ICT Utilization in the Department of Education’s MATATAG Curriculum: A Study of Teachers’ Competency and Challenges
DOI:
https://doi.org/10.5281/zenodo.19113484Keywords:
Information and Communication Technology (ICT), MATATAG Curriculum, ICT Utilization, Teacher Competency, Puerto Princesa CityAbstract
The rapid evolution of Information and Communication Technology (ICT) has significantly influenced education, making digital proficiency essential for effective teaching and learning. The MATATAG curriculum emphasizes integrating technology into education, but there is limited data on how teachers are actually utilizing ICT in the classroom. This study aims to fill that gap by examining the demographics, ICT use, and challenges faced by teachers implementing the MATATAG curriculum. The study reveals that most teachers are female, married, with a moderate level of teaching experience, and have attended ICT seminars. While system and internet technologies are commonly used for communication, resource sharing, and classroom management, more advanced digital tools and niche learning platforms are less frequently utilized. Teachers face several challenges, including inadequate infrastructure, insufficient training programs, lack of leadership in technology, and low ICT proficiency and confidence. The study finds that demographic factors such as age, civil status, and years of service significantly affect ICT utilization, while gender, education level, and prior ICT experience do not have a strong influence. Teachers with more ICT exposure, such as those who studied ICT-related coursework, tend to use digital tools more effectively. The findings suggest that improvements in school infrastructure, better teacher support systems, and enhanced training programs in ICT literacy and digital pedagogy are crucial. To strengthen ICT utilization within the MATATAG curriculum, the study recommends that educational institutions provide ongoing, hands-on professional development and clear ICT usage policies for teachers.
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