ISSN: 2548-0286
Education, Science and
Technology
Teachers’ Competence in
Information and Communications
Technology (ICT) as an
Educational Tool in Teaching: An
Empirical Analysis for Program
Intervention
Jayson A. Dela Fuente1, Leomar C. Biñas2
1Northern Negros State College of Science and
Technology, Philippines
2Doña Montserrat Lopez Memorial High School,
Philippines
To cite this article:
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.
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Journal of Research in Education, Science and Technology (JREST) is published biannual as an
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Volume 5, Number 2, Autumn 2020, Page 61-76 ISSN: 2548-0286
Teachers’ Competence in Information and Communications Technology
(ICT) as an Educational Tool in Teaching: An Empirical Analysis for
Program Intervention
Jayson A. Dela Fuente1*, Leomar C. Biñas2
1Northern Negros State College of Science and Technology 2Doña Montserrat Lopez Memorial High School
Article Info
Abstract
Article HistoryReceived: 1 January 2020
Information and Communications Technology (ICT) provides access to information through telecommunication technologies to interact in the digital world and continues to evolve to bring remarkable changes in the educational system. In this context, descriptive research determined and described the level of teachers’ ICT competence in different skill-set through a standardized survey questionnaire adapted from the National Information and Communications Technology Competency Standards NICS-Basic of the Commission of Information and Communication Technology. A total of seventy-two secondary teachers in one selected Integrated High School in the Philippines for the school year 2018-2019 were chosen purposively as respondents of the study. To ensure a one-hundred percent retrieval of data, the researchers personally administered the survey questionnaire to the respondents. Frequency and Percentage, Mean, T-test, and Analysis of Variance (ANOVA) were used as a statistical tool to analyze the results using the Statistical Package for the Social Sciences (SPSS) software. The findings revealed that teachers’ Information and Communications Technology competence in different skill-set is intermediate. Moreover, age, gender, the highest educational attainment, and teaching position has no significant effect to the ICT competence of teachers. However, the number of teachers ICT-related seminars and training attended in ICT basics, spreadsheet, computer ethics and security were significant. Thus, the researchers proposed to integrate ICT in the In-Service Training (INSET) for teachers anchored on the skill-set that has an intermediate level by introducing the NICS-Advance to enhance and improve teachers’ ICT competence.
Accepted: 11 November 2020 Keywords Educational tool in teaching Empirical analysis Intervention program Teachers ICT competence
INTRODUCTION
Information and Communications Technology (ICT) provides access to information through telecommunication technologies to interact in the digital world (Aktürk, 2020; Aktürk & Delen, 2020; Alharthi, 2020; Pratt, 2020). ICT continues to evolve to bring remarkable changes in the country’s educational system. Buabeng-Andoh (2012) emphasized that to successfully utilize technology in educational reforms teachers must have strong support and attitude towards the integration of ICT in education. In the 21st century, “technology” has a significant role in various fields that include education considering that it becomes an information super-highway worldwide. Innovation is essential in integrating technology in education for it can transform the way people think, work, and live (Ghavifekr et al., 2014).
The global economy has transformed into a knowledge-based economy because of ICT which is considered a powerful educational resource to improve quality education. ICT integration in an educational system inspired policy-makers and even invest great amount in developing countries (Ryu, 2014). Knowledge on information and communications technology is necessary however insufficient as foundation for Technological Pedagogical and Content Knowledge (TPACK). Thus,
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integration of ICT in the educational system provides a dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2010; Altakhyneh & Abumusa, 2020) which can improve the quality and accessibility of the delivery of classroom instruction to students. This is vital to overcome the challenges of globalization (Ghamrawi, 2013). Global development of ICT in education has a breakthrough in the structure of the digital environment and become the key force in the era of technology-driven education. Akarowhe (2017), supports that schools and communities must have access to ICT resources to link in the global economy. However, the process of adapting ICT demands continuous effort to support technology-driven information resources which is essential in the teaching-learning process (Jamieson-Proctor et al., 2013). Chakraborty, Chakraborty, Daniya and Timajo (2018) pointed out that different disciplines can be effectively learned through technology-based tools and equipment. Few empirical studies investigate as to the impact of ICT to pre-service teachers with support received from training institution on ICT competencies, however, limited to single strategy only (Tondeur, 2018).
