Information and Communications Technology (ICT) Integration in Teacher Education Institutions

Abstract

This study investigated the expressed attitudes, the perceived skill levels, and the level of the Information and Communications Technology ICT integration to instruction of teacher educators in state universities, autonomous and deregulated teacher education institutions. It explored the relationship between expressed attitudes and perceived skill levels towards the actual level of ICT integration. It also determined if a significant relationship exists between the level of ICT integration and the following factors: gender, age, number of years as teacher educators, and employment status. It further sought the teacher educators' opinions on what teacher education subjects and by what manner can the integration of ICTs to instruction be best implemented. This study was conducted on nine teacher education institutions in the National Capital Region involving 72 teacher educators. Multi - stage sampling was used to determine the samples. The questionnaires used to gather data were composed of five parts: descriptive statistics, regression analysis, correlation, and case summary. The level of significance was set at 0.05. Results of the survey revealed the following: generally, teacher educators have positive attitudes towards ICT integration and consider themselves "Good" in the integration of ICTs to instruction. However, there is a "Low" level of integration in all schools; teacher educators from autonomous institutions have the highest positive perception on their skills in ICT integration as well as the level of ICT integration to instruction; perceived skill level is a significant predictor of ICT integration; positive attitude towards ICT integration which does not assure the integration of ICTs to instruction; for every school type, a different attitude subscale  predicts the integration of ICTs to instruction; positive correlation between the level of ICT integration and age i.e., the lower the age, the higher the level of integration; ICT integration can be implemented not only in Educational Technology subjects but also in other areas; and, training teachers on ICT integration is the most effective way to implement the integration of ICTs to instruction. The findings of the study revealed that the significant predictor of ICT integration is the perceived skill level. This supports the recommendation of this study to strengthen pre-service and in-service trainings on ICT integration.