Level of Preparedness of Teachers in Ict Utilization on the Teaching-Learning Process in Science at Sta. Teresita District

Abstract

INTRODUCTION

The researchers aimed at evaluating teachers' preparedness and acceptability towards ICT, identifying the difficulties they encounter, and determining the assistance they need to enhance the utilization of ICT in science instruction.

METHODS

The researchers utilized the descriptive-evaluative method of research and teacher-made questionnaires as the primary data gathering instruments. The questionnaire is composed of five parts: the demographic profile, acceptability of ICT utilization, the extent of teacher's preparedness, difficulties encountered by teachers and training needs. The data was analyzed using the mean percentage, weighted mean, and ranking. The data obtained from the questionnaire were analyzed and presented in the following sections.

RESULTS

Teacher respondents have a positive acceptance of the utilization of ICT in Science instruction and are prepared in terms of resources/tools as proven by owning personal computers but technically unprepared in utilizing various apps and programs. Difficulties encountered by teachers include insufficient time in planning and preparing IM's and their minimal knowledge due to lack of relevant training.

DISCUSSIONS

Ample time should be allotted to allow the practical application of ICTs in the classroom. Teachers ought to be trained in the proper use of Word Processing, PowerPoint presentation, MS Excel, use of graphics and even web surfing. They should also strive to make personal efforts to acquaint themselves with modern technology and communication technologies as tools for instruction. Further, the district should design and prioritize ICT policy/project implementation strategies to help teachers develop their ICT skills.