ICT integration in teaching is quite complicated and challenging because teachers need to be equipped with the competencies for teaching practices (Aslan & Zhu, 2015; Paudel, 2021). Bingimlas (2009) supports that confidence, competence, and accessibility is the critical component of technology integrated in the educational system. Thus, teachers should be provided with technical support which includes software and hardware services. Some findings support that teachers has access and confidence in using ICT, however, limited to the use of common forms alone. As a result of the expanding possibilities of ICT integration in the educational system, the 21st-century teachers are facing new challenges in technological education. Accordingly, the potential of teachers is tailored to global competence which has a positive impact to reinforce effective technological practices in the educational system (Akturk & Ozturk, 2020; Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015; Çelik, Hebebci, & Şahin, 2016).
Technology provides the framework of education specifically in the school’s implementation of its curriculum with the integration of technology. Different authors believed that ICT has a vital role in learners (Brush, Glazewski, & Hew, 2008; Castro Sánchez & Alemán, 2011; Chai, Koh, & Tsai, 2010; Mutlu, & Polat, & Alan, 2019). However, works of literature support that technology has challenges that needs to be addressed (Fu, 2013); such as teachers’ low expectations and unclear goals for ICT in schools (Al-Bataineh, Anderson, Toledo, & Wellinskiet, 2008), lack of teachers’ experience, collaboration and pedagogical support among colleagues (Ertmer & Otternbreit-Leftwich, 2010), and the inadequate time to master the integration of ICT skills in education (Almekhlafi & Almeqdadi, 2010). If the school administrators and policymakers could address the said challenges, ICT can immensely transform the school’s learning environment (Summak & Samancıoğlu, 2011). In the field of Vocational Education and Training (VET), the integration of ICT is not only an option but also a necessity to attract more engagement for teachers and students in the education process (Paryono & Quito 2010). In fact, according to Tezci (2011), teachers should learn not only how to use technology to augment traditional teaching but also on how to integrate ICT in the teaching process to attract and motivate students towards meaningful learning. Thus, teachers should be confident enough as to the ICT skills to facilitate the students in a technology-driven learning environment.
In the Philippines, the Commission on Information and Communications Technology (CICT) is committed to integrate ICT in the educational system by providing initiatives to apply ICT in the teaching and learning process. Caluza et al. (2017) highlighted the importance of ICT to the development of student’s motivation, skills, and engagement to facilitate learning. Thus, there is a need for ICT reform within the education sector. In response, the Department of Education came up with its DepEd Computerization Program (DCP), however, it entails continual improvement. The researchers established that there are studies conducted which focused on ICT integration in the classroom setting. However, the study is limited on the four skill-set of the national ICT competency standards on the premise of technology operations, social, ethical, pedagogical, and professional domains in the teaching profession and none works of literature on the exploration of ICT Basics. In the study of Caluza et al. (2017), on the assessment of ICT competencies of public-school teachers, it was pointed out that teachers' and learners' teaching-learning engagement was found to be very active
due to the integration of ICT in education. The experiences of introducing different ICT’s in the educational setting over the past decades advised that the full realization of the potential educational benefits of ICT is not instinctive. The latter found out that most of the teachers have basic knowledge on ICT but needs improvement and thereby recommended for more training to effectively integrate ICT in teaching for quality of education.
The National ICT Competency Standards (NICS)-Basic skill-set can attest and prescribe the levels of fundamental skills of practitioners that can contribute to the economy. The government provides schools with facilities under the DCP. However, the teachers were not assessed appropriately based on their ICT competence. Moreover, teachers were incapacitated on DCP since the main focus of this program are the students. To master the competencies of ICT in the teaching-learning process, teachers should be trained first. Several studies focused mainly on the concepts and operations of technology, social, ethical, pedagogical, and professional domains, however, the researchers found out that there are no works of literature explored on ICT Basics.
The study was anchored on the NICS-Basic based on the CICT Circular No. 01 series of 2010 or the Policy Advisory promulgating the adoption of the National ICT Competency Standards in various ICT job roles which composed of the knowledge and skills that Filipinos from various sectors expected to proficiently demonstrate the ICT basic skills.
NICS-Basic serves as a tool to measure the literacy and ICT skills of students, teachers, and other stakeholders using the six indicators such as ICT basics, word processing, spreadsheets, presentation, information and communication, and computer ethics and security which refers to as the skill-set. The stated standard indicators facilitate to understand and interpret the operations which comprises the basic ICT concepts and the core competencies in each skill-set division. The breakthroughs in Basic bridge the digital world that increases the ICT literacy of the different sectors in society. NICS-Basic measures the level of competence of a certain individual. It allows flexibility in adopting the standard competence in different areas, environment, and education. Moreover, it helps individual to become more competent in terms of the knowledge and skills on different ICT applications (NICS-Basic, 2010).
