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Relevance of the Topics in the Criminologist Licensure Examination Review Program, M. M. Pariñas & R. L.
Obrero UNP Research Journal

Volume XXI January-December 2012 ISSN 0119-3058
Information and Communication Technology Competence of the University of Northern

Philippines - College of Teacher Education Faculty
Corazon G. Pardo
ABSTRACT
This study assessed the Information and Communication Technology (ICT) competence of
the faculty of the University of Northern Philippines (UNP) - College of Teacher Education
(CTE) during the First Semester of School Year 2011-2012.
The study made use of the descriptive-correlational method of research. The respondents
were 47 faculty members of the UNP-CTE. The data needed in the study were gathered
through the use of questionnaire adopted from Basic Technology Competencies for
Educators Inventory (BTCE). Data gathered were analyzed using the frequency,
percentage, mean, and correlation analysis.
Most of the CTE faculty are middle-aged, female, varied years in teaching, masters’ degree
holders, instructors, holding varied specialization, never attended ICT trainings or
seminars, use computers frequently, and have PC at home. They are competent in the
overall ICT competence. Insufficient number of computer units was claimed as main
problem on the use of ICT in teaching and learning. Young respondents attended more in-
service trainings and experience, with better access, and have higher competence in ICT.
ICT capacity building of the College of Teacher Education is recommended. This can be
done by equipping the classrooms with more computer units and other technology devices
for classroom use and providing the teachers with more computer trainings especially on
databases and setup, maintenance, and troubleshooting of equipment. Another study
should be conducted focusing on the ICT knowledge and skills of teachers.
Keywords: ICT competence, teacher education, word processing, databases,

telecommunications, media communication
INTRODUCTION
The development of information and communication technology (ICT) in the 21st century has
created unprecedented changes in all walks of life. In the school, the rapid growth of ICT has become an
integral part of day to day life and has been accepted as tools to improve the classroom environment. As
the facilitator of learning, a teacher essentially needs a shift in his role by utilizing ICT. Teachers should
be prepared to provide technology-supported learning opportunities for their students.
In order to be prepared for further emergences of technologies in society and to foster the
development of what has been termed 21st century skills, many countries have developed visions, plans,
programs, and strategies for upgrading their national curricula. Most of the teacher education institutions
have redesigned their curricula for their prospective teachers to become competent users of new
technologies when they become teachers (Glenn, 2002).
Relevance of the Topics in the Criminologist Licensure Examination Review Program, M. M. Pariñas & R. L. Obrero UNP Research Journal
Similarly, several studies on the importance of ICT and teachers’ use revealed that the use of ICT is
inherently advantageous to support and facilitate the teachinglearning process. Roschell, et al. (2002)
explored the various ways by which computer technology can be used to improve the learning process in
the classroom. Cuttance (2001) cited a range of evidence to substantiate the potential of ICT to enhance
learning environments and improve student learning outcomes in both cognitive and non-cognitive
domains.
In the Philippines, its ICT framework for the 21 st century Filipino learners is designed to enhance,
broaden, strengthen, and transform them into a person who is excellence-driven, global in perspective,
innovative, ingenuous, and creative, with a deep sense of community and concern for harmony and the
common good (IT 21 Philippines, 1991). Among its Asian neighbors, the country is one of the early
adoptors in ICT use in government since 1969. Unfortunately, the country has been significantly overtaken
by many countries since then (Macaset, 2011).
To achieve the aforementioned projection, much attention is directed to human enhancement

