitalization as learning materials has a favorable impact on
every 21st-century learner that also helps them to improve their knowledge
digitally.
Learning in a Modern World: Experiences and Testimonies of Students

on Digitalization in Education
Additionally, digitalization opens up vast opportunities for collaborative
learning and knowledge sharing. Through digitalized materials, students can
connect with peers and experts worldwide facilitating discussions and access to
diverse perspectives. By embracing digital tools, educators empower students to
become active participants in their learning journey, preparing them for success
in the evolving digital landscape.
Using digitalization as material for learning and studying will contribute a
lot of benefits. The traditional way of learning such as handwritten visuals of
presentations, often renders the student learning experience somewhat
mundane, compared to utilizing animated and digitalized presentation or visual
aids. Also, it is time-consuming when students gather facts and information in the
books or library. Therefore, the usage of digitalized materials will help the
students and will give them a better learning experience. For instance, some
students now have their own gadgets because of the influence of the technology.
Then, the utilization of digitalized materials will surely help them in their study.
Without a doubt, this is essential in today's world, and students can benefit
from new and different learning modalities that aim to enhance educational
experiences, improve access to education, and facilitate personalized learning.
Take educational technology for example, this field focuses on studying the use
of technology in education. It involves understanding how to effectively integrate

digital tools, such as learning management systems, educational apps, and
multimedia resources into the curriculum to enhance teaching and learning
outcomes. However, we also appreciate that numerous issues remain
unresolved that are increasingly unaware of in the online environment, not just
for learning, but also for other activities.
Thus, this research focused on analyzing and knowing the live
experiences and testimonies of the students in using digitalization as a learning
materials whenever they do their schoolwork, homework, projects, and also when
they are reviewing for their examinations. This study also aims to determine the
problem encountered by the learners in using digitalized materials in terms of
their education. Lastly, the proponents conduct this research study to provide
and see how important the use of digitalized materials is to improve the
knowledge of a student and give students a better learning experience.
Statement of the Problem
This study aims to prepare students for success in an increasing digital
and interconnected world.
Specifically, this study seeks answers to the following questions:
1. What are the experiences and testimonies of students on using digitalized
materials in their education?

2. How does technology integration impact student's learning experiences?
3. What are the challenges the students have faced with digitalization in
education?
4. Based on analysis, what school programs have integrated technology into
learning?
Significance of the Study
This study will conduct to determine the experiences and testimonials of
the students on Digitalization in terms of their education and provide a deep
understanding about it. The outcome of this study would be beneficial to the
school itself, the school personnels, parents, students, and the present and
future researchers.
School. This study will inform the school about the experiences and
testimonies of their students to Digitalization in terms of their education and also
provide us with evidence to back up our claims.
Teachers. This study will give a greater understanding to the faculty
members about their students situation on using digitalized materials, which will
enable them to carry out programs that can ease their burden.

Parents. The result of this study can aid parents by giving their children
support on using gadgets in their studies, this also helps the parents by giving a
guidance to their children on how to use their gadgets properly.
Students. The result of this research will provide more information to the
students about the impact of using digitalized materials in their studies, it also
inform the students about the negative effect of digitalization if they do not use it
in moderation.
Present Proponents. This study will aid researchers in understanding the
experiences and testimonies of the students on digitalization in education. It will
improve the researchers comprehension, writing skills, and it also give way to
enhance the researchers critical thinking skills as the researchers resolve the
issue presented.
Future Proponents. The growth of technology in our world will give way
to increase the number of students using digitalized materials in their studies,
school must conduct further research to understand and analyze this kind of
situation.
Scope and Delimitation
This study will investigate the opinions and sentiments of students on
online learning. It will make an effort to comprehend how students use online

learning in place of more conventional methods. It will take into account things
like computer-based assignments, digital resources, and online courses. This will
also look at the advantages and disadvantages of online learning for students.
Information from students who have used online education will be used to
gather the data. This could involve pupils in different grade levels. Students will
be asked to share their in-depth experiences and opinions through surveys or
interviews.
The experiences and viewpoints of students—those of instructors,
parents, and school administrators—are the only ones that are the subject of this
research. It skips over the rules governing digital education and the technical
details of online learning platforms. It is significant to highlight that, given that
digital education practices can change between locations, the study's
conclusions might be impacted by the study's setting.
Definition of Terms
The following useful terms are defined conceptually and operationally in
the context of the study.
Digitalization in Education. The integration of digital technologies into
everyday learning activities. This can include online courses, virtual classrooms,
digital textbooks, educational apps, and other digital learning tools (UNESCO). In

this study, it refers to the use of digital materials by students, such as ebooks,
educational apps, and online simulations, to complete schoolwork, homework,
projects, and prepare for exams.
Technology Integration. It is the use of digital tools and resources to
enhance teaching and learning across different disciplines and contexts
(linkedin). In this study, it refers to the use of digital learning materials like ebooks
and educational software by students for schoolwork and exams.
Digitalized Materials. Digital materials are those that can be accessed by
computers. Some of them are "born-digital," or originated in a digital form (for
example, pictures taken with a digital camera, web pages, twitter feeds, etc.),
others were converted into digital files (guides.libraries.uc.edu). In this study, it
refers to the electronic resources students use for learning purposes.
Learning Experiences. Learning experience refers to any interaction,
course, program, or other experience in which learning takes place, whether it
occurs in traditional academic settings or nontraditional settings, or whether it
includes traditional educational interactions or nontraditional interactions
(edglossary.org). In this study, it refers to the overall impact that digital learning
materials have on students.