On this perspective, the researchers take interest to conduct investigation and gather empirical evidence to assess the ICT competence of teachers to design ICT program intervention to enhance their ICT skills based on the NICS-Basic of the CICT to meet the demand of the 21st-century learners in consonance with the goal of the Department of Education.
Conceptual Framework
The Input-Process-Output-Outcomes (IPOO) system serves as the backbone on the flow of the study. The profile of teachers which includes age, gender, highest educational attainment, field of specialization, teaching position, and the number of ICT-related seminars and training attended are the variables which was analyzed using the survey questionnaire adapted from the NICS-Basic that determines the ICT competence of teachers categorized as (1) Fundamental, (2) Basic, (3) Intermediate, (4) Advance, and (5) Proficient. Based on the findings, the researchers provide an intervention program.
Figure 1. Schematic Diagram Showing the Framework of the Study Objectives of the Study
This study sought to assess the ICT competence of teachers in one selected Integrated High School in the Philippines and proposed an intervention program in congruence to the analysis of results. Specifically, it aims to determine the level of teachers’ ICT competence relative to the respondents’ profile according to age, gender, the highest educational attainment, field of specialization, teaching position, and the number of ICT-related seminars and training attended and test the difference when taken as a whole and grouped according to the aforementioned variables. Moreover, it also attempted to determine the level of teachers’ ICT competence when taken as a whole and grouped according to the following skill-set NICS-Basic, ICT basics, word processing, spreadsheets, presentation, information and communication, computer ethics and security.
Null Hypothesis
Ho1. There is no significant difference in the teachers’ ICT competence when grouped according to age, gender, and highest educational attainment, the field of specialization, teaching position, and the number of ICT-related seminars and training attended.
METHODS
The study utilized descriptive research design since its main purpose was to determine and describe the ICT competence of teachers based on the skill-set NICS-Basic such as ICT basics, word processing, spreadsheets, presentation, information, and communication, computer ethics and security. The respondents of this study are the secondary teachers in one selected Integrated High School in the Philippines for the school year 2018-2019. Since there were only 74 secondary teachers, the researchers purposively selected them as respondents of the study. However, in the actual conduct of the study, there were only 72 teachers who participated because 2 of whom were on leave.
Research Instrument
The researchers employed a standardized survey questionnaire adapted from the NICS-Basic of the CICT which has two parts. The first part is the profile of the respondents in terms of age, gender, the
highest educational attainment, field of specialization, teaching position, and the number of ICT- related seminars and training. The second part is the competencies on skill-set NICS-Basic such as the ICT-basic, word processing, spreadsheets, presentation, information and communication, computer ethics and security.
Data Gathering Procedure
The researchers sent a letter to the division superintendent and school principal asking permission to conduct the study and to access the respondents. Teachers were then given informed consent and explained to them the purpose of their participation and assured that their responses will be treated with the utmost confidentiality. To ensure one-hundred percent of data retrieval, the researchers personally administer the survey questionnaire to the respondents. Then it was analyzed using the appropriate statistical tool in Statistical Package of the Social Sciences (SPSS) software.
Statistical Tools
To provide precise analysis and interpretation in analyzing the data, the following statistical tools was utilized. In order to determine the profile of the respondents in terms of age, gender, the highest educational attainment, field of specialization, teaching position, and the number of ICT-related seminars and training attended, frequency count and percentage was applied. On the level of teachers’ ICT competence when group based on the aforementioned variables, mean was employed. When the respondents’ level of competence taken as a whole and group according to the following skill-set: ICT basics, word processing, spreadsheet, presentation, information and communication, and computer ethics and security, mean was used. Moreover, to determine the difference between teachers’ ICT competence when group according to gender, t-test was used. T-test was also used to determine the difference of teachers’ ICT competence in terms of the highest educational attainment because it was found out that all respondents are bachelor’s and master’s degree holder only and none has a doctorate degree. Analysis of Variance (ANOVA) was used to determine the difference on teachers’ ICT competence when group according to age, field of specialization, teaching position, and the number of ICT-related seminars and training attended.
Scoring Interpretation
To assess the ICT competence of teachers in NICS-Basic in the perspective of the different skill-set, the score range with its verbal interpretation below was used.
