TECHNOLOGY MATTERS: A QUALITATIVE STUDY ON THE IMPACT OF

INSUFFICIENT EDUCATIONAL TECHNOLOGIES TOWARDS THEIR

LEARNING EXPERIENCE IN SELECTED HIGHER EDUCATION
IN G.S.C (GFI, CRONASIA, VCBA)

An undergraduate Thesis Presented to the Faculty of

Villamor College of Business and Arts
General Santos City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Technical Teacher Education Major in
Food and Service Management and Major in Automotive

By:

RESCIEL BARLISO
DENNIS ALBARASIN JR
DARYL CANOY

January 2024
 CHAPTER I

INTRODUCTION

Background of the Study

Modern technology is developing quickly and continuously. Within the sphere of

tertiary education, instructional technologies have grown in frequency and impact,

molding students' experiences and outcomes. These technologies cover a broad

spectrum of resources and tools, including as interactive apps, multimedia content, and

online learning environments. This allows students to study the material at home and

come to school to engage in more discussions, exercises, and activities. According to

Song and Kapur (2017), “few studies have reported how to develop students’ problem

solving skills and enhance their conceptual understanding in flipped classroom in

mathematics inquiry”

Fisher, et al. (2014) discuss how classrooms are turning to technology for

teaching and learning, and how teacher’s roles have changed. The teacher becomes

the facilitator, who takes the students on their learning journey, learning with them

instead of ‘teaching’ them. Students needs to make judgments about and be able to

calculate the value of the content they gather. Learners are also self-assessing using

technology. This helps to “move learners from being the consumers of information to

being producers of it”.

Due to a lack of access to educational technology, many students lack basic

information regarding devices such as laptops, computers, and tablets. Nonetheless,

there is still much to learn about how inadequate educational technologies affect

students' performance and learning environments at postsecondary institutions. Many

educational institutions are searching for technological solutions to enhance their

students' learning experience;

Harris (2016) states that there is a lot of demand on today's educators to give

21st century kids a top-notch education that is in line with 21st century standards. As

part of these objectives, children must be equipped with the informational and

technological abilities necessary to succeed in a world driven by technology that is

constantly evolving. While technology has become increasingly more popular in

classrooms. This allows students to study the material at home and come to school to

engage in more discussions, exercises, and activities.

The lack of these tools and resources in higher education settings, whether in

terms of availability, accessibility, or quality, is referred to as educational technology

insufficiency. A few reasons for this inadequacy include inadequate money, antiquated

facilities, and a dearth of support and training for both teachers and pupils. Students'

performance and learning experiences may suffer if they do not have access to the

required educational technology. The purpose of this study is to investigate how

learning is impacted by inadequate educational technology. On students' performance

and educational experiences in postsecondary institutions. By looking into this matter,

important information about the difficulties teachers and students encounter can be

found, along with possible solutions for fixing the deficiency and enhancing the

classroom as a whole. (Smith, L., & Johnson, A. 2020).

This study examines how well technology works in the classroom and focuses on how

students are impacted by the lack of instructional technology in certain higher education

programs.

Statement of the Problem

This study aims to discuss the perceptions of the students regarding the Impact

of Insufficient Educational Technologies

Specifically, the researchers sought to answer the following questions;

1. How do participants describe their learning experiences with insufficient

educational technologies in terms of:

1.1. Demonstration;

1.2. Laboratory performance; and

1.3. Making of Power Point Presentation

2. How do these experiences affect the performance of students towards their

learning in terms of:

2.1 Lack of technological tools knowledge;

2.2 Inadequate in educational tools; and

2.3 Limited access of computer?

3. What emerging themes arise from the study?

4. Based on the findings, what can be drawn out from the study?
 Conceptual Model

Insufficient Educational technology

Limited access of computer Inadequate Availability

Lack of knowledge in terms of Limited fundings of Educational

technology Technology

Learning experience and performance of

students

Figure 1.Conceptual Model on the Insufficient Educational technologies in selected

higher education. In this model, Insufficient Educational Technologies are hypothesized

to have a negative Impact on their Learning Experience of students in Selected Higher

Education.
Significance of the Study

Learning is the aspect of development that connotes modification of behaviour,

skills, and knowledge that results from practice and experience which sought for the

quality education.

