Teachers’ Utilization of ICT-Based Instructions
DOI:
https://doi.org/10.5281/zenodo.15658327Keywords:
Instruction method, ICT utilization, teachersAbstract
A study by Tomaro and Mutiarin (2018) noted high ICT utilization in the Philippines, but also highlighted challenges such as inadequate software, hardware, and infrastructure. Some teachers also showed reluctance due to limited ICT knowledge or preference for traditional methods. To assess ICT-based instruction use among teachers in a district of Central Philippines during School Year 2023–2024, a descriptive research design and a self-made questionnaire were employed, involving 171 teacher-respondents. Results showed that ICT utilization was to a great extent, especially in Curriculum and Assessment, use of basic ICT tools, and instructional application—indicating strong compliance with DepEd policies and a generally high level of ICT engagement. Although many teachers are trained, the depth of their technical skills may still fall short in everyday applications. The study also found a significant difference in ICT utilization based on teachers’ highest educational attainment, suggesting that academic qualifications influence effective ICT use in classroom instruction. Findings served as a basis for a capability-building plan.
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