TEACHERS’ INFORMATION AND COMMUNICATION TECHNOLOGY

COMPETENCIES AT MANUEL LUGOD CENTRAL SCHOOL

A Thesis Proposal
Presented to the
Faculty of the Graduate Studies
PHINMA- Cagayan de Oro College
Carmen, Cagayan de Oro City

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Elementary Education

NORELYN A. MERCADO, LPT

 CHAPTER 1
Introduction

Being a teacher nowadays entails more than simply holding a book in one hand

and a piece of chalk in the other. Approaches to teaching and learning have altered

dramatically because of societal changes and the rapid growth of digital technology. In

today's technological advancement, learning is very accessible. Through technology,

the life of people is getting easier. Learners nowadays are growing up in a world

characterized by technological change and innovation. No doubt, there is a significant

impact on technology as tools for teaching. Teachers have recognized that there is a

need to equip learners with the necessary knowledge, skills, and experiences that will

qualify them to become contributing members of the global community. Hence, it is

generally believed that ICT's can empower teachers and learners, promote change and

foster the development of the 21st-century skills. However, data to support these beliefs

are still limited. Despite the fact that employing ICT or multimedia to teach English is

commonly believed to be advantageous to students' ICT skills, only a few teachers have

simple access to and use of the available tools.

According to Muslem et al. (2018), teachers face three primary challenges when

it comes to adopting ICT. The main issues in schools are a lack of ICT tools and a poor

Internet connection. Teachers must share the tools with other teachers, which wastes

time while they wait for their turn to utilize ICT. The next difficulty is teachers' lack of

expertise and training experience. Some teachers struggle with ICT and need to study

more in order to improve their knowledge and abilities. One approach would be to offer

collaborative ICT training for teachers so that they may learn from one another how to

use technology effectively in their classrooms. ICT integration appears to be lower

among older teacher-educators and those with more teaching experience, whereas it

appears to be higher among younger teacher-educators with less experience according

to Chemwei (2016).

In Education Links (2020), the USAID Education Policy recognizes that

"incorporating relevant information and communication technologies (ICTs) in education

interventions can enhance teacher and instructor training and coaching, enable

teachers and instructors to be more effective, aid in reaching marginalized and

vulnerable children, including children with disabilities; and improve the collection and

use of educational data to strengthen systems and programs. Moreover, the teaching-

learning process in an ICT enhanced curriculum correspond to the concepts of the

Basic Elementary Competencies (BEC), according to the DepEd ICT4E Strategic Plan

(2022). It contains activities that demand hands-on and mind-on learning, interactive

learning, value-laden, integrative learning, and learning application in real-world

settings. Learning takes place with the entire class, small groups, or individuals in an

ICT-enhanced classroom.

In the attainment of these goals, technology has the potential to provide

innovative solutions to enable learners to take part in quality lifelong learning

opportunities, to access information and knowledge and fully participate in society.

Digital citizenship the ability and ethical values to participate in society online is an

increasingly vital element in the 21st Century. This research will be conducted to better

understand some of the concerns and challenges that teachers face when utilizing ICT

to teach. It is intended that by recognizing these issues and challenges, real mitigation

efforts may be implemented to address them.

Theoretical and Conceptual Framework
This study is anchored in Technological Pedagogical Content Knowledge

Framework. The Technological Pedagogical Content Knowledge (TPACK) framework

was developed by Mishra and Koehler (2006), as cited in Luhamya et al. (2017). A

teacher's ability to effectively integrate ICT into teaching and learning is based on three

domains of knowledge, according to the TPACK paradigm. Content knowledge (CK),

pedagogical knowledge (PK), and technology knowledge are the three domains (TK).

Knowledge of the subject matter to be learnt or taught is referred to as CK. If a teacher

is to integrate technology into teaching, it was found that the teacher must know and

understand the subject that he or she teaches, including important facts, concepts,

theories, and methods. PK, on the other hand, is a deep understanding of the

processes or strategies of teaching and learning (e.g., values and aims, classroom

management, lesson planning, and student evaluation).

A teacher with a strong understanding of PK is more likely to use technology into

his or her lessons, taking into account how pupils learn best in a given classroom

setting and the nature of learners. TK also understands basic technology like books and

chalkboards, as well as more advanced technologies like the Internet and digital video,

as well as how to use them. Pedagogical Content Knowledge (PCK), Content

Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK),

Technological Content Knowledge (TCK), Technological Pedagogical Content

Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), computer

hardware, the ability to use standard sets of software tools (e.g. word processors,
spreadsheets, browsers, e-mail), and how to install and remove periscopes are all skills

that a teacher with TK.

These three knowledge domains, CK, PK, and TK, interact to produce three

paired knowledge domains: pedagogical content knowledge (PCK), technical content

knowledge (TCK), and technological pedagogical knowledge (TPK) (TPK). PCK is

pedagogical knowledge that may be used to the teaching of specific material, such as

knowing what teaching methods to use. TPK is defined as understanding the existence,

components, and capabilities of various technologies as they are utilized in teaching

and learning environments, as well as understanding how teaching may change as a

result of using specific technology.

