TECHNOLOGY LITERACY OF TEACHERS IN

STA. CRUZ ELEMENTARY SCHOOL,

DISTRICT I-A, DIVISION OF ANTIPOLO CITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 339-344
Document ID: 2023PEMJ859
DOI: 10.5281/zenodo.8106055
Manuscript Accepted: 2023-1-7
Psych Educ, 2023, 10: 339-344, Document ID:2023 PEMJ859, doi:10.5281/zenodo.8106055, ISSN 2822-4353
Research Article

Technology Literacy of Teachers in Sta. Cruz Elementary School,

District I–A, Division of Antipolo City
Ma. Isabel C. Lumagbas*
For affiliations and correspondence, see the last page.
Abstract
The study aimed to determine the level of technology literacy of teachers in Sta. Cruz Elementary
School, District I – A, Division of Antipolo City. Descriptive survey research design was applied
utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data on the
technology literacy among two-hundred one (201) teacher-respondents with respect to computer
operation and utilization, delivery of instruction and assessment of pupils’ performance. The
study revealed that the teacher-respondents of this study are mostly 41-50 years old and are female.
The majority have Baccalaureate degrees and have not taken up graduate studies. Many have been in
the service of teaching for 5-9 years. The level of technology literacy of teachers with respect to
computer operation and utilization, delivery of instruction and assessment of pupil’s performance is
found to be Literate. The test on the significant difference on the level of technology literacy of
teachers with respect to computer operation and utilization, delivery of instruction and assessment of
pupil’s performance in terms of their age, sex and length of service accepted the null hypothesis. On
the contrary, with respect to educational attainment, the null hypothesis is rejected.It was
recommended that school administrators should provide administrative, technical and financial
support for faculty to ensure quality instruction in the use of ICT. Teachers should be exposed to
more instructional technology activities to enhance their level of competencies in Information and
Communication Technology.

Keywords: ICT, technology literacy, teachers

Introduction use of the computer.Since education is a vital

Education is considered as a powerful tool in
improving one’s life. It opens the door to minds and
accepts the idea of expanding horizons and learns new
things. Moreover, education is essential to everyone
and an indispensable part of life both personally and
socially. It is the level of education that helps people
earn respect and recognition. Furthermore, education
is the best legacy a nation can give to her citizens
especially the youth, the key to the realization of a
person’s desire for lifelong learning.The world is said
to be in the rapid changes in technological age where
computer is applied in every sector of human
endeavor. This versatile machine could combine
speed, accuracy, simplicity, and a host of other unique
qualities to execute works which in the past needs
man, material, time, and money to accomplish.
To adopt and cope to these changes, the field of
education especially teachers and mentors required to
study the use and application of new technology in
order to improve their competency and effectiveness in
discharging their duties.In this regard, the call for
computer literacy to DepEd teachers are obvious, due
to the fact that the world has turned to a digital
nucleus, where almost teachers work, and report is
augmented with the aid of the computer. It is
necessary therefore that they master the fundamental
component of an individual’s growth and development
as part of the workforce and society, it is critical that
the students are taught and nurtured well early on.
Using sufficient ICT competencies, teachers should be
able to cultivate the students to become collaborative,
good problem-solvers, and creative learners.Today,
most of the teachers have laptops or computers to help
them in their tasks in terms of preserving records,
encoding documents, computation of grades and
browsing the internet. Other teachers studying for
their masteral degree prepare presentations of their
report using their computers. Unfortunately, based on
the researcher’s observation, some of the teachers have
minimal computer literacy. Despite of the complete
equipment and facilities available to every teacher for
use in a computer literacy program; teachers learn
operating computers by exploring and through the help
of their peers. Realizing the compelling need of
teachers to be technology literate, the researcher was
motivated to determine the technology literacy among
teachers in Sta. Cruz Elementary School.
Research Questions
The study aimed to determine the level of technology
literacy of teachers in Sta. Cruz Elementary School,
District I – A, Division of Antipolo City during the
School Year 2016 – 2017. Specifically, this study
sought to answer the following questions:

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Research Article
1. What is the profile of the teacher-respondents in
terms of:
1.1. age;
1.2. sex;
1.3. educational attainment; and
1.4. length of service?
2. What is the level of technology literacy of the
teacher-respondents as perceived by themselves with
respect to:
2.1. computer operation and utilization;
2.2. delivery of instruction; and
2.3. assessment of pupils’ performance?
3. Is there a significant difference on the level of
technology literacy of the teacher-respondents with
respect to the cited aspects in terms of their profile?
Literature Review
According to Akpinar (2007), experts in teacher
technology use claim that teachers gain confidence in
the use of computer technologies through formal
teacher-education coursework and that their attitudes
towards computers improve through such coursework.
Although it shows changes in perceptions that are
often correlated with classroom technology use, it does
not explain what teachers take away from the courses
and actually use in their classrooms. In addition, Gupta
and Bostrom (2009) cited that technology-mediated
learning includes both e-learning and computer-
assisted learning using any technology such as
clickers. Technology-mediated learning as “an
environment in which the learner’s interactions with
learning materials, peers, and/or instructor are
mediated through advanced information technology”.
There are many factors that influence online learning,
and these factors might have direct or indirect
relationships with each other. It developed a
technology mediated learning framework based on
learning structures, relationship among these
structures, the social system where the learning
environment is taking place, appropriation of the
structures, influence on social context or reciprocal
causation, and influence of actors and power
dynamics.
Meanwhile, According to Aguaded (2016), insufficient
access to new technologies and inadequate faculty
training were believed to be the major causes of
ineffective use of technology and only exposure to
technology has a positive yet limited impact on future
classroom practices. On the other hand, Berlindo
(2011) conducted a study with a heterogeneous sample
of 185 elementary and 204 secondary teachers who
were asked to respond to open-ended survey questions
Ma. Isabel C. Lumagbas
in order to understand why the integration of
computer-based technologies does or does not fit with
their teaching philosophy, what factors impact
planning to use computer technologies in the
classroom, and what characteristics define excellent
teachers who integrate technology. Qualitative analysis
of open-ended questions indicated that, overall,
educators are supportive of computer integration
describing the potential of technology using
constructivist language, such as “authentic tasks” and
“self-regulated learning.” Responses from “high” and
“low” integrating teachers were compared across
themes. The diversity of the themes and the emerging
patterns of those themes from “high and low
integrators” indicate that the integration of computer
technology is a complex concern that requires
sensitivity to individual and contextual variables.
Relatively, Ducate (2007) analyzed the computer
attitudes of a sample of 150 undergraduate elementary
education majors over a two-year technology-rich
curriculum. Longitudinal survey data showed that
students became less positive toward computers when
one compared attitude at the beginning of the teacher
education curriculum to their attitudes near the end of
the teacher education curriculum. Factors that might
affect computer attitudes such as age and gender were
also tested. In the last two decades, active use of the
Internet in education has opened the door for using e-
mail, bulletin boards, and other telecommunication
technologies in teacher training. This has made it
necessary to introduce and expose pre-service teachers
to electronic network communications and
collaboration systems which they can use in both their
teaching and professional development. Furthermore,
Francis-Pelton (2007) noted in his study on the use of
technology in teaching revealed that the top-down
implementation of technology by authorities may
cause resentment and avoidance by teachers. He adds
that the lack of perceived legitimacy of the computer
as an educational tool has an influence on teacher
adoption of the technology. Lam also suggests that
language teachers do not use computers in their
classrooms not because they are technophobes, as
some suggest, but because institutions and programs
overlook the importance of training teachers and
matching their goals with the tools they hope to
employ. Similarly, technology advocates have ignored
realities such as the social organization of classrooms
that serve as an inhibitor of classroom technology use.
He also observes that "innovations for solving
productivity problems defined by non-teachers
invariably were mandated into use by district policy
makers, not teachers".
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Research Article