Lived Experiences. The experiences and choices of a given person, and
the knowledge that they gain as a result (yourdictionary.com). In this study, it
refers to the students’ encounters and perspectives on using digitalized materials
in their education.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discusses the literature and studies related to this present
study, which form this research's theoretical and conceptual basis. It also
presents the synthesis of fully understand the research for better comprehension
of the study.
Conceptual Literature
The researcher thoroughly examines and analyzes a variety of scholarly
articles and readings that contribute to the background and contextual
understanding of the study, which are reviewed in this chapter.
1. Experiences and testimonies of students on using digitalized
materials in their education. Digitalization in education is a shift towards digital
tools and processes, aiming to increase efficiency, productivity, and ease of use
(Vidal, 2023). It benefits teachers and administrators, as students are more
comfortable with technology. Technology-based teaching solutions like Discovery
Tour support the educational experience, making learning more engaging and
fun. Digital libraries provide instant access to reading materials, virtual lectures,

and online learning portals, making it easier for students to submit assignments,
engage in discussions, and review material.
Students can reach a high flow state when participating in a digital
learning environment, which facilitates high motivation to participate in the
lessons and has positive effects on the development of the student's
communication and digital competencies (Dominek et al., 2023)
Education has undergone a digital transformation that has improved
accessibility, affordability, and engagement among students. A school's
development in many ways has been impacted by the fundamental
advancements brought about by the incorporation of digital technologies in
education(Pettersson, 2021). However, it is a complex process that requires
large-scale transformative changes beyond the technical aspects of technology
(Timotheou et al., 2023)
Beyond merely improving technology, digitalization in education is a tool
for better control over assignments, course materials, and student
communications. It provides opportunities for tailored instruction, knowledge
sharing, and greater student participation in the learning process (Pettersson,
2021).

Moreover, the object of digitalization is a "sense-maker" for why and how
organizations prioritize, develop, and transform in a certain way.
The Department of Education is aiming for a digitalized education system
by 2028, including all students and teachers, through the implementation of fast
WIFI connections in public schools.
According to Bombo Radyo News, during National Information and
Communications Technology (ICT) Month, Philippine President Ferdinand
Marcos announced the digital transformation of the education sector. He
introduced the Digital Transformation of Basic Education Act, mandated by
Republic Act No. 10929 or Free Internet Access in Public Places Act, and
mandated the Department of Information and Communications Technology
(DICT) to provide free public Wi-Fi to all public schools.
Moreover, Gatchalian the chairperson of the Senate Committee on Basic
Education highlighted the digital divide among low-income households, with 40%
having internet access. But, the National Telecommunications Commission
(NTC) also urged schools to improve ICT skills and distance learning.
In addition, the Department of Education (DepEd) and DICT are urged to
use knowledge, technology, and innovation to modernize education and prepare
students for the Fourth Industrial Revolution. Other bills addressing digitalization

include the Philippine Online Library Act, Public School Database Act, and One
Learner, One Laptop Act.
The importance of technology in education and the difficulties in applying
digital literacy skills in the Philippines have been highlighted in inquiry as well as
books on the topic of digitalization in education. According to Kapur (2020),
adopting technology can help people manage their activities and responsibilities
more effectively, and students should be proficient in digital abilities to carry out
their duties in an increasingly digitalized educational environment. Despite that,
Lorenzo (2016) pointed out that low student and school performance is caused
by the majority of instructors' lack of digital literacy and the absence of adequate
ICT facilities in the majority of Philippine public schools.
2. The impact of technology integration on student's learning
experiences. The rapid spread of information and communication technology
(ICT) has transformed students into digital learners, which requires teachers to
integrate technology into their pedagogical approach, where teachers' attitudes,
technological knowledge, and skills play an important role in its effective
integration (Akram et al., 2022). Teachers believe that technology-based
teaching helps them effectively improve their teaching practice, make the
learning process exciting and interactive, and keep students motivated. In terms

of obstacles, slow internet speed, reduced workload, lack of infrastructure, and
online teaching experience and training, which prevent teachers from effectively
integrating information and communication technology into their teaching
practices, were cited as the most important obstacles.
Other than that, Eschool News (2024) argued that integrating technology
into the classroom not only increases digital literacy but also fosters a
collaborative and individualized learning environment. Technological tools for
teaching and learning include a variety of digital resources designed to enhance
the educational experience. These innovations range from interactive software
and multimedia platforms to online collaboration tools and empower teachers to
create dynamic and engaging lessons. Students use technology in research, skill
development, and collaborative projects. In an ever-evolving educational
environment, these tools play a key role in promoting digital literacy,
personalizing learning, and preparing people for the demands of the 21st
century.
According to Flewelling (2024), educators must know how to use their
technological tools before they can teach with them. Professional development
can help schools fill the digital project gap identified in the National Education
Technology Plan. When curriculum and technology leaders work together,

professional development can support teachers as they improve their
pedagogical skills and ability to integrate tools like those from Google and
Microsoft to support teaching and learning. When teachers understand how
technology and content are connected, they learn how to integrate technology
tools into their lessons and improve their use of these resources. It also helps
avoid time constraints because districts can address multiple needs in one
professional development session
The Indeed Editorial Team (2024), stated that technology integration is
the use of technology to enhance learning and achieve pedagogical goals.
Teachers can use computers, smartphones, virtual reality tools, and other
innovative devices to help students learn. Effective technology integration
supports the existing curriculum and is part of the educational experience
alongside traditional teaching methods and teamwork. Classrooms that use
technology effectively tend to have a low student-to-device ratio, so each student
has plenty of opportunities to use technology. One example of technological
substitution is a teacher who allows students to use word processing programs to
write essays. Digital versions of textbooks that lack interactive features or linked
content are also technical substitutes because they contain the same content as
the printed version.

