INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) SKILLS OF PUBLIC-SCHOOL TEACHERS

Abstract

In the 21st-century educational landscape, Information and Communications Technology (ICT) has become indispensable in teaching, learning, and school governance. The Department of Education (DepEd) has institutionalized its integration through various policies and programs stated in the DepEd Order No. 16, s. 2023, outlined the revised guidelines for the Department of Education Computerization Program (DCP), aiming to provide public schools with equitable access to hardware, software, and training to improve instruction, operations, and digital governance. This study aimed to determine the level of ICT skills of public elementary school teachers in the Central School of a medium-sized division in Central Philippines during the School Year 2025-2026 as the basis for a capability plan. The study made use of descriptive research design and a self-made questionnaire was administered to 68 public elementary school teachers. The study explored the following areas: Basic ICT Skills, Basic ICT Literacy, Instructional Design and Digital Pedagogy, and Multimedia. The study revealed that the level of ICT skills of public-school teachers in basic ICT skills, basic ICT literacy, instructional design, digital pedagogy, and multimedia was uniformly high. When grouped according to the aforesaid variables and areas, the ICT skills of public-school teachers were all at a high level. There was no significant difference in the level of ICT skills of public-school teachers when grouped according to age, sex, highest educational attainment, length of service, and number of ICT-related trainings attended in age, sex, highest educational attainment, length of service, and number of ICT-related trainings attended. To address areas with challenges, the following programs were recommended: Targeted ICT Microtraining Series, Peer-Led ICT Mentoring Circles, and ICT Integration Bootcamp for Instructional Design.