The document discusses a research study on technology integration in teaching science using the Will-Skill-Tool (WST) model. Specifically, it aims to investigate the extent of technology support for 21st century science teaching, identify the effects of the WST model, identify technological tools used by science teachers, and develop technology-enhanced science activities. The rationale is that technology integration is important for developing 21st century skills as required by law. Previous studies found the WST elements of attitude, skills, and resources are important for technology integration, but more subject-specific research is needed. The study aims to address this gap by examining technology integration in science teaching.

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Technology Integration in Teaching Science
using Will-Skill-Tool (WST) Model
CYRIL A. CONSTANTINO
Doctor of Philosophy in Science Education Student

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This current study is designed to investigate the
following research questions:
1. to determine the extent of technology
support to 21st century science teaching in terms of
content, instructional materials, and delivery;

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2. To identify the effects of Will-Skill-Tool (WST)
Model in teaching science relevant to content,
pedagogy, and technology;
3. To identify technological tools that can be used by
Rizal High School science teachers in their science
class;

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4. To develop technological activity that can be
proposed to enhance the science teaching-learning
process.

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Rationale of the Study
Republic Act No. 105336 otherwise
known as the Enhanced Basic Education Act
of 2013, expects the students and teachers to
become technologically, pedagogically,
content, and knowledge competitive in
addressing 21st century skills.

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ICT use and integration in teaching then,
becomes an essential component of pedagogical
processes to have an effective teacher–student
interaction and to optimize learning.

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Past studies have already established evidence that
attitude toward ICT (will), ICT skills (skill), and availability
of ICT resources (tool) elements are indeed important
contributors to the integration of ICT in teaching, however,
little attention has been paid yet in this model of ICT
integration in Science Education. (Buabeng-Andoh, 2012;
Aramide et al, 2015; Hew and Tan 2016; Farjon et al. 2019)

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Studies in technology integration that contemplate subject
culture should be done to gather more information on how to
successfully integrate ICT into teaching, which means it should be
subject specific. (Foulger et al., 2015 and Nelson et al., 2019)
Therefore, this study explores this gap by examining
significant differences in the will, skill, tool, and ICT integration
science teaching.

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References:
Avery, K., Huggan, C., & Preston, J. P. (2018). The flipped classroom: High school students’ engagement
through 21st century learning. In Education, 24(1), 4-21.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8331173/
Bishop J. L., Verleger M. (2013).The Flipped Classroom: A Survey of the
Research.American Society for Engineering Education. USA
Cadiao, E.C., Tan, M.J. (2020) Effectiveness of Using a Flipped Classroom in Improving
English Grammar Proficiency. Retrieved from
https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/10943
Calamlam,J.M. (2016,December). Effectiveness of Blended E-Learning Approach in a
Flipped Classroom Environment. Retrieved from
https://www.researchgate.net/publication/343546281_Effectiveness_of_Blended_E-
Learning_Approach_in_a_Flipped_Classroom_Environment

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References:
Galway, L. P. (2014). A novel integration of online and flipped classroom instructional
models in public health higher education. BMC Medical Education
Sohaya, E.M., et al. (2021) The Flipped Classroom: Learning Revolution to Improve
Students’ English Speaking Skills. https://www.atlantis-press.com/article/125962777.pdf
https://www.deped.gov.ph/2022/03/29/deped-develops-learning-recovery-plan-as-more-schools-conduct-face-
to-face-classes/
https://ctl.utexas.edu/instructional-strategies/flipped-classroom
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