3. The challenges faced by the students with digitalization in
education. The study by Ahel and Lingenau (2019), focuses on integrating
digitalization in higher education to improve access to Education for Sustainable
Development (ESD). The study explores the opportunities and challenges of
digital transformation in higher education and discusses the achievements in
integrating ESD. It also provides an overview of the main political programs
supporting ESD and disseminating the Sustainable Development Goals (SDGs).
Additionally, the study introduces the concept of the "Virtual Academy of
Sustainability," a successful project at the University of Bremen that utilizes
digital media to teach and promote ESD.
As stated by Schmidth and Tang (2020), the transformative potential of
digitalization in education. It acknowledges that digitalization is not limited to work
environments but is impacting all aspects of society, including education. The
study highlights that while the integration of technology into teaching and learning
is not a new concept, the rapid advancement of technology, particularly in the
internet, ICT, and digital technologies, is creating new opportunities and
challenges in the field of education. The study provides an overview of the
historical progression of technology integration in education, starting from
computers to more advanced digital technologies. It emphasizes the exciting

potential of digitalization in education and explores the opportunities and
challenges of new trends and developments in digital technologies.
Prokopenko (2021), emphasizes that digital education is not meant to
replace traditional education but rather serves as an effective addition to
improving the quality of educational services by incorporating advanced
technologies into the learning process. The article highlights the importance of
aligning educational practices with the technological challenges of the present
and future. The practical significance of the study lies in its potential to develop
strategies for addressing existing challenges in educational digitalization and
finding tools to optimize online education. The study suggests that deepening the
process of digital transformation in education can enhance efficiency and
accessibility, ultimately contributing to the development of competitive
professionals equipped with digital competence skills for successful careers in
the future.
According to Artyukhov et al. (2022), the widespread influence of digital
technology in various aspects of life highlights the crucial role of digitalization in
preventing the collapse of the educational system, particularly during the
pandemic. The article aims to achieve several objectives, including studying the
theoretical foundations of digitization in education, analyzing the trends in the
digitization of education in Eastern Europe, and developing recommendations for

enhancing the digitization of education. To assess the technological readiness of
higher education institutions and students for distance education, the study
examines the rankings of the network readiness index and the global digital
readiness index. It also presents a case study of a Ukrainian university that
implemented an e-learning environment, providing insights into practical
implementation. The authors further categorize countries in Eastern Europe
based on their potential for digitizing education and establish specific criteria for
each group. Additionally, a SWOT analysis of the digitization of education is
conducted for the countries in Eastern Europe, examining the strengths,
weaknesses, opportunities, and threats associated with the digitization efforts.
The study by Abitia et al. (2020), describes and analyzes how seven
higher education institutions, three in Spain and four in Mexico, have adopted
technologies and applied them to the educational process. The study looks at the
impact of technology on education, research, innovation, and leadership as key
elements for societal change as identified by the United Nations. The research
was conducted through in-depth interviews and direct observations. The results
of the study are categorized into three dimensions: technological, pedagogical,
and organizational, which shed light on the different factors that influence the
choice and availability of the use of technologies. The study found that contextual

factors play a significant role in an institution's ability to benefit from technologies
to aid the educational process and ensure its quality.
As mentioned by Cueto et al. (2022), their study investigates the driving
and inhibiting factors behind digital innovations among micro, small, and medium
enterprises (MSMEs) during economic disruptions, particularly within the context
of young Filipino entrepreneurs amidst the COVID-19 pandemic. Through in-
depth interviews with 46 online entrepreneurs, the research employed Inductive
Content Analysis to reveal intrinsic motivators such as personal and professional
growth, alongside extrinsic factors like mobility restrictions, market conditions,
and household economic status influencing the adoption of digital platforms.
Moreover, the study identified barriers to digital entrepreneurship including
requisite skills, market-related challenges, internet infrastructure quality, and
pandemic restrictions. The findings aim to enrich entrepreneurship literature,
inform program development supporting entrepreneurs during crises, guide
governmental policy formulation for economic recovery via digital
entrepreneurship, and advocate for further research to empower entrepreneurs,
especially in developing economies, amidst and post-pandemic challenges.
The outcomes of an online entrepreneurship course employing Challenge-
Based Learning (CBL) with 20 undergraduate students from diverse fields at a
Mexican university. Focused on the United Nations' Sustainable Development

Goals, the course aimed to gauge students' interest in addressing these
challenges, employing a case study approach to understand the components of
CBL in e-learning. Results revealed that learners generated sustainable business
ideas targeting local, national, and global issues, suggesting the potential for
these concepts to evolve into tangible ventures connecting stakeholders in the
entrepreneurial ecosystem. The study advocates for the continuation of these
proposed businesses, emphasizing their potential to foster cross-functional skills
such as teamwork and communication (Castro, 2020).
As said by Pablo and Cristobal (2020), the study delves into the impact of
digital technologies in educational settings and the disparities between
expectations and realities during their implementation. It aims to enhance
understanding through comprehensive evidence and analysis, examining both
top-down and bottom-up initiatives. With contributions from 12 countries, the
research underscores two key aspects: the significance of contextual
considerations in technology adoption and the limited potential for digital access
to alleviate societal inequalities without meticulous attention to non-technical
components. The study advocates for a holistic approach to digital technology
integration in education, stressing the importance of addressing societal contexts
and mitigating inequalities to ensure effective implementation.

