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In today’s digital society, the role of teachers in the classroom has technologically challenged them over the past so many years. New technological tools including interactive videos, digital light processing projectors, and other significant appurtenances of digital learning have become more prevalent amidst its essential impulse to the millennial learners. In conjunction with this, teachers must delve into innovative teaching strategies and how to effectively integrate them into the classroom and adapt these methods with the new digital learning devices. The study notes that teacher technological performance can affect the meaningful change in the pedagogical setup and that learning with the aid of technology is a more interactive and effective process of learning acquisition. The effective use of modern equipment in teaching relies mainly on the exposure of a certain teacher in seminars, training, and other related professional skills of advanced technologies. Under this circumstance, many teachers are still using the conventional way of teaching and perhaps some of them will never intend to use technology as a supplement or rather as a core component of instruction. This study provided a modest understanding of the technological proficiency of the target respondents and the opportunity to know their proficiency level in the utilization of advanced technologies. Henceforth, the study revealed the technological proficiency level of the respondents through the use of digital devices and the integration of these available instructional tools in their classes.
Keywords: Technological Proficiency, Situated Cognition, Distributed Cognition, Socially Shared Cognition, Cognition Learning Theory
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