Score Range Verbal Interpretation
5.00-4.50 Proficient
4.49-3.50 Advance,
3.49-2.50 Intermediate,
2.49-1.50 Basic,
1.49-1.00 Fundamental.
RESULTS AND DISCUSSIONS
Table 1 indicates that most of the respondents are 21-33 years old. In terms of gender, female dominates male by 46% difference in which majority are bachelor’s degree holder which is about 75%. Further, respondents are from different fields of specialization, and Science has the highest which then come up to the 23% of the total population. Moreover, more than one-half of the respondents are Teacher I comprises the 58%. On the ICT related seminars and training attended by the respondents, it appeared that 84% has attended 1-5 seminars only.
Table 1. Profile of the Respondents Category f % Age 21-33 32 44 34-46 29 40 47-57 12 16 Gender Male 20 27 Female 53 73 Total 73 100 Highest Educational Attainment Bachelors 55 75 Masters 18 25 Doctorate 0 0 Total 73 100 Field of specialization English 10 14 Filipino 7 10 AP 8 11 TLE 14 19 Math 9 12 Science 17 23 MAPEH 6 8 ESP 2 3 Total 73 100 Teaching Position Teacher I 42 58 Teacher II 12 16 Teacher III 15 21 Master T-I 4 5 Master TII 0 0 Master TIII 0 0 Total 73 100 Number of ICT-related Seminars and Training 1-5 61 84 6-10 7 10 11 above 5 6 Total 73 100
On the level of teachers ICT competence in terms of age which ranges from 21-33, 34-46, and 47-57 respectively when grouped according to different skill-set, the result unveiled in Table 2 that these three age brackets are Intermediate on ICT Basic and Spreadsheet while they are Advance in Word Processing.
Table 2.0 Level of Teachers’ ICT Competence in terms of Age
Age
ICT Basic Word
Processing Spreadsheet Presentation
Information and Communication Computer Ethics and Security Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Total
Mean 21 - 33 3.30 0.82 4.19 0.90 3.31 0.93 3.78 0.89 3.61 0.84 3.42 0.78 3.60 34 - 46 3.34 1.03 3.85 1.00 3.31 1.22 3.38 1.18 3.17 1.09 3.61 0.96 3.44 47 - 57 3.32 1.17 3.44 1.16 2.96 1.26 3.10 1.23 3.05 1.28 3.17 1.32 3.17
Ages from 21-33 are Advance in terms of Presentation and Information and Communication compare to ages 34-46 and 47-57 who are Intermediate. However, in Computer Ethics and Security ages from 34-46 are Advance with a mean of 3.61 compared to ages 21-33 and 47-57. In general, ages 21-33 are more competent in ICT in terms of age, which is very evident as young people nowadays are more exposed to technology-related activities. Jegede, (2009) emphasized that age is not a factor when considering the attitude and competence of teachers and use of ICT patterns.
Table 3. Level of Teachers ICT’ Competence in terms of Gender
Gender
ICT Basic Word
Processing Spreadsheet Presentation
Information and Communication Computer Ethics and Security Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Total
Mean Female 3.27 0.92 3.94 1.01 3.20 1.08 3.49 0.97 3.34 0.97 3.45 0.93 3.45 Male 3.45 0.87 3.91 1.03 3.39 1.17 3.55 1.11 3.35 1.10 3.46 1.05 3.52
In terms of gender, Table 3 revealed that male and female respondents are Intermediate in spreadsheets, information and communication, and computer ethics and security, however, they are Advance in Word Processing. Whilst, males are more Advance in ICT Basic and Presentation compared to females as they are Intermediate only. In general, male teachers are more competent in ICT in terms of gender with the given the idea that males have less anxiety towards ICT. Significantly, women have more negative attitude towards computers than men. The General Linear Model (GLM) analysis revealed that gender has a significant effect on students’ experiences, anxiety, attitude, and computer interaction. Respondents who have used computers for a longer period of time showed less computer anxiety in which it was revealed in the result of the present study that males have less computer anxiety than females. However, the GLM plot showed that the influence of computer experience works in different ways for males and females. In which according to Broos (2005), computer experience has a positive impact to minimize computer anxiety for men, but a similar effect was not found for women.
