The Integration of Information Communication Technology (ICT) in Teaching Among Public Elementary School Teachers at Talipao District, Division of Sulu

Parma Asmawil; Masnona Asiri

doi:10.62596/wdxp4366

Authors

Parma D. Asmawil School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/wdxp4366

Keywords:

ICT Integration, Digital Pedagogy, Teaching Competence, Student Engagement, TPACK Framework, Rural Education

Abstract

This study assessed the extent of ICT integration among public elementary school teachers in Talipao District, Division of Sulu. It employed a descriptive-correlational research design with 100 teacher-respondents Talipao District through a purposive sampling procedure and treated data through frequency, percentage score, weighted mean, standard deviation, Pearson’s test of correlation, t-test, and ANOVA. This study examined the extent of ICT integration in terms of instructional practices, teaching competence and readiness, and student engagement and learning outcomes while considering the respondents’ demographic profiles such as age, gender, civil status, educational attainment, and length of service. Findings revealed that most of the teacher-respondents were 31 years old and above, majority were female teachers, majority were married, serving for 5 years and below, and with bachelor’s degree. Results indicated that the teachers perceived extent of ICT integration across all domains investigated were predominantly perceived as favorable, consistently garnering an 'Agree' rating. Teachers whose 26 to 30 years old have better ways of perceiving the extent of ICT integration in this district. On the significant correlation, very high positive significant correlation has been observed. This validates the TPACK framework which posits that effective ICT integration is a sophisticated overlap of teachers’ digital skills with their pedagogical expertise to create meaningful learning experiences. Moreover, this is further reinforced by Diffusion of Innovation Theory that the teachers act as early adopters whose positive perception of technology’s relative advantage and compatibility with their teaching goals accelerates the adoption rate transforming the classroom into a performing digital environment where technological confidence is successfully diffused from educators to learners. Finally, this study emphasizes the significance of ICT integration to strengthen pedagogical practices thereby fostering academic success.

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