Internet Connectivity Quality and its Technology Integration Practices of Kindergarten Teachers
DOI:
https://doi.org/10.5281/zenodo.24096260Keywords:
internet connectivity quality, technology integration practices, kindergarten teachers, digital tools, ICT support planAbstract
This study determined the relationship between internet connectivity quality and technology integration practices of kindergarten teachers. Specifically, it assessed the respondents’ profile, the level of internet connectivity quality in terms of accessibility, reliability, speed, and stability, the level of technology integration practices in lesson preparation, classroom instruction, and assessment and communication, and the significant relationship between the two variables. The study involved 41 kindergarten teachers in the Division of Tanjay City. A descriptive-correlational research design was used, and the data were analyzed using frequency, percentage, mean, standard deviation, and Spearman’s Rank Correlation Coefficient.The findings revealed that most respondents were female, had 7–10 years of teaching experience in Early Childhood Education, had earned Master’s units, and had attended trainings related to digital teaching tools. The level of internet connectivity quality was interpreted as Moderate Quality, with an overall composite mean of 2.92. Among the dimensions, stability obtained the highest mean, while speed received the lowest mean, indicating that internet speed remains a major concern. Meanwhile, the level of technology integration practices was interpreted as Moderate Practice, with an overall composite mean of 3.26. Assessment and communication obtained the highest mean, followed by lesson preparation and classroom instruction. Furthermore, the results showed a strong positive and significant relationship between internet connectivity quality and technology integration practices, with a Spearman’s rho value of 0.659 and a p-value of < .001. This indicates that better internet connectivity quality is associated with higher levels of technology integration among kindergarten teachers. Based on the findings, an ICT support plan was proposed to improve internet speed and stability through upgraded internet services, optimized network infrastructure, backup connections, and offline instructional resources. The study concludes that reliable internet connectivity plays an important role in supporting effective technology integration in kindergarten teaching and learning.
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