4. School programs that may have integrated technology into
learning. A systematic literature review of ICT integration in secondary education
highlights the importance of clear, coherent, comprehensive policies and
guidelines for ICT integration in schools that address various dimensions and
factors such as resources, training, support, curriculum alignment, and
pedagogical changes (Cai et al., 2023).
Technology integration in the classroom emphasizes the importance of
pedagogically sound use of technology, rather than simply having access to
computers and software (Prad, 2023). Teachers’ technology integration practices
can cause conflicts for instance when they use technology directly to
demonstrate or present a lesson, incorporate technology into different areas of
study, and use it in assessment and evaluation (Braun and Clarke, 2023).
Teacher’s perceptions about the inclusion of technology within teaching
are multi-faceted as observed in themes such as high self-confidence,
significance of professional development and training, self-motivation; excitement
about technology’s enhancement on learning among others. However, worries
exist over the unavailability of infrastructure and support for integrating
technology into classrooms plus whether learners can think critically with these
tools (Hartman et al., 2019).

Digital technologies have impacted education significantly by transforming
the character and extent of education. Digital technologies encompass smart
devices, the Internet of Things, Artificial intelligence, Augmented reality, and
virtual reality, Blockchain, and software applications. The use of ICT in education
has created new possibilities for the promotion of teaching and learning, and
education systems across the globe have seen an increase in their level of
investment in this domain. Nevertheless, there have been considerations
regarding the impact of issues closely related to the quality of teaching and
learning involving ICT, including the interpretation and transformation of
education systems designed to comply with changes in the sphere of technology
(Cachia et al., 2022). The literature review discussed the effectiveness of the
integration of ICTs in schools. The authors indicate that inclusion of participation-
based pedagogies in educational practices creates opportunities to improve the
learning outcomes, engagement, and motivation of students. The study further
highlights that the integration of ICTs in schools requires a whole-school
approach, necessary infrastructure, and proper professional development for
teachers (Tondeur et al., 2017).
This literature review explores the extent of integrating educational
technology in the Philippine contemporary classroom environment. It describes
the profile of the Philippines compared to other ASEAN member states in terms

of the total population. Results showed that some of the identified probable
causes of educational technology integration in the Philippines are: not having
enough financial support, infrastructure, and human capital, as well as behavioral
and environmental aspects (Laguador, 2017).
This systematic literature review aims to assess the impact of emerging
technology integration on the knowledge and skills acquisition of K-12 students in
the Philippines. The study examines the impact of various appearing
technologies, including artificial intelligence, social media, and e-learning, and
identifies the challenges and opportunities in the integration of these
technologies in education. The findings of this study can contribute to the
improvement of technology integration in the K-12 curriculum in the Philippines,
and inform future research on the topic. (Dublar, 2023)
The Philippines is bent to modernize its basic education system geared
towards the requirements of knowledge-intensive Along with this effort is the
continuous curricular change through ICT integration into the classroom. This
paper illustrates some forms of teaching innovation and pedagogical approaches
and a few important policy imperatives in the integration of ICT in the Philippines
school curriculum (Camacho et al., 2021).
Relates Studies

To gather pertinent information for the present study, various researchers
were thoroughly reviewed and analyzed, and their findings are presented here.
These numerous studies have delved into various aspects of the subject, offering
valuable insights and enriching our understanding of the field.
The study by Kalimullina et al. (2021) entitled “Education in the Context of
Digitalization and Culture: Evolution of the Teacher's Role” focused on
determining the interactions of the following paired groups: teacher-digital tool
and student-digital tool, the influence of teachers on the learning process when
using new learning technologies, as well as to analyze the influence of digital
technologies on teachers and students. The paper discusses the global adoption
of digital learning technologies and their impact on the teaching-student
interaction. It was conducted before the pandemic and found that both sides
successfully implemented these technologies, despite some issues. The study
highlights the importance of the teacher's personality and influence on the
student's consciousness in digital educational environments.
Kalimullina et al. (2021) suggested that teachers should be provided with
sufficient opportunities to acquire digital competence and explore the culture of
digital technology in education and learning environments to successfully
integrate digital technology into education. The study concludes that the

integration of digital technology into education requires careful consideration and
addressing the issues faced by both sides.
However, the study from Sakarya University by Uğur (2020) focused on
investigating the experiences of students and instructors using digital media in an
educational context using participant observation, in-depth review, and open-
ended questionnaire techniques. The research was conducted during the 2018-
2019 spring semester at Sakarya University, focusing on classroom
observations, online observations of student blogs, and informal conversations
with students and instructors.
Additionally, the study found that digitalization in education brings several
advantages, including global diffusion and access to personal and general
sources. Three students expressed comfort using blogs, but one of their only
hesitations was the fact that their blogs were public and accessible to both
classmates and others outside of the class. Instructor 1 initially surprised his
students by sharing links to their blogs with the class, while Student 3 felt
uncomfortable writing in a public blog due to the potential exposure of "real
bloggers." Student 2 described writing for an audience as motivating him to write
better and work harder but did not consider the possibility of his blog being
accessed by people outside of the class.

