Abstract
This study examined the use of technology in teaching and level of learners’ engagement at Intavas Integrated School. It assessed the extent of technology integration in classroom instruction, the level of learner engagement in technology-enhanced activities, and the relationship between these variables. A descriptive-correlational research design was employed, involving 202 high school teachers who responded to a structured survey questionnaire. The data were analyzed using mean, standard deviation, and Pearson’s correlation coefficient. Findings revealed that teachers frequently integrate digital tools—particularly computers, projectors, and online platforms—into their teaching. However, the use of interactive whiteboards and collaborative platforms remained relatively limited. Learners displayed strong engagement in technology-enhanced lessons, showing high levels of curiosity, adaptability, and motivation. Despite this, peer collaboration using digital tools was less emphasized. The analysis showed a strong positive correlation between technology use and learner engagement, confirming that increased technology integration leads to greater learner participation. In response to these findings, the study recommends intensified use of digital learning management systems such as Google Classroom, Moodle, and Microsoft Teams, as well as targeted training programs to enhance teacher competency in underutilized tools like interactive whiteboards and collaborative platforms. Additionally, schools should invest in reliable internet access and updated multimedia resources. Promoting structured digital collaboration and continuous professional development will ensure that technology is effectively used to foster learner engagement and improve educational outcomes.
