ICT Competency Level of TLE
Teachers and Students: Basis for
Intervention Program

RATIONALE
Abdulghani (2017)
purported that the need for
development of
Information
Communication
Technologies (ICTs) is of
great significance to all
mankind. These
technologies have become
fundamental to
contemporary societies.
Ghavifekr, Razek,
Ghani, Ran, Meixi and
Tengyue (2019)
regarded ICT as a
shorthand for the
software, computers,
networks, satellite links
and related systems
that permit people to
create, access,
analyze, exchange and
use information, data
and knowledge in
numerous ways.
In the field of
education, ICT
competency will
assist teachers to the
global requirement to
replace traditional
teaching methods
with a technology-
based teaching and
learning tools and
facilities (Ghavifekr &
Rosdy: 2015). 2

RATIONALE
In the Philippine setting, with
the K-12 curriculum, the 21st
century skills needed by a
holistically developed Filipino
are the Information, Media
and Technology skills, thus,
the use of ICT in teaching
and learning process plays a
vital role in developing these
lifelong skills needed by the
learners as they go out of
the school and face the
reality of workplace.
According to the UNESCO
Competency Framework, the ICT
Competencies are a set of
technology standards that define
proficiency in using computer
technology in the classroom. The
competencies consist of
computer-related skills grouped
into four general domains: (1)
Basic Technology Operation, (2)
Personal and Professional Use of
Technology Tools, (3) Social,
Ethical, and Human Issues, and
(4) Application of Technology in
Instruction. 3

RATIONALE
Teachers’ competencies are
critical influencers on ICT
implementation in institutions
of higher learning, as
reported by Yang (2019).
Similarly, Agarwal (2019)
posits that training gaps
aided by administrators are
viewed as an obstacle
towards ICT implementation.
According to the UNESCO
Competency Framework, the ICT
Competencies are a set of
technology standards that define
proficiency in using computer
technology in the classroom. The
competencies consist of
computer-related skills grouped
into four general domains: (1)
Basic Technology Operation, (2)
Personal and Professional Use of
Technology Tools, (3) Social,
Ethical, and Human Issues, and
(4) Application of Technology in
Instruction. 4

TRAINING GAPS
Viewed as an obstacle towards ICT implementation
LACK OF CONFIDENCE IN ICT INTEGRATION
Caused by inadequate knowledge on ICT-related tasks and
deficient skills in using ICT software tools and appliances
COMPETENCE GAPS
Regarded as an impediment towards ICT implementation
5
INADEQUATE ICT SKILLS
PROBLEMATIC
SCENARIO
85% had inadequate skills to implement ICT in teaching and
learning effectively (Garcia,et al.,(2020) Caluza, et al. (2017))

6
What is the level of ICT Competency of the TLE teachers of NDDU IBED
Espina Campus along the following dimensions:
1.1 Technology Operations and Concepts Competency;
1.2 Social and Ethical Competency;
1.3 Pedagogical Competency; and
1.4 Professional Competency?
What is the level of ICT Competency of all high school students of NDDU
IBED Espina Campus along the following dimensions:
2.1 Technology Operations and Concepts Competency;
2.2 Social and Ethical Competency;
2.3 Pedagogical Competency; and
2.4 Professional Competency?
Is there a significant difference between the extent of ICT competence
of the teachers and students?
Based on the results of the study, what intervention program should be
proposed to enhance the level of ICT competencies of TLE teachers
and students?
S
O
P

7
Conceptual Framework

8
RESEARCH DESIGN

DATA GATHERING MATRIX
9
Statement of the Problem Data Gathering
Procedure
Sampling
Technique
Research
Instrument
What is the level of ICT Competency of the TLE
teachers of NDDU IBED Espina Campus along the
following dimensions:
1.1 Technology Operations and Concepts
Competency;
1.2 Social and Ethical Competency;
1.3 Pedagogical Competency; and
1.4 Professional Competency?
 Informed Consent
 Conduct survey
non-
probability
sampling
technique
Survey
Questionnaire
What is the level of ICT Competency of all high
school students of NDDU IBED Espina Campus
along the following dimensions:
2.1 Technology Operations and Concepts
Competency;
2.2 Social and Ethical Competency;
2.3 Pedagogical Competency; and
 Informed Consent
 Conduct survey
non-
probability
sampling
technique
Survey
Questionnaire

DATA GATHERING MATRIX
10
Statement of the Problem Data Gathering
Procedure
Sampling
Technique
Research
Instrument
Is there a significant difference between the extent
of ICT competence of the teachers and students?
 Informed Consent
 Conduct survey
non-
probability
sampling
technique
Survey
Questionnaire
Based on the results of the study, what intervention
program should be proposed to enhance the level
of ICT competencies of TLE teachers and
students?
 Informed Consent
 Preparation of the Intervention
Program
NA Intervention
Program

REFERENCES
11
Alrasheedi, M., Capretz, L. F., and Raza, A. (2015). A systematic review of the critical
factors for success of mobile learning in higher education (University Students’ Perspective).
Educ. Comput. Res. 52, 257–276. doi: 10.1177/0735633115571928
Babbie, E. (2014). The basics of social research (6thed.). Belmont, CA: Wadsworth,
Cengage Learning.
Bagshaw, E. (2016). The Reality is that Technology is Doing More Harm than Good in
our Schools’ says Education Chief. North Sydney, NSW: Sydney Morning Herald.

REFERENCES
12
Bozkurt, A.( 2020). Educational technology research patterns in the realm of the digital
knowledge age. Journal of Interactive Media in Education (1): 1–17.
Brasileño,I. & Bidad, W. (2021). The state of ICT integration in the school learning
system in junior high schools, General Santos –Philippines. Sapienza: International Journal of
Interdisciplinary Studies | Vol. 2 | n. 3 | Jul-Set | 2021 | e-ISSN: 2675-9780
Briones, C. (2017). Teachers' Competency on the Use of ICT in Teaching Physics in the Junior
High School. https://knepublishing.com/index.php/KnE-Social/article/view/2380/5240
.