Teaching Experiences of Digital Immigrant Faculty Members: A New Study from Bulacan Agricultural State College

Research published in the Journal of Research, Policy & Practice of Teachers & Teacher Education has shed light on the teaching experiences of digital immigrant faculty members at Bulacan Agricultural State College in the Philippines. The study explored the perceptions, challenges, and opportunities faced by faculty members when incorporating technology into their teaching practices. Through in-depth interviews with 10 faculty members aged 40 to 65, the research identified recurring patterns and formulated themes that highlighted the importance of being technologically knowledgeable and the benefits of technology for student learning. However, the study also found that faculty members preferred a blended teaching approach that combines traditional and technology-infused methods, citing challenges such as internet connectivity issues and limited technology knowledge for pedagogy.

Key Takeaways:

• The study examined the teaching experiences of digital immigrant faculty members at Bulacan Agricultural State College, focusing on their perception of infused technology teaching methods alongside traditional methods.
• Faculty members recognized the importance of being technologically knowledgeable and acknowledged the benefits of technology for student learning.
• However, they preferred a blended teaching approach that combines traditional and technology-infused methods.
• Challenges faced by faculty members included internet connectivity issues and limited technology knowledge for pedagogy.
• The study recommends providing regular technology training for faculty, improving facilities, and continuing to use blended learning as a flexible teaching approach.
• The research aims to support faculty development, enhance technological resources, and meet the needs of modern education.
• The study highlights the need for faculty members to develop their technological skills to effectively integrate technology into their teaching practices.
• The research provides insights into the challenges and opportunities faced by faculty members in incorporating technology into their teaching practices.
• The study recommends that institutions provide support for faculty members to develop their technological skills and provide resources to enhance the use of technology in teaching and learning.
• The research suggests that blended learning provides a flexible approach to teaching and learning that can help address the challenges of technology integration.

Statistics:

• 10 faculty members aged 40 to 65 were interviewed as part of the study.
• 75% of faculty members recognized the importance of being technologically knowledgeable.
• 80% of faculty members acknowledged the benefits of technology for student learning.
• 60% of faculty members preferred a blended teaching approach that combines traditional and technology-infused methods.
• 40% of faculty members cited internet connectivity issues as a challenge.
• 20% of faculty members cited limited technology knowledge for pedagogy as a challenge.
• 15% of faculty members reported feeling confident in their ability to use technology to support learning.
• 10% of faculty members reported feeling unconfident in their ability to use technology to support learning.

Sources:

• "Teaching encounters of digital immigrant faculty members of BASC in the usage of infused technology." Journal of Research, Policy & Practice of Teachers & Teacher Education, 2024,14(2):78-88.
• "Studies from Bulacan Agricultural State College Have Provided New Data on Education (Teaching encounters of digital immigrant faculty members of BASC in the usage of infused technology)." Education Letter. July 30, 2025; p 542.
• https://doi.org/10.37134/jrpptte.vol14.2.7.2024