ICT Competencies and Capabilities of Schools in Koronadal City Division

as Bases for a Long Term ICT Development Plan

Francis Rodney G. Jabido

Block 1 Lot 5 Agreville Subdivision, Koronadal City
Mobile: 09265555497
Email: fodibaj@yahoo.com

ABSTRACT

The main purpose is to determine the respondents ICT competencies specifically

on the technological domain. The study also intends to find out the ICT capabilities of
school in terms of its software, hardware, support facilities, technical support and
maintenance. Mean and standard deviation were used in computing the perceived
competencies of teachers and capabilities of schools.

Findings of the study revealed that the ICT competencies of the respondents
were at the basic level in terms of their knowledge and skills in basic ICT/computer
operation; use of ICT as appropriate teaching tool; and use of internet and web
applications in teaching and learning. As to the usage, respondents sometimes use
ICT/computer for instruction purposes. Finally, the study also disclosed that the ICT
capabilities of schools in the City Division of Koronadal City are at satisfactory level.

Based on the findings, the following recommendations were made: First, a

Division-Wide ICT Training for teachers is recommended. Areas of competence that
generated the low ratings are the target areas to be included in the ICT Trainings;
second, strengthening of ICT capabilities of schools should be given top priority by
proper authorities in schools and in the city division. There is a need to provide
adequate ICT tools and facilities to improve school’s capability on ICT; and Third,
implementation and adoption of the ICT Development Plan in the City Schools Division
of Koronadal to improve the ICT competencies of teachers to fully integrate ICT in the
classroom for effective teaching and learning.

KEY WORDS

ICT – refers to Information and Communication Technology (ICT). Operationally, it is

used in the study to determine ICT competencies of teachers and ICT capabilities of
schools as bases for an ICT Development Plan in the City Schools Division of
Koronadal.

Computer Literacy - is defined as the knowledge and ability to use computers and
related technology efficiently, with a range of skills covering levels from elementary use
to programming and advanced problem solving. Operationally, it refers to the
competencies of teachers based on then various technological domains
ICT Competencies of Teachers – are the ICT competencies of teachers under the
Technological Domain based on the three standards stipulated under National ICT
Competency Standards (NICS) for teachers as to Knowledge and skills in basic
computer/ICT operation; Use of ICT as teaching tool; and Use of the Internet and web
applications to teaching.

ICT Capabilities of schools – are the ICT capabilities of schools in the City Division of
Koronadal in terms of hardware, software, support facilities, technical support and
maintenance capabilities.

ICT Development Plan – is formulated and proposed for adoption in the City Schools
Division of Koronadal based on the findings of the study. This ICT Development Plan
was formulated to address the deficiencies determined. The 3-Year Development Plan
includes the Rationale, Goals, Specific Objectives, Strategies, Time Frame, Persons
Involved and Expected Output.

INTRODUCTION

When the Philippines agreed to embrace Globalization in the mid-90s, the

country demonstrated its determination to face the challenges of globalization.
Alongside with this is the pressure on how to keep our education abreast with our Asian
neighbors and the global community. The Department of Education during the
administration of the former Secretary of Education, Jesli Lapus launched the ICT4E
which aims to integrate ICT in education.

The ICT4E or Information and Technology for Education is a strategic plan to

integrate information and technology in the Philippine educational system and
curriculum. Its scope includes moving towards enhancing the curriculum which involves
multimedia instructional materials development, ICT-enabled assessment and setting
the competency standards and professional development of teachers.

This program is anchored to the overall vision of the Department of Education

(DepED), which is “21st Century Education For All Filipinos, Anytime, Anywhere.” This
means an ICT-enabled education system that transforms students into dynamic life-long
learners and values-centered, productive and responsible citizens. Policy makers
believe that ICT plays a major role in creating a new and improved model of teaching
and learning where education happens anytime, anywhere (DepED ICT4E Strategic
Plan, undated)

The Department of Education persistently pushed through the integration of ICT

in education. Information and Technology for Education (ICT4E) is one of the bold
moves employed by the department to prepare the Filipino graduates to become
competitive with the rest of the world and its neighboring counterpart. The DepEd
launched Cyber Ed Project which is supposed to use satellite technology to provide
efficient and cost-effective solutions to the delivery of educational services in public
elementary and secondary schools nationwide using ICT.
 However, there is no sufficient data and basis regarding the preparedness of
teachers in implementing the said program specifically in Koronadal City Division.
Assessing the teachers basic ICT competencies is primarily aimed at policy makers at
various levels responsible for school education, to identify main developments and
emerging key issues of teachers’ ICT professional development in policy and practice. It
therefore can help to identify partners to work on the issues together and to connect to
existing initiatives. It would also help determine what are their perception on ICT, how
equipped the teachers are, what are their needs in terms of training, technical
assistance and professional development.