The generalization of this present study would be a great contribution to the

vast knowledge and relation to student’s achievement. Vital results of this investigation

could be highly significant and specifically to the following:

The School Administrator. The result of the study will also benefit the school. It can

help to improve the education system of the Administrator. This research is conducted

to obtain the thoughts of higher education school administrators to determine the

obstacles that they are exposed to while using technology and attempting to integrate

technology into their schools. It could be used to organize and categorize the problems

encountered by the school administrators regarding the use of educational technology

The Teachers. It is important for them to know the educational arrangement because

they would be the one providing the knowledge to the students. This result can help

them to improve the educational technologies in the classroom.

The Students. This will help the students to encourage them to improve their ability in

terms of technology. Also, help them for easy access of information in their studies.

Adapting the innovative way of education to enhance the learning performance and not

to abuse of using it. To be more equipped for preparation in good future.

Future Researchers. This would help them as reference for other related study.
Scope and Delimitation of the Study

This study will be delimited to 15 respondents. Five respondents from each of the

selected Higher Institution in General Santos City namely Cronasia Foundation College

Inc., Villamor College of Business and Arts, and GenSantos Foundation College Inc.

Five respondents from each of these institutions are

Definition of Terms

For the clarity and better understanding of the study, The following terms were

operationally defined:

Academic. Insufficient instructional technology can negatively impact students'

performance, causing them to struggle during their learning process.

Impact the result of the implication of the certain issue, refers to lack of access

to technology, such as computers and high-speed internet, has negatively impacted the

academic performance of students, particularly young adults of color.

Experience – students experience in terms of using educational technology and

engaging the modern ways of education

Learning refer to acquire knowledge and ideas the process or gaining

knowledge.

Performance it refers to the results of educational technology that have more

impact to students learning performance inside the classroom and develop new thinking

skills, synthesize information.

 Program refers to the listing plan by CHED which is essentials for the

development of the department to improve educational technology in order to achieve a

specific result.

EDUCATIONALTECHNOLOGIES – focuses on “the technological tools and

media that assist in the communication of knowledge, and its development and

exchange. The process of analyzing, designing, developing, implementing, and

evaluating the instructional environment, learning materials, learners, and the learning

process in order to improve teaching and learning.

VCBA – An acronym for Villamor College of Business and Arts. And refers to

the institution of the study

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

The chapter is made up of data gathered from linked books, studies, and related

readings. During the course of this investigation, the researcher read extensively from

materials that were both printed and obtained from the internet that were relevant to the

subject.

The focus of this study is to determine the struggles of the students. The

experience and challenges students encountered and how they affect multiple aspects

of learning.

THE STATUS OF EDUCATIONAL TECHNOLOGY

The process of adopting new innovations has been studied for over 30 years,

and one of the most popular adoption models is described by Rogers in his book,

Diffusion of Innovations (Sherry & Gibson, 2002). Much research from a broad variety of

disciplines has used the model as a framework. Dooley (1999) and Stuart (2000)

mentioned several of these disciplines as political science, public health,

communications, history, economics, technology, and education, and defined Rogers’

theory as a widely used theoretical framework in the area of technology diffusion and

adoption.

Rogers’ diffusion of innovations theory is the most appropriate for investigating

the adoption of technology in higher education and educational environments (Medlin,

2001). In fact, much diffusion research involves technological innovations so Rogers

usually used the word “technology” and “innovation” as synonyms. For Rogers, “a

technology is a design for instrumental action that reduces the uncertainty in the cause-
effect relationships involved in achieving a desired outcome”. It is composed of two

parts: hardware and software. While hardware is “the tool that embodies the technology

in the form of a material or physical object,” software is “the information base for the

tool”. Since software (as a technological innovation) has a low level of observability, its

rate of adoption is quite slow.

For education, technology can improve access, raise quality, update the

knowledge pool, and facilitate research. It can help individualize instruction, afford

educational opportunity at the time and place convenient to the learner, provide rapid

feedback, furnish access to remote data bases, and enhance counseling and

evaluation. Telecourses, videoconferencing, the videodisc, the electronic blackboard,

computer networking and conferencing telephone hookups, and voice-data transmission

can be used separately o: together to modify the delivery system (Rashid, T. & Ashgar,

H., 2016) There are signs to indicate that in the next two decades great pressures will

force higher education to adapt a less resistant approach.

First, elementary and secondary students are adapting to the new technologies.

Children now entering the first grade have thousands of hours of television behind them.

Technology is already an integral part of their lives. In elementary schools they are

exposed to the computer. By the time they are in high school they have come to know

the television, the computer, the telephone and the tape recorder, all of which have

become an essential part of their lives both in school and out.

