The Roles of Teachers in Technology-Driven Classroom Using ISTE Standards for Educators

Jennylyn M. Balaoro, Mary Grace G. Aquino, Jonnie F. Salvidar, Grace Anne P. Prado and Jun Michael Amemita
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Jennylyn M. Balaoro: PUPQC Supreme Student Council PUPQC Future Business Teachers’ Organizations & Polytechnic University of the Philippines – Quezon City Branch
Mary Grace G. Aquino: PUPQC Future Business Teachers’ Organizations & Polytechnic University of the Philippines – Quezon City Branch
Jonnie F. Salvidar: PUPQC Future Business Teachers’ Organizations & Polytechnic University of the Philippines – Quezon City Branch
Grace Anne P. Prado: PUPQC Future Business Teachers’ Organizations & Polytechnic University of the Philippines – Quezon City Branch
Jun Michael Amemita: PUPQC Future Business Teachers’ Organizations & Polytechnic University of the Philippines – Quezon City Branch

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 3, 643-651

Abstract: In this study, the roles of educators in the technology-driven classroom were examined and interpreted based on the framework of International Society for Technology in Education (ISTE) standards for educators. Further, these roles of educators include being a facilitator, learner, collaborator, leader, citizen, analyst, and designer. These roles of educators in the technology-driven classroom must be certain this time of the COVID-19 crisis given that the educational system is now diverted into a more technologically advanced setting. Moreover, this study also examined differences among the respondents’ roles based on their sex, age, the status of employment, and length of service. To be able to gather necessary data, a descriptive method using a quantitative approach was employed in this study. The validated questionnaire was the research instrument used to collect data from twenty (20) selected faculty members of the Polytechnic University of the Philippines Quezon City. This study found out that the respondents resolutely incorporate all of the ISTE standards for educators as their roles in technology-driven classrooms. Further, teachers as learners, citizens, and facilitators are the top perceived roles of the respondents among others. The results also determined that the roles of teachers using ISTE standards had no significant difference among the respondents’ sex, age, the status of employment, and length of service. A set of recommendations for future research and practice were provided based on the findings of this study.

Date: 2022
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