Technological Proficiency of Teachers: Basis for Information and Communication Technology (ICT) Program
TL;DR
The findings underscore the need for sustained, targeted, and practice-oriented ICT professional development to strengthen teachers’ digital competence and meaningful technology integration in elementary education.
Abstract
This study determined the technological proficiency of public elementary school teachers in Buayan District, Division of General Santos City, as a basis for developing an Information and Communication Technology (ICT) Training Program. Specifically, it assessed teachers’ proficiency in Microsoft Office Applications, Interactive Educational Applications, and E-Learning Platforms; examined differences in proficiency according to selected demographic characteristics; and developed and validated a context-responsive ICT Training Program. The study employed a Research and Development design integrated with a descriptive-correlational quantitative approach. Data were collected from 114 public elementary school teachers representing six schools through a researcher-made, expert-validated questionnaire. Frequency, percentage, mean, independent-samples t-test, and analysis of variance were used to analyze the data. Results showed that teachers had an overall intermediate level of technological proficiency (M = 3.06). Microsoft Office Applications obtained an advanced rating (M = 3.46), E-Learning Platforms were intermediate (M = 3.18), while Interactive Educational Applications were basic (M = 2.53). Among interactive applications, Canva and Artificial Intelligence were rated intermediate, whereas Kahoot and Quizizz were basic. Significant differences in technological proficiency were found according to age, years of service, and number of ICT-related trainings attended, while no significant differences were observed according to sex and educational attainment. Based on the identified competency gaps, a differentiated ICT Training Program was developed and validated. The program obtained an overall validity mean of 4.72, with very highly valid ratings for acceptability, adequacy, and appropriateness. The findings underscore the need for sustained, targeted, and practice-oriented ICT professional development to strengthen teachers’ digital competence and meaningful technology integration in elementary education.