Teachers’ Information and Communication Technology Competence: Basis for the Development of Technology Guide for Teaching and Learning
DOI:
https://doi.org/10.48017/dj.v10i1.3259Keywords:
ICT competence, technology guide development, teaching and learningAbstract
This study investigates teachers' information and communication technology (ICT) competence levels across six dimensions: information and data literacy, communication, and collaboration, digital content creation, safety and security, problem-solving, and analyzing and reflecting. A descriptive-developmental design was used and data were treated using percentages, weighted mean, and cumulative percent techniques. The study includes sixty four (64) primary and higher education teachers in the Province of Masbate. Findings reveal that teachers are competent overall, with strengths in basic browsing, searching, and data filtering but weaknesses in evaluating and managing information and engaging in collaborative online practices. While teachers demonstrate competency in producing digital content and understanding copyright, they need help with advanced formatting and processing complex content. Safety and security showed significant attention, yet deficiencies persist in designing adequate learning resources and problem-solving with ICT tools. A Technology Guide for Teaching and Learning (TGTL) is developed to address these gaps, comprising six modules aligned with ICT competency indicators. Teachers highly accept the TGTL, acknowledging its potential to enhance competence across dimensions. Recommendations for implementation include re-echoing and school-based training, continuous professional development, and revisiting maintenance and operating expenses for specialized workshops. Conclusions underscore the importance of integrated approaches to ICT competency development, particularly in areas of weakness such as problem-solving and collaboration. The TGTL demonstrates the potential to improve teacher competence and can be replicated for broader implementation in primary and higher education settings. This study contributes to the ongoing effort to equip educators with the skills necessary for effective digital teaching and learning.
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