particularly teachers and educators who are molding the youths as “hope of the motherland.” For this
reason the researcher conducted this study in order to determine the ICT competence of the teachers of
the College of Teacher Education of the University of Northern Philippines. Results of this study would
be used as bases to identify the needed programs for faculty development to better prepare them
especially in the effective integration of ICT in classroom teaching.
This research aimed to assess the ICT competence of the faculty of the College of Teacher
Education (CTE), University of Northern Philippines during the School Year 2011-2012.
This study looked into the profile of the respondents in terms of age, gender, length of teaching
service, highest educational attainment, academic rank, area of specialization, in-service training related
to ICT, computer experience, access to ICT, and their level of ICT competence in terms of basic computer
operation skills, set-up, maintenance and trouble shooting of equipment, word processing, spreadsheets,
databases, networking, telecommunications, media communication, and social, legal and ethical issues.
Further, this study gathered information on the problems encountered by the teachers in the use of ICT
in the classroom and determined the relationship between the profile of the respondents and their level
of ICT competence.
Today’s classroom teachers need to be prepared to provide technologysupported learning

opportunities for their students. UNESCO’s ICT Competency Framework for Teachers is an important
guideline towards that goal. The objectives of this project are: to constitute a common core syllabus
(defining various ICT competency skills for teachers) which can be used to develop learning materials; to
provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning;
to extend teachers’ professional development to advance their skills in pedagogy, collaboration, and
school innovation; and to harmonize different views and vocabulary regarding the uses of ICT in teacher
education.
The goal of the UNESCO ICT Competency Standards for Teachers (ICT-CST) Project 1 is to improve
teachers’ practice in all areas of their work. By combining ICT skills with emergent views in pedagogy,
curriculum, and school organization, the standards are designed for the professional development of
teachers to improve their teaching, collaboration with colleagues, and to ultimately mold them to be
innovation leaders in their institutions. The overall objective of the project is not only to improve teachers’
practice but also to elevate the education system and its workforce. These are the important factors in
advancing the country’s economic and social development.
In today’s knowledge society, schools must not only ensure that learners possess the
competencies to wield new information and communication tools productively; they must equip learners
with the critical and analytic tools necessary to live and flourish in an information saturated environment.
Mastery of facts has become less important than the ability to contextualize these facts and derive their
meaning within specific contexts. Thus, learners must develop three fundamental skills: how to find
information, how to determine if what is found is relevant to the task at hand, and how to determine if
the relevant information is accurate (Thornburg, 1999). He further emphasized that acquisition of these
three foundational skills sets the parameters for the use of ICT in schools. The tool that in part created
the demand for information literacy skills in the first place can, if used effectively, be the best tools to
help learners meet these demands. The integration of ICT in the teaching and learning process is,
potentially, one of the most viable interventions towards educational reform.
The implementation of ICTs in classrooms has been shown to benefit students’ learning by increasing
students’ self-esteem and motivations (Earle, 2002; Ansari, 2007). This only shows that the developments
in information technology have many influences on educational establishments.
Technology involves the generation of knowledge and processes to develop systems that solve
problems and extend human capabilities. In other words, technology can change or alter how people
access, gather, analyze, present, transmit, and simulate information (See, 1994). The impact of technology
is one of the most critical issues in education (Webber, 2003). The use of information and communication
technology creates a powerful learning environment and it transforms the learning and teaching process
in which students deal with knowledge in an active, self-directed and constructive way (Volman and Van
Eck, 2001).
Roschell, et al. (2002) explored the various ways by which computer

