Teachers’ Information and Communication Technology (ICT) Skills Assessment: Basis for a Comprehensive ICT Training Program

Abstract

The study described the extent of knowledge in ICT skills of 180 teachers as a basis for a training plan in a selected schools division in Region 3. A descriptive survey method was utilized having a weighted mean and standard deviation to treat the data collected. It was concluded that the teachers displayed a proficient extent of knowledge in basic ICT skills. However, some of the skills enumerated have a low mean and were close to the adjacent group scale of the lower level of knowledge. Furthermore, they showed limited knowledge in some advanced computer applications which are necessary for the construction of instructional materials. The self-assessment revealed that they are knowledgeable in ICT skills, but they do not know how to use it in complex applications. The skills for development based on the training needs assessment reiterated a combination of skills which further clarified that not all skills under a certain application are known. It is then recommended that training needs assessment should always be conducted by school administrators to gather data on the actual needs of the teachers as a basis in planning a thorough training matrix to ensure that the development and training provided are based on the needs of the teachers.

Computer Upskilling Trainings and Teachers’ Technological Literacy: Basis for Technological Skills Enhancement Plan

“…It is observed that there are teachers who utilize audio and video editing, which will suit to their lessons. Correspondingly, the results suggest a high level of proficiency among educators in utilizing audio and video editing tools for instructional purposes, aligning with the findings of Bayucca (2020), which emphasize the critical role of these skills in modern education. Additionally, the positive perception towards audio and video editing skills underscores their significance in enriching educational experiences and fostering multimedia-rich learning environments, as highlighted by Movitaria and Shandra (2022).…”

“…The overall mean rating is 3.84 (SD = 0.77) interpreted as Highly Literate. This result echoes the sentiments expressed in studies such as Bayucca (2020) and Hasanah and Dewi (2022), which emphasize the vital role of continuous professional development in navigating the complexities of modern education.…”

“…This proves the importance of teachers being proficient in employing this strategy to facilitate student learning whenever the need arises. Bayucca's (2020) sheds light on the critical role of audio and video editing skills in modern education. These competencies empower teachers to craft dynamic and engaging learning materials, ultimately enhancing the overall educational experience for students.…”

Strengths and Challenges of Distance Learning Modalities in the New Normal: Basis for Intervention Program

“…This explains that the integration of technological advancement brings clearer perceptions about the lesson especially today. The same perspective was introduced by another study regarding the ICT skills assessment of teachers and its impact on their teaching profession [20]. Table 3 shows the ten (10) challenges enumerated by the teacher-respondents in distance learning modalities.…”

Experiences in the Application of Alternative Delivery Mode (ADM) Learning Resources during the Pandemic Period

“…Teachers, acting as the most important audio-visual LR of the education milieu, should be supported by quality assured and approved LRs that will suffice the continuity of lesson's flow within the specified targeted learning competency/ies for each lesson. Teachers' ICT skills are an essential and integral component of the development of learning resources (Bayucca, 2020a). Taking this into account, public school teachers were still able to sleep and perform their religious tasks (Asio & Jimenez, 2021).…”