Secondary School Teachers' Competency in Information and Communication Technology (ICT)Integration

Abstract

INTRODUCTION

The implementation of the K to 12 program in the Philippines started in School Year 2013-2014. The curriculum of the program was decongested as it encourages individuals to prepare individuals to have 21st century skills. The training and seminars on ICT for the teacher were required to enhance teaching pedagogies with ICT integration. However, some factors are seen if ICT integration is really implemented or to what extent is the level of teachers' competency in integrating ICT. Thus, this study delved to examine the teachers' competency in integrating ICT as to knowledge, skills, and attitude of Secondary Schools of Lanuza District, Lanuza District, S.Y. 2015-2016.

METHODS

A Quantitative method was used, and descriptive research was designed and conducted to the students of four Secondary Schools of Lanuza District, Surigao del Sur, School Year 2015-2016 to determine the level of teachers' competency in ICT integration. Data from the questionnaire were treated by using the weighted mean to determine the teachers' competency in ICT as to knowledge, skills, and attitude that describe through the scale of the parameter. One hundred sixty (160) students were given two (2) hours to rate the teachers' competency level in ICT as to knowledge, skills, and attitude.

RESULTS

The implementation of K to 12 program and equipping learners with 21st century encourage the Department of Education to capacitate teachers with ICT competencies. Teachers' competency in ICT as to knowledge, skills, and attitude showed in the level of "proficient" . Thus, these competencies have strongly influence that teachers constantly develop in ICT through self-actualization, and this influence is always accompanied by self-reflection.

DISCUSSIONS

Teachers' knowledge of Microsoft and the Internet implies that teachers with more experience in ICT have greater self-assurance in their ability to use them effectively. The level of skills implies that the constant practice of teachers in organizing task in software (Plair, 2008) and the application of new technology tools help him/her to reflect that there is an importance to it in terms of achieving tasks. As to attitude, indicators stress that the computer helps to organize work and more useful in motivating the class in presenting subject matter were rated closer. Furthermore, it implies that though teachers consider ICT helps them organize work and lessen their burden in the class they found it less effective as to production