Volume : 12, Issue : 3, MAR 2026

ROLE OF TECHNOLOGY IN K-12 CLASSROOMS IN THE POST-PANDEMIC SETTING

JOANA GRACE P. TAJANLANGIT, MARY JEAN E. PAMOR, SANDY C. MAÑACAP, GERARDO D. TIU JR., HONEYLYN W. LUZARES, DR. MARILYN MIRANDA, ED.D., DPA

Abstract

This research explores the purpose of integrating EdTech tools into K-12 teaching to sustain learning momentum after the pandemic's upheaval.1 We examined how platforms like interactive whiteboards, adaptive learning software, and mobile apps support seamless instruction, spark student engagement via personalized challenges—such as coding simple games or virtual field trips—and bridge educational inequities by extending quality resources to underserved communities.

Through mixed-methods analysis of surveys from 500 teachers and students across urban and rural Philippine schools, plus performance metrics from blended programs, principal results reveal substantial gains. Student retention surged 20-30%, with participation rates doubling in interactive sessions; math proficiency improved by 25% in hybrid setups, as kids tackled tailored quizzes at their own speed.2,4 Teachers reported saving hours on grading, freeing time for one-on-one mentoring that reignited classroom energy.

Challenges persist, though: unreliable internet in remote areas frustrated 40% of respondents, and many educators lacked training, leading to uneven adoption.8,11 Major conclusions urge targeted interventions—government-funded device rollouts, ongoing professional development workshops, and infrastructure upgrades—to embed EdTech sustainably.6,13 Ultimately, these steps promise resilient, inclusive education systems that turn crisis-driven innovations into everyday strengths, ensuring no child lags behind in a digital world.

Keywords

EDTECH, K-12 EDUCATION, POST-PANDEMIC LEARNING, STUDENT ENGAGEMENT, DIGITAL EQUITY, BLENDED TEACHING.

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 34

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