Second, the business world will create additional outside pressures. With its own

uses of technologies ever expanding, and with the reduction of costs and the

development of a mass market in the schools, business is vitally interested in how

colleges and universities adapt to the new technologies. It is true that the computer,

especially, has been employed in a variety of ways for administrative purposes. It is also

true that the computer is widely used in specific disciplines in the sciences, engineering,

and agriculture. But the majority of the faculty by a large margin continue to resist (or

are apathetic about) the advent of the computer as an instructional and advisory tool.

An even larger.

With more integration of technology, the effect it has on fine motor skills is

questionable. Some research has dug into this topic, but it is still fairly undiscovered.

Purcell, et al. (2013) provide a comprehensive report about social media’s impact on

writing. Students and teachers talk about what they consider writing to be. Teachers

also discuss how social media has been helpful and harmful to classroom writing.

Teachers “encourage their students to do at least some writing by hand because they

feel students do more active thinking, synthesizing, and editing when writing by hand,

and writing by hand discourages any temptation to copy and paste others’ work”.

Due to social media, students are able to write collaboratively, share their

work with more people, and be more creative in their writing. Sulzenbruck, et al. (2011)

indicate “there are indeed specific differences in basic fine motor skills depending on the

amount of time spent typing and handwriting texts”. Their study does not only focus on

handwriting but fine motor skills in general. Computer use also has in impact on major

behavioral requirements.

Educational institutions use the appeal of technology to attract students

(Schwartz, 2003). Academicians advocate technology as a means of engaging students

in learning material rather than simply presenting it (Young, 2005). Research suggests
that students are more engaged with classroom material when it is accompanied by

technology (Wurst et al., 2008).

Technology is widely perceived as a means of increasing interest in learning.

The counter argument is that students are more interested in the technology, and not

focused on the learning. Instant access to a wealth of largely unfiltered information

creates a disincentive to learning. Students do not need to formulate potential answers,

think about causes and effects, or think critically - they can simply find “an” answer. This

removes interest and excitement from the prospect of learning and exploration.

Adams, S. (2016) emphasized that students find the information interesting,

but they have not engaged in the quest for knowledge. Technology has made learning

an empty quest which removes thinking or understanding from the learning process.

While technology seems to increase enthusiasm for learning, it may really distract from

the students’ learning processes. Students pay more attention because of the

entertainment value of using technology rather than any added learning value.

Unfortunately, this creates the illusion of increasing interest in learning.

Technology may also act as a crutch, further compounding the problem of

decreased passion for learning. The use of technology may reduce curiosity and

enthusiasm for learning (Bitner, N. 2002).

Heafner T. (2004) states that technology creates an unhealthy dependence,

neutralizing students’ abilities to think, analyze, and understand. Because technology

does it for them, students cease being able to forge knowledge themselves. In

sociological terms, technology creates its own social forces that we, its creators, have

lost the ability to regulate. Students. However, technology has been viewed as a great
resource in classrooms that has heightened learning but has its negative effects on

student learning.

With new information technology, education is fast becoming free of time and

space. But every learner still needs to be connected to a scaffold of support for lifelong

learning achievement. Students need parents, friends, and supervisors who are also

teachers and coaches. The primary function of the school-to-work movement is to

mobilize understanding and support so that students will acquire the skills, habits,

values, and understandings essential to productivity in all the roles of life (Yehle, A. K.,

2,000). Wankel, L.A., Blessinger, P. (2013) pointed out that technology is an

important part of students’ lives. Incorporating technology into the classroom has proved

to be beneficial yet also has some drawbacks. Technology has helped student

willingness and engagement and allows for the enhancements of learning.

According to Fisher, et al. (2014), “The need for construction and engagement

means that the best types of learning will be those that involve choices that the student

can make, and learning where there are meaningful contexts where the student is

engaged”. But is this enough to outweigh some of the negatives?

In a study conducted by Sülzenbrück, et al. (2011) that examined the effect

computer use has on motor skills, they discovered that using modern technology could

effect changes in basic psychomotor and cognitive skills. This includes using tools such

as computers, electronic organizers, navigation systems, etc. This can cause concerns

in student growth in the classroom. Furthermore, research also shows some pros and

cons and goes in depth into why technology may or may not be beneficial. While

technology has become increasingly more popular in classrooms, there is a concern

that students are relying too heavily on technology. While technology can be a great

tool, are students prepared to problem solve technology related issues?

