Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 5 (2024)

Teachers Perspective on Computer Technology and ICT Integration in Classroom Teaching

Barbeth Fame Ebon | Teresita Sambo

Discipline: Education

 

Abstract:

ICT integration in classroom teaching is one of the challenges that teachers face nowadays. Thus, this study aimed to determine the teachers’ professional perspectives on computer technology and their process of integration in classroom teaching. The method used in this study was the descriptive-correlational research design to obtain the data needed specifically using survey questionnaire. Random sampling was used in selecting teachers per school as participants in the study for kindergarten to grade 6 Teachers in West 2 District, Division of Iligan City. Technology Implementation Questionnaire (TIQ) Version II tool was used. It was an adopted and modified instrument and developed by Wozney et al. (2006). Findings revealed that there is no significant difference in the factors affecting the respondent’s professional perspective on the use of computer technology in the classroom. The results from regression analysis for the significant relationship between the respondents’ professional view and their ICT process integration in terms of instructional, informative, communicative, evaluative, and organizational shows that there is a positive relationship among the variables mentioned except the informative ICT process integration. This implies that the professional perspective of the teachers has a positive influence on their ICT process integration in the classroom. Results showed that all the mentioned demographic profiles are not predictors of their ICT process integration as indicated in their p-values greater than 0.05 level of significance. The findings suggests that teachers should change their perspective about ICT integration, from traditional way of learning to more interactive learning.



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