Parents’ Views on Technology Utilization in the Learning Process: A Basis for Parents’ Orientation

Background and Aim: The use of technology in education has advanced more rapidly due to COVID-19; it has been increasing in recent years. The pandemic has led to a greater shift toward adaptability in teaching, moving from face-to-face instruction to online and hybrid learning formats. This technology has become essential for students, as well as for parents and teachers. The Enhanced Basic Education Act of 2013, known as Republic Act No. 10533, establishes a legal foundation for a reformed educational system in the Philippines, focusing on quality, accessibility, and competitiveness within the global education framework. The crucial aspect of this demand is the incorporation of technology into the educational process to ensure that learning aligns with the requirements of the 21st century. Education is not only being enhanced through digital resources, online opportunities, and other new teaching materials, but it is also addressing current disparities in access, especially for students in remote and underserved areas. The study has explored the understanding of parents regarding the use of technology in the learning of their children and the attitudes, beliefs, concerns, and other factors that influence the development of the parent orientation program. Materials and Methods: It was carried out using a descriptive correlational design using a sample size of 50 respondents in Tubod, Lanao del Norte, who are parents. A researcher created a questionnaire that was verified with the help of experts was used to gather the data. Descriptive statistics were used to summarize demographic and attitudinal variables, and Spearman correlation to test the relationship between parental attitude and the use of technology. Results: The majority of respondents were married (74%) and lived in low-income households. Most respondents belonged to low-income households (less than 10,000 monthly, 64). A majority of them had attended high school (60%). The mean scores recorded in Beliefs and Attitudes (M = 3.64, SD = 0.65), Perception of Roles (M = 3.78, SD = 0.74), and Parenting Styles (M = 3.82, SD = 0.64) were high among parents. The score of the general feelings was positive (M = 3.75, SD = 0.60). There was a significant (statistically significant) correlation between parental attitudes and the use of technology (Spearman (r_s = 0.713), p < 0.001). Conclusion: Parents showed positive attitudes toward education technology, attributing its use to motivation and success, but they were concerned about screen time and content quality. Results also emphasize the necessity of systematic orientation programs to reinforce parental guidance, make the use of technology developmentally appropriate, and enhance equal access. It is the findings that parental engagement is significant in promoting digital literacy and balanced technology immersion in early learning.