21st Century Social Media Integration in English Language Pedagogy of Teachers in the Municipality of Kitaotao

Abstract

This study aimed to determine the 21st-century social media integration in the English language pedagogy of teachers. The respondents were the twenty (20) teachers teaching the English language in the Municipality of Kitaotao, Bukidnon, who were universally selected in the academic school year 2018-2019. This study employed a quantitative experimental descriptive-correlation method to investigate the research problem. The findings disclosed the problem of 21st-century social media integration in the English language pedagogy of teachers. The results revealed that the internet concept was always observed, and teachers adjusted to any situation in the teaching and learning process. Current multimedia technologies allow students to interact with information in new ways, change content, and even create visualizations; such interactivity enables the responses to various context access. There were numerous selections of multimedia tools for the English language. It was a significant way to assess technology and define the best fit for their students, classroom, curriculum, and teaching techniques. The impact of technology can be felt in every possible field, and one such field is education technology. This generates knowledge that would utilize tools, create skills, and choose materials to enhance teacher’s pedagogy in the English language. Therefore, technology includes using materials, tools, techniques, and power sources to make teaching and learning easier or more pleasant and work in a productive manner.