With the use of technology, some teachers are adopting the flipped classroom

approach. This allows students to study the material at home and come to school to

engage in more discussions, exercises, and activities.

With more integration of technology, the effect it has on fine motor skills is

questionable. Some research has dug into this topic, but it is still fairly undiscovered.

Purcell, et al. (2013) provide a comprehensive report about social media’s impact on

writing. Students and teachers talk about what they consider writing to be. Teachers

also discuss how social media has been helpful and harmful to classroom writing.

Teachers “encourage their students to do at least some writing by hand...because they

feel students do more active thinking, synthesizing, and editing when writing by hand,

and writing by hand discourages any temptation to copy and paste others’ work” (p. 6).

Due to social media, students are able to write collaboratively, share their work with

more people, and be more creative in their writing.

Sulzenbruck, et al. (2011) indicate “there are indeed specific differences in basic

fine motor skills depending on the amount of time spent typing and handwriting texts”

Their study does not only focus on handwriting but fine motor skills in general.

Computer use also has in impact on major behavioral requirements.

As teachers, it is our number one priority to motivate students in their learning.

The more motivated students are to learn something new, the more likely the student is

to retain the material. Research shows that while growing up in the ever-growing

technology world, the incorporation of technology helps motivate students to learn.

 Brill, J. M., & Galloway, C. (2007) discussed a project they conducted that

allowed third grade leaders and first graders to work together and create an app that will

allow kindergarteners to practice math strategies.

Insufficient Educational Technologies

The use of technology allows all students the opportunity to participate, “It's hard

to be honest when you have to put your hand up in front of the room”. This supports the

learning happening in class. They feel proud to share their work and knowledge

mastered via technology. Students also feel confident in using technology and

completing tasks. The confidence helps them establish motivation in their learning.

According to many educational sources, there are many ways to expand and

enhance student learning through the incorporation of technology. Bitner and Bitner

(2002), have spent years working with teachers and technology and synthesized eight

different areas that seem to help with teacher integration. Their article focuses on the

following eight areas: Fear of Change, Training in basics, Personal use, Teaching

models Learning based, Climate Motivation and Support

Once these areas are met, integration of technology can best help students in

expanding their learning. In another study, Klopfer, et al. (2009) discussed how students

are growing up and are completely normalized by digital technologies. The study

explained that “many students in this group are using new media and technologies to

create new things in new ways, learn new things in new ways, and communicate in new

ways with new people-behaviors that have become hardwired in their ways of thinking

and operating in the world”. While there is much resistance to incorporating technology,
“there are countless examples of these technologies demonstrating their educational

value to other industries, confirming the powerful learning opportunities and advantages

they afford”. While determining the effects technology has in our classrooms. They

strongly believe that the incorporation of technology makes the classroom stronger.

They argue that “undoubtedly, without these recent technologies (i.e. digital games,

Web 2.0, etc.) in the classroom, strong lessons can still be achieved, but there’s a sharp

disconnect between the way students are taught in school and the way the outside

world approaches socialization, meaning-making, and accomplishment”.

Shivakumar and Manichander (2013) discuss education within the 21st century

and how that technology is a powerful tool for students. They emphasized collaborating

with one another and incorporation of blended learning, as well as information and

communication technologies (ICT). “ICT refers to technologies that provide access to

information through telecommunications” In using ICT in education, teachers are able to

familiarize themselves with technology and some of the issues that arise (p. 21). This

paper goes on to discuss different forms of ICT and how they benefit the classroom.

According to Eyyam, R., & Yaratan, H. S. (2014), the most commonly cited

reason for lack of technology implementation in the classroom is inadequate

professional development and training. The National Education Association (NEA)

includes expanding professional development in technology as one of their policy

recommendations (NEA, 2008).

According to NEA results (2008) teachers today report increasing confidence

using classroom technology, operating software, and searching the internet, but given

that technology is constantly changing, it is more important than ever that teachers stay
up-to-date with their technological expertise. Even if a school district were to hire only

teachers who were literate in current classroom technology, countless new technologies

will be developed during their teaching careers, and they will need to undergo additional

training to keep their skills current. Without the necessary resources to provide

continuous technological training, schools and districts will continue to cite inadequate

professional development as a major barrier to technology implementation.

Survey results from public school teachers suggest that educational

technology professional development is reasonably widespread. In a 2009 survey, only

18% of teachers reported having completed no educational technology training over the

previous year; the majority (53%) reported completing 1 to 8 hours training (Gray et al.,

2010). Further, they generally had positive perceptions of their training. Eighty-one

percent agreed with the statement “It met my goals and needs” and 88% agreed with

the statement “It supported the goals and standards of my state, district, and school.”

