CANILAO,
ANGELICA JOY C.
PANELO, JERICO N.
SUNGA, JERONIE S.
BAUTISTA, JAYVIE
C.
ISIP, GERLYN D.
INSTRUCTION
ICT COMPETENCY STANDARDS
• WHAT DO WE CONSIDER TO BE THE MOST
IMPORTANT AND ARE EXCITED TO DO?
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ICT COMPETENCY STANDARDS
• WHAT DO WE CONSIDER TO BE THE MOST
IMPORTANT AND ARE EXCITED TO DO?
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• WHAT DO WE CONSIDER THE LEAST
IMPORTANT AND ARE NOT EXCITED TO DO?
ICT DOMAIN PERFORMANCE PERFORMANCE
INDICATOR MOST INDICATOR LEAST
IMPORTANT FOR US IMPORTANT FOR US
TO DO TO DO
DOMAIN 1 Contextualize ICT Demonstrate awareness
UNDERSTANDING ICT policies to the learning of policies affecting ICT
IN EDUCATION environment. in education
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Demonstrate
Develop digital learning understanding of
DOMAIN 2 resources to enhance concepts, principles, and
CURRICULUM AND teaching-learning. theories of ICT system as
ASSESSMENT they apply to teaching-
learning.
ICT DOMAIN PERFORMANCE PERFORMANCE
INDICATOR MOST INDICATOR LEAST
IMPORTANT FOR US IMPORTANT FOR US
TO DO TO DO
Use ICT knowledge to Model collaborative
DOMAIN 3 solve complex problems knowledge construction in
PEDAGOGY and support student face-to-face and virtual
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collaborative activities. environments.
Use technology tools to
Use technology tools to create new learning
DOMAIN 4 create new learning opportunities to support
TECHNOLOGY TOOLS opportunities to support the community of
the community of learners.
learners.
ICT DOMAIN PERFORMANCE PERFORMANCE
INDICATOR MOST INDICATOR LEAST
IMPORTANT FOR US IMPORTANT FOR US
TO DO TO DO
DOMAIN 5 Exhibit leadership in Manage technology-
ORGANIZATION AND shared decision-making assisted instruction in an
ADMINISTRATION using technology tools. inclusive classroom
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DOMAIN 6 Explore existing and
TEACHER emerging technology to Utilize technology tools in
PROFESSIONAL acquire additional content creating communities of
LEARNING and pedagogical practice.
knowledge.
ICT DOMAIN PERFORMANCE PERFORMANCE
INDICATOR MOST INDICATOR LEAST
IMPORTANT FOR US IMPORTANT FOR US
TO DO TO DO
Show positive attitude Demonstrate social,
DOMAIN 7 towards the use of ethical, and legal
TEACHER technology tools. responsibility in the use of
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DISPOSITION
resources.
THE USE OF
TECHNOLOG
Y IN
TEACHING
DATE
CONDUCTED
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AUG 3-
4,2024
PLATFORM USED
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GOOGLE
FORM
INTRODUCTION
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INTRODUTION
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INTRODUCTION
• To explore the integration of technology in
teaching among secondary teachers in
Macabebe and Masantol, Pampanga.
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• To assess how educators utilize digital tools,
their awareness of ICT policies, and the
development and impact of digital resources
on student learning.
• It provides a comprehensive view of current
practices and identifi es areas for potential
improvement in technology use within the
OBJECTIVE
• Aims to evaluate how
secon dary teachers in
Macabebe and Masantol,
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Pampanga, utilize technology
in th eir teaching.
• It seeks to identify challenges
and areas for improvement in
BACKGROUND INFORMATION
Te c hn ology in education off ers
be nefi ts like enhanced
e n ga gement and access to
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re s ources, though it also
pre s e nts challenges such as
a cce ss disparities and the
n e e d for eff ective training.
Ba lancing digital and
tra di ti onal methods is crucial
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20 SECONDARY
TEACHERS RESPONDENTS
SURVEY INQUIRY
1.Do you use technology in your teaching?
2. Are you aware of policies that guide you in the use of ict?
3. Do you use non-digital learning resources in your teaching?
4. Do you develop digital resources for your learners?
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5. Do you use technology tools for classroom activities?
6. Are you expert in the use of technology tools for teaching?
7. Do you have facilities to use the technology tools in your classes?
8. Are you aware of the ethical and legal responsibilities in the use of ict
tools?
9. Are your students learning better with the use of technology tools?
10. Do you enjoy using ict tools in your teaching?
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"YES" Answer
20.5
20
19.5
19
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18.5
18
17.5
17
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
"YES" Answer
RANKING OF ITEMS BASED ON THE NUMBER
OF 'YES' ANSWERS COMPARED TO 'NO'
ANSWERS
• In analyzing the responses to the ten questions, it is
observed that questions 1, 2, 3, 4, and 5 have a higher
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frequency of "Yes" answers compared to "No" answers.
This is followed by questions 7, 8, and 10, which also
exhibit a predominance of "Yes" responses. Conversely,
questions 6 and 9 have a lower frequency of "Yes"
answers relative to "No" answers.
"NO" Answer
2.5
1.5
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0.5
0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
"NO" Answer
RANKING OF ITEMS BASED ON THE NUMBER
OF ‘NO' ANSWERS COMPARED TO ‘YES'
ANSWERS
• In analyzing the responses to the ten questions, it is
observed that questions 6, and 9 have a higher
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frequency of “NO" answers compared to “Yes"
answers. This is followed by questions 7, 8, and 10,
which also exhibit a predominance of “No" responses.
Conversely, questions 1,2,3,4 and 5 have a lower
frequency of “No" answers relative to “ Yes" answers.
KEY INSIGHTS
• High Adoption: Most respondents use
technology in teaching and are aware of
ICT policies.
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• Resource Development: A significant
number of educators develop digital
resources.
• Expertise and Facilities: While many feel
confident in their tech skills and have
KEY INSIGHTS
• Impact on Learning: A majority believe
technology tools enhance student learning.
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• Enjoyment: Most educators enjoy using ICT
tools, though a small number do not.
CONCLUSION
The survey indicates a strong inclination
towards using technology in education
among the respondents,
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awareness and use of ICT policies,
development of digital resources, and
positive perceptions of technology's
impact on learning. However, there are
areas for improvement in facilities and
