Examining public rural science high school teachers' use of technology: portraiture in educational action research.
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| Title: | Examining public rural science high school teachers' use of technology: portraiture in educational action research. |
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| Authors: | Tembrevilla, Gerald1 (AUTHOR) gerald.tembrevilla@msvu.ca, Milner-Bolotin, Marina2 (AUTHOR), Gomez, Kimberley3 (AUTHOR) |
| Source: | Educational Action Research. Dec2025, Vol. 33 Issue 5, p739-755. 17p. |
| Subject Terms: | *Science teachers, *Educational technology, *Action research, *Teacher education, *Rural education, Innovation adoption, Contextual analysis |
| Geographic Terms: | Philippines |
| Abstract: | Recent initiatives in the Philippines, the site of this study, have stressed the importance of teachers engaging in education research, emphasizing its importance in professional progress. In this study, we employed the, sometimes characterized, 'messiness' of action research to reframe the relatively uncontrolled circumstances brought about by the wider implementation of information and communication technology (ICT) policies and initiatives in the context of science education. We draw from the first author's overlapping identity as an insider-outsider-in-between in relation to the five science teacher-participants and their pre-to-post video production engagements and reflections during science video workshops throughout a 45-day fieldwork. We also draw on portraiture methodology to examine select science teachers' challenges as they integrate ICT in their classes. Portraiture, with its emphasis on how people construct, co-construct, and characterize their lived experiences, offers researchers a set of approaches that offer a sense of participants' agency, and to gain a better sense of their life experiences. With further analysis of participants' interviews during the pre-to-post video production stages framed through the lenses of technological, pedagogical, content knowledge (TPACK) and funds of knowledge (FoK), this study offers three portraits of science teachers' challenges. These portraits highlight teachers' understandings of, and responses to Philippine government policy in ICT implemented in public and rural high schools in the country, teachers' use of technology for their professional development, and their science teaching practices rooted in local knowledge. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Recent initiatives in the Philippines, the site of this study, have stressed the importance of teachers engaging in education research, emphasizing its importance in professional progress. In this study, we employed the, sometimes characterized, 'messiness' of action research to reframe the relatively uncontrolled circumstances brought about by the wider implementation of information and communication technology (ICT) policies and initiatives in the context of science education. We draw from the first author's overlapping identity as an insider-outsider-in-between in relation to the five science teacher-participants and their pre-to-post video production engagements and reflections during science video workshops throughout a 45-day fieldwork. We also draw on portraiture methodology to examine select science teachers' challenges as they integrate ICT in their classes. Portraiture, with its emphasis on how people construct, co-construct, and characterize their lived experiences, offers researchers a set of approaches that offer a sense of participants' agency, and to gain a better sense of their life experiences. With further analysis of participants' interviews during the pre-to-post video production stages framed through the lenses of technological, pedagogical, content knowledge (TPACK) and funds of knowledge (FoK), this study offers three portraits of science teachers' challenges. These portraits highlight teachers' understandings of, and responses to Philippine government policy in ICT implemented in public and rural high schools in the country, teachers' use of technology for their professional development, and their science teaching practices rooted in local knowledge. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09650792 |
| DOI: | 10.1080/09650792.2025.2493687 |
