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Bridging a Digital Divide: A Critical Analysis of Contextual Factors Affecting ICT Integration in Philippine Schools

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Bibliographic Details
Title: Bridging a Digital Divide: A Critical Analysis of Contextual Factors Affecting ICT Integration in Philippine Schools
Language: English
Authors: Allen A. Espinosa (ORCID 0000-0003-4431-9016), Ma. Arsenia C. Gomez (ORCID 0000-0002-9299-9928), Praksis A. Miranda (ORCID 0000-0003-0607-4097), Adonis P. David (ORCID 0000-0003-3792-8884), Edna Luz R. Abulon (ORCID 0000-0002-5483-0021), Ma. Victoria C. Hermosisima (ORCID 0009-0004-9348-7635), Edwin A. Quinosa, Abegail A. Soliman, Jayson L. de Vera (ORCID 0000-0002-4307-6502), Ian Harvey A. Claros (ORCID 0009-0004-7768-6909), Hardie Gieben M. Cruz (ORCID 0009-0004-9920-2098), Nepthalie S. J. Gonzales
Source: Issues in Educational Research. 2025 35(2):526-549.
Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Technology, Technology Integration, Foreign Countries, Access to Computers, Disadvantaged, Educational Needs, Educational Change, Barriers, Geographic Isolation, School Location, Energy, Elementary Secondary Education
Geographic Terms: Philippines
ISSN: 0313-7155
1837-6290
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.iier.org.au/iier35/espinosa-2-abs.html
Accession Number: EJ1476758
Database: ERIC
Description
Abstract: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.
ISSN:0313-7155
1837-6290