Petrusevich (2020) evaluates the current state of education in
digitalization, focusing on the characteristics of the Russian Federation's
implementation of digital educational activities, trends in the domestic and
international online education markets, and a comparative analysis of secondary
and higher education's readiness to adopt digital distance learning. The study
found that the EdTech industry's development was impacted by the first half of
2020, but secondary and higher education continue to dominate in the use of
digital technology. The Russian EdTech market is growing at a favorable rate,
with self-isolation-related temporary communication constraints turning into a
market driver for the industry.
The research study by Marathe (2018) entitled “Digitalization in the
education sector” focused on highlighting digitalization and its economic impact
on the education sector. Digitalization of education assumes to include two
inseparable components – learning concepts and b) online learning methods.
Learning concepts and online learning techniques are two essential elements
that are assumed to be included in the digitalization of education. The article also
defines several digitalization-related terminology and concepts. It talks about the
benefits and disadvantages of learning online. Additionally, the article attempts to
distinguish between "Old school" and "digitized" teaching methods. Even though
the digitalized education industry has many benefits, there are still certain

advantages to "Old-school" education in some areas. To arrive at the
recommendations and opinions presented in this work, a variety of theory
concepts, experiential learning, and data from outside sources have been
incorporated.
According to the analysis, digitization of the educational system will be
extremely successful in the long run—at least 50 years. It will be advantageous
to all parties involved in schooling. The providers of education (schools, colleges,
and universities) and the recipients of education are also significant among them.
The current educational system will function more effectively, be more precise
and accurate, save national resources, and eliminate student waiting times.
Traditional classroom instruction will be replaced by distance learning, and the
current examination system will be replaced by an online one. Results will be
announced right away, there won't be any waiting, and repeat exams will happen
quickly (Marathe, 2018).
The research study by Lagos and Nabos (2023) entitled “Digital
Competencies and Experiences in Using Digital Technologies of Public School
Teachers in Island Municipalities in Quezon, Philippines” aimed to determine the
digital competencies and experiences of public elementary and secondary school
teachers in the Philippines. It measured the level of digital competencies in areas
such as information and digital literacy, communication and collaboration, digital

content creation, online safety, and problem-solving. The research was
conducted in Quezon, Alabat, and Perez municipalities, and involved 161
teachers. Data was collected through a questionnaire and validated by education
and information technology experts. The findings revealed that teachers were
highly competent at creating digital material, moderately competent in information
and digital literacy, online safety, and problem-solving, and less competent at
communication and collaboration. A significant difference was noted between
elementary and secondary school teachers' competencies in communication and
collaboration, as well as digital content development. However, no significant
difference was noted in information and digital literacy, online safety, and
problem-solving. The study concluded that teachers frequently experienced the
use of digital technologies in creating lessons, delivering instruction, assessing
student competencies, and administrative work.
Based on the findings of Masaganda (2023) on the use of technology-
based instructional materials in developing the least learned competencies in
mathematics for Grade 9 learners at Sto. Domingo National High School,
Division of Quezon, found that the use of digital tools, videos, and textbooks
significantly improved students' performance. The study involved 162 students
divided into four groups: non-technology, technology, and non-tech-based. The
results showed that the use of technology-based materials was highly effective in

helping students achieve knowledge of the six learning competencies in
mathematics. The study recommends educators integrate technology into their
lessons to enhance student engagement and improve academic outcomes.
In another study by Graciano and Benablo (2023) where the main
objective of the study was to figure out whether digital literacy abilities and
methods for finding information online have a noteworthy impact on BSIT
students' academic performance. Using quantitative descriptive-correlational
research, first-year BSIT students from a subset of Davao del Sur's higher
education institutions participated in the study. The findings demonstrated a very
high degree of digital literacy skills as well as an extremely high degree of online
information-searching tactics. Furthermore, BSIT students' overall academic
achievement was at a high level. The academic performance of BSIT students
was significantly correlated with their digital literacy and online information-
searching techniques. Additionally, the sum of the variables has a major impact
on the academic achievement of BSIT students.
Lopez et al. (2020) found that there was a small positive connection
between respondents' well-being and digital transformation. The main focus of
their research is how the digital revolution in education is affecting teachers' well-
being at Notre Dame of Midsayap College. Descriptive, causal-comparative, and
correlational designs were used in this investigation. It included information on

the respondents' well-being, degree of digital change, and personal profiles. It
also ascertained whether the respondents' well-being and degree of digital
change differ significantly when categorized based on their age and sex. It also
attempted to ascertain whether the respondent's well-being and the degree of
digital change are significantly correlated. The respondents had an excellent
level of well-being and a high degree of digital transformation, according to the
data. Furthermore, the respondents' well-being and level of digital transformation
were not significantly different when categorized based on their age or sex,
according to the data.
According to the study conducted by Hero (2019) entitled "The impact of
technology integration in teaching performance" examined how social studies
teachers in public high schools in the City School—Valenzuela City division were
affected by technology integration. The study also discussed how teachers of
social studies might use technology-based teaching and learning resources to
bridge the gap left by traditional teaching techniques and strengthen their
teaching methods. It also suggests that teaching effectiveness is significantly
impacted by technology integration. The study suggested that to enhance
teacher performance even more, the Department of Education should continue to
offer workshops and other training sessions on technology integration.

Nonetheless, the situation of ICT integration into the Philippine
educational system, including the challenges, efforts, and potential solutions, is
discussed in the paper "ICT Integration in the Educational System of Philippines"
by Tomaro (2018). The study also disclosed the various governmental measures
that the Philippines has taken to completely include ICT education, including
providing computer infrastructure, enhancing teacher training, and strategically
integrating ICT into the curriculum. Not only does it highlight the issue of
inadequate school facilities, but it also concentrates on how this issue impacts
the employability of Filipinos and the nation's lagging status in technological
growth.
Moreover, the research study by Goles et al. (2024) explored the teachers'
lived experiences regarding technology use in their teaching functions before the
pandemic altered the country's educational system and after the pandemic
subsided. The paper showed that technology has substantially enhanced
teaching efficacy and improved technology skills. It is also recommended that
teachers equip themselves with technological knowledge to meet future
demands.
As outlined in the research conducted by De Vera et al. (2021) they
explored the novice teachers' competencies in integrating education technology
in lesson preparation in their research study. Additionally, they said that