Unfortunately, some research suggests that professional development has a

greater impact on teachers’ no instructional (e.g., research, administrative) tasks than

on student instruction. A 2006 survey revealed that around two-thirds of teachers felt

their training was adequate for using the internet for research, using technology

equipment, and using administrative software (NEA – AFT, 2008). Fewer teachers

regarded the training adequate for the following instructional goals: evaluating student

progress (57.6%); integrating technology into instruction (55.7%); and designing

individual lessons (45.6%).

Given limited budgets for professional development at the institution level,

schools should verify their chosen training focuses on technology for student instruction.
As with issues regarding technology access, more recent progress has likely been

made in addressing these issues. (Ahmed, K., & Nasser, O., 2015).

The specific type of training that is available to teachers is also an important

consideration. For example, many schools are purchasing iPads; however, the

usefulness of iPads for education is not always immediately clear. One weakness of the

iPad is the difficulty in typing using the touch keyboard, making it less ideal for activities

requiring students to generate text, such as writing practice. One recent study with a

sample of 21 teachers who had access to at least one iPad reported that the perceived

usefulness of iPads was mixed, with an average rating of 2.75 on a 5 point scale.

Several teachers reported not using the iPads frequently, with one explanation being

lack of familiarity with apps that would be useful for particular lessons. In another study,

nine teachers were provided with professional development that focused on using iPads

in science and math classrooms (Record, M. (2015).

As teachers become more proficient in the technical skills required for the new

technology, their needs may shift to administrative and peer support to help develop

and apply new uses for the technology in their classrooms. This type of support may be

provided in professional learning communities through regular discussions regarding

novel, domain-relevant uses of the technology. Internal Challenges to Classroom

Technology In the previous section, we discussed external barriers to the classroom

integration of educational technologies.

Of course, as Millar, E (2013) points out even with first-order barriers

removed, digital technology would not immediately and seamlessly appear within all

classrooms using appropriate pedagogy. Individual educators are ultimately responsible

for using technology, and thus even when given resources, they have choices about

how to use technology. In this section, we describe barriers that relate specifically to

teachers, their beliefs, and their knowledge.

These issues are, by their nature, personal and thus vary greatly from teacher

to teacher even within the same environment. By sticking to traditional teaching

methods, teachers who are less fluent with technology maintain a feeling of control in

the classroom and will not have to prepare to face the challenges of instructing digital

natives in a digital environment.

There is a broad consensus that students can facilitate their learning process

with the help of technology without limitations of time and place because, in such a

setting, they can easily collect and analyze data, test hypotheses, design experiments,

and conclude (Mahini, Forushan & Haghani, 2012).

However, although many universities recognize the need to innovate along

these lines, there is no decisive leadership for students to follow in order to address the

required changes themselves (Bransford, J., Brown, A., & Cocking, R., 2000).).

In higher education, it is essential to emphasize that there are pure or exact

science careers that have already been adapted to today’s technology. However, some

careers have not fully incorporated ICTs and taken advantage of all (Bounds, G. 2010.)

Undoubtedly, students in contact with ICTs obtain the benefits of access to

information, more-fluent communication, and the advances in training. However, this

requires educational actions related to the use, selection, and organization of

information, so that the student is trained to become a mature citizen of the information

society (Salinas, 2004). Pedagogical and digital literacy in ICTs is related to practices of
didactically processing and organizing these resources, as well as giving them sense

and cultural meaning, a subject that, in a school context, is related to the curriculum as

a cultural project for new generations (Sandoval, H. 2017).

As such, it is necessary to train teachers digitally and to promote

autonomous work by students for the use of diverse educational technology applications

(Shi, 2016). Students have some natural abilities for digital reading, navigating, and

evaluating what they read to discriminate pages and query strategies (Akcay, 2010).

Promoting autonomous work by students has a significant impact on university students’

learning through technology (Ausin, 2016). Undoubtedly, training in digital skills should

be part of the curriculum; however, this is a complex issue because many educational

institutions have not yet made it a priority to promote skills such as a proactive attitude

or self-motivation in their students for the use of online learning resources (Alekseevich,

S.& Borisovna, V.2014).

 CHAPTER III

METHODOLOGY

This chapter presents the methodology to be used in this study. It contains the

research design, research locale and participants, data collection tool, data gathering

procedures, and data analysis.

