ICT Integration in Pedagogy Among Teachers in Technical-Vocational Schools

AUTHOR(S)

RENIE C. CAPARAL ARDEE S. ABALOS ARIEL G. TAGAPAN

ABSTRACT

— This study investigates the integration of Information and Communication Technology (ICT) in pedagogy among secondary school teachers at Sumoroy Agro-Industrial School, Palapag, Northern Samar. Using a descriptive-correlational research design, the study explores the relationship between teacher demographics, types of gadgets used, and platforms employed in relation to ICT integration in teaching. The research involved a survey of 148 teachers, gathering data on their ICT tools, platforms, and integration practices. Results indicated that while ICT access is present, its use is generally at an average level. Laptops and cellphones were the most commonly used gadgets, while digital platforms like Google Classroom and Zoom were underutilized. Key findings highlight that subject specialization significantly influences teachers’ competence and student engagement with ICT, while other variables, such as age and years of experience, showed no significant correlation with ICT integration. The study suggests a need for targeted professional development to enhance ICT usage, particularly through more focused training on digital platforms and fostering leadership among teachers. Keywords — ICT Integration, Pedagogy, Teacher Demographics, Technology in Education, Professional Development