1Candice Faye L. Cabunoc, 2Roie M. Ubayubay
1,2PHINMA Cagayan de Oro College, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v7-i08-14Google Scholar Download Pdf
ABSTRACT:
Technology integration in education transforms teaching and learning by improving efficiency, accessibility, and student participation in the classroom. This study examines the teachers' profile, competency, and barriers that influence the use of ICT between public school teachers in Tagoloan East and West Districts during the School Year 2023–2024. Specifically, the study sought to determine the respondents’ level of competency in the ICT domain and the barriers to using ICT. This study involved two hundred thirty-six (236) respondents from the public elementary and secondary schools of Tagoloan District using the Slovins formula. It used the descriptive research design and an adapted and modified survey questionnaire to collect data. The descriptive correlational method was used to evaluate the samples with statistical analysis including standard deviation, frequency, percentage, mean scores, and Pearson r correlation. The findings showed that teachers' ICT ability is significantly influenced by age, teaching experience, and attitude, and there is a notable relationship between ICT skills and barriers related to manpower, policy, and facilities. Further, enhancing teachers' ICT competence through advanced technology training and effective integration methods aims to provide proficient educational experiences for 21st-century learners and improve teaching professionalism and efficacy. It is concluded that teachers face challenges in implementing ICT policies, including limited resources, reluctance to change, technological issues, and inadequate training. Factors like age, experience, and attitude influence these barriers. Additionally, it is recommended that schools should train proficient teachers as ICT experts to assist in incorporating technology into classroom teaching. This expert should provide ongoing support and training through mentoring programs. Teachers with limited technology experience are encouraged to improve their ICT integration skills, ensuring they can adapt to current trends and provide advanced educational experiences in the 21st century.
KEYWORDS:ICT competency domain and teachers’ barrier in ICT
REFERENCES1) Adetunji, J. (2019). Why are teachers mostly female? Because men get better pay in other professions. https://theconversation.com/why-are-teachers-mostly-female-because-men-get-better-pay-in-other-professions-109569
2) Aide Memoire. (2021) Accepting DepED’s Computerization Program in view of the COVID-19 Pandemic. Pasig City: August 05, 2021.
3) Al-dheleai YM, Baki R, Tasir Z, Al-rahmi WM (2019). What hinders the use of ICT among academic staff at Yemen’s public universities? Int J Humanit Innov 2(1):7–12
4) Al-Mamary, Y. (2020). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1). https://doi.org/10.1002/pa.2330
5) Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development, and ICT practices enacted in their classrooms. Teaching and Teacher Education 73, 141- 150. doi: 10.1016/j.tate.2018.03.020
6) Balaba, M. (2022, May). Level of Competency in Using ICT Among Grades 1 To 3 Public School Teachers in Tagoloan District. Unpublished Master’s Thesis, PHINMA Cagayan de Oro College, Carmen, Cagayan de Oro City.
7) Bilbao, Purita P., et al. (2019). Technology for Teaching and Learning 1. Quezon City: Lorimar Publishing Inc.,.
8) Baylan, Owen Niko G. (2020). “School Heads Power Mentality Affecting Teachers’ Performance in Tagoloan District”. Unpublished Master’s Thesis, PHINMA Cagayan de Oro College, Carmen, Cagayan de Oro City.
9) Baysan, E., & çetin, A. (2021, July 30). Determining the Training Needs of Teachers in Ethical Use of Information Technologies. Kuramsal Eğitimbilim, 14(3), 476–497. https://doi.org/10.30831/akukeg.885891
10) Baytar, E. M., Elyacoubi, H., Saqri, N., & Ouchaouka, L. (2023, May 26). Teachers’ sense of competence in terms of ICT use: the case of secondary school teachers. Research in Learning Technology, 31. https://doi.org/10.25304/rlt.v31.2874
11) Bhandari, P. (2023, June 22). Ethical Considerations in Research | Types & Examples. Scribbr. https://www.scribbr.com/methodology/research-ethics/
12) Brains, B. (2021). Why is Teaching a Female-Dominated Field? https://bestbrains.com/article/why-is-teaching-a-female-dominated-field
13) Briones, Catherine B. (2018). Teachers’ Competency on the Use of ICT in Teaching Physics in the Junior High School. Volume 2018. June 4, 2018, p. 200.
