Teaching encounters of digital immigrant faculty members of BASC in the usage of infused technology

This study examined the teaching experiences of digital immigrant faculty members at Bulacan Agricultural State College (BASC) in the Republic of the Philippines in the context of 21st-century instruction. It focused on their perception of infused technology teaching methods alongside with traditional methods. The study explored the faculty members' perceptions, challenges, and opportunities when incorporating technology in their teaching. Through in-depth interviews, the research aimed to identify potential solutions and enhance their pedagogical prowess in utilizing technology. A descriptive-qualitative research design was employed, utilizing a phenomenological approach to explore the everyday experiences of the participants. Purposive sampling selected ten faculty members aged 40 to 65 for in-depth interviews. Thematic analysis identified recurring patterns and formulated themes capturing the main ideas derived from each question. The findings indicated that digital immigrant faculty members recognize the importance of being technologically knowledgeable and acknowledge the benefits of technology for student learning. However, they preferred a blended teaching approach that combines traditional and technology-infused methods. Challenges they faced include internet connectivity issues and limited technology knowledge for pedagogy. To address these challenges, the study recommends providing regular technology training for faculty, improving facilities, and continuing to use blended learning as a flexible teaching approach. These recommendations aim to support faculty development, enhance technological resources, and meet the needs of modern education.