inexperienced educators need more professional development in the areas of
instructional design, evaluation, and online learning environment management.
Institutions that provide teacher education must work harder to give instructors
the skills they need to incorporate technology into their lesson plans. The study
concludes that educators should exercise self-initiative, be open to suggestions
for improving the current system, and participate in changes to support the
advancement of our nation as it faces problems and endeavors.
In line with the research of Ghavifekr et al. (2015), the integration of
information, communication, and technology (ICT) will help educators meet the
global need to replace conventional teaching techniques with technology-based
resources and tools for teaching and learning. The Ministry of Education
recognizes the value of integrating technology-based teaching and learning into
the national curriculum for schools with the release of the Education Blueprint
(2013–2025). The study discovered that one of the key elements in the success
of technology-based teaching and learning is teachers who are well-prepared
with ICT tools and resources. Additionally, it was shown that teacher professional
development training programs were crucial in improving the caliber of learning
for children.
In a study conducted by Kelemnesh (2020) the paper focused on the
integration of Information and Communication Technology (ICT) in the teaching-

learning process in Aksum University. The study found that while technical
support, curriculum design, administrative support, and ICT policy were less
likely to have an impact on ICT utilization, teachers' attitudes toward using ICT,
the accessibility of ICT facilities, teachers' self-efficacy, teachers' competence,
and technology characteristics greatly influenced ICT integration. In addition to
that, encouraging teachers to have a favorable attitude toward technology
through rewards and recognition can greatly increase the use of ICT in
educational settings.
The research author by Hartman et al. (2019) provided a thorough
explanation of how educators' values, beliefs, and self-assurance changed as
they transitioned from a traditional classroom setting to one that integrated
technology. They discovered that concerns about the lack of infrastructure and
support for integrating technology, as well as the ability of students to use the
tools for higher-order thinking, surfaced along with themes of high confidence,
the significance of professional development and training, self-motivation, and
excitement about how technology can enhance learning.
Following, Backfisch et al. (2021) study “Variability of teachers’ technology
integration in the classroom: A matter of utility!” discussed that teacher motivation
has been seen as a critical prerequisite for successful technology integration in
the classroom, particularly in early phases of educational innovation. However,

whether teacher motivation is a stable versus variable construct in such
innovation contexts and how teacher motivation is decisive for effective
technology integration are open issues. The paper also found considerable
variability in teacher motivation, frequency, and quality of technology integration
across lessons over six weeks. More importantly, the variability of the quality of
technology integration was explained by teachers’ technology-related utility
beliefs, as a crucial facet of technology integration and specific factors within the
different instructional contexts.
Pluzhnikova (2021) views digitalization as a consequence of the
development of the digital economy, with digital services playing a significant
role. The study examines the impact of digitalization on human existence,
particularly in terms of alienation and the formal elimination of the subject as an
active participant in economic relations. The study identifies wide access to
educational services, flexibility, and rapid adaptation to technology as positive
aspects of education digitalization. However, it also points out negative aspects
such as the excessive formalization of the educational process, which can impact
educational content and motivation for learning and teaching. He concludes by
providing forecasts for the future development of education digitalization based
on the study's findings.

According to Akhmetshin et al. (2020), its primary objective was to
investigate, from the viewpoint of young Filipino entrepreneurs, the elements that
support or impede digital innovations in micro, small, and medium-sized firms
(MSMEs) during periods of economic disruption. In response to the COVID-19
epidemic, which has caused more firms to move to digital platforms, the study
was conducted. A qualitative research methodology was employed, involving in-
depth interviews with 46 internet entrepreneurs in the Philippines to gather data.
The study's conclusions constitute a substantial contribution to the body of
knowledge on entrepreneurship and serve as a foundation for further
investigation and the formulation of public policy intended to assist business
owners in times of economic upheaval.
To comprehensively analyze the current scientific literature on digital
education transformation, finding a positive link between students' academic
performance and digital tool usage. While highlighting benefits like increased
autonomy and modernized evaluation, it also addresses drawbacks such as the
loss of experienced teachers and the digital divide deepening. Proposed
solutions include improved teacher training and contextualized digital integration.
Despite acknowledging digital technology's importance, the study emphasizes its
insufficiency alone and suggests subject-centered learning and institutional
support as crucial for successful digitalization (Frolova, 2020)

Bakator and Radosav (2020), analyze the digital education revolution,
particularly in the context of the accelerated digitalization of the educational
system due to the COVID-19 pandemic. The study aims to identify the
challenges and barriers of education digitalization, as well as to address future
trends in the digital education revolution. It emphasizes the importance of
developing sustainable long-term strategies for the transition to the new ICT-
based education system. Additionally, the study provides insights into how the
digitalization of education impacts both educators and students, offering a
comprehensive understanding of the dynamics involved in this transformation.
The findings of the study serve as a valuable foundation for further research in
the field of education digitalization.
Mendoza (2019), said that the study draws on academic studies on media
and children as well as newly emerging EDD research to explore insights about
young people and their digital experiences. The report specifically draws
attention to the difficulties that American teens and tweens have in their digital
lives. The new Digital Citizenship Curriculum from Common Sense Education
was developed using the research as a basis. The unique approach of the
curriculum is based on research from Project Zero, which highlights instructional
techniques that improve students' abilities and attitudes. The report highlights the
importance of a comprehensive strategy combining educators, students, and