technology can be used to improve the learning process of children in the classroom. Several examples
of computer-based applications are highlighted to illustrate ways by which technology can enhance how
children learn by supporting four fundamental characteristics of learning: active engagement,
participation in groups, frequent interaction with feedback, and connections to real-world contexts.
Integrating technology into all classrooms can facilitate learning in new and meaningful ways. Because
technology is interactive, it increases student’s development and involvement as it meets all the student’s
needs and abilities and improves their learning. Therefore, ultimately, the goal is to facilitate uses of
technology that lead to increased student learning.
The Cuttance Report (2001) School Innovation: Pathway to Knowledege Society, Commonwealth of
Australia, cites a range of evidence to substantiate the potential of ICT to enhance learning environments
and improve student learning outcomes in both cognitive and non-cognitive domains, as follows: first
order effects refers to improved learning and stronger student motivation; second order effects relate to
ICT creating new contexts and environments for practice — i.e. a potential; and catalyst for change of
work roles, patterns, procedures, and organizational groupings compared to those adopted in traditional
classrooms.
The proliferation of technologies has complicated the teaching-learning process and finding the
best way of integrating technology into classroom practices is one of the challenges the 21 st century
teachers face. Effectively integrating ICT into learning systems is much more complicated than providing
computers and securing connection to the Internet. The integration of ICT is associated with a shift from
instructivist to constructivist philosophies of teaching and learning (Barker, et al., 2007).
Tabios (2008) stressed that with the widespread use of the personal computer, many authorities in the
field of education pointed out the need for computer literacy. It is, then, essential that everyone acquires
an understanding of what computers are and how they work. In this modern world, no one can afford to
be ignorant of the important role of computers in any career or business of choice. Being computer
literate will give anyone a great competitive advantage. Having a thorough knowledge, the right skills,
and the right attitude on new technologies will certainly make educators more confident, competent,
effective, and efficient.
Barker, et al. (2007) examined past research studies and reports on ICT implementation in schools and
found out that there are two main factors that affect teachers’ update of ICT. These are manipulative
and non-manipulative school and teacher factors. Research on the implementation of ICT in schools has
also shown that these school and teacher factors are interrelated. The success of the implementation of
ICT is not dependent on the availability or absence of one individual factor but is dependent on the
dynamic process involving a set of interrelated factors. Moreover, no single solution exists to address the
immense challenges of ICT integration because different perspectives of integrating ICT can be chosen.
A number of research works have shown that the use of ICT in education can increase students’
motivation, deepen their understanding, promote active, collaborative, and lifelong learning, offer
shared working resources and better access to information, and help them to think and communicate
creatively (Jonassen, 2000 and Webber, 2003).
Tondeur, et al. (2008) examined the relationship between teacher classroom use of computers
and computer attitudes, demographics, teacher computer experience, and teaching philosophies. Data
collected showed that 18 percent of variance in their classroom use of computers was ascribed to school
differences and 82 percent to teacher differences. Teacher age had little effect on classroom computer
use, but males were more disposed to use computers than females. Computer experience and computer
attitudes also influenced decisions to use computers professionally.
The world of computers has been described as a male domain where women are under-
represented, both in IT education and the IT industry. Other researchers suggested that women have
fewer opportunities and access to computers (Gunn, et al., 2003).
Likewise the study of Tondeur, et al. (2008) and Volman & Van Eck (2001) revealed that female
respondents tend to be less interested in computers, to have less positive views about the value of
computing, have more computer anxiety and less confidence in their computer abilities.
The aforecited situations conform with Goktas’ (2006) findings about educators’ perceptions on ICT
integration into teacher education programs and their courses. The results indicated that most of the
participants expressed positive perceptions about the integration of ICT into teacher education programs.
Generally, their ICT competency was completely sufficient. They use the internet as a supportive tool to
their courses and particularly search engines.
Some of the implications of ICT for teaching and learning were studied by Ainley and Searle (2007). They
revealed that the primary concerns of teachers about the use of ICT are maintenance, inequalities
between students who have access to computers at home and those who do not, need for flexible mentor
type training at the school, information overload, pace of change and stress, plagiarism, business
involvement, more time needed to learn new software, and create new things for teaching.
METHODOLOGY
The descriptive-correlational method of research was used in this study. The researcher described the
respondents’ level of ICT competence and determined their relationship with the respondents’ profile.
Initially, the researcher gave out the questionnaires to the total population of the faculty, but due to some
reasons only 47 (95.92%) of the questionnaires were retrieved. These 47 respondents are all faculty of
the College of Teacher Education during the First Semester of School Year 2011-2012.
The questionnaire consists of three parts, namely: profile of the respondents in terms of age, gender,
length of teaching service, highest educational attainment, academic rank, area of specialization, in-
service training related to ICT, computer experience, and access to ICT, ICT competence in terms of basic
computer operation skills, set-up, maintenance and trouble shooting of equipment, word processing,
spreadsheets, databases, networking, telecommunications, media communication and social, legal and
ethical issues; and problems on the use of ICT for teaching and learning with 23 items on the issues that
may affect the utilization of ICT in education was used. The second and the final parts of the questionnaire
were adopted from Basic Technology Competencies for Educators Inventory (BTCE) developed by the
Texas Center for Educational Technology and the South Central Regional Technology Education
Consortium.
To arrive at the ICT level of competence of the respondents the following norm was used:
Relative Value Descriptive Equivalent Statistical Range

