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As today’s technology continues to develop higher and higher, the need for educators to
include technological tools in pedagogy is growing because of technological advancement.
Some of its advantages are that the teaching and learning process will greatly improve through
the use of technology in the classroom, which will increase participation, retention rates, and
academic performance. However, because some teachers are uncertain about how to use
these pedagogical tools successfully, many of them are still hesitant to adopt this kind of
teaching method in their classroom settings. Therefore, a workshop or seminar that is designed
to give educators the information and abilities needed to include technological tools in pedagogy
would be very helpful to address this.
Technology, when integrated into the curriculum, revolutionizes the learning process.
More and more studies show that technology integration in the curriculum improves students'
learning processes and outcomes. Teachers who recognize computers as problem-solving tools
change the way they teach. They move from a behavioral approach to a more constructivist
approach. Technology and interactive multimedia are more conducive to project-based learning.
Students are engaged in their learning using these powerful tools and can become creators and
critics instead of just consumers. In fact, during the Corona-Virus Disease pandemic, the
efficacy of technological teaching has been integrated into developing countries such as the
Philippines and this has been more appreciated by the Western countries that have been using
these methods of teaching as part of technological advancement by bringing technology into the
academe. According to Digital Education, 94% of schools report that digital learning is
happening in at least half of their classrooms. This means that many schools are integrating
technology into their classrooms to make learning more relatable and provide an opportunity for
deeper, more personalized learning for each student.
Some scholars (e.g. Alea et al., 2020; Mallillin et al., 2020) reveal modest readiness of
schools in implementing various modalities of remote education. Many schools are situated in a
kind of unknown experimental predicament, trying which alternative works better in a given
situation. Considering the crucial role of the teachers, two personal factors that several studies
put forward as instrumental toward the sustained use of technologies in the different modalities
of remote teaching and learning are self-efficacy and continuance intention (Bai et al., 2019;
Chiu & Wang, 2008; Hayashi et al., 2004; Ismail et al., 2012; Lai et al., 2018; Lazar et al., 2020;
Tang et al., 2014; Wang et al., 2019). TPK or Technological Pedagogical Knowledge self-
efficacy can be defined as the perceived competence of an individual in understanding how
technology uses affects teaching and learning (Kiray, 2016). Hence this workshop seminar is
perfectly designed to thoroughly emphasize the efficacy of such a modality of teaching. On the
other hand, continuance intention refers to the decision of individuals to remain using particular
tools (Han et al., 2018), which in this case, are technological tools in remote teaching. Linking
these two main constructs of interest in this study, Roca and Gagne (2008) affirmed that self-
efficacy is a central factor to understand continuance intention in the workplace, which is
expected to be gained as an objective after this workshop seminar intended for teachers.
This seminar-workshop for teachers about integrating technological tools in pedagogy
has three objectives:
The first is to give teachers the knowledge and know the advantages of using technology
in the classroom. Where teachers will be more likely to adopt technology into their teaching
practice if research is done to show how it improves student engagement and academic results.
Next is that this workshop seminar will let the teachers understand and enhance the
abilities that are required to use these pedagogical tools in teaching. The use of technical tools,
such as interactive whiteboards, tablets, and educational software, will also be covered in this
program. Moreover, teachers will learn how to make the most of these resources in order to
improve their methods of teaching and involve their students in the learning process.
Lastly, the workshop seminar will give teachers the chance to interact with other
educators and exchange best practices for incorporating technology in the classroom. As an
expected result, a community of educators who are dedicated to using technology to enhance
the teaching and learning process will develop.
In general, the workshop seminar for instructors on pedagogical technology integration is
very important in bridging the gap between traditional teaching methods and contemporary
learning resources. We can contribute to the making of a more engaging and interactive
learning environment for students that will certainly lead to improved academic performance, by
equipping our teachers with the proficiency and abilities that are needed in using technology in
the classroom successfully. The teacher's lesson plan must include active engagement as a
fundamental component. Technology helps teachers engage students because it is interactive,
regardless of whether they are working individually or collaboratively. When they offer students
the chance to use technology in the classroom, teachers frequently have success.
REFERENCES
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19
awareness, distance learning education experiences and perceptions towards institutional
readiness and challenges. International Journal of Learning, Teaching and Educational
Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8
Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020).
Implementation and readiness of online learning pedagogy: a transition to COVID 19 pandemic.
European Journal of Open Education and E-learning Studies, 5(2), 71-90.
https://doi.org/10.46827/ejoe.v5i2.3321
Kiray, S.A. (2016). Development of a TPACK self-efficacy scale for preservice science teachers.
International Journal of Research in Education and Science, 2(2), 527- 541.
https://doi.org/10.21890/ijres.64750
Bai, B., Wang, J., & Chai, C. S. (2019). Understanding Hong Kong primary school English
teachers’ continuance intention to teach with ICT. Computer Assisted Language Learning,
34(4), 528-551. https://doi.org/10.1080/09588221.2019.1627459
Chiu, C. M., & Wang, E. T. (2008). Understanding Web-based learning continuance intention:
The role of subjective task value. Information & Management, 45(3), 194-201.
https://doi.org/10.1016/j.im.2008.02.003
Why Do We Need Technology Integration? | Edutopia. https://www.edutopia.org/technology-
integration-guide-importance.
How Teachers are Integrating Technology into the Classroom.
https://www.northeastern.edu/graduate/blog/integrating-technology-into-teaching/.

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