Teachers’ Competency of ICT Integration in Teaching Elementary Teachers in Flora District

Abstract

Purpose: This study aimed to evaluate the socio-demographic profiles and Information and Communication Technology (ICT) competencies of elementary teachers in the Flora District. The research sought to identify the extent to which teachers integrate ICT into their teaching practices and the associated challenges they face. Methods: A descriptive survey methodology was utilized, involving the administration of questionnaires to a sample of elementary teachers. The survey collected data on teachers' demographic information, ICT skills, and their frequency of integrating technology into teaching. Statistical analysis was performed to interpret the results. Major Findings: The findings indicated that a majority of the respondents had a high level of ICT competency, particularly in using word processing applications such as Microsoft Word. Specifically, teachers reported strong agreements on their ability to create, edit, and format documents, achieving an average competency rating of 4.39. However, challenges were noted, particularly related to limited resources, such as insufficient internet connectivity. Nowadays the use of smart phones and installed app supports MS excel and powerpoint to do and prepare works related to teaching outdated equipment. Conclusions: The study concluded that while elementary teachers in Flora District in Apayao possess commendable ICT competencies, there remains a significant gap in resource availability that hinders optimal integration of technology in teaching. Professional development programs focused on enhancing ICT skills and improving resource allocation are recommended to further support teachers in creating enriched learning environments. This research underscores the critical need for ongoing support and training for educators in the digital age to foster a technology-enhanced educational experience for students.