4 Very Competent (VC) 3.41-4.00
3 Competent (C) 2.61-3.40
2 Somewhat Competent (SC) 1.81-2.60
1 Not Competent (NC) 1.00-1.80
To determine the problems on the use of ICT for teaching and learning, the respondents were
asked to check if an item was a problem. The most frequent item was considered the main problem.
RESULTS AND DISCUSSION
Profile of the Respondents
One-third (16 or 34.04%) of the faculty are 40-49 years old, 11 (23.40%) are 50 years old and
above, and 10 each (21.28%) are 20-29 years and 30-39 years old.
The CTE is dominated by female faculty 36 (76.60%); only 11 (23.40%) are male. Fifteen (31.39%) of the
respondents have been teaching for 0-9 years, while the least ( 9 or 19.15%) had 10-19 years of teaching
experience. Some faculty members are in their first ten years of teaching while others are in their last few
years of service.
The majority (31 or 65.96%) of the respondents are masters’ degree holders; 11 (23.40%),
doctorate degree holders; and only five (10.64%) are bachelors’ degree holders. Almost half (20 or
42.55%) of the respondents have the rank of Instructors; 15 (31.91%) are Assistant Professors; ten
(21.28%) are Associate Professors; and only two (4.26%) are Professors.
Out of the 47 respondents, eight (17.02%) each specialized in English and Industrial
Technology/Education respectively; six (12.77%) in science; five (10.64%) in Filipino and Mathematics;
three (6.38%) in Social Sciences and Library sciences; and two (4.26%) each specialized in general
education in elementary, physical education, psychology, and home economics. Only one (2.13%)
specialized in Agriculture. The majority, 27 (57.45%) never attended ICT trainings or seminars; 12
(25.53%) have only one training; six (12.77%) have three or more trainings; and two (4.26%) have two
trainings.
More than one-third (17 or 36.17%) use computers frequently; 15 (31.91%) use them only to
support traditional instruction; 12 (25.53%) rarely use them; and only ten (21.28%) use them as a teaching
and learning tool. Majority of the respondents (35 or 74.47%) have Personal Computer (PC) at home; 33
(70.21%) have their own email account; 26 (55.32%) have an internet connection at home; 25 (53.19%)
use ICT for personal purposes; 23 (48.94%) use ICT as a teaching tool; and only 20 (42.55%) use computers
to support traditional instruction. These results imply that the faculty members have personal access to
ICT, however, very few of them use these tools to support instruction or as teaching and learning tool.
Level of ICT Competence of the Respondents
The level of ICT competence of the respondents was measured in terms of the following: not
competent (NC); somewhat competent (SC), competent (C), and very competent (VC) in basic computer
operation skills, set-up, maintenance and trouble shooting of equipment, word processing, spreadsheets,
databases, networking, telecommunications, media communication, and social, legal and ethical issues
(Table 1).
Table 1. Item mean ratings of the respondents’ level of ICT competence

