INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COMPETENCY OF TEACHERS IN SELECTED NATIONAL HIGH SCHOOLS IN THE CONGRESSIONAL DISTRICT II OF NUEVA

ECIJA Allan Fernandez Antalan* The value of Information and Communication Technology (ICT) for teaching and learning has been a point of focus in education. Through ICT, educators channel the potential of the former to transform the nature of education: where and how learning takes place and the roles of students and teachers in the learning process. Utilizing the descriptive research method, 131teachers and four school principals were used as samples from the four schools namely: Constancio Padilla National High School, Doa Juana Chioco National High School, Muoz National High School and Rizal National High School, SY 2010-2011. The researcher administered two sets of questionnaires, one answered by the school principal eliciting information on the ICT Program of the school and the second, answered by the teacher-respondents to identify their ICT competency. Results show that majority (115 or 87.79%) of teacher-respondents had no pre-service training in ICT. More than half (78 or 59.54%) of them had no in-service training related to ICT for the last three years. The overall ICT competency of teachers is described to be Intermediate. The ICT competency of teachers in the two domains, Technology Operations and Concepts Domain and Social and Ethical Domain is described as intermediate. On the other hand, the ICT competency of the teachers under the Pedagogical Domain and Professional Domain was described as Novice with overall means of 1.65 and 1.49, respectively. Result implies that teacher-respondents are in need of relevant training in the use of ICT for them to develop their competency in the use of it. Trainings should not only be concerned in developing their knowledge and skills in the basic use of computers but also in other domains particularly in pedagogical and professional domains which the data reveal that this was the lowest domain among the four domains that measured the ICT competency of teachers. Introduction Information and Communication Technology provides an array of powerful tools that may help in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. They must also move towards the goal of transforming the traditional paradigm of learning (UNESCO, 2004). From studies conducted in the recent years, it is evident that information and communication technologies (ICT) can help broaden access to education and improve learning outcomes. Research has also shown, however, that success in the use of ICT in education depends largely on teachers and their level of skill in integrating ICT into the teaching process and in utilizing ICT to provide learner-centered, interactive education. Therefore, training teachers to be able to use ICT and to integrate ICT to teaching is crucial in achieving improved educational outcomes with ICT (UNESCO, 2008). However, the effectiveness on the use of ICT still depends on the teachers and the students in which both parties must be interested and willing to engage in computers and how teachers integrate computer activity to produce a meaningful learning activity (Demetriadis, 2003). Computers alone may not be sufficient as it they need the integration of technology product and activities. A study conducted by

Davis et al. (1997) found that the quality of the learning can be significantly enhanced when ICT is integrated with teaching. In response to this, the Medium Term Development Plan of the Philippines (MTPDP) 2004-2010, the National Framework Plan for ICTs in Basic Education (2005-2010), and the 2010 Basic Education Curriculum advocate the use of ICTs as a powerful enabler of capacity development targeted towards specific development goals like ensuring basic education for all and lifelong learning, among others (CICT, 2005). To attain these goals, the iSchools project of CICT in collaboration with the Department of Education provides computer access and internet connection to all public high schools throughout the country in 2010. Aside from giving computer and internet connection, the iSchools project will also provide ICT trainings and seminars for teachers. The training focuses on Laboratory Management Training Program to equip laboratory managers and technicians with skills on networking systems and procedures as well as proper equipment maintenance, ICT Literacy Training Program to train faculty members on basic ICT literacy skills so that they will be able to effectively use ICT technology in their classes, lesson preparation, assessment activities/instruments, and record updates, and Project Sustainability Training Program to train school stakeholders on how to sustain the project by their own means, in order to maintain/upgrade laboratory units or provide additional laboratories. Based on the above findings, this study is conceptualized to determine the ICT competency of teachers in the selected national high schools in the Congressional District-II of Nueva Ecija. As such, it is necessary to conduct an inquiry to find out the factors affecting the ICT competency of teachers in selected national high schools in the Congressional District-II of Nueva Ecija. Method Participants One hundred thirty one teachers and four school principals from the Congressional District II of Nueva Ecija served as respondents of the study. Measures There were two sets of questionnaires administered, one for the school principals and the other for teacher respondents. The test of reliability of the questionnaire was done in Carranglan National High School (CNHS), Carranglan, Nueva Ecija. There were 20 teachers from the CNHS who answered the questionnaire for teachers. The results of the pre-test were analyzed to ensure clarity and to determine whether they could yield data needed in the study. The computed Cronbach Alpha Reliability Coefficient was 0.8953 which was found to be highly significant and reliable. The questionnaire was the main instrument for data gathering. Questionnaire for School Principals The first set of questionnaire answered by the principals elicited information on the ICT Program of the school: program plan, personnel, budget, facilities and equipment and internet connection. Questionnaire for Teacher Respondents The second set of questionnaire for the teacher-respondents measured the ICT competency of teachers. It consisted of three parts: Part I elicited information on the socio-demographic profile and teachers engagement on Information Communication Technology (ICT) which include sex, age, and educational

attainment, field of specialization, length of service, number of years using computer, course, trainings and seminars attended and personal ICT equipment.

