Technology-Assisted Approach: A Phenomenological Exploration of Teachers' Experiences with Deaf Students

Abstract

This study aims to analyze teachers' experiences with deaf students, specifically focusing on the implementation of a technology-assisted approach. To find out how the teachers integrate technology-assisted approaches in their teaching practices, what the challenges and benefits are in utilizing technology, and what technology-assisted tools are commonly used during the lesson. A total of 10 co-participants participated in a face-to-face interview, all of whom handle deaf students at the Philippine School for the Deaf (PSD) in Pasay City. Nine female teachers and one male teacher have served for 2 to 30 years. Utilizing a phenomenological research design, data were gathered by recording and transcribing interview responses and organized through a coding method. Herein, the results were analyzed using thematic analysis. To ensure the integrity of the guide questions, quality assurance has been conducted through face and content validation by experts in this field. Results revealed that significant experiences were gathered from 10 co-participants, two major themes and seven subthemes were developed from the lived experiences of teachers of PSD, ten educational technology tools were found commonly used in integrating technology into Deaf students, four key themes of experienced challenges and three key themes of perceived benefits were derived from the teachers. In response, the study proposed a comprehensive core guideline, entitled "Annie’s Core Guidance of Technology-Assisted Approach for Deaf Students." It is a proper guide for teachers handling deaf students, making technological integration more accessible to learners.