Document Type
Paper presentation
School Name
Visayas State University Tolosa
School Code
ARCH00056
Abstract / Executive Summary
While the literature provides extensive accounts of ICT integration, TPACK, and barriers to ICT, studies exploring the interplay among these variables remain limited, particularly in rural elementary education settings. To address this gap, this study examined the levels of TPACK, perceived barriers to ICT integration, the extent of ICT integration, and how ICT integration levels relate to TPACK and these barriers. The study employed a descriptive-correlational design with 82 elementary teachers in Tolosa, Leyte, as respondents. Results revealed a generally high level of TPACK competency, a high level of barriers to ICT, and a high level of ICT integration among elementary teachers. Moreover, correlational analysis showed that ICT integration levels had a weak to moderate significant positive relationship with technology-related TPACK domains but no significant correlation with Content Knowledge (CK), Pedagogical Knowledge (PK), or the level of barriers. These findings suggest that while TPACK plays a role in ICT integration, teachers also find creative ways to overcome persistent barriers. To promote ICT integration despite these challenges, this study recommends professional development initiatives focused on enhancing TPACK, particularly in technology-related domains. Additionally, addressing ICT barriers remains essential to providing better opportunities for elementary teachers to integrate technology effectively. This study aligns with SDG 4 (Quality Education) by promoting ICT in teaching and SDG 9 (Industry, Innovation, and Infrastructure) by addressing ICT barriers to ensure equitable access.
Keywords:
ICT integration; TPACK; barriers to ICT; elementary education; descriptive- correlational design
Exploring the Relationship of TPACK and Barriers with ICT Integration Among Elementary Teachers in Tolosa
While the literature provides extensive accounts of ICT integration, TPACK, and barriers to ICT, studies exploring the interplay among these variables remain limited, particularly in rural elementary education settings. To address this gap, this study examined the levels of TPACK, perceived barriers to ICT integration, the extent of ICT integration, and how ICT integration levels relate to TPACK and these barriers. The study employed a descriptive-correlational design with 82 elementary teachers in Tolosa, Leyte, as respondents. Results revealed a generally high level of TPACK competency, a high level of barriers to ICT, and a high level of ICT integration among elementary teachers. Moreover, correlational analysis showed that ICT integration levels had a weak to moderate significant positive relationship with technology-related TPACK domains but no significant correlation with Content Knowledge (CK), Pedagogical Knowledge (PK), or the level of barriers. These findings suggest that while TPACK plays a role in ICT integration, teachers also find creative ways to overcome persistent barriers. To promote ICT integration despite these challenges, this study recommends professional development initiatives focused on enhancing TPACK, particularly in technology-related domains. Additionally, addressing ICT barriers remains essential to providing better opportunities for elementary teachers to integrate technology effectively. This study aligns with SDG 4 (Quality Education) by promoting ICT in teaching and SDG 9 (Industry, Innovation, and Infrastructure) by addressing ICT barriers to ensure equitable access.
