Impact of information and Communication Technology (ICT) Integration to Teachers

Abstract

INTRODUCTION

This study delves on the impact of ICT integration to secondary school teachers. In Lanuza District, School Year 2014-2015 National Achievement Test result for Year IV showed students' poor level of proficiency in all areas, as it only gave 56.15 % MPS (NETRC-Department of Education,2015). This study was employed to examine the impact of ICT on teachers' competency in delivering its application to his/her daily tasks. It focused also on the responses of teachers in which insights were analyzed.

METHODS

The study used the qualitative method in which phenomenological data analysis to teachers' responses was applied. Data gathered through Focus Group Discussion (FGD) with forty (40) teachers of four (4) secondary schools of Lanuza District, Surigao del Sur, School Year 2015-2016; Nurcia Integrated School (NIS), Florita Herrera-Irizari National High School (FHINHS), Agsam Integrated School (AIS), and Pakwan Integrated School (PIS).

RESULTS

The positive teachers' attitude had a positive impact in capacitating competency in ICT integration that results in prioritizing knowledge and skills in ICT according to his/her most need function of ICT, and appreciating the extended functions of ICT that lead him/her to explore in ICT uses. Furthermore, teachers' educational background resulted in a negative attitude towards ICT that leads him/her to negligence to adapt and to equip ICT. Hence, results showed that teachers had self-motivation to adapt and equip ICT if he/she had availability and accessibility to ICT.

DISCUSSIONS

The positive teachers' attitude had a positive impact in capacitating competency in ICT integration that results in prioritizing knowledge and skills in ICT according to his/her most need function of ICT, and appreciating the extended functions of ICT that lead him/her to explore in ICT uses. Furthermore, teachers' educational background resulted in a negative attitude towards ICT that leads him/her to negligence to adapt and to equip ICT. Hence, results showed that teachers had self-motivation to adapt and equip ICT if he/she had availability and accessibility to ICT.