14) Busse J, Busse R, Schumann M (2022). Does technology matter? How digital self-efficacy affects the relationship between ICT exposure and job dissatisfaction. In: Proceedings of the 55th Annual Hawaii International Conference on System Sciences. University of Hawaii at Manoa, Honolulu. https://doi.org/10.24251/hicss.2022.759
15) Cabahug, I., Osias, N. C., Ongcachuy, B. L., & Corpuz, G. G. (2024). 21st Century Skills and Teachers’ Performance: Basis for Instructional Development Plan. https://www.semanticscholar.org/paper/21st-Century-Skills-and Teachers%E2%80%99-Performance%3A-for CabahugOsias/6a0826117 9b4e2e7fd029efa3cbe2 33f1a348b3d
16) Cabero-Almenara J, Guillén-Gámez FD, Ruiz-Palmero J, Palacios-Rodríguez A (2021). Digital competence of higher education professors according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Educ Inf Technol 26(4):4691–4708
17) Cajigal, Ronan and Serrano, Erlinda (2020). The Teacher and the Community, School Culture, and Organizational Leadership. Quezon City: Adriana Publishing Co. Inc.
18) Dolighan T, Owen M (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Educ J 30(1):95
19) Durante, P. G. (2020, June 4). Problems and Issues in ICT in Education. Up-diliman. https://www.academia.edu/43254819/Problems_and_Issues_in_ICT_in_ Education
20) Fuente, J. A. D., & Biñas, L. C. (2020, November 11). Teachers’ Competence_
in Information and Communications Technology (ICT) as an Educational Tool in.._
ResearchGate. https://www.researchgate.net/publication/350466721_Teachers’_Competence_
_in_Information_and_Communications_Technology_ICT_as_an_Educational_Tool_in_Teaching__
An_Empirical_Analysis_for_Program_Intervention
21) Garbin, H. (2019, January 18). Digital Competence of Basic Education. https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/7843
22) Gayola, Joy Marie and Janer, Susan (2021, July). Resiliency in the New Normal of the Teachers in the Senior Years. Volume 2, p. 23.
23) Genita, Anna Marie D (2017). “Competency Level in Information and Communication Technology: An Instructional Improvement Plan”. Unpublished Doctorate’s Dissertation, PHINMA Cagayan de Oro College, Carmen, Cagayan de Oro City.
24) Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): Development and evaluation of a self-assessment instrument for teachers' digital competence. Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), 1, 541–548.
25) Gudmundsdottir, G. B., & Hatlevik, O. E. (n.d.). Newly Qualified Teachers’ Professional Digital Competence: Implications for Teacher Education. https://eric.ed.gov/?id=EJ1170453
26) Gutierrez-Martín, A., Pinedo-González, R., & Gil-Puente, C. (2022) ICT and Media_
Competencies of Teachers. Convergence towards an Integrated MIL-ICT Model. _
https://eric.ed.gov/?q=ICT+and+Media+competencies+of+teachers._
+Convergence+towards+an+integrated+MILICT+model&id=EJ1320974
27) Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022, December 1). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open; Elsevier BV. https://doi.org/10.1016/j.caeo.2022.100080
28) Hu, D., Yuan, B., Luo, J., & Wang, M. (2021). A Review of Empirical Research_
on ICT Applications in Teacher Professional Development and _
Teaching Practice. _
https://eric.ed.gov/?q=A+review+of+empirical+research+on+ICT+applications+in+teacher+_
professional+development+and+teaching+practice&id=EJ1294750
29) Integration of Information Communication Technology (ICT) in the New Normal Learning: Its Effect on Teachers’ Individual Performance Commitment Rating. (2022, July).
