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1. Emphasize the significant aspects of learning; study aims on how digital technologies impact student involvement and comprehension.

2. INTRODUCTION Education is an investment that produces returns on both the individual and the social levels, and thus, is functional for the students and the country in terms of progress. Due to its critical role, key actors in the education system must fully carry out their roles and responsibilities. Teachers are the key players in education who make decisions that directly affect the students’ achievement. Hence, they must be well-supervised to become better determinants of success for the teaching and learning process.

3. Essentially, teachers’ competence must be an utmost concern for policymakers. Comparative benchmark derived from policymakers’ and researchers’ analysis at all levels of education highlight the fact that high-performing school systems identify initial and continuous improvement of teachers’ competence as a factor associated with countries that are consistently at the top position in students’ learning outcomes based on international assessments. This analysis brings forth a common assumption that the teachers’ competence is linked to an increase on students’ achievement (Torres, 2016:).

4. One of the main problems that teachers encounter in teaching Araling Panlipunan is the quality of their instruction which is part of their competence in teaching. Teaching competence is typically a combination of knowledge, skills, and behavior used to improve the teachers’ performance, or as the state or quality of being adequately qualified and capable of performing the teaching role using modern technologies. Along this definition, teachers need a wide-range of competences in order to face the complex challenges using digital technologies ( Harner et al., 2020).

5. METHODOLOGY Using the descriptive research design in order to assess the competence of teachers in teaching Araling Panlipunan using the digital tools delivery modality in Silanga National High School. Research Design

6. The descriptive method was used to describe the profile of the teacher-respondents which was described in this study in terms of the variates of age, sex, civil status, highest educational attainment, number of trainings and seminars attended that are relevant using digitals tools. Furthermore, the same research design was utilized to assess the level of competence of the teacher-respondents in teaching Araling Panlipunan .

7. The study assessed the competence of teachers in teaching Araling Panlipunan using digital tools and resources. How can teachers help students by using technology to distribute every lesson to achieve their learnings. Statement of the Problem

8. The study was based on theories about the competence of teachers using technology and other relevant ideas. Theory which provided support for this study is the Interpretive Theory of Competent Performance proposed by Roelofs and Sanders. Said theory tries to provide a unified comprehensive concept of teaching competence that considers all the different elements of teacher competence, from the teachers’ traits, knowledge, behavior, thinking, situation-specific decision-making, and resulting learning activities. Within this theory, the prescription of a good teacher is one who has lots of knowledge of facts and elements of a specific discipline they have specialized ( Roelofs & Sanders, 2007). Theoritical Framework

9. The findings of the study would benefit the teachers, the school administrators, and the students. The findings of the study would enable teachers to reflect on their level of competence in teaching Araling Panlipunan modern technology along with content knowledge and pedagogy, learning environment and different of learners. To the Students, the findings would give students the inspiration to do well in Araling Panlipunan despite how boring it is and because of digital tools it becomes even more interesting for the student. Significance of the Study

10. FINDINGS Integrating technology into Araling Panlipunan instruction can truly benefit students and teachers alike. Outside of offering new, more engaging learning opportunities such as virtual field trips, digital reading material, game based learning, and augmented reality, incorporating technology into social studies lessons can also translate into improved academic outcomes.

11. As technology becomes increasingly prevalent in the education system and workforce, it is important for students to become familiarized with various digital applications. Integrating technology into the curriculum not only provides students with the opportunity to expand their skills and succeed academically, it also prepares them for the real world upon graduation. While educational technology shifts the learning environment from being teacher centered to student centered, it is important that teachers carefully think through effective methods of implementation.

12. Since there are hundreds of technological applications out there, each with distinguishing features, it is important that teachers guide students in the process of learning about these technologies to prevent them from becoming overwhelmed. It is recommended that teachers also provide continuous feedback to students throughout their experiences with using technology. Future recommendations would include developing more research pertaining to methods of effectively implementing technology into the curriculum. While this chapter has focused on the impact that technology has on student engagement and success, research could be done to understand methods educators can use to facilitate this process.   

13. TAKE AWAY Numerous studies have supported the idea that overall student motivation and engagement in learning is enhanced by the implementation of instructional technology (Mo, 2011). More specifically, technology engages students behaviorally (more effort and time spent participating in learning activities); emotionally (positively impacting attitudes and interests towards learning); and cognitively (mental investment to comprehend content). Whether technology is integrated during class time or after school hours, students are given more opportunities to interact with instructors, collaborate with peers and engage themselves in the learning process (Schindler et al., 2017).

14. Teachers using technology state that the majority of their time spent on technology is geared at teacher led learning. This includes using the smart board for teaching lessons and other applications to help enhance student learning. A small portion of teacher technology time was spent on lesson planning and communication. Teacher participants reported that students also took more interest in learning when it involves technology. The teachers stated that technology is used by students for projects and creations, collaboration with peers or adults, reading, and other applications to enhance learning.

15. The  relationship between technology and education  has ushered in an era of unparalleled possibilities. By embracing technology, educators can nurture collaborative online spaces, cultivate a sense of belonging, and equip students with essential soft skills. These pivotal aspects enhance student experiences and lay the foundation for improved retention rates. The future of education is boundlessly dynamic, with technology serving as a pathway for forging meaningful connections, fostering resilience, and propelling students toward a future imbued with knowledge, proficiency, and lasting success.

16. T H A N K Y O U !!