Information and Communication Technology: It's Implication to Classroom Instruction of Primary Teachers in Lipa City

Abstract

INTRODUCTION

The researcher conducted the study to determine the implications of ICT to classroom instruction of primary teachers, the level of respondents' computer knowledge and skills, and the relationship between respondents' level of computer knowledge and ICT integration in teaching In the Schools Division of Lipa City. It further dealt on the significance of ICT in the teaching-learning environment in preparing for the 21st century learning.

METHODS

The study utilized the descriptive method of research with the researcher-made questionnaire as the main data-gathering instrument. Using random sampling technique, the questionnaires were administered to 20 elementary public school teachers in the Schools Division of Lipa City. The results yielded were interpreted using T-test.

RESULTS

Most of the respondents were young adults between the ages of 26-35, majority of which female, graduates of bachelor degree and have served for 11 to 20 years in the teaching field. With regards to implication of ICT to classroom instruction of primary school teachers, teacher-respondents strongly agreed in terms of skills and knowledge and beliefs, while agreed in terms of integration, attitude and support. There is significant difference in the perceived implication of ICT to classroom instruction according to gender in terms of attitude, while there is no significant difference between male and female respondents in terms of skills and knowledge, beliefs, ICT integration and support.

DISCUSSIONS

Based on the findings drawn, the study suggests that teachers must be given sufficient computer training in useful software application that will enhanced their teaching styles and methodology. There is a need to sustain the use of ICT as an effective strategy and continue to access the skills-based approach in the integration of ICT in education. School administrators should integrate technology across all of the learning areas and among all learning levels for the student to attain higher levels of cognition within specific learning contexts. Effective use of ICT must be organized through extensive programs of teacher support in order to maximize its use for a more effective classroom instruction. ICT must be integrated early in the primary curricula because it will act as an important lever for ensuring the introduction and implementation of ICT into educational institutions and classrooms.