Abstract
The study determined the training needs in Information and Communication Technology (ICT) of elementary teachers in the District of Tangalan, Aklan. It employed a descriptive research design utilizing seventy (70) regular teachers from nine (9) elementary schools in the District of Tangalan, Aklan. The study used a researcher-modified questionnaire that covers the demographic profile of respondents, ICT teachers’ abilities, and the extent of ICT training needs. Several competencies were used in the questionnaire guided by the National ICT Competency Standard (NICS) for teachers developed by the Commission on Information and Communications Technology (CICT). It was found that the ICT abilities of the teachers declined with age or pedagogical experience; however, gender and teaching position did not affect the teachers’ technical ability. Both male and female teachers are ICT-savvy. Age and teaching experience reduce ICT abilities and influence classroom integration training and ICT training needs. The study further revealed that teachers’ age, gender, teaching position, and years in teaching do not have a significant impact on their ICT abilities or training needs. The two categories of ICT, including use in the classroom and use of ICT software and programs, fall under the level of enhancement. Indeed, training is needed to upgrade the prior knowledge of the teachers; thus, designing and implementing courses and programs that meet those requirements is essential to further honing their ICT knowledge.
Keywords: Assessment, ICT Literacy, Information Communication and Technology (ICT), National ICT Competency Standard (NICS)
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
References
Abbott, J. A., & Faris, S. E. (2000). Integrating Technology into Preservice Literacy Instructions A Survey of Elementary Education Students’ Attitudes toward Computers. Journal of Research on Computing in Education, 33(2), 149–161. https://doi.org/10.1080/08886504.2000.10782306
Almerich, Gonzalo; Suárez-Rodríguez, Jesús M.; Belloch, Consuelo & Bo, Rosa M. (2011). Training needs of teachersin ICT: training profiles and elements of complexity. RELIEVE, v. 17, n. 2, art.1.
Araiz, J. (2018). Profile and Level of Competence of Information and Communications Technology (ICT) Coordinators among Secondary Schools in the Division of Davao del Sur. JPAIR Multidisciplinary Research, 32(1), 124-148.
Arnseth, H.C., & Hatlevik, O.E. (2010). Challenges in aligning pedagogical practices and pupils’ competencies with the Information Society’s demands: The case of Norway. In S. Mukerji & P. Triphati (Eds.), Cases on technological adaptability and transnational learning: Issues and challenges. Hershey: IGI global.
Bhandari, P. (2022, August 19). What Is Quantitative Research? | Definition, Uses & Methods. Scribbr. Retrieved September 16, 2022, from https://www.scribbr.com/methodology/quantitative-research/
Bebetsos, E., & Antoniou, P. (2008).University Students’ Differences on Attitudes towards Computer Use: Comparison with Students’ Attitudes 145 International Peer Reviewed Journal towards Physical Activity. Interactive Educational Multimedia, 17, 20-28. Retrieved 15th February 2013 from http://greav.ub.edu/iem/index.php?
Buabeng-Andoh, C. (2012). An exploration of teachers‘ skills, perceptions and practices of ICT in teaching and learning in the Ghanaian second-cycle schools. Contemporary Educational Technology, 3(1), 36-49. Retrieved from https://goo.gl/k3XzBU
Cabigao, J. R. (2016). Teachers’ Organizational Commitment and Its Correlation on Instructional Competence. https://www.researchgate.net/publication/337111157_Te achers’_Organizational_Commitment_and_Its_Correlation_on_Instructional_Competence
Cajindos, R. (2005). Analysis of the Performance in Trigonometry of the First-year College Students of Divine Word College of Vigan (Doctoral dissertation, Master’s Thesis, Unpublished. Philippines: University of the Philippines). Retrieved from https://goo.gl/2bmHHE
Commission on Information and Communications Technology. (2006). National ICT Competency Standards of Teachers.
Christensen, R. (2002, July 23). Impact of New Information Technologies on Teachers and Students. Research Gate. Retrieved December 4, 2022, from https://www.researchgate.net/publication/221017008_Impact_of_New_Information_Technologies_on_Teachers_and_Students
Dela Fuente, J. A. & Biñas, L. C. (2020). Teachers’ competence in information and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program intervention. Journal of Research in Education, Science and Technology, 5(2), 61-76.