30) Ilomaki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2022). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 27, 359-380. https://doi.org/10.1007/s10639-021-10620-z
31) DO 1, s. 2007 – Strengthening the Information Communication Technology (ICT) Governance of the Department of Education Amended by | Department of Education. (2007, January 19). https://www.deped.gov.ph/2007/01/19/do-1-s-2007-strengthening-the-information-communication-technology-ict-governance-of-the-department-of-education-amended-by/
32) DO 78, s. 2010 – Guidelines on the Implementation of the DepEd Computerization Program (DCP) | Department of Education. (2010, June 10). https://www.deped.gov.ph/2010/06/10/do-78-s-2010-guidelines-on-the-implementation-of-the-deped-computerization-program-dcp/
33) Kalra R (2018). Experienced and novice teachers’ awareness and attitudes towards ICT in the language classroom: a study conducted in a Thai context. Arab World Engl J 4(4):125–131
34) Konig, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
35) Kubota, K., Yamamoto, R., & Morioka, H., (2022). Promoting ICT education in developing countries: Case Study in the Philippines. M. Turcsányi-Szabó., (2012) Aiming at sustainable innovation in teacher education – from theory to practice, Informatics in Education, 11(1), 115-130, Retrieved from https://www.researchgate. net/publication/
36) Kuzembayeva, G., Taganova, A. M., Spulber, D., & Maydangalieva, Z. (2022). _
Teachers’ Perspectives on Using Information and Communication Technology_
in the Secondary School Practice: A Case Study. _
https://eric.ed.gov/?q=Teachers%e2%80%99+Perspectives+on+Using+Information+and+Communication+_
Technology+in+the+Secondary+School+Practice%3a+A+Case+Study&id=EJ1363773
37) Laleye, A. M. (2019). Effects of A Computer-Programmed Instructional Strategy On Basic Science Students’ Learning Outcome In Two Instructional Settings In Ondo State, Nigeria. https://www.semanticscholar.org/ paper/Effects-Of-A-Computer-Programmed-Instructional-On-Laleye/857abd6dd9c97c8d398a7aea73f7069bc045838f
38) Law, N., Woo, D., de la Torre, J., & Wong, G. (2021). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. UNESCO Institute for Statistics. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000377258
39) Lucas M, Bem-Haja P, Siddiq F, Moreira A, Redecker C (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: what matters most. Comput Educ 160:104052
40) DO 28, s. 2009 – Guidelines in Accepting Information and Communication Technology (ICT) Equipment and Internet Access Services for Classroom Instruction and Administrative Use | Department of Education. (2009, March 31). https://www.deped.gov.ph/2009/03/31/do-28-s-2009-guidelines-in-accepting-information-and-communication-technology-ict-equipment-and-internet-access-services-for-classroom-instruction-and-administrative-use/
41) Marcial, D. E. (2017, February 27). ICT Social And Ethical Competency Among Teacher Educators In The Philippines. Information Technologies and Learning Tools; Institute for Digitalisation of Education of the NAES of Ukraine. https://doi.org/10.33407/itlt.v57i1.1533
42) Makki, T., O’Neal, L., Cotten, S., & Rikard, R., (2018). When first-order barriers are high: A comparison of second-and third-order barriers to classroom computing integration. Computers & Education, 120, 90– 97. https://doi.org/10.1016/j.compedu.2018.01.005
43) Malhotra, S. (2015, May 27). National Ict Competency Standard (Nics) Basic. Zeeshanazfararzoo.
Https://Www.Academia.Edu/12626024/ National_Ict_Competency_Standard_Nics_Basic
44) Mannila L, Nordén L-Å, Pears A (2018). Digital competence, teacher self-efficacy, and training needs. In: Proceedings of the 2018 ACM Conference on International Computing Education Research, Association for Computing Machinery, New York, pp 78–85. https://doi.org/10.1145/3230977.3230993
45) Mattison, L. (2018). Ethical Issues with Using Technology in the Classroom. https://study.com/blog/ethical-issues-with-using-technology-in-the-classroom.html
46) Mlambo, S., Rambe, P., & Schlebusch, C. L. (2020). Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTs in classrooms. Heliyon, 6(4), e03730. https://doi.org/10.1016/j.heliyon. 2020.e03730
47) Oco, Richard M. (2022). Level Of Job Satisfaction of Public High School Teachers: A Survey. International Journal of Research Publications. DOI : 10.47119/IJRP100951220222888 48) Oco, R. M., & Comahig, A. G. (2023). Synchronous, Asynchronous and Modular Distance Learning: Effects on Students’ Mathematics Performance. Asian Research Journal of Mathematics, 19(6), 84–102. https://doi.org/10.9734/arjom/2023/v19i6669
49) Ode, D. A., Chauhan, J. D., & Sharma, A. R. (2021, January 1). CONCEPTS OF EDUCATION. _
RED’SHINE Publication. Pvt. Ltd. http://books.google.ie/books?id=zgQVEAAAQBAJ&pg=PA90&dq=_
https://files.eric.ed.gov/fulltext/EJ1115837.pdf&hl=&cd=1&source=gbs_api
50) Ogalo MO, Omulando C, Barasa P (2022). Assessment of teachers’ technological and pedagogical knowledge of integrating ICT in teaching English in secondary schools in Nairobi County, Kenya. Scholars J Arts Humanit Soc Sci 10(1):9–23
51) Ogodo JA, Simon M, Morris D, Akubo M (2021). Examining K-12 teachers’ digital competency and technology self-efficacy during COVID-19 pandemic. J High Educ Theory Pract 21(11). https://doi.org/10.33423/jhetp.v21i11.4660
52) Okoye, K., Haruna, H., Arrona‐Palacios, A., Quintero, H. N., Ortega, L. O. P., Sanchez, A. L., Ortiz, E. A., Escamilla, J., & Hosseini, S. (2022, August 15). Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11214-1
53) Pawilen, Greg T., (2017). Teaching Profession, Passion, and Mission. Sampaloc, Manila: Rex Book Store, Inc.,.