parents to foster a healthy culture of digital citizenship and lists six major
curriculum issues
The study of Velasco (2023), focuses on examining the perceptions of a
group of pre-service teachers from a Catalan university regarding the
effectiveness of their training program and internship in developing their digital
teaching competence. The study addresses the challenge universities face in
preparing teacher candidates for teaching in the 21st century, emphasizing the
need to equip trainees with both theoretical knowledge and practical skills for
navigating the digital landscape. Through the use of qualitative and quantitative
data collection and analysis methods, the study investigates the strengths and
weaknesses of the current training practices. The findings indicate existing
shortcomings in the training program but also suggest a positive shift towards
improvement and adaptation to the demands of digital teaching in the 21st
century.
The adaptation of blended learning approaches and advocates for a
balanced method that combines digital resources with traditional teaching
methods to enhance the teaching of Shakespeare. The analysis specifically
examines the rapid transition to blended learning in the post-COVID educational
setting, with a focus on Tunisia's implementation and its impact on
Shakespearean education. The study provides an international perspective on

blended learning in the post-COVID era, laying the theoretical groundwork before
the practical implementation of blended learning strategies. It offers practical
solutions and strategies for utilizing blended learning to teach Shakespeare,
introducing various digital platforms and tools such as annotation, video editing,
gamified learning, and interactive resources. The paper emphasizes the value of
multimedia tools and promotes collaborative projects, online discussions, and
digital timelines in the teaching of Shakespeare. Furthermore, the study
addresses challenges associated with digital teaching, including concerns about
inclusivity, the necessity for teacher and student training, and socioeconomic
disparities. It suggests adapting assessment methods to align with the principles
of blended learning, focusing on dynamic, technology-enabled evaluation
techniques. The study also highlights the importance of maintaining a balanced
approach by combining traditional teaching methods with digital tools, particularly
emphasizing the significance of oral instruction alongside digital resources.
Ultimately, the success of implementing blended learning for teaching
Shakespeare hinges on the commitment of authorities to invest in technology,
infrastructure, and teacher training to ensure equitable access and foster
inclusive learning environments (Amor, 2023)
Florentina (2023), highlights various barriers to the adoption of digital
technologies in agriculture, including cost constraints, relevance to specific

farming practices, user-friendliness, operator skill requirements, mistrust of
algorithms, and concerns about technological risks. It emphasizes the crucial role
of national governments in overcoming these barriers by providing information on
the costs and benefits of digital technologies, investing in human capital to
enhance digital literacy among farmers, incentivizing innovation, facilitating data
sharing among stakeholders, and promoting competitive markets within the
agricultural sector. By shedding light on the challenges and opportunities
associated with the digitalization of livestock and specialty crop farming, the
study underscores the importance of government support and industry
collaboration in harnessing the full potential of digital technologies to transform
and improve agricultural practices in these sectors.
In a study conducted by Mastul et al. (2023), the topic of utilizing
educational technology (EduTech) in Philippine schools was examined. The
researchers underscored the significance of technology in boosting student
involvement, enhancing curriculum design, and fostering critical thinking abilities.
They also emphasized the importance of both students and teachers being
skilled in ICT tools to remain competitive in the workforce.
A descriptive-correlational study by Del Mundo (2022) focused on
exploring the digital skills needed in the 21st century, how technology is used in
teaching, and the obstacles faced when integrating technology. The participants

were ninety-five high school teachers from Muntinlupa National High School. The
goal was to identify any connection between digital skills and the use of
technology in teaching, as well as the challenges teachers face. The findings
revealed that most participants were female, aged between 40 and 49, had
completed MA units, had 7-12 years of teaching experience, and had minimal
training in technology integration in the past 6 years.
A study conducted by Rombaoa (2019) focused on the impact of
technology adoption on Filipino families whose children attend public schools.
The research sheds light on the financial challenges of incorporating technology
in education, especially for families belonging to the middle class. It underscores
the importance of policymakers taking into account the financial considerations
associated with integrating technology into the educational system.
A study by UNESCO (2023) explored technology projects in the
Philippines and pointed out the absence of a comprehensive assessment by the
Department of Education. The study stressed the significance of integrating
technology into education, especially in subjects such as math, and called for
additional research to support successful technology implementation in schools.
According to Maria and Sara (2021), the international journal on E-
learning. This paper presents the main findings of a study exploring primary

teachers' beliefs and practices with educational technology, through a
sociocultural lens. The implications of this study, especially regarding the
sociocultural issues behind the integration of technology into schooling,
contribute further to our understanding of the requirements for successful
implementation of the initiative at different interdependent levels.
According to Bynum and Harrell (2018), Alabama Journal of Educational
Leadership. This paper presents that Technology is an integral part of our
everyday lives. Students in our public schools are considered digital natives and
have become accustomed to always being connected to their devices and the
Internet. Given the importance technology plays in our lives, schools now have a
responsibility to integrate it. Although classrooms may have access to many
technology devices, several external and internal factors affect the proper
implementation of technology in classrooms.
Anurag et al. (2020), Educational Technology Research and
Development. This paper explores technology integration and the role of teacher
beliefs in this integration to assess a ‘smart-class’ initiative that was introduced in
3173 Grade 7–8 classrooms of 1609 public schools in India in 2017. It first
reports on the impact of the initiative at the end of its first year, using a sample of
2574 children drawn from 155 project schools and 155 non-project schools. The
paper calls for greater awareness among content developers of how their beliefs

can overturn technology integration and for supportive professional development
of teachers that will help them incorporate technology in their educational
practice.
According to the study by Ahmed et al. (2023), Local Research and Glocal
Perspectives in English Language Teaching. This study aimed to explore
teacher's views of the support they received from their institutions and the role
that individual initiatives and professional learning networks played in their
development as online educators. It was found that institutional training for
emergency remote teaching provided to teachers was not enough nevertheless,
teachers learned on the job individually through a trial and error process as well
as collaboratively using personal and professional networks. The findings
highlight teacher's resilience and their active role in dealing with unforeseen
challenges and have implications for teacher training programs and teacher
associations.
Synthesis
The digitalization of education has become an inevitable reality,
significantly impacting teaching methods, student learning experiences, and
overall educational outcomes. Various studies have delved into different aspects
of this transformation, exploring its challenges, benefits, and implications.