Part II measured the ICT competency of the teacher based on the National ICT Competency Standard (NICS) for teachers developed by Commission on Information and Communications Technology (CICT). It consisted of 75 items classified into four domains. Part III elicited information on the problems encountered by teachers in the use of ICT for teaching and learning in their school and the suggested solutions to the problems encountered. Results Socio-Demographic Profile Most (94 or 71.76%) of the teacher-respondents were females and most of them were considered as young teachers (84 or 64.12%) with a mean age of 36.20 years old. More than half (76 or 58.02%) of teacher-respondents were BS degree holders with MA/MS units and only few (10 or 7.63%) of them were Masters degree holders. Most (83 or 63.36%) of the teacher-respondents specialized in Science subjects like General Science, Integrated Science, Crop Science, Biology, Chemistry, Physics, Mathematics, Home Economics, Technology and Livelihood Education (TLE) and Agriculture. It was also found out that nobody among the teacher-respondents had Information Technology or other related ICT courses which means that the sampled schools had no legitimate ICT teacher. Teachers Engagement on ICT Majority (115 or 87.79%) of teacher-respondents had no pre-service training which implies that they are not well prepared in terms of ICT use in school. The same with in-service training attended by teacher-respondents which revealed that more than half (78 or 59.54%) of them had no in-service training related to ICT for the last three years. The number one reason why teacher-respondents attended ICT trainings was for their personal growth (76 or 58.02%). They had also limited computer access in school but most of them used computer outside school hours. Some of the teacher-respondents used computer in their home since they have their own computers and some of them use computer in internet cafs. ICT Program of the School Only one school has Program plan for ICT program. Two schools have less than 50 teaching personnel and the other two schools have more than 100 teaching personnel. Three schools have no none-teaching personnel. These schools are Muoz National High School with 31 non-teaching personnel, Constancio Padilla National High School with 28 non-teaching personnel, Doa Juana Chioco National High School with 4 non-teaching personnel. On the other hand, Rizal National High School has no non-teaching personnel. It was also revealed that there was an absence of ICT department in all sampled schools. However, all school respondents have an ICT coordinator and ICT teacher and only one school has an ICT technician.

All schools have no budget for ICT program but one school has other source which is the Maintenance and Other Operating Expenses (MOOE), from NGO specifically the SMART Schools, However, it was only for the internet connection. Majority of ICT equipment mentioned were present in all schools and the most frequently used ICT equipment in school are LCD projector, computer, VCD player, DVD player and TV. Windows OS was used by all school respondents and one school was using both LINUX OS and Windows OS. In terms of internet connection, one school was using DSL and the other three schools were using broadband. The maximum speed of internet connection was 2 mbps and only one school had this speed connection. However, only some computers were networked. ICT Competency of Teachers The overall results of the ICT competency of teachers was Intermediate with an overall mean of 1.84. Specifically, Technology Operations and Concepts Domain with an overall mean of 2.10 with a description of Intermediate; Social and Ethical Domain with an overall mean of 2.10 with a description of Intermediate Pedagogical Domain with an overall mean of 1.65 with a description of Novice; and Professional Domain with an overall mean of 1.49 with a description of Novice. Relationship between Teacher Factors and the Perceived ICT Competency of Teachers There were significant relationships between the teacher factors like age, educational attainment, length of service, number of years using computers, number of computer subjects, computer access of teachers in school, use of computer outside the school, e-mail address and web page, and pre-service training of teachers with the ICT competency of teacher-respondents. The professional domain was found to be significantly correlated (r= -0.2210) with the age of teacher-respondents. Also, technology operations and concepts (r= -0.5762), social and ethical domain (r= -0.5411), and pedagogical domain (r= -0.3420) were found to be negative highly correlated with the age of the teacher-respondents. The educational attainment of teacher-respondents was found to be negatively related with the ICT competency of teachers in terms of Social and Ethical Domain (r= -0.1904) and Pedagogical Domain (r= -0.1736). The teachers length of service showed a highly negative correlation coefficient (r= -0.5762) with Technology Operation and Concepts Domain, Social and Ethical Domain (r= -.05221), and Pedagogical Domain (r=0.3208). The Professional Domain was also found negatively correlated (r= -.02182) to the length of service of teacher-respondents. Teachers number of years in using computer indicates a significant highly correlation with the Technology Operations and Concepts (r= 0.4295) and Social and Ethical Domain (r= 0.3055). The computer access of teachers in school was found to be highly significant in relation to Technology Operations and Concepts Domain (r= 0.2300) and significantly related to Pedagogical Domain (r= 0.1761). The teacher-respondents use of computer outside school hours was found to be highly significant in relation to the Technology Operations and Concepts Domain (r= 0.3733) and significantly related to the Social and Ethical Domain (r= 0.2039). Having e-mail address was showed highly significantly correlated with the Technology Operations and Concepts Domain (r= 0.4094).