Table 4. Level of Teachers’ ICT Competence in terms of Highest Educational Attainment Highest
Educational Attainment
ICT Basic Word
Processing Spreadsheet Presentation
Information and Communication Computer Ethics and Security Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Total
Mean Bachelor’s
Degree 3.26 0.96 3.90 1.07 3.22 1.09 3.51 1.10 3.39 1.07 3.36 0.98 3.44 Masteral
Degree 3.51 0.95 4.01 0.82 3.36 1.16 3.51 1.06 3.22 0.99 3.72 0.86 3.56 Based on the respondents’ highest educational attainment as reflected in Table 4, it revealed that whether bachelor's or master’s degree holder, respondents are Advance in Word Processing and Presentation. However, they are Intermediate in Spreadsheet and Information and Communication. On the other hand, Master’s degree holders are more Advance in ICT-Basic and in Computer Ethics and Security while the Bachelor’s degree holders are Intermediate in the same skill-set. In general, Master’s degree holders are more competent in ICT than in Bachelor’s degree holders for the reason that master teachers have more ICT related training and seminars which helped enhance their Basic ICT skills.
Accordingly, in terms of the respondents’ field of specialization Table 5 revealed that Filipino teachers have the highest level of ICT competence with a mean of 3.80 interpreted as Advance in ICT-Basic and Spreadsheet while teachers in Edukasyon sa Pagpapakatao (ESP) got the lowest mean interpreted as Basic on both skill-set. Interestingly, Filipino teachers were found to be Proficient among other fields with a mean of 4.56 in Word Processing, while ESP teachers falls in Intermediate. On the other hand, Technology and Livelihood Education (TLE) teachers are Advance in Information and Communication while Mathematics teachers are found to be the lowest with a mean of 2.54 interpreted as Intermediate.
Field of Specialization
ICT Basic Word
Processing Spreadsheet Presentation
Information and Communication Computer Ethics and Security Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Total
Mean Araling Panlipunan 3.58 0.97 4.03 0.94 3.36 0.97 3.36 1.24 3.21 1.24 3.66 1.26 3.53 English 3.12 0.83 3.85 1.04 3.13 0.96 3.62 0.99 3.18 0.98 3.26 1.00 3.36 ESP 2.60 0.57 3.00 0.16 2.17 0.08 2.75 0.71 2.95 0.87 2.93 0.51 2.73 Filipino 3.80 0.45 4.56 0.37 3.87 0.62 4.26 0.61 3.70 0.82 3.94 0.72 4.02 Mathematics 2.79 1.14 3.22 1.11 2.41 1.28 2.72 1.29 2.54 1.08 2.92 0.77 2.77 MAPEH 2.87 0.90 3.45 0.54 3.02 0.75 3.10 0.68 3.13 0.34 3.29 0.92 3.14 Science 3.31 0.98 4.03 1.25 3.22 1.20 3.53 1.15 3.48 1.13 3.34 1.01 3.49 TLE 3.73 0.97 4.29 0.77 3.80 1.06 3.90 0.94 3.86 0.92 3.85 0.83 3.91
Filipino teachers were found to be Advance in Computer Ethics and Security with a mean of 3.94 while Mathematics teachers got the lowest with a mean of 2.92 interpreted as Intermediate. In general, Filipino teachers are more competent in ICT in terms of the field of specialization due to the fact that most of the Filipino teachers are younger in age and are exposed to different ICT related activities.
Table 6. Level of Teachers’ ICT Competence in terms of Teaching Position
Teaching Position
ICT Basic Word
Processing Spreadsheet Presentation
Information and Communication Computer Ethics and Security Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Total
Mean Teacher I 3.32 0.87 4.00 1.07 3.26 1.04 3.63 1.02 3.46 0.97 3.41 0.96 3.51 Teacher II 3.37 1.13 3.99 0.99 3.44 1.15 3.42 1.25 3.37 1.18 3.52 1.10 3.52 Teacher III 3.34 0.99 3.67 0.88 3.07 1.18 3.37 1.11 3.10 1.01 3.41 0.93 3.33 Master Teacher I 3.15 1.51 3.95 1.05 3.34 1.61 3.02 1.42 3.00 1.53 3.86 0.74 3.39 Given the teaching position in Table 6, whether Teacher I, II, III, or Master Teacher, it was found out that they are Advance in Word Processing, however, they are Intermediate in ICT-Basic, spreadsheet, and in information and communication. Teacher I is more Advance in Presentation compared to Teacher II, III and the Master teacher for they are Intermediate. The Teacher II and the Master Teacher respondents are more Advance in Computer Ethics and Security compared to Teacher I and III in which they are Intermediate. In general, Teacher II is more competent in terms of teaching position due to the fact that most of them are pursuing master’s degree which provides them a wider learning experiences and hands-on ICT related activities.
