Author(s)

Annalene Grace E. Co¹, Kathleen Grace C. Magno¹, Fhrizz S. De Jesus²

¹College of Teacher Education, Quirino State University, Diffun, Philippines.
²College of Management and Business Technology, Nueva Ecija University of Science and Technology, Palayan, Philippines.

Information and communication technology has been accepted as a powerful tool that transforms education. The emergence of new and innovative uses of technology provides new approaches to science instruction. This descriptive study was conducted among the sixty-two faculty teaching science-related courses in the university. It aimed to determine the level of usage of interactive technology learning tools among the respondents and the barriers they encountered in using the tools. The result of the study revealed that the respondents use interactive technology learning tools in their science courses. The result showed a significant difference between respondents’ usage of interactive learning tools with age and number of years in teaching science courses while not significant with gender. The level of usage was ranked from often used to never been used by most of the respondents. No significant relationship was noted between respondents’ level of usage of the tools and barriers in using them. With the result of the barriers encountered by the respondents in using the interactive technology learning tools as to technical aspect, training, and support, and their views toward ICT usage, an ICT development plan was proposed to enhance the skills and knowledge in using interactive technology learning tools for the faculty to improve instruction.

Barriers, Usage, Interactive Technology Learning Tools, Information & Communication Technology, Faculty

Co, A.G.E., Magno, K.G.C. and De Jesus, F.S. (2021) Barriers to Effective Integration of Interactive Technology Learning Tools in Science Instruction. Open Access Library Journal, 8, 1-19. doi: 10.4236/oalib.1107724.