Libraries at University of Nebraska-Lincoln
Date of this Version
5-30-2023
Document Type
Article
Abstract
The main purpose of this study was to determine the obstacles encountered by senior high school teachers in integrating Information and Communication Technology (ICT) into teaching at Tabon Maximino Estrella National High School (TMENHS). The use of ICT in the classroom is crucial in providing opportunities for students to learn and adapt in the information age. The researcher employed a non-experimental quantitative research design, utilizing descriptive techniques such as frequency and percentage, as well as mean as statistical tools. The researcher employed adapted questionnaires that were modified to suit the current study. Data was generated through total enumeration sampling, involving 18 Senior High School teachers from TMENHS in Bislig City. The study revealed that at the teacher level, barriers such as lack of confidence and lack of competence were identified, while at the school level, obstacles included lack of time, ineffective training, limited accessibility, and insufficient technical support. However, the study found that teachers rarely observed these obstacles, and their severity was low. To enhance the integration of ICT in the teaching process, suggestions are made for the ongoing professional development of teachers, promoting the adoption of new pedagogies and tools for learning. Teacher trainers and policymakers need to understand the obstacles associated with different approaches to ICT use in teacher training, enabling the exploration of appropriate training strategies to effectively implement such changes for all stakeholders.
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