Abstract
The primary goal of this study was to determine the trainings in the teachers’ learning and development for differentiated instruction to enhance the instructional strategies of the elementary school teachers in North Butuan District of the Division of Butuan City, Agusan del Norte. The participating teachers completed the TPACK survey which consisted of the demographic profile of teachers and the TPACK components namely: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technology Pedagogy and Content Knowledge (TPACK) and Differentiated Instruction survey instrument about mathematics. In addition, both surveys were analyzed based on how the teachers performed in TPACK and differentiated instruction and percentage of the capacity of teachers based on the two different methods of teaching. Among the four components of TPACK, the technological knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge, pedagogical knowledge had the highest mean. The level of differentiated instruction of the participants in terms of lesson design and implementation revealed that learning activities are varied got the highest mean. In addition, the differentiated instruction in terms of lesson design and implementation, content, procedures, communication and learning were found to have the highest mean. Teachers teaching elementary mathematics may be requested to attend webinars on TPACK or related seminars/webinars to enhance their knowledge in dealing with the content in mathematics specifically word problems and their concerns on differentiated instruction.
Highlights
This study utilized quantitative research approach in which the researcher used survey questionnaires and the participating teachers completed the TPACK survey which consists of their demographic profile and the TPACK components namely, Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technology Pedagogy and Content Knowledge (TPACK) and Differentiated Instruction survey instrument in mathematics
Both the surveys were analyzed based on how the teachers performed in TPACK and differentiated instruction that was addressed on the survey, as well as the percentage of the capacity of teachers based on the two different methods of teaching
Level of technological pedagogical content knowledge of participants Table 1 presents the level of Technological Pedagogical Content Knowledge of participants in terms of Technological Knowledge (TK)
Summary
It does, need some effort, devotion, hard work, classroom management, a love of children, and the participation of school workers, the administrator, the community, and other stakeholders. Traditional methods of educating our children are becoming outmoded, especially among 21st century learners who are constantly involved with technology. On the other hand, should have alternative ways of hooking our students based on their learning patterns. On the other hand, have always desired a choice of activities that might suit their learning demands. Differentiating instruction in the classroom is a difficult endeavour. Providing a variety of activities, in addition to technology, would be beneficial
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