Egunjobi A.O., & Fabunmi F.A. (2017). Gender Influence of ICT Competence of Undergraduates in Ellen, S. (2020, December 22). Slovin’s Formula Sampling Techniques. Sciencing. Retrieved September 7, 2022, from https://sciencing.com/slovins-formula-sampling-techniques-5475547.html
Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K.J. (2019). Gender Differences in Computer and Information Literacy, IEA Research for Education 8.
Guillén-Gámez, F.D.; Mayorga-Fernández, M.J.; Contreras-Rosado, J.A. Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods. Educ. Sci. 2021, 11, 98.
Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument. Australian Educational Computing, 27(3),26-35.
Jorge, C. M. H., Gutiérrez, E. R., García, E.G., Jorge M. C. A., & Díaz, M. B. (2003). Use of the ICTs and the perception of e-learning among university students: A differential perspective according to gender and degree year group. Interactive Educational Multimedia, 7, 13-28.
Keržič, D., Danko, M., Zorko, V., & Dečman, M. (2021). The effect of age on higher education teachers’ ICT use. Knowledge Management & ELearning, 13(2), 182–193.
Kyriakidou, M., Chrisostomou, C., & Bank, F. (2000, September). Primary Teachers’ Attitude to the Use of ICT: A comparative study between Cyprus and the UK. Paper presented at the European Conference on Educational Research. Lahti, Finland. Retrieved from https://goo.gl/rykwwi
Las Johansen, B. C., Verecio, R. L., Funcion, D. G. D., Quisumbing, L. A., Gotardo, M. A., Laurente, M. L. P., … & Marmita, V. (2017) An Assessment of ICT Competencies of Public School Teachers: Basis for Community Extension Program. Retrieved from https://goo.gl/c2wVLs
Mahdi, H. S., & Al-Dera, A. S. A. (2013). The Impact of Teachers’ Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching. English Language Teaching, 6(6), 57-67.
Marcelo, C. (2007). La formación docente en la sociedad del conocimiento y la informa-ción: avances y temas pendientes. Olhar de professor, 10(1), 63-90.
Markauskaite, L. (2005). Exploring Differences in Trainee Teachers’ ICT Literacy: Does Gender Matter?
Murithi, J., & Yoo, J.E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innov Educ, 3(5), 1-11.
Ngao, A.I.; Sang, G.; Kihwele, J.E. Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program. Educ. Sci. 2022, 12, 549.
Nurhabibah, A., Setiawan, H., Yanti, H. & Miraj, Y.Z. (2018). Analysis of ICT Literacy Competence among Vocational High School Teachers. IOP Conf. Ser.: Mater. Sci. Eng., 306, 1-7.
Schaumburg, H. (2001). Fostering girls’ computer through laptop learning – Can mobile computers help to level out the gender difference? Retrieved from https://goo.gl/DyKNbn
ŞENYİĞİT, Ç., & SERİN, O. (2022). The role of perceived ICT competencies on primary school pre-service teachers’ integrated STEM teaching intentions. Participatory Educational Research, 9(6), 221-247.
Serhan, D., 2009. Preparing preservice teachers for computer technology integration. International Journal of Instructional Media, vol. 36, pp.439-447.
Siddiq, F., & Scherer, R. (2016). The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender. Large-scale Assessments in Education, 4(17), 1-21.
State – Owned Universities in the South – West Nigeria. Journal of Applied Information Science and Technology, 10 (1), 140-151.
Tezci, E., 2011b. Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Education Technology Research Development, vol. 59, pp.429-443.
Tolentino (2013). Technological Competency Needs of Teachers: Basis for Technology Intervention Program
Tweed, S.R. (2013). Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration. Electronic Theses and Dissertations. Paper 1109. https://dc.etsu.edu/etd/1109
Zhao, Y.; Pinto Llorente, A.M.; Sánchez Gómez, M.C.; Zhao, L. (2021). The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University. Sustainability 2021, 13, 4163, p. 1-14.