54) Pilapil, J. M. M., & Corpuz, G. G. (2024, March 1). Teachers’ Proficiency In Technological Pedagogical And Content Knowledge And Their Performance in Tagoloan District Schools. https://www.jetir.org/view?paper=JETIR2403908
55) Pozas M, Letzel V (2021). “Do you think you have what it takes?”—exploring predictors of pre-service teachers’ prospective ICT use. Technol Knowl Learn 28:823–841\
56) Rana, K. B., (2018). Use of Educational Technologies in Teaching and Learning Activities: Strategies and Challenges-A Nepalese case. (Thesis). The University of Oslo. Retrieved from https://www.duo.uio.no/bitstream/ handle/10852/60803/HEM4390.pdf?sequence= 1
57) Rosell, J. (2021). Use of technology - does age matter? https://www.ageing.ox.ac.uk/blog/use-of-technology-does-age-matter
58) Salas‐Pilco, S. Z., & Law, N. (2017, October 13). ICT Curriculum Planning and Development: Policy and Implementation Lessons from Small Developing States. Springer eBooks. https://doi.org/10.1007/978-3-319-67657-9_4
59) Semerci A, Aydın MK (2018). Examining high school teachers’ attitudes towards ICT use in education. Int J Progress Educ 14(2):93–105
60) Seyoum, A. F. (2018). Key Issues in the Implementing and Integration of ICT in Education Systems of the Developing Countries. Accessed on September 12, 2022:http://edu . etlsession %201 V full papers/Key%20Challen qes%20fators %20i mpl em en tat ion Abebe%20Feleke.!Xlf
61) T. (2023, July 11). 7 advantages and disadvantages of ICTs in education. Telefónica. https://www.telefonica.com/en/communication-room/blog/ advantages-disadvantages-ICTs-education/
62) Tomaro, Q. P. V. (2018). ICT integration in the educational system of the Philippines. Journal of Governance and Public Policy, 5(3), 259-282.
63) Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68, 319-343. https://doi.org/10.1007/s11423-019-09692-1
64) Wang Q, Zhao G (2021). ICT self‐efficacy mediates most effects of university ICT support on Preservice Teachers’ TPACK: evidence from three normal universities in China. Br J Educ Technol 52(6):2319–2339
65) Webb, M., Davis, N. E., Bell, T., Katz, Y. J., & Reynolds, N. (2018). Challenges for IT-competent teachers in an era of distributed computing: New demands for knowledge, skills, and abilities. Journal of Educational Technology Research and Development, 66(3), 479-503. https://doi.org/10.1007/s11423-018-9590-7
66) Woodward, R., & Pattinson, N. (n.d.). Informal Peer Learning of Diverse Undergraduate Students: Some Learners Make Meaning through CollaborativeActivity. _
https://eric.ed.gov/?q=Informal+Peer+Learning+of+Diverse+Undergraduate+Students%3a+Some+_
Learners+Make+Meaning+through+Collaborative+Activity&id=EJ1409406
67) Zhou L, Wu S, Zhou M, Li F (2020). ‘School’s out, but the class’ on’, the largest online education in the world today: taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. SSRN Electron J 4(2):501–519
Volume 07 Issue 08 August 2024
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 12 (December 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 December 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.