Philippine E-Journals

Probing Ict Competency Of Student-Teachers In Region 10: Basis For Software Input Development

Ryan Glenn C. Narvasa

 

Abstract:

Teacher Education Institutions (TEIs) play a vital role in producing quality teachers through offering relevant Teacher Education Programs. In the advent of Information and Communication Technology (ICT) as one of the highlights of the 21st Century Education, Teacher Education must also be at par with the changes. This study aims to probe the competencies on Information and Communication Technology, especially on Technology Operations and Concepts, vis-à-vis with the preparations done by the Center of Excellence-Institutions (COE-TEIs), which is evident on various factors. The study employed descriptive type of research design that deals with the quantitative data taken from survey responses of the 178 Student-Teachers of the COE-TEIs in Region 10, namely Capitol University and Mindanao State University-Iligan Institute of Technology. Frequency and correlation of variables were analyzed that yielded to several findings such as: student teachers have Very Good Competency on all the Standards under Technology Operations and Concepts; Educational Technology subjects has significant positive correlation with the competencies; Age has significant negative correlation with the standard on the use of internet and networking applications; and Facilities and Ownership of Personal ICT devices has significant positive correlation with the level of competency. Another remarkable finding is identified on the commendable level of competency through the interventions and practices provided by the TEIs. These interventions and practices include the integration of laboratory and lecture in the Educational Technology subject, widening of the linkages with ICT sectors, and ensuring one-to-one ratio of computer units and enhancement of faculty trainings. These findings are deemed beneficial to be modeled by the non-COE-TEIs of the region through the integration of technology in the curricula, pedagogy and teacher training. Another remarkable finding is identified on the commendable level of competency through the interventions and practices provided by the TEIs. These interventions and practices include the integration of laboratory and lecture in the Educational Technology subject, widening of the linkages with ICT sectors, and ensuring one-to-one ratio of computer units and enhancement of faculty trainings. These findings are deemed beneficial to be modeled by the non-COE-TEIs of the region through the integration of technology in the curricula, pedagogy and teacher training