Academic Journal
Enhancing Rural Biology Instruction through Technology Integration: The Roles of TPACK, Situated Learning, Funds of Knowledge, Digital Literacy, Professional Development, and Institutional Support.
| Τίτλος: | Enhancing Rural Biology Instruction through Technology Integration: The Roles of TPACK, Situated Learning, Funds of Knowledge, Digital Literacy, Professional Development, and Institutional Support. |
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| Συγγραφείς: | BULLECER, KAYCO B.1 kaycobullecer03@gmail.com, BALBUENA, ABEGAIL A.2, BENITEZ, FLOMENA C.3, BESONIA, LOUIELYN L.2, BISAYA, PATRICK C.4 |
| Πηγή: | JPAIR Multidisciplinary Research. Oct2026, Vol. 66 Issue 1, p105-124. 20p. |
| Θεματικοί όροι: | *Situated learning theory, *Digital literacy, *Contextual learning, *Educational support, *Educational technology, *Pedagogical content knowledge, *Rural education, *Teacher development |
| Περίληψη: | The integration of technology into science education has become increasingly vital in addressing the challenges of teaching abstract concepts in Grade 10 Biology, particularly within rural contexts where resources and cultural assets shape learning experiences. The main objective of this study is to synthesize literature on six interrelated hypotheses: the role of teachers' Technological Pedagogical Content Knowledge (TPACK), the influence of Situated Learning Theory on student engagement, the moderating effect of Funds of Knowledge (FoK), the strengthening impact of Collaborative Professional Development (CPD), the mediating role of student digital literacy, and the reinforcing function of institutional support and policy frameworks in sustaining technology integration. Employing a narrative literature review methodology, peer-reviewed articles, books, and indexed conference proceedings from 1991 to 2025 were analyzed thematically to identify convergences, divergences, and gaps. Significant results reveal that higher levels of TPACK enable effective integration of digital tools, contextualized practices framed by Situated Learning Theory enhance engagement, FoK ensures cultural relevance, CPD builds teacher capacity, digital literacy mediates achievement gains, and institutional support sustains long-term integration. In conclusion, the study demonstrates that effective and sustainable technology integration in rural biology classrooms requires a holistic approach that combines teacher expertise, student capacities, community assets, and systemic supports. [ABSTRACT FROM AUTHOR] |
| Βάση Δεδομένων: | Academic Search Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: asx DbLabel: Academic Search Index An: 197522274 RelevancyScore: 1452 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1452.43029785156 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Rural Biology Instruction through Technology Integration: The Roles of TPACK, Situated Learning, Funds of Knowledge, Digital Literacy, Professional Development, and Institutional Support. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22BULLECER%2C+KAYCO+B%2E%22">BULLECER, KAYCO B.</searchLink><relatesTo>1</relatesTo><i> kaycobullecer03@gmail.com</i><br /><searchLink fieldCode="AR" term="%22BALBUENA%2C+ABEGAIL+A%2E%22">BALBUENA, ABEGAIL A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22BENITEZ%2C+FLOMENA+C%2E%22">BENITEZ, FLOMENA C.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22BESONIA%2C+LOUIELYN+L%2E%22">BESONIA, LOUIELYN L.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22BISAYA%2C+PATRICK+C%2E%22">BISAYA, PATRICK C.</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22JPAIR+Multidisciplinary+Research%22">JPAIR Multidisciplinary Research</searchLink>. Oct2026, Vol. 66 Issue 1, p105-124. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Situated+learning+theory%22">Situated learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The integration of technology into science education has become increasingly vital in addressing the challenges of teaching abstract concepts in Grade 10 Biology, particularly within rural contexts where resources and cultural assets shape learning experiences. The main objective of this study is to synthesize literature on six interrelated hypotheses: the role of teachers' Technological Pedagogical Content Knowledge (TPACK), the influence of Situated Learning Theory on student engagement, the moderating effect of Funds of Knowledge (FoK), the strengthening impact of Collaborative Professional Development (CPD), the mediating role of student digital literacy, and the reinforcing function of institutional support and policy frameworks in sustaining technology integration. Employing a narrative literature review methodology, peer-reviewed articles, books, and indexed conference proceedings from 1991 to 2025 were analyzed thematically to identify convergences, divergences, and gaps. Significant results reveal that higher levels of TPACK enable effective integration of digital tools, contextualized practices framed by Situated Learning Theory enhance engagement, FoK ensures cultural relevance, CPD builds teacher capacity, digital literacy mediates achievement gains, and institutional support sustains long-term integration. In conclusion, the study demonstrates that effective and sustainable technology integration in rural biology classrooms requires a holistic approach that combines teacher expertise, student capacities, community assets, and systemic supports. [ABSTRACT FROM AUTHOR] |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asx&AN=197522274 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.7719/jpair.v66i1.1051 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 105 Subjects: – SubjectFull: Situated learning theory Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Contextual learning Type: general – SubjectFull: Educational support Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Rural education Type: general – SubjectFull: Teacher development Type: general Titles: – TitleFull: Enhancing Rural Biology Instruction through Technology Integration: The Roles of TPACK, Situated Learning, Funds of Knowledge, Digital Literacy, Professional Development, and Institutional Support. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: BULLECER, KAYCO B. – PersonEntity: Name: NameFull: BALBUENA, ABEGAIL A. – PersonEntity: Name: NameFull: BENITEZ, FLOMENA C. – PersonEntity: Name: NameFull: BESONIA, LOUIELYN L. – PersonEntity: Name: NameFull: BISAYA, PATRICK C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20123981 Numbering: – Type: volume Value: 66 – Type: issue Value: 1 Titles: – TitleFull: JPAIR Multidisciplinary Research Type: main |
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