Kalimullina et al. (2021) focused on the evolving role of teachers in the
context of digitalization, highlighting the importance of digital competence and
cultural understanding of technology for effective integration into education.
Similarly, the study by Lagos and Nabos (2023) examined the digital
competencies of teachers, emphasizing the need for continuous professional
development in digital skills.
Studies such as Petrusevich (2020) and Masaganda (2023) provided
insights into the current state of digital education, indicating its growth and impact
on both secondary and higher education. They highlighted the effectiveness of
technology-based instructional materials in improving student performance.
Moreover, research by Graciano and Benablo (2023) and Goles et al.
(2024) revealed a positive correlation between teachers' digital literacy skills and
their teaching effectiveness. This underscores the importance of enhancing
teachers' digital competencies to optimize the benefits of digital education.
However, challenges persist. Studies like that of Sakarya University by
Uğur (2020) identified issues such as privacy concerns and varying levels of
digital competency among teachers. Similarly, research by De Vera et al. (2021)
emphasized the need for novice teachers to receive adequate training in
integrating technology into their lesson plans.

On a broader scale, studies such as Ghavifekr et al. (2015) and Tomaro
(2018) highlighted the importance of comprehensive ICT integration into national
educational systems, backed by effective teacher training programs. Additionally,
Bakator and Radosav (2020) emphasized the necessity of sustainable strategies
for the transition to ICT-based education systems.
While digitalization presents numerous opportunities, Pluzhnikova (2021)
warned of potential negative impacts such as the excessive formalization of
education, affecting educational content and motivation for learning and teaching.
The COVID-19 pandemic acted as a catalyst for digital education
transformation. Studies such as those by Mastul et al. (2023) and Ahmed et al.
(2023) discussed the significant role of technology in enhancing student
involvement, curriculum design, and teacher professional development,
particularly during periods of crisis.
In conclusion, while digitalization offers immense potential to revolutionize
education, its successful implementation requires addressing challenges such as
teacher training, digital competency, privacy concerns, and ensuring equitable
access to technology. A comprehensive approach that includes effective teacher
training, sustainable strategies, and continuous research and development is
crucial for realizing the full benefits of digital education.


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Republic of the Philippines

This chapter presents the introduction, statement of the problem,

Background of the Study

Digitalization in education refers to the integration of digital technologies

advances in technology that have enable educators to provide tailored learning

of digitalization as a learning material of the students progressively taking its

place and the traditional way of learning is gradually disappearing. Traditional

materials is very useful also, especially when there is no technology at all.

Nevertheless, we are living in a modern world, where every student is more

Hence, the use of digitalization as learning materials has a favorable impact on

Learning in a Modern World: Experiences and Testimonies of Students

Additionally, digitalization opens up vast opportunities for collaborative

learning and knowledge sharing. Through digitalized materials, students can

diverse perspectives. By embracing digital tools, educators empower students to

in the evolving digital landscape.

Using digitalization as material for learning and studying will contribute a

lot of benefits. The traditional way of learning such as handwritten visuals of

presentations, often renders the student learning experience somewhat

mundane, compared to utilizing animated and digitalized presentation or visual

experiences, improve access to education, and facilitate personalized learning.

of technology in education. It involves understanding how to effectively integrate

Learning in a Modern World: Experiences and Testimonies of Students

digital tools, such as learning management systems, educational apps, and

multimedia resources into the curriculum to enhance teaching and learning

outcomes. However, we also appreciate that numerous issues remain

for learning, but also for other activities.

Thus, this research focused on analyzing and knowing the live

experiences and testimonies of the students in using digitalization as a learning

problem encountered by the learners in using digitalized materials in terms of

knowledge of a student and give students a better learning experience.

Statement of the Problem

This study aims to prepare students for success in an increasing digital

and interconnected world.

Specifically, this study seeks answers to the following questions:

1. What are the experiences and testimonies of students on using digitalized

materials in their education?

Learning in a Modern World: Experiences and Testimonies of Students

2. How does technology integration impact student's learning experiences?

4. Based on analysis, what school programs have integrated technology into

Significance of the Study

This study will conduct to determine the experiences and testimonials of

the students on Digitalization in terms of their education and provide a deep

testimonies of their students to Digitalization in terms of their education and also

provide us with evidence to back up our claims.

Teachers. This study will give a greater understanding to the faculty

Learning in a Modern World: Experiences and Testimonies of Students

guidance to their children on how to use their gadgets properly.

Present Proponents. This study will aid researchers in understanding the

experiences and testimonies of the students on digitalization in education. It will

to increase the number of students using digitalized materials in their studies,

Scope and Delimitation

This study will investigate the opinions and sentiments of students on

Learning in a Modern World: Experiences and Testimonies of Students

be asked to share their in-depth experiences and opinions through surveys or

The experiences and viewpoints of students—those of instructors,

details of online learning platforms. It is significant to highlight that, given that

digital education practices can change between locations, the study's

conclusions might be impacted by the study's setting.

The following useful terms are defined conceptually and operationally in