ICT Competencies Mean DR

A. Basic Computer Operations Skills
1. Insert and eject floppy diskette, USB and other external storage devices 3.09 C
2. Store files in a folder or subdirectory 3.00 C
3. Access information on CD-ROM, USB, and hard drive 2.91 C
4. Create and delete folders or subdirectories 3.00 C
5. Create, edit, and print various types of documents 2.84 C
Overall rating of basic computer operation skills 2.97 C
B. Setup, Maintenance, and Troubleshooting of Equipment
1. Protection of floppy diskettes, USB and other external storage devices 2.43 SC
2. Virus protection 2.48 SC
3. Connecting peripheral devices 2.41 SC
4. Managing memory 2.20 SC
Overall rating of ability to setup, maintain, and troubleshoot equipment 2.38 SC
C. Word Processing
1. Set margins 3.14 C
2. Change font size and type 3.25 C
3. Cut, copy, and paste in and between documents 3.23 C
4. Insert files, graphics, and tables in a document 3.14 C
Overall rating of word processing ability 3.19 C
D. Spreadsheets
1. Enter data in cells 2.82 C
2. Move data within spreadsheet 2.64 C
3. Use formulas 2.50 SC
4. Create charts 2.45 SC
Overall rating of spreadsheet management ability 2.60 SC
E. Databases
1. Enter data in a database 2.14 SC
2. Sort and search in a database 2.05 SC
3. Produce a report in a database 1.95 SC
4. Queries using AND and OR 1.95 SC
Overall rating of competencies using a database 2.02 SC
Table 1 continued
ICT Competencies Mean DR

F. Networking
1. Logging on a network 2.77 C
2. Working in a network environment 2.68 C
3. Electronic file sharing 2.55 SC
4. Knowledge of advantages of a server 2.45 SC
Overall rating of networking skills 2.61 C
G. Telecommunications
1. Send and receive e-mail 3.02 C
2. Navigate the World Wide Web 2.75 C

3. Subscribe to a list-serve 2.52 C
4. Develop programs using an authoring system or language 2.30 SC
Overall rating of telecommunications 2.65 C
H. Media Communication
1. Use an overhead projector 2.61 C
2. Develop an electronic slide show 2.61 C
3. Develop an interactive electronic slide show 2.45 SC
4. Develop a presentation using graphics and sound 2.52 SC
Overall rating of media communication skills 2.55 SC
I. Social, Legal, and Ethical Issues
1. Knowledge of copyright issues 2.57 SC
2. Knowledge concerning shareware 2.41 SC
3. Knowledge of software piracy 2.43 SC
4. Knowledge of intellectual property rights 2.64 C
Overall rating of social, legal, and ethical issues 2.51 SC
Overall 2.61 C
Legend: Relative Value Statistical Range Descriptive Equivalent
4 3.41-4.00 Very Competent (VC)
3 2.61-3.40 Competent (C)
2 1.81-2.60 Somewhat Competent (SC)
1 1.00-1.80 Not Competent (NC)
On the overall (Table 1) the respondents are competent in ICT ( =2.61). They assessed themselves
competent in word processing” ( =3.19), “basic computer operation skills” ( =2.97), “telecommunications”
( =2.65), and “networking”
( =2.61). However, they assessed themselves somewhat competent along “spreadsheets” ( =2.60), “media
communication” ( =2.55), “social, legal, and ethical issues” ( =2.51), “setup, maintenance and
troubleshooting of equipment” ( =2.38), and “databases” ( =2.02). These findings imply that the faculty
considered themselves capable in using most ICT tool such as word processing, basic computer operation
skills, telecommunications, and networking, but not in working with databases, set-up, maintenance and
trouble shooting of computers, social, legal, and ethical issues, media communication, and spreadsheets.
This result conforms to Goktas’ (2009) survey findings about teacher educators’ perceptions on ICT
integration into teacher education programs, their perceived ICT competencies and their ICT usage in
their courses. The results indicated that most of the participants expressed positive perceptions about
the integration of ICT into teacher education programs. Generally, their ICT Competency was completely
sufficient. They use the Internet as a supportive tool to their courses and particularly search engines used
by them.
Though the respondents assessed themselves competent in most of the items rated, these should
be improved to its highest level for them to provide their students technology-supported learning
opportunities. Likewise, the low or somewhat competence level of the respondents should be given main
attention to improve teaching and learning. This can be done by equipping the classroom with more
computer units and other technology devices for classroom use, and providing the teachers with more
computer trainings especially on databases and setup, maintenance and troubleshooting of equipment.
On Problems on the Use of ICT for Teaching and Learning
As observed in Table 2, all (47 or 100%) the respondents perceived that “insufficient number of computer
units” is the primary problem on the use of ICT in teaching and learning. Problems on “not enough
technical assistance for operating and maintaining computers and/or insufficient help for solving
technical problems with ICT” (39 or 83%), “lack of funds” (40 or 85%), “not enough training opportunities”
(38 or 81%), teachers lack knowledge/skills in using computers/the internet for instructional purposes”
(37 or 79%), and “insufficient peripherals like printers, scanners, etc.” (36 or 77%), “teachers feel
uncomfortable because some students are more competent in ICT than they are”, “inadequate
administrative support or initiative” and “absences or outdated school network/LAN” (32 or 68%) each,
and “lack of interest/willingness of teachers to use computers” (28 or 60%) were also pointed out by the
respondents as problems in the use of ICT for teaching and learning.
Table 2. Overall item mean ratings showing the respondents’ assessment on the problems on
the use of ICT for teaching and learning
Problems on the use of ICT for Teaching and Learning f % Rank