Maintaining Web page as teaching tool was found to be highly significantly correlated with the Technology Operations and Concepts Domain (r= 0.2325), Social and Ethical Domain (r= 0.2922), and Pedagogical Domain (0.1864) while the Professional domain was found to be significantly correlated (0.1974). The number of computer subjects of teacher-respondents during their bachelors degrees was found highly correlated with the Technology operations and Concepts Domain (r= 0.3323), Social and Ethical Domain (r= 3671), pedagogical Domain (r= 0.2685), and Professional Domain (r= 0.2414). The teachers pre-service training showed highly significant correlation to all domains. Technology Operations and Concepts (r= 0.3108), Social and Ethical Domain (r=0.2281), Pedagogical Domain (r=0.2685), and Professional Domain (r= 0.2693). Relationship between ICT Program of the School and the Perceived ICT Competency of Teachers There was no significant relationship between the ICT program of the school in terms of program plan, personnel, budget, facilities and equipment and internet connection and the perceived ICT competency of teachers. Discussion Socio Demographic Profile Findings showed that there were more female teacher-respondents in the national high schools in the Congressional District II of Nueva Ecija during the time of the study. This result proved the national trend that female teachers always dominated the male teachers in terms of population in the teaching service. Similarly, Espino (2008), Dela Rosa (2007) and Vicmudo (2001) in different studies found that dominance of female teachers in the field of teaching is still evident. The result reveals that most of the teacher-respondents were hired after passing the Licensure Examination for Teachers (LET) which is the number one qualification to be able to teach in the public school. Considering the age distribution of the teacher-respondents (Appendix Table 1), the new education graduates take the LET exam few months after their graduation. This was evident on the age of the youngest teacher-respondent who is 21 years old which means that the teachers were hired a year after their graduation. Finding as regards the educational attainment of the respondents reveals that the teachers in national high schools in the Congressional District II of Nueva Ecija were determined to pursue of their graduate degrees. Although the educational qualification for high school teachers is only a bachelors degree and should pass the Licensure Examination for Teachers (LET), they are still interested to broaden their educational qualification to improve their teaching competencies and be promoted to augment their salary and at the same time to attain higher rank or position. The results agree with the findings of Dela Rosa (2003), Vicmudo (2001) and Pa Top (1999), that majority of teachers have gone beyond the bachelors degree. On the other hand, Velasquez (2007) found opposite findings in her study that majority of MNHS teachers were bachelors degree without masteral units. She also mentioned that the absence of faculty

