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INTRODUCTION

Background of the Study

With emergence of new technologies, the teaching profession has

changed from being teacher-oriented and oration-based instruction to

pervasive-oriented and cooperative learning environment. It should be noted it

is individuals who change the instruction not technology and first of all,

teachers should become an effective and efficient force. There is a paradigm

shape in teaching, the old one from the tradition one into the constructivist

type, along with it is the use of technology. Nowadays, teacher uses

technology in teaching compared to the modern days they used materials like

instructional materials in their teaching. Today’s generation teachers teach

easily by using technology but mostly of the teachers are not actually know

everything in using technology because of that they start teaching in modern

days that teacher only uses I’MS in their teaching materials, Dwyer, D. C., &

Barbato, C. A. (2013).

Today, science and technology can teach far better than teachers and

students, with the help of technology, the students can learn more than the

past when they had only a teacher. This can be the reason that high

technology has been in the center of attention every hour every day and is
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before students’ eyes in every place. With this being said, meaning of the

breaking of the walls of schools is understood with more clarity. By going

through statistics and information concerning scale of spread of information

technology in different countries, we learn that many of them, both developed

and developing, have comprehensive schemes for equipping schools with

computer facilities, internet access and information technology, Friesen, N.

(2011).

In order to increase its impact on the teaching to students and improve

knowledge level of the teachers, our educational system should inevitably use

information technology. Gunter, G. A., & Gunter, R. E. (2013), but this

happens when teachers have conceptual skills resulting in the creation of new

insights which can be of help in planning to our educational system. Hence, in

order to meet the needs of this era and information technology in the third

millennium, our educational system should unavoidably adapt itself to

changing circumstances of this country and the world.

The digital divide is the gap between those who have access to

technology, the internet and digital literacy training and those who do not. It

affects all generations – both rural and urban communities – as well as a wide

variety of industries and sectors. Here's a look at some of the groups of people
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affected by the digital divide. School-age children are affected by the digital

divide through the Homework Gap – the gap that occurs when they are

assigned homework requiring internet access but don’t have home access.

The rapid pace at which technology and required technology skills are

advancing in the workplace is leaving behind workers without digital skills,

access to the internet and computing devices. It’s also having an impact on

businesses efficiency and competitiveness.

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Objectives of the Study

The general objective of this study is to determine the technology divide

among seasoned teachers in Kabacan Pilot Central School, Kabacan North

Cotabato.

Specifically, the study aims to:

1. to determine the socio-demographic profile of the respondents in terms

of:

a. Age

b. Sex

c. Length of service

d. Seminars attended related to use of technology;

2. to identify the technology used by the respondents; and

3. to determine the impact of the technology, divide on teaching

effectiveness.
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Significance of the Study

STUDENTS. This study will help the students to enhance students'

learning experiences by identifying ways to improve teachers' technological

skills, ensuring they receive quality, tech-integrated education.

TEACHERS. This study will help the teachers to highlights the need for

targeted professional development, helping seasoned teachers overcome

challenges in adopting modern teaching tools and methods.

ADMINISTRATORS. This study will help the administrator to guide the

school leaders in creating policies and providing resources that support the

technological needs of their staff for effective teaching.

FUTURE RESEARCHERS. This study will help the future researchers

to offers a foundation for further exploration into the technology divide in

education, especially among different demographics of teachers.

Scope and Delimitation of the Study

This study will only focus on technology divide among seasoned

teachers in Kabacan Pilot Central School at Kabacan Cotabato.

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Theoretical Framework

This study was based on the digital divide of Pippa Norris (2016) refers

to the gap between individuals and communities that have access to digital

technology and the internet and those that do not. This divide can manifest in

various forms, including disparities in access to devices, internet connectivity,

and digital literacy skills. The concept gained significant attention in the 1990s

as technology began to play an increasingly crucial role in everyday life,

impacting education, employment, and social interactions. Scholars and

policymakers recognized that unequal access to technology could exacerbate

existing social inequalities, hindering opportunities for marginalized groups

and limiting their ability to participate fully in a digital society.

Pippa Norris has been instrumental in advancing the discourse around

the digital divide through her research on technology and society. Her work

highlights the multifaceted nature of the divide, emphasizing that it is not

merely a question of access but also encompasses the quality of that access

and individuals' skills in utilizing technology effectively. Norris's findings

suggest that addressing the digital divide requires a comprehensive approach

that includes improving infrastructure, enhancing digital literacy, and fostering

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inclusive policies that ensure all individuals can benefit from technological

advancements. By exploring the implications of the digital divide, her research

contributes to a broader understanding of how technology can be a tool for

empowerment or a barrier to progress, particularly in educational contexts.

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Operational Definition of Terms

Technology Divide - refers to the gap in access, knowledge, and use

of technology between individuals or groups, particularly among seasoned

teachers in this study.

Seasoned Teachers - experienced educators who have been in the

teaching profession for an extended period, often facing challenges in

adapting to new technological advancements.

Digital Literacy - the ability to effectively use digital tools and

platforms, which is measured in terms of the proficiency of seasoned teachers

in the context of this study.

Professional Development - training and educational programs

designed to improve teachers' skills, specifically in relation to their

competence in integrating technology into the classroom.

Technology Integration - the incorporation of digital tools and

resources into teaching practices, as examined in terms of how seasoned

teachers apply technology in their instruction.

Kabacan Pilot Central School - the specific educational institution

where the study is conducted, focusing on its seasoned teachers' interaction

with technology.
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Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-Demographic

 Age
 Sex Technology Divide Among
 Length of Selected Seasoned
service Teachers in Kabacan Pilot
 Seminars Central School
attended
related to use
of technology

Figure 1. Shows the relationship between the socio-demographic profile and

the technology divide among selected seasoned teachers in Kabacan Pilot
Central School.

Hypothesis

The hypothesis of this study posits that there is a significant relationship

between the technology divide among seasoned teachers at Kabacan Pilot

Central School and their ability to effectively integrate technology into their

teaching practices. Specifically, it is expected that higher access to

technology, increased digital literacy, and more comprehensive professional

development will lead to improved technology utilization in the classroom.

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Consequently, this enhanced integration of technology is anticipated to

positively affect teaching effectiveness and boost student engagement and

learning outcomes.