It just cannot be simply said that they can adapt with such changes because they
have to. Assessing the ICT competencies of the teachers would provide deliberate and
in-depth findings whether or not the workforce is prepared to accept this modern age
revolution – the ICT Revolution.

Considering the scarcity of resources of the Department of Education we can

suppose that, ICT integration is quite difficult to implement at the moment. But with
DepED’s determination this can be realized sooner or later. Thus, a comprehensive
study of how prepared the teachers are in embracing this inevitable shift from traditional
to modern and digital teaching-learning method is not just necessary but a necessity.

METHODOLOGY

This study was conducted using a descriptive-evaluative approach. The ICT

competencies of elementary and secondary school teachers including their extent of
use were analyzed using the result of the survey instrument. This study relied mainly on
the quantitative data from teacher respondents. The quantitative survey questionnaire
for teachers was used as the main instrument. After the survey, the responses of the
elementary and secondary school teachers were analyzed. Additional responses and
comments from the questionnaire were also taken into account that shed more light to
the study under investigation.

RESULTS AND DISCUSSIONS

Table 1 displays the extent of ICT use of teacher-respondents. In general, the

respondents sometimes use ICT based on seven (7) purposes included in the survey
questionnaire.

Apparently, teachers use ICT less extensively in terms of Computer Aided

Instruction (CAI) having only a mean of 2.05%. In contrast, the respondents are more
frequent in using internet for research purposes which posted the highest mean of
2.39%.
Table 1. Extent of ICT/Computer Use of the Respondents

Verbal
No ICT/Computer Use Mean
Interpretation
1 Computer aided instruction (CD/DVD Rom, flash player, etc.) 2.05 Sometimes
2 Research (Internet) 2.39 Sometimes
3 Communications (email, chatting, video conferencing etc.) 2.24 Sometimes
4 Computing Grades 2.43 Sometimes
5 Preparing hand-outs, test questions and written communication 2.42 Sometimes
6 Presentation (MS Powerpoint, others) 2.15 Sometimes
7 Games and Recreation 2.30 Sometimes
Average 2.28 Sometimes

Table 2 displays summary of the level of ICT competencies of elementary and

secondary school teachers in the City Division of Koronadal along the first technological
domain on their knowledge and skills in basic ICT/computer operation which includes
operating system, word processing, DTP and multimedia, spreadsheet and simulations,
painting and drawing, and multimedia devices.

The teachers ICT competence on operating systems posted a mean percentage

of 1.93 which is at basic level. In the use of word processing, DTP (Desktop Publishing)
and multimedia, posted a score of 2.07 which is still defined as a basic level
competence. Moreover, on the use of spreadsheet and simulations a lower average
mean was noted compared to the two previous competencies at 1.85.

Furthermore, the competency with the lowest average is the use of painting and
drawing at 1.71. Teachers along this area have no competence at all. The use of
multimedia devices on the other hand equaled with the knowledge of operating system
at an average mean percentage of 1.93.

In the use of ICT as teaching tool indicated the respondents faired at an average
mean of 1.86 in general. ICT competence of teachers along this line is at also at the
Basic Level.

The respondents’ competency on the use of internet and web applications in

teaching which registered a higher average mean compared to the previous
competencies, however it still poses a basic level of competency.
Table 2. Summary of Knowledge and Skills in Basic ICT/Computer Operation of the
Respondents

Knowledge & Skills in Basic ICT/Computer Verbal

No. Mean
Operation Competencies Interpretation
1. Operating System 1.93 Basic Level
2. Word Processing, DTP & Multimedia 2.07 Basic Level
3. Spreadsheet & simulations 1.85 Basic Level
4. Painting and drawing 1.71 No Competency
5. Multimedia Devices 1.93 Basic Level
6. Use of ICT as Teaching Tool 1.86 Basic Level
7. Use of Internet & Web Applications in Teaching 1.98 Basic Level

Overall, as shown in Table 2, ICT competencies of teachers in the three

technological domains is at basic level having a mean of 1.92 in terms of their
knowledge and skills in basic ICT operations, use of ICT as teaching tool and use of
internet and web applications in teaching.

