Digital Technology at Medina College Grade School vis-à-vis Education 4.0 and Technology Acceptance Model
Keywords:
educational technology, education 4.0, technology acceptance model, online education, distance learningAbstract
Educational systems have relied on distance learning and digital technologies to an unprecedented degree due to the COVID-19 pandemic. Since the government imposed a restriction on face-to-face classes, schools employed distance education to ensure continuity. This study aims to aid school administrators in making informed decisions on the use of digital technology in the coming school terms by determining the learners' performance, learners'/parents' preference, teachers' preference, teachers' digital literacy, and cost-effectiveness vis-a-vis Education 4.0 and Technology Acceptance Model. The study was conducted at Medina College Grade School, a private non-sectarian institution of learning that offers complete elementary education from Kinder up to Grade 6, adhering to the K-12 Basic Education Curriculum of the Republic of the Philippines. The results suggest that learners perform better during the blended online-modular mode of education; learners and parents favor traditional face-to-face over distance education; teachers highly favor face-to-face mode of education; and teachers with lower levels of digital literacy will likely favor the face-to-face mode of education.
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LaBad, R. B. (2025). Digital Technology at Medina College Grade School vis-à-vis Education 4.0 and Technology Acceptance Model. Ennoia Advances in Social Science and Technology, 01(01), 50–64. https://doi.org/10.5281/zenodo.13729741
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