Access Instruction to Digital Edge (AIDE): Technology Resources and Keying its Adoption to Teaching


  • Janet Pascua Cunanan Isabela State University, Roxas, Isabela 3320, Philippines


adoption, AIDE, digital divide, knowledge technology management, technology resources


Institution of learning encompassing pool of individuals, who are considered as spring of knowledge-the teachers; and knowledge catching vessel-the students, were the main respondents of the study. Frequencies, percentages, ranks and weighted means were used for the descriptive data, while the Pearson Product Moment Correlation was used to determine the significant relationship between the level of technology adoption of faculty and their profile variables and attitudes towards technology use in teaching. A total of two hundred sixty-six (266) faculty and three hundred ninety-five (395) students were involved. Findings revealed that the university invested huge amount for educational technology use, but there’s little of evidence in ICT adoption and use in instruction. ICT characteristics of faculty presented that there’s a need for them to be aware of their attitude toward ICT integration in their teaching because it is fundamental for it can make education logical, efficient, effective and interesting. Also, training on designing instructional material should be extended to them specifically workshops on word processing for their syllabi, assessment paper, reports, spreadsheet application, presentation design which is necessary during their research presentation, desktop publishing, internet technology, adobe photoshop and trouble shooting. For an avenue to effectively use technology in instruction daily activity of faculty, the university extension department in collaboration with the knowledge technology management should design then, a program that would assess the technology training needs of faculty to give way for the development of a regular training activity to non-IT faculty.


Thomas, R., Adams, M., Meghani, N., & Smith, M. (2002). Internet integration in high schools: Patterns, opportunities, and barriers. St. Paul, MN: National Research Center for Career and Technical Education. (ERIC Document Accession #: ED 476 034). Retrieved on May 24, 2007, from Internet_Integration.pdf.

K Schoepp (2005). Barriers to technology integration in a technology-rich environment Learning and teaching in higher education: Gulf perspectives 2 (1), 1-24

Russell, M., Bebell, D., O'Dwyer, L., & O’Connor, K. (2003). Examining Teacher Technology Use: Implications for Pre-Service and In-Service Teacher Preparation. Journal of Teacher Education, 54, 297-310.

Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.). Boston, NY: Houghton Miffin.

Gibson, R. (1997). "Confluence of Culture And Information Technology In Thailand" (1997). PACIS 1997 Proceedings. 68.

Isleem, Mohammed I.??(2003). The Ohio State University?ProQuest Dissertations Publishing, ?2003.?3124087.

Plomp, R. E. Anderson, N. Law, and A. Quale. (2009). Cross- national Information and Communication Technology: Policies and Practices in Education. A volume in Research in Educational Policy: Local, and Global Perspectives (pp. 297-313). Charlotte, NC, USA: Information Age Publishing.

Yildirim, S. (2007). Current Utilization of ICT in Turkish Basic Education Schools: A Review of Teacher’s ICT Use & Barriers to Integration. International Journal of Instructional Media Vol. 34(2), 2007.

Tondeur, J., Valcke, M., & Braak, JV. (2008). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics Department of Educational Studies, Ghent University, Ghent, Belgium. doi: 10.1111/j.1365-2729.2008.00285.x

Davis, K. S., & Falba, C. J. (2002). Integrating technology in elementary preservice teacher education: orchestrating scientific inquiry in meaningful ways. Journal of Science Teacher Education, 13(4), 303–329.

Dawson, K., Pringle, R., & Adams, T. L. (2003). Providing links between technology integration, methods courses, and school-based field experiences: a curriculum-based and technology-enhanced microteaching. Journal of Computing in Teacher Education, 20(1), 41–47.

Thompson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51(1), 124–128.

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(9), 1–36. doi:10.1186/s41239-017-0042-5

Plomp, Anderson, Law, & Quale (2009). Cross-national Information & Communication Technology Policies & Practices in Education. A volume in Research in Educational Policy: Local, National, and Global Perspectives.

Peralta, Helena & Costa, Fernando Albuquerque (2007). Teachers’ Competence and Confidence Regarding the Use of ICT. Sisifo. Educational Sciences Journal, 03, pp. 75-84.

Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers: British Educational Communications and Technology Agency (Becta).

Huang & Liaw (2005). Computers in Human Behaviour. Volume 21, Issue 5, September 2005, Pages 729-743.




How to Cite

Janet Pascua Cunanan. (2022). Access Instruction to Digital Edge (AIDE): Technology Resources and Keying its Adoption to Teaching. American Academic Scientific Research Journal for Engineering, Technology, and Sciences, 90(1), 13–26. Retrieved from