Methodology

The study applied the descriptive method of research s u m m a r y of f i n d i n g s , c o n c l u s i o n and

utilizing a questionnaire-checklist as instrument of the
study to gather the needed data. According to
Calmorin (2010), descriptive research is designed to
study what is. It aimed to find out what prevail in the
present conditions, relationships, opinions, processes
and effects and developing trend. The descriptive
survey design was deemed appropriate for the study
since the present investigation aimed to describe the
level of technology literacy of teachers in a public
elementary school. The respondents from the selected
schools of District I-B, Division of Antipolo City were
taken from Dela Paz Elementary School, San Isidro
Elementary School and Sta. Cruz Elementary School.
From the chosen elementary schools, all teachers were
selected as respondents through universal sampling
comprising of 331.
The study utilized the total enumeration of respondents
and considered one hundred percent (100%) of the
total population or two hundred one (201) teachers in
Sta. Cruz Elementary School, District I – A, Division
of Antipolo City. They were described in terms of sex,
age, educational attainment, and length of service.
recommendations were formulated. After the oral
defense, the manuscript was revised considering the
comments and suggestions of the Oral Examination
Committee. After finalization, hard bound copies
were submitted to the office of the Graduate Studies
Program and other offices.
Ethical Considerations
The researcher herself explained and gave the
informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
Profile of the Teacher- Respondents
Table 1. Frequency and Percentage Distribution of the
Respondents in Terms of the Selected Variables

Instruments of the Study

A researcher-made questionnaire-checklist was used as

the main instrument in this study. To observe unity in
the instrument, each aspect of the main problem was
composed of ten (10) statements. Further, the
instrument was composed of two parts. The first part
was made up of respondents’ personal and
professional profile which included age, sex,
educational attainment, and length of service. The
second part focused on the level of technology literacy
of the teacher- respondents with respect to computer
operation and utilization, delivery of instruction and
assessment of pupils’ performance.

Procedure

The study followed the Gantt Chart of Activities in the

conduct of the study. This includes the formulation of
research problem up to the revision of the manuscript
and submission of the final copy. Permission to The teacher-respondents in this study numbered to two
conduct the study was obtained from the Office of the hundred and one (201). The table above summarizes
Schools Division Superintendent. After the validation the profile of the respondents. The table shows that
of the instrument, the questionnaire-checklist was many of the respondents are 41-50 years old at 33%
administered to the respondents.After the retrieval, the
data were encoded and processed. Data processing and
analysis were done. Based on the interpreted data,

