Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School
James R Gumban | Amzi V Martirez | Ersyl T. Biray
Discipline: information services
Abstract:
Outcomes-based education is practiced in Philippine schools to turn
out skilled manpower for the global market. Accordingly, technology
teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified
teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus,
this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood
Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their
ICT pedagogical competency was measured through the standardized
questionnaire adopted from the National ICT Competency Standard
Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacherbeneficiaries of the ICT enhancement intervention program. After the
intervention, the ICT pedagogical competencies from which teachers
were initially found to have basic and intermediate competency levels
have improved. Moreover, it was found that there was a significant
difference between TLE teachers’ ICT pedagogical competence with
teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public
schools in Aklan should be provided with professional development
programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes.
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