make a case study using In Ambisyon Natin2040, the document that embodies the collective long-term vision and aspiration of Filipinos both for themselves and their country, the Philippines envisions a Filipino citizenry who is Matatag (strongly rooted), Maginhawa (comfortable), and Panatag na Buhay (secure) by 2040. The realization of this vision depends on several conditions, one of which is education services. To be smart, innovative, and contributive, Filipino learners should have acquired various foundational literacies and 21st century competencies with the help of efficient and effective education services. The Department of Education (DepEd) in order to develop these competencies believe in the important role of technology. As early as 1996, the DepEd started to implement the first large-scale ICT/education initiative in the country even in the absence of a “clear national vision or direction and with no related national standards to meet” (De Dios, 2016). At present, there is no official nor national definition of EdTech but the use of ICT in education is seen as one of the means to enhance education services provided to Filipinos (Republic Act No. 10844, 2015). When available and accessible, technology could be a valuable tool in providing the necessary education services to the people. In the Philippines, the pandemic starkly revealed inequalities in digital access and poor Information and Communications Technologies (ICTs) infrastructure, especially in the rural areas (Santos, 2020). There are many reported cases where learners were relegated to using their mobile phones for online distance learning (Bacolod, 2022). Although these conditions highlight digital divides in the country, education technology (EdTech), if situated in an enabling environment, has proven to address existing challenges in education. Evidence from assessment results shows that the use of artificial intelligence (AI) that adjusts to students’ level can address different learning backlog among students (Vandenberg et al., 2021). Education technology can also foster independent learning among learners which in the long run could give them self-satisfaction and a rewarding life tools or skills set (Genimian et al, 2020; Office of Educational Technology, n.d.). The Department of Education (DepEd) of the Philippines, cognizant of the potential of EdTech to make education delivery more effective has developed and implemented programs and forged partnerships targeting to tap the potential of EdTech (Malipot, 2022). Private organizations too have come up with their initiatives to add up to what have been done by other sectors (Domingo, 2022; Child Hope, 2021; Hani 2021). Although the launching and start of these programs are publicized, analytical details of their implementation are scant and may require further study in order to provide relevant inputs in policy discourse. This study provides a comprehensive analysis of education technology issues in the Philippines. In particular, the study explores the education challenges to which technology can potentially contribute and the essential conditions that need to be met for such a potential to be realized.
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