Insufficient number of computer units 47 100 1
Not enough technical assistance for operating and maintaining
computers and/or insufficient help for solving technical problems
with ICT 39 83 2
Not enough training opportunities 38 81 4
Not enough computer space 31 66 12
Lack of funds 40 85 3
Insufficient peripherals (printers, scanners, etc.) 36 77 6
Teachers lack knowledge/skills in using computers/the internet for
instructional purposes 37 79 5
Not enough staff for supervising computer-Internet using students 27 57 20.5
No time to explore opportunities for using computers/internet 26 55 22
Not enough copies of software for educational use 29 62 17.5
Insufficient time for teachers to prepare lessons in which computers
/the Internet are used 30 64 15
Weak infrastructure (telecommunication, electricity, etc.) 31 66 12
Problems in scheduling enough computers/the Internet time for
different classes 30 64 16
Lack of Interest/willingness of teachers to use computers 28 60 10
Inadequate administrative support or initiative 32 68 8
Insufficient plans and/or resources to prevent the theft and vandalism

of computers 28 60 19
Absences or outdated school network/LAN 32 68 8
Difficulty in integrating computers/the Internet in classroom
instruction practices 27 57 20.5
Not enough types (variety) of software 31 66 12
Lack of knowledge on what hardware/software to buy 30 64 15
Lack of skills/knowledge in handling computers 29 62 17.5
Software too complicated for teachers and/or students to use 24 51 23
Teachers feel uncomfortable because some students are more
competent with ICT than they are. 32 68 8
The above findings proved that the respondents perceived several problems on the use of ICT in
teaching and learning. Hence, there is a need to provide more computer units, technical assistance for
operating and maintaining computers to the college, and supplementary training opportunities to the
faculty members for them to be more comfortable and willing to use ICT in teaching and learning.
This result is similar to the findings of Ainley and Searle (2007) who found out that teachers recognized
that there were some concerns and problems with integrating the use of information and communication
technology and they thought it was beneficial to the educational process and should be continued.
Significant Relationship Between the Profile of the Respondents and their Level of ICT competence
Age. Table 3 shows that the relationship between the respondents ICT competence and age
yielded an inverse significant result on overall level of ICT competence (r=.-.46), “basic computer
operation skills” (r=-.41), “set-up, maintenance and trouble shooting of equipment” (r=-.37), “word
processing” (r=.45), “spreadsheets” (r=-.48), “databases” (r=-.35), “networking” (r=-.35),”
telecommunications” (r=-.43), “media communication” (r=-.40) and “social, legal and ethical issues”
(r=-.34). This means that the younger respondents tend to assess themselves more competent in the
use of ICT in teaching than the older respondents. This is in contrary to Tondeur, et al., (2008) who found
that teacher’s age had little effect on classroom computer use.
Table 3.Correlation Coefficients Showing the Relationship between the

