PERCEPTION & APPLICATION OF DIGITAL INTEGRATION IN A CLASSROOM ENVIRONMENT

Abstract

This comparative study examines the TPACK framework, initially proposed by creators Mishra and Koehler (2006). The framework assesses how teachers integrate technology, pedagogy, and content knowledge in their respective subject-focused classrooms. Within the classroom environment in an elementary school, the study focuses on perspectives from two groups: The subject teachers and their students in the 5th and 6th grades. The research expands on the importance of Digital Literacy, the difference between traditional vs digital literacy, and the misconception of disadvantages in the Digital Gap. It explores two different viewpoints: why teachers struggle in incorporating digital integration in the educational environment and in contrast, how districts and schools have incorporated TPACK into their environment. The comparative study included quantitative surveys distributed to both groups of teachers and students for data analysis, comparing the variances, means, and P-value within groups. By evaluating the effectiveness of these three disciplines, the study measures the teacher's self-assessment and the students' perceptions of their teachers.