Bridging a digital divide: A critical analysis of contextual factors affecting ICT integration in Philippine schools

Our study provides a critical exploration of the factors limiting equal access to educational technology (EdTech) in the Philippines. Despite the Department of Education's commitment to using technology to improve learning outcomes, the Covid-19 pandemic has deepened existing disparities. Utili...

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Vydáno v:Issues in educational research Ročník 35; číslo 2; s. 526
Hlavní autoři: Espinosa, Allen A, Ma. Arsenia C. Gomez, Miranda, Praksis A, David, Adonis P, Edna Luz R. Abulon, Ma. Victoria C. Hermosisima, Quinosa, Edwin A, Soliman, Abegail A, de Vera, Jayson L, Claros, Ian Harvey A, Hardie Gieben M. Cruz, Gonzales, Nepthalie SJ
Médium: Journal Article
Jazyk:angličtina
Vydáno: Perth 01.07.2025
Témata:
Access to Computers
College Administration
COVID-19
Criticism
Departments
Digital divide
Distance Education
Distance learning
Education
Educational Change
Educational objectives
Educational Research
Educational Resources
Educational technology
Electronic Learning
Focus groups
GNI
Gross National Income
Influence of Technology
Instructional Improvement
Internet
Internet access
Literature reviews
Low Income Students
Master Teachers
Miranda, David
Outcomes of Education
Pandemics
Poverty
School Policy
Schools
Students
Systematic review
Telecommunications
Vision
Philippines
Luzon
ISSN:0313-7155, 1837-6290
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Shrnutí:Our study provides a critical exploration of the factors limiting equal access to educational technology (EdTech) in the Philippines. Despite the Department of Education's commitment to using technology to improve learning outcomes, the Covid-19 pandemic has deepened existing disparities. Utilising a combination of a systematic literature review and qualitative data from interviews and focus group discussions, our research identifies key requirements for successful EdTech implementation. The study underscores the need for infrastructure development, leadership support, and strong partnerships to address these gaps. It offers strategic recommendations aimed at enhancing access to digital learning and supporting the nation's educational reform initiatives.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0313-7155
1837-6290