Figure 1 presents the interplay between the variables of the study. The

respondents’ profiles for public-school teachers are the independent variables. On the

other hand, the dependent variables are the domains of national ICT competencies for

teachers such as technology operations and concept, social and ethical, pedagogical

and professional.
 Independent Variables Dependent Variables
Respondents’ Profile
 Gender Domains of National ICT
 Length of Service Competencies for Teachers
 Highest Educational
 Technology Operations and
Attainment
Concept
 Number of Seminars
 Social and Ethical
Attended related to ICT
 Pedagogical
 Number of Years of Using
 Professional
ICT in Teaching

Figure 1. The Schematic Presentation showing the Interplay between the Independent

and dependent variables in the study.

Statement of the Problem

This study aim to assess the level of Information and Communication Technology

(ICT) Competencies of Public-School Elementary Teachers at Manuel Lugod Central

School of Gingoog City from SY: 2023-2024. Specifically, the study seeks an answer to

the following questions:

1. What is the profile of the respondents in terms of;

1.1 Gender

1.2 Length of Service

1.3 Highest Educational Attainment

1.4 Number of Seminars Attended related to ICT

1.5 Number of Years of Using ICT in Teaching

2. What is the level of ICT competencies of teachers based on the following

domains of the National ICT Competency Standard for Teachers?

2.1 Technology Operations and Concept

2.2 Social and Ethical

2.3 Pedagogical

2.4 Professional

3. Is there a significant difference in the level of ICT competencies of teachers and

their profiles?
Hypothesis

Problems 1 and 2 are hypotheses-free. On the basis of Problem 3, the null

hypothesis will be tested at a 0.05 level of significance.

Ho: There is no significant difference in the level of ICT competencies of teachers

and their profiles.

Significance of the Study

The information that this study will give individuals to understand the importance

of integration of information and communication technology in the teaching and learning

process. Technological systems now track all kinds of information from parents

reporting student absences to teachers recording grades to administrator's analyzing

data. Educational leaders must make sure that the environment is safe, caring and

conducive for learning.

This study would help to the educational management as ICT have a prominent

role and facilitates the school management to share knowledge and information. It also

helps speed up the integration of administrative functions, while ensuring a modern

method of administration, giving faster administrative transactions. It provides newer

and more effective ways of mitigating some of the challenges being faced by the

educational system of the country.

 This study would also help to the teachers in which by using technology,

teachers can create more interactive and dynamic lessons that capture the attention of

students and keep them engaged throughout the class. This can lead to better retention

of information and improved academic performance for students.

With appropriate innovative ICT solutions, parents could be better organized,

connected and informed, which could lead to less stress and more enjoyable time for

socializing, and at the same time promote a healthy lifestyle at various levels most

especially to monitor the academic performance of their children.

This study would also help the students when ICT is integrated into lessons,

students become more engaged in their work. This is because technology provides

different opportunities to make it more fun and enjoyable in terms of teaching the same

things in different ways.

Scope and Limitation of the Study

This study will focus on the teachers’ information and communication technology

competencies at Manuel Lugod Central School SY 2023-2024 in Gingoog City. The

independent variables are the respondents’ profile such as gender, length of service,

highest educational attainment, and number of seminars attended related to ICT, and

number of years of using ICT in teaching and dependent variables are the ICT

competencies of teachers based on the domain of the National ICT Competency

Standard for Teachers (NICS) such as technology operations and concept, social and

ethical, pedagogical, and professional.

 This study will be conducted in the third and fourth quarters of the SY 2023-2024,

and the respondents are the public- school teachers from grade 1 to grade 6 at Manuel

Lugod Central School. The researcher will be used random sampling and Slovins’

formula to determine the sample size of the respondents.

The researcher will adopt a standardized instrument as the main data gathering

tool for this study. The instrument consists of two parts; the first part is composed of the

profile of the teachers and the second part is focused on the ICT Competency

assessment. The standardized questionnaire was adopted from the National ICT

Competency Standards for Teachers (NICS), and it is composed of 76 statements along

with five levels of competence: Very Great Extent (4.51-5.00), Great Extent (3.51-4.50),

Moderate Extent (2.51-3.50), Some Extent (1.51-2.50) and Not at all (1.00-1.50). The

tool is published online, and it is downloadable in PDF format. The respondents will

answer through Google Forms during the administration of the study.

Definition of Terms

For purposes of clarification of this research, the following key terms will be used

in the study are operationally defined:

Information and Communications Technology (ICT). This refers to as the

totality of electronic means to collect, store, process and present information to end-

users in support of their activities. Also, to measure the level of ICT competencies

among teachers.

Technology Operations and Concept. This refers to teachers’ competencies

related to technical operations and concept, and productivity of various ICT tools like
computers and communication devices as well as application available on-line or off-

line.

Social and Ethical. This refers to teachers’ competencies related to social,

ethical, legal and human issues, and community linkage.

Pedagogical. This refers to teachers’ competencies related to the use of

technology in the following components of an instruction process: planning and

designing effective learning environments and experiences supported by technology;

implementing, facilitating and monitoring teaching and learning strategies that integrate

a range of information and communication technologies to promote and enhance

student learning; and assessing and evaluating student learning and performances.

Professional. This refers to teachers’ competencies related to professional

growth and development, research, innovation and collaboration.