development program among public high schools was another reason why many of the teachers were not attracted to further their educational attainment. This is one reason why they remained Teacher I. Teachers Engagement on ICT Data reveal that majority of the teacher-respondents are computer literate considering that majority of them have been using computer for more than a year. There is an assumption that even if teachers get an appropriate training in ICT in education. Those who have regular access to the technology are the ones more open and motivated to explore and experiment than those who do not (CICT, 2005). In spite of limited computer units allotted for teachers use in national high schools in the Congressional District II of Nueva Ecija the school administrators can still manage to give the teachers the chance to use the computer of the school for their school work. CICT (2005) stated that in the Philippines, the computer ratio for secondary teachers is 1:3 but the computers are the same as the ones allocated for student use. There are usually no computers assigned for teachers use in the school. If they need to use computers, they have to wait for a vacant unit in the computer laboratory or go to internet cafs. Findings also reveal that majority of teacher-respondents had computer access outside the school. They use computers outside the school since they have limited computer access in their respective schools. They need to pay computer rental in an internet caf or they have their own computers and internet connection for them to use internet and do other computer works that they cannot do in their respective schools. This means that teachers are interested in using computer and internet which is the current trend in communication such as using e-mail and other social networking site; to become updated in the technologies and current issues that happen world wide. For this reason, teachers have better computer access outside the school and this help them develop their knowledge and skills in the use of ICT. According to InfoDev (2008) as cited by Espino (2008) teachers with more exposure to computers even outside school hours become more confident with ICT use and can develop more skills. The result reveals that many of the teacher respondents lacked the knowledge and skills in using ICT considering that more than half of them had no computer subjects during their BS degrees. It means that trainings and seminars related to ICT is needed by the teachers who are teaching in the national high schools in the Congressional District II of Nueva Ecija. This may help develop or upgrade their knowledge and skills in using ICT especially for those teachers who have no computer subjects during their BS degree. The result reveals that the teacher-respondents lacked pre-service training to prepare them in the use of ICT in teaching. Their training is more on lecture or more focused on developing the ICT skills rather than on how to use and apply ICT in their respective fields of specialization. The result was supported by Yildirim (2009) who mentioned that despite the huge investment of financial and human resources, pre-service teacher education programs do not currently provide prospective teachers with the necessary skills, competencies and experiences to prepare them to use ICTs effectively in their future profession. Likewise, Espino (2008) found out that most of the teachers in her study lacked pre-service training. She explained that this was due to the reason that most of the teachers were old and they attended colleges and universities that did not offer ICT trainings.

According to the BECTAs survey (2004), pre-service teachers lack practical models of integration, leading to a disparity between their expectations in ICT use and its actual use. The result reveals that not all teachers have attended in-service trainings/seminars related to ICT that will help develop their ICT competencies. Data agree with the findings of Pimnoo (2009), who emphasized that there is a need for teachers to attend more trainings related to ICT to enhance their functional knowledge and competencies in the use of ICT. In the case of high school teachers in the Congressional District II of Nueva Ecija there are numerous trainings given to them however, they are not ICT related trainings. Consequently, teachers lacked in-service trainings related to ICT that may help in the enhancement of their ICT competencies. The result implies that most of the teacher-respondents have personal ICT equipment that can be used in their classroom discussion. This only means that they have the capacity to develop their ICT competencies since they have personal ICT equipment. They only need to practice their skills in using ICT equipment and develop their interest and enthusiasm in the use of ICT. ICT Competency of Teachers The teacher-respondents have limited knowledge and skills in the Pedagogical and Professional Domain considering the description of these two domains which is novice or respondents were just beginners in these particular domains On the other hand, the two domains with the lowest mean were on Pedagogical Domain and Professional Domain with a mean of 1.65 and 1.49, respectively. It implies that the teacher-respondents have limited knowledge and skills in the Pedagogical and Professional Domain considering the description of these two domains which is novice or respondents were just beginners in these particular domains. The result only implies that teacher-respondents are in need of relevant training in the use of ICT for them to develop their competency in the use of it. Trainings should not only be concerned in developing their knowledge and skills in the basic use of computers but also in other domains particularly in pedagogical and professional domains. Relationship between Teacher Factors and ICT Competency of Teachers Technology operations and concepts (r= -0.5762), social and ethical domain (r= -0.5411), and pedagogical domain (r= -0.3420) were found to be negatively highly correlated with the age of the teacher-respondents. The professional domain was found to be significantly correlated (r= -0.2210) with the age of the teacher-respondents. It implies that the younger the teacher is, the better is his/her ICT competency. The result revealed that young teachers have better ICT competency compared to older teachers. This is may be due to more exposure of young teachers to different technologies today as well as ICT is included in their curriculum. They have Computer Science and Educational Technology subjects. These subjects may help in the development of the ICT competency of education students to prepare them in the use of ICT in the teaching and learning process. Similar findings were revealed in the study conducted by the Department of Education in Western Australia (2008). It was found out that ICT competence scores decrease as teachers age increases. Furthermore, Ramayan et al. (2003) as cited by Boonsawang (2007), found that age was negatively related to internet and computer usage where younger teachers were more likely to use these facilities.

