Authors :
Jane I. Tawagen
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/4c5b9zj9
Scribd :
https://tinyurl.com/53vx29w4
DOI :
https://doi.org/10.5281/zenodo.14533440
Abstract :
The purpose of this study is to determine how
the utilization of ICT-based tools enhances the skills of
teachers, particularly in the context of pedagogy. The
quantitative descriptive-correlation research design with
cluster sampling was employed to satisfy the objectives of
the study. The Pearson Correlation and Likert scale were
employed to determine the level of Technology
Acceptance and Technological Pedagogical Content
Knowledge of Elementary Mathematics teachers. From
the quantitative analysis of the data, findings showed that
the popular software choices among Elementary
Mathematics teachers across various categories are H5P
for authoring softwares, while EndNote is the preferred
reference management tool. Microsoft Office (Word) for
desktop publishing, Video LAN Client for tutorial
software, Kahoot 360 for educational games and zoom for
video conferencing software. Elementary Mathematics
teachers have a predominantly very low mean level of
utilization for various software applications across
different categories. It was also revealed that the level of
elementary Mathematics teachers in Technology
Acceptance of ICT usefulness is strongly acceptable.
Furthermore, the level of Technology Acceptance of Ease
of use disclosed that the respondents express an
acceptance of its Ease of use in ICT utilization.
Meanwhile, the overall level of Technological Pedagogical
Content Knowledge (TPCK) of the teachers is very high.
On the other hand, the relationships between the level of
utilization of ICT-Based tools and other software
applications are classified as very weak. However, there is
a weak relationship between Technology Acceptance level
in terms of the usefulness of ICT and ease of use of ICT
and TPCK. This correlation is not significant. Thus, the
levels of Technology Acceptance in terms of usefulness
and ease of use of ICT are closely related to the utilization
of ICT in teaching. A strong TPCK foundation can help
teachers maximize the potential of ICT in their
classrooms, while the perceived usefulness and ease of use
of ICT can contribute to the growth of TPCK. Provision
of comprehensive training to elementary Mathematics
teachers may address the perception of respondents on
the usefulness of ICT and, administrator’s empowerment
to effectively utilize ICT-based tools in their classrooms,
ultimately enhancing teachers’ teaching pedagogy.
Keywords :
Utilization, Information and Communication Technology, Technological Pedagogical Content Knowledge, Technology Acceptance.
References :
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The purpose of this study is to determine how
the utilization of ICT-based tools enhances the skills of
teachers, particularly in the context of pedagogy. The
quantitative descriptive-correlation research design with
cluster sampling was employed to satisfy the objectives of
the study. The Pearson Correlation and Likert scale were
employed to determine the level of Technology
Acceptance and Technological Pedagogical Content
Knowledge of Elementary Mathematics teachers. From
the quantitative analysis of the data, findings showed that
the popular software choices among Elementary
Mathematics teachers across various categories are H5P
for authoring softwares, while EndNote is the preferred
reference management tool. Microsoft Office (Word) for
desktop publishing, Video LAN Client for tutorial
software, Kahoot 360 for educational games and zoom for
video conferencing software. Elementary Mathematics
teachers have a predominantly very low mean level of
utilization for various software applications across
different categories. It was also revealed that the level of
elementary Mathematics teachers in Technology
Acceptance of ICT usefulness is strongly acceptable.
Furthermore, the level of Technology Acceptance of Ease
of use disclosed that the respondents express an
acceptance of its Ease of use in ICT utilization.
Meanwhile, the overall level of Technological Pedagogical
Content Knowledge (TPCK) of the teachers is very high.
On the other hand, the relationships between the level of
utilization of ICT-Based tools and other software
applications are classified as very weak. However, there is
a weak relationship between Technology Acceptance level
in terms of the usefulness of ICT and ease of use of ICT
and TPCK. This correlation is not significant. Thus, the
levels of Technology Acceptance in terms of usefulness
and ease of use of ICT are closely related to the utilization
of ICT in teaching. A strong TPCK foundation can help
teachers maximize the potential of ICT in their
classrooms, while the perceived usefulness and ease of use
of ICT can contribute to the growth of TPCK. Provision
of comprehensive training to elementary Mathematics
teachers may address the perception of respondents on
the usefulness of ICT and, administrator’s empowerment
to effectively utilize ICT-based tools in their classrooms,
ultimately enhancing teachers’ teaching pedagogy.
Keywords :
Utilization, Information and Communication Technology, Technological Pedagogical Content Knowledge, Technology Acceptance.