Table 7. Level of Teachers’ ICT Competence in terms of Number of ICT Related Seminars and Trainings Attended Number of ICT-Related Seminars Attended
ICT Basic Word
Processing Spreadsheet Presentation
Information and Communication Computer Ethics and Security
Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Mean Sd Total
Mean 1 - 5 3.18 0.93 3.84 1.03 3.11 1.08 3.38 1.09 3.23 1.05 3.32 0.93 3.34 6 - 10 3.93 0.53 4.16 0.72 3.78 0.91 4.10 0.63 3.70 0.56 4.00 0.72 3.95 11 above 4.18 1.08 4.64 0.80 4.20 1.02 4.22 1.11 4.22 0.95 4.34 0.90 4.30
As reflected in Table 7, respondents who attended 11 and above ICT-related seminars and training manifested the highest mean and was found to be Advanced in the following skill-set; ICT basic, word processing, spreadsheet, presentation, information and communication, and computer ethics and security, while teachers are notably Proficient in word processing. Conclusively, teachers who attended 11 and above ICT-related seminars and training are more competent since they have gained vast knowledge in different ICT related skill-set.
Table 8. Teachers’ ICT Competence
Skill-Set Mean Sd
Verbal Interpretation
ICT Basic 3.32 0.96 Intermediate
Word Processing 3.93 1.01 Advance
Spreadsheet 3.25 1.10 Intermediate
Presentation 3.51 1.08 Advance
Information and Communication 3.34 0.85 Intermediate Computer Ethics and Security 3.45 0.96 Intermediate
Total Mean 3.47 Intermediate
Significantly, Table 8 shows that when skill-set was taken as a whole data revealed that teachers ICT competence when it comes to Word Processing and Presentation are Advance, however, it is Intermediate in ICT-basic, spreadsheet, information and communication, and computer ethics and security. In general, teachers’ ICT competence as a whole is Intermediate with a mean of 3.47 which the researchers inferred that maybe because of the limited ICT-related seminars and training of teachers which can enhance their ICT competence.
Table 9. Difference of Teachers’ ICT Competence in Different Variables
Age Gender Highest Educational Attainment Field of Specialization Teaching Position ICT-related Trainings
Skill-set Sig. Sig.
(2-tailed) Sig. (2-tailed) Sig. Sig. Sig.
ICT Basics 0.9838 0.4814 0.3480 0.1514 0.9843 0.0147* Word Processing 0.0725 0.9281 0.7091 0.0807 0.7380 0.1909 Spreadsheets 0.6121 0.5178 0.6391 0.0509 0.8659 0.0402* Presentation 0.1255 0.8618 0.9991 0.0913 0.6532 0.0809 Information and Communication 0.1421 0.9753 0.5522 0.1349 0.6227 0.0743 Computer Ethics and Security 0.3863 0.951 0.1700 0.2699 0.8327 0.0175*
* There is significant difference
Consequently, as reflected in Table 9 the respective profile of the respondents as to age, gender, the highest educational attainment, field of specialization and the teaching position in different skill-set like the ICT-basics, word processing, spreadsheet, presentation, information and communication, and computer ethics and security revealed that there is no significant difference in the teachers ICT competence in the above stated variables. This was supported by Jegede (2009) that age does not affect the time used of ICT when attitude, competence, and use pattern of teachers are considered. Moreover, it was found out that female teachers have more negative attitudes towards computers than men. Relatively, the General Linear Model (GLM) analysis highlighted that gender has a significant effect on computer use, self-perceived computer experience, computer anxiety attitude, and student interaction (Broos, 2005).
Conversely, findings further showed that there is a significant difference in the teachers’ ICT competence in ICT-related seminars and training attended by the teachers either in ICT-basics, spreadsheets, and computer ethics and security. On the contrary, there is no significant difference in
word processing, presentation, information and communication. It deviates somehow to the findings of Goktas, Yildirim and Yildirim (2009) pointed out on their investigation of K-12 teachers' ICT competencies and the contributing factors in acquiring these competencies that ICT training has no significant effect among K-12 teachers who had taken and who had not taken ICT trainings. Though there is a slight difference between the mean scores in favor of having ICT training, the difference is not significant. Indeed, teacher’s professional development and promotion could affect teachers' ICT competence if trainings and practices are tailored to the ICT standards both local and international. Significantly, the study on examining teachers' beliefs about ICT in education revealed that many teachers were cautious about ICT integration in the educational practice (Jimoyiannis, 2007). Similarly, Eickelmann and Vennemann, (2017) believed that teachers’ beliefs and attitudes towards the use of ICT in teaching should be consistent to the teacher’s actual use of the technology.