Research Design

This study used a Qualitative method using case study research by semi-structured

interview. Interviewing the participants in order to identify the struggles experienced by

the Students in selected Higher Education in G.S.C ( GFI, CRONAISIA, VCBA)

Research locale

GenSantos Foundation College Inc. Located at Bulaong Extension, is a reowned

institution in General Santos city, Philippines, offering top-notch education at an

affordable price. With a commitment to quality learning it provides diverse programs

catering to various interest and career paths.

Villamor College of business and arts of Abdawa Street is a non-profit

organization located in General Santos City Philippines that provides quality education

and learner based education.

Cronasia Foundation College Inc. is located at Andres-Dizon Bldg, Pioneer Ave,

General Santos City is a private educational institution duly recognized and registered

by of the laws of the Philippines. It is established to reach out to the most number of

Filipino youth who dare to challenge poverty through education.

Research participants

The Respondents of this study are the students in selected higher education, five

(5) students from Gensantos Foundation College, five (5) from Villamor College of

Business and Arts, and five (5) from Cronasia Foundation College Inc.

Research Instruments

The data gathered in this study were obtained through the use of survey

questionnaire. We researcher conducted a interview to Fifteen (15) students in selected

higher education. The data gathered was used as a supplement to the gathered

information from both questionnaires and interview.

Data Gathering Procedure

In data gathering, the researchers first sought the permission of the Institution to

conduct the study. After the receiving of the approval, they begin to interview. The

researchers personally gather and take notes of the data’s from the Students of Villamor

College of Business and Arts, Gensantos Foundation College Inc. and Cronasia

Foundation College Inc. who were the participants to ensure the confidentiality of data’s.

Each Students interviewed, and observed on how insufficient educational technology

affect their learning performance.

After collecting all the data, the researchers with the help of statistician tabulated

the data. The result hopefully be the basis and can help to the students.
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Appendix A:

Interview Questions

Theme 1: A qualitative study on the Impact of Insufficient Educational

Technologies towards their learning experience in selected higher education in

G.S.C (Cronasia, VCBA, GenSantos)

Interview Questions

1. To begin, please tell me your name and age (optional).

2. What is your educational background?

3. How would you describe your overall learning experience in higher education?

(Based on Smith et al. (2018), literature suggests that the overall learning

experience is crucial in understanding the impact of educational technologies on

student satisfaction.)

4. Can you share instances where you felt the lack of educational technologies

impacted your learning? (Research by Johnson (2020) indicates that students

often encounter challenges when educational technologies are insufficient,

impacting their ability to engage with course content.)

5. In what specific ways do you think insufficient educational technologies hindered

your academic progress? (According to a study by Brown and Jones (2019),

inadequate access to educational technologies has been linked to decreased

academic performance and hindered progress among students.)

6. Describe any challenges you faced in accessing or using educational

technologies during your coursework. (According to the findings of the study by

Martinez and Kim (2017), students frequently encounter obstacles in accessing

and utilizing educational technologies, impacting their learning experiences.)

7. How do you believe the availability of more advanced educational technologies

could enhance your learning experience? (Research conducted by Johnson and

Smith (2020) suggests that the integration of advanced educational technologies

can positively impact learning experiences by providing interactive and

personalized learning opportunities.)

8. Have you noticed any differences in the learning experiences of peers who had

better access to educational technologies? (Research by Anderson et al. (2019)

indicates that disparities in access to educational technologies among students

may lead to noticeable differences in learning experiences and academic

outcomes.)

9. Can you share examples of how technology, or the lack thereof, influenced your

interaction with course materials and resources? (Drawing from the insights

provided by Williams and Brown (2018), students' interaction with course

materials and resources is intricately linked to the presence or absence of

technology, shaping their learning experiences.)

10. In what ways do you think the integration of more educational technologies could

contribute to a more engaging learning environment? (Research by Garcia and

Miller (2021) suggests that increased integration of educational technologies has

 the potential to enhance engagement by offering diverse and interactive learning

experiences for students.)

11. How do you adapt your study methods when faced with limitations in educational

technologies? (According to a study by Turner and Johnson (2016), students

often need to modify their study approaches in response to limitations in

educational technologies, highlighting the dynamic relationship between

technology and study strategies.)

12. What suggestions do you have for improving the integration of educational

technologies to address current shortcomings? (In alignment with the

recommendations from Smith and Davis (2022), your insights on enhancing the

integration of educational technologies are valuable in addressing existing

shortcomings in the education system.)