Teachers’ Perception of ICT Integration In Public Elementary Schools in Santa Marcela District

Abstract

The integration of Information and Communication Technology (ICT) into teaching and learning has become an important component of modern education. ICT includes technological tools such as computers, projectors, tablets, internet-based applications, and educational software that support instructional delivery and learner engagement. Educational institutions worldwide continue to integrate ICT into classroom instruction to improve the quality of education and develop learners’ 21st-century skills. Globally, ICT integration has been recognized as an effective strategy for enhancing educational access, improving instructional practices, and supporting collaborative learning. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2016), ICT contributes significantly to inclusive and equitable quality education. Similarly, researchers emphasized that technology integration promotes learner-centered instruction and strengthens student motivation and participation. In the Philippine educational system, the Department of Education (DepEd) continues to strengthen ICT integration through various educational policies and programs. DepEd Order No. 78, s. 2010 introduced the ICT for Education Strategic Plan, while DepEd Order No. 42, s. 2017 emphasized ICT integration under the Philippine Professional Standards for Teachers (PPST). During the COVID-19 pandemic, digital learning and ICT-based instruction became more essential through the implementation of the Learning Continuity Plan. Despite these initiatives, the successful implementation of ICT in schools depends greatly on teachers’ perceptions, readiness, and competencies. Teachers who perceive ICT as useful and relevant are more likely to integrate technology effectively in classroom instruction. Ertmer (2005) emphasized that teachers’ beliefs and attitudes significantly influence technology adoption in education. Likewise, Tondeur et al. (2017) noted that teacher confidence and institutional support contribute to successful ICT integration. In rural public schools, ICT integration remains a challenge due to limited technological resources, unstable internet connectivity, and insufficient training opportunities. These realities motivated the researcher to examine the perceived level of ICT integration among public elementary school teachers in Santa Marcela District. This study aimed to determine the perceived level of ICT integration among public elementary school teachers in Santa Marcela District in terms of: usefulness in enhancing teaching strategies; relevance to curriculum and learning goals; ease of use and accessibility; and support from the school administration and DepEd.