This study aimed to investigate the integration of technology in Social Studies education within public secondary schools, with a focus on perceived benefits, challenges, and its overall impact on student engagement and learning outcomes. Using a descriptive quantitative research design, the study systematically examined the instructional practices of 42 purposively selected Social Studies teachers from 11 public secondary schools in the Division of Abra. Data were gathered through a carefully constructed research instrument designed to capture the extent and nature of digital tool usage in classroom instruction. Findings revealed that while educators recognized the transformative potential of digitalization in improving student learning, significant barriers such as inadequate technical infrastructure and limited professional support hindered its full implementation. Teachers who utilized digital tools more moderately demonstrated a stronger awareness of their pedagogical benefits. The study concluded with recommendations to promote the integration of multimedia resources, adaptive learning platforms, and collaborative digital projects, as well as to encourage the consistent use of digital tools supported by evidence-based instructional practices. Furthermore, it advocated for the full implementation and continuous evaluation of the DISSI Program, emphasizing the importance of stakeholder collaboration and iterative improvement to maximize the effectiveness of digital instruction in Social Studies.
Elizabeth Bernardez (Sat,) studied this question.