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] |
| Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190438622 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining public rural science high school teachers' use of technology: portraiture in educational action research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tembrevilla%2C+Gerald%22">Tembrevilla, Gerald</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gerald.tembrevilla@msvu.ca</i><br /><searchLink fieldCode="AR" term="%22Milner-Bolotin%2C+Marina%22">Milner-Bolotin, Marina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gomez%2C+Kimberley%22">Gomez, Kimberley</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Dec2025, Vol. 33 Issue 5, p739-755. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation+adoption%22">Innovation adoption</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+analysis%22">Contextual analysis</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09650792.2025.2493687 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 739 Subjects: – SubjectFull: Science teachers Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Action research Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Rural education Type: general – SubjectFull: Innovation adoption Type: general – SubjectFull: Contextual analysis Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: Examining public rural science high school teachers' use of technology: portraiture in educational action research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tembrevilla, Gerald – PersonEntity: Name: NameFull: Milner-Bolotin, Marina – PersonEntity: Name: NameFull: Gomez, Kimberley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09650792 Numbering: – Type: volume Value: 33 – Type: issue Value: 5 Titles: – TitleFull: Educational Action Research Type: main |
| ResultId | 1 |