Level of ICT Competence and Profile of the Respondents
Area of In Acces
Years Highest
Acad. Specialization Service Computer s
Competencies Age Sex in Educational To
Rank Training Experience
Teaching Attainment
in ICT ICT
Basic Computer
Operations - -
Skills 0.41** 0.05 -0.41** -0.10 -0.27* -0.02 0.37** 0.35** -0.39**
Setup,
Maintenance,
and
Troubleshooting - -
of Equipment 0.37** 0.11 -0.41** -0.14 -0.09 -0.16 0.25 0.44** 0.46**
Word -
Processing 0.45** 0.07 -0.44** -0.04 -0.34 -0.10 0.27* 0.29* 0.47**
Spreadsheets - - -0.47** -0.25 -0.15 -0.15 0.42** 0.35** 0.40**

0.48** 0.08
Databases - - -0.43** -0.22 0.00 -0.22 0.07 0.03 0.34*
0.35** 0.25
Networking - - -0.34* -0.06 -0.17 -0.19 0.19 0.36** 0.46**
0.35** 0.04
Telecommu- - -
nications 0.43** 0.06 -0.39** -0.09 -0.24 -0.14 0.25 0.30* 0.48**
Media -
Communication 0.40** -0.1 0.16 -0.06 -0.20 -0.09 0.31* 0.43** 0.43**
Social, Legal,
and Ethical - -
Issues 0.34** 0.12 -0.33* -0.12 -0.07 -0.05 0.31* 0.31* 0.25
Overall - - -0.46** -0.14 -0.20 -0.14 0.31* 0.37** 0.50**
0.46** 0.10
* correlation is significant at 0.05 level of significance (2-tailed)
** correlation is significant at the 0.01 level (2 tailed)
Sex. The respondents’ overall ICT competence in all the skills assessed is not related to sex. This
suggests that the male and the female teachers have more or less the same evaluation on their level of
ICT competence. The findings do not support to Volman & Van Eck (2001) who found out that female
respondents tend to be less interested in computers, to have less positive views about the value of
computing, and to report more computer anxiety and less confidence in their computer abilities. Tondeur,
et al (2008) also found out that males were more disposed to use computers than females.
Years in Teaching. Generally, the relationship between the level of ICT competence of the
respondents and their years of teaching experience is highly significant (r=-.46). This is supported by the
highly significant relationship obtained between years of teaching and majority of the competency
indicators. It is worth noting that the relationship obtained is inverse. This means that respondents with
less years of teaching experience assess themselves more competent in the use of ICT in teaching. This
result is consistent with the finding on the relationship between their age and level of ICT competence.
Academic Rank. The relationship between the respondents’ ICT competencies and academic rank
is not statistically significant. Probably, the respondents tend to have the same judgment on their level of
ICT competence though their academic ranks vary. This negates the findings of Tondeur, et al. (2008) that
computer experience also influenced decisions to use computers professionally.
Area of Specialization. The respondents’ area of specialization is significantly related with basic
computer operation skills (r=-.27), and word processing (r=-.34). On the other hand, their area of
specialization has no significant relationship with their overall ICT competence, and in the other
competency indicators.
Highest Educational Attainment. The highest educational attainment of the respondents does
not have a bearing on their level of ICT competence and in all the competency indicators. This implies
that highest educational attainment is not related with their level of ICT competence.
In Service Trainings in ICT. The number of ICT-related in-service trainings attended by the
respondents and their overall ICT attained a significant relationship(r=.31). In addition, a significant
relationship was obtained in most of the competency indicators. This means that respondents who have
attended more in- service trainings related to ICT tend to be more confident in the use of ICT. This is the
reason why they assessed themselves competent in the use of ICT in the classroom.
Computer Experience. There is a significant relationship between the respondents’ computer
experience and their overall ICT competence (r=.37). This is also true along basic computer operation, set-
up, maintenance and trouble shooting of equipment, word processing, spreadsheets, networking,
