Technology Integration in Teaching Elementary Science, Adequacy of Instructional Materials and Development of 21st Century Skills: A Proposed Intervention Program
Abstract:
This descriptive study examines the level of technology integration in elementary Science instruction, the adequacy of instructional materials, and the development of learners’ 21st-century skills. Drawing on survey responses and interviews with Science teachers and learners in selected public elementary schools, the findings indicate that digital resources are frequently used to enhance lessons, particularly in support of inquiry-based learning. Teachers observed that such integration promotes student engagement and supports the development of critical thinking and creativity. However, challenges persist, including limited teacher proficiency in using technology for instructional delivery, inconsistent access to core learning materials such as textbooks and Science kits, and low learner performance in technological and information literacy. These barriers suggest gaps in infrastructure and professional development that hinder effective implementation. The study underscores the need for sustained investment in teacher training, access to essential learning tools, and the strategic use of educational technology to strengthen Science instruction and cultivate 21st-century competencies among learners.
Keywords: instructional materials, science education, technology integration, 21st-century skills
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