It was further found out, that between two groups of teachers who attended different numbers of ICT-related seminars or training have significantly contributes to the ICT competence of teachers at p < 0.05. However, a Tukey HSD test does not show any significant difference between pair groups. Using the Bonferroni method of pairs relative to the group of teachers who attended 11 or more seminars or training resulted in a T-statistic of 2.3528 with a p-value of 0.0429 which means that this group of teachers differs significantly in ICT competence in the ICT Basic compared to teachers who attended 1-5 seminars only.
CONCLUSION
The study contributes to the literature on teachers’ ICT competence given the perspective that there are no studies conducted specifically in the Philippines on the assessment of teachers’ ICT competence based on the prescribed skill-set of the NICS-Basic. Moreover, this will enlighten the school administrators to revisit and strengthen their programs in ICT by providing appropriate seminars and training to enhance teachers’ ICT competence in order to deliver quality education to the students in this digital and technological era.
ICT integration is very vital for interactive, meaningful, and quality education not only in the educational system in the Philippines, but has been proven effective across the globe. The ICT skills of teachers aid them to effectively and productively perform daily tasks in school which can provides quality educational outcomes. Thus, to achieve this noble target, more professional development is needed which focuses on the teachers’ ICT skills so that they can overcome the different apprehensions associated with the technology-driven teaching-learning process. Moreover, this goal can strengthen the teachers’ attitudes towards the use of technologies in the teaching process. This is in congruence to the idea that teachers’ competence in ICT strongly influences the effectiveness of his/her works in the academe through actualization.
The researchers conclude that the ICT competence of teachers in different skill-set is at the intermediate level. In which, it simply implied that teachers’ do not fully master the following basic ICT skills like the ICT-basic, word processing, spreadsheets, presentation, information and communication, computer ethics and security. Thus, the educational sectors may support teachers to upgrade their ICT competence by providing different technology-driven platforms where teachers can enhance their ICT skills to deliver quality, interactive, and meaningful learning experiences to students. In the practical sense, ICT does not only supplement instruction but it also helps teachers in computing grades, writing reports, making an attractive and interactive teaching guide which was manually done in the traditional or conventional perspective of teaching. Relatively, the age, gender, the highest educational attainment, field of specialization, and the teaching position has no significant impact on teachers’ ICT competence, thus, the hypothesis had been proven true and thereby accepted. However, the number of teachers’ ICT seminars and training attended in ICT basics, spreadsheet, and computer ethics and security has significantly affected teachers’ ICT competence which denotes that to heighten teachers’ ICT skills, the teachers’ may expose themselves through different ICT trainings specifically in the low-level ICT skill-set. ICT is considered to be part and parcel of the breakthrough
in the educational system. Due to its significant role towards the delivery of quality, accessible and interactive education, the Philippine government through the Department of Education (DepEd) is in full force to integrate technology in the teaching-learning process which has been incorporated in the basic education curriculum.
Thus, the researchers recommend to the Department of Education (DepEd) to provide a mechanism in strengthening secondary teachers ICT competence by integrating ICT training in the In-Service Training (INSET) of teachers anchored on the skill-set NICS-Basic to improve teachers’ competence and further enhance their ICT skills by introducing the NICS-Advance to create meaningful ICT integrated teaching-learning to students.
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APPENDIXES
Hereunder is the training matrix and design of the proposed ICT Training Intervention Program for Teachers during their ICT training in the In-Service Training (INSET).