The educational attainment of teacher-respondents was found to be negatively related with the ICT competency of teachers in terms of Social and Ethical Domain (r= -0.1904) and Pedagogical Domain (r= -0.1736). It means that the higher the educational attainment of the teacher-respondents, the lower their ICT competency specifically in Social and Ethical Domain and Pedagogical Domain. Results revealed that the teacher-respondents that have lower educational attainment have higher knowledge and skills in Social and Ethical Domain and Pedagogical Domain. This may be due to the fact that since most of the teachers with higher educational attainment were older teachers, the tendency of their ICT competency was also low. They lacked pre-service training in using ICT and lack of exposure to the new technologies because most of older teachers did not use computer, internet and other ICT equipment. The teachers length of service showed a negatively highly correlated (r= -0.5762) in Technology Operation and Concepts Domain, Social and Ethical Domain (r= -.05221), and Pedagogical Domain (r=0.3208). The Professional Domain was also found negatively correlated (r= -.02182) to the length of service of teacher-respondents. It only implies that the longer the length of service of the teacher-respondents the lower their ICT competency. This is no doubt because of the relationship of length of service and age of the teacherrespondents. Similar findings were found by the Department of Education in Western Australia (2008) that the ICT competence scores decreases as the duration of a teacher teaching in a government school increases. In addition, Mandac (1989), as cited by Cruz (2007), claimed that the length of service changes individuals. A teacher with longer service in teaching has rich accumulated experience in the curriculum he/she handles. Teachers number of years in using computer is highly significantly correlated with the Technology Operations and Concepts (r= 0.4295) and Social and Ethical Domain (r= 0.3055). This finding implies that the longer the years that the teacher-respondents use computer, the higher their ICT competency particularly in Technology Operations and Concepts Domain and Social and Ethical Domain. It is revealed that the number of years of using computer developed the knowledge and skills of the teacher-respondents in the basic technology operations and concepts since they actually computer and this really helps develop their ICT competency. They also become familiar with their social and ethical obligations as ICT users especially to their students in inculcating in them on how to become a responsible ICT user. The teachers pre-service training showed highly significant correlation to all domains. Technology Operations and Concepts (r= 0.3108), Social and Ethical Domain (r=0.2281), Pedagogical Domain (r=0.2685), and Professional Domain (r= 0.2693). Finding implies that the pre-service training of teachers is very significant in preparing future teachers in the use of ICT in their work as a teacher. It only implies that the number of ICT subjects of teacher-respondents in their Bachelors degrees greatly affect their ICT competency. The training and knowledge that they gain in their ICT subject in their BS degrees dictate how competent they are in using ICT. According to the BECTAs survey (2004), pre-service teachers lack practical models of integration, leading to disparity between their expectations of ICT use and their actual use. This lack of encouragement to use ICT during teaching practice and other factors which have more to do with schools prevent new teachers integration in class and they lack motivation to do so. Education and training have a major role to play in the implementation of the ICT policies in the national level. The success in the use of ICT in all sectors will require sufficient and competent human resource that is well developed and equipped in the education and training sectors. The successful

introduction and use of ICT in education and training institutions will play major roles in disseminating skills to wider sectors of society (Omwenga 2007). Findings also revealed that some of the teacher factors such as sex, field of specialization, inservice training, and personal ICT equipment were found to be not significant in the ICT competency of teachers. LITERATURE CITED BECTA. 2004. What the research says about ICT and reducing teachers workloads.Retrieved on April 10, 2009, www.becta.org.uk/research. BOONSAWANG, S. 2007. Computer skills, motivational characteristics, and academic performance of e-learners in technical colleges, Northern Thailand. Unpublished PhD dissertation, Central Luzon State University, Science City of Muoz, Nueva Ecija. CICT. 2005. Educators reference material on basic ICT literacy and ICT4BE framework. Harnessing ICTs in Philippine Education. CRUZ, J. S. 2007. Involvement of the CLSU secondary school faculty in instruction, research and extension services: Implications to Educational Management. Unpublished MS thesis, Central Luzon State University, Science City of Muoz, Nueva Ecija. DAVIS, R. F., SCHANK, R. and SAMAD, S.A., 1997. Teknologi Mencambah Minat Pembelajaran. Dewan Budaya. 19(2): 48-49. DELA ROSA ,R.I. 2007. The attributes of teachers and graduates and the Licensure Examination for Teachers: The CLSU experience. Unpublished PhD dissertation, Central Luzon State University, Science City of Muoz, Nueva Ecija. ESPINO, Z. F. 2008. Use of information and communication technology in public high schools in Nueva Ecija. Unpublished PhD dissertation, Central Luzon State University, Science City of Muoz, Nueva Ecija. PA TOP, 2000. Selected DECS-run public secondary schools and SUC-run laboratory high schools in region III, Philippines: A performance analysis. Unpublished PhD dissertation, Central Luzon State University, Science City of Muoz, Nueva Ecija. PIMNOO, S. 2009. Teacher Competencies and Strategies in the Use of Information and Communication Technology: The Case of Phuket Educational Service Area, Thailand. Unpublished PhD dissertation, Central Luzon State University, Science City of Muoz, Nueva Ecija.

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