Teachers’ Challenges with Technology Integration in the Alternative Learning System (ALS) in North II District, Iligan City
Abstract:
This qualitative study explores the challenges encountered by teachers in the Alternative Learning System (ALS) in integrating technology into their instructional practices, along with the coping mechanisms they employ to navigate these barriers. Using a phenomenological research design, the study draws on semi-structured interviews conducted with five ALS teachers in North II District, Iligan City. Thematic analysis revealed persistent challenges, including limited access to digital tools, low digital literacy, and unstable internet connectivity—factors that hinder effective technology adoption in ALS Community Learning Centers (CLCs). In response, teachers employed adaptive strategies such as utilizing personal resources, engaging in community partnerships, adopting innovative teaching methods, and pursuing selfdirected learning. These findings highlight the resilience and ingenuity of ALS educators, while also pointing to systemic gaps in technological support. The study emphasizes the need for targeted professional development, equitable resource distribution, and infrastructure improvement to support digital inclusion.
Keywords: alternative learning system, digital literacy, teacher challenges, technology integration
Indexing