PROGRAM SCHEDULE
Time Day 1 Day 2 Day 3 Day 4 Day 5
7:00 – 7:30 Management of Learning (MOL) Management of Learning (MOL) Management of Learning (MOL) Management of Learning (MOL) Management of Learning (MOL) 7:30 – 8:30 Registration of Participants Opening Program Session 3: Spreadsheet Session 6: Computer security and Ethics TOPIC: Introduction of new and advanced ICT skills Session 7: Mail merge in Microsoft word Session 10: Video Editing 8:30 – 9:30 9:30 – 10:00 MORNING BREAK 10:00 –12:00 TOPIC : NICS-basic skills enhancement Session 1: ICT Basic Session 4: Presentation Skill Application Session 8: Advanced Excel formulas Session 11: Audio mixing 12:00 – 1:00 LUNCH BREAK 1:00 – 3:00 Session 2: Word processing Session 5: Information and Communication Output presentation on Session 1-6 Session 9: Recording presentations and master slide application Output presentation 3:00 – 3:30 AFTERNOON BREAK
3:30 – 5:00 Skill Application Skill Application Output presentation
Skill Application
CLOSING PROGRAM
DATA GATHERING INSTRUMENT To the Respondents:
This questionnaire is designed to assess your ICT Competence based on the National ICT Competency Standards (NICS) - Basic. Please check the space provided that corresponds to your response. Rest assured that your responses will be treated with utmost confidentiality. The researchers will appreciate your cooperation and participation.
PART 1: Profile of the Participants
Name (optional): __________________________________
Age: 21– 33 34 – 46 4 7 – 59
Gender: Male Female
Highest Educational Attainment:
Bachelor’s Degree Master’s Degree Doctorate Degree Field of Specialization: English Mathematics Filipino Science
Araling Panlipunan MAPEH
TLE ESP
Teaching Position:
Teacher I Master Teacher I Teacher II Master Teacher II Teacher III Master Teacher III Number of ICT-related seminars and trainings attended :
1– 5 6 – 10 11 and above
PART II: Level of Teachers ICT Competence
Direction: Read each statement below and using the scale, check the appropriate box that corresponds to your rating.
Numerical Rating Mean Score Range Descriptive Interpretation
5 4.50 – 5.00 Proficient
4 3.50 – 4.49 Advance
3 2.50 – 3.49 Intermediate
2 1.50 – 2.49 Basic
National ICT Competency Standards (NICS) - Basic 5 4 3 2 1 SKILL SET DIVISION A: ICT BASICS
Standard 1: Explain the terms Information Technology &
Communications Technology
Standard 2: Identify the different hardware and software components of a
computer and
Standard 3: Differentiate the different types of software Standard 4: Discuss Networking / Communications Technology
Standard 5: Operate a computer
Standard 6: Arrange and customize the desktop
Standard 7: Manage applications
Standard 8: Manage files
Standard 9: Manage a printer
Standard 10: Troubleshoot the computer
SKILL SET DIVISION B: WORD PROCESSING
Standard 1: Manage documents
Standard 2: Format text
Standard 3: Format paragraph
Standard 4: Format document
Standard 5: Move and copy text, Insert text, Delete text
Standard 6: Insert tables
Standard 7: Insert pictures and images
Standard 8: Preview a document
Standard 9: Print a document
SKILL SET DIVISION C: SPREADSHEET
Standard 1: Manage workbooks
Standard 2: Select cells Enter data in a cell Insert and delete cells Insert
and delete cells
Standard 3: Handle worksheets
Standard 4: Format data
Standard 5: Format cells
Standard 6: Format worksheet
Standard 7: Create formulas and functions
Standard 8: Create and format charts/graphs
Standard 9: Preview a worksheet Print a worksheet
SKILL SET DIVISION D: PRESENTATION
Standard 1: Discuss basic presentation skills
Standard 2: Apply appropriate visuals and design considerations Standard 3: Manage presentations using a presentation tool
Standard 4: Create slides Use different slide views
Standard 5: Apply slide layouts and templates
Standard 6: Format text
Standard 7: Insert pictures and images
Standard 8: Insert drawn objects
Standard 9: Create charts/graphs
Standard 10: Create a slide show Apply slide show effects
Standard 11: Prepare outputs
SKILL SET DIVISION E: INFORMATION AND COMMUNICATION
Standard 1: Discuss Internet and World Wide Web
Standard 2: Access the Web
Standard 3: Use Bookmarks
Standard 4: Search the Web
Standard 5: Download web pages
Standard 6: Send and receive email
Standard 7: Create an Address Book
Standard 8: Organize messages
Standard 9: Print messages
SKILL SET DIVISION F: COMPUTER ETHICS AND SECURITY
Standard 1: Understand personal property and user rights Standard 2: Understand the concept of software piracy and violation of
copyright laws
Standard 3: Recognize examples of copyright violations, computer fraud
and possible penalties
Standard 4: Apply common courtesies and acceptable use policies while
telecomputing
Standard 5: Explain the concept of Security
Standard 6: Recognize and respond to ethical situations and cyber security
issues involving computing devices of all forms