Table 3 exhibits the ICT capabilities of schools in terms of hardware, software,

support facilities, technical support and maintenance. Technical support and
maintenance got the least rating among the ICT capabilities of schools’ components
with an average score of 1.67 and which is at poor level.

Connectivity such as Internet connection, wired connection, Globe Tattoo

(wired/wireless/wi-fi connection), Local Access Network (LAN) and telephone
connection, earned the highest average rating at 2.3, however it is still perceived as
satisfactory. Hardware and support facilities recorded an average rating of 2.00, while
software had an average rating of 2.2 settled on satisfactory level.

Table 3. Summary Table for ICT Capabilities of Schools

Verbal
ICT capabilities of schools Rating
Interpretation
1. Hardware 2.00 Satisfactory
2. Software 2.20 Satisfactory
3. Support facilities 2.00 Satisfactory
4. Connectivity (Internet, telephone/telecommunication etc.) 2.3 Satisfactory
5. Technical support and maintenance (training, ICT technical ) 1.67 Poor
Overall Mean 2.03 Satisfactory

Table 3 shows that in general, the ICT capabilities of schools in the City Schools
Division of Koronadal with an average mean of 2.03 are considered to be at a
satisfactory level. This further implies that the schools are inadequate in terms of its
hardware, software, support facilities and connectivity which include internet and
telecommunication.

Table 4. Utilization of ICT in Elementary Schools

Computers for Academic Computers for Administrative

No. Schools
Use Use
1 Marbel 3 ES 0 2
2 Marbel 5 CES 0 1
3 Namnama ES 0 1
4 Marbel 4 ES 0 1
5 Marbel 7 ES 0 2
6 Rotonda ES 0 0
7 Magsaysay ES 0 2
8 Marbel 1 CES 0 0
9 Marbel 6 ES 0 2
10 Siodina ES 0 1
11 Chua ES 0 1
12 Osita ES 0 1
13 Sto. Nino ES 0 1
14 Bacongco ES 0 1
15 Koronadal CES II 0 1
16 Sta. Cruz ES 0 1
17 Carpenter Hill ES 0 1
18 Crossing Diaz ES 1 0
19 Koronadal CES I 10 6
20 Morales ES 0 1
TOTAL 11 26

Table 4 displays the data on ICT of elementary schools both for academic and
administrative use. It reveals that only 10% of the schools or only two (2) out of twenty
(20) schools have computers intended for academic use. Koronadal Central Elementary
School I, has the most number of computer with ten (10) units. Overall only eleven (11)
computers are used academically while twenty-six (26) are used for administrative
purposes.

Majority of the elementary schools have computers for office use only as
evidenced by 18 schools out of 20 utilizing ICT equipment for administrative use. It
implies further that similar to the secondary schools, elementary schools have
inadequate ICT facilities intended for academic use inside the classroom and for
teaching-learning process.

It was also noted however in the documents verified from the Planning Office that
there are fifteen (15) schools in the City Schools Division of Koronadal that do not have
computer yet. Most of these schools are small schools though and some are still
primary schools.
 Based on the findings of the study, the following conclusions are drawn: The ICT
competencies of teachers in the City Division of Koronadal are at the Basic Level. It
suggests further that teachers can only perform some of the basic ICT operations and
uses ICT sometimes at least once a week as tool for teaching. The teachers sometimes
use ICT specifically in Computer Aided Instruction. The ICT capabilities of Schools in
the City Division of Koronadal are at satisfactory level and needs upgrading in all
aspects. There is inadequacy in the provision of ICT facilities to schools which hinders
the use of ICT inside the classroom to enrich teaching-learning process.

Because of the foregoing premises and findings, the following recommendations

are hereby proposed:

1. To further enhance the ICT competencies of teachers in the City Schools

Division of Koronadal, Division-Wide ICT training for teachers is
recommended. Areas of competence that generated the low ratings are the
target areas to be included in the ICT Trainings.

2. Strengthening of ICT capabilities of schools should be given top priority by

proper authorities in schools and in the city division. There is a need to
provide adequate ICT tools and facilities to improve school’s capability on
ICT.

3. Implementation and adoption of the ICT Development Plan in the City

Schools Division of Koronadal to improve the ICT competencies of teachers
to fully integrate ICT in the classroom for effective teaching and learning.