telecommunications, media communication, and social, legal and ethical issues. This suggests that the
more ICT experience the respondents have, the higher is their level of ICT competence. Contrary to this,
their competence on databases did not show correlation on their computer experience. This is a fact
because the respondents are not competent on databases and most likely they do not use this program.
Access to ICT. The access to ICT of the teachers is significantly correlated to their overall level of
ICT competence (r=.50). Likewise, it is significantly related to competency on basic computer operation
skills, set-up, maintenance and trouble shooting of equipment, word processing, spreadsheets,
databases, networking, telecommunications, and media communication. This indicates that the
respondents who have more access to computers tend to have higher level of ICT competence. Looking
further at Table 3, however, one can see that there is no correlation between the access to ICT and the
competence of the respondents on social, legal, and ethical issues.
CONCLUSIONS
On the basis of the findings, the researcher forwarded the following conclusions: most of the CTE
faculty are middle aged, female, varied years in teaching , Masters’ degree holders, Instructors, holding
varied specializations never attended ICT trainings or seminars, use computers frequently, and have PC
at home; the respondents considered themselves competent in the overall use of ICT, word processing,
basic computer operation skills, telecommunications, networking, and spreadsheets, but they are
somewhat competent in media communication, social, legal, and ethical issues, setup, maintenance and
troubleshooting of equipment, and databases; insufficient number of computer units, not enough
technical assistance for operating and maintaining computers and/or insufficient help for solving
technical problems with ICT, not enough training opportunities, insufficient peripherals like printers,
scanners, etc., and lack of funds were the major problems claimed by the respondents on the use of ICT
in teaching and learning; and the CTE faculty who are younger and have fewer years in teaching and those
who have more computer experiences, have better access to ICT, and have attended more trainings in
ICT are more likely to have higher competence in using ICT.
RECOMMENDATIONS
ICT capacity building of the College of Teacher Education is recommended. This can be done by
equipping the classroom with more computer units and other technology devices for classroom use and
providing the teachers with more computer trainings especially on databases, setup, maintenance and
troubleshooting of equipment. Another study should be conducted focusing on the ICT knowledge and
skills of teachers.
LITERATURE CITED
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Middlesbrough, UK.
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Relevance of the Topics in the Criminologist Licensure Examination Review Program, M. M. Pariñas & R. L.

Obrero UNP Research Journal

Information and Communication Technology Competence of the University of Northern

Keywords: ICT competence, teacher education, word processing, databases,

To achieve the aforementioned projection, much attention is directed to human enhancement

Today’s classroom teachers need to be prepared to provide technologysupported learning

Roschell, et al. (2002) explored the various ways by which computer

Relative Value Descriptive Equivalent Statistical Range

RESULTS AND DISCUSSION

Profile of the Respondents

Level of ICT Competence of the Respondents

Table 1. Item mean ratings of the respondents’ level of ICT competence

ICT Competencies Mean DR

ICT Competencies Mean DR

2. Navigate the World Wide Web 2.75 C

On Problems on the Use of ICT for Teaching and Learning

Problems on the use of ICT for Teaching and Learning f % Rank

Insufficient plans and/or resources to prevent the theft and vandalism

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Spreadsheets - - -0.47** -0.25 -0.15 -0.15 0.42** 0.35** 0.40**

National Information Technology council or IT 21 Philippines. (1997). Asia’s Knowledge

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