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Psych Educ, 2023, 10: 339-344, Document ID:2023 PEMJ859, doi:10.5281/zenodo.8106055, ISSN 2822-4353
Research Article
with the least percentage of 16 for the 21-30 years old.
Many of the respondents are female at a frequency of
190. The tabulated data also shows that majority of the
respondents have not undertaken graduate studies at
60% and only 1% has Doctoral degree. As to length of
service, many are teaching for 5-9 years at 39%, 19%
for 15-19 years, another 19% 20-24 years, 12% for 10-
14 years, and 11% for 25 years and above. This means
that many of the respondents are new.
Level of Technology Literacy of Teachers in Sta.
Cruz Elementary School
Table 2. Level of Technology Literacy of Teachers in
Sta. Cruz Elementary School with Respect to
Computer Operation and Utilization
With regard to computer operation and utilization, the
perceived level of technology literacy of teachers has
obtained 2.98 as the highest weighted mean describing
that teachers are literate in selecting and using
appropriate educational media and communication
devices in order to deliver quality instruction. The
second highest weighted mean is 2.84 describing that
teachers are also literate in discovering and developing
their abilities / skills to make lesson interesting and
meaningful through the use of technology. The lowest
weighted mean is 2.37 that described the teachers are
moderately literate in assembling computer hardware
Ma. Isabel C. Lumagbas
components and presentation equipment. The overall
weighted mean is 2.70. This means that the teachers
are literate in technology with respect to computer
operation and utilization. Findings imply that the
teachers are able to do simple operation of the
computer technology.
Table 3. Level of Technology Literacy of Teachers in
Sta. Cruz Elementary School with Respect to Delivery
of Instruction
As to delivery instruction, the perceived level of
technology literacy of teachers have verbal
interpretation of literate for all the descriptions stated
in the table except for the one with the lowest
weighted mean. The two highest weighted means are
2.99 and 2.94 which claimed that teachers are literate
in the use of ICT as motivation to arouse pupil’s
interest in the lesson and that teachers are literate in
the use of ICT in developing he learners in fostering
inquiry and exploration. The lowest weighted mean is
2.41 which claimed that teachers are moderately
literate in the use of ICT in showing mastery of the
subject matter. The overall weighted mean is 2.71.
This means that the level of technology literacy of
teachers in the delivery of instruction as perceived by
themselves with respect to proximity is found to be
literate. Findings imply that the teachers need further
instruction and know-how in the use of ICT when
delivering their lessons.
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Research Article
Table 4. Level of Technology Literacy of Teachers in
Sta. Cruz Elementary School with Respect to
Assessment of Pupils’ Performance
In terms of assessment of pupil’s performance, the
perceived level of technology literacy of teachers have
verbal interpretation of literate for all the descriptions
stated in the table. The two highest weighted means
are 3.35 and 3.34 which claimed that teachers are
literate in the use of ICT in storing grades of pupils
and preserving school forms (SF 1, SF 2, SF 3 and SF
5. The lowest weighted mean is 2.53 which claimed
that teachers are literate in the use of ICT in including
lessons on current issues directly affecting the lives of
the pupils. The overall weighted mean is 2.88. This
means that the perceived level of technology literacy
of teachers have verbal interpretation of literate.
Findings imply that teachers perceived themselves to
be competent in the use of ITC for record purposes of
pupil’s achievements.
The Significant Difference on the Level of
Technology Literacy of Teachers in Sta. Cruz
Elementary School with Respect to the Different In the light of the findings, the following
Aspects in Terms of Their Profile recommendations are hereby offered: (1) School
Ma. Isabel C. Lumagbas
Table 5. Computed F-values on the Level of
Technology Literacy of Teachers in Sta. Cruz
Elementary School with Respect to the Different
Aspects in Terms of Their Profile
The statistical computation for the significant
difference on the level of technology literacy of
teachers with respect to computer operation and
utilization, delivery of instruction and assessment of
pupil’s performance in terms of their age, sex and
length of service yielded p-values greater than the .05
level of significance. This means that the null
hypothesis is accepted. On the other hand, when they
were grouped by educational attainment the statistical
computation yielded p-values lower than .05. This
indicated that the null hypothesis is rejected. This
means that educational attainment is a predictor to the
degree of technology literacy of teachers. Findings
imply that training of teachers play an important role
in their computer literacy.
Conclusion
The study concluded that level of technology literacy
of teachers with respect to computer operation and
utilization, delivery of instruction and assessment of
pupil’s performance did not differ significantly in
terms of their age, sex and length of service. On the
other hand, the level of technology literacy of teachers
with respect to computer operation and utilization,
delivery of instruction and assessment of pupil’s
performance differ significantly when grouped by
educational attainment.
administrator should provide administrative, technical
and financial support for faculty to ensure quality
instruction in the use of ICT. (2) Teachers should be
exposed to more instructional technology activities to
enhance their level of competencies in Information and
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Research Article

Communication Technology. (3) Teachers should
continuously utilize computer based instruction in
teaching to develop and improve their competency
level. (4) The proposed action plan is recommended
for implementation. (5) Further studies using other
variables may be considered.
References
Ducate, L., “Calling on CALL: From Theory and Research to New
Directions in Foreign Language Teaching”. San Marcos, TX:
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Francis-Pelton, L., “Building Attitudes: How A Technology Course
Affects Pre-Service Teachers’ Attitudes About Technology”.
University of California in Los Angeles, 2007.
Gupta, S., and Bostrom, R. P., “Technology-Mediated Learning: A
Comprehensive Theoretical Model”. Journal of the Association for
Information Systems, 2009.

Aguaded, J. et al., “The ICT Centre Model in Andalusia Spain: Affiliations and Corresponding Information
Results of a Resolute Educational Policy”, Retrieved on August 10,
2016 from vicerrector.technologies@uhu.es.aguaded@unu.es. Ma. Isabel C. Lumagbas
Akpınar, Y., “The Use of New Information Technologies in Istanbul Sta. Cruz Elementary School
Schools”. The Turkish Online Journal of Educational Technology, Department of Education - Philippines
2007.

Berlindo, P., “Pre-service Elementary Mathematics Teachers’

Computer Self-Efficacy, Attitudes Towards Computers, and Their
Perceptions of Computer Enriched Learning Environments”.
Master’s Thesis, Ateneo de Manila University, 2011.

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