Harnessing Digital Tools An Application for Productive Teaching, Writing, Research, and Reporting
DOI:
https://doi.org/10.5281/zenodo.23828987Keywords:
Artificial Intelligence in Education, Digital Tools, Elementary Education, Instructional Preparation, Qualitative Action Research, Teacher Productivity, Teacher Workload, Technology IntegrationAbstract
This qualitative action research explored teachers’ experiences in using artificial intelligence (AI) and digital tools for lesson preparation, academic writing, research, and reporting at Gapok Central Elementary School, Sultan Kudarat, Philippines. The study examined teachers’ perceptions of the usefulness of these tools, their influence on instructional and administrative responsibilities, and the benefits and challenges associated with their integration. Sixteen teachers with experience using AI-powered applications participated in the study. Data were gathered through semi-structured interviews, focus group discussions, and classroom observations and were examined using thematic analysis. Six themes emerged: enhanced teaching efficiency and creativity, reduced workload and stress, research support and professional growth, accessibility and inclusive education, challenges in AI adoption, and support and readiness for integration. Participants reported that digital tools facilitated lesson preparation, supported the development of instructional materials, simplified research-related activities, and improved the organization and timeliness of reports. They also described greater confidence in using technology and opportunities to accommodate diverse learning needs. However, unreliable internet connectivity, limited familiarity with AI applications, device constraints, and the need to contextualize generated materials remained significant concerns. Despite these challenges, teachers expressed willingness to strengthen their digital competencies through training and peer collaboration. The findings suggest that AI and digital tools can support teacher productivity and professional development when accompanied by appropriate infrastructure, practical training, and responsible implementation. Strengthening institutional support and promoting collaborative learning may help schools integrate these technologies more effectively into everyday educational practice.
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Copyright (c) 2026 Mark Ivan C. Maghanoy (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
